COVID-19 Weekly Epidemiological Update, 1st Dec 2020 - WHO (WHO, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:WES2EVGP 2486141:XNT6QPVF

COVID-19: Trends, Promising Practices and Gaps in Remote Learning for Pre-Primary Education - Nugroho, Dita; Lin, Hsiao-Chen; Borisova, Ivelina; Nieto, Ana; Ntekim, Maniza (Primary Education)
This paper examines the remote learning options that countries around the world have made available for pre-primary students and their families while schools are closed during the COVID-19 pandemic. It highlights trends, gaps and emerging good practices that are supported by existing evidence.
Keywords: ⛔ No DOI found

COVID-19: Supporting the Government of Sierra Leone with mobility data - Flowminder Foundation (2020)
Keywords: _C:Sierra Leone SLE

COVID-19, Schooling and Learning - Asadullah, Niaz (BRAC, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:32DHU5RL 2129771:DL2YWCN7 2405685:FFYLQH5J 2129771:DL2YWCN7 2486141:2YK7NXY7 2129771:DL2YWCN7
Keywords: _COVID-Continuity-Blogpost-01; _COVID_DEAA-List; ⛔ No DOI found

Covid-19 School Closures in Low- and Middle-income Countries: Emergent Perspectives on the Role of Educational Technology - Jordan, Katy (Journal of Learning for Development, 2020)
The Covid-19 pandemic ushered in school closures at an unprecedented scale and prompted educational systems to find alternative teaching models at short notice. The role for educational technology in low- and middle-income countries (LMICs) has recently become the focus of much discussion. While prompted by the pandemic, the discussions surface latent issues in educational systems, and the perspectives and ambitions of organisations in relation to educational technology and LMICs. The influence of the discussions during this period is likely to extend beyond the initial crisis, and warrants investigation. This paper presents a thematic analysis, using a grounded theory approach, of documents published online between February and April 2020. Five themes emerge, in relation to access, responses, support from carers, teachers and communities, educational quality and the future.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:D9NQ8MBH 2339240:DFHS5PI3 2339240:V7VSHKVT 2405685:J7AK3RMI 2405685:JV429XI7
Keywords: COVID-19; digital divide; education in emergencies. education systems; educational technology; ⛔ No DOI found

COVID-19's spring 2020 school closures: The effect on teacher candidates - DeFeo, Dayna; Tran, Trang (Institute of Social and Economic Research, 2020)
In response to the COVID-19 pandemic, Governor Dunleavy mandated that Alaska’s K12 schools closed to in-person instruction; later, these school closures were extended until the end of the 2019-2020 academic year. Across the state, educators worked not only to ensure they met their responsibilities for instruction, but also other key school functions including parent resources, meal services, and social-emotional learning. Concurrently, senior college students in teacher licensure programs at the University of Alaska (UA) were in classrooms fulfilling their clinical experience (student teaching) requirements. During the school closures, students were still “placed” in schools, but the nature of their internship experience changed fundamentally as classes were moved to distance delivery. On March 20, Alaska’s Education Commissioner Michael Johnson announced that the state of Alaska would grant emergency certification to teachers who were unable to complete the required number of clinical placement hours due to COVID-19 school closures. Many of these new graduates will qualify for licensure, but how will the pandemic affect them as they become teachers? In this paper, we explore how teacher candidates perceive their readiness for teaching in the fall, and their career intentions. By comparing survey responses collected from spring 2020 graduates against graduates of spring 2019 (the students who had a “typical” student teaching experience), we find that the 2020 graduating class feels ready for the classroom. However, these new teachers – and those hired from teacher education programs (TEPs) outside of Alaska – will need supports as they transition to teaching.
Accepted: 2020-07-01T00:36:24Z KerkoCite.ItemAlsoKnownAs: 2129771:A8Y3DKMR

COVID-19’s Effect on Students: How School Counselors Rise to the Rescue - Pincus, Robert; Hannor-Walker, TeShaunda; Wright, Leonis S; Justice, Judith (NASSP Bulletin, 2020)
The COVID-19 global pandemic has brought about many changes to our society, which will have long-term effects for our youth and adolescents. Due to social isolation and adverse childhood experiences, there are concerns of suicidality, technology addiction, and school safety as schools attempt to transition to a state of normalcy in the months to come. This crisis will require coordinated efforts to assist students in not only getting back on track academically but also in helping students cope with the trauma they have and are continuing to experience. As a result, insights from school counselors can be used to obtain a better understanding of the social and emotional effects of COVID-19 by collaborating with administrators to emphasize using school counselors as a mental health provider in schools. The authors highlight school counselors’ mental health training and their role in combating this issue and provide practical applications that can employed to create a systemic approach for social and emotional prevention and intervention during and after the pandemic.
KerkoCite.ItemAlsoKnownAs: 10.1177/0192636520975866 2129771:477JIWFM 2486141:CIJISDGW

COVID-19 put 1.6 billion children out of school. Here's how to upgrade education post-pandemic - Karboul, Amel (World Economic Forum, 2020)
Outcomes-based education, where funding is dependent on results, could help ensure quality schooling for millions in a post-pandemic world where social budgets are constrained.
KerkoCite.ItemAlsoKnownAs: 2129771:7UAAWWMH 2486141:RSDYIQWI

COVID-19 Preprints and Their Publishing Rate: An Improved Method - Lachapelle, Francois (2020)
Context As the COVID-19 pandemic persists around the world, the scientific community continues to produce and circulate knowledge on the deadly disease at an unprecedented rate. During the early stage of the pandemic, preprints represented nearly 40% of all English-language COVID-19 scientific corpus (6, 000+ preprints | 16, 000+ articles). As of mid-August 2020, that proportion dropped to around 28% (13, 000+ preprints | 49, 000+ articles). Nevertheless, preprint servers remain a key engine in the efficient dissemination of scientific work on this infectious disease. But, giving the ‘uncertified’ nature of the scientific manuscripts curated on preprint repositories, their integration to the global ecosystem of scientific communication is not without creating serious tensions. This is especially the case for biomedical knowledge since the dissemination of bad science can have widespread societal consequences. Scope In this paper, I propose a robust method that allows the repeated monitoring and measuring of COVID-19 preprints’ publication rate. I also introduce a new API called Upload-or-Publish. It is a free micro-API service that enables a client to query a specific preprint manuscript’s publication status and associated meta-data using a unique ID. The beta-version is currently working and deployed. Data I use Covid-19 Open Research Dataset (CORD-19) to calculate COVID-19 preprint corpus’ conversion rate to peer-reviewed articles. CORD-19 dataset includes 10,454 preprints from arXiv, bioRxiv, and medRxiv. Methods I utilize conditional fuzzy logic to link preprints with their published counterparts. My approach is an important departure from previous studies that rely exclusively on bio/medRxiv API to ascertain preprints’ publication status. This is problematic since the level of false negatives in bio/medRxiv non-COVID-19 metadata could be as high as 37%. My analysis suggests bio/medRxiv API accurately captures about only 50% of its published preprints. My improved method clocked an F1-score of 0.96. Findings My analysis reveals that 19.6% (n=2048) of COVID-19 preprint manuscripts in the CORD-19 dataset uploaded on arXiv, bioRxiv, and medRxiv between January and early September 2020 were published in peer-reviewed venues. When compared to the most recent measure available, this represents a two-fold increase in a period of two months. My discussion review and theorize on the potential explanations for COVID-19 preprints’ overall low conversion rate.
Company: Cold Spring Harbor Laboratory Press Distributor: Cold Spring Harbor Laboratory Press Label: Cold Spring Harbor Laboratory Press Type: article

Covid-19 Practice in Primary Schools in Ireland Report: A Two-month Follow-up - Dempsey, Majella; Burke, Jolanta (2020)
This research report looks at leadership and wellbeing in Primary Schools two months after the COVID-19 school closures, in total 939 leaders completed the survey. It follows a previous report on practice in Primary Schools two weeks after school closures (Burke and Dempsey, 2020). It reports on the changes in communication, concerns and wellbeing from week two to month two after the COVID-19 school closure; the wellbeing of school leaders in the middle of the COVID-19 school closure; and, investigates the intricacies in wellbeing between teaching and administrative principals, given that their daily duties differ significantly. Quantitative data was analysed using SPSS, and qualitative data was analysed using MAXQDA. It found that principals are adapting to the impact of the pandemic, both professionally and personally, however there have been significant challenges noted. It was noted that social wellbeing is the biggest challenge for principals, however seven out of 10 principals have taken specific actions to address this challenge during the lockdown. Lack of time was an issue for those principals who have not taken positive action regarding their wellbeing, with some fulfilling multiple professional and personal roles. While there have been challenges associated with the adaptation and implementation of new online practices, and some schools lack technology, there has been a positive move to online learning.
Publisher: Maynooth University KerkoCite.ItemAlsoKnownAs: 2129771:ST8VWXJK

COVID-19: Pathways for the Return to Learning - UNHCR AEWG (UNHCR Accelerated Education Working Group, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:XKVURSAZ 2486141:MCCZW4RB

COVID‐19 pandemic and adolescent health and well‐being in sub‐Saharan Africa: Who cares? - Addae, Evelyn Aboagye (The International Journal of Health Planning and Management, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1002/hpm.3059 2129771:XS6DIH8J

COVID-19 Nonprofit Resources - April 10; email, 2020 jQuery ready{ jQuery on{ e preventDefault; return false; }); }); Share share on twitter share on facebook share on linkedin share on (Hewlett Foundation, 2020)
We are compiling resources that may be helpful to our nonprofit partners during this difficult time. Below are links to a selection of COVID-19 resources and curated sites. We will update this list as new information becomes available.

COVID-19 Learning Losses - UNICEF
Rebuilding Quality Learning for All in the Middle East and North Africa

COVID-19 in Higher Education Literature Database (CHELD V1): An open access systematic literature review database with coding rules - Butler-Henderson, K.; Crawford, J.; Rudolph, J.; Lalani, K.; Sabu, K. M. (Journal of Applied Learning & Teaching, 2020)
The novel coronavirus (COVID-19) pandemic has affected every sectoracross every corner of the world. The higher education sector is notimmune from the pandemic and is facing significant learning and teachingchallenges. The existing literature databases on COVID-19 are focusedon the medical elements of the pandemic. This manuscript documentsthe method for the creation of the first version of the COVID-19 in HigherEducation Literature Database (CHELD). Our aspiration is to provide anopen access resource to support future learning and teaching scholars togain timely access to pre-examined literature on higher education duringCOVID-19. This first version documents 138 manuscripts published oronline-first between 1 January 2020 to 30 June 2020. Using a rigoroussystematic review method, engaging in the PRISMA approach, qualityassessment using the Mixed Method Appraisal Tool (MMAT) and QualityAssessment Tool for Theory and Literature (QATTL), we offer a first glanceat the metadata of articles published on COVID-19 in higher educationduring the first six months of 2020. By providing an open access database,we see the opportunities for future research as boundless.
Number: 2 Place: Singapore Publisher: Kaplan Singapore

COVID-19: How are Countries Preparing to Mitigate the Learning Loss as Schools Reopen? Trends and emerging good practices to support the most vulnerable children - UNICEF Office of Research- Innocenti
Some countries are starting to reopen schools as others develop plans to do so following widespread and extended closures due to COVID-19. Using data from two surveys and 164 countries, this research brief describes the educational strategies countri

COVID-19 employment stress and child vulnerability.pdf - Noble, K.; Hurley, P.; Macklin, S. (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:UKRZ8FUV

COVID-19 Educational Disruption and Response - UNESCO (UNESCO, 2020)
A record number of children and youth are not attending school because of closures mandated by governments in an attempt to slow the spread of COVID-19.
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2129771:25NADW6X

COVID-19 Education Emergency Response Plan - Ministry of Basic and Senior Secondary Education (Sierra Leone) (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:TK93PBJQ 2405685:XV46GE39

COVID-19, Distance Learning and Educational Inequality in Rural Ethiopia. - Belay, Degwale Gebeyehu (Pedagogical Research, 2020)
Publisher: ERIC

COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses | Part II: Developing Countries with Focus on Sub-Saharan Africa - Wodon, Quentin (COVID-19 and Catholic Schools, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:A84HLNLS
Keywords: __C:filed:1; ⛔ No DOI found

COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses | Part 1: Developed Countries with Focus on the United States - Wodon, Quentin (COVID-19 and Catholic Schools, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:M539MWYK
Keywords: __C:filed:1; ⛔ No DOI found

COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses: Introduction - Wodon, Quentin (COVID-19 and Catholic Schools, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:K6Q3RSYC
Keywords: __C:filed:1; ⛔ No DOI found

COVID-19 Could Lead to Permanent Loss in Learning and Trillions of Dollars in Lost Earnings - World Bank (World Bank, 2020)
Library Catalog: www.worldbank.org KerkoCite.ItemAlsoKnownAs: 2129771:38IJ7HNN 2129771:6D2ZZ4U5 2129771:R78ADI92 2486141:DSHB2DPA

COVID-19: Are children able to continue learning during school closures? - UNICEF (UNICEF DATA, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:4YRYKF4R
Keywords: Final_citation; cited; existing

COVID-19: Are children able to continue learning during school closures? - United Nations Children’s Fund (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:4T95SH93 2129771:FLAZXEY2 2339240:62VCB6J3

COVID-19 and the Learning Crisis in Latin America and the Caribbean: How Can We Prevent a Tragedy? - Saavedra, Jaime; Di Gropello, Emanuela (2021)
zotzenLib.CopiedFrom: 2486141:ACM6UHC5 KerkoCite.ItemAlsoKnownAs: 2129771:RHAASP59 2486141:ACM6UHC5

Covid- 19 and the future of practicum in teacher education in Zimbabwe: Rethinking the ‘new normal’ in quality assurance for teacher certification - Moyo, Nathan (Journal of Education for Teaching, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1802702 2129771:N9USNSSI 4502395:83EVNLIA

COVID-19 and the Digital Transformation of Education: What We Are Learning in South Africa - Mhlanga, David; Moloi, Tankiso (2020)
The study sought to gauge the impact of COVID-19 pandemic in unleashing digital transformation in the education sector in South Africa. In order to gauge the impact, the study tracked the rate at which the 4IR tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources, mainly newspaper articles, magazines and peer-reviewed journals. The findings are that, in South Africa, during the lockdown, a variety of 4IR tools were unleashed from primary education to higher and tertiary education where educational activities switched to remote learning (online learning). These observations point to the fact that South Africa generally has, some pockets of excellence to drive the education sector into the 4IR, which has the potential to increase access. Access to education, particularly at a higher education level, has always been a challenge due to a limited number of spaces available. Much as this pandemic has brought with it massive human suffering across the globe, there is an opportunity to assess successes and failures of deployed technologies, costs associated with them, and scaling these technologies to improve access.
Publisher: Preprints KerkoCite.ItemAlsoKnownAs: 10.20944/preprints202004.0195.v1 2129771:XL2TPA77
Keywords: __C:filed:1

COVID-19 and the Digital Transformation of Education: What Are We Learning on 4IR in South Africa? - Mhlanga, David; Moloi, Tankiso (Education Sciences, 2020)
The study sought to assess the influence of the COVID-19 pandemic in motivating digital transformation in the education sector in South Africa. The study was premised on the fact that learning in South Africa and the rest of the world came to a standstill due to the lockdown necessitated by COVID-19. To assess the impact, the study tracked the rate at which the Fourth Industrial Revolution (4IR) tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources. The findings are that, in South Africa, during the lockdown, a variety of 4IR tools were unleashed from primary education to higher and tertiary education where educational activities switched to remote (online) learning. These observations reflect that South Africa generally has some pockets of excellence to drive the education sector into the 4IR, which has the potential to increase access. Access to education, particularly at a higher education level, has always been a challenge due to a limited number of spaces available. Much as this pandemic has brought with it massive human suffering across the globe, it has presented an opportunity to assess successes and failures of deployed technologies, costs associated with them, and scaling these technologies to improve access.
Publisher: MDPI KerkoCite.ItemAlsoKnownAs: 10.3390/educsci10070180 2129771:FZ72LCBN 2129771:KGMAPFPF
Keywords: 4IR; COVID-19; South Africa; __C:filed:1; digital transformation; education

COVID-19 and Technology Enhanced Teaching in Higher Education in sub-Saharan Africa: A Case of the University of Dar es Salaam, Tanzania - Mtebe, Joel S.; Fulgence, Katherine; Gallagher, Michael (Journal of Learning for Development, 2021)
This article aims to share an experience on the process taken by the University of Dar es Salaam to adopt and deliver technology-enhanced teaching and learning during the COVID-19 crisis. The university started by forming a team which conducted an audit to identify existing ICT infrastructure, skills gaps amongst instructors, and information systems that could be quickly adopted to deliver various courses during the COVID-19 crisis. The Moodle system, Zoom video conferencing system, and Postgraduate Information Management System were identified and recommended. After the audit, 340 instructors were trained on identified systems and 369 new courses were developed. Although face-to-face classes resumed a few months after the training and preparations, postgraduate courses continued to be offered via the blended mode with the Zoom and Moodle systems being used. The experience gathered from this study contributes towards knowledge of ICT integration in teaching and learning and can be integrated into teaching during the COVID-19 crisis in resource-constrained universities in sub-Saharan Africa and beyond.
Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:6LN9VHQ4
Keywords: CoVID-19 Pandemic; _genre:PR-primary_research; online learning; technology enhnaced teaching and learning; ⛔ No DOI found

COVID-19 and teacher education: a literature review of online teaching and learning practices - Carrillo, Carmen; Flores, Maria Assunção (European Journal of Teacher Education, 2020)
The COVID-19 pandemic has impacted education at all levels in various ways. Institutions and teacher educators had to quickly respond to an unexpected and ‘forced’ transition from face-to-face to remote teaching. They also had to create learning environments for student teachers doing their preparation in the light of the requirements of teacher education programmes and the conditions in which both universities and schools had to operate. This paper provides a review of the literature on online teaching and learning practices in teacher education. In total, 134 empirical studies were analysed. Online teaching and learning practices related to social, cognitive and teaching presence were identified. The findings highlighted the need for a comprehensive view of the pedagogy of online education that integrates technology to support teaching and learning. The implications of this study for the development of online teaching and learning practices are discussed. Suggestions for further research are also examined.
Publisher: Routledge _eprint: https://doi.org/10.1080/02619768.2020.1821184 KerkoCite.ItemAlsoKnownAs: 10.1080/02619768.2020.1821184 2129771:IDTKRE42 2129771:K5S5HT2G 2129771:SREBALP3
Keywords: Covid-19; Online learning; online practices; teacher education

COVID-19 and student learning in the United States: The hurt could last a lifetime - Dorn, Emma; Hancock, Bryan; Sarakatsannis, Jimmy; Viruleg, Ellen
KerkoCite.ItemAlsoKnownAs: 2129771:V4J5BMC3
Keywords: __C:filed:1; ⛔ No DOI found

COVID-19 and Social Mobility Impact Brief #1: School Shutdown - Cullinane, Carl; Montacute, Rebecca (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:454LJRVE 2129771:HL6JLXRF
Keywords: __C:filed:1; ⛔ No DOI found

COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy - Murphy, Michael P. A. (Contemporary Security Policy, 2020)
The COVID-19 pandemic quickly led to the closure of universities and colleges around the world, in hopes that public health officials’ advice of social distancing could help to flatten the infection curve and reduce total fatalities from the disease. Drawing on Copenhagen school securitization theory and analyzing 25 declarations of emergency eLearning at American universities, I argue that in addition to COVID-19 being framed as a general threat, face-to-face schooling was also presented as a threat through these policies. A review of securitization theory—with particular attention to the question of advocacy and the relationship of desecuritization to emancipation—grounds the investigation theoretically. I argue that securitization theory is an important tool for educators not only for observing (and understanding) the phenomenon of emergency eLearning, but also for advocating the desecuritization of schooling after the COVID-19 crisis passes.
Publisher: Routledge _eprint: https://doi.org/10.1080/13523260.2020.1761749 KerkoCite.ItemAlsoKnownAs: 10.1080/13523260.2020.1761749 2129771:NX7XZ24B
Keywords: COVID-19; Securitization; __C:filed:1; desecuritization; emancipation; state of exception

COVID-19 and education: restructuring after the pandemic - Bellini, Maria Irene; Pengel, Liset; Potena, Luciano; Segantini, Luca; Group, ESOT COVID-19 Working (Transplant International, 2021)
COVID-19 challenges to keep a valuable educational offer with lockdown measures and social distancing are reviewed. Scientific Societies had to think of new alternatives to maintain meetings with conversion to a virtual format and development of online resources, rapidly available and broadly accessible. Other in person activities as face-to-face clinics have been substituted by telemedicine; the same happened with surgical training in theatre, given the suspension of most of the operations. Finally, the need to share and communicate in a continuous evolving scenario, has impacted negatively the integrity of peer review process, not following the normal procedures to ensure scientific integrity and reproducibility in the earliest phases of the pandemic.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/tri.13788 KerkoCite.ItemAlsoKnownAs: 10.1111/tri.13788 2129771:9PEEZPV5 2129771:XYU7E8M5
Keywords: COVID-19; _genre:LR-literature_review; education; pandemic; telemedicine; webinar

Covid-19 and disadvantage gaps in England 2021 - Tuckett, Sam; Hunt, Emily; Robinson, David; Cruikshanks, Robbie (2022)
The Education Policy Institute has published a major report, funded by the Nuffield Foundation, examining disadvantage gaps in England during 2021. The “disadvantage gap” – the gap in grades between disadvantaged students and their peers – is a leading measure…Read more Covid-19 and disadvantage gaps in England 2021 ›
KerkoCite.ItemAlsoKnownAs: 2129771:A9CQ3PEA 2486141:ZFAGRPL6
Keywords: _Not used in LR

COVID-19 and digital disruption in UK universities: afflictions and affordances of emergency online migration - Watermeyer, Richard; Crick, Tom; Knight, Cathryn; Goodall, Janet (Higher Education, 2020)
COVID-19 has caused the closure of university campuses around the world and migration of all learning, teaching, and assessment into online domains. The impacts of this on the academic community as frontline providers of higher education are profound. In this article, we report the findings from a survey of n = 1148 academics working in universities in the United Kingdom (UK) and representing all the major disciplines and career hierarchy. Respondents report an abundance of what we call ‘afflictions’ exacted upon their role as educators and in far fewer yet no less visible ways ‘affordances’ derived from their rapid transition to online provision and early ‘entry-level’ use of digital pedagogies. Overall, they suggest that online migration is engendering significant dysfunctionality and disturbance to their pedagogical roles and their personal lives. They also signpost online migration as a major challenge for student recruitment, market sustainability, an academic labour-market, and local economies.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10734-020-00561-y 2129771:6J5WM9SM
Keywords: __C:filed:1

COVID-19: An Accelerated Learning Challenge for Developing & Developed Countries Alike - Bella, Professor Hassan (Sudan Journal of Medical Sciences (SJMS), 2020)
Covid-19 is the fastest evolving and most horrific pandemic in the recent global history. It is perhaps the greatest and most daunting challenge humanity has faced since World War II and could bring on so many sequelae and a ‘recession with no parallel in the recent past’ [1]. The editors of the Sudan Journal of Medical Sciences have commissioned this timely issue of the journal to assess the implications of this unprecedented event on Sudan’s healthcare sector. Researching the literature for the purpose of this editorial, using Google Scholar and other authentic search engines, produced a seemingly infinite number of titles. Never in my career as medical teacher and researcher I have encountered such a vast volume of literature produced on one subject in such a very short time.
KerkoCite.ItemAlsoKnownAs: 10.18502/sjms.v15i5.6880 2129771:EHS6HGCQ 2339240:7ENNWCFG 2486141:YXYXMBFN
Keywords: _AcademicRecoveryOECS

COVIBOOK - Molina Cruz, Manuela (n.p., 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:J7PVQ4TP 2486141:YFHMQ797

Coverage of highly-cited documents in Google Scholar, Web of Science, and Scopus: a multidisciplinary comparison - Martín-Martín, Alberto; Orduna-Malea, Enrique; López-Cózar, Emilio Delgado (Scientometrics, 2018)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11192-018-2820-9 2129771:3HEMK5TM

Cover Note for COVID-19 Accelerated Funding Request - OECS (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:XFQST9JR

Country list with HDI, iHDI, MPI and Gini (version 1) - Haßler, Björn; Adam, Taskeen; Brugha, Meaghan; Damani, Kalifa; Allier-Gagneur, Zoe; Hennessy, Sara; Hollow, David; Jordan, Katy; Martin, Kevin; Murphy, Mary; Walker, Hannah (EdTech Hub, 2019)
EdTechHub.Source: 2405685:3BG5X7VG KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3346903 2129771:FLGEYF22 2339240:SZ4GSDD6 2405685:3BG5X7VG
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; __C:filed:1; _r:ImportedToMyEducationEvidence; _yl:q

Country-level research review: Sierra Leone - Kallon Kelly, Christiana; Koomar, Saalim; Kreimeia, Adam; McBurnie, Chris; Mitchell, Joel; Myers, Christina (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:8L3PE7WJ
Keywords: _C:Sierra Leone SLE

Country-level research review: Sierra Leone - Kallon Kelly, Christiana; Koomar, Saalim; Kreimeia, Adam; McBurnie, Chris; Mitchell, Joel; Myers, Christina (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:5BLVEY7N 2339240:746WTJF3 2405685:HNVAP5QB
Keywords: _C:Sierra Leone SLE; dode_eth-src-eth

Country-Level Research Review: EdTech in Pakistan - Zubairi, Asma; Halim, Waqas; Kaye, Tom; Wilson, Sam (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4596486 2129771:3CUB9UK6 2339240:3JHAWKKZ 2405685:NZUHTJBG 2339240:NHJQTPKC
Keywords: _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

Country-level research review: EdTech in Pakistan - Zubairi, Asma; Halim, Waqas; Kaye, Tom; Wilson, Samuel (2021)
Publisher: Working Paper]. EdTech Hub. https://doi. org/10.5281/zenodo. 4596486 …
Keywords: ⛔ No DOI found

Country-Level Research Review: EdTech in Ghana - Tsapali, Maria; Major, Louis; Damani, Kalifa; Mitchell, Joel; Taddese, Abeba (2021)
Publisher: EdTech Hub
Keywords: ⛔ No DOI found

Country-Level Research Review: EdTech in Bangladesh - Zubairi, Asma; Kreimeia, Adam; Kaye, Tom; Ashlee, Amy (2021)
Keywords: ⛔ No DOI found

Country Gender Assessment (CGA): St. Vincent & the Grenadines - Vassell, Linnette; Baksh, Rawwida (Caribbean Development Bank, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:EKXBJZMP 2486141:GUS432RT
Keywords: ⛔ No DOI found

Country Dashboard - G3ICT (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:KX7VZFJZ

Council for Technical and Vocational Education and Training Act No. 718
KerkoCite.ItemAlsoKnownAs: 2129771:F859WTJP

Council for technical and vocational education and training
Library Catalog: cotvet.gov.gh KerkoCite.ItemAlsoKnownAs: 2129771:76Y4XSUQ

Council for Technical and Vocational Education and Training - Government of Ghana
UA-8399e6d7-b2fc-41b0-a168-4ea2657811de KerkoCite.ItemAlsoKnownAs: 2129771:R29PMRF5 2317526:VV4LPM6I
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Ghana; publicImportV1; tVET Key_institution

Council for Technical and Vocational Education
Library Catalog: cotvet.gov.gh KerkoCite.ItemAlsoKnownAs: 2129771:NRVB8C7N

COTVET Act nº 718, 2006 - The Council for Technical and Vocational Education and Training Act - Government of Ghana (2006)
KerkoCite.ItemAlsoKnownAs: 2129771:77QFAKGT 2317526:RW9FWN7C
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Ghana; publicImportV1

Costing the implementation of public health interventions in resource-limited settings: a conceptual framework - Sohn, Hojoon; Tucker, Austin; Ferguson, Olivia; Gomes, Isabella; Dowdy, David (Implementation Science, 2020)
Background: Failing to account for the resources required to successfully implement public health interventions can lead to an underestimation of costs and budget impact, optimistic cost-effectiveness estimates, and ultimately a disconnect between published evidence and public health decision-making. Methods: We developed a conceptual framework for assessing implementation costs. We illustrate the use of this framework with case studies involving interventions for tuberculosis and HIV/AIDS in resource-limited settings. Results: Costs of implementing public health interventions may be conceptualized as occurring across three phases: design, initiation, and maintenance. In the design phase, activities include developing intervention components and establishing necessary infrastructure (e.g., technology, standard operating procedures). Initiation phase activities include training, initiation of supply chains and quality assurance procedures, and installation of equipment. Implementation costs in the maintenance phase include ongoing technical support, monitoring and evaluation, and troubleshooting unexpected obstacles. Within each phase, implementation costs can be incurred at the site of delivery (“site-specific” costs) or more centrally (“above-service” or “central” costs). For interventions evaluated in the context of research studies, implementation costs should be classified as programmatic, researchrelated, or shared research/program costs. Purely research-related costs are often excluded from analysis of programmatic implementation. Conclusions: In evaluating public health interventions in resource-limited settings, accounting for implementation costs enables more realistic estimates of budget impact and cost-effectiveness and provides important insights into program feasibility, scale-up, and sustainability. Assessment of implementation costs should be planned prospectively and performed in a standardized manner to ensure generalizability.

Costed plan tool - Teixeira, Beatriz (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/

Costed plan tool - Teixeira, Beatriz; Vijil-Morin, Alejandra; Villavicencio, Xuzel; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10265580 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1051 ZenodoArchiveConcept: 10265579
Keywords: _internal; _r:AddedByMyEducationEvidence

Costed Implementation Plan (Spreadsheet)

Costed Implementation Plan - Vijil, Alejandra; Haßler, Björn (Organisation of Eastern Caribbean States, 2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0263 2129771:ADZ57F4H
Keywords: Author:OpenDevEd

Cost Measurement Guidance Note for Donor-Funded Education Programming. - Walls, Elena; Tulloch, Caitlin; Holla, Alaka (United States Agency for International Development, prepared for Building Evidence in Education (BE2), 2020)
The guidance note’s fundamental objective is to facilitate the adoption of robust cost measurement practices and for the results to improve the effectiveness of global investments in education development among funders and national governments. The closing section of the note presents recommended steps for instituting cost measurement practices in an international donor agency. Harmonizing cost measurement across the entire global sector will increase its value by allowing for comparisons of cost-efficiency and cost-effectiveness of interventions funded by different donors. Similar to international standards for evaluation studies, adopting clear standards for cost studies would allow us to build and use the knowledge base and ultimately improve the efficiency and effectiveness of international investments in education.
KerkoCite.ItemAlsoKnownAs: 2129771:KWXURUXY 2129771:QVKV492S 2129771:VGK8I54Y 2405685:VI4JKHFK

Cost evaluation guidance for EEF evaluations - Education Endowment Foundation (2019)

Cost efficiency: teacher professional development (International Rescue Committee (IRC), 2016)
This brief explores the relative costs of running these different professional development activities across nine programs in Afghanistan, Iraq, Lebanon, and Pakistan.
KerkoCite.ItemAlsoKnownAs: 2129771:NMERQGRC

Cost efficiency analysis: teacher professional development - International Rescue Committee (IRC) (2016)
This brief explores the relative costs of running these different professional development activities across nine programs in Afghanistan, Iraq, Lebanon, and Pakistan.
KerkoCite.ItemAlsoKnownAs: 2129771:PK3MBF4X
Keywords: __C:filed:1

Cost-effectiveness with equity: Raising learning for marginalised girls through Camfed's programme in Tanzania - Sabates, Ricardo; Rose, Pauline; Delprato, Marcos; Alcott, Benjamin (Policy Paper No. 18/2 (REAL Centre, University of Cambridge, 2018), 2018)
This policy paper provides a cost-effectiveness analysis of Camfed’s programme in Tanzania. Camfed’s programme adopts a multidimensional approach that is aimed at reaching marginalised girls at risk of dropping out from secondary schools by using interventions that are aimed at both increasing their chances of staying in school and learning.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1247315 2339240:844SXSWR 2405685:VQQK7F6G

Cost-Effectiveness and EdTech: Considerations and case studies - Chuang, Rachel; Burnett, Nicholas; Robinson, Elizabeth (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:3I7YF8CE 4869029:ZQ2IXR4H

Cost-Effective EdTech Paper 1: A position piece on how the sector can make progress - Mitchell, Joel; D'Rozario, Jonny (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 4804264:MHVDI7G5
Keywords: Final_citation; cited; existing

Cost-Effective-Approaches-to-Improve-Global-Learning-What-Does-Recent-Evidence-Tell-Us-Are-Smart-Buys-for-Improving-Learning-in-Low-and-Middle-Income-Countries.pdf - GEEAP (Global Education Evidence Advisory Panel, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:H432I3KX
Keywords: Final_citation; cited; existing

Cost-effective approaches to improve global learning: What does recent evidence tell us are “Smart Buys” for improving learning in Low and Middle Income Countries? - World Bank (2020)
Cost-Effective Approaches to Improve Global Learning : What Does Recent Evidence Tell Us Are “Smart Buys” for Improving Learning in Low and Middle Income Countries? (English)
KerkoCite.ItemAlsoKnownAs: 2129771:W76267WA 2129771:WH8UKB5B 2339240:LB976C9V 2405685:J5BTUHXI 2405685:PXQZNUIT 2534378:DWVFIYUY
Keywords: _genre:LR-literature_review

Cost- and Learning-Adjusted Years of Schooling - Haßler, Björn (OpenDevEd, 2022)
ZenodoArchiveID: 6615141 ZenodoArchiveConcept: 6615140 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.279 2129771:TQIE4SXP
Keywords: Author:OpenDevEd; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Cost Analysis for Education Projects: Resources and Reflections - Evans, David (Center for Global Development | Ideas to Action)
You’ve got an education program, and you’re confident that it’s having an impact. But is it worth the cost? How can you know, and how can you compare it to other education programs? Cost-effectiveness analysis tells you how much you pay for a given increase in student learning or student school participation, but most evaluations don’t include it (for various reasons).

Corruption in the Administration of Local Government” - Dalhatu, S.; Aisha Abdu-Ismail (Rural and Community Strategy: The Local Government Perspective, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:CQEX3UIC 2129771:Z3EA4Z9F 2486141:43BTRX8I

Corruption and its Threat to the Consolidation of Democracy in Nigeria: The Sharia’ah Perspective - Aisha Abdu-Ismail (Bako,S.(ed), Socio-Economic Reforms and Political Development in Nigeria, Vol.2,Political Science Association, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:7GRQAB8V 2129771:EI9UJK7K 2129771:FMUF7ESX 2129771:V27TSZIX 2129771:ZGN4PQX2 2486141:V4RBTR2M

Correlation of ambient air temperature and cognitive performance: A systematic review and meta-analysis - Yeganeh, Armin Jeddi; Reichard, Georg; McCoy, Andrew P.; Bulbul, Tanyel; Jazizadeh, Farrokh (Building and Environment, 2018)
Despite their impact on work performance, cognitive responses to thermal variations in buildings have not been accurately quantified. Practical limitations in individual laboratory experiments with limited participants often cause low statistical power and restrict generalizability. Thus, inconsistencies in individual studies motivate summary reviews and meta-analyses. The objective of this study is to estimate the correlation between ambient air temperature and cognitive performance through a systematic literature review. We identified laboratory experiment reports published between 1980 and 2018, out of which 45 passed the targeted inclusion and exclusion criteria set forward by the scope of this study. To obtain summary effect statistics, 28 reports were included in a single analysis conducted by the use of the Comprehensive Meta-Analysis software. Under laboratory conditions with fixed clothing values, studies with the weighted mean of 4.34 °C, 10.04 °C, and 26.68 °C increase in the control air temperature show about % 0.40, % 5.37, and % 7.97 reductions in cognitive performance, respectively. Heat stress causes the most significant decline in the most attention-demanding tasks. The results show an overall decline in both speed and accuracy measures due to changes in ambient air temperature. Accuracy measures and longer exposures are associated with relatively more decline in heat and cold. The estimated temperature-performance correlation follows a bell-shaped curve centered around the average control temperature. The results help inform policy and design decisions concerned with thermal comfort and upper limits for occupational exposure to cold and heat.
Keywords: Cold; Comfort; Heat; Indoor; Productivity; Work

Correction to: Mathematics Education in East Africa - Halai, Anjum; Tennant, Geoff (Mathematics Education in East Africa: Towards Harmonization and Enhancement of Education Quality, 2016)
All chapters in the book are licensed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-27258-0_7 2129771:P7XUD4B5 2486141:GDEAGPJB

Corporate social responsibility reports: a thematic analysis related to supply chain management - Tate, W.L.; Ellram, LM; Kirchoff, J.F. (Journal of Supply Chain Management, 2010)
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1745-493X.2009.03184.x 2129771:3JJMG8IW 2486141:ZSSU5LHK

Corporate governance principles and practices disclosed in the South African technical vocational education and training colleges' annual reports - Moloi, Tankiso; University of Johannesburg; Adelowotan, Michael (Journal of Legal, Ethical and Regulatory Issues, 2019)
The motivation for the development of corporate governance codes in South Africa was to ensure that companies and other organisations are managed so as to ensure ethical leadership, accountability, transparency and sustainability of these organisations. However, observers of the South African Corporate environment noted that the development of King I code of corporate governance was particularly focused on corporate bodies and not to other organisations. In order to address this imbalance and considering the significant role of these educational institutions to the development of the nation's economy, the subsequent King codes were designed in a manner that permitted them to apply to any organisation regardless of manner or form of incorporation. The Heher Commission of Inquiry that investigated the process of administration in the Higher Education Sector observed that there are so many challenges (ranging from leadership and administration; funding and accountability; infrastructure and equipment) confronting TVET colleges, which is an indication that governance in general is a challenge in this environment. Through the document analysis methodology, this work explored the nature of corporate governance principles and practices disclosed in South Africa's Technical, Vocational, Educational, and Training colleges' annual reports so as to determine whether the challenges could also be attributable to the lack of application of principles thereby filling gap in many studies focusing on the application of King code to companies alone. We hypothesize that the application of King codes will lead to improved performance by TVET colleges. Our research question is "To what extent will the application of King codes resolve the challenges facing TVET colleges in South Africa?" Our findings suggest that the majority of the observed institutions had not disclosed the key corporate governance practices in their annual reports. It could then be argued that the challenges that are plaguing these institutions as highlighted by the Heher Commission of Inquiry could also be attributable to the lack of application of principles, leading to the unstable leadership and administration; lack of funding and accountability; decaying infrastructure and equipment, which ultimately renders these organisations incapable of delivering on its core mandate.
KerkoCite.ItemAlsoKnownAs: 2129771:468HEBQL 2129771:9SL45E3A
Keywords: ⛔ No DOI found

CORONAVIRUS: OP-ED: Why it can’t be education as usual - Collective, Bua-lit (Daily Maverick, 2020)
In this time of the Covid-19 pandemic and school closures, we need to plan and strategise creatively so that ALL South African children – not just those with access to digital devices, data, and network coverage – can continue to learn.
Library Catalog: www.dailymaverick.co.za KerkoCite.ItemAlsoKnownAs: 2129771:TRCDE88E

Coronavirus 'could undo 30 years of UK's international development work' - McVeigh, Karen (The Guardian, 2020)
Impact of pandemic could be felt by world’s poorest for years to come, international development secretary tells MPs
KerkoCite.ItemAlsoKnownAs: 2129771:6I53V9HK
Keywords: Aid; Anne-Marie Trevelyan; Department for International Development (DfID); Foreign policy; Global development; Humanitarian response

Core principles of agile - gov.uk (GOV.UK, 2016)
Focus on user needs, deliver iteratively, improve continuously, fail fast, learn quickly.
KerkoCite.ItemAlsoKnownAs: 4804264:MAPLTFEG
Keywords: Final_citation; cited; existing

Core Keywording Strategy - EPPI Centre (2003)
KerkoCite.ItemAlsoKnownAs: 2129771:NAXUKTMS 2486141:TJHPSKBB

Cordingley et al_2015_Developing Great Teaching.pdf
KerkoCite.ItemAlsoKnownAs: 2129771:F8VK5CN8 2292090:TYYEKFND
Keywords: TL:Arabic; TL:English; TL:Translated; TranslationNOTgoingAhead; TranslationQuestioned; _r:ImportedToMyEducationEvidence

COP publication.pdf

“Conversing” with Qualitative Data: Enhancing Qualitative Sociological Research through Large Language Models (LLMs) - Hayes, Adam S. (SocArXiv, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:52SRW69N 2129771:GLMWKKTF

Conversational AI Applications in Ed‐Tech Industry: An Analysis of Its Impact and Potential in Education - Chauhan, Deepika; Singh, Chaitanya; Rawat, Romil; Chouhan, Mukesh (Conversational Artificial Intelligence, 2024)

Convention and Protocol Relating to the Status of Refugees - UNHCR (1967)
KerkoCite.ItemAlsoKnownAs: 2129771:T2NNK4JT 2317526:P298WNQJ

Contrasting Screen-Time and Green-Time: A Case for Using Smart Technology and Nature to Optimize Learning Processes - Schilhab, Theresa S. S.; Stevenson, Matt P.; Bentsen, Peter (Frontiers in Psychology, 2018)
00000 KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2018.00773 10/gf62g7 2129771:J527PZUV
Keywords: _C:Denmark DNK; _C:Norway NOR; _C:Turkey TUR; _C:United States USA; __C:filed:1; __C:scheme:1

Contrasting Experiences: Understanding the Longer-Term Impact of Improving Access to Preschool Education in Rural Indonesia. - Hasan, Amer; Jung, Haeil; Kinnell, Angela; Maika, Amelia; Nakajima, Nozomi; Pradhan, Menno (2019)

Contradictions in Learner Interactions in a Blended-Learning Writing Course in the ODL Context: An Activity Theory Analysis - Pullenayegem, Judy; Silva, K. Radhika M. De; Buddhini, Gayathri Jayatilleke (Journal of Learning for Development, 2021)
This paper reports on the use of Engeström’s (1987) Activity Theory (AT) framework to gain insights into the contradictions that emerge within the activity system of the online component of an advanced writing skills course, delivered in a blended-learning mode using the Process Approach. Activity theory, with its principle of contradictions, has been used successfully to identify tensions that arise in interactions between and among participates in online environments. The focus of this mixed-method study was to identify challenges participants experienced due to externally imposed conditions when engaging in the online activities. Data was collected through semi-structured interviews and the online log reports from the Learning Management System (LMS). Contradictions emerged between and among the elements of two activity triangles within the activity system of the online writing course. Implications of these contradictions were noted to take steps to improve the design of the online component of the writing course.
Number: 2
Keywords: Activity theory; Open and Distance learning; _genre:PR-primary_research; advanced writing skills; blended learning; contradictions; ⛔ No DOI found

Contract Type and Teacher Absenteeism in Benin: The Role of Teacher’s Supplemental Income - Senou, Barthelemy Mahugnon (2021)
Absenteeism is a phenomenon that has been noted in professional circles with consequences on the income of the wage earner as well as the profits of the firm, consequences that led, according to statistics from 2005, to losses in public finance amounting to close to 70 billion francs for the Government of Benin. Despite such losses, very few studies in economics have focused on the subject in order to try and give an understanding of the real causes of absenteeism and its consequences. The objective of this study is to explore the relationship between the status of the teacher, supplemental income of the teacher, and the absenteeism of the teacher. Using data from PASEC-CONFEMEN 2005, that will be applied to a theoretical model that we are developing, and through the use of a Tobit empirical method, after having taken the endogeneity bias on the practice of supplemental income generating activities by the teacher into account, this study demonstrates that the practice of income generating activities by teachers positively influences their absenteeism, with contract teachers being more frequently absent than those who are on permanent and pensionable employment contracts. Through linking the level of prices in a locality with absenteeism behaviours, we make it clear that the reasons for absenteeism are mostly related to low purchasing power in the context of earning relatively meagre salaries. These results elicit a set of recommendations that essentially suggest that there should be an improvement in the salaries and working conditions of teachers.
KerkoCite.ItemAlsoKnownAs: 2129771:G5ULT28D 4556019:RK7QIQGC
Keywords: C:Benin; ⛔ No DOI found

Contract of Apprenticeship and Employment Generation in Nigeria - Olulu, Robinson Monday; Udeorah, Sylvester Alor F. (International Journal of Scientific Research in Education, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:V4H9CPPQ 2317526:TUAQ4HRU
Keywords: ⛔ No DOI found

Continuous Teacher Learning Circles in Learner-Centered Pedagogy: A Case Study in the Democratic Republic of the Congo - Lund, Jennifer Anne (2020)
This dissertation explores how continuous teacher learning circles (TLCs) support the implementation of a learner-centered pedagogy in grades 5-10 at a school in a long-term refugee community located in the Democratic Republic of the Congo (DRC). Learner-centered pedagogy has gained notice as a means to improve educational outcomes in sub-Saharan Africa (Vavrus & Bartlett, 2012). Learner-centered pedagogy may be defined as education rooted in the interests of students, their prior knowledge, and pedagogy based on student inquiry with the goal of solving real-world problems (Dewey, 1916). TLCs are increasingly used by international educational development organizations, including in the DRC (Frisoli, 2014; Inter-Agency Network for Education in Emergencies, 2015). Focusing on sustained teacher and student learning, one U.S. non-profit has worked since 2011 to co-create learner-centered modules based on locally identified assets and problems. This qualitative case study seeks to illuminate how teacher learning and well-being are supported through the TLCs and what teachers and staff understand about learner-centered pedagogy as a teaching and learning paradigm in the context. Drawing from Kanu's (2005) precept that pedagogical ideas crossing borders are continually reinterpreted and reinvented, this study takes a closer look at how indigenous practices may influence or mediate teacher learning. By using Lave and Wenger’s (1991) concept of communities of practice as the principal theoretical framework, the study relied on data from onsite individual interviews, focus groups, classroom observations, and TLC observations as well as archival documents such as lesson plans, teacher reflections, and transcripts of cross-cultural Skype conversations between Congolese and American staff. Findings suggest that the TLCs viii help teachers gain confidence in learner-centered teaching tools that support safe, inclusive, and engaging classrooms while offering a supportive space to voice problems and receive feedback from peers as they engage in planning and implementing the innovative curriculum. Findings also highlight the need for increased teacher autonomy in lesson planning. Implications of these findings encourage future research to determine whether it is feasible for learner-centered pedagogy and TLCs to be operationalized and sustained over time in other similar settings.
KerkoCite.ItemAlsoKnownAs: 2129771:HKKSKFMH
Keywords: _C:Algeria DZA; _C:Angola AGO; _C:Azerbaijan AZE; _C:Belgium BEL; _C:Botswana BWA; _C:Cambodia KHM; _C:Canada CAN; _C:China CHN; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Congo; Republic COG; _C:Ethiopia ETH; _C:France FRA; _C:Gambia GMB; _C:Greece GRC; _C:Guinea GIN; _C:Italy ITA; _C:Japan JPN; _C:Malawi MWI; _C:Mali MLI; _C:Mexico MEX; _C:Namibia NAM; _C:Pakistan PAK; _C:Rwanda RWA; _C:Serbia SRB; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Sudan SDN; _C:Switzerland CHE; _C:Tanzania TZA; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Continuous professional learning in private higher education: Making a case for distributed leadership - Bitzer, E. M.; Cronje, F. (South African Journal of Higher Education, 2019)
ISBN: 1011-3487 Publisher: Higher Education South Africa (HESA)
Keywords: ⛔ No DOI found

Continuous professional development in Sierra Leone: Scoping Phase Overview - McBurnie, Chris; Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4774318 2129771:YE8VL5V7 2405685:EKMQD8WQ
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Continuous and Accelerated Learning (CAL) (World Bank)
Joint initiative for Continuity and Accelerated Learning in response to COVID-19

Continuing technology professional development: A technology learning preferences instrument to support teacher educators’ workplace learning - Maurice Schols, B. A. (Roehampton University, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:FUGDS44Y
Keywords: _C:Australia AUS; _C:Belgium BEL; _C:Canada CAN; _C:China CHN; _C:Cuba CUB; _C:France FRA; _C:Georgia GEO; _C:Germany DEU; _C:Greece GRC; _C:Ireland IRL; _C:Luxembourg LUX; _C:Netherlands NLD; _C:New Zealand NZL; _C:Portugal PRT; _C:Spain ESP; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Continuing Professional Development (CPD) of Teacher Educators (TEs) within the ecological environment of the island territories of the Organisation of Eastern Caribbean States (OECS) - Antonio, Desiree (University of Liverpool, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:EJX99TXJ

Continuing Professional Development (CPD) Framework for teachers - Wright, Mat
Keywords: ⛔ No DOI found

Continuing Professional Development (CPD) Framework for school leaders - Wright, Mat
Keywords: ⛔ No DOI found

Continue or reboot? Overarching options for education responses to COVID-19 in low- and middle-income countries - Haßler, Björn (Zenodo, 2020)
Björn Haßler, https://opendeved.net/2020/04/15/continue-or-reboot/, 2020-04-15, DOI: 10.5281/zenodo.3753513
EdTechHub.Source: <this> EdTechHub.Source: 2129771:MIMJJLN9 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3753513 2129771:AS5ALSKL 2129771:MIMJJLN9 2405685:36KIX7YE 2405685:696M6DK9
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _C:Germany DEU; _COVID-Continuity-Blogpost-01; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:p

Contingency plan - Villavicencio, Xuzel; Vijil-Morin, Alejandra (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10265445 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1050 ZenodoArchiveConcept: 10265444
Keywords: _internal; _r:AddedByMyEducationEvidence

Contingency plan - Villavicencio, Xuzel; Vijil-Morin, Alejandra (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/

Continental Education Strategy for Africa 2016-2025 - African Union (2015)
First and foremost, CESA 16-25 is a continental strategy that matches the 2016-2025 framework of the African Union 2063 Agenda, meets the Common African Position (CAP) on the Post-2015 Development Agenda and draws lessons from previous continental plans and strategies with regard to the role and place of the AUC (AU) which, unlike member states, has no territory for the implementation of strategies in the field. Furthermore, it capitalizes on numerous and active players ready to mobilize financial, human and technical resources within national, regional and continental coalitions for education, science and technology. Thus, CESA 16-25 seeks to provide each education stakeholder the opportunity to make his or her best contribution to education and training in Africa.
KerkoCite.ItemAlsoKnownAs: 2129771:HQVS5CSJ 2317526:SFTBKG3A
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Contextualizing the twin concepts of systematicity and transparency in information systems literature reviews - Par‍‍‍é, G.; Tate, M.; Johnstone, D. (European Journal of Information Systems, 2016)
KerkoCite.ItemAlsoKnownAs: 10.1057/s41303-016-0020-3 2129771:UDUM3QW7 2486141:T2I8R5AH

Context-driven entrepreneurial education in vocational schools - Sandirasegarane, S; Sutermaster, S; Gill, A (International Journal for Research in Vocational Education and Training, 2016)
Vocational Education and Training (VET) is offered throughout the world to students of various educational backgrounds and career aspirations in an effort to create a skilled workforce. The structure of VET varies greatly across different fields and countries with high-growth, low-growth, and transitional economies. However, a common critique of many vocational institutions is that they focus on skills training without addressing related business systems. Thus, students may not understand the business strategies related to their field, which stifles job readiness and entrepreneurial potential. To counter this, a more context-driven and integrated entrepreneurial approach is proposed for VET. Benefits, disadvantages, and exemplars of various types of vocational and entrepreneurial programs are evaluated to determine how their strengths might be leveraged. Such integrated entrepreneurial and vocational training would more suitably address context-specific market needs via both practical and transferrable skills, thus helping to reduce unemployment, particularly among youth in sub-Saharan Africa.
KerkoCite.ItemAlsoKnownAs: 10.13152/IJRVET.3.2.3 10.13152/ijrvet.3.2.3 2129771:ECRXUQXI 2129771:HXBEX8S3 2317526:5KPNRHLP 2317526:I4TIDQ6U
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; A:West Africa; C:Botswana; C:Guinea; C:Kenya; C:Mozambique; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:achievement; T:Lehrlingsausbildung; T:TVET; T:dual TVET; T:vocational school; _C:Uganda UGA; publicImportV1

Context and Appropriate Technology: The Unavoidable Partnership - Onguko, Brown (Proceedings of the European Conference on e-Government, ECEG, 2012)
Teachers in rural parts of Kenya lack opportunities for professional development (PD). In addition, the teachers have no access to eLearning opportunities like their colleagues in urban parts. Among the factors that do not favor Kenyan rural teachers’ access to PD through eLearning include: lack of access to relevant technologies and lack of electricity. This paper shares research findings on provision of teachers’ PD through a blended learning approach, utilizing appropriate technologies in a rural school in western Kenya. Ten teachers and two Professional Development Teachers (PDTs) participated in this research. In the study, teachers’ needs assessment was done, to inform the instructional design on the topic: How to teach a large class of mixed ability students. The PD was implemented by engaging teachers in a variety of activities including: pairs of teachers collaboratively using a tablet to access self-study content; teachers studying through multimedia content; teachers planning and delivering lessons using activity-based learning and cooperative learning approaches; and PDTs and teachers participating in fortnightly face-to-face meetings. The findings of the study suggest that teaching practices of rural educators can be improved working with local experts to create locally-relevant content for needs-based PD, implemented in a blended learning approach while providing technology stewardship. Teachers accessed and studied through offline content; planned for and implemented cooperative learning and activity-based learning in lessons, using locally available materials; engaged in reflective conversations on successes and challenges; and spontaneously engaged in very lively professional dialogues. While teachers appreciated that it took long to prepare for active learning lessons, it was less strenuous to implement the lessons, because the students took responsibility for their own learning.
KerkoCite.ItemAlsoKnownAs: 2339240:24H28YGJ 2339240:ISIT39J6 2405685:5KI53BLU 2405685:W7KJBF6N 2405685:X3EGT59M 2405685:ZHM4CF5K 2534378:7IHB745E 2534378:SU4VP6FM
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2096499; __finaldtb; ⛔ No DOI found

Contemporary patterns and issues of school segregation and white flight in U.S. metropolitan areas: towards spatial inquiries - Zhang, Charlie H.; Ruther, Matt (GeoJournal, 2020)
Keywords: Lebanon_event_2021; _C:Chile CHL; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Contemporary Approaches to Teacher Professional Development - Borko, H.; Jacobs, J.; Koellner, K. (International Encyclopedia of Education, 2010)
KerkoCite.ItemAlsoKnownAs: 2129771:5W2ZBF55 261495:6MQZJXUC

Consumer toy or corporate tool: the iPad enters the workplace - Geyer, Megan; Felske, Frances (interactions, 2011)
00003 KerkoCite.ItemAlsoKnownAs: 10.1145/1978822.1978832 10/bdxm23 2129771:EXL76G2Z 257089:3MUSX837

Constructivist or instructivist: pedagogical concepts practically applied to a computer learning environment - McKenna, Peter; Laycock, Ben (Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education, 2004)
KerkoCite.ItemAlsoKnownAs: 10.1145/1007996.1008041 2129771:CTIX6PQT 2486141:BN7ZURYY

Constructivism learning theory: A paradigm for teaching and learning - Bada, Steve Olusegun; Olusegun, Steve (Journal of Research & Method in Education, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:IRUIFW5I 2486141:WN2JB29J
Keywords: ⛔ No DOI found

Constructionism, ethics, and creativity: Developing primary and middle school artificial intelligence education - Ali, Safinah; Payne, Blakeley H.; Williams, Randi; Park, Hae Won; Breazeal, Cynthia (International workshop on education in artificial intelligence k-12 (eduai’19), 2019)
Keywords: ⛔ No DOI found

Construction craft skills requirements in sub-Saharan Africa: A focus on Zambia - Muya, Mundia; Price, Andrew D.f.; Edum-Fotwe, Francis T. (Engineering, Construction and Architectural Management, 2006)
Purpose – As the development agenda for sub-Sahara Africa (SSA) gains momentum, it has become necessary to refocus attention on effective and sustainable human resource development strategies for the construction sector in the region that include craft skills. Aims to provide insight into the availability and quality of construction craft skills in Zambia, and the SSA region in general. Design/methodology/approach – Using Zambia as a country case study, results of a survey that was designed to assess the construction industry's perceptions of the quality and availability of construction craft skills in Zambia are presented. The surveyed contractors' support for the introduction of a sector-specific training levy in Zambia was also investigated and is reported. Findings – Findings point to both poor quality and shortage of construction craft skills in Zambia. Results suggest that construction sector-specific training levy would be the most viable, sustainable and industry-wide supported option for supplementing government funding in the training of construction craft skills in Zambia, and probably in the SSA region. Research limitations/implications – The survey was exploratory in nature and depth, and SSA is a vast and diverse region. The results of the case study may not correctly reflect construction skills exigencies across the whole SSA region. Originality/value – The results provide information and advice for both policy makers and contractors concerned with construction crafts skills issues in Zambia, and SSA in general. © 2006, Emerald Group Publishing Limited
KerkoCite.ItemAlsoKnownAs: 10.1108/09699980610669660 10/bzvww9 2129771:4BWX6MG3 2317526:HR9BPMJT
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Zambia; CA:AandC; CCZ:Zambia; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:policy; P:construction; P:crafts; P:nature; R:case study; R:survey; T:Training; Z:Construction industry; Z:Skills; Z:Sub Saharan Africa; Z:Training; publicImportV1

Constructing 21st-Century Teacher Education - Darling-Hammond, Linda (Journal of Teacher Education, 2006)
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view that teaching requires little formal study and to frequent disdain for teacher education programs. The weakness of traditional program models that are collections of largely unrelated courses reinforce this low regard. This article argues that we have learned a great deal about how to create stronger, more effective teacher education programs. Three critical components of such programs include tight coherence and integration among courses and between course work and clinical work in schools, extensive and intensely supervised clinical work integrated with course work using pedagogies that link theory and practice, and closer, proactive relationships with schools that serve diverse learners effectively and develop and model good teaching. The article also urges that schools of education should resist pressures to water down preparation, which ultimately undermine the preparation of entering teachers, the reputation of schools of education, and the strength of the profession.
Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0022487105285962 2129771:VPMLULF5 2486141:EKSRU8IF

Constraints and strategies for effective use of social networking sites (snss) for collaborative learning in tertiary institutions in nigeria: perception of tvet lecturers - Olelewe, Chijioke Jonathan; Orji, Chibueze Tobias; Osinem, Emmanuel C.; Rose-Keziah, Ikemelu Chinelo (Education and Information Technologies, 2019)
© 2019, Springer Science+Business Media, LLC, part of Springer Nature. The popularity of using social networking sites (SNSs) as an educational tool is increasing every day. Many educators are now trying to integrate these online teaching platforms that were provided by commercial services such as Google, LinkedIn and Facebook into learning environment. Despite the importance of SNSs, a lot of constraints seem to hinder its effective use for collaborative learning in Nigeria by TVET lecturers. Therefore, the main purpose of this paper is to ascertain the perception of TVET lecturers on the constraints and possible strategies to effective use of SNSs for collaborative learning in tertiary institutions in Nigeria. The study adopted a descriptive design. A questionnaire was used to collect data from 128 TVET lecturers purposively drawn from the four tertiary institutions in Enugu State that offers vocational and technical education programme. Mean, standard deviation, exploratory factor analysis and t-test statistics were used in realizing the objectives. The finding of the study showed among others that, 13 SNSs were commonly used by TVET lecturers, 13 major constraints hinder effective use of SNSs for collaborative learning by TVET lecturers, while 10 strategies were proffered to promote the effective use of SNSs for collaborative learning. This paper therefore calls for continuous professional development (CPD) of TVET lecturers particularly to enable them acquire the needed soft skills required for effective utilization of SNSs in their teaching practices.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-019-09963-7 2129771:ND5YAQBZ 2129771:R5B757Q8

Constitution of Sierra Leone - Government of Sierra Leone (1991)
KerkoCite.ItemAlsoKnownAs: 2129771:VSJLM7E3 2405685:Z3EDBKSD
Keywords: _C:Sierra Leone SLE

Consolidated Feedback on Tanzania Higher Education University Strategic Investment Plans - Adam, Taskeen; Koomar, Saalim; Haßler, Björn (EdTech Hub, 2020)
This EdTech Hub Helpdesk Response provides feedback on 15 Tanzania University Strategic Implementation Plans (USIPs) submitted to the Word Bank’s Higher Education for Economic Transformation Project (HEET). The feedback is intended to enhance and strengthen the plans provided by universities such that the US$300 million is allocated and spent most effectively.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3986727 2129771:B5Z854HJ 2339240:IEATEWRY 2405685:7AFXFRPC
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

Considerations for School Reopening in Ontario: Building a more resilient education system for recovery - Srivastava, Prachi (Education Publications, 2020)
Keywords: ⛔ No DOI found

Consequences for Adolescents When They Become Pregnant, and Become Mothers - Tull, Kerina (2020)
When an adolescent becomes pregnant, her life can change radically – especially if the pregnancy is unplanned. This rapid review presents information on consequences of adolescent pregnancy and adolescent motherhood in low-income countries, low- and middle-income countries (LMICs), and middle-income countries from Africa, Asia, and Latin America and the Caribbean (LAC). Treatment and effects on the adolescent in terms of health, education, employment opportunities, as well as after-effects on their family members are noted. This review finds that Evidence on the consequences of girls returning to school after they become pregnant is limited. Available information focuses more on whether pregnant girls go back to school after giving birth, but not so much on whether the conditions are favourable for adolescent mothers to re-enter school and concentrate on their studies.
Accepted: 2020-10-21T12:08:47Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:6MZXFRVA 4869029:T953IHTQ
Keywords: ⛔ No DOI found

Consensus & GPTs for Academic Research Like Consensus (2024)
KerkoCite.ItemAlsoKnownAs: 2129771:RCKAYYAV 2405685:9DAYGGPE 2486141:SK9FSX6D

Consensus: AI Search Engine for Research (Consensus: AI Search Engine for Research)
ChatGPT for Research. Consensus is an AI-powered search engine that finds and summarizes scientific research papers. Just ask a question!
KerkoCite.ItemAlsoKnownAs: 2129771:PF65QZ7A 2405685:H6IQVZAE 2486141:BG65K3U6 2486141:WKAC7ZCH
Keywords: _Added-ailr-2024

Connecting the Dots: Digitizing Teaching and Learning in Rural Schools in Uganda - Aduno, Freda (2019)
Publisher: Commonwealth of Learning (COL) KerkoCite.ItemAlsoKnownAs: 2129771:9WRJZIP6
Keywords: _C:Malaysia MYS; _C:Uganda UGA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Connecting the dots between PubMed abstracts - Hossain, M.S.; Gresock, J.; Edmonds, Y. (PLoS One, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0029509 2129771:HSYHUDX5 2486141:YZ8Z224S

Connecting reflective practice, dialogic protocols, and professional learning - Nehring, J.; Laboy, W.T.; Catarius, L. (Professional Development in Education, 2010)
KerkoCite.ItemAlsoKnownAs: 10.1080/19415250903102432 10/df4v8w 2129771:LT6JNILM 261495:2NC3462G

Connecting early language and literacy to later reading disabilities: Evidence, theory, and practice - Scarborough, H S (Handbook for research in early literacy, 2001)
KerkoCite.ItemAlsoKnownAs: 2129771:VERQIZ8A

Connected Papers | Find and explore academic papers
A unique, visual tool to help researchers and applied scientists find and explore papers relevant to their field of work.
KerkoCite.ItemAlsoKnownAs: 2129771:C965H5NV 2405685:JMVBRXYD 2486141:BWCJJPNC

Conjecture Mapping: An Approach to Systematic Educational Design Research - Sandoval, William (Journal of the Learning Sciences, 2014)
Design research is strongly associated with the learning sciences community, and in the 2 decades since its conception it has become broadly accepted. Yet within and without the learning sciences there remains confusion about how to do design research, with most scholarship on the approach describing what it is rather than how to do it. This article describes a technique for mapping conjectures through a learning environment design, distinguishing conjectures about how the design should function from theoretical conjectures that explain how that function produces intended outcomes.
Publisher: Routledge _eprint: https://doi.org/10.1080/10508406.2013.778204

Conducting surveys in Tanzanian schools – Second pilot - Villavicencio, Xuzel; Haßler, Björn; Toyinbo, Oluyemi (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10257420 ZenodoArchiveConcept: 10257419 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1036 2129771:EZ9EFDFS
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Conducting a systematic review in six weeks – experiences with and evaluation of an intensive team pilot project - Ames, Heather; Kornør, Hege; Evensen, Line Holtet; Lidal, Ingeborg Beate; Hafstad, Elisabet; Hestevik, Christine Hillestad; Jardim, Patricia Sofia Jacobsen; Hval, Gyri (Research Square (Research Square), 2023)
Abstract Background Evidence synthesis organisations worldwide are trying to meet commissioners’ need for rapid responses to their evidence synthesis commissions. In this project we piloted an intensive process, working to complete an evidence synthesis within six-weeks, rather than the standard lead time of 4-6 months. There were three objectives: 1) To develop a plan for and conduct an evidence synthesis in six weeks or less (“intensive pilot”) 2) To register time used for the intensive pilot 3) To evaluate the intensive pilot process and identify barriers, facilitators, learning points, areas for improvement or future implementation ideas. Methods The two project teams divided the pilot into three phases: Pre-planning, planning and intensive. During the pre-planning phase commissions were identified and researchers were recruited. During the planning phase the team interacted with the commissioner, completed the evidence synthesis protocol, and planned how they were going to work together during the intensive phase. During the intensive phase the team implemented their plan and completed the evidence synthesis they were assigned. We held reflective meetings and kept evaluator notes throughout the process. Results The team was able to achieve the project objectives. They developed and implemented a plan for conducting an evidence synthesis in six weeks. They registered their times use. During the pilot process the team reflected on and evaluated the process itself to identify barriers, facilitators, learning points, areas for improvement or future implementation ideas. The involved researchers preferred working in this intensive way. They felt that time use was more effective, and they were more focused. However, there are implications for project leadership and implementation that should be considered before implementing an intensive approach in future evidence synthesis projects. Conclusions The involved researchers preferred working intensively with one evidence synthesis over being involved with many projects at the same time. They felt that time use was more effective, and they were able to complete the tasks in a focused way. However, there are several implications for project management, leadership and further implementation that should be considered before implementing an intensive approach in future evidence syntheses.
openalex: W4383371218 KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-3058440/v1 2129771:27XQHZ3N 5072953:4EKB8SEB
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Conducive Attributes of Physical Learning Environment at Preschool Level for Slow Learners - Ahmad, Sabarinah Sh; Shaari, Mariam Felani; Hashim, Rugayah; Kariminia, Shahab (Procedia - Social and Behavioral Sciences, 2015)
Conducive attributes of physical learning environment of schools play a dominant role in the successful delivery of lessons for slow learners. This study aims to propose a framework towards achieving conducive attributes of preschool learning environment suitable for slow learners through literature review. In summary, the physical conditions including human comfort (visual, thermal, acoustic), spatial planning, quality of furnishing and finishing and safety features are important attributes to consider for conducive learning environment. Findings are useful for designers, service providers and policy makers of special needs preschools when making decisions to provide conducive facilities for the slow learners.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2015.08.138 2129771:RC4398GT 4682641:JETLQND4 4682641:WRW464BS
Keywords: BE:RELEVANT; Slow learners; conducive attributes; physical learning environment; preschool

Condensation and ventilation | Onduline lightweight roofing
Onduline has superior resistance to the build-up of condensation to many roofing products such as steel sheets. However as with any single thickness material

Concurrent Validity and Inter-rater Reliability (R4D, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:SCAL75HT 2486141:WJLEH2NY

Conceptualizing teacher professional learning - Opfer, V. Darleen; Pedder, David (Review of Educational Research, 2011)
Publisher: SAGE Publications Sage CA: Los Angeles, CA Extra URL: https://journals.sagepub.com/doi/abs/10.3102/0034654311413609 KerkoCite.ItemAlsoKnownAs: 10.3102/0034654311413609 2405685:8GP9P3IJ 2534378:ECXANTI8
Keywords: Important; Read

Conceptualizing Research–Practice Partnerships as Joint Work at Boundaries - Penuel, William R.; Allen, Anna-Ruth; Coburn, Cynthia E.; Farrell, Caitlin (Journal of Education for Students Placed at Risk (JESPAR), 2015)
This paper presents a conceptual framework for analyzing how researchers and district leaders perceive and navigate differences they encounter in the context of research-practice partnerships. Our framework contrasts with images of partnership work as facilitating the translation of research into practice. Instead, we argue that partnership activity is best viewed as a form of joint work requiring mutual engagement across multiple boundaries. Drawing on a cultural-historical account of learning across boundaries (Akkerman & Bakker, 2011) and evidence from a study of two longterm partnerships, we highlight the value of the concepts of boundary practices in organizing joint work and boundary crossing as a way to understand how differences are recognized and navigated. The framework has implications for how partnerships can surface and make productive use of difference in organizing joint work and for how funders can better support the work of research-practice partnerships.
KerkoCite.ItemAlsoKnownAs: 10.1080/10824669.2014.988334 2129771:ME8MMWLE

Conceptualizations and Measures of Student Engagement: A Worked Example of Systematic Review - Tai, Joanna; Ajjawi, Rola; Bearman, Margaret; Wiseman, Paul (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
This chapter provides a commentary on the potential choices, processes, and decisions involved in undertaking a systematic review. It does this through using an illustrative case example, which draws on the application of systematic review principles at each stage as it actually happened. The chapter firstly introduces the topic of ‘student engagement’ and explains why a review was decided appropriate for this topic. The chapter then provides an exploration of the methodological choices and methods we used within the review. Next, the issues of results management and presentation are discussed. Reflections on the process, and key recommendations for undertaking systematic reviews on education topics are made, on the basis of this review, as well as the authors’ prior experiences as researchers and authors of review papers.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7_6 2129771:4L2S6KIT

Conceptualization of competency based curricula in pre-service nursing and midwifery education: A grounded theory approach - Muraraneza, Claudine; Mtshali, Gloria Ntombifikile (Nurse Education in Practice, 2018)
In health professional education, the competency-based curriculum concept has been an important driver of reform in the training of competent graduates for the 21st century. In African countries, although there has been implementing it in pre-service nursing and midwifery education and the literature reports a lack of understanding of what is it on the part of the implementers. This article explores the meaning of competency based curriculum in pre-service nursing and midwifery education in Rwanda. A grounded theory approach, following Corbin and Strauss, was used. Following ethical clearance by the university ethical committee, data was collected from 17 participants through in-depth individual interviews of staff. Four categories emerged: (a) transformation, (b) tool for primary health care philosophy, (c) technological approach to education, (d) and modular system. Competency-based curriculum is confirmed as an appropriate educational tool in producing competent graduates for today and the future.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.nepr.2017.09.018 10/gc8bbc 2129771:QM52498T 2317526:4INW3TVV DOI-10.1016/j.nepr.2017.09.018
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Rwanda; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:curriculum; F:leadership; F:learning; P:health; P:health professionals; P:media; P:nurse; P:services; P:technology; R:grounded theory; R:interview; R:qualitative; T:TVET; T:Training; Z:Approaches; Z:Clinical competence; Z:Competency based learning; Z:Core curriculum; Z:Curriculum; Z:Curriculum development; Z:Data collection; Z:Education reform; Z:Grounded theory; Z:Health professionals; Z:Leadership; Z:Learning; Z:Meaning; Z:Medical education; Z:Medical ethics; Z:Midwifery; Z:Midwifery education; Z:Nursing; Z:Nursing education; Z:Primary health care; Z:Professional competence; Z:Qualitative research; Z:Students; Z:Transformation; publicImportV1

Conceptualization and Definition of a Curriculum - Mulenga, Innocent Mutale (Journal of Lexicography and Terminology (Online ISSN 2664-0899. Print ISSN 2517-9306)., 2018)
Keywords: ⛔ No DOI found

Conceptual understanding of definite integral with GeoGebra - Tatar, Enver; Zengin, Yilmaz (Computers in the Schools, 2016)
This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.
Place: New York Publisher: Taylor & Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1797266405?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/07380569.2016.1177480 2405685:BPKXJCAS 2534378:B2LVIZIL 2534378:HHXXSZS8 2534378:LCRTTW4I
Keywords: Computer Assisted Instruction; Computer Software; Computer assisted instruction–CAI; Computer-assisted instruction (CAI); ERIC; Current Index to Journals in Education (CIJE); Education–Computer Applications; Educational Technology; Foreign Countries; GeoGebra; Mathematics; Mathematics Education; Mathematics teachers; Mixed Methods Research; Program Effectiveness; Questionnaires; Secondary Education; Secondary School Mathematics; Student Attitudes; Teacher Education Programs; Turkey; Wilcoxon Matched Pairs Signed Ranks Test; __:import:01; __:match:final; __:study_id:2098412; __finaldtb; achievement; definite integral

Conceptual Modeling: Topics, Themes, and Technology Trends - Storey, Veda C.; Lukyanenko, Roman; Castellanos, Arturo (ACM Computing Surveys, 2023)
Conceptual modeling is an important part of information systems development and use that involves identifying and representing relevant aspects of reality. Although the past decades have experienced continuous digitalization of services and products that impact business and society, conceptual modeling efforts are still required to support new technologies as they emerge. This paper surveys research on conceptual modeling over the past five decades and shows how its topics and trends continue to evolve to accommodate emerging technologies, while remaining grounded in basic constructs. We survey over 5,300 papers that address conceptual modeling topics from the 1970s to the present, which are collected from 35 multidisciplinary journals and conferences, and use them as the basis from which to analyze the progression of conceptual modeling. The important role that conceptual modeling should play in our evolving digital world is discussed, and future research directions proposed.
KerkoCite.ItemAlsoKnownAs: 10.1145/3589338 2129771:QLDXICWF 2405685:I4MW7HVE 2486141:DE5MJL8K
Keywords: _Added-ailr-2024

Conceptual design science research? How and why untested meta-artifacts have a place in *IS* - Gleasure, R. (Proceedings of the international conference on design science research in information systems and technology, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:WURQDFAL 2486141:3GDD4WXC
Keywords: ⛔ No DOI found

Concept-Note-Gender-environment-nexus-in-national-policies-The-case-of-Greece.pdf

Concept Note for the Implementation of the Academic Recovery Programme - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. previousDOI: 10.5281/zenodo.4779101 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4726106 10.5281/zenodo.4780110 2129771:FMVT2NIB
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; _r:ImportedToMyEducationEvidence; _yl:f; _zenodo:submitted; _zenodoETH:submitted

Computerized Speechreading Training for Deaf Children: A Randomized Controlled Trial - Pimperton, Hannah; Kyle, Fiona; Hulme, Charles; Harris, Margaret; Beedie, Indie; Ralph-Lewis, Amelia; Worster, Elizabeth; Rees, Rachel; Donlan, Chris; MacSweeney, Mairéad (Journal of Speech, Language, and Hearing Research, 2019)
Purpose We developed and evaluated in a randomized controlled trial a computerized speechreading training program to determine (a) whether it is possible to train speechreading in deaf children and (b) whether speechreading training results in improvements in phonological and reading skills. Previous studies indicate a relationship between speechreading and reading skill and further suggest this relationship may be mediated by improved phonological representations. This is important since many deaf children find learning to read to be very challenging. Method Sixty-six deaf 5- to 7-year-olds were randomized into speechreading and maths training arms. Each training program was composed of a 10-min sessions a day, 4 days a week for 12 weeks. Children were assessed on a battery of language and literacy measures before training, immediately after training, and 3 months and 11 months after training. Results We found no significant benefits for participants who completed the speechreading training, compared to those who completed the maths training, on the speechreading primary outcome measure. However, significantly greater gains were observed in the speechreading training group on one of the secondary measures of speechreading. There was also some evidence of beneficial effects of the speechreading training on phonological representations; however, these effects were weaker. No benefits were seen to word reading. Conclusions Speechreading skill is trainable in deaf children. However, to support early reading, training may need to be longer or embedded in a broader literacy program. Nevertheless, a training tool that can improve speechreading is likely to be of great interest to professionals working with deaf children. Supplemental Material https://doi.org/10.23641/asha.8856356
KerkoCite.ItemAlsoKnownAs: 10.1044/2019_JSLHR-H-19-0073 2129771:SZ8RZS43 503888:T2S73TG9
Keywords: _C:Netherlands NLD; _C:Spain ESP; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Computer usage for learning how to read and write in primary school - Arndt, Petra A. (Trends in Neuroscience and Education, 2016)
00000 KerkoCite.ItemAlsoKnownAs: 10.1016/j.tine.2016.07.003 10/gdm2s9 2129771:GYDJPSJ2
Keywords: __C:filed:1

Computer simulations - technological advances in inquiry learning - de Jong, T. (Science, 2006)
KerkoCite.ItemAlsoKnownAs: 10.1126/science.1127750 10/crx75m 2129771:TAJHRZ7V 261495:UNVX3MT4

Computer literacy among practical arts teachers in swaziland vocational schools - Hlophe, Zanele F.; Mindebele, CBS (Journal of Vocational Education and Training, 2001)
This article reports findings of a study conducted in Swaziland to determine computer literacy skills of teachers of agriculture, commerce, home economics and technical studies in 16 pilot vocational schools. These teachers are expected to teach the new vocationalised curriculum of the four subjects. Findings revealed that the teachers lacked the basic computer knowledge and skills needed in the newly vocationalised curriculum that was to be mounted in the year 2000 with the financial assistance (loan) from the African Development Bank. However, the teachers indicated a strong interest in taking computer technology courses. © 2001 Taylor & Francis Group, LLC.
KerkoCite.ItemAlsoKnownAs: 10.1080/13636820100200161 10/cxxtx9 2129771:3GU7567E 2317526:VP54IRPY
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:eSwatini; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:curriculum; P:agriculture; P:economy; P:services; P:teachers; P:technology; Q:educational technology; T:TVET; T:Training; T:vocational school; publicImportV1

Computer assisted learning as extracurricular tutor? Evidence from a randomised experiment in rural boarding schools in Shaanxi - Lai, Fang; Zhang, Linxiu; Hu, Xiao; Qu, Qinghe; Shi, Yaojiang; Qiao, Yajie; Boswell, Matthew; Rozelle, Scott (Journal of Development Effectiveness, 2013)
This paper uses a clustered randomised field experiment to explore the effects of a computer assisted learning (CAL) programme on student academic and non-academic outcomes in poor, rural public schools in China. Our results show that a remedial, game-based CAL programme in math held outside of regular school hours with boarding students in poor rural public schools improved standardised math scores by 0.12 standard deviations. Students from poorer families tended to benefit more from the programme. However, CAL did not have any significant impact on either Chinese language standardised test scores or non-academic outcomes.
Publisher: Routledge _eprint: https://doi.org/10.1080/19439342.2013.780089 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2013.780089 2129771:5YV5PZPD 2129771:QCE5S6QX 2486141:CIALQUZL
Keywords: China; _Added to LR; _G:reviewed; computer assisted learning; development; education; random assignment; rural schools; test scores

Computationally Intensive Methods - Ewens, Warren J.; Grant, Gregory R. (Statistical Methods in Bioinformatics: An Introduction, 2001)
An important trend in statistical inference over the last twenty years has been the introduction of computationally intensive methods. These have been made possible by the availability of convenient and greatly increased computing power, and these methods are useful in bioinformatics and computational biology. Aspects of some computationally intensive methods used for both estimation and hypothesis testing are outlined in this chapter. Computationally intensive methods arise in both classical and Bayesian inference: We concentrate here on computationally intensive methods in classical inference.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-1-4757-3247-4_12 4804264:WTCHN5PF
Keywords: Bootstrap Estimate; Bootstrap Procedure; Bootstrap Sample; Final_citation; Null Hypothesis; Permutation Procedure; cited; existing

Computational thinking in higher education: A review of the literature - Lyon, Joseph A.; J. Magana, Alejandra (Computer Applications in Engineering Education, 2020)
Computational thinking is of growing interest to the science, technology, engineering, and mathematics (STEM) education research community. Calls from national agencies look to increase computation in STEM education. This review identifies key areas for future study by reviewing recent empirical studies that investigate computational thinking in teaching and learning contexts within higher education. Using a systematic process, this review identified four different databases for peer-reviewed research articles using keywords. Results were evaluated against inclusion and exclusion criteria. Studies were analyzed for types of methods, target population, the role of computational thinking, pedagogical designs used, and significant findings of the study. This process resulted in a final set of 13 studies. The results indicate that computational thinking research in higher education is growing, yet there are opportunities for more research. The findings of this study highlight the need for more concrete definitions and implementations of computational thinking within higher education spaces.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/cae.22295
Keywords: STEM education; computational thinking; higher education

Computational literature reviews: method, algorithms, and roadmap - Antons, D.; Breidbach, C.F.; Joshi, A.M. (Organizational Research Methods, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:L7W99F45 2129771:UI7VZAER 2405685:4JL8RZ7H 2486141:R52FLCHH
Keywords: _Added-ailr-2024; ⛔ No DOI found

Computational Grounded Theory: A Methodological Framework - Nelson, Laura K. (Sociological Methods & Research, 2020)
This article proposes a three-step methodological framework called computational grounded theory, which combines expert human knowledge and hermeneutic skills with the processing power and pattern recognition of computers, producing a more methodologically rigorous but interpretive approach to content analysis. The first, pattern detection step, involves inductive computational exploration of text, using techniques such as unsupervised machine learning and word scores to help researchers to see novel patterns in their data. The second, pattern refinement step, returns to an interpretive engagement with the data through qualitative deep reading or further exploration of the data. The third, pattern confirmation step, assesses the inductively identified patterns using further computational and natural language processing techniques. The result is an efficient, rigorous, and fully reproducible computational grounded theory. This framework can be applied to any qualitative text as data, including transcribed speeches, interviews, open-ended survey data, or ethnographic field notes, and can address many potential research questions.
Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0049124117729703 2129771:4LFQQQV2 2129771:V765WS5J 2405685:IQFAV8I9 2486141:G3BE6P2T 2486141:WP4ANB2D
Keywords: _Added-ailr-2024

Comprehensive sexuality education in sub-Saharan Africa: adaptation and implementation challenges in universal access for children and adolescents - Wangamati, Cynthia Khamala (Sexual and Reproductive Health Matters, 2020)
Publisher: Taylor & Francis

Comprehensive School Safety Targets and Indicators.pdf
KerkoCite.ItemAlsoKnownAs: 2129771:LBX8KN7Q

Comprehensive School Safety Framework 2022-2030 for Child Rights and Resilience in the Education Sector.pdf
KerkoCite.ItemAlsoKnownAs: 2129771:QSNYYQGC

Comprehensive review of solar radiation modeling based on artificial intelligence and optimization techniques: future concerns and considerations - Attar, Nasrin Fathollahzadeh; Sattari, Mohammad Taghi; Prasad, Ramendra; Apaydin, Halit (Clean Technologies and Environmental Policy, 2023)
Keywords: _z:no_pdf

Complement or Substitute? The Effect of Technology on Student Achievement in India | The Abdul Latif Jameel Poverty Action Lab (The Abdul Latif Jameel Poverty Action Lab (J-PAL))

Complement or substitute?: The effect of technology on student achievement in India - Linden, Leigh L. (Working Paper, 2008)
Keywords: ⛔ No DOI found

Competency-Based Education and Training and Assessment Standards & Guidelines
KerkoCite.ItemAlsoKnownAs: 2129771:W4DCE8H8

Competency-based curriculum - Summary of curriculum framework pre-primary to upper secondary - Rwanda Ministry of Education; Rwanda Education Board (2015)
KerkoCite.ItemAlsoKnownAs: 2486141:WVCJ7H38

Competence Development and Assessment in TVET (COMET): Theoretical Framework and Empirical Results - Rauner, Felix; Heinemann, Lars; Maurer, Andrea; Haasler, Bernd (Springer Netherlands, 2013)
The transferability of vocational education and training qualifications across international borders is a live issue in this heterogeneous field. Key to this goal is defining a common methodology for measuring vocational competences. This publication sets out a proposal for just that, based on the results of a pilot project known as ‘COMET’ on competence diagnostics in the field of electrical engineering. The study deploys longitudinal analysis to explore issues of competence development, the development of vocational identity, and occupational commitment. It focuses on two discrete occupational profiles in electrical engineering in an ambitious test of a model currently applied to other professions as well. The model’s success in its first phase is detailed in the second part of the volume, where the authors show that the transfer of the competence framework into an empirical model was successful. They also demonstrate that the methodology can be applied to designing and evaluating vocational education and training processes, making the material relevant to VET teachers and trainers as well as academics. With its first section comprising a full description of the theoretical framework, this book is a significant step forward in an urgent task facing administrations, labor forces and employers around the world. The achievement is in proportion to the notorious complexities of a field whose diversity makes tough demands on large-scale methods of assessment.
zotzenLib.CopiedFrom: 2317526:YC4MVHFL KerkoCite.ItemAlsoKnownAs: 2129771:XEWUWM77 2317526:YC4MVHFL
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Competence and TVET Innovation in Sub-Saharan Africa: The Case of Rwanda - van Halsema, Wybe (Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education, 2017)
In many African countries, technical and vocational education and training (TVET) is considered a means to stimulate strategic economic growth. In order to render TVET more in line with market demands, governments increasingly promote the competence-based education (CBE) approach. In this chapter, the Central African country Rwanda is studied as an exemplary case for sub-Saharan Africa in how they apply CBE. Through competence-based curriculum development and teacher training, a centralised form of workforce planning is envisaged that would shape the TVET reform in the Central African country.In Rwanda, the Belgian Technical Cooperation (BTC) follows a systems approach to implement CBE in TVET. Having done so over the past 4 years, it becomes apparent that in the transitional phases of the systems, there is much ‘transitional noise’ that hampers implementation. This fact challenges the centralist view on CBE and its scope for national workforce planning. However, some positive features emerge from CBE implementation in that it stimulates practical learning and creativity in TVET.It is argued that by adapting the concept of competence to a more decentralised, intrinsic and generic form of TVET, a more capable, innovative and employable workforce can be formed. Government should thereby not just focus on formal employment but follow a diversified and inclusive approach of TVET for youth employment in all segments of the economy.
KerkoCite.ItemAlsoKnownAs: 2129771:TAF5U3YI 2317526:X95943S2 LOCAL-WOS:000398946600027
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Rwanda; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:T; Competence Development; Competency Statement; Informal Sector; Master Trainer; Pilot School; T:TVET; publicImportV1

Compassionate transitions: Reconnecting school communities post-Covid-19 closures - Crawford, Alison; Currie, Laura-Ann; Hannah, Beth; Ward, Jacqui; Wooton, Imogen (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:CMEL8DH4
Keywords: __C:filed:1; ⛔ No DOI found

Compás Millennial: La generación Y en la era de la integración 4.0 - Basco, Ana Inés; Carballo, Marita; Pernas, Mariana; Alzualde, Paula; Codoni, Soledad; Conte Grand, Ramiro; Wulff, Alejandra; Basco, Ana Inés; Carballo, Marita (Inter-American Development Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 10.18235/0000726 2339240:3AM622JQ 2405685:L25Q4V8W

Comparisons of Citations in Web of Science, Scopus, and Google Scholar for Articles Published in General Medical Journals - Kulkarni, Abhaya V. (JAMA, 2009)

Comparison of two Sample survey methods for Hyperendemic onchocerciasis and a new focus in Dakka, Nigeria - Akogun, Oladele B; J.I.; A, O.K.O.L.O. (Revista Biologia Tropica, 1997)
KerkoCite.ItemAlsoKnownAs: 2129771:6SPQKFX6 2129771:WSIPVALK 2486141:7TZ4Y5GQ
Keywords: ⛔ No DOI found

Comparison of Thermal Comfort Levels of Learning Spaces during Mid-season in Bayero University, Kano - S.M. Ali (AJEES, African Journal of Earth and Environmental Sciences, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:T47VFXVL 2129771:XGMVDQHJ 2486141:GZ99E4DN
Keywords: ⛔ No DOI found

Comparison of Errorless Learning and Response Cost to simple Trial and Error learning in an automated learning environment - Ólafsson, Brynjar (2017)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:ESBGJ63F 2129771:JA56EF2I
Keywords: _C:Iceland ISL; __C:filed:1; __C:scheme:1

Comparison of 1:1 and 1:m CSCL environment for collaborative concept mapping - Lin, C.-P.; Wong, L.-H.; Shao, Y.-J. (Journal of Computer Assisted Learning, 2012)
00005 KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2011.00421.x 10/cxp3pm 2129771:GG442MGK 257089:J56MTHKS

Comparing traditional and digital learning methods to improve the learning outcomes of young children - Hendriks, Daniëlle (2016)
00000 EdTechHub.ItemAlsoKnownAs: 2129771:376TGWH4
Keywords: __C:filed:1; ⛔ No DOI found

Comparative Summary Report of Digital Literacy Skills Frameworks - Smart Africa Alliance (Smart Africa Alliance, 2024)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 10064705 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1027 ZenodoArchiveConcept: 10064704
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Comparative pedagogies and epistemological diversity: social and materials contexts of teaching in Tanzania - Vavrus, Frances; Bartlett, Lesley (Comparative Education Review, 2012)
Extra URL: https://www.journals.uchicago.edu/doi/10.1086/667395 KerkoCite.ItemAlsoKnownAs: 10.1086/667395 2405685:E6MNXDVH 2534378:6JTIABX8

Comparative Education Review Guide to Searching for World Literature 2021 - Anderson-Levitt, Kathryn (Comparative Education Review, 2021)
Publisher: The University of Chicago Press Chicago, IL KerkoCite.ItemAlsoKnownAs: 2129771:MLPM6SBN 2129771:NTAHU7H6

Comparative cross-cultural study in digital literacy - GEMIKONAKLI, Orhan; GEZGIN, Deniz Mertkan; HAMUTOGLU, Nazire Burcin; DE RAFFAELE, Clifford (Eurasian Journal of Educational Research, 2020)
Publisher: Anı Yayıncılık KerkoCite.ItemAlsoKnownAs: 2129771:IVTTGDW2
Keywords: ⛔ No DOI found

Comparative cost‐ effectiveness analysis to inform policy in developing countries: a general framework with applications for education - Dhaliwal, Iqbal; Duflo, Esther; Glennerster, Rachel; Tulloch, Caitlin (Education Policy in Developing Countries, 2013)

Comparative Analysis Summary Report of Digital Literacy Skills Frameworks. - Macharia, Grace; Martin, Anna; Omboto, Charles; Waziri, Nafisa; Walker, Hannah; Haßler, Björn (Open Development and Education, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:E8B7P8CC 5242966:6EYECHIE

Comparative Analysis of Comfort Temperature of School Children and Their Teachers - Munonye, Charles; Ngobili, Michael; Umeora, Chukwunonso; Oluchi, Ifebi; Maduka, Nkechi; Onwuzuligbo, Chijioke (Research & Development, 2023)
Thermal comfort in learning environments influences the student’s focus and learning productivity. This study aims to evaluate and compare the adaptive thermal comfort of schoolchildren and their teachers in naturally ventilated primary schools in some selected cities in Imo State Nigeria. To achieve these objectives, the study analyzed the data collected from 330 pupils and 44 teachers in six surveyed classrooms in two types of classroom buildings. The recorded data in the surveyed classrooms consisted of four environmental factors and two personal factors. At the same time, the subjects filled out the questionnaires asking them about thermal sensation and thermal preferences against the classrooms’ thermal requirements. The results of the measurements showed that the indoor mean air temperature, relative humidity, and air velocity were 29.1°C, 71.2%, and 0.19m/s, respectively. The mean thermal sensation votes of the children were +0.16 while that of their teachers was +0.58. The preferred temperatures were 27.4°C and 29.4°C for the schoolchildren and the teachers, respectively. Furthermore, the comfort range of the students was between 25.8°C - 31.6°C, and that of the teachers was between 28.0°C - 29.9°C. Based on the results of this study conducted in primary school buildings located in warm and humid climates, the thermal comfort perception of children and adults differ. This information will serve as a guide to professionals in the built environment, especially architects when designing primary school buildings in the warm and humid climates.
openalex: W4380897799 KerkoCite.ItemAlsoKnownAs: 10.11648/j.rd.20230401.15 2129771:J9TERRN6 5072953:FP8NL8Q5 5072953:ZFR6WRQW
Keywords: C:Nigeria; _z:class:countries; _z:class:themes; oa:keyword:comfort temperature; oa:sdg:13 Climate action; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; openalex:n:1; openalex:yes

COMPARATIVE ANALYSIS FOR DEVELOPENT OF A HARMONISED PROTECTED AREAS MANAGEMENT FRAMEWORK WITHIN THE OECS REGION - Gardner, Lloyd (2007)
KerkoCite.ItemAlsoKnownAs: 2129771:J28337DM
Keywords: ⛔ No DOI found

Comparative Advantages of Offline Digital Technology for Remote Indigenous Classrooms in Guatemala (2019-2020) - Wiebe, Adrienne; Crisostomo, Luis Javier; Perez, Ruben Feliciano; Anderson, Terry (Journal of Learning for Development, 2022)
Technology has been viewed as a means to improve the quality of education for children globally, particularly in remote and marginal communities. This study examines the comparative advantages of the use of appropriate technology (off-line servers with digital libraries connected to a classroom set of laptops) in ten intervention schools in Indigenous communities in Guatemala for one school year. The study was too short (due to pandemic restrictions) to demonstrate statistically significant differences for learning outcomes. However, using an instructional core model as a framework, qualitative findings supported four previously identified comparative advantages, and identified four additional ones relevant to remote Indigenous communities. The intervention validated the ability of technology to improve standardized instruction, differentiated instruction, opportunities for practice, and learner engagement. Newly identified advantages are: access to high-quality educational resources (substitution for print materials), teacher capacity-building, student technical skills and digital literacy, and sharing cultural knowledge.
Number: 1
Keywords: Guatemala bilingual and intercultural education; Maya-Mam education; _genre:PR-primary_research; appripriate technology for education in Guatemala; ⛔ No DOI found

Community Sensitization and Mobilization Study - Chimombo, J. P. G.; Kadzamira, Esme C. (Centre for Educational Research and Training, 2002)
KerkoCite.ItemAlsoKnownAs: 2129771:GDHBSLES 4752638:AF5M8MR5 4752638:ARLYF9WS
Keywords: _C:Malawi MWI

Community | Safe Supportive Learning - American Institutes for Research (National Center on Safe Supportive Learning Environments, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:9V2XEHJ6 2486141:4Z6N56EJ

Community perceived benefits of ivermectin treatment in northeastern Nigeria - Akogun, Oladele B; Akogun, M.K.; Audu, Z. (Social Science & Medicine, 2000)
KerkoCite.ItemAlsoKnownAs: 2129771:HL9P56TS 2129771:ZVTMZWNB 2486141:TZHTK9PD

Community Involvement and Teacher Attendance in Basic Schools: The Case of East Mamprusi District in Ghana - Donkor, Anthony Kudjo; Waek, Biliman Izal (International Journal of Education and Practice, 2018)
KerkoCite.ItemAlsoKnownAs: 10.18488/journal.61.2018.62.50.63 2129771:E9APLJTI 4556019:EPP8DR5S

Community Information Policing Booklet - National Police Service (2017)

Community & Family Engagement. Principals Share What Works - Berg, Amy C; Melaville, Atelia; Blank, Martin J; Coalition for Community Schools, DC, Washington; National Association of Secondary School Principals, VA, Reston; National Association of Elementary School Principals, DC, Washington (Distributed by ERIC Clearinghouse, 2006)
This paper explores ways in which principals of community schools–and other principals who, though they may not yet identify their schools as community schools, are responding in a very similar manner–work successfully with community partners, families, and other key stakeholders to improve student outcomes. By reflecting on the topic from the perspective of principals, the text offers insights about why they engage community, why doing so is hard, and what strategies and approaches they find most effective. This information could be valuable to principals who devote their energy and passion to the education of America's children. It also will inform the work of school systems, which must support their principals in this work, and of those involved in developing the next generation of principals. (Contains 5 figures and 20 notes.) [This report sponsored by the MetLife Foundation.].
OCLC: 1065114947 KerkoCite.ItemAlsoKnownAs: 2129771:KZ5HUN3B 2486141:8SGCSKC7

Community-Directed Treatment with Ivermectin (CDTI): a practical guide for trainers of community directed distributors - WHO (APOC/WHO Publication, 1998)
KerkoCite.ItemAlsoKnownAs: 2129771:4L2SNBJT 2129771:R8KTU7VD 2486141:75PJ284G

Community-Directed Treatment of onchocerciasis with Ivermectin in Takum, Nigeria - Akogun, Oladele B; Audu, Z.; Weiss, M.G.; Adelakun, A.O.; Akoh, J.I.; Akogun, M.K.; Remme, H.; Kale, O.O. (Tropical Medicine and International Health. Mar, 2001)
KerkoCite.ItemAlsoKnownAs: 2129771:WDPCEBIT 2129771:X2RHT8IZ 2486141:ZIPSW25K

Community-Directed Interventions for Priority Health Problems in Africa: Results of a Multicountry Study - Group, The C.D.I.Study (Bulletin of World Health Organization, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:B64ZMR3S 2129771:MIZREVBI 2486141:5YRMUVJZ
Keywords: ⛔ No DOI found

Community-directed interventions for priority health problems in Africa: results of a multicountry study - Group, The C.D.I.Study (Bulletin of the World Health Organization, 2010)
KerkoCite.ItemAlsoKnownAs: 2129771:4GDFSCPN 2129771:BTASB7JF 2486141:8K5XMMVL
Keywords: ⛔ No DOI found

Communication in Sierra Leone: an Analysis of Media and Mobile Resources - Wittels, Annabelle; Maybanks, Nick (BBC Media Action, 2016)
EdTechHub.ItemAlsoKnownAs:2129771:GTQ7UMGP
Keywords: _C:Sierra Leone SLE

Communicating Scientific Uncertainty in an Age of COVID-19: An Investigation into the Use of Preprints by Digital Media Outlets - Fleerackers, Alice; Riedlinger, Michelle; Moorhead, Laura; Ahmed, Rukhsana; Alperin, Juan Pablo (Health Communication, 2021)
In this article, we investigate the surge in use of COVID-19-related preprints by media outlets. Journalists are a main source of reliable public health information during crises and, until recently, journalists have been reluctant to cover preprints because of the associated scientific uncertainty. Yet, uploads of COVID-19 preprints and their uptake by online media have outstripped that of preprints about any other topic. Using an innovative approach combining altmetrics methods with content analysis, we identified a diversity of outlets covering COVID-19-related preprints during the early months of the pandemic, including specialist medical news outlets, traditional news media outlets, and aggregators. We found a ubiquity of hyperlinks as citations and a multiplicity of framing devices for highlighting the scientific uncertainty associated with COVID-19 preprints. These devices were rarely used consistently (e.g., mentioning that the study was a preprint, unreviewed, preliminary, and/or in need of verification). About half of the stories we analyzed contained framing devices emphasizing uncertainty. Outlets in our sample were much less likely to identify the research they mentioned as preprint research, compared to identifying it as simply “research.” This work has significant implications for public health communication within the changing media landscape. While current best practices in public health risk communication promote identifying and promoting trustworthy sources of information, the uptake of preprint research by online media presents new challenges. At the same time, it provides new opportunities for fostering greater awareness of the scientific uncertainty associated with health research findings.
Publisher: Routledge _eprint: https://doi.org/10.1080/10410236.2020.1864892

Commonwealth Secretariat Strategic Plan 2021/22 – 2024/25 - Commonwealth Secretariat (2021)

Commonwealth Educational Leadership Handbook - Osman, Amina; Miller, Paul (Commonwealth iLibrary, 2022)
Commonwealth Education Ministers and stakeholders have consistently stressed the need to improve school leadership giventhe impact that it can have on school performance and learning outcomes. In 2018, at the 20th Commonwealth Conference of Education Ministers (20CCEM), ministers acknowledged that good governanceand effective educational management practices are central to realising equitable access to quality education. Ministers agreedthat high-quality teaching is a priority, and that the Member States should focus on how teachers and school leaders are trained,recruited and motivated and how the profession is governed. Effective and knowledgeable leaders and managers are essentialthroughout all areas of school management practice because they have an impact on the learning outcomes of children, youngpeople, families and the wider community. This handbook is a practical, immediate response to expressed needs in school leadership development. It aims to supportefforts to integrate school leadership development in the professional development of the education work force, includingthrough reflective practice and conversations about professional development and personal growth.

Commonwealth education ministers to discuss post-COVID-19 recovery at Nairobi conference (Commonwealth)
Top policymakers are set to meet in Kenya for the 21st Conference of Commonwealth Education Ministers to discuss pressing education challenges at a time the world is recovering from the negative impacts of the pandemic.
KerkoCite.ItemAlsoKnownAs: 2129771:I8872BY4 2129771:WDRMLZLA
Keywords: auto_merged

Commonwealth Collaboration to Build Back Better - Haßler, Björn (2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0275 2129771:DABFT2LD
Keywords: Author:OpenDevEd; AuthorFirst:Haßler; _bjoern_cv; _yl:c

Commonwealth Collaboration to Achieve The Sustainable Development Goals - Haßler, Björn (OpenDevEd, 2023)
ZenodoArchiveID: 7886836 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0290 ZenodoArchiveConcept: 7886835
Keywords: _comingsoon; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Commonsense methods for children with special educational needs - Westwood, Peter (Routledge, 2007)

Common Types of SEN - Best SEN Schools - special educational needs schools in the UK - Education Advisers (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:GP4W2T6A 2486141:T5MSWUSE

Commercialising higher education in the UK: The state, industry and peer review - Willmott, Hugh (Studies in Higher Education, 2003)
Publisher: Taylor & Francis

(coming soon) - Martin, Anna; Grace, Macharia; Ombeta, Magwari Charles (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8392523 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1012 ZenodoArchiveConcept: 8392522
Keywords: _comingsoon; _r:AddedByMyEducationEvidence