Open Access Research: A Review of DFID’s Policy and Practice - Fosci, Mattia; Johnson, Rob; Chiarelli, Andrea (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:2C224QX7 2129771:C79Y6RX2 2405685:SHZYZGLN

Sustainable tourism industry development in sub-Saharan Africa: Consequences of foreign hotels for local employment - Fortanier, Fabienne; Wijk, Jeroen van (International Business Review, 2010)
Abstract While foreign investment in the tourism industry is often considered important in stimulating sustainable development in least developed countries, empirical evidence is still scarce and ambiguous. Focusing on the social (employment) dimension of sustainable development, this paper analyses how foreign firms in the hotel industry influence the quantity of local employment (number of jobs) and its quality (skills). Using interview data with managers of 123 foreign and locally owned hotels in Mozambique, Tanzania and Ethiopia, we find that the simple scale effects of foreign hotels in least developed countries are positive. However, rather than contributing to local human capital via training, foreign firms instead prefer to hire well-trained employees from local hotels. We explore the implications of such reverse knowledge transfer for policy makers in least developed countries.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ibusrev.2009.11.007 10/fr7twp 2129771:246R5SBJ 2317526:WVC4V7D3 LOCAL-DOI:10.1016/j.ibusrev.2009.11.007
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; AA:Africa; C:Ethiopia; C:Mozambique; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:policy; F:pro-poor; P:services; P:social; P:tourism; R:interview; T:Training; T:trainee; Z:Employment; Z:Foreign direct investment; Z:International hotel industry; Z:Knowledge transfer; Z:Pro-poor tourism; Z:Services; Z:Sustainable development; publicImportV1

Implementation science and school psychology. - Forman, Susan G.; Shapiro, Edward S.; Codding, Robin S.; Gonzales, Jorge E.; Reddy, Linda A.; Rosenfield, Sylvia A.; Sanetti, Lisa MH; Stoiber, Karen C. (School Psychology Quarterly, 2013)
Publisher: Educational Publishing Foundation KerkoCite.ItemAlsoKnownAs: 10.1037/spq0000019 2129771:V8THH57X 4426965:S2GT2NS4 4804264:RAVTAFQW
Keywords: Final_citation; cited; existing

Implementation science and school psychology. - Forman, Susan G.; Shapiro, Edward S.; Codding, Robin S.; Gonzales, Jorge E.; Reddy, Linda A.; Rosenfield, Sylvia A.; Sanetti, Lisa MH; Stoiber, Karen C. (School Psychology Quarterly, 2013)
Publisher: Educational Publishing Foundation KerkoCite.ItemAlsoKnownAs: 10.1037/spq0000019 2129771:V8THH57X 4869029:UF3X4U4J

Stakeholders' Roles in Prioritizing Technical and Vocational Education and Training in PostConflict Liberia - Forh, Edward S. (Walden University, 2014)
Postconflict governments and counterparts have collaborated to provide skills training to communities as a critical postconflict development strategy. In these undertakings, the role of community members remains largely undefined. The purpose of this qualitative descriptive case study was to understand the perceptions held by rural community members regarding the role they played in influencing government's policy priority for technical and vocational education and training (TVET) as a local human development strategy in postconflict Liberia. The conceptual framework was based on human capital theory and concepts of motivation and achievement. Fourteen participants were purposefully selected for the study. Data were collected from interviews, focus group discussion, and documents and analyzed using constant comparison. Results indicated that increasing human capital, restoring self-esteem, encouraging civic participation, and building peace were among the community members' motivations for establishing a skills training institution. Leadership, advocacy, and ownership were major roles community stakeholders played in establishing their local skill training institution; voluntarism and collaboration were found to be strategies for support to the local TVET initiatives. Findings have positive social change implications for facilitating community-initiated TVET programs for youth employment as well as informing TVET policies in countries transitioning from conflict to development.
KerkoCite.ItemAlsoKnownAs: 2129771:I45EDFZ6 2317526:V4Y69WGI
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Liberia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:achievement; F:leadership; F:motivation; F:policy; P:administration; P:social; Q:higher education; R:case study; R:focus groups; R:interview; R:qualitative; T:TVET; T:Training; Z:Education Policy; Z:Higher Education Administration; Z:Higher education; Z:Sub Saharan Africa Studies; Z:Vocational education; publicImportV1; ⛔ No DOI found

Stakeholders' Roles in Prioritizing Technical Vocational Education and Training in Postconflict Liberia - Forh, Edward (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:PWU6FMNR 2317526:IGW3YU3D

Addressing the climate, environment, and biodiversity crises in and through girls’ education - Foreign, Commonwealth & Development Office (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:W68GTDSA 5072953:HQ2C4WY8
Keywords: selected_for:effects of climate ch...on learning...LMICs 2024

A review of traditional Ghanaian and Western philosophies of adult education - Fordjor, P; Kotoh, A,; Kpeli, K Kumah (International Journal of Lifelong Education, 2003)
The primary objective of this article is to critically examine some aspects of the traditional Ghanaian and Western philosophies of adult education. It is a well-attested fact that many of the pre-colonial and early colonial writers about Africa portrayed Africa as a dark continent devoid of advanced centres of learning worthy of emulation by others. The old West African civilizations of Ghana, Mali and Songhai with advanced centres of learning at Timbuktu and Djenne in the 11th century seemed to have been completely ignored by these writers (Boahen 1967: 20, Davidson 1966b: 50). Even though many other writers including several missionaries, anthropologists and historians, depicted Africa in a rather positive and scientific manner (Davidson 1966b, Goody 1966), much of the negative image created long ago still exists and needs to be examined and corrected. The formal Western system of school education was introduced in Ghana more than a century ago. Despite this, about 60% of the adult population today makes its living as illiterate farmers, workers, apprentices or master craftsmen in the various traditional art and craft production centres. Consequently, traditional adult education continues to play an important role in the social and economic development of the country. Like the Western system of adult education the Ghanaian traditional education has sound philosophical foundations, which have helped to maintain political stability and social cohesion in the country over the years. Much is written about Western and eastern philosophies but there is a dearth of literature on philosophies of adult education from Africa. Given that Africa is the second largest continent on the globe and that adult education proliferates throughout the continent, the authors felt their investigation would make a significant contribution to a global understanding of the field. Additionally, there is an increasing need for African students to appreciate and re-establish confidence in their own culture. This review cannot cover all of Africa so the focus is on Ghana, one country in West Africa.
KerkoCite.ItemAlsoKnownAs: 10.1080/0260137032000055321 10/ctk58c 2129771:MUC9B2B7 2317526:ZSV69QYX UTI-AF2875F6-DE57-37C7-9363-E343430A2EF5
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:West Africa; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:measurement; Q:adult education; T:Lehrlingsausbildung; T:Training; T:apprentice; _C:Canada CAN; _C:Denmark DNK; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:Mali MLI; _C:Nigeria NGA; _C:Tanzania TZA; _C:Trinidad and Tobago TTO; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; publicImportV1

'Political vandalism': DfID and Foreign Office merger met with anger by UK charities - Ford, Liz (The Guardian, 2020)
Unicef, Save the Children and Christian Aid among organisations warning move will harm those most in need and reduce UK’s power overseas
KerkoCite.ItemAlsoKnownAs: 2129771:BA7P88TW
Keywords: Aid; Boris Johnson; Department for International Development (DfID); Global development; Politics; Society; UK news; World news

The Inclusion of Technology in Mathematics: The Effects of Electronic Mobile Devices in Early Years Mathematics - Ford, Emily Jayne (Reflective Practice in Teaching, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:YP8LIH45
Keywords: __C:filed:1

Higher education, developmental leadership and good governance - Fontana, Giuditta (2017)
The last decade has witnessed renewed interest in the social benefits of higher education, with recent research suggesting that universities have a role in nurturing developmental leaders who enable positive change and better governance in low-income and conflict-affected countries (Brannelly et al, 2011b). This review summarises available evidence on the relationship between higher education, developmental leadership and good governance in developing and conflict-affected countries. It draws on examples from a variety of countries, including Ghana, the Philippines, Oman, Lebanon, Cote d’Ivoire and Botswana among others. Most of the literature considered in this report is academic. A large proportion was produced by the Developmental Leadership Programme (DLP) based at the University of Birmingham, which is currently in the process of publishing a summary report.
Accepted: 2017-09-15T15:29:17Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:WZST375I 4869029:4XJUP93U
Keywords: ⛔ No DOI found

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

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

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

How to accelerate your internet: a practical guide to bandwidth management and optimisation using open source software - Flickenberg, Rob (INASP/ICTP, 2006)
OCLC: 85221927 KerkoCite.ItemAlsoKnownAs: 2129771:D74J5EC2

Digital Technologies and Innovative Learning Environments in Schooling: A New Zealand Experience - Fletcher, Jo; Everatt, John; Mackey, Julie; Fickel, Letitia Hochstrasser (New Zealand Journal of Educational Studies, 2020)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 2129771:IQYB73UI
Keywords: __C:filed:1; ⛔ No DOI found

EXBOX-Digital–Praxisorientiertes Unterrichtskonzept zum Einsatz digitaler Medien im Chemie-und Physikunterricht - Fleischer, Timo; Deibl, Ines; Strahl, Alexander; Moser, Stephanie; Maier, Simone Christine; Zumbach, Jörg (Neue Impulse in der Naturwissenschaftsdidaktik, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:89X2VSBM
Keywords: __C:filed:1

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

Sharing words: Theory and practice of dialogic learning - Flecha, Ramón (Rowman & Littlefield, 2000)
KerkoCite.ItemAlsoKnownAs: 2129771:RZQ24JVU
Keywords: __C:filed:1

Preprints Involving Medical Research—Do the Benefits Outweigh the Challenges? - Flanagin, Annette; Fontanarosa, Phil B.; Bauchner, Howard (JAMA, 2020)
A preprint is a complete manuscript posted to a preprint server by authors before peer review and publication in a journal. The goals of preprints are to enable authors to obtain timely feedback and comments on research before submission to a peer-reviewed journal, to claim provenance of an idea, and to facilitate and expedite dissemination of and access to research. Preprints can be amended or updated, commented on by others, and remain on the preprint server even if subsequently published in a journal. They can be cited and indexed and increasingly are given attention in the news and social media.

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

The Connection Between Socio-emotional Learning and Girls’ Educational Outcomes - Fitzpatrick, Rachel; Page, Ella (2022)
The literature on socio-emotional learning is vast, with a broad range of programmes and interventions spanning multiples ages with a variety of different objectives. A USAID systematic literature review of SEL interventions, identified a broad range of outcomes identified in evaluations of SEL programmes. The majority of the literature on academic outcomes is drawn from high-income contexts, though a small number of studies looking at the impact of girls’ clubs have sought to make a connection between participation in clubs and academic performance (Marcus et al, 2017; Amenya et al, 2021). Interventions targeting Early Years typically focus on play-based interventions at home and in primary care settings, and on parenting and prenatal skills development and support (Sánchez Puerta et al., 2016). The outcomes of these interventions typically focus on the development of socio-emotional learning skills, parenting behaviours, but also on academic performance (ibid). A World Bank review found that interventions before school were more likely to show favourable results during follow-up. Aside from the direct academic outcomes, SEL is found to have intermediate outcomes too, particularly in lower-income contexts. For example, girls’ clubs are associated with increased enrolment and retention rates at multiple levels of education (Marcus et al, 2017), in addition to increasing girls’ self-esteem and motivation to learn (Amenya et al, 2021). Other programmes with a focus on SEL have been found to improve career-related outcomes, delay pregnancy and early marriage, and support the development of skills required by the workplace, or advancing prosocial/anti-conflict behaviours (Sánchez Puerta et al., 2016).
Accepted: 2022-10-17T13:01:25Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.154 2129771:NGKJGM28 4869029:G994BECU 4869029:R6A7UJBM
Keywords: ⚠️ Invalid DOI; ⛔ No DOI found

Programmes to Support Foundational Learning in South Asia - Fitzpatrick, Rachel (2022)
Despite great achievements in improving school enrolment and completion levels in South Asia, a high proportion of learners continue to live in learning poverty, with approximately 50 per cent of learners unable to read or understand a simple text by age ten (UNICEF, 2021). Learning levels were severely impacted by large scale school closures as a result of Covid-19, with approximately 434 million learners impacted in the region (UNICEF, 2021). Improving foundational learning outcomes, particularly for the most marginalised, is a key policy priority for many South Asian countries. This report draws together learning from seven programmes in South Asia aimed at improving foundational learning, to provide insight into effective approaches that have previously or continue to have an impact on foundational learning levels.
Accepted: 2022-08-15T15:29:47Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.081 2129771:TVUKNCXY 4869029:EJZK3AXU

Improving Resilience, Adaptation and Mitigation to Cimate Change Through Education in Low- and Lower-middle Income Countries - Fitzpatrick, Rachael; West, Helen (2022)
Climate resilience is the ability to anticipate, prepare for, and respond to hazardous events, trends, or disturbances related to climate (C2ES, 2022). Mitigation focuses on reducing the human impacts contributing to climate change (Burton, 2007, cited in Rousell & Cutter-Mackenzie-Knowles, 2020). Adaptation is about increasing people’s adaptive capacity, reducing the vulnerability of communities and managing risks (Anderson, 2012). Anderson further defines adaptation as not just being able to adapt from one stable climate to another but having the skills to adapt to uncertainty and make informed decisions in a changing environment. While ‘climate change’ is the term used throughout these briefs, it should be read as a shorthand for a more inclusive approach, which also captures associated environmental degradation. The Intergovernmental Panel on Climate Change (IPCC) warned, in their latest report, that global surface temperatures will continue to increase until 2050 (IPCC, 2021, p. 17). This will take place regardless of human intervention to reduce greenhouse gas emissions. The report also warns that the traditional technocratic approaches are insufficient to tackle the challenge of climate change, and that greater focus on the structural causes is needed. High- and upper-middle-income countries have been persistently shown to be the biggest contributors to the global carbon dioxide emissions, with lower income countries facing the most disruptive climate hazards, with Africa countries particularly vulnerable (CDP, 2020; IPCC, 2021). The vulnerability of low-income contexts exacerbates this risk, as there is often insufficient infrastructure and resources to ensure resilience to climate hazards (IPCC, 2021). For decades, advocates of climate change education have been highlighting the potential of education to help mitigate against climate change, and support adaptation efforts. However, implementation has been patchy, with inconsistent approaches and a lack of evidence to help determine the most effective way forward.This paper is divided into three sections, drawing together evidence on the key aspects of system reform,green and resilient infrastructure and Curriculum, pedagogy, assessment and teacher development.
Accepted: 2022-08-22T10:47:53Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.083 2129771:M82NIZUH 4869029:CYEDSCWA

Enablers and Barriers to the Successful Delivery of Accelerated Learning Programmes - Fitzpatrick, Rachael (2020)
This review identified enablers and barriers to the successful delivery of accelerated learning programmes and complementary education. The policy environment is identified as being an overarching factor that can behave as both an enabler and a barrier, with contexts that integrate non-formal education into policy texts being among the most enabling. Other enablers and barriers are explored in relation to programme delivery, followed by a brief exploration of learners transitioning into the formal education system. The report identified inconsistencies in the terminology surrounding accelerated learning and complementary learning programmes, and has therefore adopted the most common language used: accelerated education programmes (AEPs). A key reflection from this review is on the tension that exists between successful AEPs integrating effectively with national systems, whilst also remaining independent enough to overcome the barriers faced by those same systems.
Accepted: 2020-08-13T08:38:33Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:B3IQC8AZ 4869029:PVYYVADK
Keywords: ⛔ No DOI found

Evidence on the Impact of Population Growth on Education Financing and Provision in Tanzania - Fitzpatrick, Rachael (2022)
Tanzania has made great strides in increasing enrolment rates amidst a rapidly growing population. However, despite gains made in primary enrolment, completion rates have not exceeded 70% in the past five years, and enrolment at secondary level remains low (37%). An analysis of expenditure suggests a lack of equitability in distribution of funds within the education sector. Having achieved near universal enrolment at primary level, since 2016 the Government of Tanzania has almost doubled spend on secondary education and increased spending on higher education. In the same period, however, spend per pupil at primary level has halved suggesting that budget is being directed away from pre-primary and primary education to fund secondary, with higher education slightly increasing. Furthermore, the Education Sector Analysis outlines that 35% of the education budget is spent on the top 10% highest educated in the system (Kahangwa et al. 2021, 168). In addition to disparities on spend by education level, regional differences persist in the number of classrooms, textbooks, desks and teacher shortages also exist. Despite current disparities and challenges, Tanzania’s economic growth in recent years suggests that, with increased commitment in minimum spending on education as a proportion of GDP, the education needs of the population could be met. However, this would assume continued economic growth and require a greater proportion of spend to be allocated to education, suggesting trade-offs may be required.
Accepted: 2022-07-18T07:18:55Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.072 2129771:CWVRYRMZ 4869029:7S3RCDEX

Secondary Education Provision and Impacts of Low Secondary Uptake on Wider Societal Outcomes - Fitzpatrick, Rachael (2022)
This report explores the current uptake and completion of secondary education globally, with a particular focus on sub-Saharan Africa. The report also explores the wider societal benefits of increased secondary completion rates, and the financial considerations that are needed to increase uptake and completion. Using data from UIS (2022) and UNESCO WIDE (2022), the report identified disparities in net enrolment, attendance and completion between primary and both levels of secondary education, particularly upper secondary. In sub-Saharan African countries, achievements in net enrolment at primary level are rarely met with high enrolment levels at either lower or upper secondary level, with this difference even more stark when observing completion rates. Currently, both lower and upper secondary education is not a funding priority amongst many countries in sub-Saharan Africa. Of the 27 countries included in analysis, only one country (Mauritius) spent a higher proportion on secondary education compared to other levels (UIS, 2022). Some countries were found to spend a higher proportion of GDP on tertiary education compared to other education levels, with over double the amount spent on tertiary compared to both lower and upper secondary education combined in some instances (Ethiopia, Sierra Leone, South Sudan) (UIS, 2022).
Accepted: 2022-09-23T08:22:15Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.122 2129771:IVWQ2I5P 4869029:RTUXRK9R

Design-Based Implementation Research: An Emerging Model for Transforming the Relationship of Research and Practice - Fishman, Barry J; Penuel, William R; Allen, Anna-Ruth; Cheng, Britte Haugan; Sabelli, Nora (2013)
This chapter presents an introduction to design-based implementation research (DBIR). We describe the need for DBIR as a research approach that challenges educational researchers and practitioners to transcend traditional research/practice barriers to facilitate the design of educational interventions that are effective, sustainable, and scalable. We examine antecedents to DBIR, including evaluation research, community-based participatory research, design-based research, and implementation research. The four core principles of DBIR are explained: (1) a focus on persistent problems of practice from multiple stakeholders’ perspectives; (2) a commitment to iterative, collaborative design; (3) a concern with developing theory and knowledge related to both classroom learning and implementation through systematic inquiry; and (4) a concern with developing capacity for sustaining change in systems. We close with an overview of the chapters contained in this NSSE Yearbook on DBIR and explain how each chapter contributes to the overall development of the DBIR approach.
EdTechHub.Source: 2405685:NYT7JDUT KerkoCite.ItemAlsoKnownAs: 10.1177/016146811311501415 2129771:JIBWPGSE 2339240:2FIFHB2M 2405685:NYT7JDUT

CIRCL Primer: Design-Based Implementation Research. - Fishman, B; Cheng, B; Penuel, W (CIRCL, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:PTPNTRAV 2447227:38L7DGC2 4426965:PS3WLHKF

Playing around in School: Implications for Learning and Edu-cational Policy - Fisher, Kelly R; Hirsh-Pasek, Kathy; Golinkoff, Roberta M; Singer, Dorothy G; Berk, Laura E (The Oxford Handbook of the Development of Play, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:ZYV7FEVA 2486141:FSDIT3SE

Is standardization the enemy of personalization? Not necessarily - Fisher, Julia Freeland (Christensen Institute, 2018)
A key difference between a system that standardizes to personalize and one that doesn’t is whether it starts with robust diagnostics that put precision first.
KerkoCite.ItemAlsoKnownAs: 4804264:GR8U9Q9Z
Keywords: Final_citation; existing

Hur lärare kan arbeta med problemlösningsuppgifter - Findelius Jämsén, Isabelle; Nilsson, Frida (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:7NBBFIVQ 2129771:8BTH37ZQ
Keywords: _C:Australia AUS; _C:Greece GRC; _C:Sweden SWE; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Getting girls into school: Evidence from a scholarship program in Cambodia - Filmer, Deon; Schady, Norbert (Economic Development and Cultural Change, 2008)

Learning-Adjusted Years of Schooling (LAYS): Defining a New Macro Measure of Education - Filmer, Deon; Rogers, Halsey; Angrist, Noam; Sabarwal, Shwetlena (Economics of Education Review, 2020)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2020.101971 2129771:JD9NMALA 2129771:XKPBPV8V

Learning-adjusted years of schooling (LAYS): Defining a new macro measure of education - Filmer, Deon; Rogers, Halsey; Angrist, Noam; Sabarwal, Shwetlena (Economics of Education Review, 2020)
The standard summary metric of education-based human capital used in macro analyses is a quantity-based one: The average number of years of schooling in a population. But as recent research shows, students in different countries who have completed the same number of years of school often have vastly different learning outcomes. We therefore propose a new summary measure, the Learning-Adjusted Years of Schooling (LAYS). This measure combines quantity and quality of schooling into a single easy-to-understand metric of progress, revealing considerably larger cross-country education gaps than the standard metric. We show that the comparisons produced by this measure are robust to different ways of adjusting for learning and that LAYS is consistent with other evidence, including other approaches to quality adjustment. Like other learning measures, LAYS reflects learning, and barriers to learning, both inside and outside of school; also, cross-country comparability of LAYS rests on assumptions related to learning trajectories and the validity, reliability, and comparability of test data. Acknowledging these limitations, we argue that LAYS nonetheless improves on the standard metric in key ways.
Keywords: Education; Human capital; Learning; Returns to education; Schooling; Test Scores

Identifying Effective Teachers: Lessons from Four Classroom Observation Tools - Filmer, Deon; Molina, Ezequiel; Wane, Waly (Research on Improving Systems of Education (RISE), 2020)
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISEWP_2020/045 2129771:4Y4HBPJR 2129771:QWN9WJMJ

Teacher Performance-Based Incentives and Learning Inequality - Filmer, Deon; Habyarimana, James; Sabarwal, Shwetlena (Rise Programme, 2020)
This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a “discouragement effect” (once incentives were withdrawn, student performance did not fall below prebaseline levels). Rather, impacts on learning were sustained beyond the intervention period. However, these incentives may have exacerbated learning inequality within and across schools. Increases in learning were concentrated among initially better-performing schools and students. At the same time, learning outcomes may have decreased for schools and students that were lower performing at baseline. Finally, the study finds that incentivizing students without simultaneously incentivizing teachers did not produce observable learning gains.
KerkoCite.ItemAlsoKnownAs: 2561267:PWZSY59G zotzenLib.CopiedFrom: 2561267:PWZSY59G
Keywords: _B:important; _G:important; _G:reviewed; _Tanzania; _final_bib; _important

School Enrollment, Selection and Test Scores. - Filmer, D.; Schady, N. (2009)
KerkoCite.ItemAlsoKnownAs: 2129771:6BU97WKR 2129771:FEGNW82Q
Keywords: ❓ Multiple DOI

Evidence and Lessons Learned Regarding the Effect of Equitable Quality Education on ‘Open Society’ - Fieldsend, Astrid (2021)
The purpose of this review is to assist FCDO in understanding the evidence of impact and any valuable lessons regarding the effect equitable quality education can have on ‘open society’. The search revealed that there is a considerable volume of evidence which focuses on education’s ability to reduce poverty, increase economic growth, boost employability and achieve better health outcomes. There is less which focuses on the aspects of ‘open society’ as defined in this paper. The scope of this review was narrowed to focus upon areas of the ‘open society’ definition where the most evidence does exist, given the timeframe for the review. The scope was narrowed to focus on: democracy, civic engagement, and social cohesion. The review of the literature found strong evidence that equitable quality education can have a range of positive impacts on democracy (specifically, its institutions and processes), civic engagement and social cohesion. There is a considerable body of evidence which indicates that there is a correlation between equitable quality education and benefits to societies (more peaceful, higher levels of trust, greater participation in politics, etc). However, there was no clear evidence that investment in equitable quality education directly leads to positive societal outcomes. This is because there are so many other factors to account for in attempting to prove causation. The lack of rigorous studies which attempt to attribute causation demonstrates a clear evidence gap. It is important to note that education systems themselves are politicised and cannot be divorced from the political process. The extent to which education can impact positively on open society depends a great deal on the value education has within the political system in which it is operating.
Accepted: 2021-07-01T11:47:24Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.094 2129771:8HLVB5MN 4869029:VYI6ABKJ

Independent Reporting Mechanism (IRM): Sierra Leone Design Report 2019–2021 - Field, Tracey-Lynn (Open Government Partnership, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:FGADC62Q 2339240:8XF8TYGA 2405685:YMJMKLLJ
Keywords: _C:Sierra Leone SLE

Early Marriage, Age of Menarche, and Female Schooling Attainment in Bangladesh - Field, Erica; Ambrus, Attila (Journal of Political Economy, 2008)

Wheels of Change: Transforming Girl’s Lives with Bicycles - Fiala, Nathan; Garcia-Hernandez, Ana; Narula, Kritika; Prakash, Nishith (Working Paper, 2020)

Wheels of Change: Transforming Girls' Lives with Bicycles - Fiala, Nathan; Garcia-Hernandez, Ana; Narula, Kritika; Prakash, Nishith (Institute of Labor Economics (IZA), 2022)
Reducing the gender gap in education is a primary goal for many countries. Two major challenges for many girls are the distance to school and their safety when commuting to school. In Zambia, we studied the impact of providing a bicycle to a school-going girl who lives more than 3 km from the school. We randomized whether a girl received a bicycle with a small cost to her family to cover replacement parts, a bicycle where these costs are covered by the program, and therefore is zero cost to the family, or a control group. One year after the intervention, we find that the bicycle reduced average commuting time to school by 35%, reduced late arrival by 66%, and decreased absenteeism by 27%. We find continued improvement in girls' attendance and reduction in dropouts two, three, and four years after the intervention. We also find evidence of improved math test scores, girls expressing higher feelings of control over their lives and, for those who received bicycles with a small cost to her family, higher levels of aspirations, self-image, and a desire to delay marriage and pregnancy. Heterogeneity analysis by distance to school shows an inverted U-shape for most of the schooling and empowerment results, suggesting greater impact for girls that live further away from school. These results suggest that empowerment outcomes worked through increased attendance in school.
Publication Title: IZA Discussion Papers KerkoCite.ItemAlsoKnownAs: 2129771:5G8EIWDE 2129771:WW2D2FUL
Keywords: Zambia; attendance; bicycles; dropout; female aspiration; female empowerment; girls' education; grade transition; safety; test scores; ⛔ No DOI found

Wheels of Change: Transforming Womens Lives with Education and Empowerment - Fiala, Nathan; Garcia-Hernandez, Ana; Narula, Kritika; Prakash, Nishith (Center for the Study of African Economies Conference Papers., 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:888L29NF
Keywords: ⛔ No DOI found

Tablet PCs, academic results and educational inequalities - Ferrer, Ferran; Belvís, Esther; Pàmies, Jordi (Computers & Education, 2011)
00017 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2010.07.018 10/dqjvx4 2129771:DQ7A6M8G 257089:IF4R7BGH

Tich mi ar tich dem (E-Cubed) - Open Development & Education - Ferrao, Evette (2022)
Funded by Dubai Cares via the Interagency Network for Education in Emergencies’ E-Cubed research grant, the Tich Mi Ar Tich Dem (‘Teach me to teach them’) programme research addresses the Sierra Leonean government’s need to optimise and validate an effective model for in-service teacher professional development (TPD) in crisis-vulnerable areas of the country.

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

Gamification for climate change engagement: review of corpus and future agenda - Fernández Galeote, Daniel; Rajanen, Mikko; Rajanen, Dorina; Legaki, Nikoletta-Zampeta; Langley, David J; Hamari, Juho (Environmental Research Letters, 2021)
Abstract Both bottom-up and top-down initiatives are essential for addressing climate change effectively. These include initiatives aiming to achieve widespread behavioral change towards reduction of greenhouse gas emissions as well as pursuing education regarding adaptation measures. While awareness of the issue of climate change is now pervasive, and actions are being taken at all levels of society, there is still much to do if international goals are to be met. Games and gamification offer one approach to foster both behavioral change and education. In this paper, we investigate the state-of-the-art of game-based climate change engagement through a systematic literature review of 64 research outputs comprising 56 different gamified approaches. Our analysis of the literature reveals a trend of promising findings in this nascent and growing area of research, suggesting the potential to impact multiple engagement dimensions simultaneously, as well as create an engaging gameful experience. Overall, the corpus appears to offer a fruitful balance in foci between climate science, mitigation, and adaptation, as well as a variety of formats in game-based approaches (i.e. digital, analog, and hybrid). However, shortcomings were also observed, such as geographic and demographic imbalances and the short duration of interventions. The reviewed studies yield a large number of results indicating climate change engagement through gamification, especially in the form of cognitive engagement, affect towards climate change-related topics, and in-game behavioral engagement with others. Nevertheless, heterogeneity in terms of contexts, designs, outcomes, and methods, as well as limited rigor in research designs and reporting, hinders drawing overall conclusions. Based on our review, we provide guidelines regarding contexts, interventions, results, and research quality and internal validity for advancing the space of game-based interventions for climate change engagement.
KerkoCite.ItemAlsoKnownAs: 10.1088/1748-9326/abec05 2129771:CRHY4NSC

Impact of Educational Technology on Teacher Stress and Anxiety: A Literature Review - Fernández-Batanero, José-María; Román-Graván, Pedro; Reyes-Rebollo, Miguel-María; Montenegro-Rueda, Marta (International Journal of Environmental Research and Public Health, 2021)
Educational technology has become an increasingly important element for improving the teaching and learning process of students. To achieve these goals, it is essential that teachers have the skills they need to be able to introduce technology into their teaching practice. However, this is often overwhelming and stressful for many of them. The aim of this review was to find out how research on teacher stress and anxiety associated with the use of educational technology was proceeding. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines through the following bibliographic databases: PubMed, Web of Science, and Scopus. Sixteen articles were found from the review. The main findings show that teachers present high levels of anxiety or stress due to their use of educational technology in the classroom. Among the conclusions, the need for research on different strategies to prevent the emergence of these anxiety and stress symptoms in teachers stands out.
Number: 2 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph18020548 4804264:8SC6J36Q 4804264:B89GXU33
Keywords: Final_citation; anxiety disorders; anystyle; cited; educational technology; existing; mental health; review; teacher burnout

World Yearbook of Education 2014: Governing Knowledge: Comparison, Knowledge-Based Technologies and Expertise in the Regulation of Education - Fenwick, Tara; Mangez, Eric; Ozga, Jenny (Routledge, 2014)
This latest volume in the World Yearbook of Education Series focuses on a major and highly significant development in the governing of education across the globe: the use of knowledge-based technologies as key policy sources. A combination of factors has produced this shift: first, the massive expansion of technological capacity signalled by the arrival of ‘big data’ that allows for the collection, circulation and processing of extensive system knowledge. The rise of data has been observed and discussed extensively, but its role in governing and the rise of comparison as a basis for action is now a determining practice in the field of education. Comparison provides the justification for ‘modernising’ policy in education, both in the developed and developing world, as national policy makers (selectively) seek templates of success from the high performers and demand solutions to apparent underperformance through the adoption of the policies favoured by the likes of Singapore, Finland and Korea. In parallel, the growth of particular forms of expertise: the rise and rise of educational consultancy, the growth of private (for profit) involvement in provision of educational goods and services and the increasing consolidation of networks of influence in the promotion of ‘best practice’ are affecting policy decisions. Through these developments, the nature of knowledge is altered, along with the relationship between knowledge and politics. Knowledge in this context is co-constructed: it is not disciplinary knowledge, but knowledge that emerges in the sharing of experience. This book provides a global snapshot of a changing educational world by giving detailed examples of a fundamental shift in the governing and practice of education learning by: • Assessing approaches to the changing nature of comparative knowledge and information • Tracking the translation and mobilisation of these knowledges in the governing of education/learning; • Identification of the key experts and knowledge producers/circulators/translators and analysis of how best to understand their influence; • Mapping of the global production of these knowledges in terms of their range and reach the interrelationships of actors and their effects in different national settings. Drawing on material from around the world, the book brings together scholars from different backgrounds who provide a tapestry of examples of the global production and national reception and mediation of these knowledges and who show how change enters different national spaces and consider their effects in different national settings.
Google-Books-ID: ozDGBQAAQBAJ
Keywords: Education / Educational Policy & Reform / General; Education / General; Education / Higher

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

The learning circle experience: Findings from the P2PU participant survey - Fellows, Michelle (University of Washington Information School, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:W64QW6V8 2405685:9R6YAL7K

Cognitive Load and Classroom Teaching: The Double-Edged Sword of Automaticity - Feldon, David F. (Educational Psychologist, 2007)

The role of professional learning communities to support teacher development: A social practice theory perspective - Feldman, Jennifer (South African Journal of Education, 2020)
ISBN: 2076-3433

4. What are the effects of education on health? - Feinstein, Leon; Sabates, Ricardo; Anderson, Tashweka M; Sorhaindo, Annik; Hammond, Cathie (2006)
KerkoCite.ItemAlsoKnownAs: 2129771:CHIBCAR3
Keywords: ⛔ No DOI found

: Passing Success Across the Generations - Feinstein, Leon; Duckworth, Kathryn; Sabates, Ricardo (Routledge, 2008)
Why it is that success, deprivation or disadvantage are so often passed down intergenerationally? What part does education play? The educational achievement of parents is often reflected in that of their children and there are many underlying causes for such a relationship. Education and the Family argues that government policy has an important role to play in addressing this inequality even though many of the causes lie within the home. Although each child should be supported to achieve his or her objectives, differences in the willingness or capabilities of families to take advantage of educational opportunities exacerbate social class differences and limit actual equality of opportunity for many. Understanding the causes of this transmission is key to tackling both social class inequality and to expanding the skill base of the economy. By providing an overview of academic and policy thinking in relation to the role of the family, this book explores the educational success of children. It focuses on the education of the parents but also considers how the family - compared to wider, external influences such as schools - is a driver of differences in educational outcomes. It concludes with a consideration of what policy-makers are attempting to do about this key issue and why, and how this will impact on schools and teachers. This book will interest researchers and academics in education and social policy, as well as teachers and other education and social policy practitioners.
KerkoCite.ItemAlsoKnownAs: 10.4324/9780203894927 2129771:I8YS7Z3I

Dietary patterns related to attainment in school: the importance of early eating patterns - Feinstein, L.; Sabates, R.; Sorhaindo, A.; Rogers, I.; Herrick, D.; Northstone, K.; Emmett, P. (Journal of Epidemiology & Community Health, 2008)
Objectives: To empirically test the impact of dietary intake at several time points in childhood on children’s school attainment and to investigate whether any differences in school attainment between children who ate packed lunches or school meals was due to who these children were, their pre-school dietary patterns, or to what they ate at school. Design: Using longitudinal data available in the Avon Longitudinal Study of Parents and Children (ALSPAC), multivariate linear regression was used to assess the relative importance of diet at different ages for school attainment. Main outcome measures: Three indicators of school attainment were used: at ages 4–5 entry assessments to school, at ages 6–7 Key Stage 1 national tests and at ages 10–11 Key Stage 2 national tests. These outcome variables were measured in levels as well as in changes from the previous educational stage. Results: The key finding at age 3 was that “junk food” dietary pattern had a negative association with the level of school attainment. A weak association remained after controlling for the impact of other dietary patterns at age 3, dietary patterns at ages 4 and 7 and other confounding factors. The authors did not find evidence that eating packed lunches or eating school meals affected children’s attainment, once the impact of junk food dietary pattern at age 3 was accounted for in the model. Conclusions: Early eating patterns have implications for attainment that appear to persist over time, regardless of subsequent changes in diet.
Publisher: BMJ Publishing Group Ltd Section: Research report KerkoCite.ItemAlsoKnownAs: 10.1136/jech.2007.068213 2129771:DDDMNVBB

From preparation to practice: Designing a continuum to strengthen and sustain teaching - Feiman-Nemser, Sharon (The Teachers College Record, 2001)
02922 KerkoCite.ItemAlsoKnownAs: 10.1111/0161-4681.00141 10/fhthvr 2129771:5HU35M92 261495:J799STDM

The global digital skills gap: Current trends and future directions - Feijao, Carolina; Flanagan, Isabel; Van Stolk, Christian; Gunashekar, Salil (Rand Corporation, 2021)
The overarching aim of the research was to carry out a scoping study to examine the evidence associated with various aspects of the current digital skills landscape, focusing on the digital skills gap. We sought to better understand whether and why the digital skills gap is widening, as well as its implications for digital and social inequalities, and what various stakeholders are doing in response.
KerkoCite.ItemAlsoKnownAs: 2129771:8VW9S2XH 5242966:4ERY6WQI

The effectiveness of inputs in primary education: Insights from recent student surveys for sub-Saharan Africa - Fehrler, S.; Michaelowa, K.; Wechtler, A. (The Journal of Development Studies, 2009)

Challenges and burden of the Coronavirus 2019 (COVID-19) pandemic for child and adolescent mental health: a narrative review to highlight clinical and research needs in the acute phase and the long return to normality - Fegert, Jörg M.; Vitiello, Benedetto; Plener, Paul L.; Clemens, Vera (Child and Adolescent Psychiatry and Mental Health, 2020)
Background: The coronavirus disease 2019 (COVID-19) is profoundly affecting life around the globe. Isolation, contact restrictions and economic shutdown impose a complete change to the psychosocial environment in affected countries. These measures have the potential to threaten the mental health of children and adolescents significantly. Even though the current crisis can bring with it opportunities for personal growth and family cohesion, disadvantages may outweigh these benefits. Anxiety, lack of peer contact and reduced opportunities for stress regulation are main concerns. Another main threat is an increased risk for parental mental illness, domestic violence and child maltreatment. Especially for children and adolescents with special needs or disadvantages, such as disabilities, trauma experiences, already existing mental health problems, migrant background and low socioeconomic status, this may be a particularly challenging time. To maintain regular and emergency child and adolescent psychiatric treatment during the pandemic is a major challenge but is necessary for limiting long-term consequences for the mental health of children and adolescents. Urgent research questions comprise understanding the mental health effects of social distancing and economic pressure, identifying risk and resilience factors, and preventing long-term consequences, including—but not restricted to—child maltreatment. The efficacy of telepsychiatry is another highly relevant issue is to evaluate the efficacy of telehealth and perfect its applications to child and adolescent psychiatry. Conclusion: There are numerous mental health threats associated with the current pandemic and subsequent restrictions. Child and adolescent psychiatrists must ensure continuity of care during all phases of the pandemic. COVID-19-associated mental health risks will disproportionately hit children and adolescents who are already disadvantaged and marginalized. Research is needed to assess the implications of policies enacted to contain the pandemic on mental health of children and adolescents, and to estimate the risk/benefit ratio of measures such as home schooling, in order to be better prepared for future developments.
KerkoCite.ItemAlsoKnownAs: 10.1186/s13034-020-00329-3 2129771:2HQAR3KW
Keywords: __C:filed:1

Large Learning Gains in Pockets of Extreme Poverty: Experimental Evidence from Guinea Bissau - Fazzio, Ila; Eble, Alex; Lumsdaine, Robin; Boone, Peter; Bouy, Baboucarr; Hsieh, Pei-Tseng Jenny; Jayanty, Chitra; Johnson, Simon; Silva, Ana Filipa (National Bureau of Economic Research, 2020)
Children in many extremely poor, remote regions are growing up illiterate and innumerate despite high reported school enrollment ratios. Possible explanations for such poor outcomes include demand – for example, low perceived returns to education compared to opportunity cost; and supply – poor state provision and inability of parents to coordinate and finance better schooling. We conducted a cluster-randomized trial in rural Guinea Bissau to understand the effectiveness and cost of concerted supply-based interventions in such contexts. Our intervention created simple schools offering four years of education to primary-school aged children in lieu of the government. At endline, children receiving the intervention scored 58.1 percentage points better than controls on early grade reading and math tests, demonstrating that the intervention taught children to read and perform basic arithmetic, from a counterfactual condition of very high illiteracy. Our results provide evidence that particularly needy areas may require more concerted, dramatic interventions in education than those usually considered, but that such interventions hold great potential for increasing education levels among the world’s poorest people.
KerkoCite.ItemAlsoKnownAs: 10.3386/w27799 2129771:SEJMGZ2U

How Useful Are They? - Fawcett, Liz (2016)
00000 EdTechHub.ItemAlsoKnownAs: 2129771:ATQFP76Q
Keywords: _C:Canada CAN; _C:Ireland IRL; _C:Malaysia MYS; _C:Nepal NPL; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Knowledge hiding behavior in higher education institutions: a scientometric analysis and systematic literature review approach - Fauzi, Muhammad Ashraf (Journal of Knowledge Management, 2022)
Purpose The purpose of this paper is to systematically review knowledge hiding (KH) behavior in higher education institutions (HEIs). KH is regarded as an unethical and antisocial behavior by many scholars, which should not be prevalent in HEIs. Design/methodology/approach A two-phase analysis through quantitative scientometric analysis and qualitative systematic literature review method through the preferred reporting items for systematic reviews and meta-analyses (PRISMA) model was applied. In phase 1,174 articles were analyzed using the VOSviewer through co-word and co-citation analyses. In Phase 2, 20 related studies on KH in HEIs were qualitatively analyzed on the fundamental concept of KH. The main themes were determined based on current research findings, through the identification of relevant gaps in the context of higher education. Findings In Phase 1, co-word and co-citation analyses resulted in six and three clusters, respectively. Subsequently, in Phase 2, five themes were discovered: terminology of KH, scale of KH, cultural and geographical context, KH among academics and students and relevant theories. Further, discussion on the institutional factors of individuals, organizations, technology and culture is presented. Practical implications This review lays out a practical guide to facilitate HEIs in managing KH behavior among academics, employees, and students. Strategies can be planned and implemented to foster and inculcate knowledge sharing behavior to circulate knowledge while at the same time diminishing KH behavior in HEIs. Originality/value To the best of the author’s knowledge, this study is the first to review KH behavior in the context of HEIs through quantitative and qualitative analysis.
Keywords: Academics; Higher education institution; Knowledge hiding; Knowledge sharing; Students

Examining the Practices and Challenges of Distance Education of PhD Candidates in the Context of COVID-19 - Fast, Olha; Semenog, Olena; Vovk, Myroslava; Buhaichuk, Nazar; Golya, Galyna (Journal of Learning for Development, 2022)
The distance education system is actively developing in the world due to the COVID-19 pandemic. The sharp transition of PhD candidates to distance education caused difficulties in organising the educational process. The aim of this study was to analyse the methods of distance education for postgraduate students in the context of a COVID-19 pandemic. A survey of graduate students was conducted through specially- designed and semi-standardised interviews of focus groups of producers and consumers of educational services. The study showed that the process of adaptation of postgraduate students majoring in Physical Culture and Sports and Biology was much more difficult than in the major Educational, Pedagogical Sciences and Philology. The reasons for the problems of distance education of PhD candidates included the complexity of creating educational and methodological materials for distance learning; lack of a centralised system of certification and accreditation of electronic courses; insufficient motivation of teachers; shortage of teachers who could competently develop distance learning courses in higher education. The study identified opportunities to implement promising areas of online learning in the system of training of academic and teaching staff: retraining of a large proportion of the teaching staff, implementation of a system approach to the development of the online environment of educational institutions, development of skills and abilities to use educational content. Prospects for further research include the study of problems of violation of academic integrity by postgraduate students in the course of distance learning.
Number: 1
Keywords: COVID-19 Pandemic; Distance Education/Learning; Health and Recreational Technologies; Online Learning Technologies; Training of PhD Candidates; ⛔ No DOI found

Open education and critical pedagogy - Farrow, Robert (Learning, Media and Technology, 2017)
This paper argues for a revaluation of the potential of open education to support more critical forms of pedagogy. Section 1 examines contemporary discourses around open education, offering a commentary on the perception of openness as both a disruptive force in education, and a potential solution to contemporary challenges. Section 2 examines the implications of the lack of consensus around what it means to be open, focusing on the example of commercial and proprietary claims to openness commonly known as ‘openwashing’. Section 3 uses Raymond's influential essay on open source software ‘The Cathedral and the Bazaar’ as a framework for thinking through these issues, and about alternative power structures in open education. In Section 4, an explicit link is drawn between more equal and democratic power structures and the possibility for developing pedagogies which are critical and reflexive, providing examples which show how certain interpretations of openness can raise opportunities to support critical approaches to pedagogy.
KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2016.1113991 4804264:DFTVDUK7
Keywords: Final_citation; MOOC; OER; cited; critical pedagogy; critical theory; critique; discourse analysis; evidence; existing; open education; openwashing

Using repeated visual exposure, rewards and modelling in a mobile application to increase vegetable acceptance in children - Farrow, Claire; Belcher, Esme; Coulthard, Helen; Thomas, Jason M.; Lumsden, Joanna; Hakobyan, Lilit; Haycraft, Emma (Appetite, 2019)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.appet.2019.104327 2129771:X9TFETZW
Keywords: __C:filed:1

A study of online English language teacher education programmes in distance education context in Pakistan - Farooq, Muhammad U.; Al Asmari, AbdulRahman; Javid, Choudhary Z. (English Language Teaching, 2012)
Technology-based initiatives have transformed the process of teaching and learning activities at formal institutions generally and distance education institutions particularly. Distance education is at the heart of the digital age making maximum use of the emerging technologies. Researchers have favoured computer mediated communications (CMC) for improving the quality of teacher education in developing countries by providing access to more and better educational resources. The researchers designed a CMC-ELT blended model and offered online English language teacher education courses at post-graduate level. A group of students enrolled in MA TEFL programme of Allama Iqbal Open University (AIOU) Islamabad Pakistan, was selected randomly and was guided through CMC-ELT blended model. The results of the study showed that the online support in distance education enhanced students' performance in terms of access, interaction and cost. The effective use of online support in distance education can improve the quality of English language teaching programmes in Pakistan.
Publisher: Canadian Center of Science and Education, 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1773213777?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.5539/elt.v5n11p91 2405685:9V9TWTN7 2534378:6E7C4XSE 2534378:BNLKR978
Keywords: Access to Education; Blended Learning; Computer Mediated Communication; Control Groups; Costs; Distance Education; ERIC; Current Index to Journals in Education (CIJE); Educational Quality; English (Second Language); Experimental Groups; Foreign Countries; Higher Education; Language Teachers; Masters Programs; Online Courses; Open Universities; Pakistan; Postsecondary Education; Pretests Posttests; Program Improvement; Second Language Instruction; Second Language Learning; Statistical Analysis; Student Attitudes; Student Characteristics; Teacher Education Programs; Teaching Methods; __:import:01; __:match:final; __:matched; __:study_id:2096524; __finaldtb

An assessment of the implementation and enforcement of the Rights of children with disabilities in Uganda, a case study of Kampala district - Faridah, Nanyondo (2019)
Publisher: Kampala international international: School Of Law
Keywords: ⛔ No DOI found

SemOpenAlex: The Scientific Landscape in 26 Billion RDF Triples - Färber, Michael; Lamprecht, David; Krause, Johan; Aung, Linn; Haase, Peter (2023)
Abstract We present SemOpenAlex , an extensive RDF knowledge graph that contains over 26 billion triples about scientific publications and their associated entities, such as authors, institutions, journals, and concepts. SemOpenAlex is licensed under CC0, providing free and open access to the data. We offer the data through multiple channels, including RDF dump files, a SPARQL endpoint, and as a data source in the Linked Open Data cloud, complete with resolvable URIs and links to other data sources. Moreover, we provide embeddings for knowledge graph entities using high-performance computing. SemOpenAlex enables a broad range of use-case scenarios, such as exploratory semantic search via our website, large-scale scientific impact quantification, and other forms of scholarly big data analytics within and across scientific disciplines. Additionally, it enables academic recommender systems, such as recommending collaborators, publications, and venues, including explainability capabilities. Finally, SemOpenAlex can serve for RDF query optimization benchmarks, creating scholarly knowledge-guided language models, and as a hub for semantic scientific publishing. Data and Services: https://semopenalex.org https://w3id.org/SemOpenAlex Code: https://github.com/metaphacts/semopenalex/ Data License: Creative Commons Zero (CC0) Code License: MIT License
Book Title: The Semantic Web – ISWC 2023 ISBN: 9783031472428 9783031472435 Place: Cham Publisher: Springer Nature Switzerland

The effects of ventilation and temperature on sleep quality and next-day work performance: pilot measurements in a climate chamber - Fan, Xiaojun; Shao, Huiqi; Sakamoto, Mitsuharu; Kuga, Kazuki; Lan, Li; Wyon, David P.; Ito, Kazuhide; Bivolarova, Mariya P.; Liao, Chenxi; Wargocki, Pawel (Building and Environment, 2022)
Ten healthy young adults slept one by one in a specially designed and constructed sleep capsule located in a climate chamber at two temperatures (24 °C and 28 °C) and two ventilation rates that ensured that the resulting CO2 concentrations were 800 and 1700 ppm. Subjectively rated sleep quality was reduced at 28 °C and reduced ventilation, while sleep onset latency was longer under these conditions. Sleep efficiency was lower at 28 °C. Subjectively rated fatigue and sleepiness decreased after sleeping under all conditions but less so after sleeping at 28 °C. The subjects indicated that their work performance improved after sleeping at 24 °C but not when ventilation was reduced and the temperature increased. Both objectively measured and subjectively rated work performance was worse after sleeping in the condition with increased temperature. The subjects felt warmer at 28 °C although the thermal environment was still rated as acceptable but the air in the capsule was rated stuffier, the acceptability of the air quality decreased and the rated odour intensity increased at this condition. The wrist skin temperature was always higher at 28 °C with reduced ventilation but only during the sleep onset latency period. The subjects felt slightly warm and rated the air stuffier when ventilation was reduced. The present results, albeit from a small exploratory pilot study, show that increased temperature and reduced ventilation both have negative effects on sleep quality, which may have consequences for next-day work performance. These pilot experiment results require validation due to the low number of subjects.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2021.108666 2129771:BUB5I8PW 4682641:FPDE9BKS
Keywords: BE:RELEVANT; Next-day work performance; Physiological responses; Sleep quality; Temperature; Ventilation

Exploring young students’ talk in iPad-supported collaborative learning environments - Falloon, Garry; Khoo, Elaine (Computers & Education, 2014)
00000 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2014.04.008 10/f59djk 2129771:RTLLXK27 257089:FUNNS6HX

iPads in the Primary School: Emerging Research - Falloon, Garry (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:PFTIL4RJ 257089:3QBFWZZT
Keywords: ⛔ No DOI found

Promoting teachers’ implementation of culturally and contextually relevant class-wide behavior plans - Fallon, Lindsay M.; Cathcart, Sadie C.; DeFouw, Emily R.; O'Keeffe, Breda V.; Sugai, George (Psychology in the Schools, 2018)
Disproportionality in disciplinary actions for certain racial groups has been well documented for several decades. In an effort to support all students, specifically those who are culturally and linguistically diverse, many have called for adopting a multitiered system of support framework that is considerate of student culture and school context. This framework applies to supporting students’ learning and behavior across settings, particularly in the classroom. To bridge existing gaps between theory and practice, this empirical study sought to evaluate whether teachers who self-assessed their own use of culturally and contextually relevant practices would implement a class-wide behavior plan with high levels of implementation fidelity. Results indicated that teachers who engaged in self-assessment and training did implement the plan with high levels of implementation fidelity, particularly when given performance feedback. Additionally, students tended to display slightly higher rates of academic engagement upon consistent implementation of the plan.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/pits.22107
Keywords: diverse learners; implementation fidelity; single-case design

Incentivizing Textbooks for Self-Study: Experimental Evidence from the Democratic Republic of Congo - Falisse, Jean-Benoit; Huysentruyt, Marieke; Olofsgård, Anders (2019)
We use a randomized field experiment to test whether a new self-study routine, designed to encourage the use of textbooks at home, can improve student achievement. In treatment schools, students and teachers were incentivized to adopt the routine through, respectively, a public display of stars (one for each time they took home books) and financial incentives (to compensate for potential loss or damage of textbooks). French language test scores improved in the treatment schools by 0.319σ relative to the control group, but no impact on math test scores was found. The intervention also raised the average likelihood of a student taking the high-stake end of the year national exam by 10 percentage points, without a negative impact on average exam results. The routine increased students’ job and secondary school aspirations and their perceptions of the usefulness of textbooks, likely pathways for the main results. The low-cost routine relied on a more efficient usage of existing basic educational material, making it feasible also in a very resource constrained and fragile setting. Our findings highlight the critical role of self-learning to promote student achievement and suggest that a simple ‘textbook at home’ routine may compensate for lower quality teaching in class.
Publisher: Academy of Management KerkoCite.ItemAlsoKnownAs: 2129771:LKY4CXZH 2129771:NCVMW3RC 2129771:NGPXC4TF
Keywords: AOM Annual Meeting Proceedings 2020

Incentivizing Textbooks for Self-Study: Experimental Evidence from the Democratic Republic of Congo - Falisse, Jean-Benoit; Huysentruyt, Marieke; Olofsgård, Anders (Academy of Management Proceedings, 2020)
We use a randomized field experiment to study the impact of a simple “textbooks for self-study” incentive scheme targeting primary school students in South Kivu. Students in the treatment schools scored 0.320s higher in French but did no better in math. They were more likely to take the high-stakes end-of-6th-grade national exam and to aspire to a non-manual profession.. The largest positive impact was found in schools with lower-quality teaching performance and for lower-ability students. Our results demonstrate that programs designed to intensify and diversify students’ use of existing school resources can sharply improve student achievement and career aspirations.
Publisher: Academy of Management KerkoCite.ItemAlsoKnownAs: 10.5465/AMBPP.2020.19578abstract 2129771:LKY4CXZH 2129771:NGPXC4TF
Keywords: AOM Annual Meeting Proceedings 2020

Experimental Evidence on the Effects of Home Computers on Academic Achievement Among Schoolchildren. - Fairlie, Robert W.; Robinson, Jonathan (American Economic Journal: Applied Economics, 2013)

Do boys and girls use computers differently, and does it contribute to why boys do worse in school than girls? - Fairlie, Robert W. (The BE Journal of Economic Analysis & Policy, 2016)
Boys are doing worse in school than are girls, which has been dubbed “the Boy Crisis.” An analysis of the latest data on educational outcomes among boys and girls reveals extensive disparities in grades, reading and writing test scores, and other measurable educational outcomes, and these disparities exist across family resources and race. Focusing on disadvantaged schoolchildren, I then examine whether time investments made by boys and girls related to computer use contribute to the gender gap in academic achievement. Data from several sources indicate that boys are less likely to use computers for schoolwork and are more likely to use computers for playing games, but are less likely to use computers for social networking and email than are girls. Using data from a large field experiment randomly providing free personal computers to schoolchildren for home use, I also test whether these differential patterns of computer use displace homework time and ultimately translate into worse educational outcomes among boys. No evidence is found indicating that personal computers crowd out homework time and effort for disadvantaged boys relative to girls. Home computers also do not have negative effects on educational outcomes such as grades, test scores, courses completed, and tardies for disadvantaged boys relative to girls.
Publisher: De Gruyter KerkoCite.ItemAlsoKnownAs: 10.1515/bejeap-2015-0094 2339240:4UGCV2FT 2339240:RGUQIY3U 2405685:6L2THSSR 2405685:D9RDFBES

Digital technology and the futures of education: Towards ‘Non-Stupid’optimism - Facer, Keri; Selwyn, Neil (Paper commissioned for the UNESCO Futures of Education report, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:444G964Q 4804264:CHFH4TAM
Keywords: Final_citation; ⛔ No DOI found

Broadcasting education: The long-term effects of Mexico’s telesecundarias - Fabregas, Raissa (Working Paper, 2019)
KerkoCite.ItemAlsoKnownAs: 4804264:JXAANUTX
Keywords: Final_citation; cited; existing

Climate, Enviroment and Education - Presentation for the Tanzania Education Donors-Partners working group - Fab Inc; Laterite; Open Development and Education (2023)
Presentation for the Tanzania Education Donors-Partners working group – session on Education, Climate and Environment.
KerkoCite.ItemAlsoKnownAs: 2129771:FKT25FYV

Learning from Experience: A post-Covid-19 data architecture for a resilient education data ecosystem in Sierra Leone - Fab Inc. (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.5498054 10.5281/zenodo.5498054 2129771:RHCG2CAA 2339240:5S4BZY48 2339240:SRWI5WQJ 2405685:JR65CZU2 2405685:JTKTA5X5 2405685:VQ3F9NQ7
Keywords: _C:Sierra Leone SLE; _DOILIVE; _r:AddedByZotZen; _zenodo:submitted

Paradigms for Networking Universities and Vocational Education and Training (VET) Institutions on Competency-Based Further Education in Sub-Saharan Africa - Ezekoye, Benadeth N (2017)
zotzenLib.CopiedFrom: 2317526:4VJR4K93 KerkoCite.ItemAlsoKnownAs: 2129771:D6URN4W6 2317526:4VJR4K93
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; A:Africa; CLL:en; publicImportV1; ⛔ No DOI found

Capacity Building For Entrepreneurship Education: The Challenge For The Developing Nations - Eze, John F.; Nwali, Anthony C. (American Journal of Business Education (AJBE), 2012)
Number: 4 KerkoCite.ItemAlsoKnownAs: 10.19030/ajbe.v5i4.7117 10/gf62m8 2129771:3N36VEHG 2129771:9HU76LE7 2317526:7ISBHD6T 2317526:H2PQ8BHW
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:T; Capacity Building; D:developing country; D:developing nation; D:developing world; Economic Development; Entrepreneurship; Entrepreneurship Education; F:curriculum; F:inclusion; F:learning; F:policy; P:economy; P:service industry; P:social; Q:certificate; Q:degree; Q:diploma; Q:higher education; T:Ausbildung; T:entrepreneurship education; Z:Business education; Z:Business schools; Z:Curriculum development; Z:Developing countries–LDCs; Z:Economic development; Z:Entrepreneurship; Z:Higher education; Z:Studies; publicImportV1

International Aid and the Making of a Better World: Reflexive Practice - Eyben, Rosalind (Routledge, 2014)
How can international aid professionals manage to deal with the daily dilemmas of working for the wellbeing of people in countries other than their own? A scholar-activist and lifelong development practitioner seeks to answer that question in a book that provides a vivid and accessible insight into the world of aid – its people, ideas and values against the backdrop of a broader historical analysis of the contested ideals and politics of aid operations from the 1960s to the present day. Moving between aid-recipient countries, head office and global policy spaces, Rosalind Eyben critically examines her own behaviour to explore what happens when trying to improve people’s lives in far-away countries and warns how self-deception may construct obstacles to the very change desired, considering the challenge to traditional aid practices posed by new donors like Brazil who speak of history and relationships. The book proposes that to help make this a better world, individuals and organisations working in international development must respond self-critically to the dilemmas of power and knowledge that shape aid’s messy relations. Written in an accessible way with vignettes, stories and dialogue, this critical history of aid provides practical tools and methodology for students in development studies, anthropology and international studies and for development practitioners to adopt the habit of reflexivity when helping to make a better world.
Google-Books-ID: 7iVFAwAAQBAJ
Keywords: Business & Economics / Development / Economic Development; Business & Economics / Development / Sustainable Development; Business & Economics / Environmental Economics; Political Science / Public Policy / Environmental Policy; Social Science / Developing & Emerging Countries

& - Eyal, Woolard (Burns, 2014)

Cash transfers and teen education: evidence from South Africa - Eyal, Katherine; Woolard, Ingrid; Burns, Justine (Report, unpublished, 2014)

ChatGPT has entered the classroom: how LLMs could transform education - Extance, Andy (Nature, 2023)
Researchers, educators and companies are experimenting with ways to turn flawed but famous large language models into trustworthy, accurate ‘thought partners’ for learning.
KerkoCite.ItemAlsoKnownAs: 10.1038/d41586-023-03507-3 2129771:7KMJD2I5 2486141:YFGK5F89
Keywords: Computer science; Education; Machine learning; Mathematics and computing

Notes from the Field: 'Nurses International' Uses OER to Support Nurse Educators - Ewing, Helen; Chickering, Miriam; Burner, Lindsay; Keating, Stacen A.; Berland, Alex; Frank, Erica (Journal of Learning for Development, 2020)
Educating nurses in developing countries is challenging due to limited resources. Nurses International advances nursing education through the use of Open Educational Resources which provides a unique model to teach and mentor nurse educators globally. Using current resources and materials that are free online and teacher-facing, an innovative program has been established that can be employed to scale up education of the healthcare workforce through teaching the teachers and enhancing the education of nurses.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:VMU46C4R
Keywords: Open Educational Resources; educator development; nurse education; ⛔ No DOI found

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

ADHD symptoms and the teacher–student relationship: a systematic literature review - Ewe, Linda Plantin (Emotional and Behavioural Difficulties, 2019)
This systematic review integrates the existing literature regarding relationships that students with attention-deficit/hyperactivity disorder (ADHD) have with their teachers, in mainstream inclusive primary, secondary and high school settings. Theoretical approaches and methodical choices were considered in understanding the literature and considering possible research areas. The methods used in the reviewed literature show that investigations in this research field have predominantly used quantitative surveys. Several theoretical approaches have been used, with attachment theory the most-prominent. The findings indicate students with ADHD generally feel less close to their teacher than do their non-ADHD peers, which agrees with the teachers’ perceptions. Thus, teachers experience less emotional closeness, less co-operation and more conflicts in their relations with their students with ADHD than with other students. Teachers’ rejection of ADHD students poses a risk factor for not only school failure, but also peer exclusion and rejection, leading to low self-esteem and loneliness.
Publisher: Routledge _eprint: https://doi.org/10.1080/13632752.2019.1597562 KerkoCite.ItemAlsoKnownAs: 10.1080/13632752.2019.1597562 2129771:JJTPE64E
Keywords: ADHD; school settings; systematic review; teacher–student relationship

Knowledge Production in the Knowledge Economy: Higher Education Institutions and the Application of Innovations in ICT for Capacity Development in Africa - Evoh, CJ; Mugimu, Christopher; Chavula, Hopestone (2014)
[FRGMNT] … 16.7 101.6 34.1 6 6.1 0 20 40 60 80 100 120 Pre-primary Primary secondary TVET Tertiary Fig. 1. Education Access in Sub-Saharan Africa (% GER), 2011. Sources: Nsapato, Limbani (2012). Knowledge Production in the Knowledge Economy 295 Page 12 … [...]… RESEARCH METHODOLOGY Data for the study was gathered through qualitative research method, and theory-driven multiple case study approach was adopted (Yin, 2004) to examine the higher education system in Kenya and Uganda (East Africa) … [...]… Data for the study was gathered through qualitative research method, and theory-driven multiple case study approach was adopted (Yin, 2004) to examine the higher education system in Kenya and Uganda (East Africa) … 120 Pre-primary Primary secondary TVET Tertiary Fig …
KerkoCite.ItemAlsoKnownAs: 2129771:VZPVMDHI 2317526:52LF3UGR
Keywords: -FullBiblioUHMLgen; -RRQ:LOW; A:Africa; A:East Africa; A:Sub-Saharan Africa; C:Kenya; CA:AandC; CL:de; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:access; P:economy; P:measurement; P:production; Q:ICT; Q:higher education; R:case study; R:qualitative; R:research method; T:TVET; _C:Uganda UGA; publicImportV1; ⛔ No DOI found

Taming the youth bulge in africa: Rethinking the world bank's policy on technical and vocational education for disadvantaged youth in the knowledge economy - Evoh, Chijioke J. (International Perspectives on Education and Society, 2012)
This study presents an innovative approach to Information and communication technology (ICT) skill training and employment generation for out-of-school and disadvantaged youths in Africa. With technical and policy assistance from the World Bank, ICTs can be used to revitalize technical and vocational training to meet skill and employment needs of disadvantaged youths in the region. The deplorable conditions of out-ofschool youth and the state of secondary education in Africa underscore the urgency to engage disadvantaged youth in productive economic activities. An ICT-enhanced technical and vocational training program in Africa provides both private and social gains: it provides economic prospects for disadvantaged youth and; it adds to the development of the knowledge economy in Africa. The NairoBits Digital Design School in Kenya is presented as a model of a vocational and training school that uses ICTs to improve skill formation among disadvantaged youths in informal settlements in urban Africa. Meeting the objectives of an ICTbased training and employment generation program for underprivileged youth in Africa require strong regulatory frameworks and contributions from the World Bank. The involvement of the bank, particularly through private sector grants for ICT skill train in Africa will help to revitalize technical and vocational education and training in the region. Above all, the collaboration of government agencies, private businesses, other international development agencies and civil society groups in ICT skill training will help to meaningfully engage African youths in the development of their communities in the emerging knowledge economy. © 2012 by Emerald Group Publishing Limited.
KerkoCite.ItemAlsoKnownAs: 10.1108/s1479-3679(2012)0000016019 10/gf62mw 2129771:GV4YC8G2 2317526:HX44FZMG
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:policy; P:economy; P:social; Q:ICT; Q:secondary education; T:TVET; T:Training; publicImportV1

What Happens When AI is Used to Set Grades? - Evgeniou, Theodoros; Hardoon, David R.; Ovchinnikov, Anton (Harvard Business Review, 2020)
In 2020, with high school exams canceled in many countries, the International Baccalaureate Organization (IBO) deployed an AI to determine final grades based on current and historical data. When the results came in, many scores did not correlate with grades that had been predicted, as had been the case in previous years, prompting many people to appeal their grades. Unfortunately, the appeals system for grades had not been changed from previous years, which was assumed that students would write examination papers. Since university place offers in many countries are contingent on students achieving predicted grades, many students have been denied places at their universities of choice, which has resulted in a great deal of anger. This experience highlights the risks of delegating life-altering decisions to AI without considering how apparently anomalous decisions can be appealed and, if necessary, changed.
Section: Technology and analytics KerkoCite.ItemAlsoKnownAs: 4804264:8RR8EVQU 4804264:YRSSCPTE
Keywords: Business education; Final_citation; Technology and analytics; anystyle; existing; ⛔ No DOI found

Addressing the challenge of scholarship and industry currency in vocational education: a pilot - Everingham, Nancy; McLean, David; Mancini, Jane; Mitton, Amber; Williams, Melanie (International Journal of Training Research, 2018)
This paper explores a pilot project in which three VET teachers in an Australian dual-sector university trialled a scholarship framework by undertaking a small ethnographic inquiry into current practices in their respective industries. The framework defined a method for engaging with industry while simultaneously developing VET teacher capability in scholarly practice. The teachers were asked to reflect on their experience of engaging in a scholarly project and how new knowledge has been incorporated into their teaching and curriculum design. The reflections were analysed using the indicators of scholarly quality from the self-same framework, and the key enabling factors and benefits were identified. The claimed success of the pilot is traced primarily to having a framework that provided a logical guide for the planning and execution of the projects and institutional support in the form of mentoring and paid time release.
KerkoCite.ItemAlsoKnownAs: 10.1080/14480220.2017.1403946 10/gf62kf 2129771:47SF9F3P 2317526:GAPYPAGG DOI-10.1080/14480220.2017.1403946
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Australia; CLL:en; Vocational currency; industry currency; publicImportV1; scholarly practice; scholarship

Promoting the development of teacher professional knowledge: Integrating content and pedagogy in teacher education - Evens, Marie; Elen, Jan; Larmuseau, Charlotte; Depaepe, Fien (Teaching and Teacher Education, 2018)
The study investigates the explicit and integrated presentation of pedagogical content knowledge (PCK), pedagogical knowledge (PK), and content knowledge (CK) in teacher education. We compare learning environments to study whether only presenting PK and CK is sufficient for PCK development, whether only presenting PCK is sufficient for PK and CK development, and whether PCK development is affected by integrating PCK, PK and CK. We find that only presenting two knowledge domains to students is insufficient to develop the third one, and integrating knowledge domains does not impact PCK development.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2018.07.001 2129771:P46BY82T 2486141:CHVQTFG5
Keywords: Digital learning environment; Instructional design; Knowledge integration; Pedagogical content knowledge; Teacher professional knowledge

From Modernisation, Dependency and Soft Power Toward a Commonwealth of Learning - Evans, Terry; Jakupec, Victor (Journal of Learning for Development, 2021)
This article reflects on some influential theories, concepts and institutions that have shaped the nature and substance of international development since the mid-20th century. In particular, theories of modernisation and dependency are deployed to reflect on the ways in which the International Financial Institutions, such as, the World Bank and the Asian Development Bank have adopted a ‘Washington Consensus’ concerning the social and economic development of ‘developing’ nations. ‘Soft power’ national agencies, such as, the British Council and USAID are brought into consideration, especially, for their interests and influences over matters of learning for development. The multi-national Commonwealth of Learning’s particular contribution to learning for development is discussed with suggestions made for developing member nations’ capacities to produce new local knowledge and to bring their existing local knowledge to the fore to share as part of a (Lockean) ‘commonwealth of learning’.
Number: 3
Keywords: dependency theory; learning for development; modernisation theory; soft power; the Washington Consensus.; ‘commonwealth of learning’; ⛔ No DOI found

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

How big are effect sizes in international education studies? - Evans, David; Yuan, Fei (Center for Global Development, 2020)
In recent years, a growing literature has measured the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But interpretation of those effect sizes as large or small tends to rely on benchmarks developed by a psychologist in the United States in the 1960s. In this paper, we demonstrate the distribution of standardized effect sizes on learning and access from hundreds of studies from low- and middle-income countries.
KerkoCite.ItemAlsoKnownAs: 2339240:XIF4HX7N 2405685:E288WQPR

Gender gaps in education: The long view - Evans, David; Akmal, Maryam; Jakiela, Pamela (Centre for Global Development, 2020)
Many countries remain far from achieving gender equality in the classroom. Using data from 126 countries between 1960 and 2010, we document four facts. First, women are more educated today than fifty years ago in every country in the world. Second, they remain less educated than men in the vast majority of countries. Third, in many countries with low levels of education for both men and women in 1960, gender gaps widened as more boys went to school, then narrowed as girls enrolled; thus, gender gaps got worse before they got better. Fourth, gender gaps rarely persist in countries where boys are attaining high levels of education. Most countries with large, current gender gaps have low levels of male educational attainment. Many also perform poorly on other measures of development such as life expectancy and GDP per capita. Improving girls’ education is an important goal in its own right, but closing gender gaps in education will not be sufficient to close critical gaps in adult life outcomes.
KerkoCite.ItemAlsoKnownAs: 2339240:BQ8UTLGC 2405685:JWT48RW7

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

'Economic Returns to Interventions that Increase Learning ', Policy Research Working Paper, The World Bank - Evans, David K.; Yuan, Fei (2019)
Keywords: ⛔ No DOI found

How Big Are Effect Sizes in International Education Studies? - Evans, David K.; Yuan, Fei (Educational Evaluation and Policy Analysis, 2022)
A growing literature measures the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But how should one contextualize the size of impacts? This article provides the distribution of standardized effect sizes on learning and access from 234 studies in low- and middle-income countries. We identify a median effect size of 0.10 standard deviations on learning and 0.07 standard deviations on access among randomized controlled trials. Effect sizes are similar for quasi-experimental studies. Effects are larger and demonstrate higher variance for small-scale studies than for large-scale studies. The distribution of existing effects can help researchers and policymakers to situate new findings within current knowledge and design new studies with sufficient statistical power to identify effects.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/01623737221079646 4804264:JU9GBCXN
Keywords: Final_citation; cited; existing

How Big Are Effect Sizes in International Education Studies? - Evans, David K.; Yuan, Fei (Educational Evaluation and Policy Analysis, 2022)
A growing literature measures the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But how should one contextualize the size of impacts? This article provides the distribution of standardized effect sizes on learning and access from 234 studies in low- and middle-income countries. We identify a median effect size of 0.10 standard deviations on learning and 0.07 standard deviations on access among randomized controlled trials. Effect sizes are similar for quasi-experimental studies. Effects are larger and demonstrate higher variance for small-scale studies than for large-scale studies. The distribution of existing effects can help researchers and policymakers to situate new findings within current knowledge and design new studies with sufficient statistical power to identify effects.
KerkoCite.ItemAlsoKnownAs: 10.3102/01623737221079646 2129771:7ITFXBL2 2129771:ZLMTIUI7 4426965:WXRZL6EX 4804264:JU9GBCXN

What We Learn About Girls’ Education from Interventions that Do Not Focus on Girls. - Evans, David K.; Yuan, Fei (World Bank Policy Research Working Paper, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:H4YXPBUM 2129771:M9WQIP3I
Keywords: _genre:LR-literature_review; ⛔ No DOI found

What We Learn about Girls’ Education from Interventions That Do Not Focus on Girls - Evans, David K; Yuan, Fei (The World Bank Economic Review, 2022)
What is the best way to improve access and learning outcomes for girls? This review brings together evidence from 267 educational interventions in 54 low- and middle-income countries – regardless of whether the interventions specifically target girls – and identifies their impacts on girls. To improve access and learning, general interventions deliver average gains for girls that are comparable to girl-targeted interventions. General interventions have similar impacts for girls as for boys. Taken together, these findings suggest that many educational gains for girls may be achieved through nontargeted programs. Many of the most effective interventions to improve access for girls relax household-level constraints (such as cash transfer programs), and many of the most effective interventions to improve learning for girls involve improving the pedagogy of teachers. Girl-targeted interventions may make the most sense when addressing constraints that are unique to, or most pronounced for, girls.

What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews - Evans, David K.; Popova, Anna (The World Bank Research Observer, 2016)
Over the course of just two years, at least six reviews have examined interventions that seek to improve learning outcomes in developing countries. Although the reviews ostensibly have the same objective, they reach sometimes starkly different conclusions. The first objective of this paper is to identify why reviews diverge in their conclusions and how future reviews can be more effective. The second objective is to identify areas of overlap in the recommendations of existing reviews of what works to improve learning. This paper demonstrates that divergence in the recommendations of learning reviews is largely driven by differences in the samples of research incorporated in each review. Of 229 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Across the reviews, two classes of programs are recommended with some consistency. Pedagogical interventions that tailor teaching to student learning levels—either teacher-led or facilitated by adaptive learning software—are effective at improving student test scores, as are individualized, repeated teacher training interventions often associated with a specific task or tool. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories.
KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkw004 2129771:6SLUGCIP 2486141:5IR47JXC

What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews [report] - Evans, David K; Popova, Anna (World Bank Group, 2015)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7203 10/ggc47g 2129771:M5FBWHYT 2339240:3QGANTA4 2339240:E9MNPGT5 2339240:RYKHDQR3 2339240:ZCQAUZ6U 2405685:CP9T27XU 2405685:UHYRM2R9 2486141:C2VICIE6
Keywords: *Topic:Curriculum and resources; _Source:Intuitive; _THEME: Education management; _THEME: Learning assessments; _THEME: Teacher Professional Development; _proposed-for: Scoping review; ❓ Multiple DOI

What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews [World Bank Research Observer] - Evans, David K.; Popova, Anna (The World Bank Research Observer, 2016)
KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkw004 2129771:3CCCDY3J 2129771:BG65AYTS 2129771:GG8WWRW4 2129771:K632LCXD 2339240:WFIJNIC4 2405685:5ZQE8AUE 2405685:QIM4VXJD 2486141:NXFPSM63
Keywords: C:Low- and middle-income countries; STC-TLC; __C:filed:1; ___duplicate_item; _genre:LR-literature_review

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

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

The Power of a Label: Merit Scholarships vs Needs-Based Scholarships? - Evans, David (World Bank Blog, 2018)

Virtual Teacher Coaching May Not Be the Solution We Hoped For - Evans, David (Center For Global Development, 2020)
How can we help teachers to upgrade their pedagogical skills? Teacher coaching is a promising and increasingly popular candidate. Teacher coaching means teachers receive feedback in their place of work on specific things they can do better, not some general theory of pedagogy that’s completely disconnected from their day-to-day practice.
KerkoCite.ItemAlsoKnownAs: 2405685:HFLN22GT 2534378:M49VS4UK

What really works to improve learning in developing countries? An analysis of divergent findings in systematic reviews [World Bank Group eLibrary] - Evans, D.K.; Popova, A. (World Bank Group, 2015)
In the past two years alone, at least six systematic reviews or meta-analyses have examined the interventions that improve learning outcomes in low- and middle-income countries. However, these reviews have sometimes reached starkly different conclusions: reviews, in turn, recommend information technology, interventions that provide information about school quality, or even basic infrastructure (such as desks) to achieve the greatest improvements in student learning. This paper demonstrates that these divergent conclusions are largely driven by differences in the samples of research incorporated by each review. The top recommendations in a given review are often driven by the results of evaluations not included in other reviews. Of 227 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Variance in classification also plays a role. Across the reviews, the three classes of programs that are recommended with some consistency (albeit under different names) are pedagogical interventions (including computer-assisted learning) that tailor teaching to student skills; repeated teacher training interventions, often linked to another pedagogical intervention; and improving accountability through contracts or performance incentives, at least in certain contexts. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories.

What really works to improve learning in developing countries? An analysis of divergent findings in systematic reviews. World Bank Research Observer - Evans, D.K.; Popova, A. (Statistical Methods for Research Workers, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:6FME82BW
Keywords: ___duplicate_item

The influence of mobile technologies on preschool and elementary children’s literacy achievement: a systematic review spanning 2007–2019 - Eutsler, L.; Mitchell, C.; Stamm, B.; Kogut, A. (Educational Technology Research and Development, 2020)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 2129771:Y2P7MKCI
Keywords: __C:filed:1; ⛔ No DOI found

Public-private partnerships for skills development: a governance perspective. Volume II, Case studies. - European Training Foundation. (Publications Office, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:N8JMF4AI
Keywords: Final_citation

The impact of Artificial Intelligence on learning, teaching, and education. - European Commission. Joint Research Centre. (Publications Office, 2018)
This report describes the current state of the art in artificial intelligence (AI) and its potential impact for learning, teaching, and education. It provides conceptual foundations for well-informed policy-oriented work, research, and forward-looking activities that address the opportunities and challenges created by recent developments in AI. The report is aimed for policy developers, but it also makes contributions that are of interest for AI technology developers and researchers studying the impact of AI on economy, society, and the future of education and learning.
KerkoCite.ItemAlsoKnownAs: 2486141:BMJRCCU7

The likely impact of COVID-19 on education: reflections based on the existing literature and recent international datasets. - European Commission. Joint Research Centre. (Publications Office, 2020)

Berufsausbildung in einer Einwanderungsgesellschaft - Euler, Dieter; Eckart, Severing (2016)
KerkoCite.ItemAlsoKnownAs: 10.11586/2016006 2129771:G646R9GK 2486141:3UP76PSM

Das duale System in Deutschland – Vorbild für einen Transfer ins Ausland? - Euler, Dieter (Bertelsmann Stiftung, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:QMYR7MLX 2317526:H9L46TR6

Who Needs Global Citizenship Education? A Review of the Literature on Teacher Education - Estellés, Marta; Fischman, Gustavo E. (Journal of Teacher Education, 2021)
Given the seemingly ever-increasing scholarly production about the ideas and ideals of global citizenship education (GCE), it is not surprising those discussions started to gain influence in teacher education (TE) debates. In this study, we examine the discourses that tacitly shape the meanings of GCE within the contemporary academic literature on TE. After analyzing the peer-reviewed scholarship published from 2003 to 2018, we identified patterns in how GCE for TE was described and defended, beyond the differences in their conceptual frameworks. The dominant trend found is to frame GCE as a redemptive educational solution to global problems. This framing requires teachers to embrace a redemptive narrative following a model of rationality based on altruistic, hyperrationalized and overly romanticized ideals. Ultimately, TE literature contributes to the configuration of an excessively naïve discourse that tends to ignore the neoliberal context in which both GCE and TE take place today.
Publisher: SAGE Publications Inc
Keywords: civic education discourses; global citizenship education; literature review; teacher education

Higher Education Students' Ownership and Usage of Smart Phones and Tablets: The Case of Kwame Nkrumah University of Science and Technology (KNUST). - Essel, Harry Barton; Nunoo, Francis Kofi Nimo; Tachie-Menson, Akosua; Amankwa, John Opuni (International Journal of Educational Technology, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:DXG3ZX4S
Keywords: _C:Australia AUS; _C:Ghana GHA; _C:Ireland IRL; _C:Nigeria NGA; _C:Spain ESP; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Supervised Machine Learning Approaches for Predicting Key Pollutants and for the Sustainable Enhancement of Urban Air Quality: A Systematic Review - Essamlali, Ismail; Nhaila, Hasna; Khaïli, Mohamed El (Sustainability, 2024)
Urban air pollution is a pressing global issue driven by factors such as swift urbanization, population expansion, and heightened industrial activities. To address this challenge, the integration of Machine Learning (ML) into smart cities presents a promising avenue. Our article offers comprehensive insights into recent advancements in air quality research, employing the PRISMA method as a cornerstone for the reviewing process, while simultaneously exploring the application of frequently employed ML methodologies. Focusing on supervised learning algorithms, the study meticulously analyzes air quality data, elucidating their unique benefits and challenges. These frequently employed ML techniques, including LSTM (Long Short-Term Memory), RF (Random Forest), ANN (Artificial Neural Networks), and SVR (Support Vector Regression), are instrumental in our quest for cleaner, healthier urban environments. By accurately predicting key pollutants such as particulate matter (PM), nitrogen oxides (NOx), carbon monoxide (CO), and ozone (O3), these methods offer tangible solutions for society. They enable informed decision-making for urban planners and policymakers, leading to proactive, sustainable strategies to combat urban air pollution. As a result, the well-being and health of urban populations are significantly improved. In this revised abstract, the importance of frequently employed ML methods in the context of air quality is explicitly emphasized, underlining their role in improving urban environments and enhancing the well-being of urban populations.
openalex: W4391131339 KerkoCite.ItemAlsoKnownAs: 10.3390/su16030976 2129771:THFFNCYM 5072953:5TPJXCNX
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Learning for all? Second-level education in Ireland during COVID-19 - ESRI; Mohan, Gretta; McCoy, Selina; ESRI; Carroll, Eamonn; ESRI; Mihut, Georgiana; ESRI; Lyons, Seán; ESRI; Mac Domhnaill, Ciarán; ESRI (ESRI, 2020)
KerkoCite.ItemAlsoKnownAs: 10.26504/sustat92.pdf 2129771:N8LL4T4M

School Leaders’ Preferences on School Location in Sierra Leone: An individual and school-level study - Espinoza-Revollo, Patricia; Ramirez, Ana; Atherton, Paul; Mackintosh, Alasdair (EdTech Hub, 2022)
Attracting qualified teachers to remote areas is a challenge in Sierra Leone. The pupil-to-qualified-teacher ratio in rural areas is 76:1, rising to 83:1 for schools located more than 15 km away from urban centres — well above the national target of 40:1. As equitable teacher deployment is crucial to ensure high-quality education, the Teaching Service Commission (TSC) aims to increase the deployment of qualified teachers to the most remote areas of the country. This paper describes a quantitative survey of school leaders’ perceptions of what shapes school location preferences and what factors need to be in place (i.e., incentives) to address the imbalanced distribution of qualified teachers in the country. We used data from a text message survey sent to school leaders around the country. This paper accompanies a qualitative inquiry on the same topic: What Matters Most for Teacher Deployment? A case study on teacher school choice preferences in Sierra Leone. Together with the qualitative study, our findings aim to address a gap in empirical evidence on teacher school preferences in Sierra Leone and contribute to a growing literature on teachers’ preferences in low- and middle-income countries. An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6958056 10.53832/edtechhub.0106 2129771:BNM5JIWY 2405685:MFH269TU
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

School-to-School Mobility Patterns and Retention Rates of Payroll Teachers in Sierra Leone - Espinoza-Revollo, Patricia; Ali, Yusuf; Garrod, Oliver; Atherton, Paul; Mackintosh, Alasdair; Beoku-Betts, Iman; Haßler, Björn (EdTech Hub, 2023)
This report is one of several on the research project on the Impact of GIS-Supported Teacher Allocation in Sierra Leone. Recent studies from this series have shown that being put on the government payroll can incentivise teachers to relocate to remote areas of the country. There is a concern, however, that being put on the payroll does not necessarily ensure the retention of teachers in these areas and that teachers will soon move to locations they consider more favourable. As there is no data on teacher mobility patterns and schools’ teacher retention rates, policies tend to be based on anecdotal evidence. This paper aims to fill this evidence gap by exploring teachers’ school-to-school mobility trends and retention rates using the Annual School Census (ASC) data from 2015 to 2021. Using data on teachers’ individual characteristics, as well as geospatial location data of each school, the paper explores whether mobility patterns vary by teachers’ gender or qualifications and whether the teaching workforce is urbanising. While studies have looked at teacher retention, this study is the first in a low-income country to use school census data to create a panel dataset to study teachers’ movements and school retention rates over time. Keywords: teacher mobility; teacher retention rates; mobility patterns; teacher deployment; Sierra Leone; education An output of the EdTech Hub https://edtechhub.org

School-to-school mobility patterns and retention rates of payroll teachers in Sierra Leone - Espinoza-Revollo, Patricia; Ali, Yusuf; Garrod, Oliver; Atherton, Paul; Beoku-Betts, Iman; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7421516 ZenodoArchiveConcept: 7421515 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7421516 10.53832/edtechhub.0143 2129771:4HUI65EI 2405685:DE7XUSMJ
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

Analyzing the Impact of COVID-19 on Education Professionals. Toward a Paradigm Shift: ICT and Neuroeducation as a Binomial of Action - Espino-Díaz, Luis; Fernandez-Caminero, Gemma; Hernandez-Lloret, Carmen-Maria; Gonzalez-Gonzalez, Hugo; Alvarez-Castillo, Jose-Luis (Sustainability, 2020)
This study analyzed the current situation of education in the context of the pandemic caused by COVID-19. The worldwide health emergency situation has caused the confinement of people and with it, the closure of centers and the transfer of face-to-face education to online education. Faced with these facts, teachers have had to adapt at a dizzying pace not only to new methodological approaches, but also to their own confinement, presenting high levels of stress. The purpose of this study is to offer a proposal that optimizes the work of education professionals in the current context of a pandemic through the use of Information and Communication Technologies (ICT) under the novel approach of the contributions of neuroeducation in the field of managing emotions and motivational processes, contributing to meaningful learning in students. The symbiosis of ICT and neuroeducation can make a great contribution to the paradigm shift that is taking place today.
Number: 14 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/su12145646 2129771:2BJMYKAR
Keywords: COVID-19; ICT; __C:filed:1; neuroeducation; stress; teachers

Integrated Phase Change Material windcatcher system for hybrid cooling and ventilation in tropical building - Eso, Olamide; Darkwa, Jo; Calautit, John (2022)
This study presents a novel solar fan-assisted multi-directional windcatcher (MDW) with encapsulated phase change material tubes (E-PCMT) for tropical buildings. The ventilation, cooling, and thermal storage performance of the integrated ventilative cooling system is investigated using Computational Fluid Dynamics (CFD) Ansys Fluent software under tropical climate conditions. A parametric geometric analysis of three different E-PCMT configurations with melting temperatures at 28oC was conducted to assess the thermal storage performance at different air velocities. The impact of the optimised EPCMT when incorporated inside the air stream of the MDW was further studied. To overcome air flow resistance caused by the obstruction by EPCM-T inside the air streams, the windcatcher airflow is assisted by a wall-mounted axial solar fan that is activated when outdoor air velocity is less than 2m/s. The results based on a typical tropical location showed that the system was able to achieve a consistent and stable air temperature drop of up to 2.64oC over a 4-6-hour. Even at an outdoor air velocity of 1.88m/s, the novel integrated system, in addition to its cooling performance was still able to achieve a supply air velocity rate of 0.16 - 0.57 m/s, meeting the ventilation rates required for indoor comfort.
KerkoCite.ItemAlsoKnownAs: 4874017:GA76HUTU 5072953:NEMABBUB
Keywords: _z:class:countries; _z:class:themes; ⛔ No DOI found

Thermal energy storage enhanced windcatcher system for hybrid cooling and ventilation in buildings - Eso, Olamide (2023)
KerkoCite.ItemAlsoKnownAs: 4874017:ZDP45MEY 5072953:CSIQDIMN
Keywords: _z:class:countries; _z:class:themes

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

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

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

Family matters: Impacts of family background on educational attainments - Ermisch, John; Francesconi, Marco (Economica, 2001)

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

Makerspace in school: considerations from a large-scale national testbed - Eriksson, Eva; Heath, Carl; Ljungstrand, Peter; Parnes, Peter (International Journal of Child-Computer Interaction, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijcci.2017.10.001 2129771:8LDMQVEL 4426965:B4JZM69C
Keywords: Stefanie

A Meta-Analysis of the Effect of Parental Involvement on Students’ Academic Achievement - Erdem, Cahit; Kaya, Metin (Journal of Learning for Development, 2020)
This study aims to examine the effect of parental involvement on students’ academic achievement at pre-school, elementary and secondary levels by using the meta-analysis method with respect to home-based and school-based parental involvement strategies. Data consisted of 55 independent research studies in English published between 2010 and 2019, and accessed through ERIC, Academic Search Complete, Science Direct, Wiley Online Library, and PsycNet databases. Findings revealed that the effect of parental involvement on academic achievement was positive but small. Parental expectations had the biggest effect on academic achievement and parental control had a negative and small effect. The mean effect of parental involvement on students’ academic achievement does not differ significantly according to moderator variables of education level, measurement type or measurement area but differs by developmental level of the country. The results are discussed using available related meta-analysis studies in the literature.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:PGZUV9AC
Keywords: academic achievement; developing countries; education level; meta-analysis; parental involvement; ⛔ No DOI found

Sınıf Öğretmenlerinin Eğitimde Teknoloji Kullanımı, Tersine Çevrilmiş Sınıf ve İşbirlikli Öğrenme Hakkındaki Görüşleri (Primary Teachers’ Views on Using Technology in Education, Flipped Classroom and Cooperative Learning) - Erbil, Deniz Gökçe; Kocabaş, Ayfer (İlköğretim Online, 2019)
KerkoCite.ItemAlsoKnownAs: 10.17051/ilkonline.2019.527150 10/gf62jm 2129771:5NI8K99P 2129771:8GM28AHV 2129771:CTV6DZ4F 2129771:E8RACHNH 2129771:NAR6ZPPY 2129771:VTFNPSZ5
Keywords: _C:Australia AUS; _C:Hungary HUN; _C:Spain ESP; _C:Turkey TUR; _C:United States USA; __C:filed:1; __C:scheme:1

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

EPPI-Centre Core Keywording Strategy - EPPI-Centre (2001)
KerkoCite.ItemAlsoKnownAs: 2129771:42SBMXIT 2317526:D6HQH6LW
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

EPPI-Centre Guidelines for extracting data and quality assessing primary studies in educational research - EPPI-Centre (2003)
KerkoCite.ItemAlsoKnownAs: 2129771:A6EGXJ3G 2317526:Z85E6XCN 2486141:RMPMPFDE
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

The Classroom Practices of Primary and Secondary School Teachers Participating in English in Action - English in Action (2011)
KerkoCite.ItemAlsoKnownAs: 2129771:KSXNLE3L 2405685:6D7Y5AC8

Strategies for Reducing Inequalities and Improving Developmental Outcomes for Young Children in Low-Income and Middle-Income Countries. - Engle, Patrice L; Fernald, Lia CH; Alderman, Harold; Behrman, Jere; O'Gara, Chloe; Yousafzai, Aisha; de Mello, Meena Cabral; Hidrobo, Melissa; Ulkuer, Nurper; Ertem, Ilgi; Iltus, Selim (The Lancet, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:FE54M4BQ 2129771:RPIZ6FPP

Secondary Vocational Education in South Africa: Can We Learn From Portugal? - Engelbrecht, Mardine; Cape Peninsula University of Technology, South Africa, Cape Town; Tome, Eduardo; Spencer, John (2019)
The economy of Europe, and Portugal in particular, is doing well, with tourism as the driver! The same tourism-phenomenon took place in South Africa after the end of apartheid in 1994. However, despite tourism programmes being accredited in both countries, there exists a perceived problem in South Africa, not shared in Portugal, that the vocational programmes do not meet the specific needs on the tourism industry. Therefore, by introducing vocational tourism education, both Portugal and South Africa needed to use this specific system to respond to identified shortages of occupational skills within the Portuguese, and definitely the South African, labour markets. The National Certificate Vocational (NCV) tourism programme was introduced in 2007 at Technical, Vocational Education, and Training colleges (TVET) in South Africa. This study specifically chose Portugal because the secondary vocational system, reintroduced in that country in 1983 after almost completely disappearing for a decade and a half (after the abolition of technical education), is proving to be a viable alternative to "formal' education, certainly in combating unemployment in the tourism sector. The secondary education curriculum in Portugal was reformed in 2004, creating technological courses, which facilitated integration into the employment market. The initial South African research (2014-2017) compared vocational education in South Africa to other European countries (specifically Switzerland and Germany), identifying the need for a properly administered and controlled dual vocational education system in South Africa, as is currently followed in Portugal. This paper focuses on how the present NCV tourism programme in TVET colleges in South Africa may be improved by following the present Portuguese vocational education model. The NCV tourism programme was designed to provide both theoretical and practical knowledge of the tourism industry in South Africa, aiming to improve the employment possibilities for NCV tourism in graduates in the wider tourism labour market in the Western Cape Province of South Africa. This paper also supports the notion that an updated NCV tourism programme could learn from the Portuguese system on how to apply vocational tourism education, by including more practical and structured industry exposure. A literature review established that Portugal's secondary vocational education is thriving and their primary goal is the development of young employees' vocational training, which allows the development of specific skills indispensable to an occupation, such as tourism, as can be seen in the breakdown of the programmes discussed in the 'results' section. The original research on the NCV tourism programme was conducted in the Western Cape in the form of an empirical survey to gather information using research questionnaires, and this paper proposes the use of both quantitative and qualitative methodologies, to also include a comparison on the guidelines, investments and results on the Portuguese and the South African experience on the last years.
KerkoCite.ItemAlsoKnownAs: 2129771:VF5I5BG8
Keywords: ⛔ No DOI found

Evidence for Soft Power Created Via Scholarship Schemes - Enfield, Sue (2019)
While there is widespread endorsement of a view that scholarships are effective tools in promoting and enhancing a country’s soft power, investing in future leaders, providing access and equity, and increasing research excellence in a nation’s academic institutions it is at least possible that in part this derives in past from positive reinforcing trends amongst those delivering and receiving scholarships (for example Wilton Park conference attendees, 2016). Published, stand-alone evaluations of specific country scholarship programmes were not easily located, although there are references in the academic literature to several such studies. The most comprehensive commentary on evaluation research published between 2006 and 2016 (Mawer, 2018) is, therefore, an important summative document. This notes that the quality of evidence and the methods used to assess scholarship programmes vary enormously and that there is lack of evidence to substantiate the link that is claimed for such programmes and any soft power created.
Accepted: 2019-09-27T09:55:22Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:HH7HX6IW 4869029:9B2TGD6I
Keywords: ⛔ No DOI found

Integrating scientific research: Theory and design of discovering similar constructs - Endicott, J.; Larsen, K.; Lukyanenko, R. (AIS SIGSAND Symposium, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:E7XZREP2 2486141:XKB96PT9
Keywords: ⛔ No DOI found

An Assessment of the Transition to Virtual Learning in the OECS - Emmanuel, Royston; Anthony, Germain (2020)
This assessment of the transition to Virtual Learning in the OECS is an initial step of a series of programmed activities that will help strengthen both the capacity and resilience of education systems in the region, particularly with respect to Online Learning. The context described here outlines some of the major challenges associated with regional efforts to successfully integrate ICTs in education. There appears to be consensus that Virtual Learning Environments (VLEs) can well support ambitions for improving equity of access to education, the quality and the relevance of education. What this assessment reveals, is that there is wide disparity in the region with respect to approaches to adopting and adapting to VLEs.
KerkoCite.ItemAlsoKnownAs: 2129771:A7F8K65W 2486141:4GCCYVU2

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

The eLearning Africa Report 2014 - Elletson, H; MacKinnon,, A (ICWE, 2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:QW73IAIF 257089:GN822NM5

The emergence of a digital underclass: digital policies in the UK and evidence for inclusion - Ellen, Helsper (Department of Media and Communications, London School of Economics and Political Science, London, UK, 2011)
New evidence shows that a digital underclass is forming in Britain. Although there is some improvement in access, skills and use of the internet among those who have lower education levels and no employment, these groups remain far behind other groups. As the government plans to make public services ‘digital by default’ these individuals will be unable to access them, not because of a lack of infrastructure but because of a lack of (effective) take up of the available connections. Exclusion of these most vulnerable groups has become entrenched. Gaps based on education and employment persist independent of age or other characteristics. They therefore represent a problem that is unlikely to go away even with better infrastructure or as younger generations grow up. These individuals are those that rely most on the government services that are now becoming ‘digital by default’ and will continue to do so. Those who need access to services most, from where the biggest cost savings through the digitisation of services are supposed to come, are the least likely to take these up even when access is available.
KerkoCite.ItemAlsoKnownAs: 2129771:PK6SX683 5242966:U8MUDLZL

School bus routing problem: Contemporary trends and research directions - Ellegood, William A.; Solomon, Stanislaus; North, Jeremy; Campbell, James F. (Omega, 2020)
The school bus routing problem (SBRP) is a challenging operations research problem that has been studied by researchers for almost 50 years. SBRP publications address one or more operational sub-problems, including: bus stop selection, bus route generation, bus route scheduling, school bell time adjustment, and strategic transportation policy issues. This paper reviews 64 new SBRP research publications and analyzes them by sub-problem type, problem characteristics and solution approach. The impact of key SBRP characteristics (number of schools, mixed load, fleet mix, service environment, objective and constraints) are discussed and the different solution approaches to the SBRP are summarized by sub-problem type and methodology. We found in recent years, SBRP researchers are examining more complex real-world problem settings, adopting both evolutionary-based and trajectory-based metaheuristic solution approaches, and considering ridership and travel time uncertainty. This review documents recent trends in SBRP research and highlights research gaps and promising opportunities for future SBRP research.

The university in the twenty-first century: teaching the new enlightenment in the digital age - Elkana, Yehuda; Kl??pper, Hannes; Lazerson, Marvin (2016)
OCLC: 960708617

Elimu Scholarship Programme 2021 - Elimu Centre (Elimu Centre, 2020)
Elimu scholarship programme is sponsored by Kenya government, Equity Bank and World Bank. The programme benefits students from poor background

Achieving Net Zero within the NHS: System-wide transition to greener, sustainable care - Eldridge-Thomas, B.; Carden, S.; Bücker, C.; Davies, B.; Ajadi, S.B.; Coffey, C.; Fauconberg, A. (2021)

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

Dark halo shapes and the fate of stellar bars - El-Zant, Amr; Shlosman, Isaac (The Astrophysical Journal, 2002)
Publisher: IOP Publishing KerkoCite.ItemAlsoKnownAs: 10.1086/342117 2129771:6IPB77G4
Keywords: __C:filed:1

Evolution of galaxies with triaxial haloes - El-Zant, A. A. (Astrophysics and Space Science, 2001)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1023/A:1017557204175 2129771:YGTHNX34

KS-TVET Life Skills Course: Process Report - El-Serafy, Yomna; Macharia, Grace; Klune, Christopher (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/

KS-TVET Life Skills Course: Process Report - El-Serafy, Yomna; Macharia, Grace; Klune, Christopher (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10200829 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1029 ZenodoArchiveConcept: 10200828
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

KS-TVET Life Skills Course: Needs Analysis Report - El-Serafy, Yomna; Klune, Christopher (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8392530 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1014 ZenodoArchiveConcept: 8392529
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

KS-TVET Life Skills Course Progress Report - El-Serafy, Yomna; Klune, Christopher (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/

KS-TVET Life Skills Course Progress Report - El-Serafy, Yomna; Klune, Christopher (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8413609 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1022 ZenodoArchiveConcept: 8413608
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

KS-TVET Life Skills Course: Validation Report - El-Serafy, Yomna; Klune, Christopher (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/

KS-TVET Life Skills Course: Validation Report - El-Serafy, Yomna; Klune, Christopher (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 10047822 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1026 ZenodoArchiveConcept: 10047821
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Strategy for Tanzania — Focus Area: TCPD in primary schools - El-Serafy, Yomna; Khalayleh, Abdullah; Carter, Alice; Haßler, Björn; Proctor, Jamie; Adam, Taskeen (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4742720 2129771:H438X5FW 2129771:MVTX29W5 2405685:BPHSJBH7
Keywords: Author:OpenDevEd

The effectiveness of technology-supported teacher professional learning communities in emergency settings. Future-Proofing Teacher Education: Voices from South Africa and Beyond - El-Serafy, Yomna; Adam, Taskeen; Haßler, Björn (Future-Proofing Teacher Education: Voices from South Africa and Beyond, 2022)
KerkoCite.ItemAlsoKnownAs: 10.4324/9781003185499 2129771:PMRPEFS6 4804264:84MW225P
Keywords: Author:OpenDevEd; _forthcoming

A portrait of hope: Experiences of a visually-impaired refugee with education in Lebanon - El-Serafy, Yomna (University of Cambridge, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:863I3UYH
Keywords: Author:OpenDevEd

Human Firewall: Cyber Awareness using WhatApp AI Chatbot - El Hajal, Georges; Daou, Roy Abi Zeid; Ducq, Yves (2021 IEEE 3rd International Multidisciplinary Conference on Engineering Technology (IMCET), 2021)

Students' Acceptance of Tablet PCs and Implications for Educational Institutions. - El-Gayar, Omar F; Moran, Mark; Hawkes, Mark (Educational Technology & Society, 2011)
00039 KerkoCite.ItemAlsoKnownAs: 2129771:WD4ZS6N9 257089:7T35U3VT
Keywords: ⛔ No DOI found

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

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

Networked shaping–a perspective for international vocational education and further education of vocational educators - Eicker, Friedhelm; Fiedler, Kai-Arne; Haseloff, Gesine (Social Dimension and Participation in Vocational Education and Training, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:RJTR79C4 2317526:GNXQ6U6Y
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; publicImportV1; ⛔ No DOI found

Fundamentals of the development of Vocational Education and Further Education of VET pedagogues in Sub-Saharan Africa - Eicker, Friedhelm (2017)
For many years, the University of Rostock/Technical Education has supported three universities from Mozambique, Ethiopia and South Africa in their effort to establish a modern educational and further educational programme for VET pedagogues. A Further Education network was established in the first steps. If more German universities support it, this network can expand to various other Sub-Saharan African countries. This still poses the essential question which scientific approach will be the basic position. Furthermore the question is how the Further Education network of universities, vocational schools and other VET institutions should be developed locally in Sub-Saharan Africa. A constructivist approach, which is positioned between academic discipline and vocational science, will be proposed here. In the first place, university lecturers and selected teachers will be able to acquire shaping competence. A “Train the Trainer Further Education System” will be proposed.
KerkoCite.ItemAlsoKnownAs: 2129771:DZPPNXYY 2317526:TBLBB8G9 UTI-7B87897D-3120-3B03-9C28-4B8DC3719BA5
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Ethiopia; C:Mozambique; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:pedagogy; T:TVET; T:in-service TVET; publicImportV1; ⛔ No DOI found

Vocational education and training in Sub-Saharan Africa: current situation and development - Eicker, F; Haseloff, G; Lennartz, B (W. Bertelsmann Verlag GmbH & Co. KG, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:DJ6ESH6T 2129771:FKBCF6JJ 2317526:GAA92EKQ 2317526:IJ4BRW4E
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; A:Sub-Saharan Africa; C:Namibia; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; P:economy; P:teachers; Q:higher education; T:Educação profissionalizante; T:TVET; T:in-service TVET; publicImportV1

A Roadmap to Vocational Education and Training Systems Around the World - Eichhorst, Werner; Rodríguez-Planas, Núria; Schmidl, Ricarda; Zimmermann, Klaus F (Institute of Labor Economics (IZA), 2012)
With young people among the big losers of the recent financial crisis, vocational education and training (VET) is often seen as the silver bullet to the problem of youth joblessness. This paper provides a better understanding of VET around the world, dealing with three types of vocational systems: school-based education, a dual system in which school-based education is combined with firm-based training, and informal training. We first explore the motivation for these different types of training, before summarizing the institutional evidence, highlighting the key elements of each training system and discussing its main implementation strengths and challenges. We subsequently review the evidence on the effectiveness of VET versus general education and between the three VET systems. There are clear indications that VET is a valued alternative beyond the core of general education, while the dual system tends to be more effective than school-based VET. Informal training is effective, however relatively little is known of its relative strengths compared with other forms of vocational education.
KerkoCite.ItemAlsoKnownAs: 2129771:Z6HUUQJF 2317526:HFS4J5GC
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Botswana; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:R; CT:T; P:social; Q:flexible; R:quantitative; T:Ausbildung; T:TVET; T:dual TVET; T:firm-based training; T:informal training; T:school-based VET; T:vocational school; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

National Tutoring Programme: Nimble RCTs - EEF (EEF, 2021)
The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.
KerkoCite.ItemAlsoKnownAs: 4804264:2ZRSS79A
Keywords: Final_citation; cited; existing

The importance of context in implementation research - Edwards, Nancy; Barker, Pierre M. (JAIDS Journal of Acquired Immune Deficiency Syndromes, 2014)
Publisher: LWW KerkoCite.ItemAlsoKnownAs: 10.1097/QAI.0000000000000322 2129771:E28V4TLQ 2129771:ZDUB26I8

The importance of context in implementation research - Edwards, Nancy; Barker, Pierre M. (JAIDS Journal of Acquired Immune Deficiency Syndromes, 2014)
Publisher: LWW KerkoCite.ItemAlsoKnownAs: 10.1097/QAI.0000000000000322 2129771:NTB9UBLK 4869029:7VC6NPCS

Interplay between Literacy and Health Services Access: The Case of Elderly Exemption Beneficiaries in Tanzania - Edward, Joshua (Journal of Learning for Development, 2021)
Over the last two decades research has indicated an unpleasant experience for the elderly with exemptions. An important question for this paper is whether the unpleasant exempted experience for the elderly in accessing health services is linked to illiteracy. Since illiteracy can affect how services are used and its results, the answer to this paper’s question could affect how health services are accessed and their associated outcomes. Policy implementors are operating without a solid knowledge of this relationship. The study used a mixed methods approach. Purposive random sampling was applied to select 879 elderly and was guided by research assistants in filling in the questionnaires. Also, purposive sampling was used to recruit 23 key informants. Results indicates a significant relationship between illiteracy and selected indicators of health service access: awareness, acceptability and adequacy. This paper argues for more training opportunities through non-formal programs among adults and communication capacity building among health providers based on the results of implementing the elderly exemption policy in Ubungo and Mbarali districts in Tanzania.
Number: 1
Keywords: exemption policy; health services access and elderly; literacy; ⛔ No DOI found

Innovative Education Workforce Analysis for More Equitable Education: Sierra Leone - Education Workforce Initiative (Education Commission, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:AJ3VZ7A3 2129771:AXTJCXSX 2339240:XCXZB356 2405685:67AH3BDQ 2405685:FJHBE4VN
Keywords: _C:Sierra Leone SLE

Keeping children engaged and achieving in mathematics - Education Review Office (2018)
EdTechHub.ItemAlsoKnownAs: 2129771:BGVQ2RRP

Reaching The Marginalized - Education For All (Global Monitoring Report, 2010)
KerkoCite.ItemAlsoKnownAs: 2129771:YV3KBMQD 261495:X59S92MM

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

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

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

Early Years Toolkit - Education Endowment Foundation (Education Endowment Foundation, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:X3JS86AB 2486141:GRT2VWFB

Early Years Toolkit - Education Endowment Foundation (2021)
An accessible summary of educational research for early years teaching
zotzenLib.CopiedFrom: 2486141:HHGHMBXZ KerkoCite.ItemAlsoKnownAs: 2129771:DBZNVX3T 2486141:HHGHMBXZ

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

Putting evidence to work: A school's guide to implementation - Education Endowment Foundation (2019)

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

Teaching & Learning Toolkit - Education Endowment Foundation (Education Endowment Foundation, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:Q585ER3I 2486141:FKQUA2EN

Learning in the Time of Ebola - Education Development Center (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:94S7Y4NZ 94S7Y4NZ

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

Innovative Education Workforce Analysis for More Equitable Education: Sierra Leone - Education Commission (Education Workforce Initiative, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:YMX4AQR7 2601447:SA5TATL8 4556019:FCPLJM8C

Transforming the Education Workforce: Learning Teams for a Learning Generation - Education Commission (Education Commission, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:VAN2R956 2339240:HFEU63QF 2405685:7JBG673D 2405685:J99WFZ9L
Keywords: C: International

Transforming the education workforce: Learning teams for a learning generation - Education Commission (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:53RGYQLI
Keywords: ⛔ No DOI found

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

Standards - EdTech Tulna - EdTech Tulna (2021)
The EdTech Tulna standards define a set of expectations for the design of EdTech products
KerkoCite.ItemAlsoKnownAs: 4869029:9V2XED4Y

Knowledge Pack : Digital Teaching and Learning - , EdTech Team (World Bank, 2022)