RISE in Tanzania - video interview with Kitila Mkumbo | RISE Programme
KerkoCite.ItemAlsoKnownAs: 2129771:MK2AHDT2

RISE in Tanzania - video interview with Jacobus Cilliers | RISE Programme
KerkoCite.ItemAlsoKnownAs: 2129771:9GVJ3KC4

RISE in Tanzania: Research Overview (Technical) | RISE Programme
KerkoCite.ItemAlsoKnownAs: 2129771:BDU7I7YQ

RIMA - Recopilación de información para la mejora de los aprendizajes: Manual del proceso (aplicación y devolución de resultados). [RIMA - Collection of information for improving learning: Process manual (application and return of results] - Secretary of Education of Guanajuato (2021)
KerkoCite.ItemAlsoKnownAs: 4804264:SZFXXKLQ
Keywords: Final_citation

RIMA - Recopilación de información para la mejora de los aprendizajes: Informe de resultados evaluación de Matemática y Español RIMA 2020 y 2021 [Results report of the evaluation of Mathematics and Spanish RIMA 2020 and 2021] - Secretary of Education of Guanajuato (2021)
KerkoCite.ItemAlsoKnownAs: 4804264:7A7E5SPQ
Keywords: Final_citation

Rigor in information systems positivist case research: current practices, trends, and recommendations - Dube ́, L; Par‍‍‍é, G (MIS Quarterly, 2003)
KerkoCite.ItemAlsoKnownAs: 10.2307/30036550 2129771:UGFZEHPL 2486141:R4FQAMZM

Rich-media web streaming - Haßler, Björn (ICTP-SDU, Trieste, 2007)
EdTechHub.ItemAlsoKnownAs: 2129771:IP4TH2E4
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; ⛔ No DOI found

Rice husk ash as a supplementary cementitious material in Interlocking Stabilised Soil Blocks (ISSB): pilot study on an industrially sourced ash - Marsh, Alastair; Nambatya, Mauricia; Brett, Ed; Bernal, Susan (2020)
Interlocking Stabilised Soil Blocks (ISSB) are an emerging construction material in Uganda that offer a more sustainable, locally produced alternative to fired clay bricks. Rice husk waste is an under-utilised by-product from rice production in Uganda, and its ash offers potential for lowering the Portland cement requirement of ISSB whilst maintaining mechanical properties. As a prelude to laboratory testing of ash sources accompanied by on-site production and testing of ISSB, a pilot study was carried out to characterise an industrial source of ash. The recently developed R3 heat release test was used to determine ash reactivity. The physical and chemical characteristics of the ash indicate that the industrial combustion process used was sub-optimal. However, its heat release performance suggests it has sufficient pozzolanic reactivity to deserve consideration for use as a supplementary cementitious material in ISSB production.

Rhizomatic Education: Community as Curriculum - Cormier, Dave (Innovate: Journal of Online Education, 2008)
The pace of technological change has challenged historical notions of what counts as knowledge. Dave Cormier describes an alternative to the traditional notion of knowledge. In place of the expert-centered pedagogical planning and publishing cycle, Cormier suggests a rhizomatic model of learning. In the rhizomatic model, knowledge is negotiated, and the learning experience is a social as well as a personal knowledge creation process with mutable goals and constantly negotiated premises. The rhizome metaphor, which represents a critical leap in coping with the loss of a canon against which to compare, judge, and value knowledge, may be particularly apt as a model for disciplines on the bleeding edge where the canon is fluid and knowledge is a moving target. (Contains 4 exhibits.)
KerkoCite.ItemAlsoKnownAs: 4804264:QPQFKWH7
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Rewired Global Declaration on Connectivity for Education.pdf

Rewired Global Declaration on Connectivity for Education - UNESCO (2021)

Revolutionizing Text Data Analysis with AI Autocoding with NVivo - Lumivero (Lumivero, 2023)
As the original AI qualitative data analysis software, NVivo has fine-tuned the autocoding feature that lets researchers conduct text data analysis with AI to detect and code themes and sentiments.
KerkoCite.ItemAlsoKnownAs: 2129771:EEGIN4JK 2405685:UNJD6IY6 2486141:PA4EZZ36

RevMan
KerkoCite.ItemAlsoKnownAs: 2129771:7ZCC22V8 2405685:6QNKUV96 2486141:S4SDFRZH
Keywords: _Added-ailr-2024

Revitalizing Technical and Vocational Education in Nigeria for Youths and National Development - Ogbondah, Livinus; Wobi, KK (Journal of Education and Practice, 2014)
Nigeria as a developing nation cannot but strive to meet with the fast speed of technological advancement and the challenges in a globalize world nowadays. If she must address the numerous technological and job challenges, the issue of technology, skills and vocation acquisition must be tackled with all sincerity in the country’s education system. Highly industrialized nations have at one time or the other identified technical and vocational education as a transformational and development key index policy trust for technological growth, economic performance and development in general. Technical and vocational education lays emphasis on learning, skills acquisition; job creation and development that would enable individual engaged in it adjust to the changes in the ever dynamic society of today. This paper therefore, tends to examine this aspect of education in the country’s education system and the need to revitalize it to promote the technological growth in particular and development in general. It suggests among others; adequate funding, improvement of the status of technical and vocational education and training of needed manpower to impart the requisite skills and competencies the youths required in the technology world of today.
KerkoCite.ItemAlsoKnownAs: 2129771:Y2CX5IBY 2317526:XXZHYLIM UTI-8AB811C3-40A0-3034-BA8C-72A1082F4B5A
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Central Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; Q:educational technology; T:Educação profissionalizante; T:TVET; publicImportV1; ⛔ No DOI found

Revitalizing Education Development in Sierra Leone (REDISL) Project - World Bank (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:GFXZQ5YD 2405685:8ISYUKP9
Keywords: _C:Sierra Leone SLE

Revisiting Technical and Vocational Education in Sub-Saharan Africa: An Update on Trends, Innovations and Challenges. New Trends in Technical and Vocational Education - Atchoarena, David; Delluc, Andre (2002)
Differences in historical, political, cultural, and economic contexts in sub-Saharan Africa (SSA) account for wide variations in structures, operating conditions, and outcomes in technical and vocational education (TVE). This diversity is associated with glaring disparities, so in examining policy trends and the reconstruction of training systems particular attention is focused on innovations in an effort to identify promising initiatives likely to contribute to the establishment of consistent TVE systems, closely linked with the world of work and involving labor market stakeholders. Some common emerging trends in TVE include the following: (1) a shift in the policy focus from inputs to outputs; (2) the use of new financing and certification mechanisms; (3) the involvement of social partners in governance; greater autonomy for institutions; (4) the promotion of private providers and company-based training; and (5) an increasing interest in the informal sector and skills development for poverty reduction. Issues addressed include these: (1) an overview of TVE systems in 10 SSA countries; (2) reviewing various models currently in place; (3) documenting relationships between African TVE systems and policies and donor intervention and traditions in TVE; (4) identifying reasons why certain reforms are facing implementation difficulties; analyzing specific innovations; (5) drawing lessons on the implementation of the reform agenda and its impact on TVE systems; and (6) discussing possible directions for future donor support. (Includes 167 references.) (MO)
KerkoCite.ItemAlsoKnownAs: 2129771:CTMR3RBD 2317526:D3ZDMGIZ
Keywords: Accreditation (Institutions); Comparative Education; Cultural Context; Donors; Economic Climate; Education Work Relationship; Educational Administration; Educational Change; Educational Finance; Educational Innovation; Educational Policy; Foreign Countries; Informal Education; Labor Market; Partnerships in Education; Policy Analysis; Postsecondary Education; Poverty Programs; Trend Analysis; Vocational Education

Revisiting global development frameworks and research on universal basic education in Ghana and Sub-Saharan Africa: a review of evidence and gaps for future research - Nkrumah, Rodney Buadi; Sinha, Vandna (Review of Education, 2020)
The emergence of global development frameworks such as Education for All, Millennium Development Goals, and Sustainable Development Goals have expanded opportunities for Universal Basic Education (UBE) in Ghana and Sub-Saharan Africa (SSA). In the three decades of their implementation, these frameworks have also stimulated a culture of research based on measuring development and educational outcomes through established indicator-based approaches. Subsequently, research on UBE in Ghana and SSA remains largely dominated by quantitative indicators which concentrate on enrolment and completion numbers in measuring a country’s progress. Yet, emerging literature shows that the expansion in enrolment is accompanied by high rates of drop-outs, non completion, and low learning outcomes even for those able to complete basic education. Using structured and unstructured procedures to identify both academic and grey literature, this review explores the state of educational expansion and research on UBE in Ghana and SSA. We argue that the current reliance on dominant quantitative, indicator-based approaches to assessing UBE reveals little about the differential experiences of children, particularly those in rural and marginalised communities, who receive poor quality education. The lack of information about children’s experiences of access reinforces inequalities in education, employment, and upward mobility in later life. Future research should seek to unpack micro-level experiences which characterise access, as well as the pathways through which factors such as poverty and location create unequal experiences in schooling access, to inform context-specific policies for UBE.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/rev3.3205 KerkoCite.ItemAlsoKnownAs: 2129771:99MRV98A 2129771:Y88MBEGZ
Keywords: Ghana; Sub-Saharan Africa; educational expansion; global development frameworks; universal basic education

Revisiting Distance Learning Resources for Undergraduate Research and Lab Activities during COVID-19 Pandemic - Qiang, Zhe; Obando, Alejandro Guillen; Chen, Yuwei; Ye, Changhuai (Journal of Chemical Education, 2020)
The rapid transition in teaching format due to COVID-19 gives rise to many challenges, especially for research and lab activities since they may require a different approach with more constrained resources compared with lecture-based courses, in which various virtual communication platforms have now been employed. As essential parts for student’s active learning, effective strategies to perform undergraduate research and lab courses during the current circumstance need to be carefully designed. To address this challenge, we have revisited different distance learning resources and implemented four critical methods in undergraduate research activity in our research groups, including question-driven literature review, visualizing experiments from virtual scientific resources, performing safe and simple home-lab experiments, and learning new computational tools. These approaches provide versatile opportunities for remotely engaging students in research and lab activities besides just participation in group meetings and scientific webinars. We believe insights gained from revisiting and implementing these resources could have a long-term positive impact for improving teaching and mentoring infrastructure for undergraduate lab activities post-COVID-19.
Publisher: American Chemical Society KerkoCite.ItemAlsoKnownAs: 10.1021/acs.jchemed.0c00609 2129771:3VMMX9C4
Keywords: __C:filed:1

Revisiting Brainstorming within an Educational Context: A Meta-Thematic Analysis - Doğan, Yunus; Batdı, Veli (Journal of Learning for Development, 2021)
An increase in research on teaching of creativity in learning environments is being witnessed as more studies continue to reveal its effects on learning outcomes and academic achievement. Thus, any investigative attempt to examine the relevant approaches to teaching of creative thinking skills is appreciated within the creativity literature. However, it is evident that the research on brainstorming as a creativity-promoting technique within educational context has been overlooked for a while. Therefore, this research sythesis tried to recombine and reinterpret the results of some qualitative studies on the impacts of brainstorming technique on learners’ achievement. To this end, 34 studies were reached and 7 of them were found to be conducive to the meta-thematic analysis. The results of the meta-thematic analysis suggest that the brainstorming technique has positive effects on learners’ cognitive skills and affect. It is believed that designing instruction with brainstorming could foster students’ creativity, by directing them to solving problems via critical thinking. The study further dwells on the reported drawbacks that are encountered during the implementation of this technique within classroom, and discusses some possible solutions as implications.
Number: 3
Keywords: academic achievement; brainstorming; creativity; meta-thematic analysis; thinking skills; ⛔ No DOI found

Revisión sistemática sobre el uso de la tableta en la etapa de educación primaria - Ricoy, María-Carmen; Sánchez-Martínez, Cristina (Revista Española de Pedagogía, 2020)
Publisher: JSTOR KerkoCite.ItemAlsoKnownAs: 10.22550/REP78-2-2020-04 2129771:CBRGQYTN
Keywords: _C:Croatia HRV; _C:Spain ESP; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Revised Programme Description - Gonsalves, Sarah-Lee; Regis, Callista; Villavicencio, Xuzel; Haßler, Björn (Organisation of Eastern Caribbean States, 2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0256 2129771:BAT326IU
Keywords: Author:OpenDevEd

Revised Programme Brief - Gonsalves, Sarah-Lee; Regis, Callista; Haßler, Björn (Organisation of Eastern Caribbean States, 2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0259 2129771:DQIZ3PIQ 2129771:T85S88PM
Keywords: Author:OpenDevEd

Revised National Youth Policy - Government of Botswana (2010)
UA-10998dbb-5050-4624-951a-223039ab87a1 KerkoCite.ItemAlsoKnownAs: 2129771:HEMKTILZ 2317526:BKRPWCAB
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1

revised from 2014). USAID/ Kenya Primary Math and Reading (PRIMR) Initiative: Endline impact evaluation – revised edition. Prepared under the USAID EdData II - Piper, B.; King, S.; Mugenda, A. (2016)
Place: Research Triangle Park, NC Publisher: RTI International
Keywords: ⛔ No DOI found

Reviews and Reviewing: Approaches to Research Synthesis. An Annual Review of Information Science and Technology (ARIST) paper - Smith, Linda C. (Journal of the Association for Information Science and Technology, 2023)
Abstract Reviews have long been recognized as among the most important forms of scientific communication. The rapid growth of the primary literature has further increased the need for reviews to distill and interpret the literature. This review on Reviews and Reviewing: Approaches to Research Synthesis encompasses the evolution of the review literature, taxonomy of review literature, uses and users of reviews, the process of preparing reviews, assessment of review quality and impact, the impact of information technology on the preparation of reviews, and research opportunities for information science related to reviews and reviewing. In addition to providing a synthesis of prior research, this review seeks to identify gaps in the published research and to suggest possible future research directions.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/asi.24851 KerkoCite.ItemAlsoKnownAs: 10.1002/asi.24851 2129771:UH3PM3LX 2405685:32NYSPUF 2486141:A9F7UUQ3 2486141:MWWYUBP8
Keywords: _Added-ailr-2024

Reviewing the research literature in educational technology for development: Balancing rigour and inclusivity - Jordan, Katy (EdTech Hub, 2019)
shortDOI: 10/ghgnf5 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3581041 10/ghgnf5 2129771:687PZJBY 2405685:YXIGT4W9
Keywords: LP: English; R:Literature review; systematic review; _DOILIVE; _EdTechHub_Output; _zenodoETH

Reviewing the evidence on how teacher professional development affects student achievement - Yoon, K.S.; Duncan, T.; Lee, S.W.-Y.; Scarloss, B.; Shapley, K. (U.S. Department of Education, Institute of Education Sciences, National Centre for Educational Evaluation and Regional Assistance, Regional Educational Laboratory Southwest, 2007)
The Regional Educational Laboratory - Southwest (REL Southwest) conducted a systematic and comprehensive review of the research-based evidence on the effects of professional development (PD) on growth in student achievement in three core academic subjects (reading/ELA, mathematics, and science). The primary goal of this study was to address the question, What is the impact of teacher participation in professional development on student achievement? Nine studies emerged as meeting What Works Clearinghouse (WWC) evidence standards, from more than 1,300 manuscripts identified as potentially relevant. Although the number of studies that met evidence standards was small, the average overall effect size of 0.54 was observed when examined within the three content areas included in the review. The consistency of this effect size indicates that across all forms and content of PD, providing training to elementary school teachers does have a moderate effect on their students' achievement. However, because the average number of contact hours averaged almost 49 hours across the nine studies, the total contact hours must be substantial to get such an effect size. Because of the limited number of studies and the variability in the PD that was represented among the nine studies we examined, we were unable to make any conclusions about the effectiveness of specific PD programs or about the effectiveness of PD by form, content, or intensity. The following are appended: (1) Methodology; (2) Protocol for the review of research-based evidence on the effects of professional development on student achievement; (3) Key terms and definitions related to professional development; (4) List of keywords used in electronic searches; and (5) Relevant studies, listed by coding results. (Contains 3 boxes, 2 figures, 9 tables, and 3 notes.) [This report was produced for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by Regional EducationalLaboratory Southwest administered by Edvance Research.]
033 KerkoCite.ItemAlsoKnownAs: 2129771:CTLDICFZ 261495:3GSQU63M

Review: Southgate, E. (2020). Virtual Reality in Curriculum and Pedagogy: Evidence from Secondary Classrooms. Routledge. - Neal, Terry (Journal of Learning for Development, 2021)
Number: 2
Keywords: immersive virtual reality; pedagogy technology; ⛔ No DOI found

Review of national education policies: Teacher quality and learning outcomes - Hunt, Frances (PROSPECTS, 2015)
This article provides an overview of how teacher quality and learning outcomes are included in national education policies. It responds to a set of speciﬁc questions focused on strategies to improve learning, links between teacher quality and learning outcomes, and how policy seeks to overcome learning obstacles for the most disadvantaged. The article uses data collated from the national education plans of forty developing countries. It includes a summary of key lessons and observations related to the inclusion of teaching and learning in education policy and a range of strategies that can support teaching and learning, both directly and indirectly.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-015-9356-z 2129771:VCQK6BQP
Keywords: _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Belize BLZ; _C:Bhutan BTN; _C:Cambodia KHM; _C:Colombia COL; _C:Ecuador ECU; _C:Egypt EGY; _C:Ethiopia ETH; _C:Gambia GMB; _C:Ghana GHA; _C:Guinea GIN; _C:Guinea-Bissau GNB; _C:Guyana GUY; _C:India IND; _C:Indonesia IDN; _C:Jamaica JAM; _C:Kenya KEN; _C:Laos LAO; _C:Lebanon LBN; _C:Lesotho LSO; _C:Liberia LBR; _C:Malawi MWI; _C:Mauritius MUS; _C:Mozambique MOZ; _C:Namibia NAM; _C:Nepal NPL; _C:Nigeria NGA; _C:Papua New Guinea PNG; _C:Paraguay PRY; _C:Peru PER; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:State of Palestine PSE; _C:Sudan SDN; _C:Tanzania TZA; _C:Uganda UGA; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1

Review of Learning Tools for Effective Radiology Education During the COVID-19 Era - Chen, David; Ayoob, Andres; Desser, Terry S.; Khurana, Aman (Academic Radiology, 2022)
Coronavirus disease 2019 (COVID-19) has significantly disrupted medical education around the world and created the risk of students missing vital education and experience previously held within actively engaging in-person activities by switching to online leaning and teaching activities. To retain educational yield, active learning strategies, such as microlearning and visual learning tools are increasingly utilized in the new digital format. This article will introduce the challenges of a digital learning environment, review the efficacy of applying microlearning and visual learning strategies, and demonstrate tools that can reinforce radiology education in this constantly evolving digital era such as innovative tablet apps and tools. This will be key in preserving and augmenting essential medical teaching in the currently trying socially and physically distant times of COVID-19 as well as in similar future scenarios.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.acra.2021.10.006 2129771:QSZQL2KL
Keywords: Coronavirus; Electronic teaching tools; Medical education; Online education; Radiology; SARS-Cov-2; _genre:LR-literature_review

Review of international research on factors underlying teacher absenteeism - Lee, Mary; Goodman, Crystal; Dandapani, Nitara; Kekahio, Wendy (Regional Educational Laboratory Pacific, 2015)
Throughout the U.S.-affiliated Pacific Region, teacher absenteeism has posed a long-standing challenge. This report draws on research literature from international contexts and case studies to identify the underlying factors that may relate to teacher absenteeism. Resources included in this report were selected with a focus on non-U.S. Pacific entities and emerging economy contexts that might be most relevant to the U.S.-affiliated Pacific Islands. Different search parameters were used to determine the scope of U.S./international literature to include in the review. The report found five main themes to consider in relation to teacher absenteeism: pay structure (for example, direct or indirect working relationship with the school), management (for example, school governance), working conditions (for example, school culture or single- vs. multi-grade classroom structure), community conditions (for example, teachers' proximity to the school), and social and cultural responsibilities (for example, illness, funeral attendance, and care of family members). Predictors of absenteeism vary across place and context. Given the diversity of Pacific Region communities, stakeholders should examine the extent to which the context and results of the research in this review correspond to the social, structural, cultural, and environmental characteristics of their own contexts. The following are appended: (1) Data and methodology; and (2) Viewing absenteeism through an international lens. A list of selected literature on teacher absenteeism in the United States is also included.
KerkoCite.ItemAlsoKnownAs: 2129771:B2YTMSFW 4556019:D8JJI88Z 4556019:IDEEUGZN
Keywords: Academic Rank (Professional); Accountability; C:LMIC; Case Studies; Community Characteristics; Correlation; Cross Cultural Studies; Cultural Context; Cultural Influences; Elementary School Teachers; Family Work Relationship; Foreign Countries; LMICs; School Administration; School Culture; School Location; Social Influences; Teacher Attendance; Teacher Salaries; Teaching Conditions; Work Environment; ⛔ No DOI found

Review of agricultural technical vocational education and training (ATVET) in Africa : best practices from Benin, Ethiopia, Namibia and Sierra Leone - NEPAD (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:MRLFQA2A 2317526:UXBUFKAU
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Benin; C:Ethiopia; C:Namibia; C:Sierra Leone; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:agricultural; T:TVET; _C:Sierra Leone SLE; publicImportV1

Review Finds States Slow to Give Guidance on How Teachers, Schools Should Use AI - Lee, Bree Dusseault & Justin (2023)
Dusseault & Lee: Other than Hawaii's, no education department has publicly focused on policies governing artificial intelligence in the classroom.
KerkoCite.ItemAlsoKnownAs: 2486141:4AZIT72H

Review: Cleveland-Innes, M. F., & Garrison, D. R. (Eds.), (2021). An introduction to distance education: Understanding teaching and learning in a new era (2nd ed.). New York, N.Y.: Routledge. - Porter, David Alexander (Journal of Learning for Development, 2021)
Number: 2
Keywords: distance education; ⛔ No DOI found

Review and theory symbiosis: an introspective retrospective - Leidner, D.E. (Journal of the Association for Information Systems, 2018)
KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00501 2129771:TCSX63UA 2486141:6ZMWXBX2

Reversing the pandemic's education losses - World Bank
When schools around the world moved online due to COVID-19, children in developing countries suffered the most. Even though digital learning does not produce the same outcomes as in-person education, technology used effectively can close educational gaps and prevent learning loss

Revealing a safer sex option to reduce HIV risk: a cluster-randomized trial in Botswana - Angrist, Noam; Matshaba, Mogomotsi; Gabaitiri, Lesego; Anabwani, Gabriel (BMC Public Health, 2019)
1.8 million new HIV infections occur every year, disproportionately affecting adolescent girls and young women. Abstinence-only risk avoidance approaches have had limited impact on reducing new infections. This cluster-randomized trial examines a risk reduction approach to curbing risky sex for school-going girls in Botswana.
Keywords: Botswana; HIV; Health; Impact evaluation; Risk reduction; School; Sex education; Southern Africa; Teen pregnancy

Retrospective vs. Prospective Analyses of School Inputs: The Case of Flip Charts in Kenya. - Glewwe, Paul; Kremer, Michael; Moulin, Sylvie; Zitzewitz, Eric (Journal of Development Economics, 2004)

Rethinking the School Closure Research: School Closure as Spatial Injustice - Tieken, Mara Casey; Auldridge-Reveles, Trevor Ray (Review of Educational Research, 2019)
Recent mass closings of schools have rocked cities across the United States. Though these urban closures—and widespread community protests—have made headlines, rural schools have also long experienced and opposed the closure of their schools. A large body of research examines these urban and rural closures from a variety of perspectives, including their economic motivations and policy implications. This review reexamines this literature, looking across context to show how school closure can produce spatial injustice. Advocates argue that closures further academic opportunity, efficiency, and equality. But our analysis shows that closures are unevenly distributed, disproportionately affecting places where poor communities and communities of color live, and they can bring negative effects, harming students and adults and reducing their access to an important educational and community institution. We conclude with recommendations for research and practice.
Publisher: American Educational Research Association
Keywords: Lebanon_event_2021; _C:Georgia GEO; _C:Germany DEU; _C:Mexico MEX; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; rural; school closure; spatial injustice; urban

Rethinking the role of teacher education in Zambia: quality curriculum designing as a missing link in explaining teacher's pedagogical content knowledge. - Mulenga, Innocent Mutale (2016)
Publisher: THE AFRICAN FEDERATION OF TEACHING REGULATORY AUTHORITIES (AFTRA …
Keywords: ⛔ No DOI found

Rethinking school feeding: social safety nets, child development, and the education sector - Bundy, Donald AP (world bank publications, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:WY7K38U9 4502395:PDRZEVSC 4502395:VZR6TEA6

Rethinking quality assurance in curriculum development and implementation for higher education in Africa. - Mulenga, Innocent Mutale (2020)

Rethinking Problem-Solving Teaching Strategies in the Primary Sector for both Face-to-Face and Online Delivery - Kuboni, Olabisi (Journal of Learning for Development, 2021)
This paper reports on a review of a series of video tutorials that were developed for offering at a distance to primary school students of Trinidad and Tobago during the pandemic. The materials selected for the review focused on the teaching of problem-solving skills based on topics drawn from the mathematics curriculum. The tutorials were developed and presented by primary school teachers with support from the Ministry of Education. The main purpose of this review was to assess the instructional strategies employed in the delivery of the video tutorials. An inductive-deductive approach was employed for this purpose. The review also sought to examine the effectiveness of video broadcast to support instructional delivery. The reviewer’s overall conclusion was that greater attention should be paid to formulating strategies specifically for the task of solving a given class of problems rather than simply relying on the procedures derived from the underpinning mathematical operations. The reviewer made some brief recommendations about the development of a technology-use policy intended to deploy educationally-appropriate modern technology to support the learning of primary school students.
Number: 1
Keywords: _genre:PR-primary_research; primary school; problem-solving; teaching strategies; ⛔ No DOI found

Rethinking play and pedagogy in early childhood education: concepts, contexts and cultures - Rogers, Sue (2011)
Bringing together a collection of chapters from international experts in the field of early childhood education, Rethinking Play and Pedagogy in Early Childhood Education seeks to explore how play in the Early Years is valued as a means of learning. The book discusses how play is presented, transformed by institutional and pedagogical discourses and ultimately experienced by children. Adopting cultural, conceptual and contextual approaches to play and pedagogy across its chapters, this book addresses contemporary emerging issues surrounding play and pedagogy including:<U.
OCLC: 1290102021

Rethinking mobile learning for development: Using the Capability Approach and a mixed-methods systematic review to conceptualise the application of mobile technologies as an educational tool in Low-and Middle-Income Countries - Langer, Laurenz (UCL (University College London), 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:BG4ZYAUR 2129771:CJXZIALC 2129771:RS4CDYDC 2129771:SATN7D48 2129771:XTA3NAN5
Keywords: _C:Afghanistan AFG; _C:Albania ALB; _C:Algeria DZA; _C:Angola AGO; _C:Antigua and Barbuda ATG; _C:Argentina ARG; _C:Armenia ARM; _C:Australia AUS; _C:Azerbaijan AZE; _C:Bahrain BHR; _C:Bangladesh BGD; _C:Barbados BRB; _C:Belarus BLR; _C:Belize BLZ; _C:Benin BEN; _C:Bhutan BTN; _C:Bolivia BOL; _C:Bosnia and Herzegovina BIH; _C:Botswana BWA; _C:Brazil BRA; _C:Bulgaria BGR; _C:Burkina Faso BFA; _C:Burundi BDI; _C:Cambodia KHM; _C:Cameroon CMR; _C:Canada CAN; _C:Cape Verde CPV; _C:Central African Republic CAF; _C:Chad TCD; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Comoros COM; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Costa Rica CRI; _C:Croatia HRV; _C:Cuba CUB; _C:Cyprus CYP; _C:Czech Republic CZE; _C:Djibouti DJI; _C:Dominica DMA; _C:Dominican Republic DOM; _C:Ecuador ECU; _C:Egypt EGY; _C:El Salvador SLV; _C:Eritrea ERI; _C:Estonia EST; _C:Ethiopia ETH; _C:Federated States of Micronesia FSM; _C:Fiji FJI; _C:France FRA; _C:Gabon GAB; _C:Gambia GMB; _C:Georgia GEO; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:Grenada GRD; _C:Guatemala GTM; _C:Guinea GIN; _C:Guyana GUY; _C:Haiti HTI; _C:Honduras HND; _C:Hungary HUN; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Iraq IRQ; _C:Italy ITA; _C:Ivory Coast CIV; _C:Jamaica JAM; _C:Japan JPN; _C:Jordan JOR; _C:Kazakhstan KAZ; _C:Kenya KEN; _C:Kiribati KIR; _C:Korea XKOR; _C:Kosovo XKSVO; _C:Kyrgyzstan KGZ; _C:Laos LAO; _C:Latvia LVA; _C:Lebanon LBN; _C:Lesotho LSO; _C:Liberia LBR; _C:Libya LBY; _C:Lithuania LTU; _C:Madagascar MDG; _C:Malawi MWI; _C:Malaysia MYS; _C:Maldives MDV; _C:Mali MLI; _C:Malta MLT; _C:Marshall Islands MHL; _C:Mauritania MRT; _C:Mauritius MUS; _C:Mexico MEX; _C:Mongolia MNG; _C:Montenegro MNE

Rethinking education for the Caribbean: A radical approach - Jules, Didacus (Comparative Education, 2008)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/03050060802041142 2129771:SSNRQS9Q

Rethinking A Framework for Contextualising and Collaborating in MOOCs by Higher Education Institutions in Africa - Erkkie, Haipinge; Kadhila, Ngepathimo (Journal of Learning for Development, 2021)
Massive Open Online Courses (MOOCs) are online courses that are open to anyone with Internet access. Pioneered in North America, they were developed for contexts with broader access to technology and wider access to the Internet. As globally networked learning environments (GNLEs), MOOCs foster collaborative communities and learning in ways not conceived as feasible until recently. The affordances of MOOCs, such as the ability to access learning beyond one’s immediacy, exemplify their benefits for open and distance learning, especially in developing countries that continue to consume rather than produce online courses. However, the globality of MOOCs and their delivery mode pose a challenge of contextualising learning content to the local needs of educational institutions or individual students that choose to use the courses. This theoretical paper used a desk-research approach by revising literature to investigate and propose ways of contextualising MOOCs to the African higher education setting. It applied the principles of reuse and repurposing learning content, while suggesting the use of mobile learning as a technological delivery solution that is relevant to the local context. The paper also suggests a framework for inter-institutional collaboration for higher education institutions to guide future efforts in the creation and sharing of credit-bearing MOOCs.
Number: 1
Keywords: MOOCs; Sub-Saharan Africa; connectivism; contextualisation; higher education; online learning; ⛔ No DOI found

Retention and attrition among National Certificate (Vocational) Civil and Construction students in South African TVET - Van der Bijl, Andre; Lawrence, Mark (Industry and Higher Education, 2019)
© The Author(s) 2018. The National Certificate (Vocational) (NC(V)) was introduced into South Africa’s system of vocational training to ‘solve problems of poor quality programmes, lack of relevance to the economy, as well as low technical and cognitive skills of TVET [technical and vocational education and training] graduates’. The NC(V) did not, however, meet expectations, partially because of systemic difficulties. This article reports on research conducted among students who studied on the NC(V) Civil and Construction programme in an effort to identify appropriate corrections that could be made by college management. The research project made use of Tinto’s Student Integration Model to identify reasons for both student attrition and student persistence. The study provides information on the predicament facing TVET Civil and Construction students and has broad relevance for practitioners operating in higher and post-school education.
KerkoCite.ItemAlsoKnownAs: 10.1177/0950422218800649 2129771:4GC535S4 2129771:WY9Y74R5

Results: Smart Learning Environments of the Future (6Aika)
The Smart Learning Environments of the Future project improved...
KerkoCite.ItemAlsoKnownAs: 2129771:VQLT3XAR

Results of Mongolia COVID-19 Household Response Phone Survey (Round 1) - World Bank (World Bank Group, 2020)
EdTechHub.ItemAlsoKnownAs: 2129771:VXAP45XJ

Results of Mongolia COVID-19 Household Response Phone Survey (Round 1) - World Bank; National Statistics Office of Mongolia (World Bank Group, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:QW6HILCC

Results from a Study for Teaching Human Body Systems to Primary School Students Using Tablets - Fokides, Emmanuel; Mastrokoukou, Aikaterini (Contemporary Educational Technology, 2018)
00000 KerkoCite.ItemAlsoKnownAs: 10.30935/cet.414808 10/gf62g3 2129771:CQS9KRSX 2129771:QBFK3ZID
Keywords: _C:Canada CAN; _C:Dominican Republic DOM; _C:Greece GRC; _C:Singapore SGP; _C:Sweden SWE; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Results From a Controlled Study of the iPad Fractions Game Motion Math - Riconscente, Michelle M (Games and Culture, 2013)
00001 KerkoCite.ItemAlsoKnownAs: 10.1177/1555412013496894 10/gf62jj 2129771:TGCRE2G3 257089:ZPT5XUXJ

Restructuring vocational and technical education in Ghana: The role of leadership development - Boateng, C (International Journal of Humanities and Social Science, 2012)
Vocational technical education and training in Ghana is currently undergoing restructuring. Many reforms are in place to improve the quality of provision and learning outcomes to make it more accessible and attractive to all, and to ensure it is relevant and connected to the world of work. The potential success of these reforms will depend largely on the administrators and managers who are responsible for generating ideas and formulating policies ,as well as those responsible for transforming policies into practice. In this regard, effective leadership becomes an important variable that must be considered in the new vocational education environment. There is the need for Ghana to pay attention to providing leadership programs and guidance to current leaders and new and aspiring administrators and managers of vocational technical education. Such leadership development programs should attempt to cultivate in individuals key attributes and characteristics that can predispose successful leadership performance. The availability of leadership development programs and the possibility of being able to acquire certain leadership behaviours and enhance and use certain leadership attributes holds great promise for those participating in and leading vocational educational programs, reform efforts, and the change process in the country.
KerkoCite.ItemAlsoKnownAs: 2129771:M5PF2WFZ 2317526:5ZL9IKEU
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:leadership; F:policy; T:TVET; _C:Ghana GHA; __C:filed:1; publicImportV1; ⛔ No DOI found

Responsibility Report 2018 - The LEGO Group (2018)
KerkoCite.ItemAlsoKnownAs: 4804264:6FY4ZY24
Keywords: Final_citation; existing; ⛔ No DOI found

Response Surface Regression Model for Predicting Clay Composition and it Relationship with selected Soil Properties at Kano River Irrigation Project, Nigeria - Dahiru, M.; Maina, M.M.; Audu, I.; Tudunwada, I.Y.; Nasiru, N.K.; Umar, S.E. (Dutse Journal of Pure and Applied Sciences (DUJOPAS, 2021)
Keywords: ⛔ No DOI found

Responding to the COVID-19 pandemic in Trinidad and Tobago: challenges and opportunities for teacher education - Kalloo, Rowena Constance; Mitchell, Beular; Kamalodeen, Vimala Judy (Journal of Education for Teaching, 2020)
Trinidad and Tobago responded decisively to the COVID 19 pandemic and was successful in containing community spread of the virus. By mid-march 2020, there was closure of key business and educational institutions. To minimise the loss of learning time, emergency remote learning became the modus-operandi, a response which challenged the most socially vulnerable students. At the University of the West Indies (UWI) the 500 participants enrolled in the Early Childhood, and Primary education programmes, and the in-service post-graduate diploma in Secondary education were struggling to adjust to online teaching, the existential anxiety of coping with a dangerous disease, and programme completion. The UWI instituted a COVID-19 policy that facilitated a structured response to programme completion and assessment across all faculties.The paper analysed the decisions taken by the UWI School of Education that supported its teachers through the practicum and pedagogy courses. Using a qualitative case study methodology, data were collected through observations, documents, and informal discussions with faculty. Thematic analyses allowed the emergence of three key constructs that facilitated effective learning during the crisis period : Community as an empathetic connection to stakeholders, Creativity as the ability for agile and imaginative responses, and Connectivity through technological readiness.
Publisher: Routledge _eprint: https://doi.org/10.1080/02607476.2020.1800407 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1800407 2129771:M5ELW4N7
Keywords: COVID-19; Teacher education; __C:filed:1; inequities; online education

Respect in the Commonwealth: A toolkit for building relationships, generating new ideas and increasing respect - Secretariat, Commonwealth (Commonwealth iLibrary, 2022)
This 'project in a box' on building resilience and inter-community dialogue encompasses detailed instructions, illustrations, and inspiration. The toolkit focuses on how to deliver workshops on inter- and intra-community relationship building, and aims to improve global citizenship literacy, awareness of tools and learning of skills to build socially cohesive and tolerant communities that are resilient to violent extremism. This toolkit is for anyone who feels motivated to improve relationships and respect in the community, the workplace and even among friends and family. You can use it to improve respect generally or to tackle a specific issue, such as hate speech or inter-ethnic conflict. Depending on your level of experience of bringing people together, and the kinds of issues you are working with, you will find a range of different tools to apply. Whether you are experienced in facilitating change or are just starting out, this toolkit has been designed and tested for you.

Resource list for T-TEL Ghana (2015-2016) - Haßler, Björn (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:FGQR8MW3

Resolving the “Cost-Effective but Unaffordable” Paradox: Estimating the Health Opportunity Costs of Nonmarginal Budget Impacts - Lomas, James; Claxton, Karl; Martin, Stephen; Soares, Marta (Value in Health, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jval.2017.10.006 2129771:LFXI7X75 4869029:KIW6V7RD

Resolution Concerning Updating the International Standard Classification of Occupations - ILO (2007)
KerkoCite.ItemAlsoKnownAs: 2129771:R5D2HVC9 2129771:XJ3ING8Y 2249382:S7Y3GLSM 2317526:FDFG9BLD 2317526:GRX2QX56

Resisting Dehumanizing Assessments: Enacting Critical Humanizing Pedagogies in Online Teacher Education - Shelton, Catharyn; Aguilera, Earl; Gleason, Benjamin; Mehta, Rohit (2020)
With the shift to online learning in the wake of COVID-19, teacher educators (TEs) risk becoming swept up in a “cult of efficiency” that can dehumanize the learning process for teachers and students. In this chapter, we share how we, four TEs, use new technologies to implement critical humanizing pedagogies. This involves pushing beyond purely cognitive approaches, while reflexively addressing issues of power, access, and representation with emphasis on valuing voices historically subjected to colonizing educational practices. Specifically, we discuss our approach to online assessments, focusing on meaning-making, connecting to social realities, and engaging multimodality. We close the chapter by offering a set of guiding questions and technology tools that may help TEs (re)designing their own online assessments with students’ humanity in mind.

Resilienz, Empowerment und Selbstorganisation geflüchteter Menschen - Kleefeldt, Esther (Vandenhoeck & Ruprecht, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:GFD6565A 2317526:E33UK76D

Resilience, Adaptability, and Sustainability of Higher Education: A systematic Mapping Study on the Impact of the Coronavirus (Covid-19) Pandemic and the Transition to the New Normal - Bozkurt, Aras (Journal of Learning for Development, 2022)
The coronavirus (COVID-19) pandemic has been a global crisis, affecting many areas of society, including higher education, which has not been immune to its effects. This study, therefore, examines COVID-19 from the perspective of higher education, applying data mining and analytics approaches, i.e., t-SNE analysis, text-mining, and social network analysis, to identify research themes and patterns. The results obtained show that studies have not been restricted to addressing only the impact of COVID-19 on learners and educational institutions in terms of pedagogical issues. The study identified three broad themes from the body of research on this subject: (1) educational crisis and higher education in the new normal: resilience, adaptability, and sustainability, (2) psychological pressures, social uncertainty, and mental well-being of learners, and (3) the rise of online distance education and blended-hybrid modes. The study concludes that the survival of higher education depends on the resilience, adaptability, and sustainability skills of higher education institutions.
Number: 1 KerkoCite.ItemAlsoKnownAs: 2129771:KMU47B2F
Keywords: Covid-19 pandemic; _genre:PR-primary_research; emergency remote education; higher education; online distance education; teaching and learning; ⛔ No DOI found

Réseau Africain des Institutions de Formation de Formateurs de l'Enseignement Technique (RAIFFET) | Home
KerkoCite.ItemAlsoKnownAs: 2129771:S275SW7F 2317526:DYXDKBQD

Researching vocational education and training: An international perspective - Mulder, Martin (Journal of Vocational, Adult and Continuing Education and Training, 2018)
KerkoCite.ItemAlsoKnownAs: 10.14426/jovacet.v1i1.12 2129771:3FZYIY3L 2317526:GP4KBHEL
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:LOW; -RRQ:M:final; RRQ:other; publicImportV1

Researching mobile learning-Interim report to Becta - McFarlane, A; Triggs, P; Yee, W (UK: Becta, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:N4M9IQKC 257089:UKI3SNKQ

Researching Information Technology in Education: Meeting the Challenges of an Ever-Changing Environment - Cox, Margaret J. (Second Handbook of Information Technology in Primary and Secondary Education, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:W5QDQBRC
Keywords: __C:filed:1; ❓ Multiple DOI

Researching Educational Technology - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
In this chapter, we explore the role of theory in educational technology research and ask what the role of theory should be. We begin with a brief history of education and educational technology research. This history suggests these fields have been dominated by ideas about research that are rooted in the affordances of print technology, in a way that does not fit the needs and affordances of digital technology. We also establish how there has been an unproductive alternation between what we call ‘inside’ views, how things feel to participants, and what we call ‘outside’ views, such as statistical patterns in data. It appears that new digital technology not only makes new ways of doing educational research possible, but it also changes how we should think about the purpose and nature of educational research. We end by proposing relatively new methodologies and paradigms influenced by dialogic theory that respond to these historical challenges and are better suited to researching educational technology.
Num Pages: 21

Researching and writing from an African-American perspective: reflective notes on three research studies - Tillman, L.C. (International Journal of Qualitative Studies in Education, 2006)
KerkoCite.ItemAlsoKnownAs: 10.1080/09518390600696513 10/fjftr7 2129771:FV7YNPAY 261495:XTA7APKK

ResearchGate como fuente de evaluación científica: desvelando sus aplicaciones bibliométricas - Orduña-Malea, Enrique; Martín-Martín, Alberto; Delgado-López-Cózar, Emilio (Profesional de la Información, 2016)
KerkoCite.ItemAlsoKnownAs: 10.3145/epi.2016.mar.18 2129771:V2N2XZVB

Research weaving: visualizing the future of research synthesis - Nakagawa, Shinichi; Samarasinghe, Gihan; Haddaway, Neal R.; Westgate, Martin J.; O’Dea, Rose E.; Noble, Daniel WA; Lagisz, Malgorzata (Trends in ecology & evolution, 2019)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.tree.2018.11.007 2129771:2N46CC9R 2129771:5C7FXM2T 2129771:P29U7J9G 2405685:Y29WIV7Q 2486141:7IWVPGZQ 2486141:Q9T6PJHL 2486141:SFJ37LP4
Keywords: _Added-ailr-2024

Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010 - Hwang, Gwo-Jen; Tsai, Chin-Chung (British Journal of Educational Technology, 2011)
00000 KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8535.2011.01183.x 10/cxcftr 2129771:LRQZJR58 257089:97UQNJ4T

Research-to-Change Toolkit: Implementation Research for Youth Practitioners - Brian Batayeh (IREX and Youth Excel Consortium., 2022)
Batayeh, B., et al. (2022). Research-to-Change Toolkit: Implementation Research for Youth Practitioners. IREX and Youth Excel Consortium. KerkoCite.ItemAlsoKnownAs: 2129771:UR8ZPXXC

Research Solutions Announces Acquisition of scite
Research Solutions announces their acquisition of scite, a search and discovery platform leveraging AI to increase the discoverability and evaluation of research.
KerkoCite.ItemAlsoKnownAs: 2129771:5ZZ8PYRC 2405685:KD8M3BDN 2486141:9977FCZ5

Research review/teacher learning: What matters - Darling-Hammond, Linda; Richardson, Nikole (Educational leadership, 2009)
Keywords: ⛔ No DOI found

Research, resources and client requirements - how can we achieve more widespread adoption of Interlocking Stabilized Soil Blocks (ISSB) - Nambatya, Mauricia; Marsh, Alastair (2021)

Research Rabbit
KerkoCite.ItemAlsoKnownAs: 2129771:8RFITIWC 2405685:KMB3ZPV2 2486141:UDDEFGKS
Keywords: _Added-ailr-2024

Research publication strategy and proposed publications - Haßler, Björn; McIntyre, Nora; Hollow, David; Jordan, Katy; Hennessy, Sara; Brugha, Meaghan; Mitchell, Joel (EdTech Hub, 2019)
EdTechHub.Source: 2405685:2GLWRD86 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3624977 2129771:SNH4JG9L 2339240:94ZP3EK4 2339240:VMNDUZSF 2405685:2GLWRD86
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; __C:filed:1; _r:ImportedToMyEducationEvidence; _yl:n

Research proposal (2023)

Research-Practice Partnerships and ESSA: A Learning Agenda for the Coming Decade - Penuel, William R; Farrell, Caitlin C
KerkoCite.ItemAlsoKnownAs: 2129771:IMBKJR27
Keywords: ⛔ No DOI found

Research perspectives: design theory indeterminacy: what Is it, how can it be reduced, and why did the polar bear drown? - Lukyanenko, R.; Parsons, J. (Journal of the Association for Information Systems, 2020)
KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00639 2129771:KTZMWRQF 2486141:UYBWU6MZ
Keywords: _z:no_pdf

Research on the response to COVID19 - Haßler, Björn; Fitzpatrick, Rachael (2020)
Presentation given at BE2, 2020-10-06.
shortDOI: 10/ghgnf4 KerkoCite.ItemAlsoKnownAs: 10/ghgnf4 2129771:WPJL8SN3 2339240:7TXCEBE6 2405685:5VQMVDB9
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _EdTechHub_Output; _r:ImportedToMyEducationEvidence; _yl:u; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Research on the Novel Education Pattern for Science and Engineering Classes Based on Experiment and Interactive Teaching Method - Huang, Wenzhun; Xie, Xinxin; Bian, Wei; Zhang, Hui (International Conference on Education, Management, Computer and Society, 2016)
KerkoCite.ItemAlsoKnownAs: 10.2991/emcs-16.2016.106 2129771:RGE2SUXC
Keywords: _C:China CHN; _C:Switzerland CHE; _C:Turkey TUR; __C:filed:1; __C:scheme:1

Research on School Effectiveness on Pupils’ Achievement in Developing Countries with Special Reference to Malawi: Some Methodological Issues. - Kadzamira, Chipo (2001)
Publisher: Human Resource Research Centre (HRRC), University of Zimbabwe (UZ.) KerkoCite.ItemAlsoKnownAs: 10.4314/zjer.v13i2.25997 2129771:SVX4ARAI 4752638:7PPF9AWT 4752638:AS66RSVH
Keywords: _C:Malawi MWI

Research on open educational resources for development in the Global South: Project landscape - Arinto, Patricia; Hodgkinson-Williams, Cheryl; King, Thomas; Cartmill, Tess; Willmers, Michelle (African Minds, International Development Research Centre & Research on Open …, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:MF6CC6DN
Keywords: _C:Afghanistan AFG; _C:Argentina ARG; _C:Australia AUS; _C:Austria AUT; _C:Bangladesh BGD; _C:Belgium BEL; _C:Bolivia BOL; _C:Brazil BRA; _C:Cambodia KHM; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Costa Rica CRI; _C:Cuba CUB; _C:Ecuador ECU; _C:El Salvador SLV; _C:Estonia EST; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Ireland IRL; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Laos LAO; _C:Malawi MWI; _C:Malaysia MYS; _C:Mauritius MUS; _C:Mexico MEX; _C:Mongolia MNG; _C:Morocco MAR; _C:Mozambique MOZ; _C:Namibia NAM; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:North Cyprus XNCYP; _C:Oman OMN; _C:Pakistan PAK; _C:Paraguay PRY; _C:Peru PER; _C:Philippines PHL; _C:Poland POL; _C:Portugal PRT; _C:Russian Federation RUS; _C:Slovenia SVN; _C:Somalia SOM; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Sweden SWE; _C:Switzerland CHE; _C:Tanzania TZA; _C:Thailand THA; _C:Tunisia TUN; _C:Turkey TUR; _C:Uganda UGA; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Venezuela VEN; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Research Methods in Education - Cohen, Louis; Manion, Lawrence; Morrison, Keith (Routledge, 2017)
This thoroughly updated and extended eighth edition of the long-running bestseller Research Methods in Education covers the whole range of methods employed by educational research at all stages. Its five main parts cover: the context of educational research; research design; methodologies for educational research; methods of data collection; and data analysis and reporting. It continues to be the go-to text for students, academics and researchers who are undertaking, understanding and using educational research, and has been translated into several languages. It offers plentiful and rich practical advice, underpinned by clear theoretical foundations, research evidence and up-to-date references, and it raises key issues and questions for researchers planning, conducting, reporting and evaluating research. This edition contains new chapters on: Mixed methods research The role of theory in educational research Ethics in Internet research Research questions and hypotheses Internet surveys Virtual worlds, social network software and netography in educational research Using secondary data in educational research Statistical significance, effect size and statistical power Beyond mixed methods: using Qualitative Comparative Analysis (QCA) to integrate cross-case and within-case analyses. Research Methods in Education is essential reading for both the professional researcher and anyone involved in educational and social research. The book is supported by a wealth of online materials, including PowerPoint slides, useful weblinks, practice data sets, downloadable tables and figures from the book, and a virtual, interactive, self-paced training programme in research methods. These resources can be found at: www.routledge.com/cw/cohen.
Google-Books-ID: 9mYPEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 2129771:K73IF5SZ 4502395:9PBD6WAE
Keywords: Education / Experimental Methods; Education / General; Education / Research

Research Methods in Education - Cohen, Louis; Manion, Lawrence; Morrison, Keith (Routledge, 2017)
This thoroughly updated and extended eighth edition of the long-running bestseller Research Methods in Education covers the whole range of methods employed by educational research at all stages. Its five main parts cover: the context of educational research; research design; methodologies for educational research; methods of data collection; and data analysis and reporting. It continues to be the go-to text for students, academics and researchers who are undertaking, understanding and using educational research, and has been translated into several languages. It offers plentiful and rich practical advice, underpinned by clear theoretical foundations, research evidence and up-to-date references, and it raises key issues and questions for researchers planning, conducting, reporting and evaluating research. This edition contains new chapters on: Mixed methods research The role of theory in educational research Ethics in Internet research Research questions and hypotheses Internet surveys Virtual worlds, social network software and netography in educational research Using secondary data in educational research Statistical significance, effect size and statistical power Beyond mixed methods: using Qualitative Comparative Analysis (QCA) to integrate cross-case and within-case analyses. Research Methods in Education is essential reading for both the professional researcher and anyone involved in educational and social research. The book is supported by a wealth of online materials, including PowerPoint slides, useful weblinks, practice data sets, downloadable tables and figures from the book, and a virtual, interactive, self-paced training programme in research methods. These resources can be found at: www.routledge.com/cw/cohen.

Research Methods in Education - Cohen, Louis; Manion, Lawrence; Morrison, Keith (Routledge, 2017)
This thoroughly updated and extended eighth edition of the long-running bestseller Research Methods in Education covers the whole range of methods employed by educational research at all stages. Its five main parts cover: the context of educational research; research design; methodologies for educational research; methods of data collection; and data analysis and reporting. It continues to be the go-to text for students, academics and researchers who are undertaking, understanding and using educational research, and has been translated into several languages. It offers plentiful and rich practical advice, underpinned by clear theoretical foundations, research evidence and up-to-date references, and it raises key issues and questions for researchers planning, conducting, reporting and evaluating research.This edition contains new chapters on:Mixed methods researchThe role of theory in educational researchEthics in Internet researchResearch questions and hypothesesInternet surveysVirtual worlds, social network software and netography in educational research Using secondary data in educational researchStatistical significance, effect size and statistical powerBeyond mixed methods: using Qualitative Comparative Analysis (QCA) to integrate cross-case and within-case analyses.Research Methods in Education is essential reading for both the professional researcher and anyone involved in educational and social research. The book is supported by a wealth of online materials, including PowerPoint slides, useful weblinks, practice data sets, downloadable tables and figures from the book, and a virtual, interactive, self-paced training programme in research methods. These resources can be found at: www.routledge.com/cw/cohen.
KerkoCite.ItemAlsoKnownAs: 2129771:V7GAVRKW 4426965:SIGIGX74

Research Methods for Education: Reading List - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe),; UNESCO Regional Office for Southern Africa; Open Development and Education (OpenDevEd, 2022)
ZenodoArchiveID: 6324325 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6324325 ZenodoArchiveConcept: 6324324
Keywords: _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Research Methods for Education - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe); UNESCO Regional Office for Southern Africa; Open Development and Education (OpenDevEd, 2021)
ZenodoArchiveID: 6323519 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6323519 ZenodoArchiveConcept: 6323518
Keywords: _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Research Methods for Business Students Eight Edition - Saunders, M. N. K.; Lewis, Philip; Thornhill, Adrian (QualitativeMarket Research: An International Journal, 2019)
Keywords: ⛔ No DOI found

Research in International Transfer of Vocational Education and Training – A Systematic Literature Review - Toepper, Miriam; Zlatkin-Troitschanskaia, Olga; Kühling-Thees, Carla (International Journal for Research in Vocational Education and Training, 2021)
Context: The transfer of vocational education and training (VET) has a long tradition and can be based on various conceptual and methodical approaches. Transfer process and success can be influenced by numerous factors at different levels (systemic, institutional and individual). However, the existing research on the challenges and success factors of VET transfer is very heterogenous and fragmented. Method: To provide a comprehensive and structured overview of the current state of the international research on transfer in the context of VET, we conducted a literature review, which is presented here. Using the method of systematic literature review, a total of 231 studies were found and 41 studies were selected based on the defined criteria for full text analysis. Findings: Various specific research foci and analytical approaches used on the included studies were identified and documented. The transfer of a dual VET system or its elements is based on different approaches and perspectives of the recipient country and the transferee. Major challenges for the transfer of dual VET systems include the social reputation of VET in the recipient countries and (language- and culture-related) communication difficulties between the involved parties. For a successful transfer of VET, a deeper knowledge of the contextual conditions in the recipient country are of particular importance, as well as a close, longstanding cooperation between the involved parties. Conclusion: The generated knowledge about key contextual conditions at the individual, company and systemic level in the context of VET transfer can provide a valuable basis for future VET cooperation.
Number: 4
Keywords: Literature Review; Professional Competence; Success Factors; Transfer; VET; Vocational Education and Training

Research in African universities to inform the Sustainable Development Goal for Education: visibility, gaps and future priorities - Mitchell, Rafael; Rose, Pauline; Asare, Samuel (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:LYLZLMVX 2129771:P6NVBAUX
Keywords: ⛔ No DOI found

Research guides: Knowledge syntheses: Systematic & Scoping Reviews, and other review types: What are Realist Reviews? - Gerstein!, Ask
Research guides: Knowledge syntheses: Systematic & Scoping Reviews, and other review types: What are Realist Reviews?
KerkoCite.ItemAlsoKnownAs: 2129771:KGVSSELP

Research Guides: AI-Based Literature Review Tools: Home - Xiao, Daniel
Research Guides: AI-Based Literature Review Tools: Home
KerkoCite.ItemAlsoKnownAs: 2129771:R3WE8GH9 2405685:66BPJTIS 2486141:TRYX86YN
Keywords: _Added-ailr-2024

Research design: Qualitative, quantitative, and mixed methods approaches - Creswell, John W. (Sage publications, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:4MH2WAPM 2129771:KDNWS4SP 2249382:Q9KD5PIH 2317526:XSDAVWUD
Keywords: CitedIn:BIBBTVET; CitedIn:OER4Schools-HHH3-A; CitedIn:OER4Schools-HHH3-A-PREVIOUS; CitedIn:PhD_Thesis; InterviewMethodology; TPD@Scale-cited; TPD@Scale_1

Research design: Qualitative, quantitative, and mixed methods approaches - Creswell, John W.; Creswell, J. David (Sage publications, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:EJPU329W 2486141:PNWPFNLV 503888:55LC4GHA
Keywords: CitedIn:eCubed; Done:ReferenceFixed; TPD@Scale_1; eCubed

Research commentarydata-driven computationally intensive theory development - Berente, N.; Seidel, S; Safadi, H. (Information Systems Research, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1287/isre.2018.0774 2129771:DE23HQD4 2129771:VR9R2YEZ 2405685:YYPVZ3MY 2486141:Q2QSCZPT
Keywords: _Added-ailr-2024

Research (Schools2030, 2022)
Through the generous support of the Jacobs Foundation, Schools2030 is working with independent research partners to increase our understanding of how holistic
KerkoCite.ItemAlsoKnownAs: 2129771:IAPAS3CX

Repurposing Established Radio and Audio Series to Address the COVID-19 Educational Crises - Richmond, Simon (Education Development Center, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:2E2H28DW 2339240:KCF8ZXBF

Republished research: Implementation research: what it is and how to do it: Implementation research is a growing but not well understood field of health research that can contribute to more effective public health and clinical policies and programmes. This article provides a broad definition of implementation research and outlines key principles for how to do it - Peters, David H.; Adam, Taghreed; Alonge, Olakunle; Agyepong, Irene Akua; Tran, Nhan (British Journal of Sports Medicine, 2014)
The field of implementation research is growing, but it is not well understood despite the need for better research to inform decisions about health policies, programmes, and practices. This article focuses on the context and factors affecting implementation, the key audiences for the research, implementation outcome variables that describe various aspects of how implementation occurs, and the study of implementation strategies that support the delivery of health services, programmes, and policies. We provide a framework for using the research question as the basis for selecting among the wide range of qualitative, quantitative, and mixed methods that can be applied in implementation research, along with brief descriptions of methods specifically suitable for implementation research. Expanding the use of well designed implementation research should contribute to more effective public health and clinical policies and programmes. Implementation research attempts to solve a wide range of implementation problems; it has its origins in several disciplines and research traditions (supplementary table A). Although progress has been made in conceptualising implementation research over the past decade,1 considerable confusion persists about its terminology and scope.2–,4 The word “implement” comes from the Latin “implere,” meaning to fulfil or to carry into effect.5 This provides a basis for a broad definition of implementation research that can be used across research traditions and has meaning for practitioners, policy makers, and the interested public: “Implementation research is the scientific inquiry into questions concerning implementation—the act of carrying an intention into effect, which in health research can be policies, programmes, or individual practices (collectively called interventions).” Implementation research can consider any aspect of implementation, including the factors affecting implementation, the processes of implementation, and the results of implementation, including how to introduce potential solutions into a health system or how to promote their large scale use and …
Publisher: BMJ Publishing Group Ltd and British Association of Sport and Exercise Medicine Section: Republished research methods and reporting KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.f6753 2129771:NIJNTSQ8 4869029:QUDM5LJH

Republic of Sierra Leone Higher and Tertiary Education Sector Policy Note - World Bank (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:95P2UK7M 2339240:ANFH2ALH 2405685:QAFBTUE9
Keywords: _C:Sierra Leone SLE

Republic of Sierra Leone: Education sector analysis: assessing the enabling environment for gender equality - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:TQXPLCCH 2339240:A6RXK3ZC 2405685:UG524M3N
Keywords: _C:Sierra Leone SLE

Repositories of Open Educational Resources: An Assessment of Reuse and Educational Aspects - Santos-Hermosa, Gema; Ferran-Ferrer, Núria; Abadal, Ernest (The International Review of Research in Open and Distributed Learning, 2017)
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v18i5.3063 2129771:E75YWSPF
Keywords: OER; evaluation; higher education; open educational resources; repositories; reuse

Reports from the Field: Secondary School in Hong Kong Integrating the Spirit of Humanities into STEAM Education - Ng, Sin Fai Eric; Ng, Chin Hung (Journal of Learning for Development, 2021)
A small project of STEAM education called “Innovation for Love and Care” was implemented in a local secondary school in Hong Kong. Four seventh-grade students participated from November 2020 to February 2021. The project aims to integrate humanism into the traditional STEAM curriculum to stimulate the students’ innovation in a people-oriented approach. The project consisted of three modules implemented by means of both online teaching and face-to-face lessons due to the COVID-19 pandemic. The responses of the students were very positive. The overall performance has been recognised by the school management team. For the next step, the project team plans to expand the project to all seventh-grade students.
Number: 2
Keywords: Hong Kong; STEAM education; humanities; interdisciplinary approach; ⛔ No DOI found

Reports from the Field: Primary School in Brazil Using Finnish Innovation Pedagogy to Create Meaningful Online Education During the COVID-19 Pandemic - Joshi, Marjo; Scheinin, Minna; Miranda, Luis; Piispa, Juliana (Journal of Learning for Development, 2020)
ISO Colegío in Paraiba, Brazil, implemented Finnish innovation pedagogy from Turku University of Applied Sciences (TUAS) as a pedagogical strategy in their new primary school in early 2020. The implementation started in class teaching but due to the pandemic, it was transferred online, still using the new pedagogical approaches. Experiences by teachers and pupils have so far been mostly positive. Management has been satisfied with the overall success and plan to continue with innovation pedagogy as a strategy.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:KWYIB7TT
Keywords: Brazil; Finland; online learning; pedagogy; ⛔ No DOI found

Reporting with pictures: a concept paper for researchers and health policy decision-makers - WHO; Haaland, A.; Akogun, Oladele B; Oladepo, O.; Kale, OO (2000)
KerkoCite.ItemAlsoKnownAs: 2129771:2HBUIC2Z 2129771:DCLDNKZ5 2486141:365X6MR2

Report shows student tablet flaws - Lamphai Intathep (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:ZZYXHEJL 257089:9BZ5KEFI

Report on research outcomes - McBurnie, Chris; Godwin, Katy; Vijil, Alejandra; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6320778 10.53832/edtechhub.0082 2405685:KT9PMHDT
Keywords: _r:AddedByZotZen

Report of the Southern Africa Regional Workshop on Work-based Learning - UNESCO (UNESCO, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:ZPAQFU4K 2317526:3NBNID95 UA-F2995AA5-6107-4844-947D-1B83B3717878
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CC:Botswana; CC:Lesotho; CC:Malawi; CC:Mozambique; CC:Namibia; CC:South Africa; CC:Zambia; CC:Zimbabwe; CC:eSwatini (Swaziland); CLL:en; publicImportV1

Report of the Secretary-General Roadmap for Digital Cooperation (2020)
Keywords: ⛔ No DOI found

Report Cards: The Impact of Providing School and Child Test Scores on Educational Markets. - Andrabi, Tahir; Das, Jishnu; Khwaja, Asim Ijaz (American Economic Review, 2017)

Report
KerkoCite.ItemAlsoKnownAs: 2129771:LA2T48LK

Rensvandeschoot/software-overview-machine-learning-for-screening-text - schoot, Rens van de (2023)
The repository aims to create an overview and comparison of software used for systematically screening large amounts of textual data using machine learning.
original-date: 2022-02-17T18:40:05Z KerkoCite.ItemAlsoKnownAs: 2129771:DBXDY7RW 2405685:H75KUGV8 2486141:DYRPSJRR
Keywords: _Added-ailr-2024; active-learning; machine-learning; software-development; systematic-reviews

Renouvellement de la Chaire UNESCO « Education scientifique et technologique et formation des enseignants » de 2017 à 2021
KerkoCite.ItemAlsoKnownAs: 2129771:8CR8MEHT 2317526:NYWX9PBE

Renewable energy, energy efficiency and access to energy services - GIZ
The programme aims to develop and implement a legal framework and appropriate concepts in the fields of rural energy supply and renewable energy efficiency and to strengthen institutional capacity.
Library Catalog: www.giz.de KerkoCite.ItemAlsoKnownAs: 2129771:SQ7URM3U

Remote Supervision Options for School Quality Assurance Officers - Beoku-Betts, Iman; Ampofo, Rudolph; Haßler, Björn (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10459329 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1068 ZenodoArchiveConcept: 10459328
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Remote Sensing Techniques in Mapping Spatial Variability of Salinity in Kano River Irrigation Project (KRIP - Dahiru, M.; Maina, M.M.; Audu, I.; Tudunwada, I.Y.; Nasiru, N.K. (Nigeria. Nigerian Journal of Technology (NIJOTECH, 2021)

Remote sensing and AI for building climate adaptation applications - Sirmacek, Beril; Vinuesa, Ricardo (Results in Engineering, 2022)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 2129771:CIJ7A7WG 2129771:QZQCI2BK

Remote-learning, Time-Use, and Mental Health of Ecuadorian High-School Students during the COVID-19 Quarantine - Asanov, Igor; Flores, Francisco; McKenzie, David; Mensmann, Mona; Schulte, Mathis (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:SZ37A924 2129771:YWX557QC 2405685:CDEGBD9S
Keywords: _COVID-Continuity-Blogpost-01; _COVID_DEAA-List

Remote learning guidance from state education agencies during the COVID-19 pandemic: A first look - Reich, Justin; Buttimer, Christopher J.; Fang, Alison; Hillaire, Garron; Hirsch, Kelley; Larke, Laura R.; Littenberg-Tobias, Joshua; Moussapour, Roya Madoff; Napier, Alyssa; Thompson, Meredith (2020)
Publisher: EdArXiv KerkoCite.ItemAlsoKnownAs: 10.35542/osf.io/437e2 4804264:IMAKAF2A
Keywords: Final_citation

Remote Learning, Distance Education and Online Learning During the COVID19 Pandemic : A Resource List by the World Bank's Edtech Team (World Bank)
Remote Learning, Distance Education and Online Learning During the COVID19 Pandemic : A Resource List by the World Bank's Edtech Team (English)

Remote Learning, Distance Education and Online Learning During the COVID19 Pandemic - World Bank (World Bank, Washington, DC, 2020)

Remote Formative Assessment Solutions - World Bank (World Bank)
Remote Formative Assessment Solutions

Remote education research - gov.uk
Keywords: _zenodoETH

Remedying Education: Evidence from Two Randomized Experiments in India. - Banerjee, Abhijit; Cole, Shawn; Duflo, Esther; Linden, Leigh (The Quarterly Journal of Economics, 2007)
KerkoCite.ItemAlsoKnownAs: 10.1162/qjec.122.3.1235 2129771:EMKE5K2C 2129771:INQZFAX8 2129771:X93EMKCL

Remedying education: Evidence from Two randomized experiments in India - Banerjee, Abhijit; Cole, Shawn; Duflo, Esther; Linden, Leigh L (NBER, 2005)
Many efforts to improve school quality by adding school resources have proven to be ineffective. This paper presents the results of two experiments conducted in Mumbai and Vadodara, India, designed to evaluate waysto improve the quality of education in urban slums. A remedial education program hired young women from the community to teach basic literacy and numeracy skills to children lagging behind in government schools. We find the program to be very effective: it increased average test scores of all children in treatment schools by 0.14 standard deviations in the first year, and 0.28 in the second year, relative to comparison schools. A computer-assisted learning program provided each child in the fourth grade with two hours of shared computer time per week, in which students played educational games that reinforced mathematics skills. The program was also very effective, increasing math scores by 0.35 standard deviations the first year, and 0.47 the second year. These results were not limited to the period in which students received assistance, but persisted for at least one year afterleaving the program. Two instrumental variable strategies suggest that while remedial education benefited the children who attended the remedial classes, their classmates, who did not attend the remedial courses but did experience smaller classes, did not post gains, confirming that resources alone may not be sufficient to improve outcomes.
KerkoCite.ItemAlsoKnownAs: 2129771:7J3S969H 2129771:L7H79GX3 2486141:RTWEV4UY
Keywords: _Added to LR; _T:reviewed

Remedial Education Programs to Accelerate Learning for All - Schwartz, Analice C. (Global Partnership for Education, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1596/26824 2129771:2CKZCAYQ 2129771:983N42DL 2486141:V7LZJQVL

Relocating research on teacher learning: Toward pedagogically productive talk - Lefstein, Adam; Vedder-Weiss, Dana; Segal, Aliza (Educational researcher, 2020)
Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 2129771:2EI4QSHP 2129771:PBFVP5SK

Religion and Politics: The Debate with Reference to Nigeria - Aisha Abdu-Ismail (International Journal of Islamic Thought, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:ADP6GEG5 2129771:DZZM6QH5 2486141:DGLD4LTS
Keywords: ⛔ No DOI found

Relevant Journals for Identifying Implementation Science Articles: Results of an International Implementation Science Expert Survey - Mielke, Juliane; Brunkert, Thekla; Zullig, Leah L.; Bosworth, Hayden B.; Deschodt, Mieke; Simon, Michael; De Geest, Sabina (Frontiers in Public Health, 2021)
In implementation science (IS), conducting well-targeted and reproducible literature searches is challenging due to non-specific and varying terminology that is fragmented over multiple disciplines. A list of journals that publish IS-relevant content for use in search strings can support this process. We conducted a cross-sectional online survey of 56 Australian, European, and North American IS experts to identify and prioritize relevant journals that publish IS articles. Journals' relevance was assessed by providing each with a list of 12 journals, to which they were encouraged to add additional journal names and comments as free text. We also assessed which journals had published special IS-focused issues—identified via PubMed and Google searches—over the last 20 years. Data were analyzed descriptively. Between February 28 and March 15, 2020, a purposive sample of 34/56 experts participated in the survey (response rate: 60.7%). Implementation Science and BMC Health Services Research were perceived as relevant by 97.1% of participants; other journals' relevance varied internationally. Experts proposed 50 additional journals from various clinical fields and health science disciplines. We identified 12 calls and 53 special issues on IS published within various journals and research fields. Experts' comments confirmed the described challenges in identifying IS literature. This report presents experts' ratings of IS journals, which can be included in strategies supporting searches of IS evidence. However, challenges in identifying IS evidence remain geographically and interdisciplinary. Further investment is needed to develop reproducible search strings to capture IS evidence as an important step in improving IS research quality.
KerkoCite.ItemAlsoKnownAs: 10.3389/fpubh.2021.639192 2129771:GVP2NX6N 4869029:9WRKHXVH

Relationships of knowledge and practice: Teacher learning in communities - Cochran-Smith, M.; Lytle, S.L. (Review of Research in Education, 1999)
KerkoCite.ItemAlsoKnownAs: 2129771:9FCKMGVZ 2129771:A8E5A5EC 261495:EQJPK252

Relationship of Job Satisfaction and Turnover Intention of Private Secondary School Teachers | Mediterranean Journal of Social Sciences
Keywords: Lebanon_event_2021

Relationship of Job Satisfaction and Turnover Intention of Private Secondary School Teachers - Shah, Nazir Haider; Jumani, Nabi Bux (Mediterranean Journal of Social Sciences, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:2IQWSF4E 2129771:XV4URHIR
Keywords: Lebanon_event_2021; _C:Australia AUS; _C:Cameroon CMR; _C:Canada CAN; _C:China CHN; _C:Cyprus CYP; _C:Greece GRC; _C:India IND; _C:Italy ITA; _C:Korea XKOR; _C:Malaysia MYS; _C:New Zealand NZL; _C:Nigeria NGA; _C:Pakistan PAK; _C:South Africa ZAF; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Relationship Between Classroom Physical Environment and Students’ Academic Achievement at Secondary Level - Zaman, Fakhar; Begum, Shabnam; Ullah, Mati (2020)
For fruitful teaching and learning process, physical classroom environment is very essential. The key purpose of the study was examining relationship between classroom physical environment and students’ academic achievement at Secondary Level in Southern KP. The study was descriptive in nature. The population of the study comprised of the five districts in Southern KP in which (n = 400) respondents were taken as sample of the study by applying stratified random sampling technique in which 200 were urban (100 male students and 100 female students). Similarly, 200 were rural students (100 male and 100 female). From each selected district, 05 urban and 05 rural male schools and similarly 05 urban and 05 rural female schools were randomly selected among these 05 districts. Data were collected from 20 schools. A self-developed questionnaire was used to find views of the students about their physical class room environment. Cronbach Alpha was applied. The collected data was entered into SPSS. Results and conclusions were drawn according to the nature of study. Thus, some recommendations were suggested at the end for the further improvement and future researcher.
KerkoCite.ItemAlsoKnownAs: 2129771:S3KWJTKI 4682641:JWD5G4D2
Keywords: BE:LMIC; BE:RELEVANT

Reimagining our futures together: a new social contract for education - International Commission on the Futures of Education (UNESCO, 2021)
KerkoCite.ItemAlsoKnownAs: 10.54675/ASRB4722 4804264:8TJT58D9
Keywords: Final_citation

Reimagining Education for Continuous Learning and Teaching - Sengeh, David Moinina; McBurnie, Chris; Beoku-Betts, Iman; Kargobai, Grace; Sebold, Juliet (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:FGAHRJKD

Reimagining digital literacies from a feminist perspective in a postcolonial context - Bali, Maha (Media and Communication, 2019)
Publisher: PRT KerkoCite.ItemAlsoKnownAs: 10.17645/mac.v7i2.1935 2129771:YNKMTYRY 2486141:KHXAW3EG

Reimagining Digital Learning for Sustainable Development: - Passos, Rosario (Journal of Learning for Development, 2021)
Book review
Number: 3
Keywords: Educational Technology Digital Learning; _genre:PR-primary_research; ⛔ No DOI found

Reimagine Tech-Inclusive Education: Evidence, Practices, and Road Map - Asian Development Bank (Asian Development Bank, 2023)
Edition: 0 ISBN: 9789292701864 9789292701857 KerkoCite.ItemAlsoKnownAs: 10.22617/TCS230233 4804264:4IZE3MIX
Keywords: Final_citation

Reimagine Education with the Learning Passport: The case of Kosovo - UNICEF Kosovo Office (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:9LJEV6UF
Keywords: Final_citation; cited; existing

Rehabilitation in Seven Sub-Saharan African Countries: Personnel Education and Training - Mpofu, Elias; Jelsma, Jennifer; Maart, Soraya; Levers, Lisa Lopez; Montsi, Mercy M R; Tlabiwe, Pinkie; Mupawose, Anniah; Mwamwenda, Tuntufye; Ngoma, Mary Shilalukey; Tchombe, Therese Mungah S (Rehabilitation Education, 2007)
KerkoCite.ItemAlsoKnownAs: 10.1891/088970107805059562 10/gf623d 2129771:XNNGBTDH 2317526:DRQNSP23 LOCAL-PQ-224986316
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Botswana; C:Cameroon; C:Rwanda; C:South Africa; C:Tanzania; C:Zambia; C:Zimbabwe; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:curriculum; F:disability; P:culture; P:health; P:services; P:technician; T:TVET; T:Training; publicImportV1

Regulation on the Assessment Process and Procedures for Adult Education and Training (AET) - NQF Level 1 - Government of South Africa (2013)
UA-7a419a3c-dc3e-4636-855a-a3892e5a20b8 KerkoCite.ItemAlsoKnownAs: 2129771:IFI3Y6WR 2317526:9H4IERYD
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; Qualification Framework; publicImportV1

Regulating AI - Mantelero, Alessandro (Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI, 2022)
Although the debate on AI regulation is still fluid at a global level and the European initiatives are in their early stages, three possible approaches to grounding AI regulation on human rights are emerging. One option is a principles-based approach, comprising guiding principles derived from existing binding and non-binding international human rights instruments, which could provide a comprehensive framework for AI. A different approach focuses more narrowly on the impacts of AI on individual rights and their safeguarding through rights-based risk assessment. This is the path followed by the Council of Europe in its ongoing work on AI regulation. Finally, as outlined in the EU proposal, greater emphasis can be placed on managing high-risk applications by focusing on product safety and conformity assessment. Despite the differences between these three models, they all share a core concern with protecting human rights, recognised as a key issue in all of them. However, in these proposals for AI regulation, the emphasis on risk management is not accompanied by effective models for assessing the impact of AI on human rights. Analysis of the current debate therefore confirms that the HRESIA could not only be an effective response to human-rights oriented AI development that also encompasses societal values, but it could also bridge a gap in the current regulatory proposals.
Keywords: AI regulation; Ad hoc Committee on Artificial Intelligence (CAHAI); Artificial Intelligence Act; Co-regulation; Conformity assessment; Democracy; Technology assessment

Refugee Education: is technology the solution? - Wagner, E. (Save the Children, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:ISIM3VQH
Keywords: ⛔ No DOI found

Refugee Education: A Rapid Evidence Review - Ashlee, Amy; Clericetti, Giulia; Mitchell, Joel (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:ZV8ZMLUC
Keywords: Final_citation; cited; existing

Refugee Education: A Rapid Evidence Review - Ashlee, Amy; Clericetti, Giulia; Mitchell, Joel (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:NPUR835S

Refugee Education: A Rapid Evidence Review - Ashlee, Amy; Clericetti, Giulia; Mitchell, Joel (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) for education of refugees in low- and middle-income countries (LMICs). The RER has been produced in response to the widespread global shutdown of schools resulting from the outbreak of Covid-19. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations caused by Covid-19. In the current global context, lessons learnt from the use of EdTech in refugee contexts — in which education is often significantly disrupted and education systems and responses are required to rapidly adapt — are salient.
ZenodoArchiveID: 4557019 PreviousDOI: 10.5281/zenodo.4477154 PreviousShortDOI: 10/ghgnf2 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3901521 10.5281/zenodo.4557019 10/ghgnf2 2129771:TZMJAIPU 2339240:3KCTC7UA 2339240:5B7T9LEG 2339240:K45TP2GI 2339240:NNZ9DD54 2339240:SIV6ZELZ 2339240:W3ALIEA9 2405685:397HVPFN 2405685:4M9GTG8I 2405685:5AWZGNCG 2405685:E56IKGK2 2405685:E6DMTNLL 2405685:TXGBLY4U 2405685:UUNEJ7FS 2405685:W9JLL7JV
Keywords: L:Refugees and migrants; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _P:Evidence review VCMFM9ZD; _cover:v3; _zenodo:submitted; _zenodoETH

Reforming teacher education in Tanzania - Hardman, F; Abd-Kadir, J; Tibuhinda, A (International Journal of Educational Development, 2012)
It is widely acknowledged that in order to improve the quality of education in primary schools in developing countries there is a need to place pedagogy and its training implications at the centre of teacher education reform. Like many countries in Eastern and Southern Africa, Tanzania has introduced various initiatives and reforms to improve the quality of teacher education at the pre- and in-service stages. Drawing on evidence from a baseline study of primary teacher interactional and discourse practices, and a review of teacher training colleges, this paper explores the training needs of teacher educators in Tanzania who, in the light of recent reforms to teacher education, will be responsible for education and training at the pre and in-service levels.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2012.01.002 10/f37fn5 2129771:GK5LZYEH 2317526:AD2UXXH5
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:T; D:developing country; F:pedagogy; F:teaching method; P:services; P:teacher education; P:teacher training; P:teachers; Q:college education; Q:primary education; T:Training; T:training needs; Z:African languages; Z:College education; Z:English language; Z:Mathematics education; Z:Primary education; Z:Teacher education; Z:Teaching methods; publicImportV1

Reforming Teacher Education for Inclusion in Developing Countries in the Asia-Pacific Region - Sharma, Umesh; Forlin, Chris; Deppeler, Joanne; Guang-xue, Yang
A number of Asian Pacific countries have ratified the UN Conventions on the Rights of People with Disabilities and have identified an urgent need to include children with special educational needs in regular school programs. Successful implementation of such a policy reform requires significant changes in the way education is provided to all students, but most importantly depends upon how adequately the teachers and related professionals are prepared to implement the reform. This paper reviews research from 13 Asian Pacific countries, undertaken in the last five years, to address two questions. First it reports on the issues, challenges, and proposals related to inclusive education in these countries. Second the review reports on how each region has progressed towards implementing the Millennium Development Goals with particular emphasis on how teacher education has or has not responded to this. The review concludes that a lack of well thought out policy, few resources, and limited understanding of inclusion seems widespread in the Asia-Pacific region. As yet special education and related service expertise and teacher education for inclusion, is not in place to support teachers to work inclusively.
Keywords: ⛔ No DOI found

Reforming Teacher Education for Inclusion in Developing Countries in the Asia-Pacific Region - Sharma, Umesh; Forlin, Chris; Deppeler, Joanne; Guang-Xue, Yang (International Journal of Inclusive Education, 2013)
A number of Asian Pacific countries have ratified the UN Conventions on the Rights of People with Disabilities and have identified an urgent need to include children with special educational needs in regular school programs. Successful implementation of such a policy reform requires significant changes in the way education is provided to all students, but most importantly depends upon how adequately the teachers and related professionals are prepared to implement the reform. This paper reviews research from 13 Asian Pacific countries, undertaken in the last five years, to address two questions. First it reports on the issues, challenges, and proposals related to inclusive education in these countries. Second the review reports on how each region has progressed towards implementing the Millennium Development Goals with particular emphasis on how teacher education has or has not responded to this. The review concludes that a lack of well thought out policy, few resources, and limited understanding of inclusion seems widespread in the Asia-Pacific region. As yet special education and related service expertise and teacher education for inclusion, is not in place to support teachers to work inclusively.
Keywords: ⛔ No DOI found

Reforming teacher deployment in Indonesia - Heyward, Mark; Hadiwijaya, Aos Santosa; Mahargianto; Priyono, Edy (Journal of Development Effectiveness, 2017)
This paper reports on a mixed-method, multiple-site study of teacher deployment in Indonesian primary schools. Results from a sample of 23 districts were analysed at district and national level. Substantial disparities in teacher distribution were found in all districts, between schools, between sub-districts and between specialist subjects. Two main issues emerged: uneven teacher distribution and small schools. The study found that a policy research approach which addresses political and cultural, as well as technical, dimensions at sub-national level can succeed in improving teacher deployment where previous efforts have failed.
Publisher: Routledge _eprint: https://doi.org/10.1080/19439342.2017.1301978
Keywords: Comparative education; _C:Australia AUS; _C:India IND; _C:Indonesia IDN; _C:Pakistan PAK; _C:Republic of Moldova MDA; _C:United States USA; __C:filed:1; __C:scheme:1; decentralization; educational administration; educational policy; teacher management

Reflections on the Methodological Approach of Systematic Reviews - Hammersley, Martyn (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
The concept of systematic reviewing of research literatures became influential in the second half of the 20th century, in the context of the longstanding, and challenging, issue of how to ‘translate’ research findings into reliable guidance for practical decision-making—to determine which policies, programs, and strategies should (and should not) be adopted (Hammersley 2014; Nisbet and Broadfoot 1980).
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7_2 2129771:TV5YJ6CE

Reflections on the Contributions and Future Scenarios in AI-Based Learning - Pea, Roy D.; Lu, Yu; Niemi, Hannele (AI in Learning: Designing the Future, 2023)
This chapter reflects on the contributions of different articles of the book from various perspectives. Seven categories provide perspectives to reflections. Four of them are connected to different levels of the educational system, others opening scenarios to research on education and learning with AI, and finally the last category is devoted to ethical challenges of AI in education and learning.
Keywords: AI ethical issues; Artificial intelligence; Human learning; Lifelong learning; Machine learning

Reflections on Technology, Teaching, Learning, and Professional Development: Findings from a Teacher Survey in Tanzania. - Koomar, Saalim; Hennessy, Sara; Zubairi, Asma; Kindoli, Robert; Kreimeia, Adam (African Educational Research Journal, 2022)
Publisher: ERIC

Reflections on 'open' for the CGE Cultivator meeting - Haßler, Björn; Adam, Taskeen (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3997374 2129771:QTUFMF7I
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _publish; _r:ImportedToMyEducationEvidence; _yl:r; ⚠️ Invalid DOI

Reflections on building a learning culture in nonprofits and funders - Krapels, Joachim; Bélanger, Julie; Watine, Loïc
Keywords: General; ⛔ No DOI found

Reflecting on Five Decades of Teacher Professional Development in Tanzania: The Missing Dimensions - Dachi, Hillary (Papers in Education and Development, 2016)
The importance of teacher development need not be over stated. This is adducible by the fact that transformations, innovations and diffusions in education make it imperative that teachers have to continually change and adopt. This paper takes stock of the trajectory of teacher professional development in Tanzania by locating related initiatives in the macro-policies and education transformations spanning a period of nearly five decades. It identifies the missing dimensions for robust in-service continuous professional development programmes (CPD) for primary and secondary school teachers. The paper proposes the need to support a cost effective in-service CPD model, which is school based designed around a reflective practitioner approach, for which teaching is an interactive problem solving professional undertaking requiring continuous updating of key competences that teachers require for classroom practices. Key words: teachers’ professionalism; teachers’ continuous professional development; macro-policies; education transformations
KerkoCite.ItemAlsoKnownAs: 2129771:3DAXHV2W 2129771:FA2SH9AA
Keywords: _C:Canada CAN; _C:Finland FIN; _C:Germany DEU; _C:Ghana GHA; _C:Kenya KEN; _C:Korea; Republic KOR; _C:Malaysia MYS; _C:Namibia NAM; _C:Sweden SWE; _C:Tanzania TZA; _C:Uganda UGA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Reflecting on epistemic injustices in open and online education - Adam, Taskeen (Open Development & Education, 2020)
In memory of Hector Pieterson and the hundreds of student protesters that were brutally murdered by police on the 16 June 1976 in the Soweto Uprising in South Africa. The Soweto Uprising refers to the protests by black South African high school students during apartheid against the use of Afrikaans as a medium of instruction. […]
Library Catalog: opendeved.net KerkoCite.ItemAlsoKnownAs: 2129771:E4ZPDX8Z
Keywords: Author:OpenDevEd

References from: Cobb, C. D. (2020). (2020)

Reference Coverage Analysis of OpenAlex compared to Web of Science and Scopus - Culbert, Jack; Hobert, Anne; Jahn, Najko; Haupka, Nick; Schmidt, Marion; Donner, Paul; Mayr, Philipp (arXiv, 2024)
OpenAlex is a promising open source of scholarly metadata, and competitor to the established proprietary sources, the Web of Science and Scopus. As OpenAlex provides its data freely and openly, it permits researchers to perform bibliometric studies that can be reproduced in the community without licensing barriers. However, as OpenAlex is a rapidly evolving source and the data contained within is expanding and also quickly changing, the question naturally arises as to the trustworthiness of its data. In this empirical paper, we will study the reference and metadata coverage within each database and compare them with each other to help address this open question in bibliometrics. In our large-scale study, we demonstrate that, when restricted to a cleaned dataset of 16,788,282 recent publications shared by all three databases, OpenAlex has average reference numbers comparable to both Web of Science and Scopus. We also demonstrate that the comparison of other core metadata covered by OpenAlex shows mixed results, with OpenAlex capturing more ORCID identifiers, fewer abstracts and a similar number of Open Access information per article when compared to both Web of Science and Scopus.
arXiv:2401.16359 [cs] KerkoCite.ItemAlsoKnownAs: 2129771:U2ZHM2CM 2486141:FRXMDFNH
Keywords: Computer Science - Digital Libraries

Reengineering mass career acquisition through technical vocational education training counseling in Kenya - Macharia, Muriu Stephen; Department of Human Resource Development. School of Business, Kenya, Karatina University (International Journal of Research In Business and Social Science, 2019)
Vocational and Technical Education forms a very key foundation in enabling a nation to achieve aspired MDGs and SDG. Kenya as a country highly depends on technical skills to achieve The Vision 2030 and Sustainable Development Goals. However, this can only be achieved through proper and realistic career counseling information provided by the counseling teachers at secondary school level. According to KCSE results released every year, majority of the candidates score below grade C+ especially in 2016 and 2017 though above D- which is the requirements for entrance for proficiency level for TVET courses. However, majority of students do not join Vocational or Technical Education due to a missing link between the natures of career counseling services offered at secondary school level. Counselors has expectations and premise that majority of the candidates join trainings at university levels thus package their counseling information on the few ignoring other students. The objective behind this study was to examine the final results scored by students and the subject choice at secondary school, various career theories and models that guide career choices formed foundation for the study. The study used a descriptive design where data was collected through past existing data review from KNEC and one Technical Training Institute over a period of four years. Data was analyzed and presented in tables and figures. Findings revealed that majority of the candidates (86.92%) of the KCPE candidates scored less than C+ and had no career information on Vocational and Technical Education. The study recommends reengineering of the career guidance in Kenya education system to involve the Ministry, professionals and Human Resource Management experts.
KerkoCite.ItemAlsoKnownAs: 10.20525/ijrbs.v8i6.533 2129771:HGVKE5LT 2129771:NQWBZS82

Reed | Definition, Types, & Facts | Britannica
Reed, in botany, any of several species of large aquatic grasses, especially the four species constituting the genus Phragmites of the grass family (Poaceae). Dried reed stems have been used for millennia as thatching and construction material, in basketry, for arrows and pens, and in musical instruments.

Reducing Physical Violence Toward Primary School Students With Disabilities - Devries, Karen; Kuper, Hannah; Knight, Louise; Allen, Elizabeth; Kyegombe, Nambusi; Banks, Lena Morgon; Kelly, Susan; Naker, Dipak (Journal of Adolescent Health, 2018)
Purpose We tested whether the Good School Toolkit reduces physical violence from peers and school staff toward students with and without disabilities in Ugandan primary schools. Methods We conducted a cluster randomized controlled trial, with data collected via cross-sectional surveys in 2012 and 2014. Forty-two primary schools in Luwero District, Uganda, were randomly assigned to receive the Good School Toolkit for 18 months, or to a waitlisted control group. The primary outcome was past week physical violence from school staff, measured by primary 5, 6, and 7 students' (aged 11–14 years) self-reports using the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional. Disability was assessed through the six Short Set Washington Group questions on functioning. Analyses were by intention to treat. Results At endline, 53% of control group students with no functional difficulties reported violence from peers or school staff, versus 84% of students with a disability. Prevalence of past week physical violence from school staff was lower in intervention schools than in the control schools after the intervention, in students with no functional difficulties (adjusted odds ratio [aOR] = .41, 95% confidence interval [CI .26–.65]), students with some functional difficulties (aOR = .36, 95% CI .21–.63), and students with disabilities (aOR = .29, 95% CI .14–.59). The intervention also reduced violence from peers in young adolescents, with no evidence of a difference in effect by disability status. Conclusions The Good School Toolkit is an effective intervention to reduce violence perpetrated by peers and school staff against young adolescents with disabilities in Ugandan primary schools.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jadohealth.2017.09.004 2129771:83SEUMTZ 2486141:EDDLM99R
Keywords: Adolescents; Children; Disabilities; Physical abuse; School-based interventions; Uganda; Violence

Reducing parent‐school information gaps and improving education outcomes: Evidence from high frequency text messaging in Chile - Berlinski, Samuel; Busso, Matias; Dinkelman, Taryn; Martinez, Claudia (Unpublished Manuscript, 2016)

Reducing Inequality Through Dynamic Complementarity: Evidence from Head Start and Public School Spending. - Johnson, R.C.; Jackson, C.K. (American Economic Journal: Economic Policy, 2019)

Reducing classroom temperature in a tropical climate improved the thermal comfort and the performance of elementary school pupils - Porras-Salazar, Jose Ali; Wyon, David P.; Piderit-Moreno, Beatriz; Contreras-Espinoza, Sergio; Wargocki, Pawel (Indoor Air, 2018)
A two-week-long intervention study was performed in two classrooms in an elementary school in Costa Rica. Split-cooling air-conditioning (AC) units were installed in both classrooms. During the first week, the air temperature was reduced in one classroom while in the other (placebo) classroom the fans were operated but no cooling was provided. During the second week, the conditions were exchanged to create a 2 × 2 crossover design in which each pupil was their own control. A total of 37 children performed tasks similar to school work and completed questionnaires reporting their thermal sensation and perceptions. Operating the AC units reduced classroom temperature by about 5 K, from about 30 to 25°C. Thermal sensations changed from hot to neutral and slightly cold, and the percentage of children rating the thermal conditions as acceptable increased significantly. Neutral temperature was estimated to be about 27°C. The 11-year-old children performed the language and logical- thinking tasks significantly better in terms of speed at the lower temperature, while the less able pupils performed better on all tasks at the lower temperature. There were no significant effects on accuracy. These results confirm published findings from moderate climates and extend their validity to the tropics. They indicate that acclimatization can increase the optimal temperature for learning.
KerkoCite.ItemAlsoKnownAs: 10.1111/ina.12501 2129771:2FS7YKL3 2129771:UY4KFIXW 4682641:3AEWSF3E 4682641:DY8CK6ZA 4682641:RA8LAQ94
Keywords: BE:RELEVANT; children; performance; school; thermal environment; tropical climates

Reducing class size - Education Endowment Foundation (Education Endowment Foundation, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:WI7KETCX 2486141:3QD3MREA

Rediscovering the use of chatbots in education: A systematic literature review - Pérez, José Quiroga; Daradoumis, Thanasis; Puig, Joan Manuel Marquès (Computer Applications in Engineering Education, 2020)
Publisher: Wiley Online Library

Redesigning the Education Workforce: A Design Thinking Approach Background Paper: Transforming the Education Workforce - Mlambo, Yeukai; Neilsen, Ann; Silova, Iveta; Wolfenden, Freda; Rafaeli, Tal; Jones, Charlotte (2020)
The Education Workforce Initiative (EWI) was established in response to a recommendation from the Education Commission’s Learning Generation report to explore new ways of diversifying and strengthening the education workforce. The Transforming the Education Workforce report is one of EWI’s key contributions to catalyzing this thinking. It draws on recent evidence and provides thought leadership on how to rethink the education workforce. For the full report and other supporting documents, please visitEducationWorkforce.org. The Transforming the Education Workforce report was originally commissioned as a set of sequential background papers and thus each paper infuenced and references the others. The background papers are written by different authors and cover the rationale for rethinking the education workforce, the design of the education workforce, how it can be strengthened, and political economy and fnancial considerations. This background paper focuses on redesigning the education workforce using a design thinking approach to propose design options for the workforce needed now and in the future.
Publisher: The Education Commission KerkoCite.ItemAlsoKnownAs: 2129771:3SFIBTD4

Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in Sierra Leone - Barnett, Sarah; van Dijk, Jetske; Swaray, Abdulai; Amara, Tamba; Young, Patricia (BMJ, 2018)
Sarah Barnett and colleagues describe how an educational project was rapidly adapted into a radio education programme after the 2014 Ebola epidemic in Sierra Leone
shortDOI: 10/ggqvr7 KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.k4667 10/ggqvr7 2129771:NVZ6YY8M 2339240:6IXLT92N 2405685:6Z36JH5J 2405685:S35X3HD9
Keywords: _C:Sierra Leone SLE

Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in Sierra Leone - Barnett, Sarah; van Dijk, Jetske; Swaray, Abdulai; Amara, Tamba; Young, Patricia (BMJ, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.k4667 2129771:TJLHF968
Keywords: _C:Sierra Leone SLE

Recursos educativos abiertos: oportunidades y barreras - Nincehelser, García; Elena, María (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:7I3XMYUT
Keywords: __C:filed:1; ⛔ No DOI found

Recruitment, effort, and retention effects of performance contracts for civil servants: Experimental evidence from Rwandan primary schools - Leaver, Clare; Ozier, Owen; Serneels, Pieter; Zeitlin, Andrew (American economic review, 2021)

Recruitment, Effort, and Retention Effects of Performance Contracts for Civil Servants - Leaver, Clare; Ozier, Owen; Serneels, Pieter; Zeitlin, Andrew (2020)
Publisher: World Bank, Washington, DC
Keywords: ⛔ No DOI found

Recruiting, Retaining, and Retraining Secondary School Teachers and Principals in Sub-Saharan Africa - Mulkeen, Aidan; Chapman, David; DeJaeghere, Joan; Leu, Elizabeth (The World Bank, 2007)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-0-8213-7066-7 2129771:5HWPXNVN
Keywords: _C:Angola AGO; _C:Benin BEN; _C:Botswana BWA; _C:Burkina Faso BFA; _C:Burundi BDI; _C:Cameroon CMR; _C:Canada CAN; _C:Cape Verde CPV; _C:Central African Republic CAF; _C:Chad TCD; _C:China CHN; _C:Comoros COM; _C:Congo XCO; _C:Djibouti DJI; _C:Dominican Republic DOM; _C:Equatorial Guinea GNQ; _C:Eritrea ERI; _C:Ethiopia ETH; _C:France FRA; _C:Gabon GAB; _C:Gambia GMB; _C:Ghana GHA; _C:Guinea GIN; _C:Guinea-Bissau GNB; _C:India IND; _C:Ireland IRL; _C:Kenya KEN; _C:Lebanon LBN; _C:Lesotho LSO; _C:Liberia LBR; _C:Madagascar MDG; _C:Malawi MWI; _C:Mali MLI; _C:Mauritania MRT; _C:Mauritius MUS; _C:Mozambique MOZ; _C:Namibia NAM; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Rwanda RWA; _C:Senegal SEN; _C:Seychelles SYC; _C:Sierra Leone SLE; _C:Somalia SOM; _C:South Africa ZAF; _C:Sudan SDN; _C:Switzerland CHE; _C:Tanzania TZA; _C:Thailand THA; _C:Togo TGO; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1

RECOVR Sierra Leone: Tracking the Effects of the COVID-19 Pandemic - Warren, Shana; Parkerson, Doug; Collins, Elliott (Innovations for Poverty Action, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:AICBGTTB 2405685:BU58QF73
Keywords: _C:Sierra Leone SLE

Recovering lost learning: what can be done quickly and at scale? - UNESCO Digital Library - UNESCO

Recovering learning: from emergency response to rebuilding back better education for the future - World Bank
This is the first blog focused on the Continuous and Accelerated Learning (CAL) program financed by GPE. It provides an overview of the five workstreams led by the World Bank (EdTech, Assessment, Read@Home, Lesson Plans, and Technology for Teaching) and lessons learned so far.

Recovering from school closures in Sierra Leone: Status of pupil learning outcomes in junior and senior secondary schools - Leh Wi Lan (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:JJCI62EG 2339240:TVYLJS4I 2405685:IUJU327A
Keywords: _C:Sierra Leone SLE

Reconstructing education in post-conflict Sierra Leone - Pai, Grace (Security, Education and Development in Contemporary Africa, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:WJPJDQJK 2405685:83TRVQZR
Keywords: _C:Sierra Leone SLE

Reconsidering Access: Using Specific Impact Ranking Metrics to Manage Access in Conventional and Open Higher Education - Kassim, Halima-Sa'adia; Rampersad, David (Journal of Learning for Development, 2022)
This paper considers the widening access and participation agenda, its implications for higher education institutions (HEIs) and contends that it must be underpinned by strategic measurement and monitoring. Access is viewed through of the following lenses: (i) supporting participation, and (ii) facilitating equity. Using mixed methods, the paper draws on data from The University of the West Indies (UWI) and provides examples from key plans and initiatives over 20 years to showcase how the UWI has increased access. Concurrently, the need for more nuanced and complex datasets to assess the extent of equity is highlighted with metrics drawn from the Times Higher Education University Impact Ranking. The authors argue that the strategic use and management of data can promote public accountability associated with access and boost institutional reputation. However, universities will have to be innovative and accelerate measures to survive/thrive in the post-pandemic environment by identifying their institutional scope and “system of interest” in widening access.
Number: 1 KerkoCite.ItemAlsoKnownAs: 2129771:ZVMJ4ZA4
Keywords: Access and participation; Caribbean; Equity; Measurement and monitoring; The University of the West Indies; _genre:PR-primary_research; ⛔ No DOI found

Reconhecimento do trabalho de cuidado: o caso do Programa Expandido de Trabalhos Públicos na África do Sul - Bilo, Charlotte; others (International Policy Centre for Inclusive Growth, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:HJZ3AZIP 2317526:JDH9DFC9
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:South Africa; CLL:pt; publicImportV1

Recommendations Report for Technology and CPD for Secondary School Leaders and Teachers in Sierra Leone - Lurvink, Anne-Fleur (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10458698 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1067 ZenodoArchiveConcept: 10458697
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Recommendations-of-the-Global-Education-Evidence-Advisory-Panel.pdf

Recommendations for the safe opening of schools for the 2020-2021 school year - COVID-19 SMART - NEMO (Ministry of National Security, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:LFMAEMQB 2486141:HCAHLGIU

Recommendation 7: Use ICT to provide access to content, professional development and professional learning communities - Lawrie, J.; Hennessy, Sara; Haßler, Björn; Bhandigadi, Phalachandra (Where it's needed most: Quality professional development for all teachers, 2015)
EdTechHub.Source: <this> EdTechHub.Source: 2129771:KQGAREE9 KerkoCite.ItemAlsoKnownAs: 2129771:7UWJBHLT 2129771:KQGAREE9 2129771:WG9RE5NP 2405685:PKLI25VA
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; __C:filed:1; _r:ImportedToMyEducationEvidence; docs.opendeved.net; ⛔ No DOI found

Recognizing the Political in Implementation Research - McDonnell, Lorraine M.; Weatherford, M. Stephen (Educational Researcher, 2016)
The widely publicized opposition to the implementation of the Common Core State Standards (CCSS) is in marked contrast to its relatively uncontroversial development and adoption—a contrast that points to the importance of understanding how the politics of enactment differs from the politics of implementation. In this article, we draw on the research literatures on enactment, implementation, and policy feedback to outline the reasons that the politics of policy implementation may look quite different from the politics of enactment, and we argue that education researchers need to pay as much attention to the political sustainability of reforms as to their implementation into school-level practice. This essay is an exercise in retrieval and construction, looking back to early implementation studies that featured political factors as key components of their analytical frameworks but also building on the insights from newer research that uses policy feedback as its theoretical lens. In arguing why the analysis of a policy’s political sustainability should be more systematically integrated into implementation research, we draw illustrative examples from the CCSS.
KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X16649945 2129771:TSUTYLBJ

Recognizing Prior Learning - Kenya National Qualifications Authority
KerkoCite.ItemAlsoKnownAs: 2129771:JUAEJ8YA 2317526:Q9BNWJGX

Recognition of Prior Learning Implementation in Library and Information Science Schools in South Africa: A Literature Review - Hlongwane, I (Africa Education Review, 2018)
This article reviews the literature on trends and practices of recognition of prior learning (RPL) in Africa and internationally with specific reference to some of the key elements of the RPL system, including; purpose; assessment methods; quality assurance; and legislative and regulatory frameworks. In addition, a theoretical foundation of RPL is discussed underpinned by the experiential learning theory principles with a brief description of other learning theories related to RPL. The article also discusses the trends and practices of RPL in African countries with an established RPL system. The key finding of the literature review was that there are different conceptions of RPL globally but which all have a similar purpose, that is, economic benefit. Africa has a different take on RPL. A portfolio of evidence is the most commonly used method of assessment both internationally and in Africa with an increased use of e-portfolios internationally. A variety of quality assurance methods are used which differ from country to country but are similar to the Council for Adult and Experiential Learning (CAEL) quality standards which have been in use for many decades in the United States (US) since the inception of RPL. There are discrepancies in terms of legislative and regulatory frameworks. Some countries in Africa and internationally have no formal legislative and regulatory frameworks for RPL despite providing RPL services for years or decades. South Africa and Mauritius boast standardised and regulated RPL systems as do other developed countries such as New Zealand.
KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2017.1353396 10/gf622j 2129771:MQLD49S4 2317526:4T39VFR5
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Mauritius; C:Namibia; C:Seychelles; C:South Africa; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:Q; CT:R; CT:T; F:learning; Q:open learning; R:literature review; SpecialTopic:Library; T:TVET; publicImportV1

Recent research on geometry education: an ICME-13 survey team report - Sinclair, Nathalie; Bussi, Maria G. Bartolini; de Villiers, Michael; Jones, Keith; Kortenkamp, Ulrich; Leung, Allen; Owens, Kay (ZDM, 2016)
KerkoCite.ItemAlsoKnownAs: 10.1007/s11858-016-0796-6 10/gf49zc 2129771:KBL2L4KL 2129771:VUAH22CM
Keywords: _C:Argentina ARG; _C:Australia AUS; _C:Austria AUT; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Ethiopia ETH; _C:France FRA; _C:Georgia GEO; _C:Germany DEU; _C:Greece GRC; _C:Guinea GIN; _C:India IND; _C:Israel ISR; _C:Italy ITA; _C:Japan JPN; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Mauritius MUS; _C:Mexico MEX; _C:Nepal NPL; _C:Netherlands NLD; _C:Nigeria NGA; _C:Peru PER; _C:Poland POL; _C:Portugal PRT; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sweden SWE; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Recent Advances in Intelligent Textbooks for Better Learning - Jiang, Bo; Gu, Meijun; Du, Ying (AI in Learning: Designing the Future, 2023)
Intelligent textbooks are a new form of digital textbooks that provides students with intelligent learning services, such as automatic question answering, adaptive navigation support, automatic linking, and personalized recommendation. Educators are investing much effort into the conversion of their paper-based textbooks and digital textbooks into intelligent textbooks. This chapter provides a brief introduction to the development of intelligent textbooks and reviews major adaptive technologies and the usage of intelligent textbooks in the past decade. We first summarize the development of intelligent textbooks and the existing authoring platforms. Then, the key intelligent technologies used in the intelligent textbooks are reviewed, including domain modeling, student modeling, and instruction technologies. Moreover, the empirical studies conducted to evaluate intelligent textbooks are summarized. This chapter would promote understanding of the current state of the technology and platform development of intelligent textbooks.
Keywords: Adaptive learning systems; Intelligent textbooks; Intelligent tutoring system

Recalibrating Stance of Survival for Philippine Schools Overseas (PSOs) Amidst Covid-19 Pandemic and Beyond - Acosta, Imee C.; Acosta, Alexander S.
KerkoCite.ItemAlsoKnownAs: 2129771:NJ85ZRUL
Keywords: ⛔ No DOI found

Realizing the promise: How can education technology improve learning for all? (Brookings, 2020)
This research is intended as an evidence-based tool for ministries of education to adopt and more successfully invest in education technology.

Realizing the promise: How can education technology improve learning for all? - Ganimian, Alejandro J.; Vegas, Emeliana; Hess, Frederick M (Brookings, 2020)
This research is intended as an evidence-based tool for ministries of education to adopt and more successfully invest in education technology.
Publisher: Brookings Institution KerkoCite.ItemAlsoKnownAs: 4804264:DJEDVHN9 4804264:RSFJTXEL
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Realizing the promise: How can education technology improve learning for all? - Ganimian, Alejandro J.; Vegas, Emiliana; Hess, Frederick M. (2020)
This research is intended as an evidence-based tool for ministries of education to adopt and more successfully invest in education technology.
KerkoCite.ItemAlsoKnownAs: 2129771:BJGB75GW

Realities of Remote Learning: Lessons from Initial Findings of an 8,000-Household Survey in Peru During COVID-19 (Innovations for Poverty Action, 2020)
Most schools throughout Latin America have closed due to the COVID-19 pandemic. With the school closures, nearly 8 million Peruvian students, from preschool to high school, are stuck at home. Within a few weeks, the Ministry of Education (Minedu) developed the Aprendo en Casa (AeC) (meaning “Learn at Home”) strategy. Although the strategy has been designed with diverse users in mind, many have asked: How many students are actually using the AeC distance education program? What can we improve? In this context, Minedu's Office of Strategic Monitoring and Evaluation (OSEE), with the support of Innovations for Poverty Action (IPA) and the Inter-American Development Bank (IDB), designed a survey to learn about the experiences of school administrators, teachers, and parents with the program.
KerkoCite.ItemAlsoKnownAs: 2129771:BL25JI56 2129771:XQFPGZA8

Realities of Remote Learning: Lessons from Initial Findings of an 8,000-Household Survey in Peru During COVID-19 - Hernandez-Agramonte, Juan Manuel; Méndez, Carolina; Näslund-Hadley, Emma; Velarde, Luciana (Innovations for Poverty Action, 2020)
Most schools throughout Latin America have closed due to the COVID-19 pandemic. With the school closures, nearly 8 million Peruvian students, from preschool to high school, are stuck at home. Within a few weeks, the Ministry of Education (Minedu) developed the Aprendo en Casa (AeC) (meaning “Learn at Home”) strategy. Although the strategy has been designed with diverse users in mind, many have asked: How many students are actually using the AeC distance education program? What can we improve? In this context, Minedu's Office of Strategic Monitoring and Evaluation (OSEE), with the support of Innovations for Poverty Action (IPA) and the Inter-American Development Bank (IDB), designed a survey to learn about the experiences of school administrators, teachers, and parents with the program.
KerkoCite.ItemAlsoKnownAs: 2129771:Q77XQEGJ

Realist synthesis: illustrating the method for implementation research - Rycroft-Malone, Jo; McCormack, Brendan; Hutchinson, Alison M.; DeCorby, Kara; Bucknall, Tracey K.; Kent, Bridie; Schultz, Alyce; Snelgrove-Clarke, Erna; Stetler, Cheryl B.; Titler, Marita; Wallin, Lars; Wilson, Val (Implementation Science, 2012)
Realist synthesis is an increasingly popular approach to the review and synthesis of evidence, which focuses on understanding the mechanisms by which an intervention works (or not). There are few published examples of realist synthesis. This paper therefore fills a gap by describing, in detail, the process used for a realist review and synthesis to answer the question ‘what interventions and strategies are effective in enabling evidence-informed healthcare?’ The strengths and challenges of conducting realist review are also considered.
KerkoCite.ItemAlsoKnownAs: 10.1186/1748-5908-7-33 2129771:Q5DRX86K
Keywords: Change Agency; Data Extraction Form; Knowledge Translation; Knowledge Utilisation; Programme Theory