A Proof-of-Concept Study of Can't Wait to Learn: A Digital Game-Based Learning Program for Out-of-School Children in Lebanon - Turner, Jasmine S.; Taha, Karine; Ibrahim, Nisreen; Neijenhuijs, Koen I.; Hallak, Eyad; Radford, Kate; Stubbé-Alberts, Hester; de Hoop, Thomas; Jordans, Mark J. D.; Brown, Felicity L. (Journal on Education in Emergencies, 2022)
Evaluations of education technology (ed tech) interventions in humanitarian settings are scarce. We present a proof-of-concept study of Can’t Wait to Learn, a digital game-based learning program that combines an experiential, active learning design with meaningful, competency-appropriate, and contextually relevant content. We assessed the feasibility of using this program to address the current education gap in Lebanon by implementing its mathematics component in basic literacy and numeracy classes (n=30) with out-of-school children (N=390) ages 10-14. We estimated changes in numeracy competency and psychosocial wellbeing and conducted focus group discussions (n=16) and key informant interviews (n=19) with children, facilitators, parents, and partner staff members to understand the lived experience, perceived impact, and implementation challenges of the program. Our findings support the feasibility of using ed tech programs to meet the needs of out-of-school children, as we saw significant improvements in numeracy, psychological symptoms, and selfesteem; positive reported experiences with the program; increased motivation among the children; and overall ease of implementation. Our suggested improvements to the game design and implementation model will support ongoing program adaptation and implementation, with the goal of increasing access to quality education for children living in humanitarian settings. Our findings will inform future studies that seek to conclusively determine the program’s effectiveness.

A Manual for Writers of Research Papers, Theses, and Dissertations, Ninth Edition: Chicago Style for Students and Researchers - Turabian, Kate L.; Booth, Wayne C.; Colomb, Gregory G.; Williams, Joseph M.; Bizup, Joseph (University of Chicago Press, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:3ZHAUZ8Z 2129771:E5VGU56A

Towards universal health coverage: reforming the neglected district health system in Africa - Tumusiime, Prosper; Kwamie, Aku; Akogun, Oladele B; Elongo, Tarcisse; Nabyonga-Orem, Juliet (BMJ Global Health, 2019)
In most African countries, the district sphere of governance is a colonial creation for harnessing resources from the communities that are located far away from the centre with the assistance of minimally skilled personnel who are subordinate to the central authority with respect to decision-making and initiative. Unfortunately, postcolonial reforms of district governance have retained the hierarchical structure of the local government. Anchored to such a district arrangement, the (district) health system (DHS) is too weak and impoverished to function in spite of enormous knowledge and natural resources for a seamless implementation of universal health coverage (UHC). Sadly, the quick-fix projects of the 1990s with the laudable intention to reduce the burden of disease within a specified time-point dealt the fatal blow on the DHS administration by diminishing it to a stop-post and a warehouse for commodities (such as bednets and vaccines) destined for the communities. We reviewed the situation of the district in sub-Saharan African countries and identified five attributes that are critical for developing a UHC-friendly DHS. In this analytical paper, we discuss decision-making authority, coordination, resource control, development initiative and management skills as critical factors. We highlight the required strategic shifts and recommend a dialogue for charting an African regional course for a reformed DHS for UHC. Further examination of these factors and perhaps other ancillary criteria will be useful for developing a checklist for assessing the suitability of a DHS for the UHC that Africa deserves.
KerkoCite.ItemAlsoKnownAs: 2129771:76RQW9C8 2486141:8UVU7D63 2486141:LLAAQ33W
Keywords: ❓ Multiple DOI

School Feeding Interventions in Humanitarian Responses - Tull, Kerina; Plunkett, Róisín (2018)
School feeding interventions aim to support food and nutrition security, improved learning and educational outcomes, and social needs and social safety nets in humanitarian crises. Evidence about their impact is limited and mixed. In terms of the value added by school feeding initiatives when combined with other social protection programmes, evidence suggests that programmes operating cash transfers provide greater opportunities for improving school participation, but generally tend not to improve learning outcomes although some individual programmes have demonstrated positive results. The main findings in the literature on school feeding programmes specifically in humanitarian contexts that we were able to identify in the time available for this report are: - Children’s access to food and protection from deprivation are elementary and primary functions of emergency school feeding (Hatløy & Sommerfelt, 2017:5). - Nutritional impacts of school feeding in humanitarian contexts are less often documented, in part because the age group reached directly is less at risk of undernutrition than younger (pre-school) children (Gentilini, 2016). - In crisis settings, increased school attendance and reduction in school-drop out objectives are regularly met by school feeding and Food for Education (FFE) programmes (Gentilini, 2016). - Protection (against child labour, recruitment into armed forces, and early marriage) cannot be a stand-alone objective of a humanitarian intervention, but must be a co-objective, alongside aims to improve children’s food access, nutrition and educational access (Hatløy & Sommerfelt, 2017:35). In a case in South Sudan, school feeding ‘pulled’ children from other schools to the schools supported by school meals, which resulted in some children walking longer distances to school and which could result in protection risks (UNICEF SSEC, 2018:13). - When responding to natural disasters or economic or political shocks, relationships with governments from the national to the local level are key to successful school feeding programmes (Berger-Fenning & Keylock, 2017), especially as there is a tendency to favour local purchase of food for ‘home grown’ programmes which support local (smallholder) agriculture as well as reduce costs. - Food for Education (FFE) is considered a safety net during times of crisis, but is not a substitute for a well-organised education system and teacher performance (Alderman and Bundy, 2011:213). FFE programmes can only be effective in education terms if combined with quality education programmes (Alderman and Bundy, 2011:213). - The school feeding system is potentially an important base for shock-response and humanitarian assistance. Despite concerns about capacity, FFE has proven flexible in response to crises. However, the flexibility in the system is currently provided by WFP and its partners. Governments can only adjust their own school meals programme to respond to an emergency if they handle two capacity requirements that this would impose: additional material resources and timely financing (O’Brien et al., 2018:31). - School feeding programmes (SFPs) often provide more food, and food of higher nutritional quality, than take-home ration (THR) programmes (Alderman et al., 2012:193). In general, both SFP and THR programmes perform similarly well; for example, significant positive impacts on attendance in both in-school meals and THR programmes have been reported in Internally Displaced Person (IDP) camps in Northern Uganda. However, school meals may have the unintended effect of increasing the time taken to complete primary school because the child is motivated to attend through the provision of meals and may place less emphasis on the learning environment (Alderman et al., 2012:190-192).
Accepted: 2018-10-16T09:40:23Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:PLQAM4SJ 4869029:3I9PLIYC
Keywords: ⛔ No DOI found

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

Delivering school health programmes - Tull, Kerina (2017)
This report is a general overview of lessons learned about delivery mechanisms from school health programmes. Results are ordered by type of educational institution (primary, secondary, tertiary i.e. representing different age groups and needs), where available. Evidence on school health programmes is stronger for developed/higher income countries than low and middle income/developing countries. Limited information for tertiary school health programmes was available. The findings are ‘gender-blind’, but are separated by gender, where available. From the review of local, national and international school health programmes undertaken for this report, it is clear there is not a “one recommendation fits all” regarding delivery.
Accepted: 2017-10-19T12:58:59Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:VQDFV7BD 4869029:UTIJCN2N
Keywords: ⛔ No DOI found

Effectiveness of leadership capacity building in the health sector - Tull, Kerina (2018)
Although there are options available for building health workers’ and health policy makers’ capacity to become stronger leaders (i.e. as public health leaders or managers), there is little evidence that specific training or courses lead to sustainably better leadership and management skills. It is argued that the most effective types of capacity building processes to improve leadership skills in the health sector are monthly intensive training (e.g. ‘Global Nursing Policy Leadership Institute Programme’, GNPLI), or one-year fellowships with mentorship (e.g. ‘Improving Global Health through Learning Development’ programme, IGH) as part of UK-LIC/LMIC partnership programmes.
Accepted: 2018-02-19T10:24:42Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:2H996A69 4869029:LACCDLPD
Keywords: ⛔ No DOI found

Human Capital in Iraq - Tull, Kerina (2018)
This rapid review has found that human capital is developing in Iraq after years of stagnation due to the 2003 war, where the health and education sectors were hit particularly strongly (OCHA, 2018:5). About 50% of Iraq’s population is under 19 years old, and youth unemployment is very high at 34.6% (World Bank, 2017). There is a strong need to invest in young people, to release their economic value at the individual, employer, and community levels. A number of plans and strategies to help build collective skills, knowledge, or other intangible assets of individuals are noted in this review. As there are regional differences in human capital development between areas in Iraq, the evidence is divided into regions or governorates, where appropriate.
Accepted: 2018-06-04T10:07:45Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:QYRZ6CT4 4869029:FZIA7CVY
Keywords: ⛔ No DOI found

Period Poverty Impact on the Economic Empowerment of Women - Tull, Kerina (2019)
The aim of this review was to present the recent evidence on the period poverty (lack of access to sanitary products, WASH facilities, dignity, and information about menstruation) impact on the economic empowerment of women. Improving menstrual health management (MHM, also known as ‘period poverty’) can substantially improve girls’ education, health and wellbeing. The literature, as well as experts consulted for this rapid review, confirm that that MHM has an impact on the lives of women and girls, albeit indirectly (expert comment). Given the shortage of information on period poverty globally, the expected sensitivities around the topic, and the lack of standardised tools and methods (Phillips-Howard et al., 2016), evidence is predominantly provided from qualitative, participatory, and descriptive methods. It is difficult from the qualitative studies to determine the extent to which period poverty impacts any of these outcomes or economic empowerment, or how influential period poverty contrasts with other challenges facing women and girls in the contexts studied.
Accepted: 2019-02-19T15:44:52Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:BEQGHZ9F 4869029:EGPQBA2H
Keywords: ⛔ No DOI found

Stunting, Wasting, and Education in Nigeria - Tull, Kerina (2019)
Globally, the number of primary school children with nutritional deficiencies is high. This rapid review focuses on children with such deficiencies (namely stunting and wasting), and how it affects them throughout their primary education. Although the focus is on Nigeria, other country examples and their approaches to address this issue are also included, where available. Key points include as hungry children find it difficult to concentrate (Muiru et al., 2014; Foodbank, 2015; Businge, 2016), their learning needs and outcomes are different to well-nourished children. Countries respond to these children in different ways: the most popular being school feeding programmes, e.g. in India, which has a high prevalence of stunting and wasting, there is the free Midday Meal Scheme, which is the largest such scheme in the world (Singh et al., 2012). However, such approaches have varying impacts: positive effects on measured learning were found in Burkina Faso and Peru (World Bank Group, 2018). However, in Kenya, providing school meals took significant time away from the classroom, and so they had an ambiguous net effect (World Bank Group, 2018). Therefore, it is worth noting that although school feeding gets children to school, it does not always improve learning (FAO et al., 2018).
Accepted: 2019-03-01T11:33:08Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:JADDNW86 4869029:QYY2KVDM
Keywords: ⛔ No DOI found

Hospitality and Tourism Education in Uganda: An Integrative Analysis of Students' Motivations and Industry Perceptions - Tukamushaba, Eddy Kurobuza; Xiao, Honggen (Journal of Teaching in Travel & Tourism, 2012)
This article presents an integrative analysis of students' motivations in choosing hospitality and tourism programs as well as industry perceptions of graduates' qualifications for employment in Uganda, A mixed-method approach is used for data collection, analysis, and reporting. Quantitatively, the study replicates a motivational scale of choosing educational programs and identifies six factors that collectively explain about 60% of the variance in students choosing hospitality and tourism programs in this African developing economy. Industry perceptions of graduates' qualifications for employment are reported on the basis of qualitative interviews. Implications of the study are discussed in light of curriculum and program refinement to better prepare future graduates for the industry.
KerkoCite.ItemAlsoKnownAs: 10.1080/15313220.2012.729457 10/gf62kz 2129771:Z4QMF3PS 2317526:28LGQ7QE
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CCZ:Uganda; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:curriculum; F:motivation; F:qualification; P:economy; P:tourism; R:interview; R:qualitative; R:quantitative; T:career; Z:career choice; Z:employer perception; Z:hospitality and tourism education; Z:study motivation; _C:Uganda UGA; publicImportV1

The Effects of Tannery Sludge on Heavy Metal Concentrations in Cereals in Small Holder Farms in Kano, Nigeria - Tudunwada, I.Y.E.U.Essiet; Mohammed, S.G. (Not. Bot. Hort. Agrobot. Cluj, 2007)
Keywords: ⛔ No DOI found

Assessment of Farmers Socio – economic Characteristics in the Karfi Sector of KRIP Kano State, Nigeria - Tudunwada, I.Y.; S.S, Khalifa (Wudil Journal of Earth & Environmental Sciences, WUJEES, 2020)
Keywords: ⛔ No DOI found

Socio – Economic Analysis of Farmers in the Dalili Sector of KRIP - Tudunwada, I.Y.; Mustapha, A. (Second International Conference on Drylands, 12th – 16th December, 2016)
Keywords: ⛔ No DOI found

Farmers’ Characteristics and Cropping Diversity in Smallholder Farms in a Rural Community of Kano Close – Settled Zone, Nigeria - Tudunwada, I.Y.; Momale, S.B.Badamasi; M.M., Jibrin; J.M.; Ajeigbe, H.A. (The Nigerian Journal of Agricultural Extension, 2018)
Keywords: ⛔ No DOI found

Effect of Land Cover on Normalized Difference Vegetation Index (NDVI) Dynamics in Falgore Game Reserve, Kano, Nigeria - Tudunwada, I.Y.; Momale, S.B. (Journal of Agricultural Technology, 2014)
ISBN: 1111-0905
Keywords: ⛔ No DOI found

Effect of Rainfall on NDVI in the Falgore Game Reserve, Kano, Nigeria - Tudunwada, I.Y.; Mohammed, S.O. (Proceedings of the 46th Annual Conference of the Agricultural Society of Nigeria, 2012)
Keywords: ⛔ No DOI found

Lineament Mapping for Groundwater Exploration in Kano State, Nigeria - Tudunwada, I.Y.; Maina, M.M. (International Conference on Civil, Agricultural, Biological and Environmental Sciences (CABES, 2017)
Keywords: ⛔ No DOI found

Spatial Assessment of Heavy Metals in The Irrigated Area of Dalili Sector of Kano River Irrigation Project (KRIP - Tudunwada, I.Y.; Maina, M.M. (37th AGM and Annual Conference of Nigerian Institution of Agricultural Engineers, 2016)
Keywords: ⛔ No DOI found

A GIS Based Biophysical Analysis of the Karfi Sector in Kano River Irrigation Project, Kano State, Nigeria - Tudunwada, I.Y.; Khalifa, S.S. (Annual Conference (41st, 2017)
Keywords: ⛔ No DOI found

Socio – Economic and Environmental Factors Influencing Fertilizer Practice Among Farmers in the Kano Close Settled Zone - Tudunwada, I.Y.; Essiet, E.U. (Bayero Journal of Interdisciplinary Studies, 2009)
Keywords: ⛔ No DOI found

The Effects of Solid Urban Wastes on Some Soil Properties in Kumbotso LGA, Kano State - Tudunwada, I.Y.; Essiet, E.U. (National Conference of Horticultural Society of Nigeria (HORTSON, 2004)
KerkoCite.ItemAlsoKnownAs: 2129771:MWDQUH3K 2129771:T8Q7X6P7
Keywords: ⛔ No DOI found

Flood Vulnerability across Watersheds in Kano State - Tudunwada, I.Y.; Aduojo, A.; Dakagan, J.B. (Nigeria African Journal of Earth and Environmental Sciences, 2021)
Keywords: ⛔ No DOI found

Kano Heat Islands (HIs) through Remotely Sensed Biophysical Parameters - Tudunwada, I.Y.; Aduojo, A.; Dakagan, J.B. (African Journal of Earth and Environmental Sciences, 2021)
Keywords: ⛔ No DOI found

Flood Vulnerability Mapping and Prediction for Early Warning in Jigawa State, Northern Nigeria, Using Geospatial Techniques - Tudunwada, I.Y.; Abbas, A. (International Journal of Disaster Risk Reduction, 2022)

Applications of Remote Sensing and Geographic Information System (GIS) on Environmental Management – a synoptic view - Tudunwada, I.Y. (Paper presented to the Nigerian Environmental Society on, 2009)

Applications of Remote Sensing in Horticulture, being key note address to the 32nd Annual Conference of the Horticultural Society of Nigeria (HORTSON - Tudunwada, I.Y. (Federal university of Agriculture, 2014)

Cassava Development at the Local Government Level: “Implementation Strategies - Tudunwada, I.Y. (Joint Consultative Conference on the Implementation of Federal Government Programs on Cassava Development at the Local Government Level. Organized by National Council for Local Government Departments of Agriculture and the Nigerian –British, 2005)
Keywords: ⛔ No DOI found

Land Quality Assessment in the Dalili Sector of Kano River Irrigation Project - Tudunwada, I.Y. (Second International Conference on Drylands, 2016)
Keywords: ⛔ No DOI found

Pollution from Tanning Industries in Challawa Industrial Estate, Kano - Tudunwada, I.Y. (Bayero Journal of Biological and Environmental Studies. Department of Biological, 2007)
Place: Sciences, B.U.K
Keywords: ⛔ No DOI found

Principles of Remote Sensing & GIS. African Science & Technology Digest - Tudunwada, I.Y. (ISSN, 2011)
Keywords: ⛔ No DOI found

Safe Handling of Agricultural Chemicals: An Introductory Manual for Agricultural Extension Workers - Tudunwada, I.Y. (ISBN, 2004)
Publisher: Gidan Dabino Publishers Limited Kano
Keywords: ⛔ No DOI found

Sustainable Agriculture and Climate Change in Nigeria - Tudunwada, I.Y. (5th Conference/seminar of the National Council of Local Government Departments of Agriculture (NACOLGDA) at merit House, Maitama, Abuja. 10th, 2009)
Keywords: ⛔ No DOI found

The Nigerian Agricultural Sector: Issues & Challenges - Tudunwada, I.Y. (8th Annual Conference of National Council of Local Governments Departments of Agriculture, 2014)
Keywords: ⛔ No DOI found

The Role of Agriculture in Achieving the Millennium Development Goals in Nigeria - Tudunwada, I.Y. (3rd annual conference of the National Council, 2007)
Keywords: ⛔ No DOI found

The Role of Soil Management for Improving Crop and Animal Production to meet the Challenges of food crisis in Nigeria - Tudunwada, I.Y. (Paper presented to National Council of Local Government Departments of Agriculture (NACOLGDA) 21st – 24th October 2008, 2008)

The Role of Soil Management in Addressing Food Crisis in Nigeria - Tudunwada, I.Y. (4th Annual conference of the National Council for Local Government Departments of Agriculture. October 2008, 2008)
Keywords: ⛔ No DOI found

Towards Rice Yield Forecasting and Development of Early Warning System using Geoinformatics in the Kano River Irrigation Project. A project submitted to the Regional Centre for Training in Aerospace Survey (United Nations Commission for Africa) Obafemi Awolowo University, Ile Ife, for fulfilment of the requirements of Certificate in GIS & Remote Sensing - Tudunwada, I.Y. (2009)

Vegetation Change Detection Due to Anthropogenic Activities in the Falgore Game Reserve, Kano, Nigeria - Tudunwada, I.Y. (Geotunis Conference, 6th Session, 26th, 2012)
Keywords: ⛔ No DOI found

for Local Government Departments of Agriculture - Tudunwada I.Y. (Social Development Center, 2007)

The Effects of Some Soil Amendment Materials in Sorghum and Millets in the Soils of Challawa Industrial Area, Kano State - Tudunwada I.Y. (2007)
Place: August

Mapping of Lineaments for Sustainable Groundwater Prospecting In Kano Metropolis, Kano State Nigeria - Tudnwada, I.Y.; Badamasi, M.M.; Atakpa, A. (Techno Science Africana Journal, 2018)
Publisher: ISSN
Keywords: ⛔ No DOI found

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

Designing a Chat Bot for Learning a Subject in a Telegram Messenger. - Tsidylo, Ivan; Samborskiy, Sergiy; Mazur, Stanislav-Ivan; Zamoroz, Maria (ICTERI Workshops, 2020)
Keywords: ⛔ No DOI found

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

Systematic review automation technologies - Tsafnat, Guy; Glasziou, Paul; Choong, Miew Keen; Dunn, Adam; Galgani, Filippo; Coiera, Enrico (Systematic Reviews, 2014)
Systematic reviews, a cornerstone of evidence-based medicine, are not produced quickly enough to support clinical practice. The cost of production, availability of the requisite expertise and timeliness are often quoted as major contributors for the delay. This detailed survey of the state of the art of information systems designed to support or automate individual tasks in the systematic review, and in particular systematic reviews of randomized controlled clinical trials, reveals trends that see the convergence of several parallel research projects.
KerkoCite.ItemAlsoKnownAs: 10.1186/2046-4053-3-74 2129771:E3T24EEP 2129771:HEE5BKVS 2129771:JITRRUI8 2405685:A55PHVHK 2486141:NEQZBEG2 503888:4RAR86XC
Keywords: _Added-ailr-2024

“Together we are better”: Professional learning networks for teachers - Trust, Torrey; Krutka, Daniel G.; Carpenter, Jeffrey Paul (Computers & Education, 2016)
In recent years, many educators have turned to professional learning networks (PLNs) to grow in their craft with peers who are more accessible online because of reduced temporal and spatial constraints. While educators have cultivated PLNs, there is a dearth of research about the effects of PLNs. This manuscript reports the findings of a qualitative study that investigated PLN experiences through the analysis of survey data from 732 P-12 teachers. Data analysis suggests that the anytime, anywhere availability of expansive PLNs, and their capacity to respond to educators’ diverse interests and needs, appear to offer possibilities for supporting the professional growth of whole teachers. These findings have implications for defining the present and future of teacher learning in a digital age.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2016.06.007 4804264:CUPLKNAP
Keywords: Computer-mediated communication; Final_citation; Learning communities; Lifelong learning; PLN; Professional development; existing

Building and Sustaining National Educational Technology Agencies : Lessons, Models and Case Studies from Around the World - Trucano, Michael; Dykes, Gavin (World Bank Education, 2017)
National ICT/education agencies (and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries. That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. Through an examination of lessons from the development and history of a set of representative ICT/education agencies in East Asia, and, to better understand East Asian experience, other countries around the work, this paper seeks to identify common challenges and issues and potential relevance to leaders of such institutions.
KerkoCite.ItemAlsoKnownAs: 2129771:Z7S8UJIY

Building and Sustaining National ICT Education Agencies : Lessons from International Experiences - Trucano, Michael; Dykes, Gavin (World Bank Education, 2016)
National ICT/education agencies (and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries. That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. Through an examination of lessons from the development and history of a set of representative ICT/education agencies in East Asia, and, to better understand East Asian experience, other countries around the work, this paper seeks to identify common challenges and issues and potential relevance to leaders of such institutions.
KerkoCite.ItemAlsoKnownAs: 2129771:DF372KBZ

SABER-ICT Framework Paper for Policy Analysis : Documenting National Educational Technology Policies Around the World and Their Evolution over Time. - Trucano, Michael (World Bank Education, 2016)
The systems approach for better education results (SABER) - information and communication technology (ICT) policy framework is designed to help policymakers make better informed decisions about how best to use ICTs in pursuit of core developmental objectives in the education sector. It aims to aid and inspire education policymakers as they draft, re-consider, and evaluate key policies related to the use of ICT, especially within the formal education sector at the primary and secondary (K-12) level. The framework was constructed by analyzing and synthesizing policy documents from over 80 countries. The vast majority of these policies relate to formal schooling at the primary and secondary level; related official policy guidance for other parts of an education system, including at the level of early childhood development, technical, and vocational education (TVET) and higher education, as well as pertain to out-of-school and life-long learning, is comparatively rare. While the SABER-ICT framework was constructed through an analysis of national ICT and education policies, it is expected that it may be useful when attempting to analyze and benchmark related sub-regional policies (that is, at the provincial or state level) as well.
KerkoCite.ItemAlsoKnownAs: 2129771:Y5QYSW6Y 2292090:9429UDZY

Technologies in education across the Americas: The promise and the peril – and some potential ways forward - Trucano, Michael (World Bank Education, 2016)
National educational technology agencies (‘ICT/education agencies’, and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries. That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. By documenting emerging lessons from the histories of various national educational technology agencies and their functional equivalents, which are typically responsible for similar roles but which can differ radically in form by country and over time, it is hoped that this publication can help inform perspectives of decision makers considering how to create and support such an institution, the forms it might take, what roles it might take on, and how these forms and roles might be expected to evolve over time. Case studies from Korea (KERIS), Malaysia (Smart Schools), England (Becta), Chile (Enlaces), Armenia (NaCET), Uruguay (Plan Ceibal); Indonesia (PUSTEKKOM), Costa Rica (Omar Dengo Foundation), Thailand (Schoolnet Thailand), Australia (EdNA) and the Philippines are included, as well as a discussion of general lessons from international experiences, and pointers to other notable institutions around the world.
KerkoCite.ItemAlsoKnownAs: 2129771:BGWJG3GT

AI and the Next Digital Divide in Education - Trucano, M. (2023)
KerkoCite.ItemAlsoKnownAs: 4804264:MXBS2Y6J
Keywords: Final_citation; anystyle; existing

ROER4D Project Activity Toolkit - Research Capacity Development - Trotter, Henry; Hodgkinson-Williams, Cheryl; Willmers, Michelle (Research on Open Educational Resources for Development project, 2018)
The Research on Open Educational Resources for Development (ROER4D) project was a four-year (2013–2017), large-scale networked project which set out to contribute a Global South research perspective on how open educational resources can help to improve access, enhance quality and reduce the cost of education in the Global South. The project engaged a total of 103 researchers in 18 sub-projects across 21 countries from South America, Sub-Saharan Africa and Asia, coordinated by Network Hub teams based at the University of Cape Town (UCT) and Wawasan Open University. This chapter forms part of a project activity toolkit, which is comprised of five documents outlining activities associated with each of the UCT Network Hub pillars of project management activity: networking, evaluation, communications, research capacity development, and curation and dissemination. It is hoped that these chapters will be of practical use to other projects attempting to integrate any of these aspects in their operational strategies. This chapter focuses on the research capacity development activities undertaken in the ROER4D project, which were seen as crucial in terms of addressing the project objectives of building an empirical knowledge base on the use and impact of open educational resources (OER) in the Global South, developing the research capacity of Global South OER researchers and building a network of Global South OER scholars. It outlines the rationale behind and implementation of four central aspects of the research capacity development process, namely: research question harmonisation, concept clarification, developmental editing and open research approaches (incorporating open data). Key insights gained in conducting research capacity development activities amongst participating researchers have led the UCT Network Hub to recommend a research capacity development model which has a cohesive trajectory from conceptualisation to conducting research and, ultimately, publishing and profiling the findings of that work.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1221331 2129771:JFS4GFV7 2486141:JJGDCU6U 503888:3YAPZ9VK
Keywords: CitedIn:eCubed; Done:ReferenceFixed; Global South; OER; Open Educational Resources; ROER4D; concept clarification; developmental editing; eCubed; question harmonisation; research capacity development

Technical and vocational education and training (TVET) for young people in low- and middle-income countries: a systematic review and meta-analysis - Tripney, Janice S; Hombrados, Jorge G (Empirical Research in Vocational Education and Training, 2013)
The world is facing a worsening youth employment crisis. In response, technical and vocational education and training (TVET) is back on the development agenda after years of neglect. This systematic review examined the evidence from studies evaluating the impacts of TVET interventions for young people in low- and middleincome countries (LMICs). The 26 included studies evaluated 20 different interventions, predominantly from Latin America. Meta-analyses of the effectiveness of TVET on five outcome measure categories were conducted. The overall mean effects on overall paid employment, formal employment, and monthly earnings were small, positive, and significant; however, significant heterogeneity was observed. Moderator analysis was performed in an attempt to explain between-study differences in effects. The overall paucity of research in this area, together with specific gaps and methodological limitations, affirm the need for strengthening the evidence base. Implications for policy, practice and research are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1186/1877-6345-5-3 10/gf62zx 2129771:J9NNI3R6 2249382:8Z39TPIP 2317526:ZDA23HGH UA-ef9e8a77-a2ae-48e7-aee2-7ad36c907bed
Keywords: -AB-Review; -AB-Review-SSA; -RQAsummary; -codedOrSummarised; -review; C:Kenya; CLL:en; FF1.1/3; FF2.2; FF2.7.a; keyReview en; onLongList; retain_obsolete; revofrevSummarisedSeptember2018; summarised

ASSESSMENT-AS-LEARNING FOR COGNITIVE ACTIVATION. ISSUES FOR EFFECTIVE USE OF LEARNING TECHNOLOGIES IN THE CLASSROOM - Trinchero, Roberto (Italian Journal of Educational Technology, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:FMNSPGL7
Keywords: __C:filed:1; ⛔ No DOI found

Valutazione formante per l’attivazione cognitiva. Spunti per un uso efficace delle tecnologie per apprendere in classe - Trinchero, Roberto (Italian Journal of Educational Technology, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:FZHU57FM
Keywords: _C:Australia AUS; _C:Italy ITA; _C:New Zealand NZL; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The effects of the quantification of faculty productivity: perspectives from the design science research community - Tremblay, M.C.; Meer, D; Beck, R. (Communications of the Association for Information Systems, 2018)
KerkoCite.ItemAlsoKnownAs: 10.17705/1CAIS.04334 2129771:GUCSV5WG 2486141:UB4CXZR9

Data for Development: Shifting Research Methodologies for Covid-19 - Traxler, John; Smith, Matt (Journal of Learning for Development, 2020)
Successful and appropriate informal digital learning can help individuals and communities build sustainable and meaningful livelihoods, strengthen social cohesion and resilience, preserve and enhance cultural traditions and engage constructively and robustly with the wider world. Building digital learning that embodies participative and collaborative development and community ownership and control rests on the work of educators who understand these individuals and communities and their cultures, which may be very distant and different from global norms and the mainstream of their countries. These educators may, however, be reliant on research tools and techniques that are inappropriate or inadequate in these different settings and situations. This paper sets out a brief critique of these established tools and techniques as the prelude to reviewing a range of more innovative and eclectic ones drawn from a variety of disciplines. This is timely because COVID-19 has increased the barriers that separate educators from would-be learners whilst also increasing the education that these people and communities need.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:ZYYRZURH
Keywords: COVID; development; digital research; marginalised communities; research methods; ⛔ No DOI found

Critical mobile pedagogy: cases of digital technologies and learners at the margins - Traxler, John; Crompton, Helen (2021)
Critical Mobile Pedagogy is an exploration of mobile technologies for designing and delivering equitable and empowering education around the globe. Synthesizing a diverse range of projects and conceptual frameworks, this case-based collection addresses the ambitions, assumptions, and impacts of interventions in under-researched, often disadvantaged communities. The editors and authors provide a nuanced and culturally responsive approach to showcasing: indigenous, nomadic, refugee, rural, and other marginalized communities emerging pedagogies such as curation, open resources, massive open online courses (MOOCs), and self-directed learning contextual factors, including pedagogy, ethics, scaling, research methodology and culture, and consequences of innocuous or harmful implementation and deployment the nature of participation by global capital, multinationals, education systems, international agencies, national governments, and telecoms companies. Scholars, academics, policymakers, and program managers are increasingly using mobile technologies to support disadvantaged or disempowered communities in learning more effectively and appropriately. This book's diverse research precedents will help these and other stakeholders meet the challenges and opportunities of our complex, increasingly connected world and work with greater cultural and ethical sensitivity at the intersection of education, research, and technology.
OCLC: 1197812174

Students and mobile devices - Traxler, John (Research in Learning Technology, 2010)
00037 KerkoCite.ItemAlsoKnownAs: 10.1080/09687769.2010.492847 10/crbzh7 2129771:2WEAG4L8 257089:NI89DJJ4

Making mobile learning work: case studies of practice - Traxler, J.; Wishart, J. (ESCalate, HEA Subject Centre for Education, University of Bristol, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:4H3PMF2K 257089:VJRBESBN

The Words Between Us: How Well Do Enumerators Understand the Terminology Used in Humanitarian Surveys? A Study from Northeast Nigeria - Translators Without Borders (2018)

Disability in and Around Urban Areas of Sierra Leone - Trani, Jean-Francois; Bah, Osman; Bailey, Nicki; Browne, Joyce; Groce, Nora; Kett, Maria (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:HBY77CAK 2129771:QHDCLY92 2405685:FSQFJ72I
Keywords: _C:Sierra Leone SLE

Toward Sustainable Learning during School Suspension: Socioeconomic, Occupational Aspirations, and Learning Behavior of Vietnamese Students during COVID-19 - Tran, Trung; Hoang, Anh-Duc; Nguyen, Yen-Chi; Nguyen, Linh-Chi; Ta, Ngoc-Thuy; Pham, Quang-Hong; Pham, Chung-Xuan; Le, Quynh-Anh; Dinh, Viet-Hung; Nguyen, Tien-Trung (Sustainability, 2020)
The overspread of the novel coronavirus—SARS-CoV-2—over the globe has caused significant damage to manufacturing and service businesses, regardless of whether they are commercial, public, or not-for-profit sectors. While both the short-term and long-term impacts of most companies can be approximately measured or estimated, it is challenging to address the enduring effects of COVID-19 on teaching and learning activities. The target of this research is to investigate students’ manners of studying at home during the school suspension time as a result of COVID-19. Through analyzing original survey data from 420 K6–12 students in Hanoi, Vietnam, this work demonstrates the different learning habits of students with different socioeconomic statuses and occupational aspirations during the disease’s outbreak. In particular, we featured the differences in students’ learning behaviors between private schools and public schools, as well as between students who plan to follow STEM-related careers and those who intend to engage in social science-related careers. The empirical evidence of this study can be used for the consideration of the local government to increase the sustainability of coming policies and regulations to boost students’ self-efficacy, as it will affect 1.4 million students in Hanoi, as well as the larger population of nearly 10 million Vietnamese students. These results can also be the foundation for future investigations on how to elevate students’ learning habits toward Sustainable Development Goal 4 (SDG4)—Quality Education—especially in fanciful situations in which the regular school operation has been disrupted, counting with limited observation and support from teachers and parents.
Number: 10 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/su12104195 2129771:ZPR8JBDE
Keywords: COVID-19; SDG4; Vietnam; _C:Australia AUS; _C:Canada CAN; _C:China CHN; _C:France FRA; _C:Germany DEU; _C:India IND; _C:Iran IRN; _C:Italy ITA; _C:Japan JPN; _C:Korea XKOR; _C:Korea; Democratic People's Republic PRK; _C:Korea; Republic KOR; _C:Netherlands NLD; _C:Poland POL; _C:Singapore SGP; _C:Switzerland CHE; _C:Thailand THA; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1; learning habit; occupational aspiration; school closure; secondary school; socioeconomic; sustainable education

Development of the TAIL rating scheme for indoor environmental quality in schools - Tran, Minh-Tien; Wei, Wenjuan; Dassonville, Claire; Mandin, Corinne; Wargocki, Pawel; Hequet, Valérie (CLIMA 2022 conference, 2022)
The TAIL rating scheme was developed to assess indoor environmental quality (IEQ) in offices and hotels undergoing deep renovation and was recently extended by the PredicTAIL method allowing prediction of IEQ through modeling. TAIL provides the methodology for rating the quality of the thermal, acoustic, and luminous environments, the indoor air quality, and the overall quality of the indoor environment. The present work is an extension of the use of TAIL rating scheme for school classrooms to provide necessary information for effective actions and mitigation measures to improve classroom IEQ. The TAIL was invented by examining the literature and certification schemes to identify the parameters that characterize IEQ in offices and hotels; 12 parameters were selected. A similarly pragmatic approach is followed when developing the TAIL for schools. The literature published after 2010 was surveyed to identify papers presenting measurements of IEQ in classrooms in Europe, the USA, and Australia; 75 papers were identified. Besides the 12 parameters already included in TAIL, the studies also used other parameters to characterize classroom IEQ. These parameters will be evaluated for their importance for the teaching, learning, and well-being of pupils, as well as measuring complexity, among others. Based on this assessment, the relevant parameters will be selected for inclusion in the TAIL rating for schools. The selection will be assisted using the measurements from the extensive campaign organized by the Indoor Air Quality Observatory in 308 schools and 602 classrooms in France; some of these data will be used to assess the efficacy of the TAIL for schools indicator. The relationships between the newly developed TAIL for schools, the teacher’s perceptions of indoor environmental quality, and detailed building characteristics will be studied.
Publisher: CLIMA 2022 conference KerkoCite.ItemAlsoKnownAs: 10.34641/CLIMA.2022.244 2129771:KYSDIHAD 2129771:SIRRH9BM 4682641:4GVDN4PA 4682641:GBDCAQVS
Keywords: BE:RELEVANT; auto_merged

TPD@Scale Compendium. Foundation for Information Technology Education and Development. - TPD@Scale Coalition for the Global South (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:A9USXK2I

Analysis report of data collected in Temeke schools - Toyinbo, Oluyemi; Villavicencio, Xuzel; Waziri, Nafisa; Haßler, Björn (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10794560 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1116 ZenodoArchiveConcept: 10794559
Keywords: Internal; _r:AddedByMyEducationEvidence

Trialling environmental sensors in Tanzanian schools – first pilot - Toyinbo, Oluyemi; Villavicencio, Xuzel; Haßler, Björn (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10257287 ZenodoArchiveConcept: 10257286 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1035 2129771:NFNWZX3A
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Education and climate change: What retrofits could make classroom environments more conducive to learning? - Toyinbo, Oluyemi; Villavicencio, Xuzel (The Education and Development Forum (UKFIET), 2023)
To foster optimal student learning, well-being, and overall health, it is vital that school environments prioritise comfort.
KerkoCite.ItemAlsoKnownAs: 2129771:LEELGBV8 2486141:P3IXUQ6W

Education and climate change – What retrofits could make classroom environments more conducive to learning? - Toyinbo, Oluyemi; Villavicencio, Xuzel (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8392534 ZenodoArchiveConcept: 8392533 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0297 10.53832/opendeved.1014 2129771:WSD6C5HV
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Possible Retrofit Interventions for Classrooms (Infographic) - Toyinbo, Oluyemi; Villavicencio Peralta, Xuzel Ana; Megogo Bokamba, Tania Elena (Open Development & Education, 2023)
The infographic presents different options explored so far for possible modifications that could be implemented in classrooms in Tanzania. The interventions chosen will depend on the conditions of each classroom studied in the ‘Improving Learning Conditions through Classroom Experience’ programme.
KerkoCite.ItemAlsoKnownAs: 2129771:I6HJ2EJ3

Building and indoor environmental quality assessment of Nigerian primary schools: A pilot study - Toyinbo, Oluyemi; Phipatanakul, Wanda; Shaughnessy, Richard; Haverinen-Shaughnessy, Ulla (Indoor Air, 2019)
A total of 15 classrooms went through on-site assessments/inspections, including measurements of temperature (T), and concentrations of carbon monoxide (CO) and carbon dioxide (CO2). In addition, the level of surface biocontamination/cleaning effectiveness was assessed by measuring adenosine triphosphate (ATP) levels on students' desks. Based on the data, the quality of facilities in the buildings was low. Classroom occupancy exceeded ASHRAE 50 person/100 m2 standard in all cases indicating overcrowding. However, concentrations of CO2 remained below 1000 ppm in most classrooms. On the other hand, indoor T was above the recommended levels for thermal comfort in all classrooms. Maximum indoor CO was 6 ppm. Median ATP concentrations on the desk tops were moderately high in all schools. The use of open incinerators and power generator sets near classrooms, which was suspected to be the main source of CO, should be discouraged. Improved hygiene could be achieved by providing the students access to functioning bathroom facilities and cafeteria, and by effective cleaning of high contact surfaces such as desks. Although ventilation seems adequate based on CO2 concentrations, thermal comfort was not attained especially in the afternoon during extreme sunlight. Therefore, installing passive and/or mechanical cooling systems should be considered in this regard.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/ina.12547 openalex: W2949016276 KerkoCite.ItemAlsoKnownAs: 10.1111/ina.12547 2129771:RJFYRRCV 4874017:2RMVCHT5 5072953:46EITHZ2 5072953:76FPBVHZ 5072953:8DCBZHRW
Keywords: C:Nigeria; _z:class:countries; _z:class:themes; cleaning; educational buildings; indoor environmental quality; natural ventilation; openalex:n:1; openalex:yes; school classrooms; thermal acceptability

Indoor environmental quality, pupils' health and academic performance - Toyinbo, Oluyemi Olagoke (Itä-Suomen yliopisto, 2017)
Basic elementary school is compulsory for students in most countries of the world. Therefore, children spend a considerable amount of their time in school studying. Subsequently, exposure to substances in their school indoor environment can affect their studies and health. In addition , children are more susceptible to indoor pollutants because their organ systems are immature. In general, there has been more research on the impact of offices and industrial environments on adult occupants than research on school environments involving pupils. The aim of this thesis is to assess elementary schools’ indoor environmental quality, and its associations with pupils’ health and learning outcomes. Data were collected from three countries (samples including all elementary schools in Finland, seventy elementary schools in United States of America and five elementary schools in Nigeria). This included measuring classroom indoor and outdoor temperature, carbon dioxide, carbon monoxide and relative humidity. Ventilation rates were also assessed as well as cleaning effectiveness. A walkthrough was done to evaluate school building characteristics while students and school principals were asked questions about health and school environmental conditions respectively. Data were also recovered from registries. The results from Finland showed that noise and poor air quality in classrooms were the most prevalent indoor environmental (IEQ) factors causing discomfort, while headache, fatigue and stuffy nose were the most prevalent health problems reported by students. Where students reported poor air quality in classrooms, it was associated with high measured mean temperature and low ventilation rates in those classrooms. Respiratory symptoms increased with thermal discomfort, inadequate ventilation and moisture damage. Missed school days as a result of respiratory symptoms was more common in schools with inadequate ventilation. Inadequate ventilation was associated with learning outcomes. Ventilation rate was dependent on the type of the ventilation system. Upgraded systems were found to provide more adequate ventilation and thermal comfort in schools. A negative significant correlation was also found between the number of students in the classroom and ventilation rate per student. In the US study, academic performance such as passing mathematical and reading tests was related to ventilation rates and indoor temperature in classrooms. Inadequate ventilation was associated with increased visits to school nurses due to respiratory symptoms while biological contamination of high contact surfaces was related to increased visits due to gastro-intestinal symptoms. In the Nigerian study, thermal discomfort was observed in classrooms especially in the afternoon even though most classrooms were adequately ventilated judging by indoor carbon dioxide (CO2) concentration. There was lack of functioning bathrooms in most schools studied and biological contamination of student desk was moderately high based on adenosine triphosphate (ATP) testing. It was considered important that activities that emit or produce hazardous materials are not present or near school buildings, as this will ultimately affect the IEQ of classrooms. There is a need to constantly and continuously evaluate school buildings, so that the best possible indoo r environment can be provided for students at all times.
KerkoCite.ItemAlsoKnownAs: 2129771:CMLU88AK 4682641:VKPFB4BX
Keywords: BE:LMIC; BE:RELEVANT

School buildings and indoor environmental quality in Nigerian elementary schools and their potential health effects on students - Toyinbo, Oluyemi (Itä-Suomen yliopisto, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:4KZHYNXS 4682641:5F54ZTDJ 4682641:L466LHM6
Keywords: BE:LMIC; BE:RELEVANT

Baby knows best? The impact of weaning style on food preferences and body mass index in early childhood in a case–controlled sample - Townsend, Ellen; Pitchford, Nicola J. (BMJ open, 2012)
Publisher: British Medical Journal Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1136/bmjopen-2011-000298 2129771:9UR9FJG4

Using electronic technology in the dynamic testing of young primary school children: predicting school achievement - Touw, Kirsten WJ; Vogelaar, Bart; Bakker, Merel; Resing, Wilma CM (Educational Technology Research and Development, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-019-09655-6 10/gf62gs 2129771:8L67ZYJJ 2129771:K8MADQWM
Keywords: __C:filed:1

Llama 2: Open Foundation and Fine-Tuned Chat Models - Touvron, Hugo; Martin, Louis; Stone, Kevin; Albert, Peter; Almahairi, Amjad; Babaei, Yasmine; Bashlykov, Nikolay; Batra, Soumya; Bhargava, Prajjwal; Bhosale, Shruti; Bikel, Dan; Blecher, Lukas; et al. (arXiv, 2023)
In this work, we develop and release Llama 2, a collection of pretrained and fine-tuned large language models (LLMs) ranging in scale from 7 billion to 70 billion parameters. Our fine-tuned LLMs, called Llama 2-Chat, are optimized for dialogue use cases. Our models outperform open-source chat models on most benchmarks we tested, and based on our human evaluations for helpfulness and safety, may be a suitable substitute for closed-source models. We provide a detailed description of our approach to fine-tuning and safety improvements of Llama 2-Chat in order to enable the community to build on our work and contribute to the responsible development of LLMs.
arXiv:2307.09288 [cs]
Keywords: Computer Science - Artificial Intelligence; Computer Science - Computation and Language

LLaMA: Open and Efficient Foundation Language Models - Touvron, Hugo; Lavril, Thibaut; Izacard, Gautier; Martinet, Xavier; Lachaux, Marie-Anne; Lacroix, Timothée; Rozière, Baptiste; Goyal, Naman; Hambro, Eric; Azhar, Faisal; Rodriguez, Aurelien; Joulin, Armand; et al. (arXiv, 2023)
We introduce LLaMA, a collection of foundation language models ranging from 7B to 65B parameters. We train our models on trillions of tokens, and show that it is possible to train state-of-the-art models using publicly available datasets exclusively, without resorting to proprietary and inaccessible datasets. In particular, LLaMA-13B outperforms GPT-3 (175B) on most benchmarks, and LLaMA-65B is competitive with the best models, Chinchilla-70B and PaLM-540B. We release all our models to the research community.
arXiv:2302.13971 [cs]
Keywords: Computer Science - Computation and Language

Envisioning AI for K-12: What Should Every Child Know about AI? - Touretzky, David; Gardner-McCune, Christina; Martin, Fred; Seehorn, Deborah (Proceedings of the AAAI Conference on Artificial Intelligence, 2019)
The ubiquity of AI in society means the time is ripe to consider what educated 21st century digital citizens should know about this subject. In May 2018, the Association for the Advancement of Artificial Intelligence (AAAI) and the Computer Science Teachers Association (CSTA) formed a joint working group to develop national guidelines for teaching AI to K-12 students. Inspired by CSTA's national standards for K-12 computing education, the AI for K-12 guidelines will define what students in each grade band should know about artificial intelligence, machine learning, and robotics. The AI for K-12 working group is also creating an online resource directory where teachers can find AI- related videos, demos, software, and activity descriptions they can incorporate into their lesson plans. This blue sky talk invites the AI research community to reflect on the big ideas in AI that every K-12 student should know, and how we should communicate with the public about advances in AI and their future impact on society. It is a call to action for more AI researchers to become AI educators, creating resources that help teachers and students understand our work.
KerkoCite.ItemAlsoKnownAs: 10.1609/aaai.v33i01.33019795 2486141:GYRJKI7R 2486141:N5VZFQNR

Influencing appraisals of emotional valence with spatial touchscreen interactions: An embodied approach to Positive Technology - Torres, Sergio Cervera (2017)
00000 EdTechHub.ItemAlsoKnownAs: 2129771:GB82VEJ8
Keywords: _C:Canada CAN; _C:China CHN; _C:France FRA; _C:Germany DEU; _C:Italy ITA; _C:Netherlands NLD; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

An introduction to the coverage of the Data Citation Index (Thomson-Reuters): Disciplines, document types and repositories - Torres-Salinas, Daniel; Martín-Martín, Alberto (arXiv preprint arXiv:1306.6584, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:GRAPAAD2
Keywords: ⛔ No DOI found

Academic Silver Linings in a Philippine State University Amid the Early Stages of Pandemic Cases - Toquero, Cathy Mae (Journal of Learning for Development, 2021)
The primary role of the academe is knowledge building, however, due to the prevailing digital divide, some institutions of higher learning were not able to offer even Emergency Online Teaching (EOT) for continuous formal education during the early stages of the pandemic. This article highlights diversified ways that a state university from a developing country (Philippines) responded to the crisis to offer assistance towards the social development of the stakeholders amid the COVID-19 pandemic.
Number: 2
Keywords: COVID-19; Philippines; _genre:PR-primary_research; crisis response strategy; emergency response; higher education; social media; ⛔ No DOI found

Emergency remote education experiment amid COVID-19 pandemic - Toquero, Cathy Mae (IJERI: International Journal of Educational Research and Innovation, 2021)
Number: 15 KerkoCite.ItemAlsoKnownAs: 10.46661/ijeri.5113 2129771:7B7JU7RW
Keywords: __C:filed:1; remote teaching

Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence - Tondeur, Jo; Van Braak, Johan; Ertmer, Peggy A.; Ottenbreit-Leftwich, Anne (Educational Technology Research and Development, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-016-9481-2 4804264:7A5EH84Z
Keywords: Final_citation

School feeding in east and southern Africa: Improving food sovereignty or photo opportunity - Tomlinson, Mark (Health Systems Research Unit, Medical Research Council. Equinet Discussion Paper, 2007)
KerkoCite.ItemAlsoKnownAs: 2129771:GNITKZVE 4502395:A8SCL66S 4502395:ZGDFAMZA
Keywords: ⛔ No DOI found

Does Outcomes-Based Reporting Contribute to or Contradict the Realisation of Social Outcomes? - Tomkinson, Emma (The Three Sector Solution: Delivering public policy in collaboration with not-for-profits and business, 2016)
KerkoCite.ItemAlsoKnownAs: 4804264:IRPCEGU8 4804264:TSMHAMVF
Keywords: Final_citation

Effects of game‐based learning on students' mathematics achievement: A meta‐analysis - Tokac, Umit; Novak, Elena; Thompson, Christopher G. (Journal of Computer Assisted Learning, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12347 4804264:4ZMLBSY3
Keywords: Final_citation; cited; existing

Development of a tool to predict the socio-economic consequences of better air quality and temperature control in classrooms - Toftum, Jørn; Andersen, Rune; Prado, Jose Joaquin Aguilera; Kolstrup, Kristian; Hauberg, Daniel Sloth; Clausen, Geo (Energy and Buildings, 2021)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.enbuild.2021.111274 2129771:FFN373CD 4682641:ISVXWBRE 5072953:4TCCGC4P
Keywords: BE:RELEVANT

A double challenge for the disabled - Toesland, F (United Nation, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:8873TGLI 5242966:6Y8IKKY2

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

Machine learning vs. Rules and out-of-the-box vs. retrained - Tkaczyk, D.; Collins, A.; Sheridan, P. (Proceedings of the ACM/IEEE on Joint Conference on Digital Libraries, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:MBUCEYE8 2486141:76I7WBRZ

Implications for implementation science - Titler, Marita G.; Everett, Linda Q.; Adams, Susan (Nursing Research, 2007)
Publisher: LWW KerkoCite.ItemAlsoKnownAs: 10.1097/01.NNR.0000280636.78901.7f 2129771:HPXEPV6Z

Disadvantaged Schools and Students in Ethiopia: Why is the GEQIP-E Reform Necessary? - Tiruneh, Dawit; Sabates, Ricardo; Woldehanna, Tassew (Research on Improving Systems of Education (RISE), 2021)
This Insight provides an overview of the prevalence of inequity in access to quality primary education for children and particularly girls living in the emerging regions, and children with disabilities in Ethiopia.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI_2021/026 2129771:ALGWJAJ3

Trends in Mathematics Learning in Ethiopia: 2012 – 2019 - Tiruneh, Dawit T.; Sabates, Ricardo; Rolleston, Caine; Hoddinott, John (Bahir Dar Journal of Education, 2021)
This study examines the trends in mathematics learning for Grade 4 pupils in Ethiopia based on a longitudinal survey of 33 schools from 2012-13 to 2018-19. The study employs unique data collected both at the start and end of the General Education Quality Improvement Program – Phase II (GEQIP-II) reform targeting the same schools in six regions. The data included repeated measures of pupil learning outcomes plus child socio-economic background, teacher, and school characteristics. Despite the implementation of the GEQIP-II reform, we found that pupils’ mathematics learning levels declined between 2012-13 and 2018-19. Progress in mathematics within the 2018-19 academic year improved slightly compared to 2012-13, but there is difference in magnitude of learning progress for the two periods between pupils across rural-urban locations, regional states, and family economic backgrounds. There is an overall improvement in school and teacher ‘quality’ between 2012 and 2019, while there is some evidence of changes in student composition between the two periods. Consistent with the GEQIP-II reform in terms of supporting access and retention, pupils in 2018-19 were more likely to have attended pre-school, less often absent from school, and less likely to have dropped out, compared to pupils in the same grade level in 2012-13. In 2018-19, pupils’ caregivers are less likely to be literate, they have fewer assets at home, and they travel a relatively longer distance to school. Differences in mathematics learning levels and learning progress between disadvantaged pupils (i.e., pupils from rural areas, emerging regions, poorest socio-economic background) and their relatively advantaged counterparts are discussed in relation to the GEQIP-II educational reform.
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.1965/bje.v21i1.669 2129771:ERG5J35V
Keywords: disadvantaged students; equitable access; numeracy; ⚠️ Invalid DOI

A history of meta‐regression: Technical, conceptual, and practical developments between 1974 and 2018 - Tipton, Elizabeth; Pustejovsky, James E.; Ahmadi, Hedyeh (Research Synthesis Methods, 2019)
At the beginning of the development of meta‐analysis, understanding the role of moderators was given the highest priority, with meta‐regression provided as a method for achieving this goal. Yet in current practice, meta‐regression is not as commonly used as anticipated. This paper seeks to understand this mismatch by reviewing the history of meta‐regression methods over the past 40 years. We divide this time span into four periods and examine three types of methodological developments within each period: technical, conceptual, and practical. Our focus is broad and includes development of methods in the fields of education, psychology, and medicine. We conclude the paper with a discussion of five consensus points, as well as open questions and areas of research for the future.
KerkoCite.ItemAlsoKnownAs: 2129771:7T46BWRS 2129771:D6XJFQKW
Keywords: _yl:a

Current practices in meta‐regression in psychology, education, and medicine - Tipton, Elizabeth; Pustejovsky, James E.; Ahmadi, Hedyeh (Research Synthesis Methods, 2019)
Having surveyed the history and methods of meta‐regression in a previous paper, in this paper, we review which and how meta‐regression methods are applied in recent research syntheses. To do so, we reviewed studies published in 2016 across four leading research synthesis journals: Psychological Bulletin , the Journal of Applied Psychology , Review of Educational Research , and the Cochrane Library . We find that the best practices defined in the previous review are rarely carried out in practice. In light of the identified discrepancies, we consider how to move forward, first by identifying areas where further methods development is needed to address persistent problems in the field and second by discussing how to more effectively disseminate points of methodological consensus.
KerkoCite.ItemAlsoKnownAs: 10.1002/jrsm.1339 2129771:JCBEJPYX
Keywords: _yl:b

Factors Influencing The Adoption Of Flexible Teaching Approaches In Technical Training Institutions In Kenya - Tiony, AK; Ferej, A; Kitainge, K (2016)
The goal of training in technical training institutions is to produce highly skilled graduates with competencies to handle various challenges in technology oriented fields. The continuing need to improve the quality of education in Technical Vocational Education and Training (TVET) is ever present. Therefore, effective teaching at these institutions is important to enhance quality of its graduates. This paper highlights the factors influencing the adoption of flexible approaches to teaching in technical training institutions in Kenya. Two specific objectives; establish how the syllabus content influences the adoption of flexible approaches to teaching; evaluate how institutional factors influence the adoption flexible approaches to teaching. The study was guided by a conceptual framework developed by the author. This study was conducted through descriptive research design. Data were collected from seven technical training colleges in Western Kenya. The method of data collection was through open and closed-ended structured questionnaires, and interview schedules. Collected data were coded in SPSS 17.0, (2008) and analysed using descriptive statistics. The study established that institutional managers had no authority to develop their own courses tailor made to suit specific needs in the market. The teaching resources that influence the adoption of flexible learning and teaching were also found to be unavailable in classrooms. Most institutions however had put in place strategic objectives to improve the quality of learning and teaching. Outputs from this study are expected to enhance the adoption of flexible learning in technical training institutions. In light of the findings of the study, it was recommended that the government of Kenya should establish a clear policy aimed at greater adaptability to flexibility. Institutions need to be granted authority to develop or reorganise syllabi for provision of industry specific solutions while being regulated to meet set international standards.
KerkoCite.ItemAlsoKnownAs: 2129771:WGXD2WGI 2317526:SV2CLWAI
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; F:inclusion; F:teaching approach; Q:ICT; Q:e-learning; Q:flexible; T:TVET; publicImportV1; ⛔ No DOI found

E-Mentoring in Higher Education: A Structured Literature Review and Implications for Future Research - Tinoco-Giraldo, Harold; Torrecilla Sánchez, Eva María; García-Peñalvo, Francisco José (Sustainability, 2020)
Mentoring in higher education helps learners acclimate to a new academic topic, increases the likelihood of academic success, and reduces attrition. Learners rely on the expertise and experience of mentors to help them graduate in a timely manner and advance on to their career. As online and distance education becomes more pervasive, computer-mediated mentoring allows learners to connect with their mentors in new ways. Research about mentoring in higher education includes investigations into the efficacy of virtual or e-mentoring. We conducted a literature review of research from 2009 to 2019 to identify relevant elements for implementing e-mentoring programs in higher education. Our research revealed that there is a consistent interest in the subject matter within educational research; however, there is a gap on virtual mentoring in higher education for students conducting offsite internships. Our research reviews e-mentoring programs, identifies how these programs are evaluated, identifies factors of successful programs, and establishes a research agenda in areas of e-mentoring programs for students in offsite internships and how they can be structured to achieve the same level of success.
Number: 11 Publisher: Multidisciplinary Digital Publishing Institute
Keywords: e-mentoring; higher education; literature review; mapping; open educational resources; sustainable education

Teacher professional learning and development: Best Evidence Synthesis Iteration (BES) - Timperley, Helen; Education Counts; Iterative Best Evidence Synthesis (programme) (Education Counts, 2007)
OCLC: 770678800 KerkoCite.ItemAlsoKnownAs: 2129771:G3L95B74 2129771:ZRBUJWVV 2405685:FUMAUAXK
Keywords: C:New Zealand; _C:Australia AUS; _C:Canada CAN; _C:Cuba CUB; _C:France FRA; _C:India IND; _C:Iran IRN; _C:Israel ISR; _C:Latvia LVA; _C:Lithuania LTU; _C:Netherlands NLD; _C:New Zealand NZL; _C:Spain ESP; _C:Sweden SWE; _C:Switzerland CHE; _C:Tonga TON; _C:Tuvalu TUV; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Teacher professional learning and development: Best evidence synthesis iteration - Timperley, H; Wilson, A; Barrar, H; Fung, I (Ministry of Education www.minedu.govt.nz/goto/bestevidencesynthesis, 2007)
KerkoCite.ItemAlsoKnownAs: 2129771:BHN2ZGRK 2129771:XNQX3DCU 2292089:3N2RPF5M 261495:9CUM94IV
Keywords: Cited; TPD_SSA

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

Education for sustainable development in Africa: a critique of regional agendas - Tikly, Leon (Asia Pacific Education Review, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1007/s12564-019-09600-5 2129771:9REQDVU6

Towards a framework for researching the quality of education in low‐income countries - Tikly, Leon (Comparative Education, 2011)
This article introduces the themes and the various contributions to the special issue. It describes the evolution of the overall approach and framework for researching education quality used by the Implementing Education Quality in Low-Income Countries (EdQual) Research Programme Consortium (RPC). The article commences with the background to the RPC including some theoretical starting points. It provides a critique of dominant approaches to researching education quality, namely the human capital and rights based approaches. This provides a basis for setting out the approach and framework adopted by EdQual which is founded on social justice principles. The framework is outlined in relation to three intersecting contexts, namely the policy context, the home/ community context of the learner and the context of the school.
KerkoCite.ItemAlsoKnownAs: 10.1080/03050068.2011.541671 10/bgcphb 2129771:ZFSF6J23 261495:G9F4947W

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

Teacher education in the 21st century digitalization: Open access, digital health and wellness: Colloquium presentation at the Aga Khan-IED Conference Oct 23-25, 2017, Hotel Africana, Kampala, Uganda - Tibenderana, Prisca Dr; Sumil, Novembrieta Dr; Busingye, Janice Dr; Mayende, Kiwelu Jackline; Osamai, Moses Odeke; Bounty, Kirabo Joseph Dr (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:7LHGWTA8
Keywords: __C:filed:1; ⛔ No DOI found

not all literature ‘reviews’ are the same - Thomson, Pat (patter, 2013)
I was trying to explain to a doctoral researcher the other day that the literature work that you do at the beginning of the doctorate is not the same as the literature work for the actual, final th…
KerkoCite.ItemAlsoKnownAs: 2129771:XJKNTE4G

Education for Children with Disabilities - Thompson, Stephen (2017)
This report provides a rapid literature review of the evidence on what data and evidence exists, to identify, categorise and support children with disabilities to access education and achieve measurable learning outcomes in Tanzania and other similar resource-constrained contexts. Literature focused on the debate between mainstream and specialist education for children with disabilities is discussed. Where possible, the report flags gender dimensions. While the scope of the report did not allow for complex judgements to be made about the quality of the body of evidence, or of the strength of individual pieces of evidence, details were included to enable the reader to undertake such analysis if needed in the future, using the DFID How to Note on Assessing the Strength of Evidence. All the evidence included was in English, no more than 10 years old and from peer reviewed journals. A number of experts in the field were consulted.
Accepted: 2017-07-14T15:07:00Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:S64CMY8R 4869029:ESPPLNZ6
Keywords: ⛔ No DOI found

School-Related Violence - Thompson, Stephen (2016)
Violence against children is a global problem. It includes physical violence, psychological violence such as insults and humiliation, discrimination, neglect and maltreatment. It has short- and long-term repercussions that are often grave and damaging for children (Pinheiro 2006). Bullying, gender-based violence, accidental violence, discrimination and violence, sexual assault or harassment, physical violence and psychological violence, describe some of the most prevalent forms of school-based violence (South African Human Rights Commission 2006). The evidence base on school-related violence must be improved to inform policies (Antonowicz 2010). To assess the evidence that does exist, this helpdesk report presents a non-systematic review of the evidence on school-related violence. It is based on the evidence found through a rapid internet search and through consultation with experts in this field. The report is broken down into four sections: reducing and preventing school-related violence; safe, inclusive and violence-free schools; cyber bullying; and school-related gender-based violence. It is recognised that the topic of school-related violence is complex and multifaceted. While this report aims to offer a useful synthesis of the evidence available, as well as relevant case studies and policy recommendations, it only scratches the surface of a very large and pressing global problem.
Accepted: 2017-10-06T13:57:06Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:DQUS7CJ4 4869029:ERSGE67L
Keywords: ⛔ No DOI found

How the Accelerated Reader program can become counterproductive for high school students - Thompson, Gail (Journal of Adolescent & Adult Literacy, 2008)
KerkoCite.ItemAlsoKnownAs: 10.1598/JAAL.51.7.3 2129771:4I4UMD6H 2486141:36YFT43L
Keywords: _Added to LR; _G:reviewed

Living systematic reviews: 2 - Thomas, J.; Noel-Storr, A.; Marshall, I. (Combining human and machine effort. Journal of Clinical Epidemiology, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jclinepi.2017.08.011 2129771:D7NV9I79 2486141:8YMLDW3K

How to do your research project: a guide for students in education and applied social sciences - Thomas, Gary (SAGE Publications, 2017)

A Systematic Review on Literature-based Discovery: General Overview, Methodology, & Statistical Analysis - Thilakaratne, Menasha; Falkner, Katrina; Atapattu, Thushari (ACM Computing Surveys, 2019)
The vast nature of scientific publications brings out the importance of Literature-Based Discovery (LBD) research that is highly beneficial to accelerate knowledge acquisition and the research development process. LBD is a knowledge discovery workflow that automatically detects significant, implicit knowledge associations hidden in fragmented knowledge areas by analysing existing scientific literature. Therefore, the LBD output not only assists in formulating scientifically sensible, novel research hypotheses but also encourages the development of cross-disciplinary research. In this systematic review, we provide an in-depth analysis of the computational techniques used in the LBD process using a novel, up-to-date, and detailed classification. Moreover, we also summarise the key milestones of the discipline through a timeline of topics. To provide a general overview of the discipline, the review outlines LBD validation checks, major LBD tools, application areas, domains, and generalisability of LBD methodologies. We also outline the insights gathered through our statistical analysis that capture the trends in LBD literature. To conclude, we discuss the prevailing research deficiencies in the discipline by highlighting the challenges and opportunities of future LBD research.
KerkoCite.ItemAlsoKnownAs: 10.1145/3365756 2129771:U5DSYVWM 2129771:UVUMG9JU 2405685:VSAB6MHU 2486141:7P3SZUP3 2486141:FKA6GEWK
Keywords: LBD; Literature-based discovery; hypotheses generation; knowledge discovery; literature mining; systematic review; text mining

Distance to School and the educational consequences - Theunynck, Serge (World Bank, 2018)

The potential use of Tablet Computers to support Teaching and Learning activities in South African Schools - Theunissen, Kristen; Siebörger, Ingrid (2019 Conference on Information Communications Technology and Society (ICTAS), 2019)
KerkoCite.ItemAlsoKnownAs: 10.1109/ictas.2019.8703614 10/gf62gm 2129771:PSU3K5WR 2129771:VJA8TXMN
Keywords: __C:filed:1

World Development Report 2018: Learning to realize education’s promise - The World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 4804264:C92SNSF9
Keywords: Final_citation; cited; existing

Transforming Education Service Delivery Through Evidence-Informed Policy and Practice - The Ministry of Basic and Senior Secondary Education (MBSSE) (The Ministry of Basic and Senior Secondary Education (MBSSE), 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:49ZQ5QHA

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

Learning through play - The LEGO Foundation (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:LK77KZBI 2486141:TS59K9F4

Style Guide - The HP Cambridge Partnership for Education EdTech Fellowship (Open Development & Education, 2023)
ZenodoArchiveID: 8052087 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0292 ZenodoArchiveConcept: 8052086
Keywords: _comingsoon; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Island nations have the edge in keeping Covid away – or most do - The Guardian (the Guardian, 2020)
Nations from New Zealand to Cuba closed borders promptly and imposed strict quarantine rules, but the UK won’t admit its ‘serious mistake’
Section: World news KerkoCite.ItemAlsoKnownAs: 2129771:S6JW35EP

Life without Covid: the nations that have sidestepped the pandemic so far - The Guardian (the Guardian, 2021)
A handful of countries – most of them islands, most of them remote – remain coronavirus-free, but life has not remained wholly unchanged
Section: World news KerkoCite.ItemAlsoKnownAs: 2129771:UFJ2DFJ2

Five ways geospatial analysis can help visualize and solve some of education’s biggest challenges - the Education Commission (the Education Commission, 2021)
As the education community continues to mobilize efforts towards achieving Sustainable Development Goal 4 (SDG 4), stakeholders at all levels of the system are grappling with questions on how to deliver inclusive quality education. What communities will benefit most...
Section: Updates KerkoCite.ItemAlsoKnownAs: 2129771:QDUZU3YQ
Keywords: _yl:c

GIS for Education Working Group - the Education Commission (the Education Commission, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:PEEHJ6D6
Keywords: _yl:a

GIS for Education Working Group launches to promote data-driven decision-making - the Education Commission (the Education Commission, 2021)
Around the world, individuals are using maps to power everyday decisions: how do I navigate from my home to the nearest hospital? How many supermarkets are in my community? What public transportation is available for me to take to work?
Section: Updates KerkoCite.ItemAlsoKnownAs: 2129771:5XRHZSJ4
Keywords: _yl:b

How the Education System Exacerbates Inequality - The Chronicle (The Chronicle of Higher Education, 2020)
A discussion hosted by The Chronicle explored the education system’s underlying assumptions, what counts as high-status knowledge and who has access to it, and what approaches to increasing equity hold promise.
KerkoCite.ItemAlsoKnownAs: 4804264:253ZNVC4 4804264:63JL4YIV
Keywords: Final_citation; anystyle; existing

Children with disabilities in Uganda: The hidden reality - The African Child Policy Forum (2011)
KerkoCite.ItemAlsoKnownAs: 2129771:XEQDBT2D 2486141:XBCBKX6S

Indoor temperature and health: a global systematic review - Tham, S.; Thompson, R.; Landeg, O.; Murray, K. A.; Waite, Thomas (Public Health, 2020)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.puhe.2019.09.005 2129771:F8XATYS6 4682641:HRENV5V9 5072953:L9JCXDWQ
Keywords: BE:RELEVANT

Harnessing Open Educational Resources to the Challenges of Teacher Education in Sub-Saharan Africa. - Thakrar, Jayshree; Zinn, Denise; Wolfenden, Freda (International Review of Research in Open & Distance Learning, 2009)
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v10i4.705 10/gf5f4z 2129771:SYHXU78A 261495:386IRT53

Matching practices of teachers to Schools – France – Matching in Practice - Terrier, Camille (2014)
Keywords: Lebanon_event_2021; _C:Belgium BEL; _C:Estonia EST; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Hungary HUN; _C:Ireland IRL; _C:Italy ITA; _C:Spain ESP; _C:Ukraine UKR; _C:United States USA; __C:filed:1; __C:scheme:1

Technology Integration Changes over Three Years: Teacher Technology Acceptance in a One-to-One Tablet PC Integration Across Cities - Terashima, Kosuke; Nakagawa, Hitoshi; Kobayashi, Yuki; Murai, Masuo (International Journal, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:STD8JYJA
Keywords: _C:Japan JPN; _C:Turkey TUR; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Professional Development for Middle Leader Teachers: ICT Integration in Schools in Japan - Terashima, Kosuke (Society for Information Technology & Teacher Education International Conference, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:97NGG3CK 2129771:I8JKDWIX
Keywords: _C:Canada CAN; _C:Japan JPN; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Transparency in literature reviews: an assessment of reporting practices across review types and genres in top IS journals - Templier, Mathieu; Paré, Guy (European Journal of Information Systems, 2018)
The central role of information systems review articles has been recognised in a recent explosion of interest in editorials, research articles, and opinion papers investigating methods and approaches for conducting standalone reviews. In continuity with recent developments in this area, this descriptive review seeks to determine the extent to which various types of review articles published in our field are transparent, i.e., they report important methodological elements about their design. To fulfil this objective, we identified, classified, and coded 142 review articles from the Association for Information Systems (AIS) senior scholars’ basket of journals published between 2000 and 2014. Overall, our findings indicate inadequate reporting of the methods, procedures, and techniques used in a majority of reviews. Our assessment also reveals that theory development and narrative reviews, which are the most frequently published types of reviews in our field, generally were the least explicit with regard to the methods they used. Based on our observations, we recommend that authors of all forms of reviews better document design decisions so to increase trustworthiness, get meaningful results, and develop a cumulative body of knowledge in our discipline. The list of reporting items developed in this study can serve as a framework to assist prospective authors of reviews both within and outside our field.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/0960085X.2017.1398880 KerkoCite.ItemAlsoKnownAs: 10.1080/0960085X.2017.1398880 2129771:LRDNIL5D 2129771:TTIT7TBJ 2405685:Q276HLE3 2486141:87GPNG7X 2486141:NU76JNZC 2486141:RWR6BN8D 2486141:YMRZDEHX
Keywords: Literature reviews; assessment; reporting; transparency; trustworthiness

Understanding Barriers to Girls’ Access and Use of EdTech in Kenya During Covid-19 - Tembey, Lara; Baier, Jasmin; Ogolla, Concilia; Mohan, Prithika (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:EUI5EZPL 4804264:F6DRNVXC
Keywords: Final_citation; cited; existing

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

Instructions for costed plan tool - Teixeira, Beatriz; Vijil-Morin, Alejandra; Villavicencio, Xuzel; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10265679 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1052 ZenodoArchiveConcept: 10265678
Keywords: _internal; _r:AddedByMyEducationEvidence

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

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

Adjusting the use of preprints to accommodate the ‘quality’ factor in response to COVID-19 - Teixeira da Silva, Jaime A. (Journal of Taibah University Medical Sciences, 2021)
Preprints are typically crude precursors of peer-reviewed papers that are placed almost immediately, save for some superficial screening, on an open-access repository to allow the information to reach readers quickly, circumventing the long-drawn process typically associated with processing in peer-reviewed journals. For early-career researchers who might be enthusiastic about obtaining some recognition for their efforts, or wanting open and public input about their work, preprints are certainly a useful publication choice. However, if health-related data and information have not been carefully scrutinised, they may pose a risk and may even serve as a source of public health misinformation. Surging growth and competition among preprint servers, coupled with a massive volume of COVID-19-related preprints, mainly on bioRxiv and medRxiv, as well as select indexing now being tested on PubMed, suggests that preprints are being increasingly used in the biomedical sciences. Stronger and more robust ethical policies are needed to screen preprints before they are released to the public, and even if this implies a slight delay in publication, it may increase academics' trust in this form of scientific information and communication. Clear and stringent ethical policies need to be urgently introduced by ethics groups such as COPE and the ICMJE, whose many member journals allow preprints to be posted before traditional peer review. Stringent ethical guidelines that treat misconduct equally in preprints and peer-reviewed papers will boost the integrity of academic publishing.
Keywords: Ethics policies; Health policies; Peer review

Silently withdrawn or retracted preprints related to Covid-19 are a scholarly threat and a potential public health risk: theoretical arguments and suggested recommendations - Teixeira da Silva, Jaime A. (Online Information Review, 2020)
Purpose Thousands of preprints related to Covid-19 have effused into the academic literature. Even though these are not peer-reviewed documents and have not been vetted by medical or other experts, several have been cited, while others have been widely promoted by the media. While many preprints eventually find their way into the published literature, usually through integrated publishing streams, there is a small body of preprints that have been opaquely withdrawn/retracted, without suitable reasons, leaving only a vestigial or skeletal record online. Others have, quite literally, vanished. This paper aims to examine some of those cases. Design/methodology/approach For peer-reviewed literature, a retracted academic paper is usually water-marked with “RETRACTED” across each page of the document, as recommended by ethical bodies such as the Committee on Publication Ethics, which represents thousands of journals and publishers. Curiously, even though pro-preprint groups claim that preprints are an integral part of the publication process and a scholarly instrument, there are no strict, detailed or established ethical guidelines for preprints on most preprint servers. This paper identifies select withdrawn/retracted preprints and emphasizes that the opaque removal of preprints from the scholarly record may constitute unscholarly, possibly even predatory or unethical, behavior. Findings Strict ethical guidelines are urgently needed for preprints, and preprint authors, in the case of misconduct, should face the same procedure and consequences as standard peer-reviewed academic literature. Originality/value Journals and publishers that have silently retracted or withdrawn preprints should reinstate them, as for regular retracted literature, except for highly exceptional cases.
Publisher: Emerald Publishing Limited
Keywords: Acceptance and rejection; Biomedicine; Correction of the literature; Open access; Peer review; Preprints; Retractions; SARS-CoV-2 virus; Withdrawals

Large-Scale Simulation Study of Active Learning models for Systematic Reviews - Teijema, Jelle Jasper; de Bruin, Jonathan; Bagheri, Ayoub; van de Schoot, Rens (2023)
The active learning methods for prioritising systematic reviews have undergone significant progress and innovation in recent years. This rapid development, however, has inadvertently highlighted the disparity between the rapid development of these methodologies and their rigorous evaluation, stemming from constraints in simulation size, lack of infrastructure, and the use of few datasets. We embark on a large-scale simulation study involving over 27 thousand simulations and over 156 million datapoints, designed to provide robust empirical evidence of active learning methodologies performance. We evaluate 13 combinations of different classification models and feature extraction techniques across high-quality datasets sourced from the SYNERGY dataset. We run a single simulation for each possible combination of selected classification model, feature extraction technique, dataset, and relevant document. The spectrum of performance varies considerably, from marginally better than random reading to near flawless results. Still, every single model-feature extraction combination outperforms random screening. Results are publicly available for analysis and replication. This study advocates for large-scale simulations as the gold standard for assessing active learning methods; it underscores the importance of comprehensive testing to reduce reporting bias and enhance result reliability. It also highlights the need for curating diverse datasets for systematic review literature.
Publisher: PsyArXiv KerkoCite.ItemAlsoKnownAs: 10.31234/osf.io/2w3rm 2129771:DWE4XYJU 2405685:QH5K46LQ 2486141:PSU8KBB4
Keywords: _Added-ailr-2024

Large-Scale Simulation Study of Active Learning models for Systematic Reviews - Teijema, Jelle J.; de Bruin, Jonathan; Bagheri, Ayoub; van de Schoot, Rens (PsyArXiv. November, 2023)
KerkoCite.ItemAlsoKnownAs: 5440726:PMS6A7GP
Keywords: ⛔ No DOI found

A mixed-methods investigation of instructional coaching for teachers of diverse learners - Teemant, A. (Urban Education, 2014)

Teaching machine learning in K–12 classroom: Pedagogical and technological trajectories for artificial intelligence education - Tedre, Matti; Toivonen, Tapani; Kahila, Juho; Vartiainen, Henriikka; Valtonen, Teemu; Jormanainen, Ilkka; Pears, Arnold (IEEE access, 2021)
Publisher: IEEE

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

Major issues and controveries in the use of mixed methods in the social and behvioral sciences - Teddlie, Charles; Tashakkori, Abbas (Handbook of mixed methods in social & behavioral research, 2003)
KerkoCite.ItemAlsoKnownAs: 2129771:42PBFYSZ 2486141:2I5UND5S 261495:WTW7EYLL 503888:GKK5M9B9
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed; ⛔ No DOI found

Foundations of Mixed Methods Research: Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences - Teddlie, C.; Tashakkori, A. (Sage, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:6GFTVUDA 2129771:WW5RDP97 2486141:HX6DJHTA 261495:9IDKTMBU 503888:DQ49AUKZ
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed

A Comprehensive Situation Analysis of Teachers and the Teaching Profession in Sierra Leone: Final report presented to the Teaching Service Commission - Teaching Service Commission; Wright, Dr. Cream (Global Partnership for Education; World Bank, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:65LTW8QP 2129771:MVHKYSFP 2339240:9VRVIUE6 2405685:CFRE6D4Q 2405685:UU3R28HB
Keywords: _C:Sierra Leone SLE

Sierra Leone Education Attendance Monitoring System - Teaching Service Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:XSW486H9 2339240:CLIEEVEU 2405685:XV88ZYD7
Keywords: _C:Sierra Leone SLE

Teacher Management Policy for Sierra Leone - Teaching Service Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:ILC2GGZX 2129771:XQMFH5JU 2339240:5QZ2N3GQ 2405685:M6F97ARN 4556019:49UIZ3SU
Keywords: _C:Sierra Leone SLE

Introducing Teachers Registration Council of Nigeria - Teachers Registration Council of Nigeria (2008)
KerkoCite.ItemAlsoKnownAs: 2129771:MNQPKBPQ

What about children? Implications from their subjective perception and the risk of overheating in schools - te Kulve, Marije; Hellwig, Runa T.; van Dijken, Froukje; Boerstra, Atze (Windsor Conference 2020: Resilient Comfort, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:NETF85MA 4682641:9A63D3AE
Keywords: BE:RELEVANT; ⛔ No DOI found

Progressive Transformative Teacher Education in Cameroon - Tchombe, T.M. (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:QAYBZIQQ 2292089:7WIEFX5T
Keywords: :C:Cameroon; Cited; RRQ1:High; RRQ2:Medium; ⛔ No DOI found

Optimizing thermal comfort and energy use for learning environments - Taylor, Mary; Brown, Nathan C.; Rim, Donghyun (Energy and Buildings, 2021)
Thermal comfort is a critical component of indoor environments, especially in schools where learning is the main objective. However, thermal comfort comes at a price that many schools are unable to afford. Therefore, it is critical to determine a method to lower the energy costs of a building while still maintaining occupant thermal comfort. The objective of this study is to investigate how three indoor environmental parameters of air speed, humidity, and air temperature influence energy and thermal comfort in classroom environments. We employed a multi-objective optimization method that considers all three thermal parameters in the design and operation of a classroom. This method is demonstrated for three distinct climate locations (very hot and humid, cold and humid, warm and marine). Overall, our findings demonstrate significant energy savings from 1.3 to 9.1 kWh/year/m2 for cases where energy reduction is achieved. These values are for cases where the total annual number of hours that more than 10% of people are dissatisfied in a space are 0 to 42 in Miami and San Francisco and 26 to 49 in Boston. This translates to a cost savings of $3,000 to $12,800 per year for the entire building at current market rates. Note that for all locations, there were also cases where the number of hours that more than 10% of people were dissatisfied were reduced from the baseline value while still reducing energy use. This optimization framework shows promise for building mechanical designers seeking to maintain increased levels of thermal comfort throughout the year while lowering energy use.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.enbuild.2021.111181 2129771:JGWBQ9ZN 4682641:MNJ28P67 4682641:VRCRT79Y
Keywords: Air speed; BE:RELEVANT; Building energy; Classroom; Humidity; Multi-objective optimization; Thermal comfort

Digital learning innovations for Syrian refugees and host communities external evaluation report - Tawileh, Anas (2018)

EdTech for learning in emergencies and displaced settings - Tauson, Michaelle; Stannard, Luke (London: Save the Children UK, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:76WWBGAL 2129771:DL685ZJZ 2129771:QFUWKQGI
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:Belgium BEL; _C:Botswana BWA; _C:Brazil BRA; _C:China CHN; _C:Egypt EGY; _C:Ethiopia ETH; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:Holy See VAT; _C:Honduras HND; _C:India IND; _C:Indonesia IDN; _C:Israel ISR; _C:Jordan JOR; _C:Kenya KEN; _C:Lebanon LBN; _C:Malawi MWI; _C:Mexico MEX; _C:Namibia NAM; _C:Nepal NPL; _C:Nigeria NGA; _C:Oman OMN; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Qatar QAT; _C:Seychelles SYC; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:South Sudan SSD; _C:Sri Lanka LKA; _C:State of Palestine PSE; _C:Sudan SDN; _C:Syrian Arab Republic SYR; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United States USA; _C:Uruguay URY; _C:Yemen YEM; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

EdTech for Learning in Emergencies and Displaced Settings: A rigorous review and narrative synthesis - Tauson, Michaelle; Stannard, Luke (Save The Children, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:JF3ACTCW 2129771:U4CPIJ7M 2339240:FBAM53IG 2405685:KETBQUYZ 2486141:BGJS87F6 2486141:FWPJP34A

EdTech for learning in emergencies and displaced settings — a rigorous review and narrative synthesis - Tauson, Michaelle; Stannard, Luke (Save the Children, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:G8GRKFFX 2405685:H2SWIIEB 2534378:WMLTBU37
Keywords: IMPORT_FROM_DFID_RITE; Important; Read; _THEME: Teacher Professional Development; ___working_potential_duplicate

EdTech for learning in emergencies and displaced settings: a rigorous review and narrative synthesis​ - Tauson, M.; Stannard, L. (Save the Children, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:9XTKW9DG

EdTech for Learning in Emergencies and Displaced Settings: A rigorous review and narrative synthesis - Tauson and Stannard (Resource Centre, 2018)
Library Catalog: resourcecentre.savethechildren.net KerkoCite.ItemAlsoKnownAs: 2129771:X4JD275S

Artificial Intelligence Basics - Taulli, T; Oni, M (Apress, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:NQJPSYYB 2486141:YMNFRQ6L

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

The Digital Divide in Language and Literacy Education - Tate, Tamara; Warschauer, Mark (Language, Education and Technology, 2017)
00001 KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-02237-6_5 10/gf62jc 2129771:YE8T526N 2129771:Z7TXXDPP
Keywords: __C:filed:1

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

Indoor heat measurement data from low-income households in rural and urban South Asia - Tasgaonkar, Premsagar; Zade, Dipak; Ehsan, Sana; Gorti, Ganesh; Mamnun, Nabir; Siderius, Christian; Singh, Tanya (Scientific Data, 2022)
Rising temperatures are causing distress across the world, and for those most vulnerable, it is a silent killer. Information about indoor air temperature in residential dwellings is of interest for a range of reasons, such as health, thermal comfort and coping practices. However, there have been only few studies that measure indoor heat exposure, and contrast these to outdoor temperatures in rural-urban areas, of which none are in South Asia. We aim to close this knowledge gap with our indoor and outdoor heat measurement dataset, covering five low-income sites in South Asia. Two sites are in rural areas (Maharashtra, India), while three sites focus on urban areas (Dhaka, Delhi and Faisalabad). Data are based on 206 indoor temperature data loggers and complemented by data from five outdoor automated weather stations. The data-set can be used to examine temperature and humidity variation in low-socioeconomic status households in rural and urban areas and to better understand factors aggravating heat stress. This is important to plan and implement actions for combating heat stress.
openalex: W4281659215 KerkoCite.ItemAlsoKnownAs: 10.1038/s41597-022-01314-5 2129771:JA5AJLYB 5072953:A33GK7LY 5072953:TDIH7QC7
Keywords: C:India; Environmental impact; _z:class:countries; _z:class:themes; _z:no_pdf; oa:keyword:indoor heat measurement data; oa:sdg:1 No poverty; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T10766 Urban Heat Islands and Mitigation Strategies; oa:topic:T11244 Impact of Climate Change on Human Health; openalex:n:1; openalex:yes

Sierra Leone research and knowledge systems: a rapid literature review - Tarawallie, Mamoud Idriss (INASP, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:YBNPSUAZ 2339240:83QNDI62 2405685:8PAQ6CIE
Keywords: _C:Sierra Leone SLE

Using the Capability Approach to improve female teacher deployment to rural schools in Nigeria - Tao, Sharon (International Journal of Educational Development, 2014)
This study focuses on the socio-cultural and institutional factors that affect female teacher deployment in rural primary schools in Nigeria. In Kwara State, there are extreme imbalances in teacher distribution between rural and urban areas due to female teachers’ active avoidance and/or attrition from rural posts. Given these problems, this article discusses an innovative use of the Capability Approach that informed a rural teacher deployment policy that addressed a number of issues that were specifically identified through female teachers’ values and lived experiences. This research not only had the positive analytical and political effects of prioritising the knowledge, participation and empowerment of female teachers; but it also provided a more fine-grained and holistic understanding of issues hindering effective deployment and retention of female Nigerian teachers, which informed the development of comprehensive and relevant strategies to address these.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.08.011 2129771:X48NF6KT
Keywords: Lebanon_event_2021; _C:Bangladesh BGD; _C:Canada CAN; _C:Ethiopia ETH; _C:Ghana GHA; _C:India IND; _C:Kenya KEN; _C:Lesotho LSO; _C:Liberia LBR; _C:Malawi MWI; _C:Mozambique MOZ; _C:Nigeria NGA; _C:Norway NOR; _C:Senegal SEN; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sudan SDN; _C:Tanzania TZA; _C:Uganda UGA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Challenges to the Effective Teaching and Learning of Geography through ODeL at the Zimbabwe Open University - Tanyanyiwa, Vincent Itai; Madobi, Rejoice (Journal of Learning for Development, 2021)
ODeL offers a lot of opportunities and unique challenges for adult learners. In this paper, the authors sought to examine the main problems that influence the effective teaching and learning of geography and environmental studies in Zimbabwe through ODeL as perceived by the students at the ZOU's Harare/Chitungwiza Regional Campus. This single case study employed vital informant semi-structured interviews, documentary analysis and observations to solicit information from ten students and four tutors in the Geography and Environmental Studies Department (DGES) over three months. Thematic analysis and review of qualitative gained insight into the challenges that are faced by ODeL students in the DGES. The study found out that students in the department face personal and socio-economic challenges as well as related institutional challenges. The study recommends that the ZOU DGES should offer more academic support and improve its communication to the students so that they are aware of all university-related developments that impact on their studies. Keywords: challenges, teaching, learning, ODL, ODeL
Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:BCRJ5JGG
Keywords: _genre:PR-primary_research; ⛔ No DOI found

Implementation science: understanding the translation of evidence into practice - Tansella, Michele; Thornicroft, Graham (The British Journal of Psychiatry, 2009)
Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 10.1192/bjp.bp.109.065565 2129771:2EJ64ZUI

Improv Theater and Whiteness in Education: A Systematic Literature Review - Tanner, Samuel J.; McCloskey, Andrea (Review of Educational Research, 2022)
Improv theater has expanded beyond a popular American form of entertainment into an educational experience for students and teachers. It may be difficult to imagine that an interactive, joyful, and collaborative improv workshop might be harmful, but our own experiences as professional improvisers led us to observe that even well-intentioned, antiracist improv theater interventions tend to reflect Whiteness more than democratic values. We investigate this observation through a systematic review of education research articles. Our review of 30 studies reveals that, to varying degrees, researchers have regarded improvisation as an instrumental practice to improve some other activity or as metaphor for the activity of teaching. We found that Whiteness has been central to the use of improvisation in educational contexts. Finally, this study illustrates that a turn toward disciplined improvisation or an improvisational ethos offers one way to practice the ideals of democratic education.
Publisher: American Educational Research Association
Keywords: arts education; qualitative research; race; social justice

Particle Boards from Papyrus Fibers as Thermal Insulation - Tangjuank, Singhadej; Kumfu, Supreya (Journal of Applied Sciences, 2011)
KerkoCite.ItemAlsoKnownAs: 10.3923/jas.2011.2640.2645 2129771:6IIZWDPI 2486141:U9QN34IG

Particle Boards from Papyrus Fibers as Thermal Insulation - Tangjuank, Singhadej; Kumfu, Supreya (Journal of Applied Sciences, 2011)
KerkoCite.ItemAlsoKnownAs: 10.3923/jas.2011.2640.2645 2129771:EX5244F6

Assessing and Tracking Students’ Wellbeing Through an Automated Scoring System: School Day Wellbeing Model - Tang, Xin; Upadyaya, Katja; Toyama, Hiroyuki; Kasanen, Mika; Salmela-Aro, Katariina (AI in Learning: Designing the Future, 2023)
The assessment of student wellbeing has been often static and lagged behind for the intervention/diagnostic purpose. In this chapter, we aim to introduce an automated school wellbeing scoring dynamic real-time system, School Day Wellbeing Model. With Artificial Intelligence (AI)-based item sampling methods and answers scoring and reporting systems, the School Day Wellbeing Model can collect wellbeing data at low cognitive cost, track wellbeing real time at multiple levels (e.g., individual-, class-, school-level), and give immediate feedback. The model is constructed on the basis of the School Wellbeing Model, Study Demand-Resource Model, and OECD Social-Emotional Skill Model. In the book chapter, the wellbeing assessments, including AI-based assessments, are reviewed so that the strengths of the School Day Wellbeing Model are highlighted. User experiences are collected to show the utility of the model. During the COVID-19 pandemic, the need for such a model is imperatively high as students’ wellbeing has been largely dampened. As a result, the model has been appreciated by users and has served about 55,000 students so far in the globe. The future development of the model is also discussed.
Keywords: Artificial Intelligence; Automated scoring system; Social-emotional skills; Students’ wellbeing

Social Justice and K-12 Teachers’ Effective Use of OER: A Cross-Cultural Comparison by Nations - Tang, Hengtao; Bao, Yu (Journal of Interactive Media in Education, 2020)
Open educational resources (OER) have the potential to promote social justice imperatives in education, but because of the uneven provision of technical infrastructure across different countries, it remains uncertain whether the people who need OER the most are its primary beneficiaries. In K-12 education, educators play a major role in the effort to incorporate OER into classroom teaching but, even if they are able to source such resources (overcoming the “first-level digital divide”), many lack the practical capacity to effectively use (e.g., adapt) OER (the “second-level digital divide”). This exploratory research paper employs a cross-cultural perspective to interrogate how the second-level digital divide shapes K-12 teachers’ effective use of OER. With the goal of understanding how this divide influences OERs’ potential to enhance social justice, this research attempts to identify the factors accounting for teachers’ effective use of OER – and any reception gap – between different countries by conducting a series of stepwise logistic regressions applied to a largescale survey of K-12 educators. It does so by assessing OER use amongst 675 K-12 educators around the world in relation to their developmental and cultural contexts, as expressed through the Human Development Index, the Gender Development Index, and Hofstede’s six dimensions of national culture. The findings of this exploratory study provide new insights to support OER adoption in K-12 settings worldwide from a cultural perspective.
Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.576 2129771:IBYPRZH5 2129771:LPJM3S8F 2447227:MMDLGMUF
Keywords: K-12 teachers; cultural dimensions; exploratory research; open educational resources; second-level digital divide; social justice; stepwise logistic regression

Digital literacies for international teacher education: a Ghanaian perspective - Taner, Lisa (The Open University, 2018)
Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.
http://oro.open.ac.uk/54964/ KerkoCite.ItemAlsoKnownAs: 2339240:6I3C4XC6 2405685:UNPAN57F 2534378:GVRULWW2 2534378:SQKD29GI
Keywords: _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Education management; _THEME: Open systems; _THEME: School management; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2426091; ___working_potential_duplicate; __finaldtb

Holistic Design of a Mobile Peer Tutoring Application based on Learning and User Needs Analysis - Tan, Seng Chee; Chung, Sheng Hung; Cheung, Yin Ling; Looi, Chee Kit; Wong, Wai Hoe (Association for the Advancement of Computing in Education (AACE), 2020)
Research has shown that peer tutoring at the university level could improve students’ performance and, enhance their motivation and learning, increase self-determination and learner autonomy, and reinforce conceptual knowledge by providing opportunities for reapplication of concepts. This paper describes the development of a mobile peer tutoring application – Mobile Education Networked Tutoring On Request (MENTOR). We start with a review of literature to identify the relevant affordances that this mobile app should possess. In addition, questionnaires were administered with students...
KerkoCite.ItemAlsoKnownAs: 4804264:ZTMYQUEG
Keywords: Final_citation; cited; existing

A critical reflection of teacher professionalism in Cambodia - Tan, Charlene; Ng, Pak Tee (Asian Education and Development Studies, 2012)
Purpose – The purpose of this paper is to examine the development of teacher professionalism in Cambodia and the issues and challenges in this area. Design/methodology/approach – This paper uses Hargreaves’ four ages of teacher professionalism and

The effects of multi-track year-round education on the delivery of senior high school education in Ghana. Lessons from global MT-YRE systems - Takyi, Stephen Appiah; Azerigyik, Richard Apatewen; Amponsah, Owusu (International Journal of Educational Development, 2019)
© 2019 Elsevier Ltd The debate on the effects of Multi Track Year-Round Education (MT-YRE) on educational outcomes remains unresolved in the conventional literature. Nevertheless, Ghana has introduced an MT-YRE in 400 schools to allow graduates from Junior High Schools, who for space constraints, would not have continued their formal educational journey, to enrol in Senior High Schools. The purpose of this study was to examine the prospects and challenges of the MT-YRE on educational outcomes and discuss their implications for educational policy in Ghana. The data used in the study were obtained through a review of literature from databases such as the Educational Resources Information Centre (ERIC), Ebsco, ProQuest and JSTOR and from grey sources such as institutional websites and online media publications. The results from a synthesis of the literature show that the MT-YRE has the prospects of increasing student enrolment while cutting down the cost of infrastructure provision. For instance, the literature indicates that student enrolment at the Senior High School level in Ghana has increased significantly with the introduction of the MT-YRE. However, other literature indicate that the MT-YRE affects educational outcomes negatively. It results in scheduling difficulties among families and denies students the opportunities to take summer jobs. A review of the Ghanaian MT-YRE reveals other challenges, which inlcude high administrative cost (employing more teachers) and poor academic performance of students (as a result of increased contact hours leading to behavioural problems caused by fatigue and boredom). The authors argue that poor academic performance among students is likely to defeat the government's Free SHS policy. This is because parents are likely to pay higher fees to enrol their non-performing wards in remedial classes. The cost of the lost years for these students may be difficult to quantify. Following the challenges identified, there is the need for educational policy makers to strategically plan towards the development of technical and vocational education to help accommodate the increasing students’ enrolment. Finally, the progress of the MT-YRE should be carefully monitored and evaluated to guide future decision making.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2019.102120 2129771:38YWEAIK 2129771:5285FCME

Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis - Takacs, Zsofia K.; Swart, Elise K.; Bus, Adriana G. (Review of Educational Research, 2015)
A meta-analysis was conducted on the effects of technology-enhanced stories for young children’s literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ = 0.20), based on data from 2,147 children in 43 studies. When investigating the different characteristics of technology-enhanced stories, multimedia features like animated pictures, music, and sound effects were found beneficial. In contrast, interactive elements like hotspots, games, and dictionaries were found to be distracting. Especially for children disadvantaged because of less stimulating family environments, multimedia features were helpful and interactive features were detrimental. Findings are discussed from the perspective of cognitive processing theories.
KerkoCite.ItemAlsoKnownAs: 10.3102/0034654314566989 4804264:DP4YMP69
Keywords: Final_citation

Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis - Takacs, Zsofia K.; Swart, Elise K.; Bus, Adriana G. (Review of Educational Research, 2015)
A meta-analysis was conducted on the effects of technology-enhanced stories for young children’s literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ = 0.20), based on data from 2,147 children in 43 studies. When investigating the different characteristics of technology-enhanced stories, multimedia features like animated pictures, music, and sound effects were found beneficial. In contrast, interactive elements like hotspots, games, and dictionaries were found to be distracting. Especially for children disadvantaged because of less stimulating family environments, multimedia features were helpful and interactive features were detrimental. Findings are discussed from the perspective of cognitive processing theories.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0034654314566989 2129771:CLHZEHYI 2486141:WYE6VGNR

Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis - Takacs, Zsofia K.; Swart, Elise K.; Bus, Adriana G. (Review of Educational Research, 2015)
A meta-analysis was conducted on the effects of technology-enhanced stories for young children’s literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ = 0.20), based on data from 2,147 children in 43 studies. When investigating the different characteristics of technology-enhanced stories, multimedia features like animated pictures, music, and sound effects were found beneficial. In contrast, interactive elements like hotspots, games, and dictionaries were found to be distracting. Especially for children disadvantaged because of less stimulating family environments, multimedia features were helpful and interactive features were detrimental. Findings are discussed from the perspective of cognitive processing theories.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0034654314566989 2129771:9LS8BP3N 2486141:I9NBLP9N

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

Sierra Leone series: the Pikin-to-Pikin Movement and its focus on child protection, education, nutrition and health. - Tahi (EdTech Hub, 2021)
Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector. In week one, we connected with Abdulai Swaray and Bai Kamara from the Pikin-to-Pikin Movement.…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707926 2129771:R5KV473Q 2405685:FB4FWFP9
Keywords: _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _zenodoETH

Supporting Refugee Distance Education: A Review of the Literature - Taftaf, Randa; Williams, Christy (American Journal of Distance Education, 2020)
The sudden influx of refugees into countries around the world has caused a complicated, multi-faceted, international refugee crisis. Refugees, whether in camps or urban areas, face a myriad of problems and obstacles, yet one of the most critical issues young refugees face is the lack of educational opportunities and/or resources. United Nations International Children’s Emergency Fund warns that this lack of education could potentially create a “lost generation” which may lead to serious implications, not only for these young refugees but also to surrounding, nearby societies. This paper seeks to understand if and how Information and Communication Technology (ICTs) have been reported in the literature as being used in different contexts to connect young refugees with high quality educational opportunities, and whether the urban or camp contexts impact these opportunities. The results of this review of the literature indicate that a number of different ICTs have successfully been used in a variety of different educational settings and for a variety of purposes. Additionally, where a refugee lives could impact the accessibility and nature of the ICT tools available to provide an education.
Publisher: Routledge _eprint: https://doi.org/10.1080/08923647.2020.1691411 KerkoCite.ItemAlsoKnownAs: 10.1080/08923647.2020.1691411 2129771:7PNWHCSL
Keywords: _genre:LR-literature_review

The Impact of COVID-19 Pandemic on Education System in Developing Countries: A Review - Tadesse, Seble; Muluye, Worku (Open Journal of Social Sciences, 2020)
Coronavirus affects the education system in the world. Schools, colleges, and universities are closed to control the spread of the coronavirus. School closure brings difficulties for students, teachers, and parents. So, distance learning is a solution to continue the education system. However, the lack of network infrastructures, computers, and internet access is challenging distance learning in developing countries. This paper aims to review the impact of the COVID-19 pandemic on the education system in developing countries. Hence, countries design a strategy to use educational technology, zero-fee internet educational resources, free online learning resources, and broadcasts teaching. During closures, educational institutions design curriculum, prepare teaching-learning strategies for post-coronavirus. The educational institutions design strategies to recover lost learning, and return students to school when schools reopen. Coronavirus has been impacting the face-to-face education system of developing countries. Therefore, developing countries should enhance broadcast teaching, online teaching, and virtual class infrastructures.
Number: 10 Publisher: Scientific Research Publishing

A rapid scan of the EdTech landscape in 11 countries - Taddese, Abeba (The EdTech Hub, 2020)
We have just produced rapid scans of the EdTech landscape in 11 countries: Ghana, Jordan, Kenya, Liberia, Nigeria, Pakistan, Rwanda, Senegal, Sierra Leone, Tanzania, and Zimbabwe. The scans are based primarily on desk research and offer a glimpse into the countries’ EdTech ecosystems. They examine enabling factors for EdTech from a holistic […]
KerkoCite.ItemAlsoKnownAs: 2129771:DPW7TLVX
Keywords: _C:Sierra Leone SLE

Bridging research and practice: models for dissemination and implementation research - Tabak, Rachel G.; Khoong, Elaine C.; Chambers, David A.; Brownson, Ross C. (American journal of preventive medicine, 2012)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.amepre.2012.05.024 2129771:NDYZHH4V 4869029:DYQ8LWAH

Secularism, Democracy and Human Rights: The Islamic Dimension” - T.M., Bande; Muhammad, S.S.; Zagga, I.M.B.; Aisha Abdu-Ismail (Islamic Political Thoughts and Applications, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:9UYCQH84 2129771:NA8QUCZW 2486141:KYNDZHVP

(untitled) - T-TEL (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:EY7L8I26

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

Transforming Teacher Education and Learing (Ghana) [zip file] - T-TEL (2020)
Transforming Teacher Education and Learing (Ghana). This zip file contains a resource produced by Transforming Teacher Education and Learning (Ghana), www.t-tel.org. You can view and search all related records in the collection for T-TEL. The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
Publisher: Zenodo
Keywords: ⛔ No DOI found

Strengthening Education Management Information Systems (EMIS) and Data for Increased Resilience to Crisis: country case study: Ethopia - UNESCO Digital Library - Szucs, Eszter (UNESCO, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:WH87MCJZ
Keywords: Final_citation; cited; existing

Urban Education Technological Disparities: The Debilitating Impact on Our Students for Twenty-First Century Employment - Swinton, Angelia K.; Williams, Lauren Ashley (Computer-Mediated Learning for Workforce Development, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:WS5V7KR3
Keywords: _C:Saudi Arabia SAU; __C:filed:1; __C:scheme:1

Enhancing Education for Deaf Children: Research into Practice and Back Again - Swanwick, Ruth; Marschark, Marc (Deafness & Education International, 2010)
KerkoCite.ItemAlsoKnownAs: 10.1179/1557069X10Y.0000000002 2129771:R4HHWYPG 503888:CEFI75Q8
Keywords: _C:France FRA; _C:Spain ESP; _C:Sweden SWE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Creating learning without limits - Swann (Open University Press, 2012)
"'Creating Learning without Limits' takes on one of the most important issues in education today. In the last decade schools in England have taken a path towards putting all children into boxes, attaching a level to their heads and deciding what they are capable of achieving. This book shows the possibility of a different educational path, one in which all students are encouraged to achieve the greatest they can. Importantly the book also documents ways in which courageous teachers can do this - promoting fair and engaging learning environments for all students. This is a must-read for educators, policy makers and parents alike."Jo Boaler, Professor of Mathematics Education, Stanford University, California. Formerly a teacher and researcher at the Universities of London and Sussex."This will undoubtedly turn out to be amongst the most important educational books of the decade. Our capacity to respond, both individually and collectively, to its key insights and messages will profoundly affect not just the quality of our schools, but of our society for years to come. Engagingly and eloquently written, it exposes the intellectual bankruptcy and human destructiveness of widely held concepts of 'ability' and offers a richly textured, practical account of how one school moved from 'failure' to OfSTED 'outstanding' by committing itself to the practicability of a morally inspiring, educationally convincing alternative.If you want to know why 'the standards agenda' must inevitably fail and what we might do instead, read this book."Professor Michael Fielding, Institute of Education, University of London, UK"This is an inspiring and reviving book. It reminds us why people come into education - to make a difference for children. To make a deep difference we have to organize education differently. It describes a school that vibrates with learning in an atmosphere of deep humanity and care. Its practices are light years away from the measuring, labelling, targeting, and testing structures that have become our recent national norm. The school as a whole community transforms people."Anne Watson, Professor of Mathematics Education, University of Oxford, UK"This book provides a grounded demonstration of the importance of educational principles, the most important of which is the understanding that each child's potential for learning is limitless. The authors describe new school and classroom practices through which learning can be transformed. Their argument has influenced government thinking on the review of the National Curriculum in England. I urge you to let it influence your thinking too!"Professor Andrew Pollard, Institute of Education, University of London, UK"This is a brilliant study of a small and very successful primary school in Hertfordshire where the teachers have rejected ideas of fixed innate ability and believe instead in the limitless potential of all young people. At a time when the Ofsted inspection process employs dubious and limited notions of 'standards' and 'achievement', it would be good to think that there could be many more schools like this one showing the way towards a new and liberating view of human development. The book deserves a really wide readership."Professor Clyde Chitty, Institute of Education, University of London, UK"This book is slim in size but hefty in significance. It tells the story of a school driven by ambition, hope and the self-confidence that comes from a profound faith in the capacity of every child to be a passionate and engaged learner. This in the face of powerful and societally dominant messages that explicitly or more insidiously tell a different and more deterministic tale: that children (and schools) are fit and proper subjects for classification, measurement and management. And there's more - the careful scholarship on which this story is based prevents this book from being merely a description of what happens when a unique constellation of propitious circumstances meets a charismatic leader: this 'other way' is open to all who will take it - but it will demand the laying of solid and value-rich foundations, the exercising of autonomy for staff and pupils, the rethinking of relationships, a focus on learning (letting performance come as a secondary gift), and the taking of collective action. It's become a cliché to say of a book that it 'Should be read by every teacher (or parent, or whoever ...).' This one, and its predecessor 'Learning without Limits' merits that injunction." Barry Hymer, Professor of Psychology in Education, Education Faculty, University of Cumbria, UK"'Creating Learning without Limits' provides a welcome tonic that can help to offset the beleaguering effects of a performativity and standards agenda that reinforces the ability based practices so pervasive in schools today. Building on the compelling pedagogy first presented in 'Learning without Limits', this inspiring book shows how an alternative school improvement agenda can produce high academic attainment and enhanced capacity to learn for everybody. A classic for our time, it should be read by all who seek approaches to teaching and learning that are free from externally imposed views of ability and potential.”Professor Lani Florian, School of Education, University of Aberdeen, UK"If you share the convictions of the authors: 'That human potential is not predictable, that children's futures are unknowable, and that education has the power to enhance the lives of all', read the book! You will however need to proceed with caution; it will make some ofyou reflect on what you do and why you are doing it. This book could be the catalyst for the educational change that we are all praying for."Julie Lilly, Head Teacher, UKThis book tells the story of how one primary school community worked to build a learning environment that is inclusive, humane and enabling for everybody, a place free from the damaging effects of fixed ability thinking and practices. Drawing on compelling accounts of everyday life in the school, it describes how, in just a few years, the school (once in special measures) grew into a thriving community, with distinctive views of learning, curriculum and pedagogy, monitoring and accountability that found expression in every aspect of school life. The work of the school community was guided by the findings of a previous project, 'Learning without Limits' (Hart, Dixon, Drummond and McIntyre 2004), an empirical study of the classroom practice of individual teachers who had rejected the concept of fixed ability. 'Creating Learning without Limits' explores what becomes possible when the same ideas and principles are used creatively to guide and inspire whole school improvement. This book is not simply a celebration of the success of the school; it engages with the struggles and difficulties encountered by the staff as they set about learning to reshape pedagogy and curriculum by reference to their shared values of inclusion, social justice and human educability. It gives a detailed analysis of how the headteacher harnessed the power of collective action. The insights generated by this study have enduring relevance and applicability to people in other contexts - for staff groups craving for more equitable school improvement; for individual teachers wondering how best to foster children's learning capacity; for school leaders and teacher educators who find their values increasingly compromised.

Theme 6: Leadership for Learning (Coordinators) - Swaffield, Sue; MacBeath, J. (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:3PJ3UD5Z
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 6: Leadership for Learning (Tutors) - Swaffield, Sue; MacBeath, J. (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:2J3EWDD6
Keywords: Author:Haßler; Author:OpenDevEd; _C:Chad TCD; _C:Ghana GHA; _C:Greece GRC; _C:United Kingdom GBR; _C:Uruguay URY; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence

Using Mobile Phone Texting to Support the Capacity of School Leaders in Ghana to Practise Leadership for Learning - Swaffield, Sue; Jull, Stephen; Ampah-Mensah, Alfred (Procedia - Social and Behavioral Sciences, 2013)
Several years into a collaborative professional development programme to build the Leadership for Learning capacity of Basic school headteachers throughout Ghana, the challenge is to sustain commitment, deepen understanding and share learning among the school leaders. Employing ubiquitous mobile phone technology, weekly text messages have been sent to the programme's 175 initial participants. During the year of the pilot project different forms of messages have been tried, and feedback from recipients suggests their value. The paper reports experience and findings from the pilot, and considers plans for scaling-up to reach all 18,000 Basic schools across the country.
Keywords: Ghana; Leadership for Learning; SMS; headteachers; mobile phone; professional development; school leaders; text messages

Effects of assistive technology for students with reading and writing disabilities - Svensson, Idor; Nordström, Thomas; Lindeblad, Emma; Gustafson, Stefan; Björn, Marianne; Sand, Christina; Almgren/Bäck, Gunilla; Nilsson, Staffan (Disability and Rehabilitation: Assistive Technology, 2019)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/17483107.2019.1646821 2129771:TSC7IKXJ
Keywords: __C:filed:1

A systematic review of tablet technology in mathematics education - Svela, Alexander; Nouri, Jalal; Viberg, Olga; Zhang, Lechen (2019)
Publisher: International Association of Online Engineering KerkoCite.ItemAlsoKnownAs: 10.3991/ijim.v13i08.10795 2129771:MSWD7C28
Keywords: __C:filed:1

Transforming pedagogical practice in mathematics: Moving from telling to listening - Suurtamm, C.; Vézina, N. (International Journal for Mathematics Teaching and Learning, 2010)
KerkoCite.ItemAlsoKnownAs: 2129771:C7UQZMLA 261495:NGGR64JD
Keywords: ⛔ No DOI found