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

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

EdTech for Learners with Disabilities in Primary School Settings in LMICs: A Systematic Literature Review - Lynch, Paul; Singal, Nidhi; Francis, Gill A. (EdTech Hub, 2021)
This systematic literature review was guided by the overarching aim of establishing the categories of EdTech that may be appropriate to support the learning of children with disabilities aged 4–12 years in low-and middle-income countries. A critical review of the published literature was deemed essential as the field of disability and EdTech (mirroring larger trends in disability and educational research) has remained dominated by anecdotal commentaries and strong personal assertions, but substantiated by little evidence. In framing the review we drew on a dual model of access which provides a helpful lens into how EdTech can support a learner’s development trajectory across different interventions (e.g. learning to read Braille or sign language), targeted educational outcomes, inclusive practices and suitable accommodations in different educational settings. This approach is underpinned by a human rights agenda, as articulated in the UN Convention for the Rights of Persons with Disabilities (CRPD) and the Sustainable Development Goals (SDGs) which demand fair and equal access to education for all children and young people. They are also concerned, though, that an individual child/young person should have agency, self-determination and independence. Article 2 of the CRPD unambiguously recognizes that reasonable accommodation is vital in enabling persons with disabilities to enjoy and exercise their rights on an equal basis with others.
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4348995 10.5281/zenodo.4348995 2129771:N8JYFSAG 2339240:6VEXVUL7 2339240:BAU4D8ER 2339240:PAABA4B7 2339240:Z4FHRC9L 2405685:7IEM9MCP 2405685:ATYBHAIH 2405685:DGRQM9XQ 2405685:KL56SD42 2405685:VZNCHGEG 2405685:XJ42VUQG 2534378:3A5TU66J
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _genre:LR-literature_review; _yl:a; _zenodoETH

How Can EdTech Support Primary School Learners with Disabilities in LMICs? Recommendations for Policy - Lynch, Paul; Singal, Nidhi; Francis, Gill A. (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 2129771:2PXIXEEE 2129771:K4IQ4CKF 2405685:UXWEBRCC
Keywords: _EdTechHub_Output; _cover:v3; _r:AddedByZotZen; _yl:b; _zenodoETH

Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children - Lynch, Paul; Kaye, Tom; Terlektsi, Emmanouela (EdTech Hub, 2020)
The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
EdTechHub.Source: 2405685:LP4PGMNA KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3891379 2129771:3YH4WC8N 2129771:7J2S7YUK 2129771:J35ZR45N 2339240:CUSR6ZBJ 2339240:FS3CFIBL 2339240:N7RDGZGY 2339240:V229A7WT 2405685:4PAZ4ZQH 2405685:LP4PGMNA 2405685:XIQ5CL9B 2405685:YY4LI6EI
Keywords: C:Pakistan; F: Helpdesk response; L:Special education needs and disabilities (SEND); LP: English; _C:Bangladesh BGD; _C:Ethiopia ETH; _C:India IND; _C:Ireland IRL; _C:Kenya KEN; _C:Pakistan PAK; _C:Rwanda RWA; _C:United Kingdom GBR; _C:United States USA; _DOILIVE; _EdTechHub_Output; _GS:indexed; __C:filed:1; __C:scheme:1; _cover:v1; _r:CopiedFromEvLib; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

ICTs and development in developing countries: a systematic review of reviews - Lwoga, Edda Tandi; Sangeda, Raphael Zozimus (The Electronic Journal of Information Systems in Developing Countries, 2019)
This systematic review of reviews aimed to explore the contribution of information and communication technologies (ICTs) for development in developing countries. This systematic review of reviews determines and summarizes ICTD research trends, and methodologies and conceptual frameworks used in ICTD research discuss the findings and evidence and then suggest approaches for further research. We reviewed existing systematic reviews published on ICT and development between January 1990 and July 2017. The review of reviews shows that a growing number of ICTD research works have used qualitative research approaches for data collection and analysis. We note several attempts to develop and apply models/frameworks over explanatory and predictive theories, most notably in the area of social, sociotechnical, and technical. Nevertheless, there is limited evidence on the long‐term contribution of ICT use on livelihoods, patterns of economic inequality, human freedom, and well‐being in developing countries. This review of reviews synthesizes existing systematic reviews on the contribution of ICT for development than was previously available for developing countries. This review has the potential for several stakeholders, including the public and private sector, intermediaries, and nonprofit organizations, to utilize the accumulated evidence from selected systematic reviews to enable/improve the appropriate and sustainable use of ICTs for development.
KerkoCite.ItemAlsoKnownAs: 10.1002/isd2.12060 2405685:2HFH9EJX 2534378:8P8Y85JD

Health impact studies of climate change adaptation and mitigation measures – A scoping review - Luyten, Axel; Winkler, Mirko S.; Ammann, Priska; Dietler, Dominik (The Journal of Climate Change and Health, 2023)
Climate change affects both mental and physical health. Besides limiting the extent and consequences of climate change, mitigation and adaptation measures can have additional and potentially unintended health impacts. This scoping review outlines how health effects of climate mitigation and adaptation measures have been studied in the scientific literature. We conducted a systematic literature search in the databases PubMed, Scopus and Web of Science without time restriction. All peer-reviewed articles reporting quantified health impacts linked to specific climate change adaptation and mitigation measures were included. Overall, the 89 included articles considered only a narrow range of health determinants and health outcomes. Adaptation- and mitigation-related articles most frequently investigated the environmental health determinants air temperature and air pollution, respectively. Non-communicable diseases were predominantly studied while other relevant health outcome categories, such as mental health, food- and nutrition-related issues, and communicable diseases were rarely reported. The scarcity of studies focusing on the social health determinants and providing stratified health impacts among vulnerable population groups in assessments points to an inadequate consideration of health equity aspects. Increased efforts to quantify health impacts more comprehensively and to identify underlying vulnerability factors among specific population groups seem needed. This information could provide policymakers with more accurate evidence to address health equity aspects, limit adverse health impacts and promote health co-benefits of climate change adaptation and mitigation measures.
openalex: W4308629203 KerkoCite.ItemAlsoKnownAs: 10.1016/j.joclim.2022.100186 2129771:2CP88CBV 5072953:E5467XAS
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Effects of Demo Kit on Remediating Senior School Students’ Misconceptions in Mitosis and Meiosis in Ilorin, Nigeria - Luwoye, Akindeyi; Bello, Ganiyu; Adeoye, Gabriel Ademakinwa (Journal of Learning for Development, 2021)
This study investigated the effects of demo kit on remediating misconceptions held by senior school students’ in mitosis and meiosis. The quasi-experimental design of the pre-test, post-test, non-equivalent control group was adopted for the study. Multistage sampling technique was used to select 60 male and female biology students from two senior secondary schools in Ilorin metropolis. The instruments used for data collection was Mitosis and Meiosis Achievement Test (MMAT). Frequencies and chi-square were used to answer the research questions and test the null hypothesis respectively. The findings revealed that biology students’ held misconceptions on mitosis and meiosis before and after instructions. However, there was a significant difference in the number of misconceptions held by students taught using demo kit and those taught with the conventional method. It was recommended that biology teachers adopt the use of the demo kit for remediating students pre- and post-instructional misconceptions on mitosis and meiosis.
Number: 3
Keywords: Keywords: remediate; demo kit; meiosis; misconceptions; mitosis; ⛔ No DOI found

Introduction of an EdTech intervention to support learning of foundational skills in Sierra Leone: policy, teacher, and community perspectives - Lurvink, Anne-Fleur; Pitchford, Nicola J. (Frontiers in Education, 2023)
Background Like many other countries, Sierra Leone faces significant challenges with primary education resulting in many children leaving primary school without acquiring basic foundational skills. To address these challenges, an educational technology (EdTech) intervention was implemented in 20 primary schools located in two marginalized districts in Sierra Leone. While this EdTech intervention has been shown to raise learning outcomes, little is known about the impacts on the broader education ecosystem. This paper investigates how this EdTech intervention might address some the challenges faced with primary education in Sierra Leone, by examining policy, teacher, and community perspectives. Method A mixed methods approach was employed which included a policy mapping exercise, a survey of teachers training needs in supporting the development of foundational skills with grade 1 learners, an interview with teachers after they had delivered the EdTech intervention to garner their perceptions and experiences of using the technology in their class, and focus groups with teachers and other community members to gain insights into how the EdTech intervention had been received. Results Findings from the policy mapping exercise and quantitative data from the survey of teacher training needs were triangulated with qualitative data from the interviews and focus groups. Four key themes emerged relating to the effective and sustained use of this EdTech intervention to support the acquisition of foundational skills by primary school children in Sierra Leone: (1) the need for continued teacher professional development, (2) the use of English as the language of instruction, (3) access to the technology by children with special educational needs and disabilities (SEND), and (4) the importance of active community engagement in supporting the intervention. Discussion Collectively, results indicated that the EdTech intervention employed in this study aligned well to the education policy in Sierra Leone. Enhanced teacher training is needed, especially in using English as the language of instruction, and continued community engagement is essential for scaling the intervention effectively and ensuring that all children, including those with SEND, access the technology at primary school. These results have implications for other EdTech intervention deployed in resource-poor settings to enhance learning of foundational skills.

Tich Mi Ar Tich Dem Open Development & Education and EducAid Sierra Leone - Lurvink, Anne-Fleur; Mason-Sesay, Miriam (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10302526 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1060 ZenodoArchiveConcept: 10302525
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Teacher Retention and Mobility in Sierra Leone: What factors contribute to teachers' motivation to stay or leave schools? - Lurvink, Anne-Fleur; Mansaray, Kabiru; Kamara, Josephine; Khanu, AlimamyJames; Cameron, Emma; Godwin, Katie; Haßler, Björn (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7966434 ZenodoArchiveConcept: 7966433 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7966434 10.53832/edtechhub.0168 2405685:CQ8JNCH8
Keywords: _r:AddedByZotZen

No teacher is an island - Lurvink, Anne-Fleur; Godwin, Katie; Mason-Sesay, Miriam (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10302497 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1059 ZenodoArchiveConcept: 10302496
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

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

No teacher is an Island - Open Development & Education - Lurvink, Anne-Fleur; Bokamba, Tania Elena Megogo; Mason, Miriam; Godwin, Katie; Godwin, Tania Elena Megogo Bokamba, Miriam Mason and Katie Godwin, Anne-Fleur Lurvink, Tania Elena Megogo Bokamba, Miriam Mason and Katie, Anne-Fleur Lurvink (2022)
When we step into the head-teacher’s office in one of our project schools, Foday, the facilitator comes in and greets us. He asks us to be patient while they sort out lunch for the children and get the teachers together. We sit back and relax, and watch the hundreds of learners receive their rice

No Teacher is an Island: A case study on the enablers and barriers for effective school-based teacher professional development in Sierra Leone - Lurvink, Anne-Fleur; Bangura, Zainab; Fortune, Alhaji; George, Alex H.; Godwin, Katie; Mason-Sesay, Miriam; Moseray, David; Tholley, Ibrahim; Turay, Emmanuel B.; Haßler, Björn (OpenDevEd, 2022)
ZenodoArchiveID: 7004902 ZenodoArchiveConcept: 7004901 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0284 2129771:N665IBBE 2129771:XEJUQ9H6
Keywords: Author:OpenDevEd; _bjoern_cv; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

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

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

The datafied child: The dataveillance of children and implications for their rights - Lupton, Deborah; Williamson, Ben (New Media & Society, 2017)
Publisher: SAGE Publications Sage UK: London, England KerkoCite.ItemAlsoKnownAs: 10.1177/1461444816686328 2129771:GY344QMN 4426965:XI8XJHUJ

Influences of shadow education on the ecology of education – A review of the literature - Luo, Jiahui; Chan, Cecilia Ka Yuk (Educational Research Review, 2022)
Shadow education, also widely known as private tutoring or supplementary education, has attracted increasing research attention in the past two decades. The global expansion of shadow education, as well as its penetration to different educational stages and social classes, are believed to have far-reaching implications for the overall educational landscape. However, despite a steadily growing body of literature, no study to date has systematically reviewed the influences of shadow education from an ecological perspective. Therefore, borrowing Bronfenbrenner's ecological systems theory, this paper aims to provide a comprehensive overview of how shadow education influences different levels of educational ecosystems (i.e. individuals, micro-, meso-, exo-, and macro-system). Based on 74 empirical studies published between 2000 and 2020, the review reveals complex influences exerted by shadow education on multiple systems (e.g., students, mainstream schooling, families, and larger socioeconomic structures), contributing to a more sophisticated understanding of this phenomenon. The paper then discusses how the rise of shadow education creates significant changes to the ecology of education in which it operates, and concludes with implications for future practice and research.
Keywords: Influence; Private tutoring; Supplementary education; Tutor; shadow Education

Managing Overlap of Primary Studies Results Across Systematic Reviews: Practical Considerations for Authors of Overviews of Reviews - Lunny, Carole; Pieper, Dawid; Thabet, Pierre; Kanji, Salmaan (In Review, 2021)
Background: In overviews, inclusion of the same primary study in multiple systematic review gives undue weight to this study. Using a study result multiple times in the same analysis overstates its sample size and number of events, falsely leading to greater precision in the analysis. This paper aims to: (a) describe types of overlapping data that arise from the same primary studies reported across multiple reviews, (b) describe methods to identify and explain overlap of primary study data, and (c) present six case studies illustrating different approaches to manage overlap. Methods: We rst updated the search in PubMed for methods from the MOoR framework relating to overlap of primary studies. One author screened the studies titles and abstracts, and any full-text articles retrieved, extracted methods data relating to overlap of primary studies and mapped it to the overlap methods from the MOoR framework. We also describe six case studies as examples of overviews that use speci c methods across the steps in the conduct of an overview. For each case study, we discuss potential implications in terms of methodological limitations, e ciency, usability, and resource use. Results: Eight studies were mapped to the methods identi ed by the MOoR framework to address overlap. Several overlap methods mapped across four steps in the conduct of an overview – the eligibility criteria step, the data extraction step, the assessment of risk of bias step, and the synthesis step. Our overview case studies used multiple methods to reduce overlap at different steps in the conduct of an overview. Conclusions: Our study underlines that there is currently no standard methodological approach to deal with overlap in primary studies across reviews. The level of complexity when dealing with overlap can vary depending on the yield, trends and patterns of the included literature and the scope of the overview question. Choosing a method might be dependent on the number of included reviews and their primary studies. Gaps in in evaluation of methods to address overlap were found and further investigation in this area is needed.
KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-145573/v1 2129771:887T8GBR

The critical role of continuous professional development for teachers in Africa - Luneta, Kakoma (African Journal of Teacher Education and Development, 2022)

National systems of production, innovation and competence building - Lundvall, Bengt-Åke; Johnson, Björn; Andersen, Esben Sloth; Dalum, Bent (Research policy, 2002)
Publisher: Elsevier

Innovation, growth, and social cohesion: the Danish model - Lundvall, Bengt-Åke (Edward Elgar Publishing, 2002)

Innovation system research: Where it came from and where it might go - Lundvall, Bengt-Åke (Georgia Institute of Technology, 2008)
Keywords: ⛔ No DOI found

National innovation systems—analytical concept and development tool - Lundvall, Bengt-Åke (Industry and innovation, 2007)
Publisher: Taylor & Francis

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

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

Tablet computers in Philippine public schools: school-level factors that influence technology management and use - Lumagbas, Jedaiah Joel; Smith, Wally; Care, Esther; Scoular, Claire (Technology, Pedagogy and Education, 2019)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2019.1572535 10/gf62gv 2129771:5QKJKZGD 2129771:HJ8GJPQA
Keywords: __C:filed:1

The Role of E-Learning in the Professional Development of Student Teachers in Cameroon: A Discourse in Curriculum - Lumadi, Mutendwahothe Walter; Len, Kibinkiri Eric (Mediterranean Journal of Social Sciences, 2013)
This study was planned to investigate “the role of e-learning in the professional development of student teachers in Cameroon”. Nevertheless, the ineffectiveness of traditional or conventional methods of teaching and learning in education motivated the researchers to carry out this study. In order to proceed, six hypotheses were formulated to guide the investigation A survey of 796 student-teachers drawn from eight primary government teacher training colleges and three higher teacher training colleges in Cameroon was carried out. Data were collected using a questionnaire that was carefully designed with respect to the variables under study. Results revealed that the use of e-learning has a significant influence on the professional development of student teachers in Cameroon. Findings further revealed that internet-based problem-solving and computer-based direct instruction are the best predictors of the professional development of student teachers in Cameroon. Consequently, recommendations are made to teacher training institutions to adopt alternative and multidimensional perspectives (models) in their training programmes in order to solve existing and future educational challenges. DOI: 10.5901/mjss.2013.v4n13p791
Number: 13 EdTechHub.ItemAlsoKnownAs: 2129771:JMBIHRZG
Keywords: ⛔ No DOI found

Expecting the unexpected: effects of data collection design choices on the quality of crowdsourced user-generated content - Lukyanenko, R.; Parsons, J.; Wiersma, Y.F. (MIS Quarterly, 2019)
KerkoCite.ItemAlsoKnownAs: 10.25300/MISQ/2019/14439 2129771:WGJ95DUP 2486141:HRH3FY9M
Keywords: _z:no_pdf

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

A journey to BSO: evaluating earlier and more recent ideas of Mario Bunge as a foundation for information and software development - Lukyanenko, R. (Exploring Modeling Methods for Systems Analysis and Development, 2020)
Place: Grenoble, France KerkoCite.ItemAlsoKnownAs: 2129771:YVR2RG9H 2486141:5K2TZXSR
Keywords: ⛔ No DOI found

Twelve tips for using synchronous virtual classroom technologies in medical education - Luke, Karl (MedEdPublish, 2021)
The COVID-19 pandemic has resulted in unprecedented transformations in medical education, with a shift from face-to-face learning activities to digital education. Virtual classroom technologies have played a pivotal role in supporting synchronous teaching activities; however, it can be extremely challenging for many educators to use virtual classrooms tools eﬀectively. This article presents twelve tips based on best practices in educational design, learning theories, current research in online learning, and the authors’ personal experiences of designing online activities within medical education. The twelve tips aim to help medical educators use virtual classroom solutions more eﬀectively to promote learner engagement and learning.

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

An Examination of the Evidence-Based Literacy Research in Deaf Education - Luckner, John L.; Sebald, Ann M.; Cooney, John; Young, John; Muir, Sheryl Goodwin (American Annals of the Deaf, 2005)
KerkoCite.ItemAlsoKnownAs: 10.1353/aad.2006.0008 2129771:5UIA62EP 503888:ZL997RBJ
Keywords: _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Using artificial intelligence to visualize the impacts of climate change - Luccioni, Alexandra; Schmidt, Victor; Vardanyan, Vahe; Bengio, Yoshua (IEEE Computer Graphics and Applications, 2021)
Publisher: IEEE

Facilitating Students’ Digital Competence: Did They Do It? - Lucas, Margarida (European Conference on Technology Enhanced Learning, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:7CP6VZFL
Keywords: __C:filed:1; ⛔ No DOI found

Improving early-grade literacy in East Africa: Experimental evidence from Kenya and Uganda - Lucas, A.M.; McEwan, P.J.; Ngware, M.; Oketch, M. (Journal of Policy Analysis and Management, 2014)

Geo-spatial analyses in education research: the critical challenge and methodological possibilities - Lubienski, Christopher; Lee, Jin (Geographical Research, 2017)
The usefulness of spatial perspectives in education research is well known, particularly in fields such as school choice that are operationalised in multiple institutional, demographic, and local geographies. But the modes of spatial inquiry, even as they can potentially lend themselves to integrated research strategies, tend to be fragmented and isolated, failing to take into account multiple dimensions of contextual factors. Our purpose is to provide critical deliberations on geo-spatial methods in school choice research and suggest an integrative approach to enhance research on school choice from a geographic perspective. This paper first demonstrates the linkage of spatial approaches to school choice, and then surveys geo-spatial research as typically leveraged on this issue. We argue that there are inherent limitations to the typical conceptions of space in geo-spatial analyses and discuss two of the major challenges to these conceptions as provided by critical theorists and geographers. But we also point out that these challenges suggest alternatives that themselves have serious shortcomings. The concluding discussion sets out some of the possibilities of a more integrated approach to spatial inquiry in education research, and school choice more specifically.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/1745-5871.12188 KerkoCite.ItemAlsoKnownAs: 2129771:555XYA4A 2129771:M3F439Y7
Keywords: Lebanon_event_2021; _C:Australia AUS; _C:Canada CAN; _C:Chile CHL; _C:Georgia GEO; _C:Ireland IRL; _C:Japan JPN; _C:New Zealand NZL; _C:Sweden SWE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; access; education policy; equity; school choice; spatial inquiry

Does Teacher Training Actually Work? Evidence from a Large-Scale Randomized Evaluation of a National Teacher Training Program - Loyalka, Prashant; Popova, Anna; Li, Guirong; Shi, Zhaolei (American Economic Journal: Applied Economics, 2019)
shortDOI: 10/ggx3rb KerkoCite.ItemAlsoKnownAs: 10.1257/app.20170226 10/ggx3rb 2129771:IHGY6ERV 2129771:SPWRX548 2405685:JMUTWKKB
Keywords: C:China; _genre:PR-primary_research

The Impact of Vocational Schooling on Human Capital Development in Developing Countries: Evidence from China. - Loyalka, P.; Huang, X.; Zhang, L.; Wei, J.; Yi, H.; Song, Y.; Shi, Y.; Chu, J. (World Bank Economic Review, 2016)
Keywords: ⛔ No DOI found

Holistic Learning Versus Instrumentalism in Teacher Education: Lessons from Values Pedagogy and Related Research - Lovat, Terence (Education Sciences, 2020)
This article constitutes a literature review, focusing on the idea of holistic learning, as found in key sources, and its essential contrasting with instrumentalist approaches to learning. It will move to explore updated research on holistic learning factors, with special attention to insights gleaned from values pedagogy and the research that underpins it. The article will juxtapose those insights with the instrumentalism that, it will allege, too often dictates teacher education directions. The article will conclude with an argument that teacher education has become, in modern times, a service industry, too often serving the agendas of governments and teacher unions, rather than preparing teachers to follow the guidelines provided by the latest research into student wellbeing and societal betterment. The article will focus especially on a number of Australian examples to mount the argument that nonetheless applies more generally across Western domains.
Number: 11 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/educsci10110341 2129771:KPBHQ2YF 2486141:2MRH4T2C
Keywords: Australian education; holistic learning; instrumentalism; teacher education; values pedagogy

The State of Ceará in Brazil is a Role Model for Reducing Learning Poverty - Loureiro, Andre; Cruz, Louisee; Lautharte, Ildo; Evans, David K. (World Bank, 2020)

The right to education and ict during covid-19: An international perspective - Lorente, Luis Miguel Lázaro; Arrabal, Ana Ancheta; Pulido-Montes, Cristina (Sustainability, 2020)
Publisher: Multidisciplinary Digital Publishing Institute

Study Behavior in Computing Education—A Systematic Literature Review - Lorås, Madeleine; Sindre, Guttorm; Trætteberg, Hallvard; Aalberg, Trond (ACM Transactions on Computing Education, 2021)
As the field of computing education grows and matures, it has become essential to unite computing education and higher education research. Educational research has highlighted that how students study is crucial to their learning progress, and study behaviors have been found to play an important role in students’ academic success. This article presents the main results of a systematic literature review intended to determine what we know about the study behaviors of computing students and the role of educational design in shaping them. A taxonomy of study behaviors was developed and used to clarify and classify the definitions of study behavior, process, strategies, habits, and tactics as well as to identify their relationship to the educational context. The literature search resulted in 107 included papers, which were analyzed according to defined criteria and variables. The review of study behavior terminology found that the same terms are used to describe substantially different study behaviors, and the lack of standard terminology makes it difficult to compare findings from different papers. Furthermore, it was more common for papers to use study behaviors to explain other aspects of students rather than exploring and understanding them. Additionally, the results revealed a tendency to focus on specific educational contexts, predominantly introductory programming courses. Although computing education as a field is well equipped to expand the knowledge about both study behaviors and their connection to the educational context, the lack of common terminology and theories limits the impact. The taxonomy of study behaviors in computing education proposed in this article can contribute to contextualizing the research in such a way that researchers and educators across institutional borders can compare and utilize results. Last, the article outlines some areas for future research and recommendations for practice.
Keywords: Computing education; educational context; study behavior; study habits; study process; study strategies; study tactics

Google Scholar as a data source for research assessment - López-Cózar, Emilio Delgado; Orduña-Malea, Enrique; Martín-Martín, Alberto (Springer handbook of science and technology indicators, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:UBUJNM9J

Collaborative activities enabled by GroupScribbles: An exploratory study of learning effectiveness - Looi, C.; Chen, W.; Ng, F. (Computers and Education, 2010)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2009.07.003 10/fqwtfv 2129771:L65CWGFM 261495:FZHP7NJM

Accelerated learning programmes: what can we learn from them about curriculum reform? - Longden, Ken (UNESCO, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:AGK7774Z 2129771:QP88PPQ2 2405685:N3L7U5B2 2486141:UUP64T8R

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

Introduction Keynotes - Technical and Vocational Education and Training in Sub-Saharan Africa: the missing middle in post-school education - Lolwana, Peliwe; Oketch, Moses O. (Vocational Education and Training in Sub-Saharan Africa, 2017)
The structure of education systems in Sub-Saharan countries is characterised by Basic Education; Technical and Vocational Education (TVET) as well as University Education. Whilst the basic education system has grown to be a large system that accommodates almost all children, the size of post-basic education options available to young people in these countries is still very small and weak. There is a social crisis of large numbers of young people who are not in education, employment and work in the context of skills shortages in the labour market. There are, in other words, both supply and demand issues to which the present form of post-school is unable to respond adequately. There is a challenge of the ‘missing middle’ in the Sub-Saharan education and training systems and young people who simply disappear to thin air after leaving school.
KerkoCite.ItemAlsoKnownAs: 2129771:6ZRJNF95 2317526:VCT6X7C5 UA-87A24DE6-E939-465C-ADCF-2E8C0DF0D801
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; AA:SSA; CLL:en; Comparative Analysis; publicImportV1

Technical and Vocational Education and Training in Sub-Saharan Africa: the missing middle in post-school education - Lolwana, Peliwe (2017)
The structure of education systems in Sub-Saharan countries is characterised by Basic Education; Technical and Vocational Education (TVET) as well as University Education. Whilst the basic education system has grown to be a large system that accommodates almost all children, the size of post-basic education options available to young people in these countries is still very small and weak. There is a social crisis of large numbers of young people who are not in education, employment and work in the context of skills shortages in the labour market. There are, in other words, both supply and demand issues to which the present form of post-school is unable to respond adequately. There is a challenge of the ‘missing middle’ in the Sub-Saharan education and training systems and young people who simply disappear to thin air after leaving school.
KerkoCite.ItemAlsoKnownAs: 2129771:3RGQD5ZH 2317526:Q9Z74URP
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CLL:en; publicImportV1; ⛔ No DOI found

Investigating effects of using digital video in teacher training in Cambodia - Lok, Leandra; Schellings, Gonny; Brouwer, Niels; Den Brok, Perry (Journal of Technology and Teacher Education, 2018)
While research has shown that video can be an effective tool in the professional learning of teachers in industrialized countries, it is unknown whether this is also true for other countries with distinctive cultural, political, and historical contexts, such as Cambodia. This paper presents results from a study which examined the effectiveness of using video to introduce student-centered teaching to teachers in Cambodia. The training consisted of collaboratively watching and discussing videos of teaching practices. A 2x2 design was used, varying group conditions (team versus pair) and relevance of the material (model video versus action video). The findings indicated that although it was not possible to determine if there had been changes in teacher behavior, using video had led to an increase in teachers' perceived knowledge of student-centered teaching, especially for the team and the model video conditions.
Publisher: Association for the Advancement of Computing in Education, P.O. Box 1545, Chesapeake, VA 23327 KerkoCite.ItemAlsoKnownAs: 2534378:5IAKXKPQ 2534378:INDI72PC 2534378:W5INGKSD 2534378:ZPX4ANVW
Keywords: Active Learning; Behavior Change; Cambodia; Cultural Context; ERIC; Current Index to Journals in Education (CIJE); Education–Computer Applications; Faculty Development; Foreign Countries; Instructional Effectiveness; Knowledge Base for Teaching; Learning; Mixed Methods Research; Questionnaires; Student Centered Learning; Studies; Teacher Attitudes; Teacher Behavior; Teacher education; Teachers; Teaching; Teaching Methods; Training; Video; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2095890; __finaldtb; ⛔ No DOI found

Investigating effects of using digital video in teacher training in Cambodia - Lok, Leandra; Schellings, Gonny; Brouwer, Niels; Brok, Perry Den (Journal of Technology and Teacher Education, 2018)
KerkoCite.ItemAlsoKnownAs: 4804264:Z73VM26Z
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Open Initiatives for Decolonising the Curriculum - Lockley, Pat (Decolonising the University, 2018)
KerkoCite.ItemAlsoKnownAs: 2486141:KDF7G6ME 4804264:ZKLFRCE3
Keywords: Final_citation; cited; existing

Open Initiatives for Decolonising the Curriculum - Lockley, Pat (Decolonising the University, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:5UTXVSBW

The soul behind the screen:understanding cultural enrichment as a motivation of informal MOOC learning - Lochlainn, Conchúr Mac; Mhichíl, Mairéad Nic Giolla; Beirne, Elaine; Brown, Mark (Distance Education, 2020)
This article explores the role of culture and the concept of openness as they relate to learning using a massive open online course which teaches the Irish language and Irish culture to learners around the world. It explores how best to describe the meaning of such learning, and the social, material, and relational tensions that exist in such provision. Using a qualitative case study design, we analyzed a collection of 3507 learner comments placed on key reflective steps throughout the course. From the analysis of learner experiences, motivations, and opinions, we identified five major themes. We then examined the role of inequality, social justice, and lifelong learning in light of the themes. The article concludes with recommendations for further research, in addition to reflections on the value of small-scale case studies to explore the diversity inherent in MOOC provision.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757408
Keywords: massive open online course; online language learning; qualitative case study; social justice

Implementation science and its application to population health - Lobb, Rebecca; Colditz, Graham A. (Annual review of public health, 2013)
Publisher: NIH Public Access KerkoCite.ItemAlsoKnownAs: 10.1146/annurev-publhealth-031912-114444 2129771:Y24JRZ4D

Systematic Reviews on Flipped Learning in Various Education Contexts - Lo, Chung Kwan (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
This chapter shares the author's experiences of and reflections on conducting systematic reviews of flipped classroom research. The author first discusses the rationale for conducting systematic reviews and how the reviews contribute to the flipped learning field. After that, he lighlights some possible strategies, regarding literature search, article selection, and research synthesis, to improve the quality of systematic reviews.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7_8 2129771:BZZ9R2S2

Using GIS and Machine Learning to Classify Residential Status of Urban Buildings in Low and Middle Income Settings - Lloyd, Christopher T.; Sturrock, Hugh J. W.; Leasure, Douglas R.; Jochem, Warren C.; Lázár, Attila N.; Tatem, Andrew J. (Remote Sensing, 2020)
Utilising satellite images for planning and development is becoming a common practice as computational power and machine learning capabilities expand. In this paper, we explore the use of satellite image derived building footprint data to classify the residential status of urban buildings in low and middle income countries. A recently developed ensemble machine learning building classification model is applied for the first time to the Democratic Republic of the Congo, and to Nigeria. The model is informed by building footprint and label data of greater completeness and attribute consistency than have previously been available for these countries. A GIS workflow is described that semiautomates the preparation of data for input to the model. The workflow is designed to be particularly useful to those who apply the model to additional countries and use input data from diverse sources. Results show that the ensemble model correctly classifies between 85% and 93% of structures as residential and nonresidential across both countries. The classification outputs are likely to be valuable in the modelling of human population distributions, as well as in a range of related applications such as urban planning, resource allocation, and service delivery.
Number: 23 Publisher: Multidisciplinary Digital Publishing Institute
Keywords: building classification; building footprint; machine learning; residential; superlearner

The impact and reach of MOOCs: A developing countries’ perspective - Liyanagunawardena, Tharindu; Williams, Shirley; Adams, Andrew (eLearning Papers, 2013)
Massively Open Online Courses (MOOCs) are a recent but hugely popular phenomenon in the online learning world. They are hailed by many as a solution for the developing world’s lack of access to education because MOOCs can provide learning opportunities to a massive number of learners from anywhere in the world as long as they can access the course through Internet. However, a close consideration of the ability of learn- ers from most developing countries to make use of MOOCs seems to contradict this rhetoric. This paper discusses features of MOOCs and looks at them from a developing countries’ perspective to conclude that due to a complicated set of conditions (‘access’, language, computer literacy among others) prevailing in developing countries, MOOCs may not be a viable solution for education for a large proportion of people in these ar- eas of the world. The paper further shows the need for more data on the demograph- ics of MOOC participants from developing countries to form a better understanding of MOOCs role in educating people from developing countries.
KerkoCite.ItemAlsoKnownAs: 2129771:EGN52YWE 2129771:I236WQ36 2129771:P768IDQH 2339240:KUBQWJSR 2339240:U3ZRM9IM 2405685:4RBFSPKP 2405685:WBWECXQ5 2486141:9GZATIPJ 261495:JMKKF9GF
Keywords: C:Low- and middle-income countries; MOOCs; NOTdocs.opendeved.net; _C:Afghanistan AFG; _C:Australia AUS; _C:Burundi BDI; _C:China CHN; _C:Denmark DNK; _C:Finland FIN; _C:France FRA; _C:India IND; _C:Italy ITA; _C:Jordan JOR; _C:Mexico MEX; _C:Nepal NPL; _C:Norway NOR; _C:Rwanda RWA; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sweden SWE; _C:Switzerland CHE; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The impact and reach of MOOCs: A developing countries’ perspective - Liyanagunawardena, T.; Williams, S.; Adams, A. (eLearning Papers, 2013)
KerkoCite.ItemAlsoKnownAs: 4804264:SIH8JB3D
Keywords: Final_citation; cited; existing; ⛔ No DOI found

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.

Split-attention and redundancy effects on mobile learning in physical environments - Liu, Tzu-Chien; Lin, Yi-Chun; Tsai, Meng-Jung; Paas, Fred (Computers & Education, 2012)
00015 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.08.007 10/dwzfrp 2129771:5VX6SF5Q 257089:K2UKQKEV

Effects of cues and real objects on learning in a mobile device supported environment - Liu, Tzu-Chien; Lin, Yi-Chun; Paas, Fred (British Journal of Educational Technology, 2013)
00002 KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8535.2012.01331.x 10/f4th36 2129771:P6D53738 257089:88Z55TXG

Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment - Liu, Tzu-Chien; Lin, Yi-Chun; Paas, Fred (Computers & Education, 2014)
00001 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2013.10.019 10/f5rxgq 2129771:CBG72EKD 257089:MPM53ICJ

Overall effects of temperature steps in hot summer on students' subjective perception, physiological response and learning performance - Liu, Jiajing; Kang, Jian; Li, Zeyu; Luo, Hanbin (Energy and Buildings, 2021)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.enbuild.2021.111124 2129771:SUQEEL9Z 4682641:7BF3Z8EW
Keywords: BE:RELEVANT

Teacher-student relationship as a protective factor for socioeconomic status, students’ self-efficacy and achievement: a multilevel moderated mediation analysis - Liu, Hongyun; Liu, Qimeng; Du, Xiaofeng; Liu, Jian; Hoi, Cathy Ka Weng; Schumacker, Randall E. (Current Psychology, 2021)
This study examined whether the teacher-student relationship (TSR) served as a protective factor for students from families of lower socioeconomic status (SES). It was based on data from a standard mathematics assessment and survey using student and teacher questionnaires that were developed by the Collaborative Innovation Center of Assessment toward Basic Education Quality (CICA-BEQ) in China in 2016, which included 8707 fourth-grade Chinese students nested within 164 classes. We used multilevel structural equation models (MSEM) to investigate the mediating role of self-efficacy in mathematics in the relationship between SES and mathematics achievement and the moderating role of TSR in the direct and indirect relationship between SES and mathematics achievement at both the student-level and the class-level. The results suggested that the effect of SES on mathematics achievement was mediated by academic self-efficacy in mathematics both at the student-level and the class-level. The results also demonstrated a significant interaction between TSR and SES for self-efficacy both at the student-level and the class-level. Additionally, statistics indicated that TSR moderated the indirect relationship between SES and achievement via academic self-efficacy in mathematics.
KerkoCite.ItemAlsoKnownAs: 10.1007/s12144-021-01598-7 2129771:48UPHNQV 2486141:YJJW3GXZ

Implementation research: state of the art and future directions - Linton, Jonathan D. (Technovation, 2002)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S0166-4972(01)00075-X 2129771:4EY8E8B8 4869029:LKXWFZYV

Coherence and the positioning of teachers in professional development programs. A systematic review - Lindvall, Jannika; Ryve, Andreas (Educational Research Review, 2019)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.edurev.2019.03.005 2405685:UXEQSP6H 2534378:R7UFM8RT
Keywords: Important; Read

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

2008 Glewwe and Maiga - Linden (2011)

Developing Theory Through Integrating Human and Machine Pattern Recognition - Lindberg, Aron (Journal of the Association for Information Systems, 2020)
KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00593 2129771:4MKXL4PM 2129771:IZGWCUWA 2405685:HHW46K4J 2486141:4VVTVLXD
Keywords: _Added-ailr-2024

Establishing an Empirical Link between Computer-Mediated Communication (CMC) and SLA: A Meta-Analysis of the Research - Lin, Huifen (Language Learning & Technology, 2014)
Drawing on interactionist and socio-cultural theories, tools provided in computer-mediated communication (CMC) environments have long been considered able to create an environment that shares many communicative features with face-to-face communication. Over the past two decades, researchers have employed a variety of strategies to examine the asserted advantages and possible limitations of learning a second language in such a computer mediated environment. Despite its seeming appeal to language educators, the literature on the effectiveness of CMC in SLA is unable to conclusively support its benefits. This meta-analysis aims to systematically synthesize findings from (quasi-) experimental studies conducted between 2000-2012 to examine whether there was a link between the use of CMC and second language acquisition (SLA). Results from 59 primary studies show a positive and medium effect from CMC interventions. Additionally, communication taking place either asynchronously or synchronously does not seem to have a differential effect on SLA. Furthermore, learners' proficiency level, interlocutor type, research context and task type were found to be variables that would significantly moderate the effectiveness of interaction in such an environment. The above results, however, were interpreted as tentative due to the small n-size of some categories of variables under comparison.
Publisher: University of Hawaii National Foreign Language Resource Center ERIC Number: EJ1046538 KerkoCite.ItemAlsoKnownAs: 2129771:RUKYAGZJ 2486141:YQDBYHHY
Keywords: Asynchronous Communication; Computer Mediated Communication; Correlation; Educational Benefits; Effect Size; Language Acquisition; Literature Reviews; Meta Analysis; Program Effectiveness; Quasiexperimental Design; Second Language Learning; Synchronous Communication; ⛔ No DOI found

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

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

Learning Environments and Pupils’ Participation in Primary Education in Nairobi Urban Slums: Implications for Sustainable Development - Limboro, Charity Mukiri (MSINGI JOURNAL of the Department of Educational Foundations, 2019)
KerkoCite.ItemAlsoKnownAs: 10.33886/mj.v1i2.108 2129771:7BCUXQZF 4682641:5ZH2Y5RE
Keywords: BE:LMIC; BE:RELEVANT

Teacher Professional Development at Scale in the Global South - Lim, Cher Ping; Tinio, Victoria; Smith, Matthew; Zou, Ellen Wenting; Modesto III, Justin Edward (Anticipating and Preparing for Emerging Skills and Jobs, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:9C3RAH9A

Digital learning for developing Asian countries - Lim, Cher Ping; Tinio, Victoria; Smith, Matthew; Bhowmik, Miron Kumar (Routledge International Handbook of Schools and Schooling in Asia, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:PCVW7PY7 2339240:9HMQ57TL 2405685:ZXUFKWM5
Keywords: __C:filed:1; __C:scheme:1

The effect of principal behaviors on student, teacher, and school outcomes: A systematic review and meta-analysis of the empirical literature - Liebowitz, David D.; Porter, Lorna (Review of Educational Research, 2019)
Publisher: Sage Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 2129771:L3GPGHVH 2129771:Q6Z2JW7C

Arm-Wrestling in the Classroom: the Non-Monotonic Effects of Monitoring Teachers - Lichand, Guilherme; Wolf, Sharon (SSRN Electronic Journal, 2020)
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3660611 2129771:TQNGPGBX 2129771:XW8EJNWQ

Are students still learning during COVID-19? Formative assessment can provide the answer - Liberman, Julia; Levin, Victoria; Luna-Bazaldua, Diego (World Bank Blogs, 2020)
As schools around the world have closed due to coronavirus (COVID-19) pandemic (and many have extended closures for the remainder of the school year), students, teachers, and parents are settling into the "new reality" for the foreseeable future.
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2129771:JI3YPBCQ 2405685:JDX9HQKE

Promoting Effective Education in Electromagnetics: Taiwan's School of Accessible and Visualized Electromagnetics Formed [Education Corner] - Liao, W. J.; Wu, R. B.; Wu, T. L.; Ma, T. G.; Pang, Y. H.; Tsai, Z. M.; Yu, H. H.; Tu, K. M.; Lin, H. C.; Peng, S. T. (IEEE Antennas and Propagation Magazine, 2016)
The School of Accessible and Visualized Electromagnetics (SAVE), a teaching and learning resource management consortium in Taiwan, has been formed to coordinate teachers from the field of electromagnetics (EM) to develop and share innovative teaching materials. Based on the cloud concept and following the simplicity, accessibility, visualization, and edutainment (S.A.V.E.) principles, various types of teaching resources, such as slides, problem sets, video clips, and interactive online laboratories, are available on the SAVE website for online learning. Teachers are able to customize a distinctive learning path to address the needs of a specific student group. To provide students with a means of evaluating their competence in EM, a large-scale online proficiency test was conducted concurrently at multiple sites. Analyses of test results and website uses are provided to assess the SAVE program performance and to draw future work topics.
KerkoCite.ItemAlsoKnownAs: 10.1109/map.2015.2501228 10/gf62h7 2129771:5NNDKTN6
Keywords: Computer science; Electromagnetics; Engineering education; Market research; Radio frequency; Resource management; SAVE Website; Web sites; __C:filed:1; computational electromagnetics; computer aided instruction; innovative teaching materials; large-scale online proficiency test; learning resource management consortium; online learning; school of accessible and visualized electromagnetics

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

A survey of bedroom ventilation types and the subjective sleep quality associated with them in Danish housing - Liao, Chenxi; Akimoto, Mizuho; Bivolarova, Mariya Petrova; Sekhar, Chandra; Laverge, Jelle; Fan, Xiaojun; Lan, Li; Wargocki, Pawel (Science of The Total Environment, 2021)
We performed a survey of the types of bedroom ventilation in Danish dwellings (January–February 2020) and the associated subjective sleep quality. Five hundred and seventeen people responded. Their median age was 33 years old and 55.4% of them were males. We used an online questionnaire and collected information on the type of bedroom ventilation, bedroom airing behaviour by the respondents, the bedroom environment, building surroundings and location, and sleep disturbance caused by stuffy air, noise, and the thermal environment. Subjective sleep quality was assessed using the Pittsburgh Sleep Quality Index (PSQI); its median among respondents was >5 indicating reduced sleep quality. 35.4% of the bedrooms had mechanical, 24.6% exhaust, and 40.0% natural ventilation. Sleeping in a bedroom with mechanical ventilation tended to reduce sleep disturbance. The absence of mechanical ventilation and the presence of carpet in the bedroom were all associated with stuffy air causing sleep disturbance, which was the second most sleep disturbing factor. PSQI increased significantly with increased sleep disturbance. People who reported that their sleep was disturbed by stuffy air or “too warm” conditions opened windows frequently during the day or night, but no association was found between PSQI and bedroom airing behaviours. Our results are valid for the heating season and the survey would have to be repeated in the non-heating season to permit generalization of the findings. The results present associations and are qualitative, so field measurements are necessary to validate the present observations and provide further explanations.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.scitotenv.2021.149209 2129771:5DU85DEJ 4682641:W4ZVX6EJ
Keywords: BE:RELEVANT; Noise; Occupant behaviour; PSQI; Sleep disturbance; Stuffy air; Thermal comfort

Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development - Liang, Jiwen (Journal of Education for Teaching: International Research and Pedagogy, 2015)
This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations.
Publisher: Routledge, Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2015.1045314 2534378:69WEYDDC 2534378:6KGYG6GM 2534378:NCYRP586 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1720065888?accountid=9851
Keywords: Administrator Attitudes; Case Studies; Case studies; China; Classroom Observation Techniques; Classroom observation; ERIC; Current Index to Journals in Education (CIJE); Education; Effectiveness; Faculty Development; Feedback; Feedback (Response); Foreign Countries; Interviews; Principals; Professional development; Qualitative Research; Secondary Education; Secondary School Teachers; Secondary schools; Teacher Attitudes; Teacher education; Teaching; Teaching Methods; Teaching methods; Video; Video Technology; Video recordings; __:import:01; __:match:final; __:matched; __:study_id:2096967; __finaldtb

Affordance of Deep Infusion of One-to-One Tablet-PCs Into and Beyond Classroom. - Li, SC; Pow, JWC (International Journal of Instructional Media, 2011)
00009 KerkoCite.ItemAlsoKnownAs: 2129771:UFN7TVBT 257089:6MUWIRDP
Keywords: ⛔ No DOI found

Empowering student learning through Tablet PCs: A case study - Li, Sandy C; Pow, Jacky WC; Wong, Emily ML; Fung, Alex CW (Education and Information Technologies, 2010)
00020 KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-009-9103-2 10/b9nvxb 2129771:C2WDC5BW 257089:6A5VE4GB

TheoryOn: A Design Framework and System for Unlocking Behavioral Knowledge Through Ontology Learning - Li, Jingjing; Larsen, Kai; Abbasi, Ahmed (MIS Quarterly, 2020)
The scholarly information-seeking process for behavioral research consists of three phases: searching, accessing, and processing of past research. Existing IT artifacts, such as Google Scholar, have in part addressed the searching and accessing phases, but fall short of facilitating the processing phase, creating a knowledge inaccessibility problem. We propose a behavioral ontology learning from text (BOLT) design framework that presents concrete prescriptions for developing systems capable of supporting researchers during their processing of behavioral knowledge. Based upon BOLT, we developed a search engine—TheoryOn—to allow researchers to directly search for constructs, construct relationships, antecedents, and consequents, and to easily integrate related theories. Our design framework and search engine were rigorously evaluated through a series of data mining experiments, a randomized user experiment, and an applicability check. The data mining experiment results lent credence to the design principles prescribed by BOLT. The randomized experiment compared TheoryOn with EBSCOhost and Google Scholar across four information retrieval tasks, illustrating TheoryOn’s ability to reduce false positives and false negatives during the information-seeking process. Furthermore, an in-depth applicability check with IS scholars offered qualitative support for the efficacy of an ontology-based search and the usefulness of TheoryOn during the processing phase of existing research. The evaluation results collectively underscore the significance of our proposed design artifacts for addressing the knowledge inaccessibility problem for behavioral research literature.
KerkoCite.ItemAlsoKnownAs: 10.25300/MISQ/2020/15323 2129771:RUL4L9G5 2129771:XIYR9UDQ 2405685:XWGI45A5 2486141:3BYADXT6 2486141:MWMYWGI7
Keywords: _Added-ailr-2024

In a time of COVID-19 pandemic, stay healthy, connected, productive, and learning: words from the editorial team of HRDI - Li, Jessica; Ghosh, Rajashi; Nachmias, Stefanos (Human Resource Development International, 2020)
Publisher: Routledge _eprint: https://doi.org/10.1080/13678868.2020.1752493 KerkoCite.ItemAlsoKnownAs: 10.1080/13678868.2020.1752493 2129771:J2FXNHAT
Keywords: __C:filed:1

The COVID-19 pandemic has changed education forever. This is how - Li, Cathy; Lalani, Farah (https://www.weforum.org/, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:XFJS8M3K 5242966:6PZWIW73

Employment Mobility and Returns to Technical and Vocational Training: Empirical Evidence for Tanzania - Leyaro, Vincent; Cornel, Joseph (2019)
This paper examines the employment mobility and returns to technical and vocational training (TVET) relative to general education in Tanzania, using data from the 2014 Integrated Labour Force Survey (ILFS). The result shows that TVET training facilitates individual transition into employment. Both in descriptive statistics and regression results, technical, on the job training, vocational and apprenticeship training are particularly important in acquiring formal employment. The results further show that, though the returns to general education (GED) and TVET are positive and statistically significant, on average those with TVET training are earning relatively less than those with general education, implying lower returns to TVET graduates compared to general education graduates. The descriptive statistics confirm this by showing that, in Tanzania, workers with a university degree earn twice those with technical training and three times those with vocational training. Two implications stand out: technical and vocational training are instrumental in addressing the rising youth unemployment; and, to make it attractive to parents and students governments across the region have to work towards raising the returns to TVET.
KerkoCite.ItemAlsoKnownAs: 2129771:Q6BR4TDE 2129771:YDUY8NZ2
Keywords: ⛔ No DOI found

The design thinking toolbox: a guide to mastering the most popular and valuable innovation methods - Lewrick, Michael; Link, Patrick; Leifer, Larry J. (John Wiley & Sons, Inc, 2020)
"Encyclopedia of Design Thinking Tools explains the most important tools and methods over the Design Thinking cycle. Based on the largest international survey on the use of Design Thinking Tools and Methods, the most popular methods are described on four pages each, by an expert from the Design Thinking community. Simple instructions, expert tips, templates and images of the application make the Encyclopedia valuable reading, especially for Design Thinking beginners. It is suitable for design thinkers who want to quickly and comprehensively familiarize themselves with the tools and try out new tools. It helps readers with: selecting the right tools and finding new tools planning training/workshops on design thinking practical application tips This is an encyclopedia that is the perfect complement to the bestselling, The Design Thinking Playbook"–
KerkoCite.ItemAlsoKnownAs: 2129771:SPYR6G6T 2129771:TLH2RH47
Keywords: Creative ability in business; Creative ability in technology; Creative thinking; Problem solving; Project management; ⛔ No DOI found

The Design Thinking Playbook: Mindful Digital Transformation of Teams, Products, Services, Businesses and Ecosystems - Lewrick, Michael; Link, Patrick; Leifer, Larry (Wiley, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:68EDG9HF 2129771:D9DFYPFM

ICT and the Education of Refugees - Lewis, Kent; Thacker, Simon (2016)
00000 KerkoCite.ItemAlsoKnownAs: 10.1596/26522 10/gdm2tq 2129771:2C83JMHH
Keywords: _C:Afghanistan AFG; _C:Algeria DZA; _C:Armenia ARM; _C:Australia AUS; _C:Canada CAN; _C:Chile CHL; _C:Congo XCO; _C:Costa Rica CRI; _C:Egypt EGY; _C:Ethiopia ETH; _C:France FRA; _C:Germany DEU; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Iraq IRQ; _C:Jordan JOR; _C:Kenya KEN; _C:Korea XKOR; _C:Kuwait KWT; _C:Lebanon LBN; _C:Libya LBY; _C:Luxembourg LUX; _C:Malawi MWI; _C:Malaysia MYS; _C:Morocco MAR; _C:Netherlands NLD; _C:Norway NOR; _C:Oman OMN; _C:Pakistan PAK; _C:Philippines PHL; _C:Qatar QAT; _C:Rwanda RWA; _C:Saudi Arabia SAU; _C:South Sudan SSD; _C:Spain ESP; _C:State of Palestine PSE; _C:Sudan SDN; _C:Sweden SWE; _C:Syrian Arab Republic SYR; _C:Thailand THA; _C:Turkey TUR; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Yemen YEM; __C:filed:1; __C:scheme:1

ICT and the Education of Refugees: A Stocktaking of Innovative Approaches in the MENA Region - Lewis, Kent; Thacker, Simon (World Bank, 2016)

ICT and the Education of Refugees: A Stocktaking of Innovative Approaches in the MENA Region​ - Lewis, K.; Thacker, K. (World Bank, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:TPL3UNXE

Cross-Sectoral Learning in Implementation Research Harnessing the potential to accelerate results for children - Lewis, Jane; Mildon, Robyn; Steele, Tom (UNICEF Office of Research – Innocenti, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:GG3LBMYB

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

The psychometric and pragmatic evidence rating scale (PAPERS) for measure development and evaluation - Lewis, Cara C.; Mettert, Kayne D.; Stanick, Cameo F.; Halko, Heather M.; Nolen, Elspeth A.; Powell, Byron J.; Weiner, Bryan J. (Implementation research and practice, 2021)
Publisher: SAGE Publications Sage UK: London, England KerkoCite.ItemAlsoKnownAs: 10.1177/26334895211037391 2129771:C3SJGFYA

From classification to causality: advancing understanding of mechanisms of change in implementation science - Lewis, Cara C.; Klasnja, Predrag; Powell, Byron J.; Lyon, Aaron R.; Tuzzio, Leah; Jones, Salene; Walsh-Bailey, Callie; Weiner, Bryan (Frontiers in public health, 2018)
Publisher: Frontiers Media SA KerkoCite.ItemAlsoKnownAs: 10.3389/fpubh.2018.00136 2129771:K4F9YZN6

Who gets what? Is improved access to basic education pro-poor in Sub-Saharan Africa? - Lewin, Keith M.; Sabates, Ricardo (International Journal of Educational Development, 2012)
This paper explores changing patterns of access to basic education in six Sub-Saharan Africa countries using data from Demographic and Health Surveys at two points in time. In general the analysis confirms that participation of children in schooling has increased over the last decade. However, access to education remains strongly associated with household wealth. In most countries the differences associated with urban and rural residence and sex are smaller than those associated with household wealth. Over time the wealth gradient related to access has deteriorated more often than it has improved in the countries in the sample. Disturbingly, the proportion of over age children has also risen rather than fallen more often than not, and the poorer the household the more likely children are to be over age. Increased numbers of over age children are indicative of internal inefficiencies, and make it unlikely that goals to universalise access and completion will be achieved. Education for All should be pro-poor and where it is not, it is failing.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2012.02.013 2129771:VBDG8N7X
Keywords: Basic education; Educational access; Inequality; Over age; Participation; Sub-Saharan Africa; Wealth

Using Digital Technology to Improve Learning: Evidence Review - Lewin, Cathy; Smith, Andrew; Morris, Stephen; Craig, Elaine (Education Endowment Foundation, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:YPM38BW9 2486141:8DF29975

Institutions, Incentives and Service Provision: Bringing Politics Back In - Levy, Brian; Walton, Michael (SSRN Electronic Journal, 2013)
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2386655 2129771:D246RKMB

Generalizing about Public Health Interventions: A Mixed-Methods Approach to External Validity - Leviton, Laura C. (Annual Review of Public Health, 2017)
Public health researchers and practitioners are calling for greater focus on external validity, the ability to generalize findings of evidence-based interventions (EBIs) beyond the limited number of studies testing effectiveness. For public health, the goal is applicability: to translate, disseminate, and implement EBIs for an impact on population health. This article is a review of methods and how they might be combined to better assess external validity. The methods include (a) better description of EBIs and their contexts; (b) combining of statistical tools and logic to draw inferences about study samples; (c) sharper definition of the theory behind the intervention and core intervention components; and (d) more systematic consultation of practitioners. For population impact, studies should focus on context features that are likely to be both important (based on program theory) and frequently encountered by practitioners. Mixed-method programs of research will allow public health to expand causal generalizations.
_eprint: https://doi.org/10.1146/annurev-publhealth-031816-044509 KerkoCite.ItemAlsoKnownAs: 10.1146/annurev-publhealth-031816-044509 2129771:YEB9448Q 2486141:XS8NBQGE

The True Cost of Freemiums in Edtech - Levine, Elliott (EdTech Digest, 2019)
An industry veteran has some on-point advice about what you pay for and what you get. GUEST COLUMN | by Elliott Levine They say, “the best things in life are free,” but that is not always the case. With education technology (edtech), sometimes the cost of “free” ends up being unreasonably high in the long […]
KerkoCite.ItemAlsoKnownAs: 2129771:493X6WUA 4869029:TMRPPK6K

Technologies of Refuge and Displacement Rethinking Digital Divides - Leung, Linda (Lexington Books, 2018)

Quality Teaching: Building a Flexible and Dynamic Approach. GEC Working Paper Series. Number 2. - Leu, Elizabeth; Hays, Frances; LeCzel, Donna Kay; O'Grady, Barbara (Academy for Educational Development (AED), 2005)
Working Paper 2 KerkoCite.ItemAlsoKnownAs: 2129771:64Y55UDP 261495:P99WE9RQ

The patterns and purposes of school-based and cluster teacher professional development programs - Leu, Elizabeth (Issues Brief, 2004)
KerkoCite.ItemAlsoKnownAs: 2129771:TMDBJQZU 261495:M444CXUB
Keywords: ⛔ No DOI found

Quality of Education and Teacher Learning: A Review of the Literature - Leu, E.; Price-Rom, A. (USAID/EQUIP1, 2006)
KerkoCite.ItemAlsoKnownAs: 2129771:DTBIL78F 261495:Z4BF9RA7

The influence of generational differences on the integration of educational technology in higher learning institutions - Letsie, Likeleli (University of Pretoria, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:4UJF7HR4
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Egypt EGY; _C:France FRA; _C:Germany DEU; _C:Iran IRN; _C:Japan JPN; _C:Kenya KEN; _C:Kosovo XKSVO; _C:Lesotho LSO; _C:Libya LBY; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Slovenia SVN; _C:South Africa ZAF; _C:Sudan SDN; _C:Tanzania TZA; _C:Trinidad and Tobago TTO; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1

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

Apprentissages scolaires et technologies numériques: une revue critique des méta-analyses - Leroux, Gabrielle; Monteil, Jean-Marc; Huguet, Pascal (L’Année psychologique, 2017)
00001 KerkoCite.ItemAlsoKnownAs: 10.4074/s0003503317004018 10/gdm2th 2129771:FMSYYY46 2129771:JTM6B3WV
Keywords: __C:filed:1; literature / systematic review

Lenovo Focuses on Digital Inclusion with Launch of Bilingual Keyboard - Lenovo (Lenovo StoryHub, 2023)
Latest evolution of keyboard champions indigenous Māori culture, by enabling Aotearoa New Zealanders to communicate bilingually.
KerkoCite.ItemAlsoKnownAs: 4804264:DNT7ZZCQ
Keywords: Final_citation

Progress Towards Meaningful Women’s Participation in Conflict Prevention and Peacebuilding Decision-making - Lenhardt, Amanda (2021)
The Women, Peace and Security or Gender Peace and Security (WPS/GPS) agenda has expanded significantly over the 20+ years of concerted efforts at many levels to expand the role of women in conflict resolution and peacebuilding. Yet many authors note that the expansion of international agreements and national plans to support greater women’s participation in decision-making have yet to translate into concrete changes. This report examines progress in promoting women’s meaningful participation in decision making processes in conflict prevention and peacebuilding, with a focus on changes since 2018. Evidence on women’s meaningful participation in decision-making tends to focus on a small range of measurable outcomes with some studies considering the outcomes of women’s involvement in those processes to determine the extent to which they might be ‘meaningful’. Few studies examine differential outcomes of such initiatives for different groups of women, and most data does not allow for the disaggregation of intersecting identities between gender, ethnicity, race, disability, migration status and other key factors. Evidence collected for this report suggests that policies and programmes seeking to support greater women’s participation in decision-making in conflict prevention and peacebuilding often struggle to address the broader structural factors that inhibit women’s empowerment. Tackling longstanding and often deeply embedded harmful social norms has proven challenging across sectors, and in conflict or post-conflict settings with highly complex social dynamics, this can be especially difficult. Many of the issues highlighted in the literature as hindering progress on the WPS agenda relate to cross-cutting issues at the heart of gender inequality. Multiple authors from within women’s movements in conflict and post-conflict settings emphasise the need for policies and programmes that support women to act as agents of change in their own communities and which amplify their voices rather than speak on their behalf. Recent achievements in South Sudan and the Pacific region are indicative of the potential of women’s movements to affect change in conflict prevention and peacebuilding and suggest progress is being made in some areas, though gender equality in these processes may be a long way off.
Accepted: 2022-05-03T12:44:23Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.044 2129771:M5GQ4Y2Q 4869029:U6YZPPKZ

The evolution of systematic evidence reviews: Past and future developments and their implications for policy analysis - Lemire, Sebastian; Peck, Laura R.; Porowski, Allan (Politics & Policy, 2023)
Abstract Evidence reviews are widely used to summarize findings from existing studies and, as such, are an important base for policy analysis. Over the past 50 years, three waves of evidence reviews have emerged: (1) the meta‐analysis wave, (2) the mixed‐methods synthesis wave, and (3) the core components wave. The present article first describes these waves and reflects on the benefits and limitations of each wave in the context of policy analysis. Informed by this historical account, the article then identifies and discusses three trends that are likely to influence future directions of evidence reviews: (1) using data science tools, (2) embedding an equity focus, and (3) translating research into practice. The concluding discussion connects these developments to public policy, identifying how evidence from systematic evidence reviews informs—or could better inform—policy decisions. Related Articles Nunes Silva, Carlos. 2012. “Policy and Evidence in a Partisan Age: The Great Disconnect—By Paul Gary Wyckoff.” Politics & Policy 40(3): 541–43. https://doi.org/10.1111/j.1747‐1346.2012.00363.x . Sinclair, Thomas A. P. 2006. “Previewing Policy Sciences: Multiple Lenses and Segmented Visions.” Politics & Policy 34(3): 481–504. https://doi.org/10.1111/j.1747‐1346.2006.00025.x . Smith‐Walter, Aaron, Holly L. Peterson, Michael D. Jones, and Ashley Nicole Reynolds Marshall. 2016. “Gun Stories: How Evidence Shapes Firearm Policy in the United States.” Politics & Policy 44(6): 1053–88. https://doi.org/10.1111/polp.12187 . , La evolución de las revisiones sistemáticas de evidencia: Desarrollos pasados y futuros y sus implicaciones para el análisis de políticas Las revisiones de evidencia se utilizan ampliamente para resumir los hallazgos de estudios existentes y, como tales, son un tipo importante de análisis de políticas. En los últimos 50 años, han surgido tres oleadas de revisiones de evidencia: (1) la oleada de metanálisis, (2) la oleada de síntesis de métodos mixtos y (3) la oleada de componentes centrales. El presente artículo primero describe estas oleadas y reflexiona sobre los beneficios y limitaciones de cada oleada en el contexto del análisis de políticas. Basado en este relato histórico, el artículo luego identifica y analiza tres tendencias que probablemente influirán en las direcciones futuras de las revisiones de evidencia: (1) usar herramientas de ciencia de datos, (2) incorporar un enfoque de equidad y (3) traducir la investigación a la práctica. La discusión final conecta estos desarrollos con la política pública, identificando cómo la evidencia de las revisiones sistemáticas de evidencia informa, o podría informar mejor, las decisiones de política. , 系统性证据审查的演变:过去和未来的发展及其对政策分析的影响 证据审查被广泛用于总结现有研究结果，因此是一种重要的政策分析类型。过去50年里，出现了三次证据审查浪潮，即荟萃分析、混合方法综合、以及核心组分法。本文首先描述了这三种方法，并在政策分析情境下反思了每种方法的优势和局限性。根据这一历史叙述，本文随后识别并探讨了可能影响证据审查未来方向的三种趋势:(1)使用数据科学工具，(2)嵌入公平视角，(3)将研究转化为实践。结论将这些发展与公共政策相联系，识别了来自系统性证据审查的证据如何影响政策决策(或如何能更好地影响政策决策)。
KerkoCite.ItemAlsoKnownAs: 10.1111/polp.12532 2129771:P4NC7GH4 2405685:HNC2CICS 2486141:KBTHBHWM 2486141:U8BG8VRZ
Keywords: _Added-ailr-2024; análisis de políticas; componentes básicos; core components; evidence review; meta-analysis; metanálisis; mixed methods; métodos Mixtos; policy analysis; research synthesis; revisión de evidencia; revisión sistemática; systematic review; síntesis de Investigación; 政策分析; 核心组分; 混合方法; 研究综合; 系统性综述; 荟萃分析; 证据审查

Initial Impacts of the COVID-19 Pandemic on the Canadian Labour Market - Lemieux, Thomas; Milligan, Kevin; Schirle, Tammy; Skuterud, Mikal (Canadian Public Policy, 2020)
In this study, we review the initial impacts of the coronavirus disease 2019 (COVID-19) pandemic on the Canadian labour market. We focus on changes in employment and aggregate hours worked between February 2020 and April 2020 while accounting for normal monthly changes in these indicators. We find that COVID-19 induced a 32 percent decline in aggregate weekly work hours among workers aged 20–64 years, alongside a 15 percent decline in employment. We characterize the distribution of work lost, finding that nearly half of job losses are attributed to workers in the bottom earnings quartile. Those most affected by COVID-19 are in public-facing jobs in industries most affected by shutdowns (accommodation and food services), younger workers, paid hourly, and non-union. The results provide context for policy development, with both supply and demand sides of the labour market to consider.
Publisher: University of Toronto Press KerkoCite.ItemAlsoKnownAs: 10.3138/cpp.2020-049 2129771:Z9IS3B5C
Keywords: __C:filed:1

Design-based implementation research - LeMahieu, Paul G.; Nordstrum, Lee E.; Potvin, Ashley Seidel (Quality Assurance in Education, 2017)
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/QAE-11-2016-0077 2129771:IDZX4JTC

THE USE OF MOBILE PLATFORMS IN SCIENCE LEARNING: A COMPARATIVE STUDY BETWEEN PORTUGAL AND THE UK - Leitão, Rui; Turner, Sarah; Maguire, Martin (2017)
00001 KerkoCite.ItemAlsoKnownAs: 10.21125/iceri.2017.1357 10/gdm2tm 2129771:W5FFLVWP 2129771:WRDSBNEI
Keywords: _C:Portugal PRT; _C:Spain ESP; __C:filed:1; __C:scheme:1

Quantifying segregation on a small scale: how and where locality determines student compositions and outcomes taking Hamburg, Germany, as an example - Leist, Sebastian A.; Perry, Laura B. (School Effectiveness and School Improvement, 2020)
Increased social and academic segregation are known side effects of school choice policies in market-driven environments that facilitate competition amongst schools. Aiming at complementing foundational knowledge in quantifying segregation, this study first defines school markets (i.e., geographical context) based on student transitions from primary school to secondary school in Hamburg, Germany. Second, genuine spatial measures of segregation are applied to generate differentiated in-situ insights. In general, social segregation appears evident between school markets, school types, and individual schools and, thus, shapes social compositions of secondary schools. The pattern of student transfers across the city confirms that parents are selecting particular schools for their children, resulting in different schools servicing different composition of students and so markets. Furthermore, the findings suggest that school markets in both very affluent and very deprived areas are spatially isolated and hence persistently reproduce wealth and affluence as well as poverty and disadvantage.
Publisher: Routledge _eprint: https://doi.org/10.1080/09243453.2019.1688845
Keywords: Market models; _C:Australia AUS; _C:France FRA; _C:Germany DEU; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; school choice; segregation; socioeconomic status; student transitions

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

Learning to teach in higher education in South Africa - Leibowitz, Brenda; Bozalek, Vivienne; Garraway, James; Herman, Nicoline; Jawitz, Jeff; Muhuro, Patricia; Ndebele, Clever; Quinn, Lynn; Van Schalkwyk, Susan; Vorster, Jo-Anne (2017)
Publisher: Council on Higher Education (South Africa)
Keywords: ⛔ No DOI found

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

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

An Exploratory Study of Digital Literacy Frameworks: A Comparative Analysis - Lee, Yoo-Taek; Fanea-Ivanovici, Mina (SSRN, 2022)
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4088293 2129771:QFIEKJ8H 5242966:CIIISUCK
Keywords: _z:no_pdf

Piloting Qatar’s First Edtech TestBed: The Journey Towards Best Practice, Sustainable Partnerships and Innovation - Lee, Seungah S.; Basma, Victoria (WISE, Qatar Foundation, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:SAGJ3X3V 4426965:SFQ2AURG
Keywords: Carmen

The Future of Jobs and Jobs Training - Lee, Rainee; Anderson, Janna (Pew Research Center, 2017)
As robots, automation and artificial intelligence perform more tasks and there is massive disruption of jobs, experts say a wider array of education and skills-building programs will be created to meet new demands. There are two uncertainties: Will well-prepared workers be able to keep up in the race with AI tools? And will market capitalism survive?
KerkoCite.ItemAlsoKnownAs: 2129771:UTDRSJY7 5242966:3JXZP3VB

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

Who opens online distance education, to whom, and for what? - Lee, Kyungmee (Distance Education, 2020)
In the previous era of open educational practices (OEP) based around distance teaching, its actors and their target group were clear to define: open universities and disadvantaged learners. In this new era of OEP linked to digitalized open educational resources, there are multiple actors and beneficiaries of OEP. This critical literature review examined numerous scholarly narratives about OEP in online distance education, by asking a simple but important question: “Who opens online distance education, to whom, and for what?”. The results suggest that despite the growing importance on the social mission to make Education for All among diverse actors, clear understanding of the actual process of OEP in real-life higher education settings and clarity on how those actors actually serve disadvantaged learners are lacking. This article suggests that we refocus our OEP effort on opening higher education to the disadvantaged and collecting real-life stories of OEP and the disadvantaged.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757404
Keywords: distance education; online education; open educational practices; open educational resources; open university

The Future of Service Post-COVID-19 Pandemic, Volume 1: Rapid Adoption of Digital Service Technology - Lee, Jungwoo; Han, Spring H. (Springer Singapore, 2021)

‘Making do’: Teachers’ coping strategies for dealing with textbook shortages in urban Zambia - Lee, J.; Zuilkowski, S.S. (Teaching and Teacher Education, 2015)

Partnerships with industry for efficient and effective implementation of TVET - Lee, J (International Journal of Vocational Education and Training, 2010)
This article focuses on partnership with industry as a means to efficiently and effectively implement technical and vocational education and training (TVET). Specifically, this article examines the situation in Africa, which is suffering from a chronic lack of skilled workforces both quantitatively and qualitatively. It outlines applicable six strategies to strengthen partnerships in TVET: (1) the industry’s involvement in the development and expansion of TVET, (2) a 60+40 training system to increase efficiency and productivity, (3) introducing national technology qualification (NTQ) system, (4) systemizing lifelong TVET, (5) TVET’s strategic transition, and (6) establishing regulatory and systemic framework. In addition, it displays an overview of partnership-based TVET system, which is a combination of the six strategies.
KerkoCite.ItemAlsoKnownAs: 2129771:GRLB4Y43 2317526:AVZ9A8SE UTI-6ADD4FC1-2383-305A-A941-0CBC2A5A6CC8
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Ethiopia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:policy; Q:distance learning; R:evaluation; T:Ausbildung; T:Educação profissionalizante; T:TVET; T:firm-based training; publicImportV1; ⛔ No DOI found

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

La prise en compte des rapports aux savoirs pour favoriser l’égalité des chances d’insertion professionnelle et sociale des élèves dans un lycée professionnel français - Lebatteux, Nicole (2012)
Often oriented by default, students enrolled in vocational education are characterized by a lack of professional project for the future job. This lack creates an insufficient engagement in their studies. In this context, we present and illustrate an original formative practice that considers a special form of relationship to knowledge and to school in order to further their chances of professional and social integration. To do so, relying on interviews, we meet the views of teachers and students.
KerkoCite.ItemAlsoKnownAs: 2129771:946NJP4G 2317526:GJ94Y7MI
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:France; publicImportV1; ⛔ No DOI found

“Thinking Outside the Camp”: Education Solutions for Syrian Refugees in Jordan - VON BAEYER - 2017 - Ethnographic Praxis in Industry Conference Proceedings - Wiley Online Library - Lebaron von Baeyer, Sarah (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:3QUZWXRI

EDI WORKING PAPER SERIES - Leaver, Clare; Ozier, Owen; Serneels, Pieter; Zeitlin, Andrew (2021)
Keywords: ⛔ No DOI found

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

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

National population mapping from sparse survey data: A hierarchical Bayesian modeling framework to account for uncertainty - Leasure, Douglas R.; Jochem, Warren C.; Weber, Eric M.; Seaman, Vincent; Tatem, Andrew J. (Proceedings of the National Academy of Sciences, 2020)
Population estimates are critical for government services, development projects, and public health campaigns. Such data are typically obtained through a national population and housing census. However, population estimates can quickly become inaccurate in localized areas, particularly where migration or displacement has occurred. Some conflict-affected and resource-poor countries have not conducted a census in over 10 y. We developed a hierarchical Bayesian model to estimate population numbers in small areas based on enumeration data from sample areas and nationwide information about administrative boundaries, building locations, settlement types, and other factors related to population density. We demonstrated this model by estimating population sizes in every 10- m grid cell in Nigeria with national coverage. These gridded population estimates and areal population totals derived from them are accompanied by estimates of uncertainty based on Bayesian posterior probabilities. The model had an overall error rate of 67 people per hectare (mean of absolute residuals) or 43% (using scaled residuals) for predictions in out-of-sample survey areas (approximately 3 ha each), with increased precision expected for aggregated population totals in larger areas. This statistical approach represents a significant step toward estimating populations at high resolution with national coverage in the absence of a complete and recent census, while also providing reliable estimates of uncertainty to support informed decision making.
Publisher: National Academy of Sciences Section: Social Sciences
Keywords: Bayesian statistics; demography; geographic information systems; international development; remote sensing

Deploying artificial intelligence for climate change adaptation - Leal Filho, Walter; Wall, Tony; Mucova, Serafino Afonso Rui; Nagy, Gustavo J.; Balogun, Abdul-Lateef; Luetz, Johannes M.; Ng, Artie W.; Kovaleva, Marina; Azam, Fardous Mohammad Safiul; Alves, Fátima (Technological Forecasting and Social Change, 2022)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 2129771:JQ9G8AHZ 2129771:Q8HSB9ML 2129771:TTQJYJPB

Helping teachers to respond to COVID-19 in the Eastern Caribbean: issues of readiness, equity and care - Leacock, Coreen J.; Warrican, S. Joel (Journal of Education for Teaching, 2020)
Education in the Eastern Caribbean has been heavily influenced by the colonial history of the sub-region. In recent years though, in recognition of the fact that the traditional approaches to teaching and learning are no longer meeting the needs of present-day students, there have been calls for change to more student-friendly ones, with electronic technology playing a significant role. However, the resistance to certain types of devices in the classroom has contributed to the slow uptake of widespread use of electronic technology and the online environment as a mode for teaching and learning. The closure of schools due to the advent of COVID-19 pandemic forced education systems in the region to turn to the online environment to engage students in educational activities. Students, teachers and other education officials had to face their apprehensions and venture into this space for schooling. This paper describes actions taken by the Eastern Caribbean Joint Board of Teacher Education to help teachers cope with this different learning environment, guided by the concepts of teacher readiness, equity relating to access of resources and providing caring support for all affected.
Publisher: Routledge _eprint: https://doi.org/10.1080/02607476.2020.1803733 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1803733 2129771:BQNUYWX4 2486141:U6I5ICMK
Keywords: Covid-19; Eastern Caribbean; _Added to LR; _G:reviewed; equity; readiness; teacher education

DEEP IMPACT: an investigation of the use of information and communication technologies for teacher education in the Global South - Leach, Jenny; Ahmed, Atef; Makalima, Shumi; Power, Tom (DFID, 2006)
KerkoCite.ItemAlsoKnownAs: 2405685:RQHCLU3T 2405685:V427KR5D 2534378:7SP4UDPQ
Keywords: ___working_potential_duplicate

An investigative study of the abuse of girls in African schools - Leach, Fiona; Fiscian, Vivian; Kadzamira, Esme; Lemani, Eve; Machakanja, Pamela (2003)
KerkoCite.ItemAlsoKnownAs: 2129771:BP3QRPR4 4752638:BMQBCU34 4752638:QIKNWMGD 4752638:S7L4NDPM 4752638:Z2CF2UKC 4752638:Z9H6P3J2 4752638:ZPQHPWPH
Keywords: _C:Malawi MWI; ⛔ No DOI found

Gender violence in schools: Malawi - Leach, F.; Fiscian, V.; Kadzamira, E.; Lemani, E.; Machakanja, P. (2004)
KerkoCite.ItemAlsoKnownAs: 2129771:SSIANV4H 4752638:GSYEIAS3
Keywords: _C:Malawi MWI

Phone survey on the Covid crisis in Senegal - Le Nestour, Alexis; Moscoviz, Laura; Mbaye, Samba (Centre for Global Development, 2020)
EdTechHub.Source: 2405685:GWDNCCPA KerkoCite.ItemAlsoKnownAs: 2129771:EC2R6KUT 2405685:GWDNCCPA
Keywords: _COVID-Continuity-Blogpost-01

Five Findings from a New Phone Survey in Senegal - Le Nestour, Alexis; Moscoviz, Laura (Center For Global Development, 2020)
Better data can help us have a better response for COVID, so we piloted a mobile phone survey on 1,000+ respondents in Senegal in partnership with the Centre de Recherche pour le Développement Économique et Social. We published the results of the survey yesterday and we are now publishing some of the key findings.
KerkoCite.ItemAlsoKnownAs: 2129771:DVDMXAFA 2405685:UTN7KDK7
Keywords: _COVID_DEAA-List

Enquête téléphonique sur la crise du Covid au Sénégal - Le Nestour, Alexis; Mbaye, Samba; Moscoviz, Laura (Center for Global Development, 2020)
Keywords: ⛔ No DOI found

Cambridge Lower Secondary Global Perspectives Stage 9 Learner's Skills Book - Laycock, Keely (Cambridge University Press, 2020)
This series has been developed for the Cambridge Lower Secondary Global Perspectives Curriculum Framework (1129). This Stage 9 learner's skills book helps students develop key 21st century skills, including research, analysis and more. Written by experienced teacher and author, Keely Laycock, learners are encouraged to reflect on your chosen topics – such as sport and recreation or language and communication – at a personal, national and global level. This series enables students to develop skills for their future in a scaffolded and measurable way, and has been produced with feedback from teachers and students all around the world.

Use ICT to provide access to content, professional development and professional learning communities (Chapter 7) - Lawrie, James; Hennessy, S.; Haßler, Björn; Bhandigadi, Phalachandra (Where It’s Needed Most: Quality Professional Development for All Teachers., 2015)
INEE KerkoCite.ItemAlsoKnownAs: 2129771:6JRLX38M
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

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

Secondary education expansion in Tanzania: Policy and practice implications for teachers’ sense of efficacy - Lawrent, Godlove (The University of Waikato, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:H62WXHNT
Keywords: _C:Australia AUS; _C:Austria AUT; _C:Belgium BEL; _C:Belize BLZ; _C:Benin BEN; _C:Burundi BDI; _C:Canada CAN; _C:China CHN; _C:Congo XCO; _C:Czech Republic CZE; _C:Dominican Republic DOM; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Ireland IRL; _C:Israel ISR; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Lebanon LBN; _C:Lesotho LSO; _C:Malawi MWI; _C:Mozambique MOZ; _C:Nepal NPL; _C:Netherlands NLD; _C:New Zealand NZL; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Oman OMN; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Portugal PRT; _C:Rwanda RWA; _C:Senegal SEN; _C:Singapore SGP; _C:Slovakia SVK; _C:Slovenia SVN; _C:South Africa ZAF; _C:Spain ESP; _C:Sudan SDN; _C:Sweden SWE; _C:Switzerland CHE; _C:Tanzania TZA; _C:Trinidad and Tobago TTO; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Governance and Accountability in Nigeria: A Gender Analysis - Lawan, Mahmoud M.; Abdul-Ismail, Aisha; Dukku, Aminu (Democracy and Governance in Nigeria: Challenges and Prospects, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:26CFBUFG 2129771:9Y9SNCV2 2486141:IYLTFY94

Evidence-based Education policy and practice of teacher recruitment and deployment in five States, Nigeria - Lawal, Hafsat; Abdul-Ismail, Aisha; Abubakar, Tasiu; Ngaski, Mustapha; Akogun, Oladele; Adesina, Adedoyin; Allsop, Terry (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:4PDWHMP4 2129771:SQSXYIFY 2486141:6ZP42XTD

A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2 - Law, Nancy; Woo, David; de la Torre, Jimmy; Wong, Gary (UNESCO Institute for Statistics, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:2TCMRIAT 5242966:Z5MXP7T9

Die Schritte zu einer internationalen und international vergleichenden Berufsbildungsforschung - Lauterbach, Uwe (Handbuch Berufsbildungsforschung, 2006)
OCLC: 179861245 KerkoCite.ItemAlsoKnownAs: 2129771:4KQETTCM 2129771:6X89MYWU 2129771:IIRXGUT7 2129771:Q63X2NDW 2129771:Z9D4QPZM

Die Schritte zu einer internationalen und international vergleichenden Berufsbildungsforschung - Lauterbach, Uwe (Handbuch Berufsbildungsforschung, 2018)
Mit der 3. erweiterten Auflage des Handbuchs Berufsbildungsforschung liegt ein Werk vor, das für alle Dimensionen der beruflichen Bildung den Stand der neuesten Erkenntnisse dokumentiert: sowohl für die Forschung als auch für den Wissenschaftstransfer in die Berufsbildungspraxis und -politik.Das Handbuch beinhaltet 125 Beiträge zu Fragestellungen, Methoden und Ergebnissen der Berufsbildungsforschung. Es stellt besonders für die Planung und Durchführung von Forschungs- und Entwicklungsvorhaben – Modellversuche und Pilotprojekte eingeschlossen – ein wichtiges Werkzeug dar.Die Artikel der insgesamt 119 Autorinnen und Autoren sind wie folgt gegliedert:1. Kapitel – Genese der Berufsbildungsforschung2. Kapitel – Berufsbildungsplanung und Berufsbildungspraxis3. Kapitel – Felder der Berufsbildungsforschung4. Kapitel – Fallbeispiele: Berufsbildungsforschung5. Kapitel – Forschungsmethoden
EdTechHub.ItemAlsoKnownAs: 2129771:JGF73ALN

How could digital learning at scale address the issue of equity in education? - Laurillard, Diana; Kennedy, Eileen; Wang, Tianchong (Foundation for Information Technology Education and Development, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:NPGSRKJA 2405685:TKBHHATW 2534378:2SFG4YZU
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Handbook of comparative studies on community colleges and global counterparts - Latiner Raby, Rosalind (Springer Berlin Heidelberg, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:9XBP698I 2249382:EP2B5LEI 2317526:ULGLVBDG UA-959dc1ce-edef-4780-a442-bd4e9bdec895
Keywords: C:South Africa

Chapter 14: Conclusions and Recommendations - Latchem, Colin (Using ICTs and Blended Learning in Transforming TVET, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:A44MFPDQ 2317526:ID6XQ8BZ UA-B83528DA-8C8F-4ED1-BA18-A42B0981A1CD
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; publicImportV1

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

Chapter 13: Planning for the Use of ICTs at the National and Institutional Levels - Latchem, C (Using ICTs and Blended Learning in Transforming TVET, 2017)
Open and distance learning (ODL) and information and communication technologies (ICTs) are viewed by many policy makers, at both national and institutional levels, as a potentially cost-effective means of tackling the challenges of access, equity and quality in education. Sound and rigorous financial planning is essential for governments and institutions seeking to harness these methods, but unfortunately there has been little analysis of the costs of such provision in the Technical and Vocational Education and Training (TVET) sector. Arguably, this is because there appears to have been less of a focus on research in TVET compared to tertiary education. Also, there may be a perception among some in the sector that ODL is an inappropriate means of imparting vocational and technical skills, a perception that possibly derives from memories of the shortcomings of earlier correspondence education and the notion that technical and vocational skills can only be mastered in the workplace or training centres. With the growing ability to present simulations and modelling using ICTs, it is becoming increasingly possible to offer new forms of TVET at a distance. However, there may be misguided or ill-informed assumptions and claims about the cost savings of employing these technologies that suggest that ODL is less expensive than traditional contact education. For a start, achieving economies of scale can be a major challenge in integrating ICTs in TVET, since the training demand in most developing countries is for small numbers of graduates in a wide range of occupational profiles (UNESCO IITE, 2005). Economic concerns can raise major barriers to offering ODL programmes in TVET. This is particularly challenging in contexts where government funding for TVET is low. For example, in Zambia, the level of government subvention to TVET institutions is less than 6 per cent in some cases (Herd and Mead Richardson, 2015). This lack of funding limits the Considerations in Costing ODL and ICTs in TVET Sarah Hoosen and Neil Butcher CHAPTER 186 extent of training, the number of students who can be trained and the quality of the training, with the recruitment of teachers, modernisation of equipment and acquisition of training resources being especially affected (Siriwardene and Qureshi, 2009). With many TVET systems in the developing world now considering the adoption of ODL and ICTs because of the promised cost efficiencies, it is important to examine the costing of these new educational and training practices. Given the dearth of resources focusing specifically on costing ODL in TVET, this chapter focuses more generally on costs in the use of ODL and ICTs and extrapolates these findings to the TVET context. This chapter explores the costs of ODL and how to avoid the ramifications of weak financial planning.
KerkoCite.ItemAlsoKnownAs: 2129771:9YWMKAFA 2317526:XXQT2WH6
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CLL:en; publicImportV1

Om kvalitet i kvalitativa studier - Larsson, Staffan (Nordic Studies in Education, 2005)
Publisher: Universitetsforlaget KerkoCite.ItemAlsoKnownAs: 2129771:DJXGE4MV 2129771:NBKFXBUH

A tool for addressing construct identity in literature reviews and meta-analyses - Larsen, K.R.; Bong, C.H. (MIS Quarterly, 2016)
KerkoCite.ItemAlsoKnownAs: 10.25300/MISQ/2016/40.3.01 2129771:W8JNXB4D 2486141:CHPUED6B
Keywords: _z:no_pdf

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

Understanding the elephant: the discourse approach to boundary identification and corpus construction for theory review articles - Larsen, K.; Hovorka, D.; Dennis, A.R. (Journal of the Association for Information Systems, 2019)
KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00556 2129771:A2545UDX 2129771:DG5SZ7EH 2405685:QNI8K9ZN 2486141:G3PRNUG5
Keywords: _Added-ailr-2024

The efficacy of learning analytics interventions in higher education: A systematic review - Larrabee Sønderlund, Anders; Hughes, Emily; Smith, Joanne (British Journal of Educational Technology, 2019)
Educational institutions are increasingly turning to learning analytics to identify and intervene with students at risk of underperformance or discontinuation. However, the extent to which the current evidence base supports this investment is currently unclear, and particularly so in relation to the effectiveness of interventions based on predictive models. The aim of the present paper was to conduct a systematic review and quality assessment of studies on the use of learning analytics in higher education, focusing specifically on intervention studies. Search terms identified 689 papers, but only 11 studies evaluated the effectiveness of interventions based on learning analytics. These studies highlighted the potential of such interventions, but the general quality of the research was moderate, and left several important questions unanswered. The key recommendation based on this review is that more research into the implementation and evaluation of scientifically driven learning analytics is needed to build a solid evidence base for the feasibility, effectiveness and generalizability of such interventions. This is particularly relevant when considering the increasing tendency of educational institutions around the world to implement learning analytics interventions with only little evidence of their effectiveness. Practitioner Notes What is already known about this topic? Drop-out rates and underachivement is a significant issue at most Western universities. Learning analytics have been shown to predict student performance and risk of dropping out. Interventions based on learning analytics have emerged in recent years, some reportedly successful. What this paper adds The paper also reviews and synthesizes the evidence on the effectiveness of learning analytics interventions targeting student underperformance, experience and discontinuation. The paper compares and contrasts past and current learning analytics methods and foci, and makes recommendations for the future research and practice. It critically synthesizes the current evidence base on learning analytics interventions, which is a field that is in constant flux and development. Implications for practice and/or policy The paper focuses on an increasing part of higher education with the goal of validating learning analytics methods and usefulness. The paper makes evidence-based recommendations for institutions wishing to implement learning analytics programs and/or interventions. The paper makes evidence-based recommendations for instructors as well as researchers in the field.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12720 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12720 4804264:WTX2QXL3
Keywords: Final_citation; cited; existing

You use! I use! We use! Questioning the Orthodoxy of One-to-One Computing in Primary Schools - Larkin, Kevin (Journal of Research on Technology in Education, 2011)
The current orthodoxy regarding computer use in schools appears to be that one-to-one (1:1) computing, wherein each child owns or has sole access to a computing device, is the most efficacious way to achieve a range of desirable educational outcomes, including individualised learning, collaborative environments, or constructivist pedagogies. This article challenges this notion, suggesting instead that 1:2 computing is an appropriate means of achieving such aims in primary school. It further suggests that 1:2 computing is preferable to 1:1 computing to achieve a balance between productivity, student engagement, social activity, and individualised learning. This article draws on data collected during the 2009 school year from four Year 7 classrooms (11- to 13-year-old students) with varied patterns of access to netbook computers. The researcher collected detailed information from two pieces of software installed in each computer and analysed the data through an Activity Theory conceptual and methodological lens. Recommendations from this research will assist school leaders in making informed decisions regarding 1:1 and 1:2 computing.
KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2011.10782581 10/gf62g6 2129771:6KZJQBYV 257089:9K3G54KR

Evaluating secondary input devices to support an automotive touchscreen HMI: A cross-cultural simulator study conducted in the UK and China - Large, David R.; Burnett, Gary; Crundall, Elizabeth; Lawson, Glyn; Skrypchuk, Lee; Mouzakitis, Alex (Applied Ergonomics, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.apergo.2019.03.005 10/gf62gw 2129771:MYSH42LA 2129771:Z76Z5KEN
Keywords: __C:filed:1

The Use of Manipulatives in Mathematics Education - Larbi, Ernest; Mavis, Okyere (Journal of Education and Practice, 2016)
The study was designed to investigate the efficacy of using algebra tile manipulatives in junior high school students' performance. The study sample comprised 56 students from two schools purposely selected from two towns within the Komenda Edina Eguafo Abirem municipality. The students were made up of two groups; the experimental and the control group. Each group was taught the same algebra units over a period of four weeks. However, the experimental group was taught using algebra tile manipulatives whilst the control group was taught using the conventional "talk and chalk" method. The instruments used for data collection were mathematics achievement pretest and posttest. Students' achievements on the posttest were analysed using percentages, mean, standard deviation and the independent t-test. The findings of the study were that, those who were taught through extensive use of algebra tiles performed significantly better. Thus the use of the algebra tiles proved very effective and promising approach to teaching and learning algebra, and that the tiles also improved students' thinking process as they solved problems in algebra. On the basis of these findings, it is recommended that algebra tiles should be used as a tool to introducing students to algebraic concepts.
Publisher: IISTE
Keywords: Algebra; Comparative Analysis; Control Groups; Conventional Instruction; Experimental Groups; Foreign Countries; Junior High School Students; Manipulative Materials; Mathematics Achievement; Mathematics Education; Pretests Posttests; Teaching Methods; ⛔ No DOI found

Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups - Lantz-Andersson, Annika; Lundin, Mona; Selwyn, Neil (Teaching and Teacher Education, 2018)
This paper presents a systematic review of 52 empirical studies of formally-organized and informally-developed online teacher communities from the early 2000s to the present time. Focusing on the social as well as technological aspects of online participation, the review explores how teacher communities are shaped by broader contexts of teaching. The review shows that while formally-organized and informally-developed communities address different needs amongst teachers and support different outcomes, they also share several common characteristics. Indeed, regardless of type, online communities can be a valuable means of developing supportive and collegial professional practices. That said, more evidence is required on the specific collaborative merits of teachers' online interactions.

A 10-step guide to monitoring and evaluating children’s participation - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 4: A 10-step guide to monitoring and evaluating children’s participation looks at involving children, young people and adults in the process. It includes guidance on identifying objectives and progress indicators, systematically collecting data, documenting activities and analysing findings.
KerkoCite.ItemAlsoKnownAs: 2129771:ZGJ4J92C 2486141:MRFCRAKZ
Keywords: CitedIn:eCubed; _yl:d; eCubed

A Toolkit for Monitoring and Evaluating Children’s Participation — Introduction - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 1: Introduction provides an overview of children’s participation, how the toolkit was created and a brief guide to monitoring and evaluation.
KerkoCite.ItemAlsoKnownAs: 2129771:RVZVEC79 2486141:S28P8443
Keywords: CitedIn:eCubed; _yl:a; eCubed

How to measure the scope, quality and outcomes of children’s - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 3: How to measure the scope, quality and outcomes of children’s participation provides a conceptual framework for children’s participation and introduces a series of benchmarks and tables to measure children’s participation.
KerkoCite.ItemAlsoKnownAs: 2129771:UCVE7QK4 2486141:UPXHDX9A
Keywords: CitedIn:eCubed; _yl:c; eCubed

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

Tools for monitoring and evaluating children’s participation - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 5: Tools for monitoring and evaluating children’s participation provides a range of tools that you can use with children and young people, as well as other stakeholders.
KerkoCite.ItemAlsoKnownAs: 2129771:U4QIKHHM 2486141:Q34UAI56
Keywords: CitedIn:eCubed; _yl:e; eCubed

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

Achieving teaching quality in sub-Saharan Africa: Empirical results from cascade training - Lange, Sarah; Benavot, Aaron (Springer VS, Wiesbaden, 2016)
© Springer Fachmedien Wiesbaden 2016. Sarah Lange examines the effectiveness of cascade training, which constitutes a cost-effective training model in teacher training. In development cooperation countries, teaching quality is expected to improve with teacher professional development; for this purpose, she explores the effectiveness of training multipliers in schools in Cameroon. This research question is analysed with a design, which encompasses a questionnaire survey provided to teachers, students and principals as well as a teacher video survey and a student achievement test. The empirical results show the effects of cascade training on the learner-oriented teaching practice, if the trained teachers are supported in their role as change agents. Among the conditions for the conceptual quality and the implementation of cascade training, the continuity of school-based professional development is particularly emphasized in light of the results.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-14683-2 10/gfw34w 2129771:EUDVDL6V 2129771:PRAA33FP 2317526:99594LBY 2317526:R5572EY6
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Cameroon; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:achievement; F:teaching; P:measurement; P:teacher training; P:teachers; R:questionnaire; R:survey; T:Training; T:trainee; publicImportV1; type:book

Learner orientation through professional development of teachers? Empirical results from cascade training in Anglophone Cameroon - Lange, Sarah (Compare: A Journal of Comparative and International Education, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2013.841027 10/gfvv7x 2129771:95VP3EV5 2129771:E4373A25 2317526:8DZUAC7R
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Cameroon; CA:AandC; CCZ:Cameroon; CL:en; CL:fr; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:low-income country; F:attitude; F:learning; F:teaching; P:measurement; P:service industry; P:teacher training; P:teachers; R:quantitative; T:Ausbildung; T:trainee; T:work-based learning; Z:cascade training; Z:learner orientation; Z:professional development; Z:sub-Saharan Africa; Z:teachers; publicImportV1

Investigating the relation between electroencephalogram, thermal comfort, and cognitive performance in neutral to hot indoor environment - Lang, Xiaoyue; Wargocki, Pawel; Liu, Weiwei (Indoor Air, 2022)
The relation between electroencephalogram signals, thermal comfort, and cognitive performance in neutral to hot indoor environment was investigated. The experiments were carried out at four temperatures: 26ºC, 30ºC, 33ºC, and 37ºC, and two relative humidity levels: 50% and 70%. Thirty-two subjects were exposed for 175 min. The electroencephalogram signals were measured for 30 min 25 min after the onset of exposure while the recruited subjects performed neurobehavioral tests and rated their thermal comfort. The relative power of electroencephalogram signals has a significant correlation with thermal comfort and performance of neurobehavioral tests. The ratings of acceptability of thermal environment and thermal comfort, the speed, accuracy, and PI of completing the tests are negatively correlated with the relative power of δ-band, but positively correlated with θ-band, α-band, and β-band. The ratings of thermal sensation have a better correlation with the above four bands, but the correlation trend is opposite. A linear relation was found between electroencephalogram signals and the speed. The results showed that the relative power of P7 channel located in the occipital lobe is the most suitable as a single electroencephalogram channel to reflect joint thermal comfort and cognitive performance at high temperatures, especially its α-band.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/ina.12941 KerkoCite.ItemAlsoKnownAs: 10.1111/ina.12941 2129771:9F3VADMF 4682641:4NSJKT5N
Keywords: BE:RELEVANT; acceptability of thermal environment; cognitive performance; electroencephalogram; occipital lobe; thermal comfort; thermal sensation

Open Education and the Sustainable Development Goals: Making Change Happen - Lane, Andy (Journal of Learning for Development - JL4D, 2017)
Education for All has been a concept at the heart of international development since 1990 and has found its latest instantiation within the Sustainable Development Goals (SDGs) as SDG 4, ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. Open education, in the form of resources and practices are both seen as contributors to SDG4 as evidenced by the recent 2nd World Open Educational Resources Congress. The ambition for open education to contribute to the SDGs is clear from this and other gatherings but the means to make it happen are not as clear, and many have claimed that little has happened since the SDGs were launched in 2015. To help address this apparent gap, this paper: (1) sets out the scale and scope of the SDGs; (2) reviews the potential contribution of open educational resources and practices to support the SDGs, and (3) uses a framing of power and systems thinking to review the way open education activities might be fostered within tertiary education in all local, national and regional contexts in order to support the SDGs, and not just SDG 4. It will also tentatively propose a theory of change that brings together power relationships, systems thinking and open education as key components and provide a case study of how this might work in practice through a newly funded project proposal. It is hoped that this theory of change and proposal will be a starting point for wider debate and discussion on how to make change happen in this important arena.
KerkoCite.ItemAlsoKnownAs: 2129771:49QPAYZK 261495:NNAA2DLD
Keywords: ⛔ No DOI found

Children's Work and Apprenticeship - Lancy, DF (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:BQL6WTEL 2317526:L8VWPZD5
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Central Africa; A:East Africa; C:Burkina Faso; C:Guinea; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:learning; P:crafts; R:survey; T:Formal apprenticeship; T:Lehrlingsausbildung; publicImportV1

Perceived air quality and cognitive performance decrease at moderately raised indoor temperatures even when clothed for comfort - Lan, Li; Xia, Lulu; Hejjo, Rihab; Wyon, David P.; Wargocki, Pawel (Indoor Air, 2020)
This study investigated whether adjusting clothing to remain in neutral thermal comfort at moderately elevated temperature is capable of avoiding negative effects on perceived acute subclinical health symptoms, comfort, and cognitive performance. Two temperatures were examined: 23°C and 27°C. Twelve subjects were able to remain thermally comfortable at both temperatures by adjusting their clothing. They rated the physical environment, their comfort, the intensity of acute subclinical health symptoms, and their mental load, and they performed a number of cognitive tasks. Their physiological reactions were monitored. Their performance of several tasks was significantly worse at 27°C, and they reported increased mental load at this temperature. Skin temperature and humidity and respiration rate were higher, while blood oxygen saturation (SpO2) and pNN50 were lower at this temperature, the latter indicating increased stress. It is inferred that the observed physiological responses were mainly responsible for the negative effects on performance, as the subjects did not indicate any increased intensity of acute subclinical health symptoms although perceived air quality was worse at the higher temperature. The present results suggest that moderately elevated temperatures should be avoided even if thermal comfort can be achieved, as it may lead to reduced performance.
Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1111/ina.12685 2129771:22S8LX8P 2129771:AV9UG7ZZ 2129771:ZYKJGVQX 4682641:6U56RJSF 4682641:NY7JHG8I
Keywords: BE:RELEVANT

Cognitive performance was reduced by higher air temperature even when thermal comfort was maintained over the 24–28°C range - Lan, Li; Tang, Jieyu; Wargocki, Pawel; Wyon, David P; Lian, Zhiwei (Indoor Air, 2022)
This study managed to create thermal comfort conditions at three temperatures (24°C-T24, 26°C-T26, and 28°C-T28) by adjusting clothing and air velocity. Thirty- six subjects (18 males and 18 females) were exposed to each of the three conditions for 4.5 h in a design balanced for order of presentation of conditions. During each exposure, they rated the physical environment, their comfort, the intensity of acute subclinical health symptoms, and their mental load, and they performed a number of cognitive tasks. Their physiological reactions were monitored. The subjects rated T24 to be comfortably cool, T26 to be comfortably neutral, and T28 to be comfortably warm. Their self-estimated performance did not differ between conditions but 12 of 14 objective metrics of cognitive performance decreased significantly at the elevated temperatures: compared with T24, their average cognitive performance decreased by 10% at T26 and by 6% at T28. At the elevated temperatures, their parasympathetic nervous system activity (as indicated by PNN50) and their arterial blood oxygen saturation level (SpO2) were both lower, which would be expected to result in reduced cognitive performance. The subjects also rated their acute subclinical health symptoms as more intense and their workload as higher at the elevated temperatures. These results suggest that where cognitive performance is the priority, it is wise to ensure a comfortably cool environment. The present study also supports the use of fans or natural ventilation to reduce the need for mechanical cooling.
KerkoCite.ItemAlsoKnownAs: 10.1111/ina.12916 2129771:IZDK8FG8 4682641:CIQ8XNFD 4682641:M2MHIUAK
Keywords: BE:RELEVANT

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

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

the case of the ‘nasty trolley’or how mobile learning and tablets are influencing emotions and affects and shaping the constitution of the identity of teachers and students - Lameu, Paula (Technology, Knowledge and learning, 2020)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10758-019-09411-y 2129771:I2LJU532
Keywords: __C:filed:1

Approaches to Open Education and Social Justice Research - Lambert, Sarah; Czerniewicz, Laura (Journal of Interactive Media in Education, 2020)
Article: Approaches to Open Education and Social Justice Research
Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.584 2129771:MDISFAL6

The Siyavula Case: Digital, Collaborative Text-Book Authoring to Address Educational Disadvantage and Resource Shortage in South African Schools - Lambert, Sarah (International Electronic Journal of Elementary Education, 2019)
Siyavula is known as a pioneer developer of high-quality free digital maths and science textbooks to address resource gaps and disadvantage in South African schools. This case study identifies the success factors which could be replicated in other contexts. Siyavula has developed expertise in digital developing, editing and improving maths and science workbooks and teachers' guides and distributing them in multiple digital and mobile formats for free. In 2013 the government took the free texts and sponsored the printing and distribution of c500K copies of Grade 4-6 titles, saving the government approximately USD$83.5 Million for each of the 12 books (student workbook and teacher guide in both English and Afrikaans). The collaborative authoring system is identified as instrumental to the success of the project to address under-resourced schools, through a combination of personal (attitudinal), technical (online systems) and social resources (volunteers and stakeholders). Siyavula leaves a legacy of multi-stakeholder volunteer text-books sprints where an intense face-to-face experience provides the ground-work for constructive online authoring inclusive of diverse stakeholder input across different roles and ranks. Collaborative authoring advances curriculum and pedagogy sharing, expertise and capacity building. Collaborative authoring systems are found to have potential in many under-resourced school contexts not only for school texts, but also for early reading, multi-lingual and culturally appropriate book adaptations.
ERIC Number: EJ1206172 KerkoCite.ItemAlsoKnownAs: 10.26822/iejee.2019349252 4804264:S9GH82PQ
Keywords: Collaborative Writing; Costs; Disadvantaged Schools; Educational Resources; Educational Technology; Electronic Publishing; Elementary Secondary Education; Faculty Development; Final_citation; Foreign Countries; Shared Resources and Services; Social Justice; Technology Uses in Education; Textbooks; cited; existing

Nature island tourism: Applying an eco-tourism sustainability framework to the island of Dominica - Lambert, Esther (University of Waterloo, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:QEPJCMLV

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

Sierra Leone and Liberia: Rising Academy Network on air - Lamba, Keya; Reimers, Fernando (World Bank; OECD; Harvard Global Education Innovation Initiative; HundrED, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:I7EV28D2
Keywords: Final_citation; cited; existing

Sierra Leone and Liberia: Rising Academy Network on air - Lamba, Keya; Reimers, Fernando (World Bank; OECD; Harvard Global Education Innovation Initiative; HundrED, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:SG89XZMW 2339240:BRFU9F86 2405685:93KUAPNF 2405685:9APBFG2P 2405685:CXIWGJLQ 2405685:STZ89LHX 2534378:UQINHJH2
Keywords: _C:Sierra Leone SLE

Sierra Leone and Liberia: Rising Academy Network on air - Lamba, Keya; Reimers, Fernando (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:AP88Z6FH 2339240:XVKVLR6R 2405685:QV99MR4Q
Keywords: _C:Sierra Leone SLE

Pushing the child centred approach in Myanmar: the role of cross national policy networks and the effects in the classroom - Lall, Marie (Critical Studies in Education, 2011)
shortDOI: 10/ffvjm9 KerkoCite.ItemAlsoKnownAs: 10.1080/17508487.2011.604072 10/ffvjm9 2129771:HTJAIJ8S 2405685:R89YSEAB
Keywords: C:Myanmar; _C:Australia AUS; _C:Canada CAN; _C:Germany DEU; _C:India IND; _C:Japan JPN; _C:Mongolia MNG; _C:Myanmar MMR; _C:Pakistan PAK; _C:South Africa ZAF; _C:Thailand THA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Implementation of Problem Based Learning to Increase Scientific Explanation Skill in Biology Learning about the Environment - Laksmi, Monika Lintang; Sari, Dewi Puspita; Rinanto, Yudi; Sapartini, Raden Rara (Journal of Learning for Development, 2021)
This research aimed to describe and find out whether implementation of Problem-Based Learning can improve scientific explanation skills in biology learning about the environment. The research method was Classroom Action Research through the implementation of Problem-Based Learning. This classroom action research consisted of two cycles, which were concluded by planning, acting, observing and reflecting. The research subject was a natural science class consisting of thirty four students. Data were collected by essay test, observation method, interviews and documentation. Data were validated by the triangulation technique consisting of three components: data reduction, data presentation and conclusion. The research results showed improvement in the scientific explanation skills of students on the implementation of Problem Based Learning. The percentage improvement of students' scientific explanation was 61% in claim, 53% in evidence, and 51% in reasoning.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:Z42TTNWE
Keywords: Biology Education; Classroom Action Research; Problem Based Learning; Scientific Explanation; _genre:PR-primary_research; ⛔ No DOI found

A Meta-Study of the Evolutionary Transformative Academic Landscape by Artificial Intelligence and Machine Learning - Lainjo, Bongs; Tmouche, Hanan (International Journal of Education, Teaching, and Social Sciences, 2024)
KerkoCite.ItemAlsoKnownAs: 5440726:US5XVSEH

To Assess a Gamified 5E Flipped Learning Platform’s Effectiveness in Promoting Student Learning and Achievement in Physics: A Design-Based Research - Lai, Kar Hei; Foon, Hew Khe (Shaping the Future of Education, Communication and Technology, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:G94Y9CKC 2129771:ST2TH3QX
Keywords: _C:Canada CAN; _C:China CHN; _C:Singapore SGP; _C:Turkey TUR; __C:filed:1; __C:scheme:1

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

Does computer-assisted learning improve learning outcomes? Evidence from a randomized experiment in migrant schools in Beijing - Lai, Fang; Luo, Renfu; Zhang, Linxiu; Huang, Xinzhe; Rozelle, Scott (Economics of Education Review, 2015)
The education of the disadvantaged population has been a long-standing challenge to education systems in both developed and developing countries. Although computer-assisted learning (CAL) has been considered one alternative to improve learning outcomes in a cost-effective way, the empirical evidence of its impacts on improving learning outcomes is mixed. This paper uses a randomized field experiment to explore the effects of CAL on student academic and non-academic outcomes for students in migrant schools in Beijing. Our results show that a remedial CAL program held out of regular school hours improved the student standardized math scores by 0.15 standard deviations and most of the program effect took place within 2 months after the start of the program. Students with less-educated parents benefited more from the program. Moreover, CAL also significantly increased the students’ interest in learning.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2015.03.005 2129771:3A36UZXR 2129771:CQYCYT33 2486141:L8DQMIT6
Keywords: China; Computer-assisted learning; Development; Education; Migration; Random assignment; Test scores; __C:filed:1

TVET teachers’ perceptions on competencies: An application of Malaysian human resource development practitioners competency model - Lai, Chee Sern; Hamisu, Mohammed Adamu; Salleh, Kahirol Mohd; Adamu, Babayo Yakubu (International Journal of Economics and Business Research, 2019)
Copyright © 2019 Inderscience Enterprises Ltd. Competency of TVET teacher is one of the major factors that influence the quality of TVET graduates and TVET system. This paper attempted to investigate the TVET teachers’ perceptions on the competency needs in Nigerian higher learning institutions based on the competency model of Malaysian human resource development practitioners (MHRDP) which focused on thinking competency, organisational competency, and application competency. This study employed a survey design in which a set of questionnaire was used for data collection. A total of 205 TVET teachers from universities, polytechnics, and colleges of education were involved in this research. Descriptive statistics which involved mean and standard deviation was utilised to analyse the data. The findings revealed that the Nigerian TVET teachers perceived that all elements related to thinking competency, organisational competency, and application competency are important for TVET teachers for higher learning institutions in Nigeria. Therefore, this research suggests that the Nigerian policy makers and the TVET higher learning institutions should provide training to the TVET teachers in order to equip those teachers with the competency elements that are important and relevant to TVET.
KerkoCite.ItemAlsoKnownAs: 10.1504/IJEBR.2019.102729 2129771:76JPIDBB 2129771:XUTA3KF9

Development of Competency Framework for Nigerian TVET Teachers in Tertiary TVET Institutions - Lai, Chee Sern; Hamisu, Mohammed Adamu; Salleh, Kahirol Mohd (JOURNAL OF TECHNICAL EDUCATION AND TRAINING, 2019)
Competency framework is a tool that determines the needed competencies for individuals in order to curtail the challenges that are existing currently and to uphold sustainable development. From the educational perspective, the competencies of TVET teachers are important as they might affect the teachers' implementation of tasks, career development and graduates' quality. Therefore, this research attempted to develop a competency framework for TVET teachers in Nigerian TVET tertiary institutions based on the Malaysian Human Resource Practitioners Development (MHRDP) Competency Model. The study adopted a survey design and 427 TVET teachers were identified as targeted sample. A set of questionnaire was developed based on the MHRDP Competency Model (alpha=0.61). A total of 218 questionnaires were distributed to five TVET tertiary institutions using stratified sampling technique and 205 questionnaires were successfully returned. Exploratory Factor Analysis was used to analyse the data. The findings revealed that 19 elements of competency were significantly relevant to Nigerian TVET teachers who work at tertiary institutions. The proposed competency framework is beneficial to be used as a guideline for the Nigerian TVET institutions and policy makers to plan the competency training and retraining courses for TVET teachers and staff development.\n
KerkoCite.ItemAlsoKnownAs: 10.30880/jtet.2019.11.01.002 2129771:2LTXKGP5 2129771:J9LRRY84