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

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

EdTech in Developing Countries: A Review of the Evidence - Rodriguez-Segura, Daniel (The World Bank Research Observer, 2022)
The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries.

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

EdTech in Sierra Leone: A Rapid Scan - Mullan, Joel; Taddese, Abeba (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, in Sierra Leone. This report is based primarily on desk research, with quality assurance provided by a country expert.
previousshortDOI: 10/ghgnd3 previousDOI: 10.5281/zenodo.3903213 shortDOI: 10/ghgnd3 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3903213 10.5281/zenodo.3903213 10.53832/edtechhub.0038 10/ghgnd3 2129771:YRBISV4P 2339240:NJVI79X2 2339240:VJKBU72Y 2405685:C5MWWQI2 2405685:D25NXEFY
Keywords: C:Sierra Leone; LP: English; _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH

EdTech Innovation for COVID-19: Insights from our global call for ideas - Plaut, Daniel; Carter, Alice; Dixon, Miranda; Salami, Taiye (2020)
[No description available.]
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4768571 4804264:7UIKPD5M
Keywords: Final_citation; cited; existing

EdTech, Learning and Equity: The EdTech Hub Research Portfolio - Haßler, Björn; Wagner, Dan; Outhwaite, Laura (EdTechHub, 2023)
ZenodoArchiveID: 10079721 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1000 ZenodoArchiveConcept: 10079720
Keywords: _internal; _r:AddedByMyEducationEvidence

Edtech Research Trends - Leanlab Education

EdTech’s three promising approaches to #SaveOurFuture - Nicolai, Susan; Haßler, Björn (EdTech Hub, 2020)
By Susan Nicolai and Björn Haßler Covid-19 has led to the biggest upheaval to daily life that many of us have ever seen, including for education. Even before schools shut in early March, there was a recognised global learning crisis and some 260 million not in school. The pandemic has further interrupted education for 90% of children around the world,…
KerkoCite.ItemAlsoKnownAs: 2129771:HQIS6BEE 2405685:G5RWH5HE 2405685:PIYPR6M6
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

EdTech testbeds: Models for improving evidence - Batty, Richard (2019)
Keywords: ⛔ No DOI found

EdTech testbeds: Models for improving evidence - Batty, Richard; Wong, Andrea; Florescu, Ana; Sharples, Mike (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:IUB6MC2X 4426965:W7I4269E
Keywords: Carmen

EdTech to Reach the Most Marginalised: A Call to Action - Zubairi, Asma; Kreimeia, Adam; Jefferies, Kate; Nicolai, Susan (EdTech Hub. https://docs. edtechhub. org/lib/W8DB96IE/download/XDMFQU9V …, 2021)

EdTech Toolkit for Remote Learning - World Bank (World Bank)
EdTech Toolkit for Remote Learning

EdTechEvidenceExchange-Educator-Voices-on-Research-Use-CURRENT.pdf

Educando en multi-emergencias: Un estudio cualitativo sobre el bienestar en docentes nicaragüenses - , SUMMA (SUMMA - KIX LAC, 2022)

Educata Ghana 2020
Library Catalog: educataghana.com KerkoCite.ItemAlsoKnownAs: 2129771:IDQTR2K3

Education 2.0: A Vision for Educational Transformation in Egypt - Moustafa, Nariman; Elghamrawy, Ebtehal; King, Katherine; Hao, Yu (Claire); Hao, Yu (Education to Build Back Better: What Can We Learn from Education Reform for a Post-pandemic World, 2022)
Abstract This chapter presents a comprehensive description and analysis of Egypt’s Education 2.0 (EDU. 2.0) reform plan for grades K-2. The reform’s five key components are described including the new multidisciplinary curriculum, technology integration, school management Continuous Professional Development (CPD), access and infrastructure, and reformed assessment. We analyze this reform from five perspectives and conclude that a cultural shift, high-quality CPD, and a robust accountability system are imperative to sustainable educational reform in Egypt. This cannot be achieved without a shared vision and engagement between teachers, parents, and Egypt’s Education Ministry.
KerkoCite.ItemAlsoKnownAs: 2486141:AQJ8FK3E 2486141:BHDTC79I 2486141:E5VU7PVJ 2486141:EPFVK6ZQ 2486141:PIL76ZYK
Keywords: Author:OpenDevEd

Education 2030: Incheon Declaration and Framework for Action Towards inclusive and equitable quality education and lifelong learning for all - UNESCO (UNESCO IITE, 2015)
“The Incheon Declaration was adopted on 21 May 2015 at the World Education Forum (WEF 2015) held in Incheon, Republic of Korea. The Incheon Declaration constitutes the commitment of the... Read more Education 2030: Incheon Declaration and Framework for Action Towards inclusive and equitable quality education and lifelong learning for all
KerkoCite.ItemAlsoKnownAs: 4804264:GAIVX42A
Keywords: Final_citation; cited; existing

Education 3.0 and Internet Governance: A new global alliance for children and young people’s sustainable digital development - Frau-Meigs, Divina; Hibbard, Lee (2016)
KerkoCite.ItemAlsoKnownAs: 4804264:JCL45VKS
Keywords: Final_citation; ⛔ No DOI found

Education access for all - Pinnock, Helen; Hodgkin, Marian (Forced Migration Review, 2010)
ISBN: 1460-9819 Publisher: Refugee Studies Centre, Oxford Department of International Development KerkoCite.ItemAlsoKnownAs: 2129771:YAKV94KT
Keywords: __C:filed:1; ⛔ No DOI found

Education Act Nº 16 (National Minimum Standards and Establishment of Institutions) - Government of Nigeria (1985)
UA-ca20c78d-58b1-4da3-a908-7196955689eb KerkoCite.ItemAlsoKnownAs: 2129771:LH2J4SEX 2317526:UN8NKBU9
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Nigeria; National Standards; publicImportV1

Education and climate change: What retrofits could make classroom environments more conducive to learning? - Toyinbo, Oluyemi; Villavicencio, Xuzel (The Education and Development Forum (UKFIET), 2023)
To foster optimal student learning, well-being, and overall health, it is vital that school environments prioritise comfort.
KerkoCite.ItemAlsoKnownAs: 2129771:LEELGBV8 2486141:P3IXUQ6W

Education and climate change – What retrofits could make classroom environments more conducive to learning? - Toyinbo, Oluyemi; Villavicencio, Xuzel (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8392534 ZenodoArchiveConcept: 8392533 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0297 10.53832/opendeved.1014 2129771:WSD6C5HV
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

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

Education and Disability in the Global South: New Perspectives from Africa and Asia - Fennell, Shailaja (Journal of Human Development and Capabilities, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1080/19452829.2020.1827518 2129771:PRNK94Y2 2339240:P8HDH8RQ 2405685:JXEIT6NT

Education and Disability in the Global South: New Perspectives from Africa and Asia - Singal, Nidhi; Lynch, Paul; Johansson, Shruti Taneja (Bloomsbury Publishing, 2018)
Education and Disability in the Global South brings together new and established researchers from a variety of disciplines to explore the complexities and dilemmas encountered in providing education to children and young people with disabilities in countries in South Asia and Africa. Applying a range of methodological, theoretical and conceptual frameworks across different levels of education systems, from pre-school to higher education, the contributors examine not just the barriers but also the opportunities within the educational systems, in order to make strong policy recommendations. Together, the chapters offer a comprehensive overview of a range of issues, including a nuanced appreciation of the tensions between the local and global in relation to key developments in the field, critiquing a globalized notion of inclusive education, as well as proposing new methodological advancements in taking the research agenda forward. Empirical insights are captured not just from the perspectives of educators but also through engaging with children and young people with disabilities, who are uniquely powerful in providing insights for future developments.
Google-Books-ID: get1DwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2129771:43YYLIJJ 2339240:DZELW96T 2405685:9MZNXBIX
Keywords: Education / Educational Policy & Reform / General; Education / Inclusive Education; Education / Special Education / General

Education and Fragility: A Synthesis of the Literature - Mosselson, Jacqueline; Wheaton, Wendy; Frisoli, Paul St John (2009)
The purpose of this paper is to provide a synthesis of the emerging literature in the field of education and fragility. We examine the various attempts to capture the contexts of fragility in a pragmatic manner, from both an operational and a policy-making perspective. We review the macro, statecentric definitions of fragility, which highlight the importance of the state and its institutions in driving fragility and as a partner for change, but also look at the limitations of this perspective. We then turn to more micro-level approaches to capturing the contexts of fragility, showing its difference from conflict, and looking in particular at more cross-sectoral and societal characteristics of fragility. Ultimately, we conclude this paper by acknowledging that, in practical terms, practitioners and donors are using both perspectives to guide their work in education and fragility.
KerkoCite.ItemAlsoKnownAs: 2129771:C766YHWY
Keywords: ⛔ No DOI found

Education and International Development: An Introduction - McCowan, Tristan; Unterhalter, Elaine (Bloomsbury Publishing, 2021)
Education and International Development provides an introduction to the debates on education and international development, giving an overview of the history, influential theories, key concepts, areas of achievement and emerging trends in policy and practice. Written by leading academics from Canada, India, Netherlands, South Africa, UK, USA, and New Zealand, this second edition has been fully updated in light of recent changes in the field, such as the introduction of the Sustainable Development Goals and the increased focus on environmental sustainability and equality. The book includes three new chapters on private providers, decolonisation and learning outcomes as well as a range of pedagogical features including key concept boxes, biographies of influential thinkers and practitioners, further reading lists, questions for reflection and debate, and case studies from around the developing world.
Google-Books-ID: ju85EAAAQBAJ
Keywords: Education / Comparative; Education / Multicultural Education

Education and Management Engineering - Hassan, Malik; Mirza, Tabasum; Hussain, Mirza (International Journal of Education and Management Engineering, 2020)
The world has witnessed a sudden change in the teaching-learning processes due to the ongoing pandemic of COVID-19. The worldwide compulsive lockdown for ensuring the preventive measures to stop the spread of this infection has equally affected education sector as other business sectors. As all of us know that quality education is the only long-term rescue for all the challenges and therefore, the need to find out the alternative solution to the traditional classroom teaching-learning is the concern of all stakeholders and the only option found is online mode of teaching-learning, which was somehow already available and had attracted an intense attention during this period. The aim of the paper is to study the teacher's perspective in India about this mode of learning, challenges and issues faced by them in migration to online platform, experience about online tools/platforms used for instructional delivery and their suggestions to improve the process for effective teaching. This study will help in gaining insight towards the possible improvements in the ongoing mode of online teaching and in future situations also. The results obtained based on sample collection through web based questionnaire clearly gives some information, which could be an eye opener for enhancing the implementation of the online teaching-learning among the learners especially teachers, who can further help in implementation of the large. Although, the online mode was already in place and was utilized in blended form to a substantial level in the developed countries, but in developing countries like India, where teachers are not familiar with online platforms/tools, lack of knowledge and skills to handle the online ICT infrastructure in a challenging situation. The results also give an impression about the need of professional development with special focus on digital literacy skills and awareness among the teacher community about the merits of online platforms for the teaching-learning process.

Education and Stability Learning Journey: Lessons Learned and Emerging Issues - Millican, Juliet (2021)
This document brings together key findings from a Foreign, Commonwealth and Development Office (FCDO) Learning Journey designed to explore the relationship between education, conflict, and stability. Prepared by the Knowledge, Evidence and Learning for Development Programme (K4D), it responds to questions from FCDO on how education interventions can build peace and stability, drawing together research and lessons from FCDO posts, and input from leading academics. The Key messages are: 1) Education matters for peace. 2) At the same time, education can exacerbate conflict. 3) All education interventions need to be grounded in robust political economy and conflict analyses. 4) To avoid instrumentalising education simply as a tool for security. 5) Taking a pragmatic inter-sectoral approach to maximise opportunities. 6) Recogniseing the links between education and inclusive economic development 7) Acknowledging unavoidable trade-offs in meeting the needs of different groups. 8) Aiming for nationally owned systemic change rather than piecemeal interventions 9) To consider the importance of different educational sectors, 10) Recognising that the recommendations set out by the global education agenda are difficult to achieve in situations of extreme instability.
Accepted: 2022-02-03T12:18:22Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.013 2129771:Y7Q8BLJS 4869029:NYZE9GI4

Education and Stability: Synopsis Paper - Millican, Juliet (2019)
DFID are aware that there are strong connections between education and stability which have implications for programming in different country contexts. Fiftyseven percent of the total DFID ODA spend, and 93% of bilateral ODA spend, has been allocated to fragile states and regions since 2017 with a long-term goal of supporting the peaceful management of change. A growing body of research in this area confirms the “two faces of education in conflict,”1 i.e. the fact that education can both mitigate and exacerbate conflict. Until recently, this mainly concerned primary and secondary education, but there is a new recognition of the potential for universities to play a significant role in conflict mobilisation, conflict response and conflict recovery. The relationship is, however, complex and context dependent, affected by a number of key factors. For example, while much research shows that education has an overall pacifying effect on conflict, there is also evidence of above-average levels of education among terrorists and genocide perpetrators. There is also no “one size fits all” solution, but several important factors to be aware of. Education can contribute to divisiveness, as unequal access to education can add to the societal injustice underlying conflict and politicised curricula can cause indoctrination and negative stereotypes. However, education can also contribute to social cohesion, inclusive identities and reconciliation. The goals of different international policies, such as the global education agenda (focused on education for all), may not match with the specific needs of conflict-affected societies requiring interventions that prioritise minorities or work for societal change. Imbalances of power between international and local actors can also lead to tensions in national policy formulation and programme implementation. Those developing programmes for stability should begin with a thorough conflict and situational analysis and a deep understanding of context.
Accepted: 2019-12-17T12:57:12Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:FN6C6AXA 4869029:RM3EQ2J8
Keywords: ⛔ No DOI found

Education and the electrification of rural schools - Welland, Alicia (2017)
KerkoCite.ItemAlsoKnownAs: 4804264:MVG89YRI
Keywords: Final_citation; ⛔ No DOI found

Education, anthropogenic environmental change and sustainable development: A rudimentary framework and reflections on proposed causal pathways for positive change in low and lower middle-income countries - Bangay, Colin (Development Policy Review)
Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 2129771:KSD4L4BL 4682641:92NLNTIW 5072953:9HV3AQA6
Keywords: BE:RELEVANT; ⛔ No DOI found

Education as currently provided in Zambia. - Masaiti, Gift (UNZA Press, 2018)

Education buildings: resilience to global climate change and avoidance of inequalities - Wargocki, Pawel (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10912097 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1126 ZenodoArchiveConcept: 10912096
Keywords: _r:AddedByMyEducationEvidence

Education, Conflict, and Stability in South Sudan - Haider, Huma (2021)
This Emerging Issues Report explores the relationship between education, conflict, and (in)stability in South Sudan, drawing on a wide range of academic, policy, and programming literature. There is a growing body of research on the ways in which education can both exacerbate conflict and contribute to peace. The 4Rs framework (focusing on aspects of Redistribution, Recognition, Representation, and Reconciliation) provides a holistic way to explore and address the education system’s relationship to economic, social, cultural and political development processes; and its role in producing or exacerbating inequalities that fuel grievances and ultimately conflict (Novelli et al., 2019, 2016). The 4Rs framework is adopted throughout this report, at the start of each main section, providing summaries of key issues in the delivery of education and outcomes in South Sudan. These summaries are also presented in this overview. The report also looks at the interaction of donor interventions in education with conflict and stability in South Sudan, focusing on the Girls’ Education South Sudan (GESS) programme (see below), but also drawing on a few other interventions. While there is a range of donor reports and other literature that outline and discuss these initiatives and their impacts, there is limited research that makes explicit connections to their interactions with conflict and (in)stability.
Accepted: 2022-01-06T15:41:57Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.129 2129771:R5KU489X 4869029:YZQ3FEH3

Education Consortium - Sierra Leone Secondary Education Improvement Programme (SSEIP) [zip] - SSEIP (2020)
ZIP file for Education Consortium - Sierra Leone Secondary Education Improvement Programme (SSEIP).
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3743296 10.5281/zenodo.3743296 2129771:KQEE3GAS
Keywords: SSEIP; _C:Sierra Leone SLE

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

Education Coverage in Sierra Leone - GRID3 (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:982SWX54
Keywords: _C:Luxembourg LUX; _C:Sierra Leone SLE; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Education Data Dictionary - MBSSE
KerkoCite.ItemAlsoKnownAs: 2129771:4EY4MYPB

Education, Democracy and Development: does education contribute to democratisation in developing countries? - Harber, Clive; Mncube, Vusi (Symposium Books Ltd, 2012)
Education is often seen as the key agency in international development and poverty reduction. Frequently the emphasis is on the economic and social role of education in development. This book, on the other hand, is unusual in explicitly examining the political role of education in development. In particular, it sets out the theories, evidence and arguments concerning the potential and actual relationships between education and democracy and critically explores the contradictory role of formal education in both supporting and hindering democratic political development. A key theme of the book is the importance of considering the type and nature of the education actually provided and experienced – what goes on inside the ‘black box’ of education? Currently in developing countries and elsewhere this is often at odds with democratic principles but the book also provides many examples of successful democratic practice in schools in developing countries as well as discussing a detailed case study of South Africa where democratic change in education is a key aspect of the policy agenda.
Google-Books-ID: 221tCQAAQBAJ KerkoCite.ItemAlsoKnownAs: 2129771:DDG4GY62 261495:QWRNN4FT

Education during the COVID-19: crisis Opportunities and constraints of using EdTech in low-income countries - Jordan, Katy; David, Raluca; Phillips, Toby; Pellini, Arnaldo (Revista de Educación a Distancia (RED), 2021)
KerkoCite.ItemAlsoKnownAs: 10.6018/red.453621 4804264:L7A85VTN
Keywords: Final_citation

Education during the COVID-19 crisis Opportunities and constraints of using EdTech in low-income countries - Jordan, Katy; David, Raluca; Phillips, Toby; Pellini, Arnaldo (Revista de Educación a Distancia (RED), 2021)
Dates: 13-11-2020 — Actualizado el 09-01-2021 KerkoCite.ItemAlsoKnownAs: 10.6018/red.453621 2405685:IVHRNTQ7 2405685:L7Y5JD68
Keywords: _EdTechHub_Output

Education (Early Childhood Education Services) Regulations - Government of Grenada (Government of Grenada, 2014)
Keywords: _publish

Education, Equality and Social Cohesion: A distributional approach - GREEN, ANDY; PRESTON, JOHN; SABATES, RICARDO (Compare: A Journal of Comparative and International Education, 2003)
Promoting social cohesion through education has re-emerged as an important policy objective in many countries during the past decade. But there is little clarity in policy discussions about what social cohesion means and how education may affect it. In this article we distinguish between social capital and societal cohesion and argue that education acts in differential ways on each. Using comparative, cross-country analysis, we develop a 'distributional model' which shows the relationship between equality of educational outcomes and various measures of social cohesion. In the final part of the article we discuss theories explaining the cross-country trends and variations in educational inequality and social inheritance in education, and argue that education system characteristics, such as degrees of 'comprehensiveness' in secondary schooling, may be an important factor in both. We conclude by arguing that policies to increase social cohesion through education must pay more attention to the reduction of educational equality than they currently do.
Publisher: Routledge _eprint: https://doi.org/10.1080/0305792032000127757 KerkoCite.ItemAlsoKnownAs: 10.1080/0305792032000127757 2129771:5CZ7U3F6

Education, Equity and Social Cohesion: A Distributional Model. Wider Benefits of Learning Research Report - Green, Andy; Preston, John; Sabates, Ricardo (The Centre for Research on the Wider Benefits of Learning, Institute of Education, 20 Bedford Way, London WC1H 0AL (5 British pounds), 2003)
The effects of education on social cohesion at the societal level were examined. First, a theoretical analysis and critique of models in the existing international and comparative literature on education, social capital, and social cohesion was conducted. The analysis resulted in development of a new hypothetical model relating skills distribution to social cohesion. Cross-national, quantitative research techniques were used to test the model on aggregated data for 15 countries from the World Values Survey, International Adult Literacy Survey, and Interpol crime statistics. The analysis established that societal cohesion is different, although related, to the community-level cohesion typically investigated in social capital research. The new "distributional" model therefore hypothesized a relation between education and societal cohesion based on distribution of educational outcomes rather than average levels of education. The analysis based on the new model established that Germany, Portugal, and the United States have the lowest scores on social cohesion, and the Netherlands, Denmark, and Norway have the highest. Measures of inequality in educational outcomes were higher in English-speaking countries and in some northern continental and Nordic countries. The analysis confirmed the hypothetical relationship between educational equality and societal cohesion. (Eight figures/tables are included. The bibliography lists 93 references. An explanation of the country indicators' derivation is appended.) (MN)
ISBN: 9781898453383 ERIC Number: ED478332 KerkoCite.ItemAlsoKnownAs: 2129771:QXD4QDIT
Keywords: Access to Education; Comparative Education; Crime; Developed Nations; Educational Attainment; Educational Research; Equal Education; Foreign Countries; Literature Reviews; Models; Multivariate Analysis; Outcomes of Education; Research Methodology; Role of Education; Skill Development; Social Capital; Social Integration; Social Science Research; Sociology

EDUCATION: EXPERIENCE OF MEXICO AND BRAZIL - Wolff, Laurence; Castro, Claudio de Moura; Navarro, Juan Carlos; García, Norma (Technologies for Education: Potentials, Parameters and Prospects, 2002)
KerkoCite.ItemAlsoKnownAs: 4804264:BTXNHSGS
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Education Finance Watch 2023 - Bend, May; Hu, Yitong; Pan, Yilin; Patrinos, Harry Anthony; Poulsen, Thomas; Rivera-Olvera, Angelica; Tanaka, Nobuyuki; Antoninis, Manos; Murakami, Yuki; Benveniste, Luis (2023)
Publisher: World Bank Group KerkoCite.ItemAlsoKnownAs: 4804264:PKCWD2GS
Keywords: Final_citation; ⛔ No DOI found

Education for All 2000–2015: Review and perspectives - Benavot, Aaron; Antoninis, Manos; Bella, Nicole; Delprato, Marcos; Härmä, Joanna; Jere, Catherine; Joshi, Priyadarshani; Köseleci Blanchy, Nihan; Longlands, Helen; McWilliam, Alasdair (ZEP: Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik, 2015)
Keywords: ⛔ No DOI found

Education for All 2000–2015: The Influence of Global Interventions and Aid on EFA Achievements - Benavot, Aaron; Antoninis, Manos; Bella, Nicole; Delprato, Marcos; Härmä, Joanna; Jere, Catherine; Joshi, Priyadarshani; Blanchy, Nihan Koseleci; Longlands, Helen; McWilliam, Alasdair; Zubairi, Asma (The Handbook of Global Education Policy, 2016)

Education for All? Complex solutions to complex problems in the Nigerian education sector - Waziri, Nafisa (2020)

Education for all in the time of COVID-19: how EdTech can be part of the solution - Chebib, Kinda (GSMA, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:RNC6E62B 2534378:D86AH99M

Education for all, the quality imperative and the problem of pedagogy - Alexander, Robin J (CREATE - Consortium for Research on Educational Access, Transitions & Equity, University of Sussex, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:UYV82YTS 261495:T4IV7TN2

Education for Children with Disabilities - Thompson, Stephen (2017)
This report provides a rapid literature review of the evidence on what data and evidence exists, to identify, categorise and support children with disabilities to access education and achieve measurable learning outcomes in Tanzania and other similar resource-constrained contexts. Literature focused on the debate between mainstream and specialist education for children with disabilities is discussed. Where possible, the report flags gender dimensions. While the scope of the report did not allow for complex judgements to be made about the quality of the body of evidence, or of the strength of individual pieces of evidence, details were included to enable the reader to undertake such analysis if needed in the future, using the DFID How to Note on Assessing the Strength of Evidence. All the evidence included was in English, no more than 10 years old and from peer reviewed journals. A number of experts in the field were consulted.
Accepted: 2017-07-14T15:07:00Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:S64CMY8R 4869029:ESPPLNZ6
Keywords: ⛔ No DOI found

Education for sustainable development in Africa: a critique of regional agendas - Tikly, Leon (Asia Pacific Education Review, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1007/s12564-019-09600-5 2129771:9REQDVU6

Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education – Act one - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:CBIEXT7M 4804264:TQY76BUB
Keywords: Final_citation; cited; existing

Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education ACT TWO (OF THREE): FULL REPORT - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (EdTech Hub, UNESCO, UniTwin, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:AAXNS6HK
Keywords: Final_citation; cited; existing

Education, Girls’ Education and Climate Change - Sims, K. (Institute of Development Studies, 2021)
This Emerging Issue Report (EIR) explores research and evidence on the relationship between education, girls’ education and climate change. There is scientific consensus that climate change is real, manifested through increasing temperatures, changing rainfall patterns and increasing frequency and severity of extreme weather events, including drought, flooding and cyclones (IPCC, 2012, 2014). Climate change, environmental degradation and climate vulnerability are closely linked (IPCC, 2019). Climate change exacerbates environmental and land degradation, especially in areas with drylands and permafrost, river deltas and low-lying coastal areas. There is high confidence that people living in areas affected by environmental degradation are experiencing an increase in the negative effects of climate change (IPCC, 2019). Gender, alongside other drivers of vulnerability and exclusion, is a key determinant of an individual’s vulnerability to the effects of climate change and environmental degradation, and influences how climate change is experienced (Kwauk et al., 2019; Vincent et al., 2014; Muttarak & Lutz, 2014). It is estimated that at least 200 million adolescent girls living in the poorest communities face heightened risk from the effects of climate change (Atkinson & Bruce, 2015). Although this report refers to women and girls throughout, it is important that they are not seen as a homogenous group due to a range of factors that influence identity, including poverty, age, ethnicity, disability, socioeconomic status, geographic location and HIV status, among others (Plan International, 2011; Djoudi et al., 2016). In addition, as this report highlights, women and girls should not be seen as passive victims of climate change, as this can obscure their role as powerful agents of change and may cause misinterpretation of the causes of vulnerability (Ravera et al., 2016). Extreme weather events, such as floods and tropical cyclones, can disrupt learning in a variety of ways. The direct and immediate impacts of extreme weather include damage and/or destruction to education infrastructure; however, indirect and secondary impacts can last much longer (Kousky, 2016; Anderson, 2019). These include, but are not limited to: damage to road and transport links, obstructing access to school and learning; adolescent girls’ unwillingness to attend school if water, sanitation and hygiene (WASH) facilities are not quickly rehabilitated; inability to pay for school fees and/or learning materials; displacement of families; and reduced capacity for learning because of malnutrition or trauma (Kousky, 2016; Anderson, 2019; Nordstrom & Cotton, 2020; Chuang et al., 2018; Siriwardhana et al., 2013). Evidence and commentary on the role of education, and girls’ education, to address climate change through adaptation, resilience and mitigation is limited, albeit growing. This EIR identifies and summarises evidence and key commentary around the following themes: 1. Links between education, particularly girls’ education, and climate change. 2. How climate and environment matter for achieving gender equality. 3. Why securing girls’ education is an important strategy in addressing climate change. The EIR draws on academic research and literature from low- and middle-income countries (LMICs), as well as policy frameworks and grey literature, media articles and blogs from the climate, education and gender fields.
KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.044 2129771:AU3XTA3Z 5072953:45CF3YPF 5072953:LM8B7YHS 5072953:X9VHZB7F 5440726:NJMR8MNX 5440726:VNV4WHGJ
Keywords: _z:class:countries

Education, Girls’ Education and Climate Change - Sims, Kate (2021)
This Emerging Issue Report (EIR) explores research and evidence on the relationship between education, girls’ education and climate change. There is scientific consensus that climate change is real, manifested through increasing temperatures, changing rainfall patterns and increasing frequency and severity of extreme weather events, including drought, flooding and cyclones. Climate change, environmental degradation and climate vulnerability are closely linked. Climate change exacerbates environmental and land degradation, especially in areas with drylands and permafrost, river deltas and low-lying coastal areas. There is high confidence that people living in areas affected by environmental degradation are experiencing an increase in the negative effects of climate change. Gender, alongside other drivers of vulnerability and exclusion, is a key determinant of an individual’s vulnerability to the effects of climate change and environmental degradation and influences how climate change is experienced. It is estimated that at least 200 million adolescent girls living in the poorest communities face a heightened risk from the effects of climate change. Evidence and commentary on the role of education, and girls’ education, to address climate change through adaptation, resilience and mitigation is limited, albeit growing. This EIR identifies and summarises the evidence and key commentary around the following themes: links between education, particularly girls’ education, and climate change; how climate and environment matter for achieving gender equality; and why securing girls’ education is an important strategy in addressing climate change. The EIR draws on academic research and literature from low- and middle-income countries (LMICs), as well as policy frameworks and grey literature, media articles and blogs from the climate, education and gender fields.
Accepted: 2021-03-30T14:03:40Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.044 2129771:WC8R9AP9 4869029:ZUNX28FC

Education, HIV, and Early Fertility: Experimental Evidence from Kenya. - Duflo, E.; Dupas, P.; Kremer, M. (The American Economic Review, 2015)

Education ICT assemblage: encounters of discourses, emotions, affects, subjects, and their productive forces - Lameu, Paula Cristina (University of Birmingham, 2017)
EdTechHub.ItemAlsoKnownAs: 2129771:F87U5UCI
Keywords: _C:Australia AUS; _C:Brazil BRA; _C:Canada CAN; _C:China CHN; _C:Korea; Republic KOR; _C:New Zealand NZL; _C:South Africa ZAF; _C:Spain ESP; _C:Sudan SDN; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Education in Africa: What Are We Learning? [journal paper] - Evans, David K; Mendez Acosta, Amina (Journal of African Economies, 2021)
Countries across Africa continue to face major challenges in education. In this review, we examine 145 recent empirical studies (from 2014 onward) on how to increase access to and improve the quality of education across the continent, specifically examining how these studies update previous research findings. We find that 64% of the studies evaluate government-implemented programs, 36% include detailed cost analysis and 35% evaluate multiple treatment arms. We identify several areas where new studies provide rigorous evidence on topics that do not figure prominently in earlier evidence syntheses. New evidence shows promising impacts of structured pedagogy interventions (which typically provide a variety of inputs, such as lesson plans and training for teachers together with new materials for students) and of mother tongue instruction interventions, as well as from a range of teacher programs, including both remunerative (pay-for-performance of various designs) and non-remunerative (coaching and certain types of training) programs. School feeding delivers gains in both access and learning. New studies also show long-term positive impacts of eliminating school fees for primary school and positive impacts of eliminating fees in secondary school. Education technology interventions have decidedly mixed impacts, as do school grant programs and programs providing individual learning inputs (e.g., uniforms or textbooks).
KerkoCite.ItemAlsoKnownAs: 10.1093/jae/ejaa009 2129771:6ZQ7Y9II
Keywords: _genre:LR-literature_review

Education in Africa: What Are We Learning? [preprint] - Evans, David; Acosta, Amina Mendez (2020)
Countries across Africa continue to face major challenges in education. In this review, we examine 145 recent empirical studies (from 2014 onward) on how to increase access to and improve the quality of education across the continent, specifically examining how these studies update previous research findings. We find that 64 percent of the studies evaluate government implemented programs, 36 percent include detailed cost analysis, and 35 percent evaluate multiple treatment arms. We identify several areas where new studies provide rigorous evidence on topics that do not figure prominently in earlier evidence syntheses. New evidence shows promising impacts of structured pedagogy interventions (which typically provide a variety of inputs, such as lesson plans and training for teachers together with new materials for students) and of mother tongue instruction interventions, as well as from a range of teacher programs, including both remunerative (pay-for-performance of various designs) and non-remunerative (coaching and certain types of training) programs. School feeding delivers gains in both access and learning. New studies also show long-term positive impacts of eliminating school fees for primary school and positive impacts of eliminating fees in secondary school. Education technology interventions have decidedly mixed impacts, as do school grant programs and programs providing individual learning inputs (e.g., uniforms or textbooks).
KerkoCite.ItemAlsoKnownAs: 2129771:2QDW8DPS 2339240:I9QLRLND 2405685:BUVF2SY4
Keywords: ⛔ No DOI found

Education in Conflict and Crisis: How Can Technology Make a Difference? A Landscape Review. - Dahya, N. (GIZ, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:9EWUA37L 4804264:YLWFHGKK
Keywords: Final_citation; cited; existing

Education in Conflict and Crisis: How Can Technology Make a Difference? A Landscape Review - Dahya, Negin (GIZ, 2016)
Publisher: Deutsche Nationalbibliothek KerkoCite.ItemAlsoKnownAs: 2129771:I5JXL2XV
Keywords: ⛔ No DOI found

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

Education in Emergencies Endline Evaluation Report – Sierra Leone - Sankoh, Didan; Cowan, Emma (Girls' Education Challenge, UK Aid, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:TCAM9TMU 2405685:G2I2A3Y5
Keywords: _C:Sierra Leone SLE

EDUCATION IN POST-FEDERATION MONTSERRAT: REFLECTIONS, INTROSPECTIONS AND PROPOSITIONS - SHOTTE, GERTRUDE (The Caribbean in a Changing World: Surveying the Past, Mapping the Future, Volume 2, 2017)
Publisher: Cambridge Scholars Publishing KerkoCite.ItemAlsoKnownAs: 2129771:PE635T9Q
Keywords: ⛔ No DOI found

Education in Tanzania: From Good Intentions to Lasting Impact | RISE Programme
KerkoCite.ItemAlsoKnownAs: 2129771:882WNJS5

Education in times of crisis: The potential implications of school closures for teachers and students - Müller, Lisa-Maria; Goldenberg, Gemma
KerkoCite.ItemAlsoKnownAs: 2129771:LHWKTJB6
Keywords: __C:filed:1; ⛔ No DOI found

Education in Zambia at fifty years of independence and beyond: history, current status and contemporary issues. - Masaiti, Gift (Unza Press, 2018)

Education in Zimbabwe - Peralta
KerkoCite.ItemAlsoKnownAs: 2129771:DU4PH5L2 4502395:6VNMFF5T

Education is having its ‘Netflix’ moment as a result of the coronavirus pandemic - “Alphagrid”
Education is having its ‘Netflix’ moment as a result of the coronavirus pandemic
KerkoCite.ItemAlsoKnownAs: 2129771:6DRAWPKM

Education Matters - MoEHRD (Ministry of Education and Human Resource Development - Education Matters, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:97PCWCWU 2486141:MLED9R8A

Education National Minimum Standards and Establishment of Institutions Act No. 16
KerkoCite.ItemAlsoKnownAs: 2129771:JQN4DFQC

Education Needs Assessment Report - Sierra Leone - Plan International (2016)
KerkoCite.ItemAlsoKnownAs: 2129771:TU5FBQUH 2405685:FPBLY982 2486141:T8M7TVMD
Keywords: _C:Sierra Leone SLE

Education of Children with Disabilities in the South Asian Context - Singal, Nidhi (Handbook of Education Systems in South Asia, 2019)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 2129771:8LF7QHHD 503888:5QD52FHI
Keywords: ⛔ No DOI found

Education Policies and Teacher Deployment in Northern Ireland: Ethnic Separation, Cultural Encapsulation and Community Cross-Over - Milliken, Matthew; Bates, Jessica; Smith, Alan (British Journal of Educational Studies, 2020)
Education is a key mechanism for the restoration of inter-community relations in post-conflict societies. The Northern Ireland school system remains divided along sectarian lines. Much research has been conducted into the efficacy of initiatives developed to bring children together across this divide but there has been an absence of studies into the impact of educational division on teachers. A number of policies, separately and in combination, restrict teachers’ options to move across and between the divided school sectors. The recruitment of teachers is excepted from fair employment legislation; details of teachers’ community identity are consequently not collected, and little is known about the impact that ethnic identity, educational policies and sectoral practices have had on teacher deployment. This quantitative project investigates the extent to which the deployment of teachers in mainstream schools in Northern Ireland reflects the enduring community divide. It is observed that, whilst primary schools are staffed mainly by community-consistent teachers, there has been an increase in cross-over teachers in post-primary schools – particularly in the grammar sector. Around one-in-five teachers have had no educational experience outside of their community of origin; this cultural encapsulation may contribute to a reluctance to engage with contentious issues in reconciliation programmes.
Publisher: Routledge _eprint: https://doi.org/10.1080/00071005.2019.1666083
Keywords: Northern Ireland; _C:Ireland IRL; _C:Poland POL; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; community division; cultural encapsulation; post-conflict education; teacher identity

Education Programmes - Government of Nigeria
KerkoCite.ItemAlsoKnownAs: 2129771:WAA4D97G 2317526:JZ2CT8RV

Education recovery chief quits in English schools catch-up row - Sally Weale (the Guardian, 2021)
Sir Kevan Collins said to be dismayed that his long-awaited £15bn proposals were watered down to a £1.4bn package
Section: Politics

Education research designed for uptake: Co-constructing an actionable research agenda for Education Research in Conflict and Protracted-Crisis (ERICC - Adesina, Adedoyin; Akogun, Oladele B (Paper Presentation. 67th Annual Meeting of the Comparative and International Education Society (CIES, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:AL5CGB5F 2129771:ATE7ACAD 2129771:PT58Q3KX 2129771:ZESC7H7L 2486141:3BA3KCLA 2486141:74C5F4V2
Keywords: ⛔ No DOI found

Education research in conflict and protracted crisis - Akogun, O.; Adesina, A.; Watts, M. (2022)

Education research in conflict and protracted crisis - Akogun, O.; Adesina, Adedoyin; Watts, M. (2022)

Education research in conflict and protracted crisis – Research Agenda – Report - Akogun, O.; Diazgranados Ferrans, S.; Njobdi, S.; Adesina, Adedoyin (2023)
KerkoCite.ItemAlsoKnownAs: 2129771:AAZ2GTYN 2129771:KKXHMTVX 2486141:PZELCDG7

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

Education Sector Analysis of the Republic of Sierra Leone, Assessing the enabling environment for gender equality - UNICEF (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:F3TVHD2G 2486141:VIFDXZEG

Education Sector Contingency Plan: Guidelines and Templates - Vijil-Morin, Alejandra; Villavicencio, Xuzel; Haßler, Björn (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10264102 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1047 ZenodoArchiveConcept: 10264101
Keywords: _internal; _r:AddedByMyEducationEvidence

Education Sector Contingency Plan: Guidelines and Templates - Vijil-Morin, Alejandra; Villavicencio, Xuzel; Haßler, Björn (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/

Education Sector Diagnosis - School safety assessment for six CDEMA Member States - Vijil Morin, Alejandra; Villavicencio Peralta, Xuzel Ana; Sheldon, Ayeisha; Haßler, Björn (OpenDevEd, 2022)
ZenodoArchiveID: 6670339 ZenodoArchiveConcept: 6670338 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0282 2129771:JSB9CSW7
Keywords: Author:OpenDevEd; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Education Sector Plan 2018-2020 - Ministry of Education, Science and Technology (Sierra Leone) (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:4PRIBRQ2 2405685:24PRFKEK

Education Sector Plan (2018-2020) - MOEST (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:L3KM6UKJ 2129771:UKB8W53E 2486141:696Z5KK3 2486141:Q25QEXVQ

Education Sector Plan, 2018-2020: Getting It Right – Service Delivery, Integrity and Learning in Sierra Leone - Ministry of Education, Science and Technology (Government of Sierra Leone, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:QDLHI3WH 2339240:AIISD4KD 2405685:DFHS5ZVL
Keywords: _C:Sierra Leone SLE

Education sector strategy, 2012-2021 - OECS (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:2K93ZUJW

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

Education service transformation in Sierra Leone: Where policy meets the people | Blog | Global Partnership for Education - Sengeh, David Moinina (2020)
As GPE prepares to launch a new five-year strategic plan responding to partner countries’ demands for transformative change, GPE Board Member and Minister of Basic and Senior Secondary Education David Moinina Sengeh shares learnings from his first year of office on what transforming education means to the people of Sierra Leone.
KerkoCite.ItemAlsoKnownAs: 2129771:EFIQDYW2 2339240:DE8NBSA7 2405685:TJT9ZI8V
Keywords: _C:Sierra Leone SLE

Education Standards Officers Supervision Roles of Curriculum Implementation in Choma District in Zambia: What do Teachers Think? - Mooya, Eugine; Mulenga, Innocent Mutale (Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736), 2021)
Keywords: ⛔ No DOI found

Education Statistical Digest of SVG 2013-14_web.pdf
KerkoCite.ItemAlsoKnownAs: 2129771:H2WC9C59

Education Statistical Digest of SVG 2016-17.pdf
KerkoCite.ItemAlsoKnownAs: 2129771:4DKTFINF

Education Statistics Annual Abstract - Government of Ethiopia (2011)
KerkoCite.ItemAlsoKnownAs: 2129771:9UCN9LNT 2317526:RAVWXKPC
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Ethiopia; publicImportV1

Education Systems for Girls’ Education in the Indo-Pacific Region - Newman, Lorenzo; Pelosi, Alice; Zino, Giovanni; Crespi, Silvia; Gordon, Rebecca (2021)
Despite substantial progress over the last two decades, girls in many parts of the world experience worse educational outcomes than boys, particularly at the secondary and tertiary levels. The COVID-19 pandemic appears to have exacerbated this learning gap in many regions, making research on the relationship between girls’ education outcomes and education systems increasingly urgent. This rapid review explores the determinants of girls’ education outcomes in a specific group of Indo-Pacific countries. It examines the education system determinants of these outcomes such as government investment, teacher training, water, sanitation, and hygiene (WASH) infrastructure in schools, school-related gender-based violence, and indirect costs of education, drawing from pre-COVID-19 data. It also investigates societal determinants such as political factors, poverty rates, labour market participation trends, and child marriage rates. By attempting to explain differences in learning outcomes for girls, it also achieves a typology of countries in the region and suggests ideas for further research and FCDO programming.
Accepted: 2021-09-08T10:32:40Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.114 2129771:C76A4PKM 4869029:UWNCAT3B

Education Technology: An Evidence-Based Review - Escueta, Maya; Quan, Vincent; Nickow, Andre Joshua; Oreopoulos, Philip (National Bureau of Economic Research, 2017)
In recent years, there has been widespread excitement around the potential for technology to transform learning. As investments in education technology continue to grow, students, parents, and teachers face a seemingly endless array of education technologies from which to choose—from digital personalized learning platforms to educational games to online courses. Amidst the excitement, it is important to step back and understand how technology can help—or in some cases hinder—how students learn. This review paper synthesizes and discusses experimental evidence on the effectiveness of technology-based approaches in education and outlines areas for future inquiry. In particular, we examine RCTs across the following categories of education technology: (1) access to technology, (2) computer-assisted learning, (3) technology-enabled behavioral interventions in education, and (4) online learning. While this review focuses on literature from developed countries, it also draws upon extensive research from developing countries. We hope this literature review will advance the knowledge base of how technology can be used to support education, outline key areas for new experimental research, and help drive improvements to the policies, programs, and structures that contribute to successful teaching and learning.
KerkoCite.ItemAlsoKnownAs: 10.3386/w23744 4804264:ZT9I3M27
Keywords: Final_citation; cited; existing

Education Technology: An Evidence-Based Review. - Escueta, Maya; Quan, Vincent; Nickow, Andre Joshua; Oreopoulos, Philip (NBER Working Paper, 2017)
Keywords: ⛔ No DOI found

Education Technology: An Evidence-Based Review - Escueta, Maya; Quan, Vincent; Nickow, Andre Joshua; Oreopoulos, Philip (National Bureau of Economic Research, 2017)
In recent years, there has been widespread excitement around the potential for technology to transform learning. As investments in education technology continue to grow, students, parents, and teachers face a seemingly endless array of education technologies from which to choose—from digital personalized learning platforms to educational games to online courses. Amidst the excitement, it is important to step back and understand how technology can help—or in some cases hinder—how students learn. This review paper synthesizes and discusses experimental evidence on the effectiveness of technology-based approaches in education and outlines areas for future inquiry. In particular, we examine RCTs across the following categories of education technology: (1) access to technology, (2) computer-assisted learning, (3) technology-enabled behavioral interventions in education, and (4) online learning. While this review focuses on literature from developed countries, it also draws upon extensive research from developing countries. We hope this literature review will advance the knowledge base of how technology can be used to support education, outline key areas for new experimental research, and help drive improvements to the policies, programs, and structures that contribute to successful teaching and learning.
KerkoCite.ItemAlsoKnownAs: 10.3386/w23744 2129771:YGXG8JWD 4426965:UYMB4RTW 4804264:ZT9I3M27

Education Technology for Effective Teachers (Center For Global Development)
Education systems around the world are investing in technology to help teachers be more effective. In some cases, the results are exciting. In others, the impact of technology falls short of expectations or remains unevaluated. This note lays out four principles for investing in technology for effective teachers and six aspects of teaching where technology can boost teacher performance, together with examples of tested, promising, and cautionary experiences with teacher technologies.

Education Technology for Effective Teachers - Evans, David K. (2021)
Publisher: World Bank, Washington, DC

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

Education Technology Map: Guidance Document - Hollow, D.; Muyoya, C.; Brugha, M. (Jigsaw Consult, 2016)
KerkoCite.ItemAlsoKnownAs: 4804264:LERCBKJY
Keywords: Final_citation; cited; existing

Education Technology Map: Guidance Document - Muyoya, Chisenga; Brugha, Meaghan; Hollow, David (Jigsaw Consult, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:PFQGZVLS 261495:EJ7V78X3

Education Technology Market Size & Share Report, 2030
The global education technology market size was valued at USD 142.37 billion in 2023 and is expected to grow at a compound annual growth rate (CAGR) of 13.6% from 2023 to 2030
KerkoCite.ItemAlsoKnownAs: 4804264:D5C7VWGH
Keywords: Final_citation

Education to Build Back Better | SpringerLink

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

Education Workforce Initiative: Sierra Leone - Education Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:L43YHEKI 2601447:2N45I2BU 4556019:K5E7QGU8

Education Workforce Management in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius
KerkoCite.ItemAlsoKnownAs: 2129771:KJBKRJHJ 4556019:MCH59CS3
Keywords: _yl:e; ⛔ No DOI found

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

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

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

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

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

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

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

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

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

Educational attainment gap: Regional disparities - Winchester, Nicole (2022)
Following the release of this year’s GCSE and A-level results, some commentators have raised concerns that the educational attainment gap between the north and south of England has widened. This issue is the focus of an upcoming question for short debate in the House of Lords. In preparation for the debate, this briefing looks at recent commentary on the issue and provides an overview of this year’s results.
Keywords: ⛔ No DOI found

Educational building retrofit under climate change and urban heat island effect - Akkose, Gizem; Meral Akgul, Cagla; Dino, Ipek Gursel (Journal of Building Engineering, 2021)
Climate change (CC) and urban heat island (UHI) are important environmental forces that have serious consequences for the existing buildings, such as increased resource consumption and environmental footprint, adverse human health effects and reduced occupant comfort. In this context, educational buildings represent a critical category amongst other building typologies, due to their high energy use, high occupant density, atypical daily/annual occupancy patterns, and their occupants’ high vulnerability to heat. Poor indoor conditions can reduce the health and productivity of students and teachers, worsen learning performance and reduce attendance. Retrofitting educational buildings is an effective solution to tackle this challenge. This study investigates the impact of CC&UHI on educational building performance and demonstrates the effectiveness of passive retrofit scenarios targeting CC&UHI mitigation and adaptation. These investigations are based on a systematic approach that consists of (i) the generation and analyses of CC&UHI-modified weather datasets, and (ii) simulation-based comparative analyses of the as-is building and various retrofit scenarios. An existing secondary school building in Ankara, Turkey is selected as a case study for evaluations of the selected performance indicators including energy use, global warming potential (GWP) and thermal comfort. Obtained results indicate that total energy consumption can be reduced up to 50% with retrofit, whereas possible reductions in indoor discomfort are even more pronounced, underlining the significance of selecting the optimal combination of passive measures for maximum impact towards the adaptation of the existing educational buildings to the changes in climatic conditions.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jobe.2021.102294 2129771:Z63QZFRM 2486141:KJ7D7CVS
Keywords: Climate change; Educational building; Energy efficiency; Retrofit; Thermal comfort; Urban heat island

Educational Correspondence Colleges Accreditation Act No. 32
KerkoCite.ItemAlsoKnownAs: 2129771:LFGE378A

Educational Correspondence Colleges Accreditation Act Nº 32, 1987 - Government of Nigeria (1987)
UA-0b53f034-401d-4807-b887-e7b9b8d2cc35 KerkoCite.ItemAlsoKnownAs: 2129771:WDYE26N6 2317526:YZLGHJKY
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Educational design research - McKenney, Susan; Reeves, Thomas C. (Handbook of research on educational communications and technology, 2013)
Educational design research is a genre of research in which the iterative development of solutions to practical and complex educational problems provides the setting for scientific inquiry. The solutions can be educational products, processes, programs, or policies. Educational design research not only targets solving significant problems facing educational practitioners but at the same time seeks to discover new knowledge that can inform the work of others facing similar problems. Working systematically and simultaneously toward these dual goals is perhaps the most defining feature of educational design research. This chapter seeks to clarify the nature of educational design research by distinguishing it from other types of inquiry conducted in the field of educational communications and technology. Examples of design research conducted by different researchers working in the field of educational communications and technology are described. The chapter concludes with a discussion of several important issues facing educational design researchers as they pursue future work using this innovative research approach.
Journal Abbreviation: Handbook of Research on Educational Communications and Technology: Fourth Edition KerkoCite.ItemAlsoKnownAs: 10.1007/978-1-4614-3185-5_11 2405685:2BJ2F495 2534378:G5GRRNAJ

Educational inequality and the expansion of UK higher education - Blanden, Jo; Machin, Stephen (Scottish Journal of Political Economy, 2004)
In this paper we explore changes over time in higher education (HE) participation and attainment between people from richer and poorer family backgrounds during a time period when the UK higher education system expanded at a rapid rate. We use longitudinal data from three time periods to study temporal shifts in HE participation and attainment across parental income groups for children going to university in the 1970s, 1980s and 1990s. The key finding is a highly policy relevant one, namely that HE expansion has not been equally distributed across people from richer and poorer backgrounds. Rather, it has disproportionately benefited children from relatively rich families. Despite the fact that many more children from higher income backgrounds participated in HE before the recent expansion of the system, the expansion acted to widen participation gaps between rich and poor children. This finding is robust to different measures of education participation and inequality. It also emerges from non-parametric estimations and from a more detailed econometric model allowing for the sequential nature of education choices with potentially different income associations at different stages of the education sequence.
Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 2129771:9SHPDK5M 2129771:YRNPRTC6

Educational outcomes and research from 1:1 computing settings - Bebell, D.; O'Dwyer, L. M. (Journal of Technology, Learning, and Assessment, 2010)
Despite the growing interest in 1:1 computing initiatives, relatively little empirical research has focused on the outcomes of these investments. The current special edition of the Journal of Technology and Assessment presents four empirical studies of K-12 1:1 computing programs and one review of key themes in the conversation about 1:1 computing among advocates and critics. In this introduction to our 1:1 special edition, we synthesize across the studies and discuss the emergent themes. Looking specifically across these studies, we summarize evidence that participation in the 1:1 programs was associated with increased student and teacher technology use, increased student engagement and interest level, and modest increases in student achievement.
KerkoCite.ItemAlsoKnownAs: 2129771:TV2JLSG4 2129771:WIDK946U 257089:3I5Z72DX 261495:NG9MQG3U
Keywords: ⛔ No DOI found

Educational performance of the poor: Lessons from rural Northeast Brazil - Harbison, R.; Hanushek, E.A. (Oxford University Press, 1992)

Educational policy choice and policy practice in Malawi: Dilemmas and disjunctures - Kadzamira, Esme; Rose, Pauline (2001)
Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:S6YKWTTN 4752638:53LBC3MR 4752638:6PPFZS7J 4752638:826GKNQX 4752638:9L3QQLDQ 4752638:I95TL9VC 4752638:ICPVC8TA 4752638:IEPPH4H6 4752638:KLKVCBQN 4752638:NQMW2YUN 4752638:TWNHY5JX 4752638:TXGUAYVI 4752638:UDAGZB56
Keywords: _C:Malawi MWI; ⛔ No DOI found

Educational reform, enquiry‐based learning and the re‐professionalisation of teachers - Williamson, Ben; Morgan, John (The Curriculum Journal, 2009)
Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1080/09585170903195894 KerkoCite.ItemAlsoKnownAs: 10.1080/09585170903195894 2405685:3J8IQVHB 2534378:ZGC3LGMX

Educational reform in the OECS countries - Forde, George (Educational Reform in the Commonwealth Caribbean, 1999)
KerkoCite.ItemAlsoKnownAs: 2129771:E93R22DL
Keywords: ⛔ No DOI found

Educational Research Network for West and Central Africa | Home
UA-9c8aadb5-273b-4f7b-b15c-814e738c6720 KerkoCite.ItemAlsoKnownAs: 2129771:B2C4NZDA 2317526:6A8IVWIX
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Benin; CC:Cameroun; CC:Congo; CC:Gambia; CC:Ghana; CC:Guinée; CC:Ivory Coast; CC:Mali; CC:Nigeria; CC:Senegal; CC:Sierra Leone; Networks; Togo; publicImportV1

Educational Resource Management System Based on JSP Technology - Xu, Qin; Zhou, Zhongli; Yang, Dexiang (Educational Sciences: Theory & Practice, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:TW3ALC6D
Keywords: __C:filed:1; ⛔ No DOI found

Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review - Lynch, Paul; Singal, Nidhi; Francis, Gill Althia (Educational Review, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1080/00131911.2022.2035685 4804264:QXLBRG3Y
Keywords: Final_citation; cited; existing

Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review - Lynch, Paul; Singal, Nidhi; Francis, Gill Althia (Educational Review, 2022)
Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6–12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities.
Publisher: Routledge _eprint: https://doi.org/10.1080/00131911.2022.2035685 KerkoCite.ItemAlsoKnownAs: 10.1080/00131911.2022.2035685 2129771:DBTMM7U4
Keywords: Educational technology; _genre:LR-literature_review; assistive technology; disability; inclusive education; low- and middle-income countries; primary education

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

Educational Technology Rapid Cycle Evaluations (Office of Educational Technology)
With more classrooms connected to high-speed Wi-Fi, it is imperative to create an evidence-based process to determine the effectiveness of technology apps used in the classroom. Why RCE? Rapid-Cycle tech evaluations are designed to assist school leaders in making evidence-based decisions regarding ed tech acquisitions. Traditional research approaches do not meet the needs of evaluating […]
KerkoCite.ItemAlsoKnownAs: 2129771:ZMZLJAD7

Educational Technology Rapid Cycle Evaluations - USA Department of Eduction (Office of Educational Technology, 2022)
With more classrooms connected to high-speed Wi-Fi, it is imperative to create an evidence-based process to determine the effectiveness of technology apps used in the classroom. Why RCE? Rapid-Cycle tech evaluations are designed to assist school leaders in making evidence-based decisions regarding ed tech acquisitions. Traditional research approaches do not meet the needs of evaluating […]
KerkoCite.ItemAlsoKnownAs: 2129771:B2UW6JVK 4426965:C42WY8Z8

Educational Technology Research Patterns in the Realm of the Digital Knowledge Age - Bozkurt, Aras (Journal of Interactive Media in Education, 2020)
Educational technology (EdTech) is a dynamic, evolving field and as such, in identifying and mapping research patterns in this field, a systematic approach is required. Starting from when the World Wide Web became publicly available, this study conducts a systematic review of educational technology research patterns. The review showed that after 1993, there was a sudden increase in the number of educational technology publications, and that in terms of subject areas, social sciences dominate the field, which suggests that there is a need for more interdisciplinary research. Regarding the geographical distribution of the research, the review found that most of the contributions come from the same developed countries. The following themes from over the course of almost three decades were identified: 1993–1999 multimedia learning and instructional design; 2000–2004 convergence of educational technology, distance education and online learning environments, and educational technology integration in traditional learning settings; 2005–2009 revising curriculum for educational technology, educational technology in higher education and distance education, and the bottleneck of the significant differences in educational technology research; 2010–2014 online learning and higher education, integration of ICT and full potential of educational technology; and 2015–2019 data-driven, smart educational technology, big data, and learning analytics. While critical views are increasing, this study also observed that some discourse, such as arguments that EdTech will change education and replace teachers, are constantly articulated throughout the literature.
Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.570 4804264:7QUZP3LR 4804264:NUKARZRG
Keywords: Final_citation; anystyle; existing

Educational Technology to Improve Capacity – Integrating Adaptive Education Programmes in Public School in Kenya - Kaye, Tom (Trust, Accountability and Capacity in Education System Reform, 2020)

Educational Technology Topic Guide - Power, Tom (2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:8WY3UUCX 2129771:CM5HB782 2129771:U82KRZAA 257089:BQNAW6PN 261495:H7X3RNJG
Keywords: _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Chile CHL; _C:Congo XCO; _C:Egypt EGY; _C:Ethiopia ETH; _C:Ghana GHA; _C:Guinea GIN; _C:Haiti HTI; _C:India IND; _C:Jamaica JAM; _C:Jordan JOR; _C:Kenya KEN; _C:Korea XKOR; _C:Malawi MWI; _C:Mali MLI; _C:Mozambique MOZ; _C:Myanmar MMR; _C:Namibia NAM; _C:Nepal NPL; _C:Nigeria NGA; _C:Oman OMN; _C:Pakistan PAK; _C:Peru PER; _C:Philippines PHL; _C:Qatar QAT; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:Singapore SGP; _C:Somalia SOM; _C:South Africa ZAF; _C:South Sudan SSD; _C:State of Palestine PSE; _C:Sudan SDN; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Educational Technology Topic Guide - Power, Tom; Gater, Rosalind; Grant, Catherine; Winters, Niall (Health and Education Advice Resource Team, 2014)
00000 KerkoCite.ItemAlsoKnownAs: 4804264:ZAQ53EJ6
Keywords: CitedIn:OER4Schools-HHH3; Final_citation; Important; cited; existing; lit review

Educational Television: A Rapid Evidence Review - Watson, Joe; McIntyre, Nora (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:3VSCHPVK
Keywords: Final_citation; cited; existing

Educational Uses of Virtual Reality Technology. - Youngblut, Christine (INSTITUTE FOR DEFENSE ANALYSES ALEXANDRIA VA, 1998)
The potential of VR technology tor supporting education is widely recognized. It has already seen practical use in an estimated 20 or more public schools and colleges, and many more have been involved in evaluation or research efforts. This document reviews current efforts that are developing, evaluating, or using VR technology in education. It builds a picture of the states of the art and practice, and reviews some of the critical questions that are being addressed. Educational uses of the technology are broadly distinguished as those where students interact with pre-developed VR applications and those where students develop their own virtual worlds in the course of researching, understanding, and demonstrating their grasp of some subject matter. Forty-three efforts in the category of pre-developed applications and another 21 efforts in the category of student virtual world development are reported in this paper. The results of 35 evaluations that have been completed on these efforts are summarized. Another 20 ongoing or planned evaluations are identified.
Section: Technical Reports KerkoCite.ItemAlsoKnownAs: 4804264:AYBVEAMA
Keywords: Final_citation; cited; existing

Educator Perspectives on the Impact of Covid-19 on Teaching and Learning in Australia and New Zealand - Flack, Clare Buckley; Walker, Dr Lyndon; Bickerstaff, Amanda; Earle, Hester; Margetts, Cara
KerkoCite.ItemAlsoKnownAs: 2129771:B8NPUSZN
Keywords: __C:filed:1; ⛔ No DOI found

EDUCAUSE Horizon Report: 2019 Higher Education Edition - Alexander, Bryan; Ashford-Rowe, Kevin; Barajas-Murphy, Noreen; Dobbin, Gregory; Knott, Jessica; McCormack, Mark; Pomerantz, Jeffrey; Seilhamer, Ryan; Weber, Nicole (EDUCAISE, 2019)
KerkoCite.ItemAlsoKnownAs: 4804264:ACH32YFV
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Edukans - Learn4Work | Home
UA-e8658870-ff63-4217-aa68-aaa5e952230a KerkoCite.ItemAlsoKnownAs: 2129771:DAPSMQPW 2317526:AJAK4WC4
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Ethiopia; CC:Ghana; CC:Kenya; CC:Netherland; CC:Rwanda; CC:Uganda; Networks; publicImportV1

EDUsummIT 2011 report from TWG3: teacher professional development - Twining, Peter; Albion, Peter; Knezek, Don (UNESCO, 2011)
KerkoCite.ItemAlsoKnownAs: 2405685:PUNUJQ3I 2534378:T48EQGLU

EEF Evidence Database Coding Guide – Effect Size Data Extraction - Education Endowment Foundation; Durham University (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:JZPK5PYP
Keywords: _yt:b

EEF Evidence Database Coding Guide – Main Data Extraction - Education Endowment Foundation; Durham University (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:NYKWCQ8P
Keywords: _yt:a

EEF Toolkit - Education Endowment Foundation (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:9WDHUTIB

Effect of a cash transfer programme for schooling on prevalence of HIV and herpes simplex type 2 in Malawi: a cluster randomised trial - Baird, Sarah J.; Garfein, Richard S.; McIntosh, Craig T.; Özler, Berk (The Lancet, 2012)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S0140-6736(11)61709-1 4804264:YPLNDJK9
Keywords: Final_citation

Effect of Campus Built Environment on Students’ Sustainable Activities - Unah, M.O.; Ali, S.M.; Jaafar, G.A. (BIMA, Journal of Science and Technology, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:WSQ4MAE4 2129771:X9MZRPMK 2486141:4YYG4F6H
Keywords: ⛔ No DOI found

Effect of Classroom Learning Environment on Students' Academic Achievement in Mathematics at Secondary Level - Malik, Riaz Hussain; Rizvi, Asad Abbas (2018)
The aim of the study was to examine the effect of the perceptions of students about classroom learning environment on their academic achievement at secondary level in the Mathematics classrooms. The participants were selected from the secondary and higher secondary schools located in Tehsil Rawalpindi and Islamabad (Federal Area), Pakistan. Twenty four schools were selected randomly. A total of five hundred sixteen students of 10th grade studying Mathematics in twenty seven classrooms, were included in the sample. Classroom Environment Instrument (Personal Form) was used to measure the students' perceptions after translating it into Urdu for Urdu medium schools. The pilot testing was carried out before the actual application of this instrument. The reliability of the instrument was determined by the use of Cronbach Alpha which was found as 0.85. The marks obtained by students in the subject of Mathematics in annual examination in 10th grade conducted by both BISE Rawalpindi and FBISE Islamabad were taken as achievements in Mathematics. The data was analyzed using multiple regression, Pearson r and ANOVA to find out the effect of perception of students about classroom learning environment on their academic achievement. The results of study revealed that the subscales, `Involvement', `Personal relevance', `Emphasis on understanding', were major predictors contributing towards classroom learning environment and students' academic achievement whereas subscales `Investigation' and `Autonomy' have negative effect on students' academic achievement. The researcher recommends that active involvement of the low achievers may affect their learning more positively.
KerkoCite.ItemAlsoKnownAs: 2129771:7JLQ5CTP 4682641:Z4WLWNSH
Keywords: BE:RELEVANT; ⛔ No DOI found

Effect of design and operational strategies on thermal comfort and productivity in a multipurpose school building - Kükrer, Ergin; Eskin, Nurdil (Journal of Building Engineering, 2021)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.jobe.2021.102697 2129771:JDR4V5F8 4682641:XZHUTQW6
Keywords: BE:RELEVANT

Effect of Flipped Classroom Strategy on The Performance of Prospective Teachers of Khyber Pakhtunkhwa - Minaz, Maksal (Northern University Nowshera, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:JJ33TDMP
Keywords: _C:Australia AUS; _C:Belgium BEL; _C:Canada CAN; _C:China CHN; _C:Egypt EGY; _C:Finland FIN; _C:Greece GRC; _C:India IND; _C:Netherlands NLD; _C:Pakistan PAK; _C:Saudi Arabia SAU; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Effect of Gypsum Board Ceiling on Temperature Reduction in a Room using Finite Element Method - Baroniya, R; Rathore, R; Agrawal, A (2021)
The present study describes the use of the finite element method to determine the effect of the gypsum board ceiling on room temperature. A simulation of air particles coming from air conditioners is carried out in a large room and the simulation is repeated after providing a gypsum board ceiling in the room, to identify its effect on room temperature. A three-dimensional computer-aided design (CAD) model of a large room with three air conditioners was made and the flow behaviour of air particles is analyzed using ANSYS fluent V15 software. The simulation process is done considering both possibilities, one is which room acts as an open system and the air is allowed to flow through the door of the room and the second as a closed system, in which air flows inside the room only. The analysis is also done with the same model after providing a gypsum board ceiling in the room. The difference generated in room temperature due to the gypsum board ceiling is determined. It is a challenging task to provide a ceiling in the CAD model with different thermal properties than the wall surface. It is necessary to understand the effect of these properties of gypsum on heat transfer in the room. The results suggest that by providing a gypsum board ceiling, a temperature reduction of 3-4 °C can be easily achieved. This reduction in temperature provides thermal comfort for the people living in the room. It also reduces the total cost required for air conditioning.
Keywords: ⛔ No DOI found

Effect of Land Cover on Normalized Difference Vegetation Index (NDVI) Dynamics in Falgore Game Reserve, Kano, Nigeria - Tudunwada, I.Y.; Momale, S.B. (Journal of Agricultural Technology, 2014)
ISBN: 1111-0905
Keywords: ⛔ No DOI found

Effect of Rainfall on NDVI in the Falgore Game Reserve, Kano, Nigeria - Tudunwada, I.Y.; Mohammed, S.O. (Proceedings of the 46th Annual Conference of the Agricultural Society of Nigeria, 2012)
Keywords: ⛔ No DOI found

Effect van een Robot op het aanleren van Productieve Woordenschat in een Tweede Taal bij Kleuters - Limpens, Lisa GA (2017)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:CQWE4Y8R 2129771:FPI9Y4R8 2129771:GFULDR68 2129771:R8DFIFJQ
Keywords: _C:Chile CHL; _C:Netherlands NLD; _C:United States USA; __C:filed:1; __C:scheme:1

Effective Adult Education - Bolton, Laura (2017)
The most important element for successful adult literacy and numeracy learning is to take a people-centred approach. Literacy and numeracy teaching should be incorporated into subjects that are directly relevant and useful for participants. Ideally, learners would be consulted on their priorities and be involved in the planning and design of the programme and of educational materials. The most effective learning will happen when adults are actively engaged in the construction of their own knowledge. Inter-generational or family learning programmes is one possible approach which has seen success in being responsiveness to the needs and concerns of learners.
Accepted: 2017-07-14T15:07:19Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:YIC8STEU 4869029:VU6CGGEB
Keywords: ⛔ No DOI found

Effective Classroom Adaptations for Students with Visual Impairments - Cox, Penny R.; Dykes, Mary K. (TEACHING Exceptional Children, 2001)

Effective follow-up strategies for professional development for primary teachers in Namibia - O'Sullivan, Margo C. (Teacher development, 2002)
Publisher: Taylor & Francis

Effective integration of information and communication technologies (ICTs) in technical and vocational education and training (TVET) toward knowledge management - Saud, MS; Shu, B; Yasin, MAM (African Journal of Business Management, 2011)
The relevance of Information and Communication Technologies (ICTs) in the field of Technical Vocational Education and Training (TVET) cannot be exhausted by studies available in the “knowledge-based” society. The world of work is in continuous change as ICT itself, thus posing more challenges to the workers in the 21st century and the institutions responsible for their preparation. Despite numerous studies revealing the extent to which ICTs are applied at different educational specializations, literature on the effective integration of ICTs into Technical and Vocational Education and Training (TVET) field is scarce and needs further exploration to highlight the TVETs’ level of requirement for ICTs integration. Therefore, this paper attempts to add to the available literature on ICTs integration in TVET by bringing out clearly; the need for effective integration of ICTs in TVET, factors influencing the effective integration of ICTs in TVET, overview of the challenges to the effective integration of ICTs in TVET. The paper concludes by recommending for a proper planning and management of ICTs resources in TVET.
KerkoCite.ItemAlsoKnownAs: 2129771:EE3XZPBK 2317526:NA75GSZN UTI-AFAB05B4-BFD7-3894-BC00-E85602D62FDF
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:pedagogy; F:teaching; P:architecture; P:social; P:teacher education; P:technology; Q:ICT; R:meta-analysis; T:TVET; publicImportV1; ⛔ No DOI found

Effective Learning Strategies to Improve Basic Education Outcomes - Bolton, Laura (2018)
Improving basic education outcomes is a very broad research area. The time constraints of the helpdesk review directed focus on large-scale reviews of learning strategies in low- and middle-income countries. This was supplemented by rapid searching to see what research could be identified within the limitations of this report that focussed on outcomes on highly marginalised, conflict affected children, or those from federal states. Broader scope strategies to improve learning for other important marginalised groups for example, girls and indigenous populations, are also included.Different systematic reviews emphasise different conclusions. Bashir et al. (2018) highlight a focus on teaching to improve learning. They recommend focus on teacher knowledge, teaching practice, and instructional time.
Accepted: 2018-06-01T09:18:03Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:296DKUQW 4869029:9PIQJY7A
Keywords: ⛔ No DOI found

Effective partnership models - Baars, Dr Sam; Menzies, Loic (2015)
KerkoCite.ItemAlsoKnownAs: 2129771:ZF8CMVAZ 2486141:HCHJYM6Y
Keywords: ⛔ No DOI found

Effective States (Effective States)
KerkoCite.ItemAlsoKnownAs: 2129771:ZJYGAWEW

Effective Strategies for Integrating Project Based Learning into Woodwork Technology Education and Understanding at Tertiary Institutes in Nigeria - Muhammad Umar Isa; Yusri Bin Kamin (International Journal of Emerging Technologies in Learning (iJET), 2019)
The purpose of this examination is to research viable methodologies for in-corporating Project-based Learning (PoBL) in instructing and learning Woodwork Technology Education (WTE) at tertiary foundations in Nige-ria. A mixed-method approach including both quantitative and subjective technique was utilized for the investigation. The example of the examination involved 50 in-administration postgraduate understudies from Nigerian tertiary foundations concentrating Technical Vocational Education and Training (TVET) in University Teknologi Malaysia for the quantitative perspective and 9 in-administration postgraduate understudies for the subjective part. A 16-thing organized poll was utilized for quantitative information accumulation while semi-organized meeting convention was utilized for subjective information gathering. Quantitative information was investigated utilizing SPSS programming variant 24 to process the rate and intend to demonstrate the degree of understanding or difference on things of the survey. NVIVO 12 was utilized for subjective data examination. Mem-ber check and pear questioning were utilized to build up the reliability of the interview convention. The principal discoveries of the examination un-covered that PoBL has not been embraced in WTE educating and learning at tertiary establishments of Nigeria, and the conventional instructional methodology including lecture, demonstration and task have been the instructional methodologies received. It was additionally uncovered from the discoveries that rebuilding of WTE educational plan at tertiary organizations in Nigeria to concentrate on a student-focused methodology, just as sorting out courses and workshops for WTE speakers to be familiar with the utilization of PoBL in WTE instructing and learning as a component of the successful techniques for incorporating PoBL in instructing and learn-ing WTE at tertiary establishments in Nigeria. PoBL is appropriate in the instructional procedures of courses like WTE which include intellectual and psychomotor aptitude procurement. At long last, the deficiencies of studies identifying with PobL in Nigeria illuminates the need to attempt this examination in WTE at tertiary organizations.
KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v14i20.11468 2129771:3X6UN5LN 2129771:DHH6DN7W 2129771:LS7F2FPH

Effective teacher education in low-connectivity settings: a curated resource list - Koomar, Saalim; Allier-Gagneur, Zoé; McBurnie, Chris (2020)
EdTechHub.Source: 2405685:UQSMRFBF KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3407498 10.5281/zenodo.3407498 2129771:I74BBZ7B 2129771:U3XSZB5F 2339240:CRCGCNE9 2339240:W544HT9Q 2405685:UQSMRFBF 2405685:ZG4RSENH
Keywords: Author:OpenDevEd; __C:filed:1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Effective teacher professional development - Darling-Hammond, Linda; Hyler, Maria E.; Gardner, Madelyn (Learning Policy Institute, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:7VUTJF44 2534378:VMCMZ256
Keywords: ___working_potential_duplicate

Effective Teacher Professional Development - Darling-Hammond, Linda; Hyler, Maria E; Gardner, Madelyn; Gardner, Madelyn (Learning Policy Institute, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:C755AFPK 2129771:XY5LKEPU 2339240:EXG2P88C 2339240:KZWPKKEX 2405685:3EICVTPU 2405685:DFJ5VQ9P 2405685:L5AA7H42 2534378:LEAZX89C
Keywords: C:United States / International; __C:filed:1; important; ⛔ No DOI found

Effective teaching and learning of large cohorts in institutions of higher learning in Zambia: Challenges and opportunities - Haßler, Björn; Shemi, Alice (2017)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1033 2129771:6SW7NKWT
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _bjoern_cv; _comingsoon; _r:AddedByMyEducationEvidence

Effective use of EdTech for remedial learning programs: Considerations for Mongolia - Upadhyay, Arjun; Shoobridge, James; Moss Coflan, Caitlin (EdTech Hub)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3958080 2129771:ZAH8JP9I 2405685:IJGQTHH9

Effective use of textbooks: A neglected aspect of education in Pakistan - Mohammed, R.; Kumari, R. (Journal of Education for International Development, 2007)
Keywords: ⛔ No DOI found

Effectiveness and viability of revenue diversification in sub-saharan africa’s higher education: examining Zambia’s public universities. - Masaiti, Gift (2015)
Publisher: International Journal of Humanities Social Sciences and Education
Keywords: ⛔ No DOI found

Effectiveness of an iPad Intervention to Support Development of Maths Skills in Foundation Year Children - Outhwaite, Laura (2017)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:EH35HAKK 257089:MPZGQI8D

Effectiveness of Computer-Assisted Instruction in Statistics: A Meta-Analysis - Sosa, Giovanni W.; Berger, Dale E.; Saw, Amanda T.; Mary, Justin C. (Review of Educational Research, 2011)
Although previous meta-analyses have documented the efficacy of computer-assisted statistics instruction, the current study examined a range of specific features that presumably influence its effectiveness, such as the level of learner engagement, learner control, and the nature of feedback. In 45 experimental studies with a control condition, computer-assisted statistics instruction provided a meaningful average performance advantage ( d = 0.33). Because of great methodological heterogeneity among the studies, the authors employed a conservative but appropriate mixed effects model to examine potential moderator effects. The authors’ analyses revealed three statistically significant findings. Larger effects were reported in studies in which treatment groups received more instructional time than control groups, in studies that recruited graduate students as participants, and in studies employing an embedded assessment. A newly developed second order standardized mean effect size, d diff , reveals that additional study characteristics may serve as meaningful moderators. Tight experimental control is needed to assess the importance of specific instructional features in computer-assisted statistics instruction.
KerkoCite.ItemAlsoKnownAs: 10.3102/0034654310378174 4804264:ACTCYQQQ
Keywords: Final_citation

Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis - Benavides-Varela, Silvia; Callegher, Claudio Zandonella; Fagiolini, Barbara; Leo, Irene; Altoè, Gianmarco; Lucangeli, Daniela (Computers & Education, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.103953 4804264:6L4XX3L3
Keywords: Final_citation; cited; existing

Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis - Benavides-Varela, Silvia; Zandonella Callegher, Claudio; Fagiolini, Barbara; Leo, Irene; Altoè, Gianmarco; Lucangeli, Daniela (Computers & Education, 2020)
The purpose of this work was to meta-analyze empirical evidence about the effectiveness of digital-based interventions for students with mathematical learning difficulties. Furthermore, we investigated whether the school level of the participants and the software instructional approach were decisive modulated factors. A systematic search of randomized controlled studies published between 2003 and 2019 was conducted. A total of 15 studies with 1073 participants met the study selection criterion. A random effects meta-analysis indicated that digital-based in terventions generally improved mathematical performance (mean ES ¼ 0.55), though there was a significant heterogeneity across studies. There was no evidence that videogames offer additional advantages with respect to digital-based drilling and tutoring approaches. Moreover, effect size was not moderated when interventions were delivered in primary school or in preschool.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.103953 2129771:LM4QWEVI 2486141:X5V4U994 4820891:LNZPX8UL
Keywords: Mathematics; SEND; _Import_to_OpenDevEd_EvLib; learning difficulties

Effectiveness of educational technology in early mathematics education: A systematic literature review - Verbruggen, Sandy; Depaepe, Fien; Torbeyns, Joke (International Journal of Child-Computer Interaction, 2021)
Despite the general agreement regarding the importance of stimulating young children’s early mathematical skills, mathematical learning opportunities in preschool are limited. Educational technology (ET) may be an effective tool to address this problem. Taking into account the weaknesses of previous reviews, we conducted a systematic and comprehensive review of the research literature on the effectiveness of ET in early mathematics education, critically analyzing the findings of studies adhering to a media comparison approach (comparing an ET condition to a non-ET condition or another ET condition) versus studies following a value-added approach (comparing at least two ET conditions which only differ with respect to one feature in the ET or in its implementation). Reviewing 54 studies, we systematically analyzed (1) the effectiveness of ET, (2) the features of the ET and ET implementation associated with ET effectiveness, and (3) child characteristics associated with ET effectiveness. Our analyses indicated that media comparison studies comparing an ET to a non-ET condition provide evidence for the effectiveness of ET for enhancing young children’s mathematical competencies. Second, value-added studies pointed to ET implementation features associated with ET effectiveness, namely teacher support during ET use and an individual grouping structure. Finally, both media comparison and value-added studies revealed that ET effectiveness is associated with children’s performance in the ET and with their prior knowledge. To further advance the field, value-added studies on features of the ET and its implementation are required, as well as studies focusing on important child characteristics that are associated with ET effectiveness.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijcci.2020.100220 2129771:3TW2GJAM 2486141:HTZLGV8V
Keywords: Early mathematics education; Educational technology; Media comparison approach; Systematic literature review; Value-added approach

Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review - Kulik, James A.; Fletcher, J. D. (Review of Educational Research, 2016)
This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems. The median effect of intelligent tutoring in the 50 evaluations was to raise test scores 0.66 standard deviations over conventional levels, or from the 50th to the 75th percentile. However, the amount of improvement found in an evaluation depended to a great extent on whether improvement was measured on locally developed or standardized tests, suggesting that alignment of test and instructional objectives is a critical determinant of evaluation results. The review also describes findings from two groups of evaluations that did not meet all of the selection requirements for the meta-analysis: six evaluations with nonconventional control groups and four with flawed implementations of intelligent tutoring systems. Intelligent tutoring effects in these evaluations were small, suggesting that evaluation results are also affected by the nature of control treatments and the adequacy of program implementations.
KerkoCite.ItemAlsoKnownAs: 10.3102/0034654315581420 2129771:98AF7UEB 2486141:WWIGEL7B 4804264:XP6CNF6T
Keywords: Final_citation; cited; existing

Effectiveness of leadership capacity building in the health sector - Tull, Kerina (2018)
Although there are options available for building health workers’ and health policy makers’ capacity to become stronger leaders (i.e. as public health leaders or managers), there is little evidence that specific training or courses lead to sustainably better leadership and management skills. It is argued that the most effective types of capacity building processes to improve leadership skills in the health sector are monthly intensive training (e.g. ‘Global Nursing Policy Leadership Institute Programme’, GNPLI), or one-year fellowships with mentorship (e.g. ‘Improving Global Health through Learning Development’ programme, IGH) as part of UK-LIC/LMIC partnership programmes.
Accepted: 2018-02-19T10:24:42Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:2H996A69 4869029:LACCDLPD
Keywords: ⛔ No DOI found

Effectiveness of Minimum Quality Standards for Primary Education in Low and Lower Middle-Income Countries - Ahmed, Hassan (2019)
Minimum quality standards for education are common in low and lower middle-income countries. However, the scope and use of these standards are determined by the country’s level of development. Therefore, some countries have advanced standards, whilst others have simple tools and frameworks to guide the quality of their basic education. Minimum standards are used to monitor, evaluate and inspect the quality of education provision. As such they can also improve accountability in education. However, the availability of minimum quality education frameworks and tools in a country does not always mean they are effective as the availability of both technical and financial resources affects implementation. Overall, minimum standards of basic education contribute to different aspects of quality education. For example, compliance to school infrastructure and environment might promote the safety, health and general well-being of the learners but if the standards of the teacher quality and teaching learning resources are not met then good students’ learning outcomes may not be achieved. Generally, there is an agreement and assumption that the use of minimum standards supports the harmonisation of education provisions and can contribute to quality education.
Accepted: 2019-03-18T10:30:15Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:CECENAFE 4869029:C8276ZSS
Keywords: ⛔ No DOI found

Effectiveness of Multimodal Microlearning for In-service Teacher Training - Allela, Melisa Achoko; Ogange, Betty Obura; Junaid, Muhammad Ibn; Charles, Prince Brainard (Journal of Learning for Development, 2020)
To meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:VC36IXXY
Keywords: _C:Sierra Leone SLE; micro-learning; multi-modal; teacher training; ⛔ No DOI found

Effectiveness of online learning: a multi-complementary approach research with responses from the COVID-19 pandemic period - Batdı, Veli; Doğan, Yunus; Talan, Tarık (Interactive Learning Environments, 2021)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/10494820.2021.1954035 2129771:Z3EIY9HN

Effectiveness of Student Psychological Support Services at a Technical and Vocational Education and Training College in South Africa - Munyaradzi, Muchineripi; Addae, David (Community College Journal of Research and Practice, 2019)
In this case study research, the effectiveness of psychological support services rendered to students at a Technical and Vocational Education and Training (TVET) college in South Africa is explored. Using the systems theory of psychology, the article postulates that students at TVET colleges encounter a myriad of psychological challenges, which can adversely affect their academic success. From an interpretivist paradigmatic standpoint, a sample of 30 students was purposively selected to participate in focus group interviews. It was found out that psychological support services improved students' academic performances, attendance, retention, and also enhanced college certification rate. It is recommended that institution need to establish linkages with key stakeholders such as the Departments of Higher Education and Training and Health, psychological professional bodies, and other TVET colleges in order to create a platform for sharing vital information on psychological support to students.
KerkoCite.ItemAlsoKnownAs: 10.1080/10668926.2018.1456379 2129771:5JW9DFZJ 2129771:77PI4UMY 2129771:BVYSMNGR 2129771:GDR6YEBB 2129771:HX9M4U9R 2129771:IXCJQ9EE 2129771:QD5MZTLF 2129771:UDT5599W

Effectiveness of teachers' guides in the Global South: Scripting, learning outcomes, and classroom utilization - Piper, Benjamin; Sitabkhan, Yasmin; Mejia, Jessica; Betts, Kellie (Research Triangle Park, 2018)
This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects.
Publisher: RTI International. P.O. Box 12194, Research Triangle Park, NC 27709-2194. Tel: 919-541-6000; e-mail: publications@rit.org; Web site: http://www.rti.org KerkoCite.ItemAlsoKnownAs: 10.3768/rtipress.2018.op.0053.1805 2129771:P8SHVBPP 2129771:T2KAIHB7
Keywords: _genre:PR-primary_research; _yl:b

Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization - Piper, Benjamin; Sitabkhan, Yasmin; Mejia, Jessica; Betts, Kellie (RTI Press, 2018)
This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.
shortDOI: 10/ggjrfk KerkoCite.ItemAlsoKnownAs: 10.3768/rtipress.2018.op.0053.1805 10/ggjrfk 2339240:G6QUKYB2 2405685:8N3DSXF9 2405685:BX25H7CF 2405685:NLYSQ2ZG 2534378:AJ5Q28IL

Effectiveness of Technical and Vocational Education and Training (TVET) Insights from Ethiopia's reform - Baraki, Atakilt Hagos; van Kemenade, Everard (TQM, 2013)
Purpose - This paper provides an overview on the technical and vocational education and training (TVET) program components/mechanisms and their overall effect on learning outcomes in a developing country context. Design/methodology/approach - Using secondary data, this descriptive case study integrates the realistic evaluation framework of Pawson and Tilley (1997) with Total Quality Management (TQM) frameworks. Findings - Ethiopia's TVET system adopts/adapts international best practices. Following the implementation of the 2008 TVET strategy, the proportion of formal TVET graduates who were recognized as competent by the assessment and certification system increased from 17.42 percent in 2009/2010 to 40.23 percent in 2011/2012. Nevertheless, there is regional variation. Research limitations/implications - Outcome-based TVET reforms that are based on TQM frameworks could improve learning outcome achievements in developing countries by enhancing awareness, coordination, integration, flexibility, participation, empowerment, accountability and a quality culture. Nevertheless, this research is limited by lack of longitudinal data on competency test results. There is also a need for further investigation into the practice of TQM and the sources of differences in internal effectiveness across TVET institutions. Practical implications - Our description of the Ethiopian reform experience, which is based on international best experience, could better inform policy makers and practitioners in TVETelsewhere in Africa. Originality/value - A realistic evaluation of TVET programs, the articulation of the mechanisms, especially based on TQM, that affect TVET effectiveness would add some insight into the literature. The evidence we have provided from the Ethiopian case is also fresh. © Emerald Group Publishing Limited.
KerkoCite.ItemAlsoKnownAs: 10.1108/tqm-11-2012-0099 10/gf62pf 2129771:XWCMFHMK 2317526:PUQ8JVC2
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Ethiopia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:R; CT:T; D:developing country; F:achievement; F:assessment; F:learning; F:outcomes; F:policy; P:culture; P:mechanic; Q:certificate; R:case study; R:evaluation; T:TVET; Z:Developing countries; Z:Ethiopia; Z:Internal effectiveness; Z:Realistic evaluation; Z:TVET quality; Z:TVET reform; Z:Total quality management; __C:filed:1; publicImportV1

Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis: Systematic Review - Wilcha, Robyn-Jenia (JMIR Medical Education, 2020)
Background: In December 2019, COVID-19 emerged and rapidly spread worldwide. Transmission of SARS-CoV-2, the virus that causes COVID-19, is high; as a result, countries worldwide have imposed rigorous public health measures, such as quarantine. This has involved the suspension of medical school classes globally. Medical school attachments are vital to aid the progression of students’ confidence and competencies as future physicians. Since the outbreak of COVID-19, medical schools have sought ways to replace medical placements with virtual clinical teaching. Objective: The objective of this study was to review the advantages and disadvantages of virtual medical teaching for medical students during the COVID-19 pandemic based on the current emerging literature. Methods: A brief qualitative review based on the application and effectiveness of virtual teaching during the COVID-19 pandemic was conducted by referencing keywords, including medical student virtual teaching COVID-19, virtual undergraduate medical education, and virtual medical education COVID-19, in the electronic databases of PubMed and Google Scholar. A total of 201 articles were found, of which 34 were included in the study. Manual searches of the reference lists of the included articles yielded 5 additional articles. The findings were tabulated and assessed under the following headings: summary of virtual teaching offered, strengths of virtual teaching, and weaknesses of virtual teaching. Results: The strengths of virtual teaching included the variety of web-based resources available. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Open-access teaching with medical experts has enabled students to remain abreast of the latest medical advancements and to reclaim knowledge lost by the suspension of university classes and clinical attachments. Peer mentoring has been proven to be a valuable tool for medical students with aims of increasing knowledge and providing psychological support. Weaknesses of virtual teaching included technical challenges, confidentiality issues, reduced student engagement, and loss of assessments. The mental well-being of students was found to be negatively affected during the pandemic. Inequalities of virtual teaching services worldwide were also noted to cause differences in medical education. Conclusions: In the unprecedented times of the COVID-19 pandemic, medical schools have a duty to provide ongoing education to medical students. The continuation of teaching is crucial to enable the graduation of future physicians into society. The evidence suggests that virtual teaching is effective, and institutions are working to further develop these resources to improve student engagement and interactivity. Moving forward, medical faculties must adopt a more holistic approach to student education and consider the mental impact of COVID-19 on students as well as improve the security and technology of virtual platforms.
Company: JMIR Medical Education Distributor: JMIR Medical Education Institution: JMIR Medical Education Label: JMIR Medical Education Publisher: JMIR Publications Inc., Toronto, Canada KerkoCite.ItemAlsoKnownAs: 10.2196/20963 2129771:F9FPSVS2
Keywords: _genre:LR-literature_review

Effectivity of E-Learning through Whatsapp as a Teaching Learning Tool - Gon, Sonia; Rawekar, Alka (MVP Journal of Medical Sciences, 2017)
Introduction: WhatsApp is a free messenger application that works across multiple platform and is being widely used among undergraduate students to send multimedia messages like photos, videos, audios along with simple text messages. Aims and Objectives: To assess the affectivity of social media like WhatsApp in delivering knowledge to 4th semester MBBS students and to compare the improvement of knowledge gain through e-learning and didactic lecture. Simultaneously, perception of learners about e-learning via WhatsApp will also be collated. Material and Methods: This prospective analytical interventional study was conducted in the department of Pathology from 01.02.2015 to 31.06.2015, on 4th semester MBBS students. Two groups of students were taught the same topics by two different T-L activities i.e., through WhatsApp and via didactic lectures. Assessment of knowledge was done by giving pre and post-test questionnaire of 20 marks for each topic. Perception of e-learning through WhatsApp was done by feedback form. Observation and Results: The post test results revealed that the learners with WhatsApp as a learning tool scored in the range of 5-20 marks while those with didactic lecture scored in the range of 3-17.5 marks and had an average of 11.6 and 11.9 score respectively. The two tailed t value between the two groups is 0.635 which is not statistically significant. Technical, educational and instructional advantages of teaching learning activity via WhatsApp out pars disadvantages. Facilitator’s availability and Learning anytime anywhere were top two advantages of learning through WhatsApp with 86.72% and 86.55% students agreeing to it. Message flooding, time consuming and eye strain were the other technical disadvantages observed in the present study with 63.23%, 75.28% and 68.53 students agreeing to it. Conclusion: Constant availability of facilitator and learning anytime anywhere has made WhatsApp a new and convenient tool for teaching learning activity. Though there is no significant difference between gain of knowledge from WhatsApp or didactic lectures, advantages (technical, educational or instructional) out pars the disadvantages. A few disadvantages, like message flooding and eyestrain can be overruled by making small groups and using mobiles with bigger screen. Enabling a Wi-Fi in the college campus can make its use cost effective.
KerkoCite.ItemAlsoKnownAs: 10.18311/mvpjms.v4i1.8454 4804264:33WE5DSL
Keywords: Final_citation; cited; existing; ⚠️ Invalid DOI

Effects of a Scalable Home‐Visiting Intervention on Child Development in Slums of Urban India: Evidence from a Randomised Controlled Trial. - Andrew, Alison; Attanasio, Orazio; Augsburg, Britta; Day, Monimalika; Grantham‐McGregor, Sally; Meghir, Costas; Mehrin, Fardina; Pahwa, Smriti; Rubio‐Codina, Marta (Journal of Child Psychology and Psychiatry, 2020)
Background An estimated 63.4 million Indian children under 5 years are at risk of poor development. Home visits that use a structured curriculum to help caregivers enhance the quality of the home stimulation environment improve developmental outcomes. However, achieving effectiveness in poor urban contexts through scalable models remains challenging. Methods Using a cluster randomised controlled trial, we evaluated a psychosocial stimulation intervention, comprising weekly home visits for 18 months, in urban slums of Cuttack, Odisha, India. The intervention is complementary to existing early childhood services in India and was run and managed through a local branch of a national NGO. The study ran from August 2013 to July 2015. We enrolled 421 children aged 10–20 months from 54 slums. Slums were randomised to intervention or control. Primary outcomes were children's cognitive, receptive language, expressive language and fine motor development assessed using the Bayley-III. Prespecified intent-to-treat analysis investigated impacts and heterogeneity by gender. Trial registrations: ISRCTN89476603, AEARCTR-0000169. Results Endline data for 378 (89.8%) children were analysed. Attrition was balanced between groups. We found improvements of 0.349 of a standard deviation (SD; p = .005, stepdown p = .017) to cognition while impacts on receptive language, expressive language and fine motor development were, respectively, 0.224 SD (p = .099, stepdown p = .184), 0.192 SD (p = .085, stepdown p = .184) and 0.111 (p = .385, stepdown p = .385). A child development factor improved by 0.301 SD (p = .032). Benefits were larger for boys. The quality of the home stimulation environment also improved. Conclusions This study shows that a potentially scalable home-visiting intervention is effective in poor urban areas.
_eprint: https://acamh.onlinelibrary.wiley.com/doi/pdf/10.1111/jcpp.13171 KerkoCite.ItemAlsoKnownAs: 2129771:IA4HGYX8 2129771:KV4WF4NS
Keywords: Child development; home visiting; parent–child interaction

Effects of airing behaviours on bedroom air pollutants during sleep - Liao, Chenxi; Fan, Xiaojun; Petrova Bivolarova, Mariya; Mainka, Anna; Sekhar, Chandra; Laverge, Jelle; Lan, Li; Akimoto, Mizuho; Wargocki, Pawel (CLIMA 2022 conference, 2022)
Higher ventilation rates were verified to have a positive impact on indoor air quality and therefore benefit sleep quality. However, how does ventilation influence bedroom air quality if the outdoor air quality is poor? Whilst ventilation helps to reduce indoor pollution it inadvertently brings outdoor pollution indoors, such as NO2, which is from vehicular emission. In this study, we collected the info of window and door status during sleep and measured carbon dioxide (CO2), nitrogen dioxide (NO2), volatile organic compounds (VOCs) and particulate matter (PM2.5 and PM10) among 38 bedrooms while occupants were sleeping during nights. Meanwhile, the air change rate (ACR) was calculated. The experiments were conducted in the heating season (September to December 2020) in the capital region of Denmark. The median values were 981.8 ppm (mean CO2 level during sleep), 0.6 h-1 (ACR), 3.4 µg·m−3 (NO2), 166.2 µg·m−3 (VOCs), 11.0 µg·m-3 (PM10) and 2.8 µg·m-3 (PM2.5). CO2 levels were positively correlated with VOCs levels, whereas negatively correlated with NO2 levels in bedrooms. ACR was also negatively correlated with VOCs. CO2 levels were significantly higher whereas NO2 levels were lower with both window and door closed compared to them with either window or door open. With higher ventilation rates, while occupants would be less exposed to indoor pollution of VOCs, they would be increasingly exposed to NO2. Future studies of bedroom ventilation and sleep quality should consider outdoor air quality.
Publisher: CLIMA 2022 conference KerkoCite.ItemAlsoKnownAs: 10.34641/CLIMA.2022.128 2129771:L2WIZ7XM 4682641:WH92LGZX
Keywords: BE:RELEVANT

Effects of an Intensive Reading Intervention for Ninth-Grade English Learners With Learning Disabilities - Williams, K.J.; Vaughn, S. (Learning Disability Quarterly, 2019)
English learners with learning disabilities (LD) have well-documented difficulties comprehending text. This study examined the effects of an intensive reading intervention (Reading Intervention for Adolescents [RIA]) on reading outcomes (word reading, vocabulary, and comprehension) for ninth-grade ELs with LD (n = 85). In the RIA, students received instruction in advanced word study, fluency, vocabulary, and comprehension. Participants assigned to RIA received the intervention for the entire ninth-grade school year for approximately 3.75 to 4.25 hr a week, whereas students in the comparison condition participated in elective courses. After using analysis of covariance to test for treatment effects and controlling for false discovery rate, there were no significant differences between the two groups except on the proximal vocabulary measure (g = 0.41). Small, nonsignificant effects were observed on measures of word reading and sentence-level comprehension, and Hedges’ g values ranged from 0.08 to 0.18. Findings reveal the challenges of improving reading outcomes for English learners with learning disabilities in high school. © Hammill Institute on Disabilities 2019.
Publisher: SAGE Publications Inc. KerkoCite.ItemAlsoKnownAs: 10.1177/0731948719851745 2129771:3NBYZERB 2339240:SRTCGQR6 2486141:Q3QHD2SG
Keywords: English learners; SEN; _AcademicRecoveryOECS; adolescents; high school; intensive intervention; learning disabilities; reading

Effects of assistive technology for students with reading and writing disabilities - Svensson, Idor; Nordström, Thomas; Lindeblad, Emma; Gustafson, Stefan; Björn, Marianne; Sand, Christina; Almgren/Bäck, Gunilla; Nilsson, Staffan (Disability and Rehabilitation: Assistive Technology, 2019)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/17483107.2019.1646821 2129771:TSC7IKXJ
Keywords: __C:filed:1

Effects of ceiling fans on the thermal comfort of students in learning environments of Bayero University - Ali, S.M.; Martinson, D.B.; Al-Maiyah, S.; Mark, C.E. (2018)
Place: Kano, Nigeria KerkoCite.ItemAlsoKnownAs: 2129771:ASM7QF5F 2129771:BA7IRZ9C 2129771:SQX2DQMJ 2129771:T2KUV836 2129771:WD7IFUAZ 2486141:5SHQDWV9 2486141:K3GY47XA 5072953:8L4QNJNE 5072953:ZSTCP9FH
Keywords: Africa; Ceiling fans; overheating; thermal comfort; tropics

Effects of Classroom Air Quality on Learning in Schools - Wargocki, Pawel (Handbook of Indoor Air Quality, 2021)
This chapter describes the evidence of the effects of indoor air quality (IAQ) on learning of children and gives an overview of the size of the effects expected. The results from the published experiments on the effects of classroom air quality on the performance of schoolwork do confirm that these effects are systematic and show that improving classroom air quality will have a significant positive effect on some aspects of learning, both on cognitive skills and academic attainment, as well as academic achievements and absence rates. Present studies show that to ensure classroom IAQ conducive to learning, CO2 levels (indicating the adequacy of ventilation) should be kept below 900 ppm at all times. It should be ensured that windows can be opened when needed, to improve classroom IAQ, and CO2 sensors should be installed to indicate when windows must be open (or any other measure to improve IAQ must be executed) if the CO2 concentration is too high and when they should be closed to conserve energy.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-10-5155-5_65-1 2129771:AVPCAPN4 4682641:8UQUYEVQ 4682641:A8NCT2AH 5072953:9CRAFA2J
Keywords: Absence rate; BE:RELEVANT; Carbon dioxide; Learning; Schools; Sleep; Ventilation

Effects of Classroom Environment on Learning - Blaker, Andrew; Andrew, Blaker (甲南大学マネジメント創造学部HSMR編集委員会, 2020)
KerkoCite.ItemAlsoKnownAs: 10.14990/00003653 2129771:BUCLTNKF 4682641:5NU6IRQS
Keywords: BE:RELEVANT