National Council for Tertiary Education
KerkoCite.ItemAlsoKnownAs: 2129771:VWPWPBBL

National Commission for Colleges of Education Act
KerkoCite.ItemAlsoKnownAs: 2129771:QWVEX878

National Commission for Colleges of Education
KerkoCite.ItemAlsoKnownAs: 2129771:ZJDMQ62S

National Centre for Women Development Act
KerkoCite.ItemAlsoKnownAs: 2129771:DHA2QHYD

National Business and Technical Examinations Board Act
KerkoCite.ItemAlsoKnownAs: 2129771:SJAEFIRT

National Board for Technical Education (institutions)
EdTechHub.ItemAlsoKnownAs: 2129771:8ZTFP8BJ

National Board for Technical Education Establishment Act
KerkoCite.ItemAlsoKnownAs: 2129771:SBERHW6W

National Board for Technical Education Act
KerkoCite.ItemAlsoKnownAs: 2129771:7H9QYQB2

National Board for Technical Education
EdTechHub.ItemAlsoKnownAs: 2129771:XMCFZLGU

National Board for Technical Education - Government of Nigeria
UA-606454a0-501b-4320-9d59-0dc1d54bf7db KerkoCite.ItemAlsoKnownAs: 2129771:BM7QH673 2317526:KNABBECI
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Nigeria; publicImportV1; tVET Key_institution

National Board for Professional and Technician Examinations Act No. 492
KerkoCite.ItemAlsoKnownAs: 2129771:F2J2VCZC

National Board for Professional and Technician Examinations
KerkoCite.ItemAlsoKnownAs: 2129771:TQVB9ALJ

National Board for Professional and Technician Examinations - Government of Ghana
KerkoCite.ItemAlsoKnownAs: 2129771:L2WXZ66F 2317526:T3ZGQGLK

National and sub-national variation in patterns of febrile case management in sub-Saharan Africa - Alegana, Victor A.; Maina, Joseph; Ouma, Paul O.; Macharia, Peter M.; Wright, Jim; Atkinson, Peter M.; Okiro, Emelda A.; Snow, Robert W.; Tatem, Andrew J. (Nature Communications, 2018)
Given national healthcare coverage gaps, understanding treatment-seeking behaviour for fever is crucial for the management of childhood illness and to reduce deaths. Here, we conduct a modelling study triangulating household survey data for fever in children under the age of five years with georeferenced public health facility databases (n = 86,442 facilities) in 29 countries across sub-Saharan Africa, to estimate the probability of seeking treatment for fever at public facilities. A Bayesian item response theory framework is used to estimate this probability based on reported fever episodes, treatment choice, residence, and estimated travel-time to the nearest public-sector health facility. Findings show inter- and intra-country variation, with the likelihood of seeking treatment for fever less than 50% in 16 countries. Results highlight the need to invest in public healthcare and related databases. The variation in public sector use illustrates the need to include such modelling in future infectious disease burden estimation.
Number: 1 Publisher: Nature Publishing Group

National Accreditation Board Act No. 744
KerkoCite.ItemAlsoKnownAs: 2129771:HBUAUEXL

Narrowing the Digital Divide a case study of “learning by doing” approach to narrowing the Digital Divide in East Africa (Kenya) by Dubai Women's College students - Butt, Z; Chaudhri, AA; Nassiri, N (2013)
It is globally assumed that improvements in Information Communication Technology (ICT) will enforce a better global communication; improve business processes and commercial activities, thereby leading to superior standards of living for individuals while benefitting society. This paper narrates the experiences of fifteen HCT students who visited Kenya in an attempt to narrow the existing “Digital Divide” by building computer networking labs in some of the vocational institutes in remote East Africa. This paper encapsulates key reflections of the study tour participants who embraced a “learning by doing” model in order to gain valuable international work experience and narrow the digital divide in four educational institutes in Kenya. The success of this initiative mandates that we document the learning from this experience in order to ensure success and sustainability of future projects of similar calibre. We believe the process of conducting “international field-trips” followed by reflections formulating lessons learnt from these trips will be useful for future volunteers.
KerkoCite.ItemAlsoKnownAs: 2129771:UA9KC9S9 2317526:ALC3S6WJ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:access; F:learning; F:women; P:economy; Q:digital divide; Q:digital technology; R:case study; T:TVET; publicImportV1; ⛔ No DOI found

My School Today (SDGs Today)
The My School Today! call to action aims to support students and local communities to geo-reference their schools and education facilities as part of an effort to promote timely information on school locations in Africa.

Mwabu: where teaching meets technology - Mwabu
Interactive learning for primary English, Maths and Science, supporting teachers and learners in sub-saharan Africa.
KerkoCite.ItemAlsoKnownAs: 2129771:LT8RI2KC

Muslim Women and The Balancing Act: Planning and Time Management to the Rescue - Aisha Abdu-Ismail (Journal of Policy and Development Studies, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:A87HFDEB 2129771:Z67EKAAX 2486141:F4VHWPUR

Museums and sites: cultures of the past within education—Zimbabwe, some ten years on (The Presented Past, 1994)
This chapter investigates questions surrounding education about the past in what, to some, may appear to be an unusual way. It starts from the work of an outstandingly gifted group of people—Zimbabwean archaeologists and administrators as well as foreign consultants—working for, or with, the National Museums and Monuments Service of Zimbabwe (hereafter, NMMZ). This group is currently concerned with the protection of Zimbabwe's archaeological past, and the facilitation of education about that past.
Num Pages: 46 KerkoCite.ItemAlsoKnownAs: 2129771:LDUN8NYD 4502395:DCM77ZTS

Multiple Users’ Experiences of an AI-Aided Educational Platform for Teaching and Learning - Niu, Shuanghong Jenny; Li, Xiaoqing; Luo, Jiutong (AI in Learning: Designing the Future, 2023)
This chapter aims to provide a better understanding of how AI technology can be used to assist in teaching and learning at schools. The Smart Learning Partner (SLP) educational platform is based on AI technology to provide new possibilities for individualized learning and more educational resources. We used a case study approach to investigate how this AI-aided SLP platform helped to assist in teaching and learning from the multiple users’ perspectives of students, teachers, and the principal at a Chinese school. This chapter starts with a description of AI used in education and learning. The AI-aided SLP educational platform is then presented to illustrate in what ways it works to assist in teaching and learning. Based on the users’ self-reported experience, this platform can support students’ learning by providing students with individualized diagnostic feedback and assessments as well as information about the progress of their learning. In addition, students receive recommendations of micro lectures from the platform to aid improvement based on the students’ assessment results. Additionally, students can also access various micro lectures according to their interests. This platform provides teachers with reports of real-time learning situations and progress at the individual or class level. Accordingly, teachers can better adjust their pedagogical decision and teaching according to the students’ needs. The principal used the information to allocate resources and assist in curriculum planning at school. In conclusion, all users positively stated that this AI-aided SLP platform assisted in teaching and learning at school even though there were still certain challenges. At the end of the chapter, recommendations for the future platform design are offered.
Keywords: AI-aided educational platform; Artificial intelligence (AI); Multiple perspectives; Teaching and learning

Multiple Agency Coordination in Emergency Response - Holsberg, Melissa (2012)
When establishing, exercising, and implementing emergency plans, coordinating with response participants will improve implementation of plans.
Library Catalog: www.emergency-response-planning.com KerkoCite.ItemAlsoKnownAs: 2129771:C2XXYYBN

Multimodality and Literacy in School Classrooms - Jewitt, Carey (Review of Research in Education, 2008)
KerkoCite.ItemAlsoKnownAs: 10.3102/0091732x07310586 2129771:FMDQ4M6S

Multimodal digital classroom assessments - Fjørtoft, Henning (Computers & Education, 2020)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.103892 2129771:C5KU3694
Keywords: __C:filed:1

Multimedia learning and games - Mayer, Richard E. (Computer games and instruction, 2011)
Many strong claims are made for the educational value of computer games, but there is little strong empirical evidence to back up those claims. For example, in a recent review, Hannifin and Vermillion observed: "Games are very motivating and have tremendous potential in education, but despite a rapidly growing research base, there is yet insufficient evidence to draw definitive conclusions." Similarly, O'Neil and Perez noted: "Computer games were hypothesized to be potentially useful for instructional purposes [but]... there is almost no guidance for game designers and developers on how to design games that facilitate learning." In order to provide guidance to game developers, it would be useful to have research-based principles for how to design educational computer games (i.e., a science of instruction) and a research-based theory of how people learn from educational computer games (i.e., a science of learning). The goal of this chapter is to examine how best to build a scientifically rigorous research base relevant to the design of effective educational computer games. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
KerkoCite.ItemAlsoKnownAs: 2129771:L8PYMRMK 2486141:K8YPAUV4
Keywords: Computer Games; Learning; Multimedia; Research and Development

Multimedia - Haßler, Björn (Web Design Guidelines for Low Bandwidth, 2007)
EdTechHub.ItemAlsoKnownAs: 2129771:FUPRKWMG
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Multigrade teaching in sub-Saharan Africa: lessons from Uganda, Senegal, and the Gambia - Mulkeen, Aidan; Higgins, Cathal (The World Bank, 2009)

Multi-Stage Prompting for Knowledgeable Dialogue Generation - Liu, Zihan; Patwary, Mostofa; Prenger, Ryan; Prabhumoye, Shrimai; Ping, Wei; Shoeybi, Mohammad; Catanzaro, Bryan (Findings of the Association for Computational Linguistics: ACL 2022, 2022)
Existing knowledge-grounded dialogue systems typically use finetuned versions of a pretrained language model (LM) and large-scale knowledge bases. These models typically fail to generalize on topics outside of the knowledge base, and require maintaining separate potentially large checkpoints each time finetuning is needed. In this paper, we aim to address these limitations by leveraging the inherent knowledge stored in the pretrained LM as well as its powerful generation ability. We propose a multi-stage prompting approach to generate knowledgeable responses from a single pretrained LM. We first prompt the LM to generate knowledge based on the dialogue context. Then, we further prompt it to generate responses based on the dialogue context and the previously generated knowledge. Results show that our knowledge generator outperforms the state-of-the-art retrieval-based model by 5.8% when combining knowledge relevance and correctness. In addition, our multi-stage prompting outperforms the finetuning-based dialogue model in terms of response knowledgeability and engagement by up to 10% and 5%, respectively. Furthermore, we scale our model up to 530 billion parameters and demonstrate that larger LMs improve the generation correctness score by up to 10%, and response relevance, knowledgeability and engagement by up to 10%. Our code is available at: https://github.com/NVIDIA/Megatron-LM.

Multi-Criteria Decision Analysis for Primary School Site Selection in Al-Mahaweel district Using GIS Technique - Ali, Khalid Ahmed (2018)
Site selection is the process of finding sites that meet the requirements set by the selection criteria. The long-term and success sustainability of planning school, finding the appropriate school locations is challenging and an important. This study aims to develop a primary school site selection model using Geographic Information Systems (GIS) integrated new approach. It was carried out by Geographic Information Systems and multi-criteria evaluation model (MCEM). Different criteria were used to suggest a number of potential primary school sites using a spatial analysis, which is the new school should be away from existing schools and the major roads, a new site should also be reliably flat land and on certain types of land use. The population factor of the age group less than 14 years was included as a factor to choose the suitable location. As a result, the final suitability map indicates that 18 % of the study area is suitable for a primary school site, 73% moderately suitable, and 9% of the study area under unsuitable.

MQA Act nº42, 2001 - Mauritius Qualifications Authority Act - Government of Mauritius (2001)
UA-a71a4b38-886d-42aa-bf61-228abd0e2f34 KerkoCite.ItemAlsoKnownAs: 2129771:MLBTYZXW 2317526:DNFEL7ZY
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Mauritius; publicImportV1

MPRA_paper_99641.pdf
KerkoCite.ItemAlsoKnownAs: 2129771:D42NYGQA

Moving towards more participatory practice with Open Educational Resources (OER): TESS-India Academic Review - Wolfenden, Freda; Adinolfi, Lina; Cross, Simon; Lee, Clare; Paranjpe, Sandhya; Safford, Kimberly (The Open University, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:LPSSUF97 2405685:GFP5DZJS 2405685:J2QYZC4N 2534378:H6UD8JMP
Keywords: C: India; _C:India IND; __C:filed:1; __C:scheme:1

Moving towards cost-effective delivery models of teacher coaching: evidence from field experiments in South Africa - Kotze, Janeli; Taylor, Stephen; Fleisch, Brahm (2018)
KerkoCite.ItemAlsoKnownAs: 4804264:CYFMBDXH
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Moving towards cost-effective delivery models of teacher coaching: evidence from field experiments in South Africa - Kotze, Janeli; Taylor, Stephen; Fleisch, Brahm (2018)
Structured learning programmes have emerged as a promising way to address the low learning levels observed in many developing countries. The delivery model of these programmes matters, and on-site teacher coaching has been recommended to be highly effective, especially in early grade literacy. In this paper, we report on a series of government-led randomised experiments in South African primary schools that build on each other to test various models of teacher training and coaching. We find that sustained on-site coaching is more cost-effective (0.41 SD increase in test scores per USD 100) than either short coaching interventions (no significant impact) or centralized teacher training workshops (0.23 SD increase in test scores per USD 100). The ability to scale on-site coaching, however, is an open question. In the latest experiment, therefore, a virtual coaching programme was compared to on-site coaching. The focus of this paper is on the midline evaluation results from this experiment. After one year of intervention, virtual coaching was no less effective than on-site coaching at improving both the instructional practice of teachers and the targeted literacy outcomes of children. This points to the potential for technological innovations to enable wider rollout of coaching programmes, even in contexts where teachers are not familiar with new technologies.
KerkoCite.ItemAlsoKnownAs: 2339240:A58ENCQR 2405685:PLJ4WN63 2534378:4AZ7VHMD 2534378:U88KUB3W
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425920; __finaldtb; ⛔ No DOI found

Moving toward the automation of the systematic review process: a summary of discussions at the second meeting of International Collaboration for the Automation of Systematic Reviews (ICASR) - O’Connor, Annette M.; Tsafnat, Guy; Gilbert, Stephen B.; Thayer, Kristina A.; Wolfe, Mary S. (Systematic Reviews, 2018)
The second meeting of the International Collaboration for Automation of Systematic Reviews (ICASR) was held 3–4 October 2016 in Philadelphia, Pennsylvania, USA. ICASR is an interdisciplinary group whose aim is to maximize the use of technology for conducting rapid, accurate, and efficient systematic reviews of scientific evidence. Having automated tools for systematic review should enable more transparent and timely review, maximizing the potential for identifying and translating research findings to practical application. The meeting brought together multiple stakeholder groups including users of summarized research, methodologists who explore production processes and systematic review quality, and technologists such as software developers, statisticians, and vendors. This diversity of participants was intended to ensure effective communication with numerous stakeholders about progress toward automation of systematic reviews and stimulate discussion about potential solutions to identified challenges. The meeting highlighted challenges, both simple and complex, and raised awareness among participants about ongoing efforts by various stakeholders. An outcome of this forum was to identify several short-term projects that participants felt would advance the automation of tasks in the systematic review workflow including (1) fostering better understanding about available tools, (2) developing validated datasets for testing new tools, (3) determining a standard method to facilitate interoperability of tools such as through an application programming interface or API, and (4) establishing criteria to evaluate the quality of tools’ output. ICASR 2016 provided a beneficial forum to foster focused discussion about tool development and resources and reconfirm ICASR members’ commitment toward systematic reviews’ automation.
KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-017-0667-4 2129771:MNTUDBIE 2486141:JAPM2NW5 2486141:ZR6ZFZ5N
Keywords: Automation; Data abstraction; Data extraction; Evidence synthesis; Priority ranking; Systematic review; Tools

Moving Teachers to Malawi’s Remote Communities: A Data-Driven Approach to Teacher Deployment - Asim, Salman; Chimombo, Joseph; Chugunov, Dmitry; Gera, Ravinder
KerkoCite.ItemAlsoKnownAs: 2129771:VSWE6JMG 4556019:ZPRX465S
Keywords: ❓ Multiple DOI

Moving teachers to Malawi’s remote communities: A data-driven approach to teacher deployment - Asim, Salman; Chimombo, Joseph; Chugunov, Dmitry; Gera, Ravinder (2017)
There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives.
Keywords: Data-driven model; Deployments; Lebanon_event_2021; Malawi; Political economy; Schools; Teachers; _C:Brazil BRA; _C:Gambia GMB; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Italy ITA; _C:Malawi MWI; _C:Mozambique MOZ; _C:Philippines PHL; _C:Singapore SGP; __C:filed:1; __C:scheme:1

Moving teachers to Malawi’s remote communities: A data-driven approach to teacher deployment - Asim, Salman; Chimombo, Joseph; Chugunov, Dmitry; Gera, Ravinder (International Journal of Educational Development, 2019)
There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives.
Keywords: Data-driven model; Deployments; Lebanon_event_2021; Malawi; Political economy; Schools; Teachers; _C:Brazil BRA; _C:Gambia GMB; _C:India IND; _C:Indonesia IDN; _C:Italy ITA; _C:Malawi MWI; _C:Mozambique MOZ; _C:Norway NOR; _C:Philippines PHL; _C:Singapore SGP; __C:filed:1; __C:scheme:1

Moving in circles along a straight path: The elusiveness of inclusive education in early childhood development in Uganda - Ejuu, G. (Journal of Childhood & Developmental Disorders, 2016)
Keywords: ⛔ No DOI found

Moving from an Instructivist to a Constructivist Multimedia Learning Environment - Herrington, Jan; Standen, Peter (Association for the Advancement of Computing in Education (AACE), 1999)
This paper describes the transformation of a multimedia program, designed to teach research skills to business students, from one based on an 'instructivist' model to one underpinned with a constructivist philosophy. The revised program uses the theory of situated learning as a framework for the instructional design, and introduces elements such as authentic context, an authentic activity, collaboration, and opportunities for articulation and reflection, into the learning environment.
KerkoCite.ItemAlsoKnownAs: 2129771:73YL8BCS 2486141:MNTEK2CD

Moving education into the digital age: the contribution of teachers’ professional development - Twining, P.; Raffaghelli, J.; Albion, P.; Knezek, D. (Journal of Computer Assisted Learning, 2013)
This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development (TWG3). The focus was to explore how professional development of teachers may ensure that teachers are better prepared to use information and communication technology (ICT) to promote 21st century learning. The article is organized into three main sections: a review of key literature on professional development of teachers (TPD), in general and with specific reference to ICT; a summary of the key points emerging from TWG3's discussions; and recommendations for action. On the basis of discussions held within the TWG3, the authors concluded that effective TPD requires changes at several levels of educational systems (political, institutional and individual), and that ICTs should be seen as an opportunity for introducing new goals, structures and roles that support these changes. It is significant that while many of the issues highlighted by the group are well established, addressing them continues to be problematic globally.
KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12031 10/f5f8ts 2129771:FBUXBCTH 2405685:AQTVKM4U 2534378:DKXRGCIE 2534378:NESJ6YZV 261495:GWAQTR9F
Keywords: ICT; IT; digital age; policy recommendations; practitioner research; teacher professional development; transformation

Moving beyond the predictable failure of Ed-Tech initiatives - Sancho-Gil, Juana M.; Rivera-Vargas, Pablo; Miño-Puigcercós, Raquel (Learning, Media and Technology, 2019)
The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives.
EdTechHub.Source: 2405685:Q2EVH3HK KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1666873 10/ggcdkp 2129771:L5ZJ7VXE 2339240:CXEEHC7A 2339240:WW9JKI74 2405685:Q2EVH3HK 503888:KMSWRW3A
Keywords: Educational change; digital technology corporations; educational challenges; educational policies; school improvement

Motor emissions could have fallen by over 30% without SUV trend, report says - Horton, Helena; reporter, Helena Horton Environment (The Guardian, 2023)
Global fall averaged 4.2% between 2010 and 2022 but would have been far more if vehicle sizes stayed same
Keywords: Automotive emissions; Automotive industry; Business; Carbon footprints; Environment; Greenhouse gas emissions; Motoring; Pollution; World news

Mother Language Day 2021: Improving data on mother-tongue languages for better learning outcomes - Haßler, Björn; Castillejo, Alice; Marzotto, Mia; El-Serafy, Yomna; Khalayleh, Abdullah; Koomar, Saalim; Langa, Ancha; Nyilinkindi, Jacques; Saadeddin, Zeina; Tegha, Ghislaine; Villavicencio Peralta, Xuzel Ana (EdTech Hub, 2021)
To celebrate International Mother Language Day 2021, EdTech Hub’s Björn Haßler spoke with Alice Castillejo and Mia Marzotto of Translators without Borders. They talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. This blog post captures their conversation. “How do we know that speakers of marginalised languages are left behind?” Alice: Research…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707931 2129771:KYDTS9PR 2405685:E65E8VY5
Keywords: Author:OpenDevEd; _DOILIVE; _EdTechHub_Output; _zenodoETH

Mother Language Day 2021 - Haßler, Björn; Castillejo, Alice; Marzotto, Mia; El-Serafy, Yomna; Khalayleh, Abdullah; Koomar, Saalim; Langa, Ancha; Nyilinkindi, Jacques; Saadeddin, Zeina; Tegha, Ghislaine; Villavicencio Peralta, Xuzel Ana (2021)
To celebrate International Mother Language Day 2021, Björn spoke with Alice Castillejo and Mia Marzotto at Translators without Borders. We talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. Research around the world shows that educational outcomes are worse for students studying in a second language. The use of an unfamiliar language is linked to high dropout rates and low academic achievement. We also know that 40% of children worldwide are not educated in a language they speak at home. We need to put aside our assumptions about what languages people speak and understand. For example, Portuguese is only one of many languages spoken in Mozambique. To really understand the richness of different languages, we need to collect, share, and visualise the real picture. Having done that, we can then apply this information. Do children who speak a particular language drop out early? We can then develop multilingual educational tools for learners and teachers based on improved data about relevant languages. We can also track educational outcomes by primary language, to ensure no learner is left behind. We can use language data to take action on three levels: children, teachers, and systems. With children, we can identify which language groups didn’t register for school, dropped out early, or consistently underperform. We can then adjust our communication and programming to meet their needs, leaving no one behind. We can also take action to support teachers. With language data, we can also take action on a system level. If over 40% of children are educated in a language they don’t speak at home, we need to know how this affects their education. Much as we did for gender, if we don’t gather the data on inequality, we cannot begin to address it. Collective gathering and sharing of language data can allow us to understand how to increase learning outcomes for speakers of marginalised languages and provide the support they need and deserve.
ZenodoArchiveID: 5651994 previousDOI: 10.5281/zenodo.4555228 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555228 10.5281/zenodo.5651994 2129771:NIZWUC2L 2339240:CME4837H 2405685:BSJEPIY4 2405685:ZQCX7TX3
Keywords: Author:OpenDevEd; _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:AddedByZotZen; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode

'Morphing the Rules: Advanced Applications of Mud in Nigerian Buildings' - Ajadi, S.B. (Procs 4th West Africa Built Environment Research (WABER, 2012)
Keywords: ⛔ No DOI found

More Than "If Time Allows": The Role of Ethics in AI Education - Garrett, Natalie; Beard, Nathan; Fiesler, Casey (Proceedings of the AAAI/ACM Conference on AI, Ethics, and Society, 2020)

More Data, More Relations, More Context and More Openness: A Review and Outlook for Relation Extraction - Han, Xu; Gao, Tianyu; Lin, Yankai; Peng, Hao; Yang, Yaoliang; Xiao, Chaojun; Liu, Zhiyuan; Li, Peng; Zhou, Jie; Sun, Maosong (Proceedings of the 1st Conference of the Asia-Pacific Chapter of the Association for Computational Linguistics and the 10th International Joint Conference on Natural Language Processing, 2020)
Relational facts are an important component of human knowledge, which are hidden in vast amounts of text. In order to extract these facts from text, people have been working on relation extraction (RE) for years. From early pattern matching to current neural networks, existing RE methods have achieved significant progress. Yet with explosion of Web text and emergence of new relations, human knowledge is increasing drastically, and we thus require “more” from RE: a more powerful RE system that can robustly utilize more data, efficiently learn more relations, easily handle more complicated context, and flexibly generalize to more open domains. In this paper, we look back at existing RE methods, analyze key challenges we are facing nowadays, and show promising directions towards more powerful RE. We hope our view can advance this field and inspire more efforts in the community.

MOOCs taken by educated few - Emanuel, Ezekiel J. (Nature, 2013)
Remarkably, human immunodeficiency virus (HIV)-1 infects macrophages — immune cells that are equipped to detect pathogens and mediate innate immune responses — without stimulating innate immunity. Greg Towers and colleagues now show that this depends on the recruitment to the HIV-1 capsid of specific cofactors that are involved in orchestrating nuclear entry and targeting. When these capsid–cofactor interactions are prevented either by virus mutation, cofactor depletion or pharmacological inhibition of cofactor recruitment, viral DNA can be detected by innate immune sensors, including cyclic GMP-AMP synthase.
KerkoCite.ItemAlsoKnownAs: 10.1038/503342a 2486141:NABHA8CX 4804264:TDMT9N66
Keywords: Final_citation; cited; existing

Moocs struggle to lift rock-bottom completion rates - Murray, Seb (Financial Times, 2019)
Business schools are using nudge methods and peer learning to keep students’ attention
KerkoCite.ItemAlsoKnownAs: 2486141:3IJRM2VQ 4804264:9EUYWKHT
Keywords: Final_citation; cited; existing

MOOCs for Professional Development of Teachers through E-Learning System: The Indian Scenario - Kayal, Soumen; Kayal, Baisakhi Das (SRELS Journal of Information Management, 2020)
KerkoCite.ItemAlsoKnownAs: 10.17821/srels/2020/v57i2/151966 2129771:3DTBRMRT
Keywords: _C:France FRA; _C:India IND; _C:Kenya KEN; _C:South Africa ZAF; _C:Spain ESP; _C:United States USA; __C:filed:1; __C:scheme:1

MOOCs for in-service teachers: the case of Uganda and lessons for Africa - Oyo, B.; Kalema, B. M.; Byabazaire, J. (Revista Española de Pedagogía, 2017)
KerkoCite.ItemAlsoKnownAs: 10.22550/rep75-1-2017-07 4804264:QV4N7I5C
Keywords: Final_citation; cited; existing

MOOCs for in-service teachers: the case of Uganda and lessons for Africa - Oyo, B.; Kalema, B.M.; Byabazaire, J. (Revista Española de Pedagogía, 2017)
In recent times, computers and internet have penetrated secondary schools in Africa but with greater attention to students’ computer literacy than teachers. At the same time, previous studies on digital literacy of teachers are unsustainable and mainly skewed on pre-service teachers than in-service teachers. These realities point to the need to investigate and implement effective and sustainable initiatives for improving digital literacy and online life-long learning for in-service teachers in Africa. This paper therefore presents a specialised MOOC platform known as TEP (Teachers’ E-learning Portal) for digital literacy and online life-long learning for in-service teachers in Uganda. TEP is built for environments with inadequate access to computers, internet and technical assistance. As such, TEP is accessible online or offline, managed by accredited local universities in collaboration with beneficiary secondary schools, and runs on existing resources in schools (technical personnel, computers and internet). Results from initial implementation of a computer literacy MOOC through TEP indicate that irrespective of age, when teachers are adequately supported internally by their schools and externally by a university, can improve their digital literacy and subsequently engage in online life-long learning. In addition, the results both in terms of high percentage of teacher participants’ completions (89%) and high volume of educational e-content generated, confirm TEP as an effective, attractive, and self-sustainable MOOC platform for in-service teachers’ in resource constraint environments. The paper finishes with an analysis of the relevance of TEP to Africa.
KerkoCite.ItemAlsoKnownAs: 10/ggddgs 2339240:MR2W67VK 2534378:WLCXEHHM Extra URL: https://revistadepedagogia.org/en/lxxv-en/no-266/moocs-for-in-service-teachers-the-case-of-uganda-and-lessons-for-africa/101400005980/
Keywords: _Source:Intuitive; _THEME: Education management; _THEME: Teacher Professional Development; __:import:03; __:match:final; __:matched; __:study_id:2426079; __finaldtb

MOOCs for development: trends, challenges, and opportunities - Castillo, Nathan M.; Lee, Jinsol; Zahra, Fatima T.; Wagner, Daniel A. (Information Technologies & International Development, 2015)
KerkoCite.ItemAlsoKnownAs: 4804264:Q6LYIDRK
Keywords: Final_citation; cited; existing; ⛔ No DOI found

MOOCs for development: trends, challenges, and opportunities - Castillo, Nathan M; Lee, Jinsol; Zahra, Fatima T; Wagner, Daniel A (Information Technologies & International Development, 2015)
The recent rise of massive open online courses (MOOCs) has generated significant media attention for their potential to disrupt the traditional modes of education trough ease of access and free or low-cost content delivery. MOOCs offer the potential to enable access to high-quality education to students, even in the most underserved regions of the world. However, much of the excitement surrounding opportunities for MOOCs in non-OECD contexts remains unproven. Challenges with regard to infrastructure, sustainability, and evaluation have disrupted early attempts to expand inclusion for those least educated. Drawing on proceedings from a recent international conference on MOOCs for Development held at the University of Pennsylvania, this report synthesizes trends, challenges, and opportunities within the growing subfield.
Keywords: ___working_potential_duplicate; ⛔ No DOI found

MOOCs as an alternative for teacher professional development: examining learner persistence in one Chinese MOOC - Wang, Qiong; Chen, Bodong; Fan, Yizhou; Zhang, Guogang (Peking University, 2018)
KerkoCite.ItemAlsoKnownAs: 4804264:JMRYTFIW
Keywords: Final_citation; cited; existing

MOOCs as an alternative for teacher professional development: examining learner persistence in one Chinese MOOC - Wang, Qiong; Chen, Bodong; Fan, Yizhou; Zhang, Guogang (Peking University, 2018)
Massive Open Online Courses (MOOCs) have developed into a significant international movement, showing great promise in addressing equity, quality, and efficiency issues in global education. To date, many MOOCs have been developed specifically for teacher professional development (TPD). In this regard, an important empirical question remains to be addressed: How and to what extent can MOOCs support equity, quality, and efficiency in teacher professional development? To help fill this knowledge gap, this study, conducted from 2014 to 2016, focused on persistent teacher-learners in a TPD MOOC that was offered for seven consecutive rounds by the X-Learning Center of Peking University. The study found that more than 15% of the 105,383 teachers who enrolled in this MOOC were persistent teacher-learners, defined as learners who enrolled in multiple rounds. Data analysis showed that these persistent teacher-learners had diverse motivations for re-enrollment, including refreshing conceptual understanding, achieving higher scores, earning course certification, and discussing practical problems. The study also found that the persistent teacher-learners developed self-regulated learning skills in the course of multiple rounds of the MOOC and showed significantly higher learning achievement than one-time enrollees. Qualitative and quantitative analysis of both clicklog data and interview data revealed additional insights into the persistent teacher-learners’ learning within the MOOC and their real-world teaching practice beyond the MOOC. Overall, this study contributes to an improved understanding of the potential of MOOCs as an alternative TPD delivery mode in developing countries and sheds light on the future design of effective TPD through MOOCs.
Publisher: Foundation for Information Technology Education and Development, Inc.(FIT-ED) KerkoCite.ItemAlsoKnownAs: 2534378:KW6CG8KS 2534378:WIIQZEB5
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425977; __finaldtb; tpdsysrev_potential_duplicate; ⛔ No DOI found

MOOCs and the claim of education for all: A disillusion by empirical data - Rohs, Matthias; Ganz, Mario (International Review of Research in Open and Distance Learning, 2015)
MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v16i6.2033 4804264:4EYU4CBF
Keywords: Access to education; Digital Divide; Distance learning; Education; Final_citation; MOOCs; Socioeconomic factors; cited; existing

MOOCs and the claim of education for all: A disillusion by empirical data - Rohs, Matthias; Ganz, Mario (International Review of Research in Open and Distance Learning, 2015)
MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v16i6.2033 2129771:49G4433U 2129771:X3FHYJG2 2339240:TMLV4IRN
Keywords: Access to education; Digital Divide; Distance learning; Education; MOOCs; Socioeconomic factors

MOOCs and OER in the Global South: Problems and Potential - King, Monty; Pegrum, Mark; Forsey, Martin (The International Review of Research in Open and Distributed Learning, 2018)
This paper examines the problems and potential of Massive Open Online Courses (MOOCs) and Open Education Resources (OER) in the global South. Employing a systematic review of the research into the use of open online learning technologies in Southern contexts, we identify five interrelated themes emerging from the literature: 1) access to the Internet; 2) participant literacies; 3) online pedagogies; 4) the context of content; and 5) the flow of knowledge between North and South. The significance of Southern voice and participation is addressed in the final section, which concludes that on balance, the literature offers a qualified endorsement of the potential and actualities of MOOCs and OER in the global South. The ongoing tendency for the research literature to pay little heed to the agency of the social actors with the most to gain from these innovations is noted, opening up space for further research into the lived experience of online learners in the global South.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v19i5.3742 2129771:C5WKCYGM
Keywords: __C:filed:1

MOOC adaptation and translation to improve equity in participation - Wolfenden, Freda; Cross, Simon; Henry, Fiona (Journal of Learning for Development, 2017)
KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v4i2.209 4804264:UZX4939S
Keywords: Final_citation; cited; existing

MOOC adaptation and translation to improve equity in participation - Wolfenden, Freda; Cross, Simon; Henry, Fiona (Journal of Learning for Development, 2017)
There is an urgent need to improve elementary and secondary school classroom practices across India and the scale of this challenge is argued to demand new approaches to teacher professional learning. Massive Open Online Courses (MOOCs) represent one such approach and one that, in the context of this study, is considered to provide a means by which to transcend traditional training processes and disrupt conventional pedagogic practices. This paper offers a critical review of a large-scale MOOC deployed in English, and then in Hindi, to support targeted sustainable capacity building within an education development initiative (TESS-India) across seven states in India. The study draws on multiple sources of participant data to identify and examine features, which stimulated a buzz around the MOOCs, leading to over 40,000 registrations and a completion rate of approximately 50% for each of the two MOOCs.
Publisher: Commonwealth of Learning, 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada KerkoCite.ItemAlsoKnownAs: 2534378:M4U3QCYL 2534378:SPVQ8ST8 2534378:VD62UHJM 2534378:WXPHBJ7Y
Keywords: Access to Computers; Access to Education; Attitude Measures; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Equal Education; Foreign Countries; Higher Education; India; International Programs; Large Group Instruction; Online Courses; Partnerships in Education; Postsecondary Education; Pretests Posttests; Program Implementation; Questionnaires; Surveys; Teacher Education Programs; Teacher Educators; Technology Uses in Education; United Kingdom; __:import:01; __:match:final; __:matched; __:study_id:2096064; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

Montserrat Digest-2013-2014.pdf
KerkoCite.ItemAlsoKnownAs: 2129771:EWV247GU

Monitoring Distance Education: A Brief to Support Decision-Making in Bangladesh and Other Low- and Lower-Middle Income Countries - Kaye, Tom; Groeneveld, Caspar; Bashir, Amreen (Zenodo, 2020)
On 17 March 2020, Bangladeshi schools were closed to restrict the spread of Covid-19. Overnight, an education system supporting more than 36 million learners pivoted to distance learning (⇡World Bank, no date). The government worked in close collaboration with other stakeholders to deploy print, radio, TV, mobile, and online resources to provide educational continuity. The UK FCDO Bangladesh team requested a topic brief from the EdTech Hub to provide guidance on monitoring distance education in Bangladesh. Specifically, the Hub was requested to provide recommendations, based on lessons learned internationally, on how the government could put in place systems to improve the monitoring of distance learning to support strategic decision-making. The EdTech Hub team conducted a desk review to understand how to best monitor distance education in Bangladesh. Phase one was a rapid review of Bangladesh’s education system. Phase two examined global literature and case studies to identify strategies used to monitor distance education. The review traversed South Asia and other low-income countries globally. This brief focuses solely on monitoring distance learning. It does not attempt to explore modalities for distance education or look at the impact of school closures.
zotzenLib.CopiedFrom: 2486141:ZYQNAMC6 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4140104 2129771:CTZNTV64 2339240:3TNWACL9 2405685:HRT8E6US
Keywords: ___duplicate_item

Monitoring Distance Education: A Brief to Support Decision-Making in Bangladesh and Other Low- and Lower-Middle Income Countries - Kaye, Tom; Groeneveld, Caspar; Bashir, Amreen (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4140104 10.5281/zenodo.4140104; 2129771:MSFWXSWR 2339240:2K6FG2CF 2405685:DAFBBJ3F 2405685:HRT8E6US 2405685:XUVA9827
Keywords: ___duplicate_item; dode_eth-src-dode; dode_eth-trf2-dode

Monitoring and Evaluation Report of TETFund Intervention Projects in Federal University Gusau, Zamfara State - S.M. Ali
KerkoCite.ItemAlsoKnownAs: 2129771:9H5NM3JA 2129771:F7PTVB6W 2129771:I29J56R7 2129771:S5HYS39R 2129771:VRXGEPB9 2129771:YF5SSX24 2486141:FNC5AE8B 2486141:LHIK4WU7 2486141:U4UH5GYJ

Monitoring and Evaluation of ICT in Education Projects: A Handbook for Developing Countries. - InfoDev (The World Bank, 2005)
KerkoCite.ItemAlsoKnownAs: 2129771:KJRGFJQ9 261495:5C2BAVAH

Monitoring and Evaluation Framework - Vijil-Morin, Alejandra; Villavicencio, Xuzel; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10264244 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1048 ZenodoArchiveConcept: 10264243
Keywords: _internal; _r:AddedByMyEducationEvidence

Monitoring and Evaluation Framework - Vijil-Morin, Alejandra; Villavicencio, Xuzel; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/

Monitoring and evaluating radio in education - McBurnie, Chris (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4283503 2129771:E77BS5IR 2405685:PLW5MPU5
Keywords: Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Monitoring and Assessment of Indoor Environmental Conditions after the Implementation of COVID-19-Based Ventilation Strategies in an Educational Building in Southern Spain - Aguilar, Antonio J.; de la Hoz-Torres, María L.; Martínez-Aires, Mª; Ruiz, Diego P. (Sensors, 2021)
Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/s21217223 2129771:XZFHV8UQ 4682641:DWETE6D8 4682641:SP2AIEN2
Keywords: BE:RELEVANT

MOLDOVA – DIGITAL EDUCATION READINESS ASSESSMENT 2021-22 - Rajasekaran, Subhashini; Casap, Lucia (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 4804264:CCMRTN9Y 4804264:CZ8Q2EKC 4804264:R5WK3K53
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

Module 6: Conflict Sensitive Education (For Master Trainers and Trainers) - D’Angelo, Sophia; Haßler, Björn (Save the Children, Open Development & Education, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4743727 2129771:SGZJVBSV
Keywords: Author:OpenDevEd; _publish; _r:ImportedToMyEducationEvidence; _yl:u

Module 5: Girls’ Education (For Master Trainers and Trainers) - D’Angelo, Sophia; Haßler, Björn (Save the Children, Open Development & Education, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4743725 2129771:JFNZD9DC
Keywords: Author:OpenDevEd; _publish; _r:ImportedToMyEducationEvidence; _yl:t

Module 4: Diagnosing adaptive challenges - Moustafa, Nariman; Walker, Hannah; Lurvink, Anne-Fleur; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
ZenodoArchiveID: 8386666 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1006 ZenodoArchiveConcept: 8386665
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Module 4: Code of Conduct (For Master Trainers and Trainers) - D’Angelo, Sophia; Haßler, Björn (Save the Children, Open Development & Education, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4743723 2129771:SA3FSUTU
Keywords: Author:OpenDevEd; _publish; _r:ImportedToMyEducationEvidence; _yl:s

Module 3: Case Study Scenarios - McBurnie, Chris; Walker, Hannah; Lurvink, Anne-Fleur; Moustafa, Nariman; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
ZenodoArchiveID: 8386658 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1005 ZenodoArchiveConcept: 8386657
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Module 3: Case Study Evidence Pack - McBurnie, Chris; Walker, Hannah; Lurvink, Anne-Fleur; Moustafa, Nariman; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
ZenodoArchiveID: 8386653 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1004 ZenodoArchiveConcept: 8386652
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Module 3: Assessing readiness for EdTech in your education system - Walker, Hannah; Lurvink, Anne-Fleur; McBurnie, Chris; Moustafa, Nariman; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
ZenodoArchiveID: 8386649 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1003 ZenodoArchiveConcept: 8386648
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Module 2: Building a pedagogically effective EdTech intervention - Walker, Hannah; Lurvink, Anne-Fleur; Moustafa, Nariman; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
ZenodoArchiveID: 8386645 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1002 ZenodoArchiveConcept: 8386644
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Module 1. Defining and understanding your ‘people’ and user base. - Walker, Hannah; Lurvink, Anne-Fleur; Moustafa, Nariman; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
ZenodoArchiveID: 8386642 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1001 ZenodoArchiveConcept: 8386641
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Module 0. Kick-Off of the EdTech Fellowship - Walker, Hannah; Lurvink, Anne-Fleur; Moustafa, Nariman; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
ZenodoArchiveID: 8386638 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1000 ZenodoArchiveConcept: 8386637
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Modernisierung beruflicher Bildung: der internationale Beratungsansatz des BIBB - Schwarz, Michael; Janssen, Bettina; Cáceres-Reebs, Diana; Medrikat, Ilona (Bundesinstitut für Berufsbildung, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:BPRBZGEM 2129771:WVSSDDUP 2317526:IPT9FYVX
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; CLL:de; publicImportV1

Modernisation Of Vocational Education And Training – The International Consultancy Adopted By BIBB - Schwarz, Michael; Janssen, Bettina; Cáceres-Reebs, Diana; Medrikat, Ilona (2016)
KerkoCite.ItemAlsoKnownAs: 2129771:HUGAARRB 2317526:24LJ89CM
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; CC:Germany; CLL:en; publicImportV1

Modelling TVET Colleges as Alternative Centres to Deliver eSkills Training in Rural Communities of Eastern Cape - Ngqulu, Ndiyakholwa; Gumbo, Sibukele; Nogwina, Mnoneleli (2019 IST-Africa Week Conference, IST-Africa 2019, 2019)
© 2019 The authors. The National Electronic Media Institute of South Africa (NEMISA) has adopted, among other objectives, a focus and dedication of time and resources in upskilling people to be digitally competent. This objective is delivered through provincial e-Skills CoLabs distributed around South Africa which have the mandate to roll out the necessary digital skills (e-skills) courses for various ICT user groups usually at ICT Centres with adequate infrastructure. This is necessary as it is public knowledge that while people may own ICT devices, they still face challenges utilising them to work, get further training and conduct business. However, many ICT Centres that are either donated or provided by various stakeholders have failed due to sustainability. This study interrogates the potential of Eastern Cape Technical and Vocational Education and Training colleges (TVETs) as ICT centres to deliver e-skills training. Most of these TVET college campuses are located in rural areas; therefore provide a means to bridge the digital gap between and develop the capacity of our rural communities and up skill people. Informed by the brief background above, the research question guiding this study is 'What is the state of readiness of TVET colleges as ICT centres of choice to service communities'? To respond to this question, 6 Eastern Cape TVET colleges of Eastern Cape were sampled.
KerkoCite.ItemAlsoKnownAs: 10.23919/ISTAFRICA.2019.8764849 2129771:BU5JSDCH 2129771:CREUJTZX

Modeling the Long-Run Learning Impact of the COVID-19 Learning Shock: Actions to (More Than) Mitigate Loss - Kaffenberger, Michelle (Research on Improving Systems of Education (RISE), 2020)
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI_2020/017 2129771:VEPYCQGT

Modeling the impact of indoor relative humidity on the airborne transmission of several respiratory viruses risk using a modified Wells-Riley model - Aganovic, Amar; Bi, Yang; Bi, Yang; Cao, Guangyu; Kurnitski, Jarek; Wargocki, Pawel (CLIMA 2022 conference, 2022)
There is good evidence supporting the airborne transmission of many respiratory viruses (measles, influenza A, human rhinovirus and the novel SARS-CoV-2). Relative humidity (RH) is an important factor in understanding airborne transmission as it may impact both airborne survival, inactivation by biological decay, and the gravitational settling of the virusladen droplets. This study aimed to estimate and compare the impact of indoor relative humidity on the airborne infection risk caused by these viruses using a novel modified version of the Wells-Riley model. To gain insights into the mechanisms by which relative humidity might impact airborne transmission infection risk, we modeled the size distribution and dynamics of airborne viruses emitted from a speaking person in a typical residential setting over a relative humidity (RH) range of 20–80% at a temperature of 20-21 °C. Besides the size transformation of virus-containing droplets due to evaporation and then removal by gravitational settling, the modified model also considers the removal mechanism by ventilation. The direction and magnitude of RH impact depended on the respiratory virus. Measles showed a highly significant RH impact that was as strong as the ventilation impact, as the infection risk was roughly the same at RH of 13.5 % and 6 ACH compared to a higher RH of 70 % and 0.5 ACH. For other viruses, ventilation dominated over RH. In the case of SARS-CoV-2, a very high RH of 83.5% was needed to reduce the infection risk. For rhinovirus, however, the high RH of 80% increased the infection risk. Within the acceptable range of RH of 20-50% indoors, our modeling showed that RH had practically no impact for SARS-CoV-2 and rhinovirus, while the upper RH significantly reduced the infection risk of influenza A at the lowest ventilation rate of 0.5 ACH. This relative impact of RH on infection risk became very weak at higher ventilation rates of 2-6 ACH independently of the virus types (except measles). In conclusion, we showed that in wellventilated rooms, RH range of 20-50% did not affect the airborne risk of influenza A, SARSCoV-2, and rhinovirus.
Publisher: CLIMA 2022 conference KerkoCite.ItemAlsoKnownAs: 10.34641/CLIMA.2022.363 2129771:9DKJ5XA4 4682641:RY22WFV5 4682641:ZXCG74X9
Keywords: BE:RELEVANT

Modeling the Epidemic Growth of Preprints on COVID-19 and SARS-CoV-2 - Vasconcelos, Giovani L.; Cordeiro, Luan P.; Duarte-Filho, Gerson C.; Brum, Arthur A. (Frontiers in Physics, 2021)
The response of the scientific community to the global health emergency caused by the COVID-19 pandemic has produced an unprecedented number of manuscripts in a short period of time, the vast majority of which have been shared in the form of preprints posted on online preprint repositories before peer review. This surge in preprint publications has in itself attracted considerable attention, although mostly in the bibliometrics literature. In the present study we apply a mathematical growth model, known as the generalized Richards model, to describe the time evolution of the cumulative number of COVID-19 related preprints. This mathematical approach allows us to infer several important aspects concerning the underlying growth dynamics, such as its current stage and its possible evolution in the near future. We also analyze the rank-frequency distribution of preprints servers, ordered by the number of COVID-19 preprints they host, and find that it follows a power law in the low rank (high frequency) region, with the high rank (low frequency) tail being better described by a q-exponential function. The Zipf-like law in the high frequency regime indicates the presence of a cumulative advantage effect, whereby servers that already have more preprints receive more submissions.

Model Education Plan - Vijil-Morin, Alejandra; Villavicencio, Xuzel; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10264894 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1049 ZenodoArchiveConcept: 10264893
Keywords: _internal; _r:AddedByMyEducationEvidence

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

Mode of tele-communication and software used by children with hearing impairment - Zahra, Arjamand; Khan, Sikander Ghayas; Butt, Ayesha Kamal; Noreen, Hafsa; Saeed, Muhammad Imtiaz; Iftikhar, Nayab (Biomedical Research, 2018)
Objective: The study is being conducted to find out mode of tele-communication and software used by children with hearing impairment. Methodology: This cross-sectional study was done at special education centers and schools in Lahore and Sheikhupura. Data was collected from children with hearing impairment by using a questionnaire of 11 items about the modes of tele-communication and software used by children with hearing impairment. Sample size was 362 which was calculated by using online sample size calculator. The population includes male and female children with mild, moderate, severe and profound hearing impairment studying in special education schools of Lahore and Sheikhupura. All these children use hearing aid and have congenital bilateral hearing loss. Results: This study shows that almost 80% population of children with hearing impairment know about computer and mobile. They also have awareness about the use of computer, Facebook, e-mail etc. In addition, 40 to 50% children with hearing impairment use Skype, Facebook and e-mail as a communication tool. Conclusion: The conclusion from this study is that most of the children use computer and mobile on daily basis in schools and homes for communication. Mild to moderate hearing loss children benefit from these devices between the ages of 10 to 20 y.
Publisher: Allied Academies KerkoCite.ItemAlsoKnownAs: 10.4066/biomedicalresearch.29-17-3494 2129771:LXEKM4D9

Mobility-Related Teacher Turnover and the Unequal Distribution of Experienced Teachers in Turkey - Özoğlu, Murat (Educational Sciences: Theory & Practice, 2015)
This study investigates the issue of mobility-related teacher turnover in Turkey through both quantitative and qualitative methods. The quantitative findings derived from descriptive and correlational analyses of countrywide teacher-assignment and transfer data indicate that a high rate of mobility-related turnover is observed in the less- developed, eastern provinces of Turkey. The qualitative findings derived from semi-structured, in-depth interviews with school principals suggest that the factors contributing to the issue of mobility-related teacher turnover experienced in eastern Turkey are largely related to the socio-economic and geographic conditions of the region. The qualitative findings further suggest that this turnover issue may have far-reaching negative consequences across school-wide performances and processes. Participants consistently reported that the issue of teacher turnover had negative impacts on student performance, teacher motivation and commitment, instructional planning, administrative processes, and school climate. The study concludes by exploring possible policy implications for alleviating the issue of mobility-related teacher turnover as experienced in the less-developed, eastern regions of Turkey.
Number: 4
Keywords: Lebanon_event_2021; Turkey; _C:Georgia GEO; _C:Italy ITA; _C:Turkey TUR; _C:United States USA; _C:Uruguay URY; __C:filed:1; __C:scheme:1

MobiLiteracy-Uganda program phase 1: Endline report - Pouezevara, Sarah; King, S. (RTI International, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:5ZTCVLGW 4804264:2MWWKC2V
Keywords: Final_citation; cited; existing

Mobiles Lernen. Auch zu Hause? - Prasse, Doreen; Egger, Nives; Honegger, Beat Döbeli (Tablets in Schule und Unterricht, 2017)
00001 KerkoCite.ItemAlsoKnownAs: 2129771:LMZLIFZG 2129771:Z3MMLFZC
Keywords: __C:filed:1

Mobiles For Reading: A Landscape Research Review (USAID, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:6CBTE52G 261495:7NTCHA4C

Mobile Technology in a Transnational Project: The Experiences of Teacher Educators and Teachers - Naylor, Amanda; Gibbs, Janet; Igland, Anbjorg; Armundson, Monica (Transforming Teacher Education with Mobile Technologies, 2020)
Publisher: Bloomsbury Academic KerkoCite.ItemAlsoKnownAs: 10.5040/9781350095663.ch-004 2129771:QNQ9XRPS
Keywords: __C:filed:1

Mobile Technologies and Digital Resources for Learning - Churchill, Daniel (Digital Resources for Learning, 2017)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:HWMF7L3K 2129771:VMYWJBHX
Keywords: __C:filed:1

Mobile phone images and video in science teaching and learning - Ekanayake, Sakunthala; Wishart, Jocelyn (Learning Media and Technology, 2014)
shortDOI: 10/ghgn5j KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2013.825628 10/ghgn5j 2129771:GSRH2XWN 2405685:RFWQKYW5

Mobile phone data and COVID-19: Missing an opportunity? - Oliver, Nuria; Letouzé, Emmanuel; Sterly, Harald; Delataille, Sébastien; De Nadai, Marco; Lepri, Bruno; Lambiotte, Renaud; Benjamins, Richard; Cattuto, Ciro; Colizza, Vittoria; de Cordes, Nicolas; Fraiberger, Samuel P.; et al. (arXiv:2003.12347 [cs], 2020)
This paper describes how mobile phone data can guide government and public health authorities in determining the best course of action to control the COVID-19 pandemic and in assessing the effectiveness of control measures such as physical distancing. It identifies key gaps and reasons why this kind of data is only scarcely used, although their value in similar epidemics has proven in a number of use cases. It presents ways to overcome these gaps and key recommendations for urgent action, most notably the establishment of mixed expert groups on national and regional level, and the inclusion and support of governments and public authorities early on. It is authored by a group of experienced data scientists, epidemiologists, demographers and representatives of mobile network operators who jointly put their work at the service of the global effort to combat the COVID-19 pandemic.
arXiv: 2003.12347 KerkoCite.ItemAlsoKnownAs: 2129771:YG2FCJD6
Keywords: Computer Science - Computers and Society; __C:filed:1; ⛔ No DOI found

Mobile literacy among Syrian refugee women teachers - Bradley, Linda; Bahous, Rima; Albasa, Ali (CALL and complexity – short papers from EUROCALL 2019, 2019)
This research project investigates mobile literacy of Syrian refugee women teachers settled in Lebanon and Sweden. Our research provides input into Syrian refugee women teachers' professional aspirations and their connection to informal mobile learning. In both countries, training programs are used for these newly arrived teachers, enabling them to move forward in their careers, where digital and mobile learning play an important part. The purpose is to investigate how Syrian refugee women teachers are blending their teaching profession and vocational training with mobile literacy and digital technology. A qualitative method approach was applied, interviewing 20 refugee women in Lebanon and Sweden, all teachers from Syria. The outcomes show that the teachers are developing their vocational abilities in getting more career-oriented training in their areas of education by means of enhancing their language skills through mobile technology. [For the complete proceedings, see ED600837.]
Publisher: Research-publishing.net, La Grange des Noyes, 25110 Voillans, France KerkoCite.ItemAlsoKnownAs: 2534378:93K5R9FV 2534378:NR6VFNNC
Keywords: Career Development; Cross Cultural Studies; ERIC; Resources in Education (RIE); Faculty Development; Females; Foreign Countries; Handheld Devices; Informal Education; Information Technology; Land Settlement; Lebanon; Literacy; Occupational Aspiration; Refugees; Second Language Instruction; Second Language Learning; Sweden; Syria; Teacher Attitudes; Telecommunications; Videoconferencing; __:import:01; __:match:final; __:matched; __:study_id:2095768; ___working_potential_duplicate; __finaldtb

Mobile Literacy among Syrian Refugee Women Teachers - Bradley, Linda; Bahous, Rima; Albasa, Ali (Research-publishing, 2019)
This research project investigates mobile literacy of Syrian refugee women teachers settled in Lebanon and Sweden. Our research provides input into Syrian refugee women teachers' professional aspirations and their connection to informal mobile learning. In both countries, training programs are used for these newly arrived teachers, enabling them to move forward in their careers, where digital and mobile learning play an important part. The purpose is to investigate how Syrian refugee women teachers are blending their teaching profession and vocational training with mobile literacy and digital technology. A qualitative method approach was applied, interviewing 20 refugee women in Lebanon and Sweden, all teachers from Syria. The outcomes show that the teachers are developing their vocational abilities in getting more career-oriented training in their areas of education by means of enhancing their language skills through mobile technology. [For the complete proceedings, see ED600837.]
Publication Title: Research-publishing.net KerkoCite.ItemAlsoKnownAs: 2129771:NU7RBXMI
Keywords: Career Development; Cross Cultural Studies; Faculty Development; Females; Foreign Countries; Handheld Devices; Informal Education; Information Technology; Land Settlement; Literacy; Occupational Aspiration; Refugees; Second Language Instruction; Second Language Learning; Teacher Attitudes; Telecommunications; Videoconferencing; _C:Australia AUS; _C:Dominica DMA; _C:France FRA; _C:Jordan JOR; _C:Lebanon LBN; _C:Sweden SWE; _C:Syrian Arab Republic SYR; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Mobile Lernumgebungen und Handlungsansätze für die internationale Berufsbildungszusammenarbeit - Mahrin, Bernd (bwp@, 2013)
Auf einer Vielzahl von Baustellen in Ländern des mittleren Ostens und Nordafrikas besteht ein erheblicher Bedarf, das bauausführende Personal für die Tätigkeiten, die es aktuell auszuführen hat, anzulernen. Nur so kann erreicht werden, dass die notwendige Arbeit zumindest einigermaßen fachgerecht erfolgt. Denn die nach dem hire and fire Prinzip häufig wechselnden Bauarbeiter verfügen nicht über ausreichende praktische Erfahrung und häufig kaum über erforderliche Basiskompetenzen.
KerkoCite.ItemAlsoKnownAs: 2129771:8287D4TI 2317526:4EZQ48ST
Keywords: ⛔ No DOI found

Mobile learning vs. traditional classroom lessons: a comparative study - Furió, D; Juan, M-C; Seguí, I; Vivó, R (Journal of Computer Assisted Learning, 2014)
00000 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12071 10/f7dqjb 2129771:6H2BPCC9 257089:VWSWF3H4

Mobile learning technology based on iOS devices to support students with special education needs - Fernández-López, Álvaro; Rodríguez-Fórtiz, María José; Rodríguez-Almendros, María Luisa; Martínez-Segura, María José (Computers & Education, 2013)
00026 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2012.09.014 10/f4hnzg 2129771:BFWDTZ88 257089:CF6ARA9F

Mobile learning projects–a critical analysis of the state of the art - Frohberg, Dirk; Göth, Christoph; Schwabe, Gerhard (Journal of Computer Assisted Learning, 2009)
00168 KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2009.00315.x 10/bg3h47 2129771:295A7BM7 257089:QDBINPJT

Mobile learning in schools: Key issues, opportunities and ideas for practice - Wishart, Jocelyn (Routledge, 2017)
EdTechHub.ItemAlsoKnownAs: 2129771:LXIQ529R
Keywords: _C:Australia AUS; _C:Austria AUT; _C:Bangladesh BGD; _C:Brunei Darussalam BRN; _C:Canada CAN; _C:China CHN; _C:Denmark DNK; _C:Finland FIN; _C:France FRA; _C:India IND; _C:Italy ITA; _C:Jamaica JAM; _C:Japan JPN; _C:Korea XKOR; _C:Lebanon LBN; _C:Malaysia MYS; _C:Nepal NPL; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Portugal PRT; _C:Qatar QAT; _C:Singapore SGP; _C:Slovenia SVN; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Sweden SWE; _C:Switzerland CHE; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Mobile learning for science and mathematics school education: A systematic review of empirical evidence - Bano, Muneera; Zowghi, Didar; Kearney, Matthew; Schuck, Sandra; Aubusson, Peter (Computers & Education, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2018.02.006 2129771:TF98WPE8

Mobile Learning for English Language Acquisition: Taxonomy, Challenges, and Recommendations - Elaish, Monther M.; Shuib, Liyana; Ghani, Norjihan Abdul; Yadegaridehkordi, Elaheh; Alaa, Musaab (IEEE Access, 2017)
00002 KerkoCite.ItemAlsoKnownAs: 10.1109/access.2017.2749541 10/cgtz 2129771:TRWLVLE2 2129771:TX6K4W7I
Keywords: __C:filed:1

Mobile learning bridging the gap in agricultural extension service delivery: Experiences from Sokoine University of Agriculture, Tanzania - Sanga, C; Mlozi, M; Haug, R; Tumbo, S (International Journal of Education and Development using Information and Communication Technology, 2016)
The ubiquitous nature of mobile phones offers a noble environment where farmers can learn informally anywhere, anytime and at any location. This is an innovative way to address some of the weakness of conventional agricultural extension service. Few empirical studies have reported on the development of mobile phone application to support blended learning for smallholder farming communities in developing countries. This study adopted a participatory action research method to develop innovative communication pathways in dissemination of agricultural information, agricultural knowledge and proven agricultural technologies from either extension agents or agricultural research centres or universities to farmers. The respondents who tested the system were selected random from 19 villages in Kilosa District, Tanzania. The developed systems support blended learning using mobile learning (m-learning) and electronic learning (e-learning). The findings from this study show that the systems can provide innovative mobile agricultural extension service to more than 380 smallholder farmers via web- and mobile-phone-based farmers’ advisory information systems.
KerkoCite.ItemAlsoKnownAs: 2129771:8ITNR724 2317526:QJP4S2HT UTI-58288E2E-A7C1-3BBC-8FF2-B93729779CF7
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:agricultural; P:agriculture; P:economy; P:services; Q:ICT; Q:mobile learning; T:Training; T:continuing education; publicImportV1; ⛔ No DOI found

Mobile learning and the outdoors - BEAUCHAMP, GARY; YOUNG, NICK; PRICE, RUBY (Early Learning in the Digital Age, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:AX74SZG8 2129771:IZ34XFK3
Keywords: __C:filed:1

Mobile augmented reality game-based learning: teacher training using the EduPARK app - Pombo, Lúcia; Marques, Margarida Morais; Carlos, Vânia (Da Investigação às Práticas, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:HKWGA9QG
Keywords: _C:Jordan JOR; _C:Portugal PRT; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Mixing and Matching: Using Qualitative Methods to Improve Quantitative Impact Evaluations (IEs) and Systematic Reviews (SRs) of Development Outcomes - Jimenez, Emmanuel; Waddington, Hugh; Goel, Neeta; Prost, Audrey; Pullin, Andrew (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:YKCBGNC2 2317526:EYC6GBR4
Keywords: -FullBiblioUHMLgen; -GeneralCitations; 3ie; ___duplicate_item; publicImportV1

Mixing and matching: using qualitative methods to improve quantitative impact evaluations (IEs) and systematic reviews (SRs) of development outcomes - Jimenez, Emmanuel; Waddington, Hugh; Goel, Neeta; Prost, Audrey; Pullin, Andrew; White, Howard; Lahiri, Shaon; Narain, Anmol (Journal of Development Effectiveness, 2018)
Recent evaluations have begun to use qualitative data in a manner that helps improve the quality and relevance of studies through the inferences that are drawn from them, and their applicability to policy makers and programme implementers. This paper reviews this work and identiﬁes good practices to integrate qualitative methods into quantitative impact evaluations (IEs) and systematic reviews (SRs). Using recent literature on the characteristics of such practices, we developed two tools to assess the methodological rigour and mixed methods integration of 40 IEs and 7 SRs, drawing upon previous approaches. Our ﬁndings are that successful mixed methods quantitative impact evaluations: (1) provide a clear rationale for integration of methods; (2) deploy multidisciplinary teams; (3) provide adequate documentation; and (4) acknowledge limitations to the generalisability of qualitative and quantitative ﬁndings. Successful integration tended to improve mixed methods impact evaluations by collecting better data to inform the study design and ﬁndings, which helped contextualise quantitative ﬁndings. Our main observation on the integration of mixed methods in the systematic reviews is that mixed methods systematic reviews bringing together literatures that answer diﬀerent questions can go beyond the ‘sum of their parts’ to provide holistic answers about development eﬀectiveness. The ﬁndings of this study inform several recommendations to improve the conduct and reporting of mixed methods impact evaluations and systematic reviews.
KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2018.1534875 2129771:V34R7Q5Q
Keywords: ___duplicate_item

Mixed Methods Sampling: A Typology With Examples - Teddlie, Charles; Yu, Fen (Journal of Mixed Methods Research, 2007)
KerkoCite.ItemAlsoKnownAs: 10.1177/2345678906292430 2129771:WGBILE5I 2486141:LKMKNHPM 261495:EXPPDPFQ 503888:YZZQE7Y4
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed

Mixed-methods approaches to learning strategies and self-regulation in Physical Education: a literature review - Kermarrec, Gilles; Regaieg, Ghada; Clayton, Rebecca (Physical Education and Sport Pedagogy, 2022)
Introduction Students’ learning strategies and self-regulation processes are considered highly important in academic and Physical Education contexts. Educational researchers have called for mixed-method designs to investigate how students learn and not only what they learn. The aim of this literature review was to analyze the use of mixed-method designs in self-regulated learning research in a physical education setting.Methods The following databases were searched for relevant articles: ERIC, Persee, PsycInfo and Scopus. No date range was specified and keywords for the search included learning strategies, self-regulated learning, Physical Education, mixed-method, qualitative and quantitative analysis. Thirteen articles were selected and classified according to their theoretical framework. The last stage of selection extended the literature review in each theoretical framework.Results The results show that mixed-method design is relevant when researchers need findings on how students learn, and not only on what they learn. The use of mixed methods is well suited to the Information Processing, Self-Regulated Learning and Student Approaches of Learning theoretical traditions.
Publisher: Routledge _eprint: https://doi.org/10.1080/17408989.2021.1999916
Keywords: Learning strategies; mixed-methods; physical education; qualitative and quantitative analysis; self-regulated learning

Mixed methods appraisal tool (MMAT), version 2018 user guide - Hong, Q.N.; Pluye, P.; Fabregues, S.; Bartlett, G.; Boardman, F.; Cargo, M.; Dagenais, P.; Gagnon, M-P.; Griffiths, F.; Nicolau, B.; O'Cathain, A.; Rousseau, M-C.; et al. (McGill University Department of Family Medicine, 2018)
EdTechHub.ItemAlsoKnownAs:VPTYK3KB
Keywords: ___working_potential_duplicate

Mixed Methodology: Combining Qualitative and Quantitative Approaches - Tashakkori, A.; Teddlie, C. (Sage Publications, 1998)
KerkoCite.ItemAlsoKnownAs: 2129771:DYMUFPI7 2486141:299PMB4Z
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed

Mixed method designs in implementation research - Palinkas, Lawrence A.; Aarons, Gregory A.; Horwitz, Sarah; Chamberlain, Patricia; Hurlburt, Michael; Landsverk, John (Administration and Policy in Mental Health and Mental Health Services Research, 2011)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10488-010-0314-z 2129771:NABX8Y3M 4869029:TMLU6F9M

Mitigating the wider health effects of covid-19 pandemic response - Douglas, Margaret; Katikireddi, Srinivasa Vittal; Taulbut, Martin; McKee, Martin; McCartney, Gerry (BMJ, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.m1557 2129771:YUHT9Z6D
Keywords: __C:filed:1

Mitigating errors and misconceptions among Grade 11 learners in algebra through error analysis - Ndemo, Zakaria; Ndemo, Osten (African Journal of Teacher Education and Development, 2023)

Mitigating COVID-19 impacts and getting education systems up and running again: Lessons from Sierra Leone - Davis, Edward; Berry, Chris (Global Partnership for Education, 2020)
Reflexions on some of the lessons from the Sierra Leone Ebola education response that could be relevant for countries facing shutdowns of their education systems due to the COVID-19 pandemic.
KerkoCite.ItemAlsoKnownAs: 2129771:3FB8TGLH 2339240:NIUY9YWK 2405685:CVJKIQ8D
Keywords: _C:Sierra Leone SLE

Mission-oriented innovation policy: how can experimentation help? (nesta)
Mission-oriented innovation policy is back on the agenda, gaining more and more traction among both innovation policymakers and practitioners. Albert Bravo-Biosca and Teo Firpo explains how and why experimentation is important when delivering missions.

'Mirror Motion', Off the coast international poetry journal - Ajadi, S.B. (Resolute Bear Press, 2012)
Edition: Fall Pages: 41 Place: Robbinston

Ministry of Local Government and Rural Development - Ghana
KerkoCite.ItemAlsoKnownAs: 2129771:ALDPX2C7

Ministry of Labour and Social Protection (The State Department for Labour)
Library Catalog: labour.go.ke KerkoCite.ItemAlsoKnownAs: 2129771:GLILFFLE

Ministry of Labour and Home Affairs- Botswana
KerkoCite.ItemAlsoKnownAs: 2129771:N7ZXW588

Ministry of Information and Communications | Home - Ministry of Information and Communications (Sierra Leone) (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:KJ4CSE7U 2405685:MV5RWXEF

Ministry of Employment and Labour Relations
KerkoCite.ItemAlsoKnownAs: 2129771:7FEHR9Y3

Ministry of Education, Science and Technology
KerkoCite.ItemAlsoKnownAs: 2129771:4AXERIFU

Ministry of Education, Science and Technology - Government of Kenya
LATEST UPDATES LATEST NEWS UPCOMING EVENTS SCHOLARSHIPS OPPORTUNITIES LATEST NEWS {loadmodule mod_ajax_intro_articles,News Article} UPCOMING EVENTS {}loadmo...
UA-78001695-7ac9-44a5-95c5-f0ff7f735ae2 KerkoCite.ItemAlsoKnownAs: 2129771:9EG45SCD 2317526:VIRPFYPY
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; publicImportV1

Ministry of Education, Science and Technology - Government of Tanzania
UA-eb9cd5c2-fda9-4cd6-8582-aefd81146e2c KerkoCite.ItemAlsoKnownAs: 2129771:FYFIHGKE 2317526:G962RLZW
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Tanzania; publicImportV1

Ministry of Education Proud of Students Steady and Progressive Performance in the West African Senior Secondary Examinations (WASSCE) - Ministry of Education, Liberia (2020)

Ministry of Education - Ghana
KerkoCite.ItemAlsoKnownAs: 2129771:VB6E2ATP

Ministry of Education and Sports - Government of Uganda
UA-5b164912-d3d1-4148-ad61-2f0001e42a20 KerkoCite.ItemAlsoKnownAs: 2129771:ZGV2LLMT 2317526:KDSYSSZ3
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; publicImportV1

Ministry of Education and Skills Development - Botswana
KerkoCite.ItemAlsoKnownAs: 2129771:C9SPHUYU

Ministerial Roundtable - “Digitalizing daily life: government services and content driving digital transformation” – Part 1 - ITU Telecom World - ITU (2021)
KerkoCite.ItemAlsoKnownAs: 4804264:7K3R6H8E
Keywords: Final_citation

Minister reiterates significance of TVET in addressing Ghana’s employment challenges (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:F3M6A85G

Minimum Standards for Education: Preparedness, Response, Recovery - INEE (Interagency Network for Education in Emergencies, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:EN45U3HA 2486141:HUS2AQXN

Minding our language: why education and technology is full of bull**** … and what might be done about it - Selwyn, Neil (Learning, Media and Technology, 2016)
KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2015.1012523 10/gf9nv5 2339240:3PWH37HP Extra URL: https://doi.org/10.1080/17439884.2015.1012523
Keywords: ___working_potential_duplicate

Migration Policy Debates - OECD-Organisation for Economic Co-operation and Development (OECD, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:CDWG67PR 2486141:SQTMX7PS

Migration gerecht gestalten - Bertelsmann Stiftung (Hrsg.) (2015)
Wurde Migration früher meist als zusätzliche Bürde für Entwicklungsländer aufgefasst, rücken jetzt stärker ihre Potenziale für Entwicklung in den Blick. Dieser Paradigmenwechsel kann nur erfolgreich sein, wenn er auf allen politischen Handlungsebenen vollzogen und dabei die Perspektive erweitert wird: von den Interessen der Einwanderungsländer auf die der Migranten und der Auswanderungsländer.
KerkoCite.ItemAlsoKnownAs: 2129771:P4NQVCNA 2486141:7RFCELFF

Migration, Education & Development: Databases and Bibliography. Annex G to “Dutch labour market shortages and potential labour supply from Africa and the Middle East” - Hoog, Tycho van der; Dietz, Ton; Düvell, Franck (African Studies Centre Leiden, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:AHCIC45K 2129771:KVEBHN3N 2129771:W256BX86
Keywords: ⛔ No DOI found

Migration, Displacement and Education: Building Bridges, Not Walls - UNESCO (UNESCO, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:HSXJJLAZ 5242966:NW7GUXPU

Midterm Report: OECS Learning Hub - McBurnie, Chris; Megha-Bongnkar, Ghislaine; Regis, Callista; D’Angelo, Sophia; Haßler, Björn (2021)
zotzenLib.CopiedFrom: 2486141:IR94DN2K KerkoCite.ItemAlsoKnownAs: 2129771:UVSXC2TM 2486141:IR94DN2K
Keywords: Author:OpenDevEd

Midline survey: Transforming teacher education and learning - T-TEL (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:STGNQILB 2339240:MJM6PHCK 2405685:UMGJ8LUJ
Keywords: _C:Ghana GHA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Middle Eastern post-conflict futures in education: Iraq, Syria and Yemen - Sherif, Yasmine (International Journal of Comparative Education and Development, 2018)
Publisher: Emerald Publishing Limited

MICS6814 analog gas sensor
KerkoCite.ItemAlsoKnownAs: 2129771:S5TGSQPN 4682641:P7FQA78P

Methods of Meta-Analysis: Correcting Error and Bias in Research Findings - Hunter, JE; Schmidt, FL (Sage, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:HQN2ST3D 2486141:MXVJVAAZ

Methods of financing technical and vocational education and training, and entrepreneurship education to support skills development in Lusaka Province, Zambia - Mubanga, Philip; Hock, Oo Yu; Asif, Mahbub Karim; Mulenga, Innocent Mutale (International Journal of Research and Scintific Innovation (IJRSI), 2019)
Publisher: Research Gate
Keywords: ⛔ No DOI found

Methods for the economic evaluation of health care programmes - Drummond, M.F.; Sculpher, M.J.; Torrance, G.W.; O'Brien, B.J.; Stoddart, G.L. (Oxford University Press, 2005)

Methods for evidence synthesis in the case of very few studies - Bender, Ralf; Friede, Tim; Koch, Armin; Kuss, Oliver; Schlattmann, Peter; Schwarzer, Guido; Skipka, Guido (Research Synthesis Methods, 2018)
In systematic reviews, meta-analyses are routinely applied to summarize the results of the relevant studies for a specific research question. If one can assume that in all studies the same true effect is estimated, the application of a meta-analysis with common effect (commonly referred to as fixed-effect meta-analysis) is adequate. If between-study heterogeneity is expected to be present, the method of choice is a meta-analysis with random effects. The widely used DerSimonian and Laird method for meta-analyses with random effects has been criticized due to its unfavorable statistical properties, especially in the case of very few studies. A working group of the Cochrane Collaboration recommended the use of the Knapp-Hartung method for meta-analyses with random effects. However, as heterogeneity cannot be reliably estimated if only very few studies are available, the Knapp-Hartung method, while correctly accounting for the corresponding uncertainty, has very low power. Our aim is to summarize possible methods to perform meaningful evidence syntheses in the situation with only very few (ie, 2-4) studies. Some general recommendations are provided on which method should be used when. Our recommendations are based on the existing literature on methods for meta-analysis with very few studies and consensus of the authors. The recommendations are illustrated by 2 examples coming from dossier assessments of the Institute for Quality and Efficiency in Health Care.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/jrsm.1297
Keywords: common effect; evidence synthesis; fixed effects; meta-analysis; random effects; very few studies

Methods for estimating the size of Google Scholar - Orduña-Malea, Enrique; Ayllón, Juan M.; Martín-Martín, Alberto; López-Cózar, Emilio Delgado (Scientometrics, 2015)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11192-015-1614-6 2129771:3RJ2ILU8

Methods for dealing with multiple outcomes in meta-analysis: a comparison between averaging effect sizes, robust variance estimation and multilevel meta-analysis - Moeyaert, Mariola; Ugille, Maaike; Natasha Beretvas, S.; Ferron, John; Bunuan, Rommel; Van Den Noortgate, Wim (International Journal of Social Research Methodology, 2017)

Methodology for the Curation of Digital Literacy Courses - Smart Africa Alliance (Smart Africa Alliance, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10399660 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1063 ZenodoArchiveConcept: 10399659
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Methodology for Program Design - Davis, Chris (Pacific Crest)
KerkoCite.ItemAlsoKnownAs: 2129771:B5JHPMDH
Keywords: ⛔ No DOI found

Methodology for literature reviews undertaken by the EdTech Hub - Haßler, Björn; Taskeen Adam; Meaghan Brugha; Kalifa Damani; Zoe Allier-Gagneur; Sara Hennessy; David Hollow; Katy Jordan; Kevin Martin; Mary Murphy; Hannah Walker (EdTech Hub, 2019)
EdTechHub.Source: 2405685:BMM3Z3CM KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3352100 10.5281/zenodo.3352101 10.5281/zenodo.3595594 2129771:3GKL5PCI 2129771:K4IV67YV 2129771:L2EAYWTN 2317526:NRY5DISC 2339240:LY57CR53 2339240:XNCNITQP 2405685:BMM3Z3CM 2405685:CEJDF5XI 2486141:6NRAXWGM
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; STC-TLC; __C:filed:1; _r:ImportedToMyEducationEvidence; _yl:h

Methodology for literature reviews - Haßler, Björn; Adam, Taskeen; Allier-Gagneur, Zoe; Blower, Thomas; Brugha, Meaghan; Damani, Kalifa; Hennessy, Sara; Hollow, David; Jordan, Katy; Martin, Kevin; Megha-Bongnkar, Ghislaine; Murphy, Mary; et al. (EdTech Hub, 2021)
An output of the EdTEch Hub
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4557508 10.53832/edtechhub.0002 2129771:7LFLV9BV 2129771:BKEP82PS 2339240:KF364I3I 2405685:2CKWI7RR 2486141:5ZZZWWPN
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:k; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Méthodologie pour la création de cours de littératie numérique - Smart Africa Alliance; Macharia, Grace; Walker, Hannah; Waziri, Nafisa; Haßer, Björn (Smart Africa Alliance, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10894684 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1123 ZenodoArchiveConcept: 10894683
Keywords: Coming soon; _r:AddedByMyEducationEvidence

Methodological guidance paper: the art and science of quality systematic reviews - Alexander, Patricia A. (Review of Educational Research, 2020)
The purpose of this article is to overview various challenges that prospective authors of quality systematic reviews should be prepared to address. These challenges pertain to all phases of the review process: from posing a critical question worthy of pursuit and executing a search procedure that is appropriately framed and transparently recorded, to discerning patterns and trends within the resulting data that speak directly to the critical question framing the review. For each of these challenges, suggestions are offered as to how authors might respond so as to enhance the quality of the review process and increase the value of findings for educational research, practice, and policymaking.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0034654319854352 2405685:GC76C27N 2534378:I28YADAU
Keywords: ___working_potential_duplicate

Metasynthesis of preservice professional preparation and teacher education research studies - Dunst, Carl J.; Hamby, Deborah W.; Howse, Robin B.; Wilkie, Helen; Annas, Kimberly (Education sciences, 2019)
Publisher: MDPI

'Metamorphing Barriers: The bowdlerization of the Nigerian wall.' - Ajadi, S.B. (Procs 5th West Africa Built Environment Research (WABER) 12-14 August 2013. Proceedings, 2013)
Keywords: ⛔ No DOI found

Metaknowledge - Evans, JA; Foster, JG (Science, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1126/science.1201765 2129771:NMXJFNQ5 2486141:LLQGMHAE

Metadata quality issues in learning repositories - Palavitsinis, Nikos (2014)
Metadata lies at the heart of every digital repository project in the sense that it defines and drives the description of digital content stored in the repositories. Metadata allows content to be successfully stored, managed and retrieved but also preserved in the long-term. Despite the enormous importance of metadata in digital repositories, one that is widely recognized, studies indicate that what is defined as metadata quality, is relatively low in most cases of digital repositories. Metadata quality is loosely defined as "fitness for purpose" meaning that low quality of metadata means that metadata cannot fulfill its purpose which is to allow for the successful storage, management and retrieval of resources. In practice, low metadata quality leads to ineffective searches for content, ones that recall the wrong resources or even worse, no resources which makes them invisible to the intended user, that is the "client" of each digital repository. The present dissertation approaches this problem by proposing a comprehensive metadata quality assurance method, namely the Metadata Quality Assurance Certification Process (MQACP). The basic idea of this dissertation is to propose a set of methods that can be deployed throughout the lifecycle of a repository to ensure that metadata generated from content providers are of high quality. These methods have to be straightforward, simple to apply with measurable results. They also have to be adaptable with minimum effort so that they can be used in different contexts easily. This set of methods was described analytically, taking into account the actors needed to apply them, describing the tools needed and defining the anticipated outcomes. In order to test our proposal, we applied it on a Learning Federation of repositories, from day 1 of its existence until it reached its maturity and regular operation. We supported the metadata creation process throughout the different phases of the repositories involved by setting up specific experiments using the methods and tools of the MQACP. Throughout each phase, we measured the resulting metadata quality to certify that the anticipated improvement in metadata quality actually took place. Lastly, through these different phases, the cost of the MQACP application was measured to provide a comparison basis for future applications. Based on the success of this first application, we decided to validate the MQACP approach by applying it on another two cases of a Cultural and a Research Federation of repositories. This would allow us to prove the transferability of the approach to other cases the present some similarities with the initial one but mainly significant differences. The results showed that the MQACP was successfully adapted to the new contexts, with minimum adaptations needed, with similar results produced and also with comparable costs. In addition, looking closer at the common experiments carried out in each phase of each use case, we were able to identify interesting patterns in the behavior of content providers that can be further researched. The dissertation is completed with a set of future research directions that came out of the cases examined. These research directions can be explored in order to support the next version of the MQACP in terms of the methods deployed, the tools used to assess metadata quality as well as the cost analysis of the MQACP methods.
EdTechHub.ItemAlsoKnownAs: 2129771:6DA8YLAK
Keywords: __C:filed:1; ⛔ No DOI found

Meta-synthesis method for qualitative research: a literature review - Walsh, Denis; Downe, Soo (Journal of Advanced Nursing, 2005)
Aim. This paper discusses the purpose and stages of meta-synthesis and the epistemological status of knowledge generated from the technique. Particular attention is paid to exploring the contested areas of the method that remain. Background. There is a growing interest in meta-synthesis as a technique for generating new insights and understanding from qualitative health care research. An increasing number of meta-synthesis papers are appearing in the nursing and midwifery literature. Methods. Literature on the technique of meta-synthesis and examples of meta-synthesis papers were searched and reviewed. A meta-synthesis exercise was undertaken, and this informed reflection and critique of the method. Findings. Meta-synthesis attempts to integrate results from a number of different but inter-related qualitative studies. The technique has an interpretive, rather than aggregating, intent, in contrast to meta-analysis of quantitative studies. Examples from the literature indicate that some aspects of the technique are not yet fully established. Conclusion. Despite the contingent nature of evidence gleaned from meta-synthesis and current lack of consensus about some of its aspects, meta-synthesis is an important technique for qualitative researchers and can deepen understanding of the contextual dimensions of health care.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1365-2648.2005.03380.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2648.2005.03380.x 2129771:3XYW23VB
Keywords: contextual; interpretive; literature review; meta-synthesis; midwifery; qualitative research

Meta-framework of digital literacy: a comparative analysis of 21st-century skills frameworks - Martínez, María Cristina; Sádaba, Charo; Serrano-Puche, Javier (Revista Latina de Comunicacion Social, 2021)
Introduction: Faced with an imminent digital era marked by globalization and technological innovation, different organizations raised the importance of innovating education with the so-called 21st-century competencies. The need for new skills to participate in digital culture is highlighted in the different proposals, where digital competence is fundamental to live, work and participate in Knowledge Society. Methodology: This work aims to generate an integrated proposal of digital literacy through a comparative analysis of digital competence in eight frameworks of 21st-century skills (ATCS, enGauge, Naep, Nets, OECD, P21, UNESCO, European Union), which they are studied in three main thematic blocks: a) definition, b) objectives and vision, c) competencies and abilities. Results: Digital literacy encompasses a holistic approach, nurtured by different literacies, from which a meta-framework with nine competencies is built: three direct competencies, 1) information and data, 2) communication and collaboration, and 3) technical; five transversal competencies, 4) problem solving, 5) global citizenship and multicultural awareness, 6) interpersonal, 7) future thinking, 8) creative thinking and 9) critical thinking; and 53 cognitive, critical, technical, social, emotional and projective digital skills. Conclusions: Multidimensional digital literacy consolidates the techno-social perspective for empowerment and technological appropriation, which exceeds the operational use of tools and guarantees the broad, meaningful, and innovative use of technology for the construction of an equitable society, decent employment, social participation, among other purposes that are connected with the Sustainable Development Goals.
KerkoCite.ItemAlsoKnownAs: 2129771:7Z6WTN9P
Keywords: ⛔ No DOI found

Meta-Analysis With Complex Research Designs: Dealing With Dependence From Multiple Measures and Multiple Group Comparisons - Scammacca, Nancy; Roberts, Greg; Stuebing, Karla K. (Review of Educational Research, 2014)
Previous research has shown that treating dependent effect sizes as independent inflates the variance of the mean effect size and introduces bias by giving studies with more effect sizes more weight in the meta-analysis. This article summarizes the different approaches to handling dependence that have been advocated by methodologists, some of which are more feasible to implement with education research studies than others. A case study using effect sizes from a recent meta-analysis of reading interventions is presented to compare the results obtained from different approaches to dealing with dependence. Overall, mean effect sizes and variance estimates were found to be similar, but estimates of indexes of heterogeneity varied. Meta-analysts are advised to explore the effect of the method of handling dependence on the heterogeneity estimates before conducting moderator analyses and to choose the approach to dependence that is best suited to their research question and their data set.

Meta-analysis of multiple outcomes: A multilevel approach - Van den Noortgate, Wim; López-López, José Antonio; Marín-Martínez, Fulgencio; Sánchez-Meca, Julio (Behavior research methods, 2015)
Publisher: Springer

Meta-analysis of action video game impact on perceptual, attentional, and cognitive skills. - Bediou, Benoit; Adams, Deanne M.; Mayer, Richard E.; Tipton, Elizabeth; Green, C. Shawn; Bavelier, Daphne (Psychological Bulletin, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1037/bul0000130 4804264:V8VYQ8GY
Keywords: Final_citation; cited; existing

Meta-analysis of 35 studies examining the effect of indoor temperature on office work performance - Porras-Salazar, Jose Ali; Schiavon, Stefano; Wargocki, Pawel; Cheung, Toby; Tham, Kwok Wai (Building and Environment, 2021)
Several relationships between air temperature and work performance have been published. We reanalysed the one developed in 2006 by Seppänen et al.; which is probably the best known. We found that even when significant, its prediction accuracy is very low (R2 = 0.05, MAE = 1.9%, RMSE = 3.1%). We consequently reviewed the literature and found 35 studies on the effects of temperature on office work performance. We used Seppänen et al.’s approach to normalise the data reported in these studies and explored the feasibility to develop a new relationship using regression models, models based on the Maximal Adaptability framework, and machine learning. We could not find a relationship between temperature and office work performance neither for the range of temperatures measured in most of the office buildings (20 °C–30 °C) or a wider range (18 °C–34 °C). Plausible reasons are discussed including the variety of methods used to assess performance, the multiple uncontrolled confounders, and the fact that temperature alone may not fully describe how the thermal environment affects building occupants. We do not recommend the use in practice of any of the models relating temperature to office work performance examined in the present study. The lack of relationships does not necessarily refute that temperature affects the performance of office work. Coordinated research predicated on a shared protocol enabling integrated analysis in the modelling of the relationships between the indoor thermal environment and office work performance is proposed to be carried out before using them in practice. We made the database open-source and developed an application for data exploring.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2021.108037 2129771:3WB6E2E4 4682641:B4RYFHC6 4682641:PEAZCXFI
Keywords: BE:RELEVANT; Cognitive performance; Indoor air temperature; Offices; Productivity; Thermal environment

Meta‐analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre‐K to grade 2 - Savva, Marilena; Higgins, Steve; Beckmann, Nadin (Journal of Computer Assisted Learning, 2022)
Background: The array of availability of diverse digital reading applications, the mixed results emerging from small-scale experimental studies, as well as the long-standing tradition and range of known positive developmental outcomes gained from adultchild storybook reading warrant an investigation into electronic storybooks (e-books) by performing a meta-analysis, which includes recent studies.
KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12623 2129771:JWLRZDEL 4820891:4ME8FHSQ 4820891:5SQ8T6XV 4820891:A9IVD7B8
Keywords: _Import_to_OpenDevEd_EvLib

Meta-analysis as a response to the replication crisis. - Sharpe, Donald; Poets, Sarena (Canadian Psychology/Psychologie Canadienne, 2020)
Publisher: Educational Publishing Foundation

Messen beruflicher Kompetenzen: Band III. Drei Jahre KOMET-Testerfahrung - Rauner, Felix; Heinemann, Lars; Maurer, Andrea; Ji, Li; Zhao, Zhiqun (LIT, 2011)
Das KOMET-Konsortium legt nach drei Jahren national und international vergleichender Forschung mit dem dritten KOMET-Band ein empirisch überprüftes und breit erprobtes Verfahren zum Messen beruflicher Kompetenz vor. Das Besondere des KOMET-Forschungsansatzes besteht darin, dass vor allem die Berufbildungspraxis das dem Testverfahren zugrunde liegende Kompetenzmodell auch als eine Anleitung zur Gestaltung und Evaluation beruflicher Bildungprozesse schätzt. Erstmals kann jetzt auch für die berufliche Bildung ein psychometrisch evaluiertes international anschlussfähiges Verfahren der vergleichenden Large-Scale-Kompetenzmessung vorgestellt werden.
zotzenLib.CopiedFrom: 2317526:XIAPRNS9 KerkoCite.ItemAlsoKnownAs: 2129771:83IDPEVW 2317526:XIAPRNS9

Messen beruflicher Kompetenz - Rauner, Felix; Grollmann, Philipp; Martens, Thomas (2007)
Abstract: Felix Rauner, Philipp Grollmann und Thomas Martens present an approach to the measurement of professional competences, which is based on prior experiences and results from the evaluation of a pilot study on the re-design of vocational profiles within a German auto manufacturer.
KerkoCite.ItemAlsoKnownAs: 2129771:U3GNJKZW 2317526:7YEF3CNU
Keywords: ⛔ No DOI found

Messaging Apps, SMS, and Social Media: A Rapid Evidence Review - Jordan, Katy; Mitchell, Joel (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:XT7Q5NUB
Keywords: Final_citation; cited; existing

Mentor Handbook (3)
KerkoCite.ItemAlsoKnownAs: 2129771:WXVXP3DS

Mental health and wellbeing outcomes of climate change mitigation and adaptation strategies: A systematic review - Flores, Elaine C.; Brown, Laura J.; Kakuma, Ritsuko; Eaton, Julian; Dangour, Alan D. (Environmental Research Letters, 2023)
Abstract Climate change has already impacted the health and wellbeing of ∼5 billion people globally. However, the potential influence of climate change mitigation and adaptation strategies on mental health and wellbeing outcomes in low-and-middle-income countries (LMICs) remains insufficiently understood. We aimed to determine the effect of these strategies on mental health and wellbeing outcomes among LMIC beneficiaries. We carried out a systematic review to identify intervention and case studies published from 2013 to 2022, searching OVID Medline, Embase, PsycINFO, Global Health, Cochrane Library, GreenFile, Web of Science, and a subset of studies from the ‘Global Adaptation Mapping Initiative’ database. We included controlled, quasi-experimental, pilot, and focussed case studies reporting mental health or wellbeing outcomes assessments of climate change mitigation and adaptation strategies. We categorised studies by design, geographic region, target population, setting, environmental hazard, strategy type and primary outcomes. PROSPERO registry: CRD42021262711. A total of 9532 studies were initially retrieved, and 15 studies involving 12 255 participants met the inclusion criteria. Among these, twelve studies described evidence from single-adaptation strategies in nine LMICs, while three reported mitigation programmes. Only two randomised evaluations assessed common mental disorders such as depression, trauma or anxiety using validated scales. Most studies evaluated broader wellbeing at the community and individual levels. Nine studies (53.3%) reported significant beneficial changes in mental health or wellbeing outcomes among beneficiaries, while six (46.7%) obtained mixed results linked to local and sociocultural factors. The interventions ‘practical significance and overall impact remained unclear due to the heterogeneous reporting in program effectiveness, gaps in effect size assessments or qualitative insights. Our review highlights the scarcity and limited nature of the current evidence, underscoring the need for further equitable research. The ongoing global climate and mental health crises press us to fully understand and address these strategies’ psychosocial impacts and translate these findings into effective policy and transdisciplinary action as an opportunity to prevent and ameliorate significant, long-term problems in the population’s mental health and wellbeing.
openalex: W4389660070 KerkoCite.ItemAlsoKnownAs: 10.1088/1748-9326/ad153f 2129771:97VDTQLA 5072953:BLHNPA29
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Mental health and Psychosocial Support and Social and Emotional Learning support for Learning Outcomes in Conflict-Affected Settings - Gallagher, Emma (2018)
This rapid review synthesises findings on the importance of provision of mental health and psychosocial support interventions (MHPSS) and social and emotional learning (SEL) support for protecting or promoting the general psychosocial wellbeing of individuals and the treatment of more serious mental health issues, particularly in conflict or post-conflict situations. In conducting the literature search for this report, several papers which discuss how education can have a positive impact on psychosocial wellbeing were identified. However, the evidence showing the link in the other direction - on the effect of psychosocial support interventions on education outcomes - is sparse. Of the three studies identified which do attempt to show this link between MHPSS and education, one measured school attendance and classroom behaviour only (not learning), while another included academic performance as one element of a multi-component ‘school wellbeing’ metric. It was therefore impossible to ascertain the extent to which the programme had actually improved learning. The third study identified no effect of the intervention on education outcomes. It is therefore impossible to draw any conclusions about MHPSS and their effects on learning other than that a research link may have been established, which is based on evidence from a small number of studies, and often using less objectively verifiable research methods such as self-reported feedback or qualitative interviewing. The review finds body of evidence indicating direct links between SEL and learning is more established than MHPSS; however, given the context-specific nature of both MHPSS and SEL it will not be sufficient to rely on this body of evidence alone. Therefore, there is learning to be had from the US-based studies and the small number of LMICs studies which do exist and can draw a clear link between SEL and learning outcomes. However, further empirical research is needed in order to understand if and how such programmes will work in conflict-affected settings. Aber et al. (2016a; 2016b) makes a useful first step with this but more evidence is required in order to ensure the benefits are transferable.
Accepted: 2018-12-21T10:33:18Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:23EF5XE7 4869029:YT7C9Q49
Keywords: ⛔ No DOI found

Menstruation, sanitary products, and school attendance: Evidence from a randomized evaluation - Oster, Emily; Thornton, Rebecca (American Economic Journal: Applied Economics, 2011)

MEMS microphone
KerkoCite.ItemAlsoKnownAs: 2129771:2MVBU37H 4682641:QWMUG4ZN

Members of the UNESCO Global Network of Learning Cities - UNESCO Institute for Lifelong Learning (2017)
Library Catalog: uil.unesco.org KerkoCite.ItemAlsoKnownAs: 2129771:6M59HAXD

Meeting the Learning Needs of Historically Underserved Students during and after California School Closures. Crisis Response Resource - Bowman, Alicia; Jallow, Shelley (WestEd, 2020)
School closures intended to slow the spread of the new coronavirus have been forcing California's public-school leaders to apply their crisis-management skills to the enormous task of delivering instruction to some 6.2 million students across the state who, for an indefinite period, must engage in some type of distance learning. Even under normal conditions, many of California's districts and schools struggle to adequately serve the full range of their highly diverse student populations. Today's extraordinary circumstances only add to the challenge. In doing so, they serve as a call to action for rethinking how to meet the learning needs of student groups that have been on the wrong side of long-standing opportunity gaps.
Publication Title: WestEd KerkoCite.ItemAlsoKnownAs: 2129771:X2X7BPA9
Keywords: Access to Computers; Access to Education; At Risk Students; Barriers; Communicable Diseases; Crisis Management; Disease Control; Distance Education; Family Environment; Food; Internet; Online Courses; Planning; Public Schools; Readiness; School Closing; Student Needs; Teacher Competencies; Teacher Role

Meeting the data challenge in education: a knowledge and innovation exchange - Crouch, Luis (Global Partnership for Education, 2019)
The purpose of this paper is to describe the current landscape in education data systems and spark discussion and debate around potential areas for KIX investment.
EdTechHub.ItemAlsoKnownAs: 2339240:PYIIMTJL;2339240:PYIIMTJL Old URL: https://www.globalpartnership.org/content/meeting-data-challenge-education-knowledge-and-innovation-exchange-kix-discussion-paper
Keywords: ___working_potential_duplicate

Meeting the Academic and Social-Emotional Needs of Nigeria’s Out-of-School Children | INEE - Miheretu, Adane (International Rescue Committee, 2019)
As part of their response to number of out-of-school children in Nigeria, with the support from UK Aid, the International Rescue Committee (IRC) and Creative Associates International developed the Accelerated Learning Program (ALP) model in Nigeria. ALPs are flexible, age-appropriate educational programs which aim to address the needs of OOS children and youth by preparing them for entry or re-entry into the mainstream educational system. By enrolling these students, ALPs strive to make up for lost time and shore up the essential skills these students may have never developed or lost after their educations were derailed.
KerkoCite.ItemAlsoKnownAs: 2129771:XPGY55IA
Keywords: _C:Nigeria NGA; __C:filed:1; __C:scheme:1

Meeting agenda matters: promoting reflective dialogue in teacher communities - Dogan, Selcuk; Yurtseven, Nihal; Tatık, Ramazan Şamil (Professional Development in Education, 2018)
(2018). Meeting agenda matters: promoting reflective dialogue in teacher communities. Professional Development in Education. Ahead of Print.
00000 EdTechHub.ItemAlsoKnownAs: 2129771:ZJJHS979
Keywords: _C:Australia AUS; _C:Lebanon LBN; _C:Pakistan PAK; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Medien im naturwissenschaftlichen Unterricht - Nerdel, Claudia (Grundlagen der Naturwissenschaftsdidaktik, 2017)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:CGSGYW8F 2129771:GIC7Q6G2 2129771:S8NV2C28 2129771:Y5LWBXYC
Keywords: __C:filed:1

Mechanism Experiments and Policy Evaluations - Ludwig, Jens; Kling, Jeffrey R.; Mullainathan, Sendhil (Journal of Economic Perspectives, 2011)
Randomized controlled trials are increasingly used to evaluate policies. How can we make these experiments as useful as possible for policy purposes? We argue greater use should be made of experiments that identify the behavioral mechanisms that are central to clearly specified policy questions, what we call "mechanism experiments." These types of experiments can be of great policy value even if the intervention that is tested (or its setting) does not correspond exactly to any realistic policy option.
KerkoCite.ItemAlsoKnownAs: 10.1257/jep.25.3.17 2129771:E3FWTP48 2486141:9B3X2ITQ
Keywords: Design of Experiments: General; Microeconomic Policy: Formulation; Evaluation; Policy Objectives; Implementation; Policy Coordination; Policy Designs and Consistency

Measuring the Unmeasurable in Education: edited by Elaine Unterhalter, Oxon, Routledge, 2019, 169 pp., ISBN 978-0-367-00103-2 - Waziri, Nafisa (Journal of Human Development and Capabilities, 2021)

Measuring the Information Society Report 2018 - Johannes Bauer; Benavente, Daniela; Gillet, Josh; Helsper, Ellen; Van Deursen, Alexander (International Telecommunication Union, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:LJ98I2J5 5242966:D6B68FH2

Measuring the impacts of teachers II: Teacher valueadded and student outcomes in adulthood - Chetty, R.; Friedman, J.N.; Rockoff, J.E. (The American Economic Review, 2014)

Measuring the creation of a participatory and respectful environment for children provides - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 2: Measuring the creation of a participatory and respectful environment for children provides a framework and practical tools to measure children’s participation in their community and society.
KerkoCite.ItemAlsoKnownAs: 2129771:CHEXLRK9 2486141:DM3ZE248
Keywords: CitedIn:eCubed; _yl:b; eCubed

Measuring teacher classroom management skills: a comparative analysis of distance trained and conventional trained teachers - Henaku, Christina Bampo; Pobbi, Michael Asamani (Journal of Education and Practice, 2017)
Many researchers and educationist remain skeptical about the effectiveness of distance learning program and have termed it as second to the conventional training method. This perception is largely due to several challenges which exist within the management of distance learning program across the country. The general aim of the study is compare the classroom management skills exhibited by distance trained teachers to that of conventional trained teachers in their field of work. Teacher classroom management was classified into two multidimensional constructs consisting of effective behavior management skills and instructional learning format skills. A quantitative design strategy was adapted for the study. Primary data was collected using a questionnaire from 500 teachers-consisting of 250 conventional and 250 distance trained teachers–and 60 head teachers selected from basic schools across 10 regions in Ghana. Head teachers assessment of teachers served as a means of triangulating results obtained. Data obtained during survey was coded and entered into a SPSS statistical software and subsequently analysed using both descriptive and inferential methods. Results from the study reveal that there were no significant differences in all nineteen (19) items used in measuring teacher classroom control mechanism. Recommendations were made based on the findings of the study.
Publisher: IISTE, No 1 Central, Hong Kong Island, Hong Kong SAR KerkoCite.ItemAlsoKnownAs: 2534378:BN4CL6MA 2534378:V3NGM6FT 2534378:WHV54Y47
Keywords: Behavior Change; Classroom Techniques; Comparative Analysis; Conventional Instruction; Distance Education; ERIC; Current Index to Journals in Education (CIJE); Elementary Education; Elementary School Teachers; Foreign Countries; Ghana; Intermode Differences; Multidimensional Scaling; Questionnaires; Statistical Analysis; Teacher Surveys; Teaching Skills; Training Methods; __:import:01; __:match:final; __:matched; __:study_id:2096069; __finaldtb; ⛔ No DOI found

Measuring menstruation-related absenteeism among adolescents in low-income countries - Benshaul-Tolonen, Anja; Zulaika, Garazi; Sommer, Marni; Phillips-Howard, Penelope A. (The Palgrave handbook of critical menstruation studies, 2020)
Publisher: Palgrave Macmillan, Singapore KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-15-0614-7_52 2129771:4YDEUNNM
Keywords: _yl:b

Measuring-Human-Capital.pdf

Measuring Human Capital. Policy Research Working Paper - Angrist, N.; Djankov, S.; Goldberg, P.K.; Patrinos, H.A. (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:PM78M6YG 2129771:UYIWMY6B

Measuring digital literacy across three age cohorts: Exploring test dimensionality and performance differences - Jin, Kuan-Yu; Reichert, Frank; Cagasan Jr, Louie P.; de La Torre, Jimmy; Law, Nancy (Computers & Education, 2020)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.103968 2129771:AGH32P4S

Measuring and predicting process quality in Ghanaian pre-primary classrooms using the Teacher Instructional Practices and Processes System (TIPPS) - Wolf, Sharon; Raza, Mahjabeen; Kim, Sharon; Aber, J. Lawrence; Behrman, Jere; Seidman, Edward (Early Childhood Research Quarterly, 2018)
© 2018 Elsevier Inc. In recent years, there has been an increase in the demand for and supply of early childhood education (ECE) in low- and middle-income countries. There is also growing awareness that unless ECE is of high quality, children may attend school but not learn. There is a large literature on the conceptualization and measurement of ECE quality in the United States that focuses on the nature of teacher-child interactions. Efforts to expand access to high quality ECE in low- and middle-income countries will require similar measurement efforts that are theoretically-grounded and culturally-adapted. This paper assesses the factor structure and concurrent validity of an observational classroom quality tool to assess teacher-child interactions—the Teacher Instructional Practices and Processes System©(TIPPS; Seidman et al., 2013)—in Ghanaian pre-primary classrooms. We find evidence of three conceptually distinct but empirically correlated domains of quality: Facilitating Deeper Learning (FDL), Supporting Student Expression (SSE), and Emotional Support and Behavior Management (ESBM). Teachers’ schooling level, training in early childhood development, and professional well-being positively predict the three quality domains in different ways. SSE and ESBM predict classroom end-of-the-school-year academic outcomes, and SSE predicts classroom end-of-the-school-year social-emotional outcomes. Implications for the field of international education and global ECE policy and research are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ecresq.2018.05.003 10/gfjkng 2129771:RR2UQS7G 2317526:AH9T7QFQ
Keywords: -FullBiblioUHMLgen; -RRQ:LOW; A:Sub-Saharan Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:middle-income country; F:access; F:learning; F:outcomes; F:policy; P:culture; P:measurement; P:nature; P:social; P:teacher education; P:teachers; R:observation; T:Training; Z:Pre-primary school; Z:Process quality; Z:School readiness; Z:Sub-Saharan Africa; Z:Teacher education; Z:Teacher-child interactions; _C:Ghana GHA; publicImportV1

Measures and Tools for EPIS Constructs (EPIS Framework)
“Measures and Tools for EPIS Constructs,” EPIS Framework, 2022, https://episframework.com/measures.

Measured and perceived visual qualities of learning environments in Bayero University, Kano Nigeria. Savanna, A journal of the Environmental and Social Sciences - S.M. Ali (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:PXTETYRP 2129771:RLJSFHZA 2486141:ISV74JPD
Keywords: ⛔ No DOI found

Measured and Perceived Conditions of Indoor Environmental Qualities (IEQ) of University Learning Environments in Semi-arid Tropics: a Field Study in Kano-Nigeria - Ali, Sani Muhammad (University of Portsmouth, 2018)
This study investigates the conditions and the levels of satisfaction with indoor environmental quality (IEQ) in naturally ventilated (NV) learning environments in Bayero University, Kano and compares the results to international comfort standards’ thresholds. It examines the thermal and visual comfort, acoustic quality as well as the indoor air quality of six learning environments in the University consisting of four lecture theatres and two laboratories. Researches in IEQ have shown that good quality indoor environment enhances occupants’ comfort, wellbeing, raises their productivity, and most importantly for this research, it raises students’ performances, reduces absenteeism, and reduces stress and fatigue among teachers. IEQ researches are mostly being undertaken in the four most advanced continents that are situated in the temperate regions of the world, but not in subSaharan Africa. Using both measurement and survey methods, internal and external physical parameters (air and radiant temperatures, air velocity, relative humidity, background noise, sound pressure level, horizontal and vertical illumination level, carbon dioxide concentration and particulate matter) were evaluated. The assessments were undertaken three times covering ten months, August 2016 to May 2017, which coincided with the three distinct seasons (warm and wet; cool and dry & hot and dry) in Kano. PMV model, as always, failed to predict the thermal conditions of the learning environments. Similarly some of the measured and calculated IEQ parameters, have not met the thresholds specified by the adaptive components of ASHRAE-55, but were in agreement with EN 15251, the respondents expressed their acceptance of their learning environments, subjectively. This is not surprising as these standards were often based on experiments implemented in developed countries, where the severity of the climatic conditions and the culture are dissimilar to sub Saharan Africa. The outcome of the research is hoped to raise awareness of IEQ potentialities among the academia, building industry professionals, building owners, university managers and other education policy makers in the region.
KerkoCite.ItemAlsoKnownAs: 5072953:LPAYJVWN 5072953:PKE3SFJF
Keywords: C:Nigeria; _z:class:countries; _z:class:themes; openalex:n:0; ⛔ No DOI found

Measure for measure: The relationship between measures of instructional practice in middle school English language arts and teachers’ valueadded scores - Grossman, P.; Loeb, S.; Cohen, J.; Wyckoff, J. (American Journal of Education, 2013)