Outcome Harvesting: Principles, Steps, and Evaluation Applications - Wilson-Grau, Ricardo (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:GF64D8RN 4804264:PECSUDY3
Keywords: Final_citation

Outcome Harvesting: Principles, Steps, and Evaluation Applications - Wilson-Grau, Ricardo (Information Age Publishing, 2018)
Are you a grant maker, manager or evaluator who must assess your work to improve as well as be accountable for the use of resources and results? Does the project, program or organization you fund, manage or evaluate contend with substantial uncertainty about what to do and what will be the results? Do you thus experience constant change and unexpected and unforeseeable actors and factors in your intervention? Do you need to know what you are achieving and how in real time? And therefore, do you seek an alternative to conventional monitoring and evaluation of social change results? If yes, then you are the audience for this book. Beginning in 2002, working closely with co-evaluators and commissioners of evaluations, the author developed Outcome Harvesting to enable evaluators, grant makers, and managers to identify, formulate, verify, and make sense of changes that interventions have influenced in a broad range of cutting–edge innovation and development projects and programs around the world. Over these years, he led Outcome Harvesting evaluative exercises involving almost 500 non-governmental organizations, networks, government agencies, funding agencies, community-based organizations, research institutes and university programs. In over fifty evaluations, with forty co-evaluators he has harvested thousands of outcomes on six continents. Outcome Harvesting has proven useful in evaluations of a great diversity of initiatives: human rights advocacy, political, economic and environmental advocacy, arts and culture, health systems, information and communication technology, conflict and peace, water and sanitation, taxonomy for development, violence against women, rural development, organic agriculture, participatory democracy, waste management, public sector reform, good governance, eLearning, social accountability, and business competition, amongst others. In this book, the author explains the steps of Outcome Harvesting and how to customize them according to the nine underlying principles. He shares his experience and gives practical advice on how to work with Outcome Harvesting and remain true to its essential features.
KerkoCite.ItemAlsoKnownAs: 2129771:B5NTIDYV 4426965:WZ8BVS9T

Commercialising higher education in the UK: The state, industry and peer review - Willmott, Hugh (Studies in Higher Education, 2003)
Publisher: Taylor & Francis

ROER4D Project Activity Toolkit - Curation and dissemination - Willmers, Michelle; King, Thomas (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 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 ROER4D UCT Network Hub pillars of project management activity: networking, evaluation, communications, research capacity building, and curation and dissemination (C&D). It is hoped that these chapters will be of practical use to other projects attempting to integrate any of these activities in their operational strategies. While it has a particularly close link to the project’s research capacity building and communications functions, the processes entailed in C&D activity pertained to and supported all aspects of project activity in that they were designed to facilitate the secure storage and findability of content (both internally and externally) and promote collaboration. This document outlines the project’s strategic approach in terms of positioning itself as publisher in the context of an open research framework. It highlights the workflows and processes associated with two key aspects of its C&D activity: publication of a peer-reviewed edited volume and the project’s open data initiative.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1221327 2129771:9574IXY3 2486141:686C98WP 503888:ZFQ4LGWV
Keywords: CitedIn:eCubed; Done:ReferenceFixed; Global South; ROER4D; curation; dissemination; eCubed; open licensing

Educational reform, enquiry‐based learning and the re‐professionalisation of teachers - Williamson, Ben; Morgan, John (The Curriculum Journal, 2009)
Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1080/09585170903195894 KerkoCite.ItemAlsoKnownAs: 10.1080/09585170903195894 2405685:3J8IQVHB 2534378:ZGC3LGMX

Big EdTech - Williamson, Ben (Learning, Media and Technology, 2022)
Publisher: Routledge _eprint: https://doi.org/10.1080/17439884.2022.2063888 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2022.2063888 4804264:97I8AQB4
Keywords: Final_citation; cited; existing

Participatory Case Study Work: Approaches, Authenticity and Application in Ageing Studies - Williams, Sion; Keady, John (2021)

Popbots: Designing an artificial intelligence curriculum for early childhood education - Williams, Randi; Park, Hae Won; Oh, Lauren; Breazeal, Cynthia (Proceedings of the AAAI Conference on Artificial Intelligence, 2019)
Issue: 01
Keywords: ⛔ No DOI found

External Validity and Policy Adaptation: From Impact Evaluation to Policy Design - Williams, Martin J (The World Bank Research Observer, 2020)
With the growing number of rigorous impact evaluations worldwide, the question of how best to apply this evidence to policymaking processes has arguably become the main challenge for evidence-based policymaking. How can policymakers predict whether a policy will have the same impact in their context as it did elsewhere, and how should this inﬂuence the design and implementation of policy? This paper introduces a simple and ﬂexible framework to address these questions of external validity and policy adaptation. I show that failures of external validity arise from an interaction between a policy’s theory of change and a dimension of the context in which it is being implemented, and develop a method of “mechanism mapping” that maps a policy’s theory of change against salient contextual assumptions to identify external validity problems and suggest appropriate policy adaptations. In deciding whether and how to adapt a policy in a new context, I show there is a fundamental informational trade-o↵ between the strength and relevance of evidence on the policy from other contexts and the policymaker’s knowledge of the local context. This trade-o↵ can guide policymakers’ judgments about whether policies should be copied exactly from elsewhere, adapted, or invented anew.
KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lky010 2129771:VSV7VE4C 2486141:DKLMP8QQ

Effects of an Intensive Reading Intervention for Ninth-Grade English Learners With Learning Disabilities - Williams, K.J.; Vaughn, S. (Learning Disability Quarterly, 2019)
English learners with learning disabilities (LD) have well-documented difficulties comprehending text. This study examined the effects of an intensive reading intervention (Reading Intervention for Adolescents [RIA]) on reading outcomes (word reading, vocabulary, and comprehension) for ninth-grade ELs with LD (n = 85). In the RIA, students received instruction in advanced word study, fluency, vocabulary, and comprehension. Participants assigned to RIA received the intervention for the entire ninth-grade school year for approximately 3.75 to 4.25 hr a week, whereas students in the comparison condition participated in elective courses. After using analysis of covariance to test for treatment effects and controlling for false discovery rate, there were no significant differences between the two groups except on the proximal vocabulary measure (g = 0.41). Small, nonsignificant effects were observed on measures of word reading and sentence-level comprehension, and Hedges’ g values ranged from 0.08 to 0.18. Findings reveal the challenges of improving reading outcomes for English learners with learning disabilities in high school. © Hammill Institute on Disabilities 2019.
Publisher: SAGE Publications Inc. KerkoCite.ItemAlsoKnownAs: 10.1177/0731948719851745 2129771:3NBYZERB 2339240:SRTCGQR6 2486141:Q3QHD2SG
Keywords: English learners; SEN; _AcademicRecoveryOECS; adolescents; high school; intensive intervention; learning disabilities; reading

Encouraging Community Action Against Teacher Absenteeism: A Mass Media Experiment in Rural Uganda - Wilke, Anna M.; Green, Donald P.; Tan, Benjamin (The Journal of Development Studies, 2021)
Chronic teacher absenteeism is widespread in Uganda, with approximately one-third of public school teachers absent on any given day. Absenteeism and other problems that arise in Uganda’s public education system are often attributed to a lack of public oversight and parental involvement. In an effort to develop a scalable method of encouraging community engagement on this issue, the present study assesses the extent to which entertainment-education videos increase willingness among Ugandans to take action against absenteeism. Working in collaboration with Ugandan screenwriters and local actors, we developed video dramatisations that depicted the problem of absenteeism and how parents mobilised to address it. We assess the persuasive effects of these dramatisations both under lab-like conditions, to gauge immediate effects, and in the field, to gauge effects two months and eight months after a placebo-controlled media campaign attended by over 10,000 Ugandans in 112 villages. Although the persuasive effects are weaker in the field than the lab setting, the former remain substantial even after eight months. The demonstrated ability of entertainment-education to change public views on this issue sets the stage for policy experiments that test whether entertainment-education campaigns have downstream effects on absenteeism and public school performance more generally.
Publisher: Routledge _eprint: https://doi.org/10.1080/00220388.2021.2008367 KerkoCite.ItemAlsoKnownAs: 10.1080/00220388.2021.2008367 2129771:MEAS58AG 4556019:Z9A72XEC
Keywords: Africa; access to education; education quality

Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis: Systematic Review - Wilcha, Robyn-Jenia (JMIR Medical Education, 2020)
Background: In December 2019, COVID-19 emerged and rapidly spread worldwide. Transmission of SARS-CoV-2, the virus that causes COVID-19, is high; as a result, countries worldwide have imposed rigorous public health measures, such as quarantine. This has involved the suspension of medical school classes globally. Medical school attachments are vital to aid the progression of students’ confidence and competencies as future physicians. Since the outbreak of COVID-19, medical schools have sought ways to replace medical placements with virtual clinical teaching. Objective: The objective of this study was to review the advantages and disadvantages of virtual medical teaching for medical students during the COVID-19 pandemic based on the current emerging literature. Methods: A brief qualitative review based on the application and effectiveness of virtual teaching during the COVID-19 pandemic was conducted by referencing keywords, including medical student virtual teaching COVID-19, virtual undergraduate medical education, and virtual medical education COVID-19, in the electronic databases of PubMed and Google Scholar. A total of 201 articles were found, of which 34 were included in the study. Manual searches of the reference lists of the included articles yielded 5 additional articles. The findings were tabulated and assessed under the following headings: summary of virtual teaching offered, strengths of virtual teaching, and weaknesses of virtual teaching. Results: The strengths of virtual teaching included the variety of web-based resources available. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Open-access teaching with medical experts has enabled students to remain abreast of the latest medical advancements and to reclaim knowledge lost by the suspension of university classes and clinical attachments. Peer mentoring has been proven to be a valuable tool for medical students with aims of increasing knowledge and providing psychological support. Weaknesses of virtual teaching included technical challenges, confidentiality issues, reduced student engagement, and loss of assessments. The mental well-being of students was found to be negatively affected during the pandemic. Inequalities of virtual teaching services worldwide were also noted to cause differences in medical education. Conclusions: In the unprecedented times of the COVID-19 pandemic, medical schools have a duty to provide ongoing education to medical students. The continuation of teaching is crucial to enable the graduation of future physicians into society. The evidence suggests that virtual teaching is effective, and institutions are working to further develop these resources to improve student engagement and interactivity. Moving forward, medical faculties must adopt a more holistic approach to student education and consider the mental impact of COVID-19 on students as well as improve the security and technology of virtual platforms.
Company: JMIR Medical Education Distributor: JMIR Medical Education Institution: JMIR Medical Education Label: JMIR Medical Education Publisher: JMIR Publications Inc., Toronto, Canada KerkoCite.ItemAlsoKnownAs: 10.2196/20963 2129771:F9FPSVS2
Keywords: _genre:LR-literature_review

13th - Wikipedia (Wikipedia, 2020)
13th is a 2016 American documentary by director Ava DuVernay. The film explores the "intersection of race, justice, and mass incarceration in the United States;" it is titled after the Thirteenth Amendment to the United States Constitution, adopted in 1865, which abolished slavery throughout the United States and ended involuntary servitude except as a punishment for conviction of a crime. DuVernay contends that slavery has been perpetuated since the end of the American Civil War through criminalizing behavior and enabling police to arrest poor freedmen and force them to work for the state under convict leasing; suppression of African Americans by disenfranchisement, lynchings and Jim Crow; politicians declaring a war on drugs that weighs more heavily on minority communities and, by the late 20th century, mass incarceration of people of color in the United States. She examines the prison-industrial complex and the emerging detention-industrial complex, discussing how much money is being made by corporations from such incarcerations. 13th garnered acclaim from a number of film critics. It was nominated for the Academy Award for Best Documentary Feature at the 89th Academy Awards, and won the Primetime Emmy Award for Outstanding Documentary or Nonfiction Special at the 69th Primetime Emmy Awards.
Page Version ID: 962747725 KerkoCite.ItemAlsoKnownAs: 2129771:YAM26X83

Organisation of Eastern Caribbean States - Wikipedia (Wikipedia, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:I9DIURH2 2486141:F565CH54

Theory of change - Wikipedia (2020)
Theory of Change (ToC) is a specific type of methodology for planning, participation, and evaluation that is used in companies, philanthropy, not-for-profit and government sectors to promote social change. Theory of Change defines long-term goals and then maps backward to identify necessary preconditions.Theory of Change explains the process of change by outlining causal linkages in an initiative, i.e., its shorter-term, intermediate, and longer-term outcomes. The identified changes are mapped – as the “outcomes pathway” – showing each outcome in logical relationship to all the others, as well as chronological flow. The links between outcomes are explained by “rationales” or statements of why one outcome is thought to be a prerequisite for another.The innovation of Theory of Change lies (1) in making the distinction between desired and actual outcomes and (2) in requiring stakeholders to model their desired outcomes before they decide on forms of intervention to achieve those outcomes. Theory of Change can begin at any stage of an initiative, depending on the intended use. A theory developed at the outset is best at informing the planning of an initiative. Having worked out a change model, practitioners can make more informed decisions about strategy and tactics. As monitoring and evaluation data become available, stakeholders can periodically refine the Theory of Change as the evidence indicates. A Theory of Change can be developed retrospectively by reading program documents, talking to stakeholders, and analyzing data. This is often done during evaluations reflecting what has worked or not in order to understand the past and plan for the future.
Page Version ID: 954966865 KerkoCite.ItemAlsoKnownAs: 2129771:3S64R93U 2317526:F2DQTIDZ

Comparative Advantages of Offline Digital Technology for Remote Indigenous Classrooms in Guatemala (2019-2020) - Wiebe, Adrienne; Crisostomo, Luis Javier; Perez, Ruben Feliciano; Anderson, Terry (Journal of Learning for Development, 2022)
Technology has been viewed as a means to improve the quality of education for children globally, particularly in remote and marginal communities. This study examines the comparative advantages of the use of appropriate technology (off-line servers with digital libraries connected to a classroom set of laptops) in ten intervention schools in Indigenous communities in Guatemala for one school year. The study was too short (due to pandemic restrictions) to demonstrate statistically significant differences for learning outcomes. However, using an instructional core model as a framework, qualitative findings supported four previously identified comparative advantages, and identified four additional ones relevant to remote Indigenous communities. The intervention validated the ability of technology to improve standardized instruction, differentiated instruction, opportunities for practice, and learner engagement. Newly identified advantages are: access to high-quality educational resources (substitution for print materials), teacher capacity-building, student technical skills and digital literacy, and sharing cultural knowledge.
Number: 1
Keywords: Guatemala bilingual and intercultural education; Maya-Mam education; _genre:PR-primary_research; appripriate technology for education in Guatemala; ⛔ No DOI found

Dual-mode teacher professional development: challenges and re-visioning future TPD in Indonesia - Widodo, Ari; Riandi (Teacher Development, 2013)
This paper presents the results of a two-year research project aimed at developing a teacher professional development (TPD) model in Indonesia. New government policies in this nation, its archipelagic nature, vast numbers of teachers and scarcity of support resources present a unique challenge to TPD. A needs assessment was conducted to identify teachers’ professional needs. Based on the results of this assessment, a dual-mode TPD that combines face-to-face sessions and online sessions was developed. Participation in face-to-face sessions was relatively high but the participation rate in online sessions was very low. Incentives, teachers’ autonomy as professional learners, ICT skills and infrastructure are important considerations when designing TPD in Indonesia. This study and an analysis of TPD policy allow us to suggest future directions for TPD in Indonesia
Place: United Kingdom Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bri&AN=BEI.221367&site=ehost-live&scope=site KerkoCite.ItemAlsoKnownAs: 10.1080/13664530.2013.813757 2405685:M5WDVH5K 2534378:9P4LRFZC 2534378:BR8DXZB4 2534378:UHSPASDV 2534378:Z8BCLDYY
Keywords: CONTINUING education; EDUCATION & state; EDUCATION – Forecasting; ERIC; Current Index to Journals in Education (CIJE); Education–Teaching Methods And Curriculum; Educational Change; Educational Strategies; Elementary Secondary Education; FORECASTING; Faculty Development; Foreign Countries; HIGHER education; Higher Education; INDONESIA; Indonesia; Information Skills; Instructional Design; Interviews; Models; Needs Assessment; Online instruction; PROFESSIONAL education; Pedagogical Content Knowledge; Postsecondary Education; Professional development; Public policy; Questionnaires; Science Teachers; TEACHER certification; TEACHER development; TEACHER education; Teacher Education; Teacher education; __:import:01; __:match:final; __:matched; __:study_id:2097039; ___working_potential_duplicate; __finaldtb

Listening to Children with Disabilities: Voices from Uganda and Malawi - Wickenden, Mary (Education and Disability in the Global South: New Perspectives from Africa and Asia, 2018)
Publisher: Bloomsbury Publishing London
Keywords: ⛔ No DOI found

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

COVID-19 Weekly Epidemiological Update, 1st Dec 2020 - WHO (WHO, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:WES2EVGP 2486141:XNT6QPVF

Sierra Leone | Ebola maps - WHO (2016)
Maps from WHO Ebola Situation Reports: Location of laboratories and ETUs, geographical distribution of cases in Guinea, Liberia, and Sierra Leone.
Library Catalog: www.who.int Publisher: World Health Organization KerkoCite.ItemAlsoKnownAs: 2129771:V76BPIA7 2486141:ABUTI3KW
Keywords: _C:Sierra Leone SLE

The importance of play - Whitebread, David; Barilio, Marisol; Kuvalja, Martina; Verma, Mohini (Toy Industries of Europe, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:5VYF288M 2486141:E5JU5555
Keywords: ⛔ No DOI found

Theory-based systematic reviews - White, Howard (Journal of Development Effectiveness, 2018)
It has been common to say that studies should address not just the question of what works, but also how, where, for whom and at what cost? A unifying framework for such an approach is the theory of change. This paper lays out an approach for using such a theory-based approach to systematic reviews, discussing issues which arise in mixed-methods causal chain analysis. I illustrate the funnel of attrition which is a heuristic device to understand why effect sizes are lower at the higher reaches of the causal chain, including why participation is less than usually expected. Examples are given from the international development sector.
KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2018.1439078 10/gf4jqh 2129771:TZ45P7Q4 2317526:NZADPF4K
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CLL:en; Systematic reviews; causal chain analysis; impact evaluation; publicImportV1; theory-based approach

The_Beginner_s_Guide_to_PEA.pdf - Whaites, A. (UKAID, 2017)
KerkoCite.ItemAlsoKnownAs: 4804264:PRFJX7FN
Keywords: Final_citation; cited; existing

Commonsense methods for children with special educational needs - Westwood, Peter (Routledge, 2007)

Pedagogy, curriculum, teaching practices and teacher education in developing countries - Westbrook, Jo; Durrani, Naureen; Brown, Rhona; Orr, David; Pryor, John; Boddy, Janet; Salvi, Francesca (Department for International Development and Centre for International Education, University of Sussex, 2013)
Publisher: EPPI-Centre, Social Science Research Unit, Institute of Education …
Keywords: Read; ⛔ No DOI found

Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries. Final Report. Education Rigorous Literature Review - Westbrook, Jo; Durrani, Naureen; Brown, Rhona; Orr, David; Pryor, John; Boddy, Janet; Salvi, Francesca (Department for International Development, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:859VBG8Z 2129771:9AZDKKAA 2129771:HIBUHJUU 2129771:WWDS7WLV 2339240:86HQML65 2405685:C85ZIVDI 2486141:7UV2FD7Y 2486141:BL88RTMF
Keywords: C:Low- and middle-income countries; STC-TLC; __C:filed:1

Pedagogy, curriculum, teaching practices and teacher education in developing countries: final report. - Westbrook, J.; Durrani, N.; Brown, R.; Orr, D.; Pryor, J.; Boddy, J.; Salvi, F. (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:2CLIHNGB 261495:KA7JI6XK

Pedagogy, Curriculum, Teaching Practices and Teacher Education - Westbrook, J.; Durrani, N; Brown, R (2013)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:XM6FY2CY 257089:IX7S752V

Children's Privacy: An Evaluation of EdTech Privacy Policies - West, Tobi (2022)
Due to social distancing requirements at the onset of the pandemic many schools suddenly transitioned to online learning platforms. Additionally, minors create a significant amount of digital assets, often without regard for privacy or future use. Without ill intent, adults may encourage children to create digital assets containing private information, potentially leading to future embarrassment. During the child's younger years, they have the autonomy to create digital assets, yet they do not have the legal right to determine the use or deletion of those assets. Children's Online Privacy Protection Act (COPPA) is meant to protect children's privacy and as early adopters of new education technology, eager teachers are deciding which tools to use that may circumvent their school or district's approval processes. As features of their products, Education technology (EdTech) companies may share the data collected from children with third-party service providers to perform data analysis. Those service providers may not share the same compliance level in their privacy policy, putting the privacy and security of consumer data at further risk. This study reviews the privacy policies of three EdTech tools for COPPA compliance based on the Federal Trade Commission's tips for consumers. The report includes information about the privacy implications of third-party data processing, the legal consequences of privacy violations after the collection of minors' digital assets, and an explanation of the privacy policy evaluation reports of EdTech tools provided by Common Sense Media with suggestions for parents, teachers, and school administrators.
KerkoCite.ItemAlsoKnownAs: 4804264:BUDB5BCL 4804264:KWUDC3NI
Keywords: Final_citation; anystyle; existing

Fostering Rapid Institution-wide Curricular Change in Response to COVID-19 - Werth, Eric; Williams, Katherine; Werth, Lori (Journal of Learning for Development, 2020)
To aid students during COVID-19, the University of Pikeville transitioned all undergraduate classes to no-cost alternatives for course textbooks. Additionally, the academic calendar was modified for the first time in the institution’s 130-year history from a traditional 16-week semester to 8-week block scheduling. This case study explores strategies, approaches to corresponding with constituents, and lessons learned in leading an institution through two major curricular changes in under six months in response to a global pandemic.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:F8YUML5X
Keywords: Open Educational Resources; calendar changes; coronavirus; ⛔ No DOI found

A guide to implementation research - Werner, Alan (The Urban Insitute, 2004)
KerkoCite.ItemAlsoKnownAs: 2129771:R9XUU8PZ 4869029:4RY6PPU2

The Theoretical and Empirical Basis of Teacher Leadership: A Review of the Literature - Wenner, Julianne A.; Campbell, Todd (Review of Educational Research, 2017)
In the current review, we examined teacher leadership research completed since York-Barr and Duke published the seminal review on teacher leadership in 2004. The review was undertaken to examine how teacher leadership is defined, how teacher leaders are prepared, their impact, and those factors that facilitate or inhibit teacher leaders’ work. Beyond this, the review considered theories informing teacher leadership, teacher leadership within disciplinary contexts, and the roles of teacher leaders in social justice and equity issues. The most salient findings were (a) teacher leadership, although rarely defined, focused on roles beyond the classroom, supporting the professional learning of peers, influencing policy/decision making, and ultimately targeting student learning; (b) the research is not always theoretically grounded; (c) principals, school structures, and norms are important in empowering or marginalizing teacher leaders; and (d) very little teacher leadership research examines issues of social justice and equity.
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Israel ISR; _C:Singapore SGP; _C:South Africa ZAF; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

How teaching matters: Bringing the classroom back into discussions of teacher quality Policy Information Center Report, Educational Testing Service (ETS) - Wenglinsky, H. (2000)
Keywords: ⛔ No DOI found

Key design factors in durable instructional technology professional development - Wells, J.G. (Journal of Technology and Teacher Education, 2007)
KerkoCite.ItemAlsoKnownAs: 2129771:PSMBFKBM 261495:UHAWPIM8
Keywords: ⛔ No DOI found

Key design factors in durable instructional technology professional development - Wells, J G (Journal of Technology and Teacher Education, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:5ANP6TH6 261495:38AZSUFP
Keywords: ⛔ No DOI found

A Review of Community Extension Approaches to Innovation for Improved Livelihoods in Ghana, Uganda and Malawi - Wellard, Kate; Rafanomezana, Jenny; Nyirenda, Mahara; Okotel, Misaki; Subbey, Vincent (The Journal of Agricultural Education and Extension, 2013)
Purpose: Farmer-to-farmer extension offers a potentially low-cost and wide-reach alternative in supporting agricultural innovation. Various approaches are being promoted but information on their impact and sustainability is sparse. This study examines experiences of Self Help Africa and partners in Ghana, Uganda and Malawi. It asks: What is good practice in community extension for agriculture? What has been the impact of community extension on food security for smallholder farmers? What is the potential for scale-up and policy influence? Design/methodology/approach: Findings are based on a three-country mixed methods study of 240 households, farmer groups and community, government and NGO extensionists. Findings: Models of good practice include: community selection of extensionists, a twin technical and community development focus, and mutual learning. Impact of community based extension approaches on uptake of technologies, food security and livelihoods of poor groups was found to be broadly positive. Practical implications: Community based approaches appear sustainable where: communities provide support for their extensionists; community extensionists have marketable skills; communities and extensionists are developing Community Based Organisations (CBOs); and linkages are maintained with research and extension bodies. Community based extension approaches are being scaled-up in Malawi and elsewhere. To achieve sustainable pro-poor impacts, support will be needed for continued technical and community development training and back-stopping for community extensionists, and evaluation of different approaches. Originality/value: The study provides important evidence that community extensionists can help facilitate innovation in sustainable agriculture and reach the poor in a cost-effective way. They should be seen by policy-makers as part of pluralistic demand-driven extension, complementing over-stretched extension services. (Contains 6 tables.)
KerkoCite.ItemAlsoKnownAs: 10.1080/1389224x.2012.714712 10/gf62k8 2129771:3TBPH3VN 2317526:63P23WRI
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Malawi; CA:AandC; CL:de; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:learning; F:policy; F:pro-poor; P:agricultural; P:agriculture; P:economy; P:measurement; P:services; P:technology; R:evaluation; R:impact; R:mixed method; T:Training; Z:Agricultural Occupations; Z:Agriculture; Z:Community Development; Z:Community Support; Z:Economically Disadvantaged; Z:Evidence; Z:Food; Z:Foreign Countries; Z:Innovation; Z:Poverty; Z:Rural Education; Z:Rural Extension; Z:Security (Psychology); Z:Sustainability; _C:Benin BEN; _C:Ghana GHA; _C:Malawi MWI; _C:Morocco MAR; _C:Norway NOR; _C:Uganda UGA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; publicImportV1

Education and the electrification of rural schools - Welland, Alicia (2017)
KerkoCite.ItemAlsoKnownAs: 4804264:MVG89YRI
Keywords: Final_citation; ⛔ No DOI found

Examining the perceived impact of technology on teacher-student math discussions in early elementary classrooms - Weisel, Derek (University of California, Los Angeles, 2017)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:5ZJG6DS9 2129771:YDMWF6VV
Keywords: _C:Canada CAN; _C:Cuba CUB; _C:Dominican Republic DOM; _C:United States USA; __C:filed:1; __C:scheme:1

Teaching the science of learning - Weinstein, Yana; Madan, Christopher R.; Sumeracki, Megan A. (Cognitive Research: Principles and Implications, 2018)
The science of learning has made a considerable contribution to our understanding of effective teaching and learning strategies. However, few instructors outside of the field are privy to this research. In this tutorial review, we focus on six specific cognitive strategies that have received robust support from decades of research: spaced practice, interleaving, retrieval practice, elaboration, concrete examples, and dual coding. We describe the basic research behind each strategy and relevant applied research, present examples of existing and suggested implementation, and make recommendations for further research that would broaden the reach of these strategies.
Keywords: Education; Learning; Memory; Teaching

Psychometric assessment of three newly developed implementation outcome measures - Weiner, Bryan J.; Lewis, Cara C.; Stanick, Cameo; Powell, Byron J.; Dorsey, Caitlin N.; Clary, Alecia S.; Boynton, Marcella H.; Halko, Heather (Implementation Science : IS, 2017)
Background Implementation outcome measures are essential for monitoring and evaluating the success of implementation efforts. Yet, currently available measures lack conceptual clarity and have largely unknown reliability and validity. This study developed and psychometrically assessed three new measures: the Acceptability of Intervention Measure (AIM), Intervention Appropriateness Measure (IAM), and Feasibility of Intervention Measure (FIM). Methods Thirty-six implementation scientists and 27 mental health professionals assigned 31 items to the constructs and rated their confidence in their assignments. The Wilcoxon one-sample signed rank test was used to assess substantive and discriminant content validity. Exploratory and confirmatory factor analysis (EFA and CFA) and Cronbach alphas were used to assess the validity of the conceptual model. Three hundred twenty-six mental health counselors read one of six randomly assigned vignettes depicting a therapist contemplating adopting an evidence-based practice (EBP). Participants used 15 items to rate the therapist’s perceptions of the acceptability, appropriateness, and feasibility of adopting the EBP. CFA and Cronbach alphas were used to refine the scales, assess structural validity, and assess reliability. Analysis of variance (ANOVA) was used to assess known-groups validity. Finally, half of the counselors were randomly assigned to receive the same vignette and the other half the opposite vignette; and all were asked to re-rate acceptability, appropriateness, and feasibility. Pearson correlation coefficients were used to assess test-retest reliability and linear regression to assess sensitivity to change. Results All but five items exhibited substantive and discriminant content validity. A trimmed CFA with five items per construct exhibited acceptable model fit (CFI = 0.98, RMSEA = 0.08) and high factor loadings (0.79 to 0.94). The alphas for 5-item scales were between 0.87 and 0.89. Scale refinement based on measure-specific CFAs and Cronbach alphas using vignette data produced 4-item scales (α’s from 0.85 to 0.91). A three-factor CFA exhibited acceptable fit (CFI = 0.96, RMSEA = 0.08) and high factor loadings (0.75 to 0.89), indicating structural validity. ANOVA showed significant main effects, indicating known-groups validity. Test-retest reliability coefficients ranged from 0.73 to 0.88. Regression analysis indicated each measure was sensitive to change in both directions. Conclusions The AIM, IAM, and FIM demonstrate promising psychometric properties. Predictive validity assessment is planned. Electronic supplementary material The online version of this article (doi:10.1186/s13012-017-0635-3) contains supplementary material, which is available to authorized users.

Ethical Guidelines for Artificial Intelligence-Based Learning: A Transnational Study Between China and Finland - Wei, Ge; Niemi, Hannele (AI in Learning: Designing the Future, 2023)
Artificial intelligence (AI) plays an increasingly prevalent role in the global education system. However, there is a lack of transparency about how AI technologies work alongside certain ethical guidelines. Achieving the global benefits of AI-driven learning and education requires international dialogue on the commonplaces of ethical considerations. This paper, taking China and Finland as two contextual cases, analyzes how AI-related policies at the national level have focused on educational themes and established aims for improving the quality of learning and education. As a result, four themes for AI ethics have emerged: (1) inclusion and personalization, (2) justice and safety, (3) transparency and responsibility, and (4) autonomy and sustainability. Although both China and Finland recognize the importance of AI ethics, the differences are manifested in their policy approaches, properties, and strategies due to sociocultural variation. This chapter emphasizes the need for international and transnational dialogue from ethical perspectives to foster our reciprocal understanding of AI and the human-centered stance on education in the digitized age.
Keywords: Artificial intelligence (AI); Education; Ethical guidelines; Learning; Policy analysis

Affordance Theory - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
The theory of affordances has been widely applied in studies of educational technology. In particular, it has been suggested that different education technologies ‘afford’ different kinds of teaching and learning. In this chapter, we look back to the origin of affordance theory in the work of perceptual psychologist James Gibson. We then offer a brief history of how affordance has been adapted and applied to educational technology. It has been suggested that the concept of affordances is too loose to be useful. This is perhaps because the affordances for action and for thought that any technology has not only depend on the technology, but also on how the user responds to the technology. We discuss the need to design the cultures and norms that shape user responses in addition to designing the technology itself. We offer an example to suggest that affordance theory can be particularly useful for educational design-based research that moves iteratively between the perspective of users and the perspective of the technology.
Num Pages: 18

An Alternative History of Educational Technology - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
In most histories of educational technology, technology is referred to as a way of supporting education. In this chapter, we explore what happens when this framing of the relationship is reversed and we think about education as a way of supporting technology. We begin with the story of some of the first schools 4000 years ago in Ancient Sumeria. These, we claim, were created to support what was then a relatively new information and communications technology, cuneiform literacy. We argue that the shift from education based on talking and listening to education based on reading and writing involved a change in how knowledge is thought about and how education is understood. After the spread of education based on literacy, and later, on print literacy (which includes numeracy), a new kind of knowledge became possible: knowledge as an indirect representation of a reality rather than knowledge as a direct relationship with reality. This shift from oracy to literacy involved losses as well as gains. We end with a case study suggesting that digitally mediated education might be able to include more of the relationship and connectedness that is of value in oral education systems whilst continuing to support the greater reach and power of print literacy.
Num Pages: 21

Heidegger's Hammer - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
Heidegger’s discussion of the way that tools and technology enter into experience has had a profound impact on the philosophy of technology. In this chapter, we look at the implications for design that follow from his account. We interrogate Heidegger’s criticism of modern technology, which he argues ‘enframes’ us and cuts us off from a more authentic and nourishing relationship with ‘Being’. We find that while Heidegger described modern technology as a danger, he also recognised it as an opportunity for a different kind of human future. Heidegger’s analysis of how technologies can shape our world and our understanding of it is relevant to understanding not only how we use everyday craft tools like hammers, but also to understanding the educational potential of networked digital technologies like global social media and Generative AI.
Num Pages: 14

Introduction: Why we need a theory of educational technology - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
Thinking about how we should use technology in education is thinking about how we want to shape the future of education and, indeed, how we want to shape future humans. Theory is needed to illuminate the issues at stake, but there is only a very limited amount of existing theory specific to educational technology. Moreover, when theory is referred to this is almost invariably education theory without any influence from the theory of technology. This first chapter explains why we think a new ‘dialogic’ theory of educational technology is required and introduces the main themes of the book. We argue that the ‘voice’ of technology should feature prominently in any theory of educational technology. Two case studies are offered to illustrate that the ways in which we frame educational technology makes a difference to how we design for education with technology. The chapter ends with an outline of the argument of the whole book.
Num Pages: 19

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

Steps Towards a 'Dialogic' Grammar - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
In this chapter we look at three ‘grammars’ of educational technology, or ways of using and thinking about education technology, that are informed by the advent of the internet: online mediated communities of practice, educational online multi-user role-play games, and connectivism. Each of these grammars has different strengths and weaknesses. Our critique leads us towards a new way of understanding the role of educational technology which we call a ‘dialogic’ grammar or a dialogic foundation for the design of educational technology.
Num Pages: 14

Technology and Expanding Dialogic Space - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
This chapter explores the concept of dialogic space in education and its relationship with technology. We begin by tracing the history of communications technology and its intersection with education, leading up to the emergence of AI chatbots as dialogue partners, arguing that technology has an important role in fostering dialogic spaces. We explore the modern concept of dialogic space, which is rooted in educational research and emphasises the importance of creating a space for open and exploratory dialogue. Specifically, we revisit Martin Buber’s seminal notion of ‘the space between’ as a realm of possibilities within interpersonal relationships. We also highlight the limitations of this theory in not accounting for technology’s materiality in shaping dialogic spaces. Integrating Buber’s ‘space between’ with recent dialogic space theory, we demonstrate how combining pedagogical and technological design can open, widen and deepen dialogic spaces. Two case studies exemplify how designing technology in tandem with pedagogy can project students into an expanded dialogic space. We suggest that expanding dialogic space may be the essence of education and perhaps the most important function of educational technology.
Num Pages: 25

Technology and Expanding Dialogic Time - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
This chapter explores the concept of ‘dialogic time’ and its potential to offer insights into the design and use of technology in education. Education, we argue, is centrally concerned with drawing students into participation in the longer-term dialogues of culture such as science and the arts. We suggest that the design of educational technology and associated pedagogy can bring different temporal contexts into a dialogic relation. Considering dialogic time as well as dialogic space can help educators design for more effective and expansive learning experiences.
Num Pages: 19

The 'Grammar' of Educational Technology - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
Designing educational technology implies ways of thinking about the role of technology in the educational process. This chapter looks at some of the most influential ways in which the role of digital technology in education has been imagined: technology as a ‘teaching machine’, as a ‘tool for thinking’ and as a ‘learning environment’.
Num Pages: 19

The 'Meaning' of Technology - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
This chapter explores the relationship between technology and human meaning making. We begin by challenging the common assumption that technology is a threat to human meaning and move on to explore why collaborations with technology can lead to a greater sense of meaning for learners. We argue that education for meaning requires the design of educational technology that helps learners to more deeply participate in systems that unite the biological, social and technological.
Num Pages: 24

The Theory of Educational Technology: Towards a Dialogic Foundation for Design - Wegerif, Rupert; Major, Louis (Routledge, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:475DJRG3 2129771:RW5KJ8MY 2129771:WL8GJNKP

Towards a Dialogic Foundation for the Design of Educational Technology - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
This chapter summarises our investigation into the theory of education technology and outlines a dialogic theory which we hope will prove useful as a foundation for educational technology design. To better understand education and how to improve it, we need to take technology seriously and listen to its ‘voice’. Our proposed dialogic theory focuses on how to design educational technology to support the opening, widening and deepening of dialogic spaces. It is about designing pedagogy with technology to facilitate the dynamic inter-weaving of educational dialogues at different spatio-temporal scales, linking short-term face-to-face dialogues to longer-term and more global dialogues.
Num Pages: 10

Exploring Math Education Relations by Analyzing Large Data Sets II. Research Memorandum. ETS RM-21-02. - Weeks, Jonathan; Baron, Patricia (Educational Testing Service, 2021)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 4804264:BIWU7Z9D
Keywords: Final_citation; ⛔ No DOI found

Planning for Educational Change: Putting people and their contexts first - Wedell, Martin (Bloomsbury Publishing, 2009)
This book highlights the current ideas about the what, why and how of educational change and what these suggest about the essential issues that change policy makers and planners need to consider. It analyses international case studies of change initiatives to illustrate how the change process can be affected when such issues are insufficiently acknowledged or ignored. Finally the book introduces a number of key questions for educational change practitioners to consider when they find themselves responsible for the planning and/or implementation and/or monitoring of changes within an institution, a locality or a region. Educational change scenarios, from change within a single institution to local implementation of a national change, are used to show how answers to these questions can help change planners to closely match their implementation processes to their local contextual realities.
Google-Books-ID: BEgdCgAAQBAJ KerkoCite.ItemAlsoKnownAs: 2129771:P6UTZLH3 261495:S6NSFSSP

Analyzing the past to prepare for the future: writing a literature review - Webster, J; Watson, RT (MIS Quarterly, 2002)
KerkoCite.ItemAlsoKnownAs: 2129771:IDXCALB2 2486141:HDVS6HX9
Keywords: ⛔ No DOI found

Does changing behavioral intentions engender behavior change? A meta-analysis of the experimental evidence - Webb, Thomas L.; Sheeran, Paschal (Psychological Bulletin, 2006)
Numerous theories in social and health psychology assume that intentions cause behaviors. However, most tests of the intention- behavior relation involve correlational studies that preclude causal inferences. In order to determine whether changes in behavioral intention engender behavior change, participants should be assigned randomly to a treatment that significantly increases the strength of respective intentions relative to a control condition, and differences in subsequent behavior should be compared. The present research obtained 47 experimental tests of intention-behavior relations that satisfied these criteria. Meta-analysis showed that a medium-to-large change in intention (d = 0.66) leads to a small-to-medium change in behavior (d = 0.36). The review also identified several conceptual factors, methodological features, and intervention characteristics that moderate intention-behavior consistency.
shortDOI: 10/c9ffrz KerkoCite.ItemAlsoKnownAs: 10.1037/0033-2909.132.2.249 10/c9ffrz 2129771:3N57G9RY 2405685:FQQMQ9MQ
Keywords: Attitude; Cooperative Behavior; Female; Humans; Intention; Male; Social Behavior

Girls’ Education and EdTech: A Rapid Evidence Review - Webb, Daniel; Barringer, Katie; Torrance, Rebecca; Mitchell, Joel (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:EZB37W4S
Keywords: Final_citation; cited; existing

Girls’ Education and EdTech: A Rapid Evidence Review - Webb, Daniel; Barringer, Katie; Torrance, Rebecca; Mitchell, Joel (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of technology in supporting girls’ education in low and middle-income countries (LMICs). The RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread global shutdown of schools. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations to the continuation of schooling caused by COVID-19. Established approaches to maintaining continuity of education for the most marginalised have particular salience during this period because of the significant increase in the number of students at risk of disruption. Research consistently shows that while education across the board is negatively affected by crisis situations, the schooling of girls is disproportionately impacted. The RER aims neither to advocate nor discourage the use of technology in girls’ education in response to the present COVID-19 pandemic, but rather to provide an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential role of technology in delivering education for girls.
PreviousDOI: 10.5281/zenodo.3958002 PreviousDOI: 10.5281/zenodo.4477168 PreviousShortDOI: 10/ghgnfc Publisher: Zenodo Version Number: 1 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3958002 10.5281/zenodo.3958002 10.5281/zenodo.4477168 10.5281/zenodo.4556939 10.5281/zenodo.4737460 2259720:36F6CWBU 2339240:23GW5XQ8 2339240:9CAC5BI5 2339240:ABKFKG4Q 2339240:GZYWFIHI 2339240:L326GM9E 2339240:MQ8QSK5B 2339240:PB295ID7 2339240:TIVTGHAA 2339240:TYYDMDPR 2339240:VFBZXUEM 2339240:VFBZXUEM; 2339240:WVUDHTHF 2405685:6PE7ANUL 2405685:ALEXQL2P 2405685:BLT5KKXG 2405685:CZBRW85R 2405685:E4TFYPYP 2405685:NMXFFTIB 2405685:RTIHY6H8 2405685:V7VESTKX 2405685:WR37F768 2405685:YHERHZKV 2405685:YNMUHK9S 2534378:5794CXFP 2534378:5GTJL9K7
Keywords: L:Gender and education; LP: English; _EdTechHub_Output; _L:English UXZJW5DR; _P:Evidence review VCMFM9ZD; _T:E:Primary education QIVZD2B2; _T:E:Secondary education JS5BG2RE; _T:F:Access W8TZWAGE; _T:P:Girls ED5GMBNU; ___working_potential_duplicate; _cover:v3; _zenodoETH; _zenodoETH:submitted; ⛔ No DOI found

Public health interventions, barriers, and opportunities for improving maternal nutrition in Northeast Nigeria - Webb-Girard, Amy; Dzingina, Cynthia; Akogun, Oladele B; Mason, John B.; McFarland, Deborah A. (Food and Nutrition Bulletin, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:AAUGPS42 2129771:CUD4PVB2 2486141:Y55ZEYQ5
Keywords: ⛔ No DOI found

The Importance of Boundary Objects in Industry-Academia Collaborations to Support Evidencing the Efficacy of Educational Technology - Weatherby, Kristen; Clark-Wilson, Alison; Cukurova, Mutlu; Luckin, Rose (TechTrends, 2022)
Abstract The context of a 2.5 year academia-led programme for the educational technology sector in the United Kingdom is used to explore the role of logic models as boundary objects to support the programme objectives. The programme provided educational research training and mentoring to participants from 252 small and medium-sized enterprises to support them with the use of existing and self-generated evidence of the efficacy of their educational technologies. Participants from a deliberate sample of six enterprises were interviewed to elicit their perceptions of the process through which the creation and use of a logic model for their product or service did or did not become a useful tool to support their research and business goals. The results suggest that logic models have vital roles as boundary objects in this context, such as supporting communication, learning, and product development. The study offers a first-case example of how logic models can be used in the design of educational technology, responding to the call for research in this area. A discussion on the challenges associated with the use of the logic model in the context of the project concludes the article.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-022-00705-0 2129771:Z3KFYP73 4426965:SY29HYXE

Adobe Acrobat adds generative AI to ‘easily chat with documents’ - Weatherbed, Jess (The Verge, 2024)
No need to rummage through PDFs if a robot can do it for you.

SAVE THE CHILDREN INTERNATIONAL - Wc, London (2020)
An estimated 99% of children worldwide – or more than 2.3 billion children – live in one of the 186 countries that have implemented some form of restrictions due to COVID-191. Although children are not at a high risk of direct harm from the virus, they are disproportionately affected by its hidden impacts.
KerkoCite.ItemAlsoKnownAs: 2129771:JSPRMIFS
Keywords: ⛔ No DOI found

Education for All? Complex solutions to complex problems in the Nigerian education sector - Waziri, Nafisa (2020)

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

Experimenting With Teacher Professional Development: Motives and Methods - Wayne, A. J.; Yoon, K. S.; Zhu, P.; Cronen, S.; Garet, M. S. (Educational Researcher, 2008)
A strong base of research is needed to guide investments in teacher professional development (PD). This article considers the status of research on PD and articulates a particular direction for future work. Little is known about whether PD can have a positive impact on achievement when a program is delivered across a range of typical settings and when its delivery depends on multiple trainers. Despite a consensus in the literature on the features of effective PD, there is limited evidence on the specific features that make a difference for achievement. This article explains the benefits offered by experiments in addressing current research needs and?for those conducting and interpreting such studies?discusses the unique methodological issues encountered when experimental methods are applied to the study of PD.
KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X08327154 10/fhz33n 2129771:2S34L8CP 2129771:DT6R2YTD 2405685:FDVV5CN4 261495:D8BKHHPB
Keywords: C:United States / International

6 Social choice and research capacity strengthening in Nigeria - Watts, Michael; Waziri, Nafisa; Akogun, Oladele (Social Choice, Agency, Inclusiveness and Capabilities, 2024)
Publisher: Cambridge University Press

Supporting Intra-Sectoral Collaboration in the Primary Education Sector in Northern Nigeria - Watts, Michael; Akogun, Oladele; Allsop, Terry; Waziri, Nafisa (Africa Education Review, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:MAK4WYR2 2129771:N2XZXYHV 2129771:YLANDWDQ 2486141:5NGJW7SK
Keywords: ⚠️ Invalid DOI

Supporting Intra-Sectoral Collaboration in the Primary Education Sector in Northern Nigeria - Watts, Michael; Akogun, Oladele; Allsop, Terry; Waziri, Nafisa (Africa Education Review, 2023)

The Research Capacity Strengthening Strategy For Evidence-Based Education Policy and Practice in Northern Nigeria: Year Two Report - Watts, Michael; Akogun, Oladele B (Education Data, Research and Evaluation in Nigeria (EDOREN, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:7AE4U8LG 2129771:Y5V6M46V 2486141:K9L3IMV9

iPadiCan: Trialling iPads to support primary and secondary students with disabilities - Watts, Liz; Brennan, Sharon; Phelps, Renata (Australian Educational Computing, 2012)
iPads have only been on the market since April 2010 but have rapidly gained great attention within educational communities. While their potential to support teaching and learning has been advocated by many, as yet little empirical research has been released on their application in primary and secondary classrooms. This paper reports on an action research study which investigated the possible role of iPads in supporting learning for students with disabilities. The project sought to document the practical steps required to implement iPads in classrooms, the applications which might be most educationally effective, together with the perceptions of students, teachers, parents and teaching assistants (TAs). The study provides evidence of the significant potential of the devices for children with a wide range of disabilities and, through a number of brief vignettes, demonstrates their capacity to support both learning and socialisation.
00001 KerkoCite.ItemAlsoKnownAs: 2129771:TACUNXJX 257089:2FR2F4C3
Keywords: ⛔ No DOI found

Teaching Machines: The History of Personalized Learning - Watters, Audrey (2021)

The relationship between educational television and mathematics capability in Tanzania - Watson, Joseph; Hennessy, Sara; Vignoles, Anna (British Journal of Educational Technology, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13047 4804264:6BNTBWJK
Keywords: Final_citation; cited; existing

Educational Television: A Rapid Evidence Review - Watson, Joe; McIntyre, Nora (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:3VSCHPVK
Keywords: Final_citation; cited; existing

The relationship between educational television and mathematics capability in Tanzania - Watson, Joe; Hennessy, Sara; Vignoles, Anna (British Journal of Educational Technology, 2021)
Previous studies have often demonstrated that educational television can have a positive effect on learning outcomes in low-income countries when delivered in controlled settings. However, existing research in low-resource contexts has scarcely considered the association between child outcomes and viewing in usual environments (ie, at their home, a friend’s home or a relative’s home). This lack of research is striking, as evidence from controlled settings might provide limited information on the effects of normal television exposure. This paper, therefore, investigates the relationship between normal exposure to a popular Tanzania-produced cartoon, Ubongo Kids and mathematics capability, as represented by plausible values derived from an item response theory model applied to children’s test responses. Cross-sectional investigation of a sample of 38 682 Tanzanian children suggested normal educational television exposure to be significantly associated with mathematics capability, when controlling for age, sex, school enrolment, Kiswahili attainment and household fixed effects. While cross-sectional results are not necessarily causal, the findings in this paper broadly correspond with those from previous designs using repeated observations. What is more, considering association results alongside cost and viewership estimates suggests television-based interventions to be highly cost effective. Practitioner Notes What is already known about this topic National data for Tanzania suggests the country to have both low levels of mathematics proficiency and considerable access to television technology. Educational television-based interventions might, therefore, be worthy of consideration by educational policymakers, especially given that studies conducted in controlled settings indicate that television can deliver learning benefits. There is, however, little evidence concerning educational television exposure outside of controlled settings. Only one such study in a low-income context that concerned the association between learning outcomes and viewing among primary-age children has been identified. What this paper adds This paper addresses this dearth of research by investigating the association between normal exposure to a Tanzanian cartoon, Ubongo Kids and mathematics capability, as derived from an item response theory model applied to the test responses of 38 682 children. Cross-sectional findings suggest the association between normal television exposure and mathematics capability to be significant. Further, a cost-effectiveness comparison with alternate interventions in comparable contexts indicates that educational television is highly cost-effective. Implications for practice and/or policy The findings presented in this paper concerning educational television viewership in usual environments act to triangulate those from prior research conducted in controlled settings. As such, policymakers in low-income contexts now possess more convincing evidence on the potential influence of educational television interventions. Additionally, the cost-effectiveness comparison made suggests that educational television should be considered a viable option by policymakers seeking to address learning outcomes with limited resources.
_eprint: https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13047
Keywords: Tanzania; cost effectiveness; educational television; mathematics

Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19) - Watson, Joe (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Written by Joe Watson, research assistant at the University of Cambridge One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) realisation that they must become their children’s teachers. This will be particularly difficult in low-income contexts where…
KerkoCite.ItemAlsoKnownAs: 4804264:5N7WJ7J3
Keywords: Final_citation; cited; existing

Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19) [EdTech Hub Blog] - Watson, Joe (The EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Written by Joe Watson, research assistant at the University of Cambridge One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) realisation that they must become their children’s teachers. This will be particularly …
Library Catalog: edtechhub.org Section: coronavirus KerkoCite.ItemAlsoKnownAs: 2129771:V3QG4GD9 V3QG4GD9

Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19) [OpenDevEd Blog] - Watson, Joe (Open Development & Education, 2020)
Written by Joe Watson, research assistant at the University of Cambridge. This blog was first published as part of the coronavirus (COVID-19) and EdTech series on The EdTech Hub website under Creative Commons Attribution 4.0. One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) […]
Library Catalog: opendeved.net EdTechHub.ItemAlsoKnownAs: 2129771:Z9Y353WE

COVID-19 and digital disruption in UK universities: afflictions and affordances of emergency online migration - Watermeyer, Richard; Crick, Tom; Knight, Cathryn; Goodall, Janet (Higher Education, 2020)
COVID-19 has caused the closure of university campuses around the world and migration of all learning, teaching, and assessment into online domains. The impacts of this on the academic community as frontline providers of higher education are profound. In this article, we report the findings from a survey of n = 1148 academics working in universities in the United Kingdom (UK) and representing all the major disciplines and career hierarchy. Respondents report an abundance of what we call ‘afflictions’ exacted upon their role as educators and in far fewer yet no less visible ways ‘affordances’ derived from their rapid transition to online provision and early ‘entry-level’ use of digital pedagogies. Overall, they suggest that online migration is engendering significant dysfunctionality and disturbance to their pedagogical roles and their personal lives. They also signpost online migration as a major challenge for student recruitment, market sustainability, an academic labour-market, and local economies.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10734-020-00561-y 2129771:6J5WM9SM
Keywords: __C:filed:1

Long-term impacts of alternative approaches to increase schooling : evidence from a scholarship program in Cambodia (English) - Washington, D.; Barrera-Osorio, Felipe; Barros, Andreas De; Filmer, Deon P. (World Bank Group, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:BW22IT72 2129771:D3UX53BE

The Washington Group / UNICEF Child Functioning Module (CFM) - Washington Group; UNICEF (2020)
zotzenLib.CopiedFrom: 2486141:WZ6AXIN7 KerkoCite.ItemAlsoKnownAs: 2129771:8GZHW9HI 2486141:WZ6AXIN7

Is indoor environmental quality in my school classroom safe? - Warwocki, Pawel (Open Development & Education, 2023)
How can we monitor indoor environmental quality without access to sophisticated measurement instruments? This blog highlights simple methods for checking classroom environmental quality. The methods cannot replace the processes of taking actual measurements and monitoring, or ensure that classrooms meet code requirements; they will, however, help identify particular problems and indicate actions that can be taken to avoid them. The end of the blog includes a table of the actions described and a simple survey that can be used with schoolchildren. An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10079928 ZenodoArchiveConcept: 10079927 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1028 2129771:F6PT9SPQ
Keywords: _r:AddedByMyEducationEvidence

School: a second home for the children - Warwocki, Pawel (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10257503 ZenodoArchiveConcept: 10257502 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1037 2129771:NW5NJAGB
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Realising ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms - Warwick, Paul; Cook, Victoria; Vrikki, Maria; Major, Louis; Rasmussen, Ingvill (Learning, Culture and Social Interaction, 2020)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.lcsi.2019.100376 2129771:L5383BKB
Keywords: __C:filed:1

Technology and social inclusion: rethinking the digital divide - Warschauer, Mark (MIT Press, 2003)
KerkoCite.ItemAlsoKnownAs: 4804264:ZCYAGDNF
Keywords: Digital divide; Final_citation; Marginality; Social; cited; existing

Technology and social inclusion: rethinking the digital divide - Warschauer, Mark (MIT Press, 2003)
KerkoCite.ItemAlsoKnownAs: 2129771:6TZFLTX2
Keywords: Digital divide; Marginality; Social

Reading for pleasure in paradise: paired reading in Antigua and Barbuda - Warrington, Molly J; George, Patricia (Literacy, 2014)
Reading for pleasure is essential in the development of literacy. This paper reports on findings from a paired reading strategy introduced into primary schools in Antigua and Barbuda in order to foster children's pleasure in reading. This programme of cross‐age peer tutoring intervention began with the training of teachers in a small group of seven schools and was extended to all the schools on the islands in the following year. Qualitative research data from children and teachers showed that children were enthusiastic about the experience, with some evidence to show that their wider interest in reading was stimulated. Although for the pupils, particularly the younger ones, the main benefit of shared reading was perceived to be an improvement in reading skills, for teachers, it was the increase in children's confidence in reading that was cited as the most positive outcome. Although resource constraints in some schools did limit the scope of the programme, the paper argues that it boosted the reading development of a number of children and may have acted as a catalyst for stimulating a lasting pleasure and joy in reading.
KerkoCite.ItemAlsoKnownAs: 10.1111/lit.12020 2129771:DITIZ22Y 2486141:L95CYS5W
Keywords: _Added to LR; _T:reviewed

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

Professional Development in the OECS Gets an Upgrade! - Warner-Arnold, Tracey (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:MT3PK89M 2486141:445QDQRK

The full report of Realdania - Wargocki, Pawel; Wyon, David P (International Centre for Indoor Environment and Energy., 2020)
This report summarises published research on how children’s performance of schoolwork in primary and secondary schools and their subsequent educational attainments are affected by classroom temperature, air quality, noise, and lighting. The main conclusions (Items 1-20) are set out below as unequivocal statements that are validated by the findings of the detailed reviews of research published that form the bulk of the report, or by the findings of research published since those reviews were written and in some cases published. Bibliographic references to the original research reports are to be found in each detailed review or in the list that appears below. To each statement has been added brief comments based on other relevant findings noted in the reviews. A short list of what is NOT yet known about the effects of each indoor climate factor is then appended (Items 5, 10, 15, and 20), the implications for energy conservation (Items 21-25) and priorities for future research in this area (Items 26-30) are suggested. This report’ssummaryisprovidedseparatelywiththecurrentrecommendations and requirements of indoor environmental quality conditions in schools. Four appendixes contain detailed reviews based on which the present report was prepared.
KerkoCite.ItemAlsoKnownAs: 2129771:SGXEGTTH 4682641:TNZG44UN

TAIL, a new scheme for rating indoor environmental quality in offices and hotels undergoing deep energy renovation (EU ALDREN project) - Wargocki, Pawel; Wei, Wenjuan; Bendžalová, Jana; Espigares-Correa, Carlos; Gerard, Christophe; Greslou, Olivier; Rivallain, Mathieu; Sesana, Marta Maria; Olesen, Bjarne W.; Zirngibl, Johann (Energy and Buildings, 2021)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.enbuild.2021.111029 2129771:RVZSGIX6 4682641:38G9B7P7 4682641:BQSLQ2B9
Keywords: BE:RELEVANT

The relationships between classroom air quality and children’s performance in school - Wargocki, Pawel; Porras-Salazar, Jose Ali; Contreras-Espinoza, Sergio; Bahnfleth, William (Building and Environment, 2020)
The data from published studies were used to derive systematic relationships between learning outcomes and air quality in classrooms. Psychological tests measuring cognitive abilities and skills, school tasks including mathematical and language-based tasks, rating schemes, and tests used to assess progress in learning including end-of-year grades and exam scores were used to quantify learning outcomes. Short-term sick leave was also included because it may influence progress in learning. Classroom indoor air quality was characterized by the concentration of carbon dioxide (CO2). For psychological tests and school tasks, fractional changes in performance were regressed against the average concentrations of CO2 at which they occurred; all data reported in studies meeting the inclusion criteria were used to derive the relationship, regardless of whether the change in performance was statistically significant at the examined levels of classroom air quality. The analysis predicts that reducing CO2 concentration from 2,100 ppm to 900 ppm would improve the performance of psychological tests and school tasks by 12% with respect to the speed at which the tasks are performed and by 2% with respect to errors made. For other learning outcomes and short-term sick leave, only the relationships published in the original studies were available. They were therefore used to make predictions. These relationships show that reducing the CO2 concentration from 2,300 ppm to 900 ppm would improve performance on the tests used to assess progress in learning by 5% and that reducing CO2 from 4,100 ppm to 1,000 ppm would increase daily attendance by 2.5%. These results suggest that increasing the ventilation rate in classrooms in the range from 2 L/s-person to 10 L/s-person can bring significant benefits in terms of learning performance and pupil attendance; no data are available for higher rates. The results provide a strong incentive for improving classroom air quality and can be used in cost-benefit analyses.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2020.106749 2129771:FJK5X88T 2129771:L6UTHECG 4682641:LG7FP736 4682641:Q9NJM76P 4682641:S8B3SYD7 5072953:DK9RV95R
Keywords: BE:RELEVANT; Carbon dioxide; Children; Cognitive performance; Elementary schools; Learning

The relationship between classroom temperature and children’s performance in school - Wargocki, Pawel; Porras-Salazar, Jose Ali; Contreras-Espinoza, Sergio (Building and Environment, 2019)
The present paper reports a meta-analysis of published evidence on the effects of temperature in school classrooms on children's performance in school. The data from 18 studies were used to construct a relationship between thermal conditions in classrooms and children's performance in school. Psychological tests measuring cognitive abilities and skills, school tasks including mathematical and language-based tasks, rating schemes, and tests used to assess progress in learning including end-of-year grades and the examination results were considered as indicators of children's performance Due to the lack of complete measurements, thermal conditions were characterized by measured classroom temperatures. To create the relationship, the fractional change in performance of psychological tests and school tasks was regressed against the average temperature at which the change was recorded; all published data were used regardless of whether the change in learning outcome changed significantly with temperature. For other learning outcomes, no relationship was created because the data were insufficient. The relationship derived in the analysis shows that the performance of psychological tests and school tasks can be expected to increase on average by 20% if classroom temperatures are lowered from 30 °C to 20 °C and that the temperature for optimal performance is lower than 22 °C. The relationship is valid only for temperate climates. It requires verification for other climates and extensions to temperatures lower than 20 °C and higher than 30 °C.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2019.04.046 2129771:ICZYEJ3K 4682641:4RW2PIM6
Keywords: BE:Annotated; BE:RELEVANT; BE:temperature; Children; Cognitive performance; Elementary schools; Learning; Temperature; Thermal environment

Education buildings: resilience to global climate change and avoidance of inequalities - Wargocki, Pawel (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10912097 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1126 ZenodoArchiveConcept: 10912096
Keywords: _r:AddedByMyEducationEvidence

Effects of Classroom Air Quality on Learning in Schools - Wargocki, Pawel (Handbook of Indoor Air Quality, 2021)
This chapter describes the evidence of the effects of indoor air quality (IAQ) on learning of children and gives an overview of the size of the effects expected. The results from the published experiments on the effects of classroom air quality on the performance of schoolwork do confirm that these effects are systematic and show that improving classroom air quality will have a significant positive effect on some aspects of learning, both on cognitive skills and academic attainment, as well as academic achievements and absence rates. Present studies show that to ensure classroom IAQ conducive to learning, CO2 levels (indicating the adequacy of ventilation) should be kept below 900 ppm at all times. It should be ensured that windows can be opened when needed, to improve classroom IAQ, and CO2 sensors should be installed to indicate when windows must be open (or any other measure to improve IAQ must be executed) if the CO2 concentration is too high and when they should be closed to conserve energy.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-10-5155-5_65-1 2129771:AVPCAPN4 4682641:8UQUYEVQ 4682641:A8NCT2AH 5072953:9CRAFA2J
Keywords: Absence rate; BE:RELEVANT; Carbon dioxide; Learning; Schools; Sleep; Ventilation

Short summary report for Realdania - Wargocki, Pawel (International Centre for Indoor Environment and Energy, 2020)
Summary of the research on how thermal, air quality, noise reduction, lighting, and daylighting improvements in classrooms benefit children’s educational attainments
KerkoCite.ItemAlsoKnownAs: 2129771:3UVQNI4M 4682641:3X27VCYX

Spatially disaggregated population estimates in the absence of national population and housing census data - Wardrop, N. A.; Jochem, W. C.; Bird, T. J.; Chamberlain, H. R.; Clarke, D.; Kerr, D.; Bengtsson, L.; Juran, S.; Seaman, V.; Tatem, A. J. (Proceedings of the National Academy of Sciences, 2018)
Population numbers at local levels are fundamental data for many applications, including the delivery and planning of services, election preparation, and response to disasters. In resource-poor settings, recent and reliable demographic data at subnational scales can often be lacking. National population and housing census data can be outdated, inaccurate, or missing key groups or areas, while registry data are generally lacking or incomplete. Moreover, at local scales accurate boundary data are often limited, and high rates of migration and urban growth make existing data quickly outdated. Here we review past and ongoing work aimed at producing spatially disaggregated local-scale population estimates, and discuss how new technologies are now enabling robust and cost-effective solutions. Recent advances in the availability of detailed satellite imagery, geopositioning tools for field surveys, statistical methods, and computational power are enabling the development and application of approaches that can estimate population distributions at fine spatial scales across entire countries in the absence of census data. We outline the potential of such approaches as well as their limitations, emphasizing the political and operational hurdles for acceptance and sustainable implementation of new approaches, and the continued importance of traditional sources of national statistical data.
Publisher: National Academy of Sciences Section: Perspective
Keywords: census; geostatistics; population; remote sensing; surveys

Benefits and Limitations of iPads in the High School Science Classroom and a Trophic Cascade Lesson Plan - Ward, Nicholas D; Finley, Rachel J; Keil, Richard G; Clay, Tansy G (Journal of Geoscience Education, 2013)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:BSXCKKIW 257089:FZV7ZGFU
Keywords: ⛔ No DOI found

Can the Kenyan Jua Kali Mechanic be Trusted in Servicing the New Technology Rich Vehicles? | African Journal of Education,Science and Technology - Wanyeki, Paul; Kitainge, Kisilu; Ferej, A (African Journal of Education,Science and Technology, 2018)
Mechanics in automotive garages need to keep pace with the ever evolving technological changes in the industry in order to provide relevant service to their clients. The formal garage mechanics have their training provided by vehicle suppliers on every critical technological innovation introduced in their automobiles. But the Jua Kali mechanics on the other hand do not have this symbiotic connection with suppliers. This paper tries to answer the question: can the jua kali mechanic be trusted in servicing the new technology rich vehicles? The study used a descriptive survey research design. The study population consisted of Jua Kali practitioners who deal with repairs and servicing of automobiles within Eldoret town. Data was analyzed using the statistical package for social sciences (SPSS) software and content analysis techniques. The study found that the Jua Kali mechanics cannot be trusted in handling the new technology rich vehicle as they mostly relied on trial and error which more often than not leads to more damages.
KerkoCite.ItemAlsoKnownAs: 2129771:NIWHC8V5 2317526:LML9UX8P
Keywords: ⛔ No DOI found

Comprehensive sexuality education in sub-Saharan Africa: adaptation and implementation challenges in universal access for children and adolescents - Wangamati, Cynthia Khamala (Sexual and Reproductive Health Matters, 2020)
Publisher: Taylor & Francis

Error rates of human reviewers during abstract screening in systematic reviews - Wang, Zhen; Nayfeh, Tarek; Tetzlaff, Jennifer; O’Blenis, Peter; Murad, Mohammad Hassan (PLOS ONE, 2020)
Background Automated approaches to improve the efficiency of systematic reviews are greatly needed. When testing any of these approaches, the criterion standard of comparison (gold standard) is usually human reviewers. Yet, human reviewers make errors in inclusion and exclusion of references. Objectives To determine citation false inclusion and false exclusion rates during abstract screening by pairs of independent reviewers. These rates can help in designing, testing and implementing automated approaches. Methods We identified all systematic reviews conducted between 2010 and 2017 by an evidence-based practice center in the United States. Eligible reviews had to follow standard systematic review procedures with dual independent screening of abstracts and full texts, in which citation inclusion by one reviewer prompted automatic inclusion through the next level of screening. Disagreements between reviewers during full text screening were reconciled via consensus or arbitration by a third reviewer. A false inclusion or exclusion was defined as a decision made by a single reviewer that was inconsistent with the final included list of studies. Results We analyzed a total of 139,467 citations that underwent 329,332 inclusion and exclusion decisions from 86 unique reviewers. The final systematic reviews included 5.48% of the potential references identified through bibliographic database search (95% confidence interval (CI): 2.38% to 8.58%). After abstract screening, the total error rate (false inclusion and false exclusion) was 10.76% (95% CI: 7.43% to 14.09%). Conclusions This study suggests important false inclusion and exclusion rates by human reviewers. When deciding the validity of a future automated study selection algorithm, it is important to keep in mind that the gold standard is not perfect and that achieving error rates similar to humans may be adequate and can save resources and time.
Publisher: Public Library of Science KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0227742 2129771:2URBJNMF 2129771:I8BUSJXC 2405685:VUCXTFY8 2486141:3E2S7D8J 2486141:VT9P82V4
Keywords: Automation; Cardiovascular medicine; Citation analysis; Database searching; Health screening; Mental health and psychiatry; Primary care; Systematic reviews

Individual difference in thermal comfort: A literature review - Wang, Zhe; de Dear, Richard; Luo, Maohui; Lin, Borong; He, Yingdong; Ghahramani, Ali; Zhu, Yingxin (Building and Environment, 2018)
Human individual differences widely and markedly affect thermal comfort and should be carefully considered in the design and operation of the built environment. This paper aims to list and examine the magnitude and significance of individual difference in the preferred/neutral/comfort temperature through reviewing previous climate chamber and field studies. Causal factors for individual differences are investigated, including sex, age and etc. There is no clear and consistent conclusions as to the significance and size of inter-group differences in thermal comfort (between females and males, or the young and the old). To address the issue of individual difference, a paradigm shift from centralized to personalized air condition is on the way with the following three steps: first, collecting individual physiological and psychological response; second, predict individual comfort with machine learning algorithms; and third, accommodating individual difference with Personalized Comfort Systems.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2018.04.040 2129771:JYP2UM7K
Keywords: Comfort temperature; Individual comfort model; Individual difference; Personal comfort systems

An overview of e-learning in China: History, challenges and opportunities - Wang, Yan; Liu, Xuan; Zhang, Zhenhong (Research in Comparative and International Education, 2018)
The Chinese government has attached great importance to the development of e-learning since its emergence in the 1990s. As a consequence of the implementation of a series of policies, China has made significant achievements in the e-learning arena with respect to infrastructure construction, production of resources, academic education, non-academic training, and education for disadvantaged groups. However, due to the constraints of China’s traditional culture, information literacy, and educational mechanisms, challenges have emerged in the implementation of e-learning that need urgently to be addressed. As e-learning in China continues to grow, major research areas such as students’ and teachers’ perspectives on developments in e-learning, teachers’ pedagogical capacity and ongoing professional development in e-learning settings, and the production of more convenient and useful e-learning resources, are likely to be topics of continuing research interest.
Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/1745499918763421 2405685:5RZFNBJU 2534378:WASU4R5U
Keywords: Challenges; China; ICT in education; e-learning; professional development; successes

Handbook of Research on E-Learning Applications for Career and Technical Education: Technologies for Vocational Training - Wang, Victor X. (IGI Global, 2009)
KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-60566-739-3 2129771:V24DHUGB 2317526:6TJZE4G6

Using the Robot as a Research Assistant: Research Design Using Generative AI - Wang, Shida (NYU SPS Applied Analytics Laboratory, 2023)
KerkoCite.ItemAlsoKnownAs: 5440726:ZGE7IVEX

A case study of using an online community of practice for teachers' professional development at a secondary school in China - Wang, Qiyun; Lu, Zhiping (Learning, Media and Technology, 2012)
In this case study, an online community was designed at a secondary school in China for the teachers to prepare their lessons collectively, reflect on their teaching practices, collect comments from peers, and share resources. A survey was administered to the teachers to investigate their perceptions on the online community for their professional development. Two hundred and eighty-three teachers responded to the survey and eight teachers were further interviewed by email. The result showed that most teachers liked using the online community as they could gain subject knowledge and could obtain support from peers, share experiences and get feedback, and exchange resources. Also, online entries confirmed that transformational changes in teaching pedagogy and students' learning activities occurred along the time. However, certain teachers did not participate in the online community frequently. This paper describes the context of the case study, design dimensions of the online community, teachers' positive perceptions on using the online community, and transformational changes. Also, strategies for promoting effective use of the online community are discussed and follow-up studies to address the challenges involved in this study are proposed. [PUBLICATION ABSTRACT]
Place: Basingstoke Publisher: Taylor & Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1240554543?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.685077 2405685:5KA76IR7 2534378:7P96MCEU 2534378:I2ZKMFEE 2534378:TEPS99BX
Keywords: Case Studies; China; Communities of Practice; Distance Education; ERIC; Current Index to Journals in Education (CIJE); Education–Teaching Methods And Curriculum; Educational Practices; Electronic Learning; Electronic Mail; Foreign Countries; Interviews; Learning; Lesson Plans; Mail Surveys; Online instruction; Participant Satisfaction; Pedagogy; Polls & surveys; Professional Development; Professional development; Secondary Education; Secondary School Teachers; Secondary school teachers; Teacher Surveys; Teaching Methods; Technology Uses in Education; Transformative Learning; __:import:01; __:match:final; __:matched; __:study_id:2096477; __finaldtb

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

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

Antecedents and Consequences of Teachers’ Emotional Labor: a Systematic Review and Meta-analytic Investigation - Wang, Hui; Hall, Nathan C.; Taxer, Jamie L. (Educational Psychology Review, 2019)
Emotional labor represents a long-standing area of research that since its initial development by Hochschild (1983) has been increasingly explored to understand why and how teachers manage and express their emotions in class. However, previous studies investigating teachers’ emotional labor have utilized varying conceptual frameworks and have often shown inconsistent effects, particularly concerning deep acting (i.e., the internalization of desired emotions such that expressed emotions are more consistent with experienced emotions). The current systematic review aimed to outline and summarize existing research findings on teachers’ emotional labor and is supplemented by a meta-analytic investigation on the connection between teachers’ emotional labor and psychological well-being. Practical implications, limitations, and directions for future research are discussed.
Keywords: _C:Australia AUS; _C:Belgium BEL; _C:Canada CAN; _C:China CHN; _C:France FRA; _C:Germany DEU; _C:Malaysia MYS; _C:Netherlands NLD; _C:Pakistan PAK; _C:Poland POL; _C:Romania ROU; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Violence against children perpetrated by peers: A cross-sectional school-based survey in Uganda - Wandera, Stephen Ojiambo; Clarke, Kelly; Knight, Louise; Allen, Elizabeth; Walakira, Eddy; Namy, Sophie; Naker, Dipak; Devries, Karen (Child Abuse & Neglect, 2017)
Publisher: Elsevier

Massive Open Online Courses (MOOCs) for Professional Teacher and Teacher Educator Development: A Case of TESSA MOOC in Kenya. - Wambugu, Patriciah W. (Universal Journal of Educational Research, 2018)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2018.060604 2129771:WTA327GX
Keywords: _C:China CHN; _C:Kenya KEN; __C:filed:1; __C:scheme:1

Evaluating the impact of a tablet-based intervention on the mathematics attainment, receptive language and approaches to learning of preschool children - Walton, Jodie M. (University of Nottingham, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:W2LIJBJV
Keywords: _C:Australia AUS; _C:Brazil BRA; _C:China CHN; _C:France FRA; _C:India IND; _C:Ireland IRL; _C:Japan JPN; _C:Jordan JOR; _C:Korea; Republic KOR; _C:Malawi MWI; _C:Mexico MEX; _C:Netherlands NLD; _C:Singapore SGP; _C:Spain ESP; _C:Sudan SDN; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; __C:filed:1; __C:scheme:1

La formation professionnelle en secteur informel - ou Comment dynamiser l’économie des pays en développement? Les conclusions d’une enquête terrain dans sept pays africains. - Walther, Richard; Filipiak, Ewa (Agence Française de Développmement, 2007)
KerkoCite.ItemAlsoKnownAs: 2129771:2RLDNXMH 2317526:DEESIG58
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQv:f2-H-fr; C:Angola; C:Benin; C:Cameroun; C:Ethiopia; C:Morocco; C:Senegal; CLL:fr; publicImportV1

Document de Travail - La formation en secteur informel: Note de problématique - Walther, Richard (Agence Française de Développement, 2006)
KerkoCite.ItemAlsoKnownAs: 2129771:9XLP2DNC 2317526:N4U8VVCW
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; C:Benin; C:Cameroon; C:Morocco; C:Senegal; C:South Africa; CLL:fr; publicImportV1

Nouvelles formes d’apprentissage en Afrique de l’Ouest: Vers une meilleure insertion professionnelle des jeunes - Walther, Richard (2008)
KerkoCite.ItemAlsoKnownAs: 2129771:59I3LR3U 2317526:USLKC67W
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; C:Benin; C:Mali; C:Senegal; C:Togo; CLL:fr; publicImportV1; ⛔ No DOI found

Towards a renewal of apprenticeship in West Africa - Walther, R (2008)
KerkoCite.ItemAlsoKnownAs: 2129771:N4NES3ZB 2317526:IF875PF8
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Central Africa; A:East Africa; A:Sub-Saharan Africa; A:West Africa; C:Angola; C:Benin; C:Cameroon; C:Ethiopia; C:Mali; C:Senegal; C:South Africa; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; F:inclusion; F:pedagogy; P:crafts; P:economy; P:nature; Q:certificate; Q:higher education; Q:secondary education; T:Ausbildung; T:Lehrlingsausbildung; T:TVET; T:apprentice; T:trainee; publicImportV1

Study on Key Issues and Policy Considerations in Promoting Lifelong Learning in Selected African Countries Ethiopia, Kenya, Namibia, Rwanda and Tanzania - Walters, Shirley; Yang, Jin; Roslander, Peter (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:Y8BTH6NC 2317526:6KI5SDZC
Keywords: ⛔ No DOI found

What professional development makes the most difference to teachers - Walter, C.; Briggs, J. (University of Oxford Department of Education, 2012)

ARTIREV: an integrated bibliometric tool to efficiently conduct quality literature reviews - Walsh, Isabelle; Renaud, Alexandre; Jeanneret Medina, Maximiliano; Baudet, Cedric; Mourmant, Gaetan (Systèmes d’information et management, 2022)
Publisher: Cairn/Cairn KerkoCite.ItemAlsoKnownAs: 5440726:34DGYANU
Keywords: ⛔ No DOI found

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

Going digital on low-cost mobile phones in Bangladesh - Walsh, Christopher; Power, Tom (Proceedings of the Annual International Conference on Education & e-Learning (EeL), 7-8 November 2011, Singapore, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:D5NL9W79 261495:E3CWCCP8
Keywords: ⛔ No DOI found

Low Cost Mobile Phones for Large Scale Teacher - Walsh, Christopher S; Shaheen, Robina; Power, Tom; Hedges, Claire; Kahtoon, Masuda; Mondol, Sikander (2012)
Education has the power to transform societies and contribute to social and economic development. In this paper we present the mobile technologies used for teacher professional development (TPD) and communicative language teaching in English in Action (EIA). The project aims to assist 25 million people access greater social and economic opportunities through English language teaching and TPD. EIA, in partnership with the Government of Bangladesh, will work with 80,000 teachers through a work-based programme of TPD using audio and visual resources on low cost mobile phones. With access to over 700 audio files aligned with the national textbook English for Today and professional development films that explain and then illustrate successful student-centred English teaching and learning, the project has already documented significant improvement in teachers’ and pupils’ English language competency. This paper provides an account of, and rationale for, the changes in the technologies used across two phases of the project, from the iPod Nano and Touch used in the pilot study with 690 teachers (2009-2010) to the low cost Nokia C1-01 mobile phone with a micro secure digital (SD) being used in upscaling to 12,500 teachers (2012-2014). We argue the low cost alphanumeric mobile phone with micro SD cards provides unprecedented opportunities to both deliver TPD and improve teachers’ and students’ communicative English language skills. The paper considers the unique suitability mobile phones present for resource constrained education systems in developing countries. Simultaneously we highlight the need for further application and research into the use of mobile technologies, not only for large-scale TPD projects, but for a diversity of international development projects and programmes which aim to achieve sustainable change at scale.
KerkoCite.ItemAlsoKnownAs: 2129771:3ST4QHRJ 2405685:XPZGL85X

Cost Measurement Guidance Note for Donor-Funded Education Programming. - Walls, Elena; Tulloch, Caitlin; Holla, Alaka (United States Agency for International Development, prepared for Building Evidence in Education (BE2), 2020)
The guidance note’s fundamental objective is to facilitate the adoption of robust cost measurement practices and for the results to improve the effectiveness of global investments in education development among funders and national governments. The closing section of the note presents recommended steps for instituting cost measurement practices in an international donor agency. Harmonizing cost measurement across the entire global sector will increase its value by allowing for comparisons of cost-efficiency and cost-effectiveness of interventions funded by different donors. Similar to international standards for evaluation studies, adopting clear standards for cost studies would allow us to build and use the knowledge base and ultimately improve the efficiency and effectiveness of international investments in education.
KerkoCite.ItemAlsoKnownAs: 2129771:KWXURUXY 2129771:QVKV492S 2129771:VGK8I54Y 2405685:VI4JKHFK

Apprenticeship Strategies Among Dii Potters from Cameroon, West Africa - Wallaert, H (2008)
KerkoCite.ItemAlsoKnownAs: 2129771:WYDEVZ8A 2317526:94N5NTT3
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Cameroon; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:T; T:Lehrlingsausbildung; T:apprentice; publicImportV1

Introduction: Learning about teacher learning: reflections of a science educator - Wallace, J. (Leadership and Professional Development in Science Education: New Possibilities for Enhancing Teacher Learning, 2003)
KerkoCite.ItemAlsoKnownAs: 2129771:FYY263VX 261495:AT6XDXF5

bwallace/abstrackr-web - wallace, byron (2023)
web-based citation screening tool
original-date: 2010-11-23T17:57:59Z KerkoCite.ItemAlsoKnownAs: 2129771:QMER44B4 2405685:E5ERD9TQ 2486141:AQSINRND

Deploying an interactive machine learning system in an evidence-based practice center: Abstrackr - Wallace, B.C.; Small, K.; Brodley, C.E. (Proceedings of the ACM SIGHIT International Health Informatics Symposium, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:KPXHCZMC 2486141:TIRDP2SD

Quantitative Analysis of the Distribution of Professional Staff with Advanced Degrees in 2014 Missouri Public School Districts by Student Ethnicity and Socioeconomic Status - Wall, T J (2015)
Keywords: Lebanon_event_2021; _C:Finland FIN; _C:Norway NOR; _C:Sweden SWE; _C:United States USA; __C:filed:1; __C:scheme:1

Effects of Early Childhood Psychosocial Stimulation and Nutritional Supplementation on Cognition and Education in GrowthStunted Jamaican Children: Prospective Cohort Study. - Walker, Susan P.; Chang, Susan M.; Powell, Christine A.; Grantham-McGregor, Sally M. (The Lancet, 2005)

Covid has eroded progress by disadvantaged pupils in England, finds study - Walker, Peter (The Guardian, 2021)
Research shows regional disparities, with some children in the north losing twice as much learning
KerkoCite.ItemAlsoKnownAs: 2129771:NSU7PLCL
Keywords: Coronavirus; Education; Inequality; North of England; Primary schools; Schools; Secondary schools; Teaching; UK news

Inclusion in Practice: An explanatory study of how patterns of classroom discourse shape processes of educational inclusion in Tanzanian secondary school classrooms - Walker, Lisa Beth (University of Cambridge, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:MK7VDX9J 2129771:PHE2UR36
Keywords: _C:Albania ALB; _C:Australia AUS; _C:Austria AUT; _C:Botswana BWA; _C:Brunei Darussalam BRN; _C:Germany DEU; _C:India IND; _C:Israel ISR; _C:Jordan JOR; _C:Kenya KEN; _C:Lesotho LSO; _C:Malaysia MYS; _C:Malta MLT; _C:Morocco MAR; _C:Mozambique MOZ; _C:Netherlands NLD; _C:Peru PER; _C:Russian Federation RUS; _C:Seychelles SYC; _C:South Africa ZAF; _C:Syrian Arab Republic SYR; _C:Tanzania TZA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Study on Agricultural Technical and Vocational Education and Training (ATVET) in Developing Countries - Walker, Katharina; Hofstetter, Sonja (Swiss Agency for Development and Cooperation, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:QSX2X8BG 2317526:PJUUV6BL

A Study of Agricultural Technical and Vocational Education and Training (ATVET) in Developing Countries - Walker, K; Hofstetter, S (2016)
KerkoCite.ItemAlsoKnownAs: 2129771:JHIQJH3P 2317526:HMBJNTIK
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; A:West Africa; C:Benin; C:Ethiopia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:developing country; F:gender; F:women; P:agricultural; P:agriculture; P:production; R:case study; T:Ausbildung; T:TVET; T:informal VET; publicImportV1; ⛔ No DOI found

Tich Mi Ar Tich Dem - Open Development & Education - Walker, Hannah; Tegha, Ghislaine; Lurvink, Anne-Fleur; McBurnie, Chris; McBurnie, Ghislaine Tegha, Anne-Fleur Lurvink and Chris, Hannah Walker (2022)
Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and
KerkoCite.ItemAlsoKnownAs: 2129771:BUPVEQTQ 4426965:K7HAJJT5

Tich Mi Ar Tich Dem - Open Development & Education - Walker, Hannah; Tegha, Ghislaine; Lurvink, Anne-Fleur; McBurnie, Chris; McBurnie, Ghislaine Tegha, Anne-Fleur Lurvink and Chris, Hannah Walker (2022)
Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and

‘Tich Mi Ar Tich Dem’: Designing a low-cost and scalable teacher professional development in Sierra Leone - Walker, Hannah; Tegha, Ghislaine; Lurvink, Anne-Fleur; McBurnie, Chris (Open Development & Education, 2022)
Reading Time: 4 minutes Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and […]
KerkoCite.ItemAlsoKnownAs: 2129771:3UV4LJFT 2339240:75HR9DSN 2405685:FBHX876D
Keywords: _C:Sierra Leone SLE

‘Tich Mi Ar Tich Dem’: Designing a low-cost and scalable teacher professional development in Sierra Leone - Walker, Hannah; Tegha, Ghislaine; Lurvink, Anne-Fleur; McBurnie, Chris (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10302459 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1058 ZenodoArchiveConcept: 10302458
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

EdTech Impact in Education – An Analysis Prepared for the Education Endowment Foundation - Walker, Hannah; Moustafa, Nariman; Haßler, Björn (OpenDevEd, 2023)
ZenodoArchiveID: 8276645 ZenodoArchiveConcept: 8276644 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8276551 10.53832/opendeved.0294 2129771:239QF99G 2129771:4PD4PMAF 2129771:JR9QEAHC 2486141:L6EMMJAA
Keywords: _r:AddedByZotZen; _r:AddedByZotZen-Plus; _r:ImportedToMyEducationEvidence

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

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

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

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

Trialling open educational resources for technology-supported teacher professional development in rural Zimbabwe - Walker, Hannah; Hennessy, Sara; Pimmer, Christoph (Research Papers in Education, 2022)
This study reports on the adaptation and outcomes of a teacher professional development (TPD) programme in a rural Zimbabwean secondary school. The programme incorporated Open Educational Resources (OER), specifically OER4school materials, that were provided via tablet computers for teachers and students. A mixed-methods case study was employed to explore teachers’ perceptions, knowledge, experiences of interactive learning and teaching in relation to this TPD, as well as their perceptions and experiences of the role and value of using technology to support student learning. Video data from structured lesson observations were triangulated with teacher post-lesson interviews and thematically coded. The interviews indicated that all teachers demonstrated a change in mindset and a clear understanding of interactive teaching methods. However, the structured observations revealed that only half of the teachers were using these interactive methods. Teachers also emphasised the value of OER and tablet technologies in improving lesson planning and making classroom learning more authentic. The use of technology, as both a TPD medium and as a classroom tool, showed potential to enhance the quality of TPD and teacher quality. Yet more specific teacher development to support the interactive use of technology within the classroom would be beneficial.
Publisher: Routledge _eprint: https://doi.org/10.1080/02671522.2022.2034925
Keywords: Author:OpenDevEd; Open education resources; Zimbabwe; educational technology; tablets; teacher education; teacher professional development

A Critical Investigation into How Year 8 Students’ Narrative Writing Skills are Developed Through the Medium of Oral Storytelling - Walker, Hannah (Journal of Classics Teaching, 2018)
This research project seeks to examine, using approaches drawn from a case study, how oral storytelling within the classroom can influence various aspects of narrative writing. Therefore, certain teaching strategies and oral activities were implemented in a sequence of lessons which aimed to develop the style and content base of students’ narrative writing.
Keywords: Author:OpenDevEd

Schools2030 Toolkit - Walker, Hannah (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10964209 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1131 ZenodoArchiveConcept: 10964208
Keywords: Coming soon; Internal; _r:AddedByMyEducationEvidence

ROER4D Project Activity Toolkit - Communication - Walji, Sukaina (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 central Network Hub teams based at the University of Cape Town 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 ROER4D 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 research projects attempting to integrate any of these functions in their operational strategy. The chapter charts the experience of the ROER4D Communications Advisor in developing a research communication strategy for the project. It provides a short overview of the research communication field in order to give context and background to some of the field’s key debates and considerations, with attention given to the specific field of development research communication. Following this, it describes the evolution of the ROER4D research communication strategy.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1221329 2129771:VJWFJD64 2486141:GLHZ28A8 503888:XDQBBSZ4
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed; global south; oer; open educational resources; open research; research communication; roer4d; utilization-focused evaluation

Using examination and learning assessment data to uncover foundational skill gaps in Sierra Leone’s secondary schools - Waistell, Daniel; De, Sourovi; Ofori Owusu, Diana; Allen, Reg; Sanni, Kayode; Dupigny, Albert (Education technology and data science for inclusive systems, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:DDMJMXGM 2405685:J8IWHLVQ
Keywords: _C:Sierra Leone SLE; ⛔ No DOI found

A process pattern model for tackling and improving big data quality - Wahyudi, A.; Kuk, G; Janssen, M. (Information Systems Frontiers, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1007/s10796-017-9822-7 2129771:5SAISMNU 2486141:9D3LVD4A

Artificial intelligence and the conduct of literature reviews - Wagner, Gerit; Lukyanenko, Roman; Paré, Guy (Journal of Information Technology, 2022)
Artificial intelligence (AI) is beginning to transform traditional research practices in many areas. In this context, literature reviews stand out because they operate on large and rapidly growing volumes of documents, that is, partially structured (meta)data, and pervade almost every type of paper published in information systems research or related social science disciplines. To familiarize researchers with some of the recent trends in this area, we outline how AI can expedite individual steps of the literature review process. Considering that the use of AI in this context is in an early stage of development, we propose a comprehensive research agenda for AI-based literature reviews (AILRs) in our field. With this agenda, we would like to encourage design science research and a broader constructive discourse on shaping the future of AILRs in research.
Publisher: SAGE Publications Ltd KerkoCite.ItemAlsoKnownAs: 10.1177/02683962211048201 2129771:5HE6NKGJ 2129771:QZ8876RB 2405685:KDZG5MJK 2486141:AU8NLI8I
Keywords: _Added-ailr-2024; _important-ailr-2024

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

Learning, Marginalization, and Improving the Quality of Education in Low-income Countries - Wagner, Daniel A.; Lewis (eds), Nathan M. Castillo and Suzanne Grant (Open Book Publishers, 2022)
Academic publishing of peer-reviewed open access monographs
KerkoCite.ItemAlsoKnownAs: 2129771:GIKMDSRB 2129771:TNM97LYY
Keywords: _r:ImportedToMyEducationEvidence

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

A multilevel study into the effect of tablet use in Dutch primary schools on reading achievements - Wafelaar, F. D. (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:FH24K3TC
Keywords: _C:Australia AUS; _C:Finland FIN; _C:Netherlands NLD; _C:New Zealand NZL; _C:Norway NOR; _C:Russian Federation RUS; _C:Switzerland CHE; _C:Thailand THA; _C:United States USA; __C:filed:1; __C:scheme:1

Understanding the accuracy of teachers’ perceptions about low achieving learners in primary schools in rural India: An empirical analysis of alignments and misalignments - Wadmare, Pratik; Nanda, Mansi; Sabates, Ricardo; Sunder, Naveen; Wadhwa, Wilima (International Journal of Educational Research Open, 2022)
Teachers' perceptions of their students’ academic skills are crucial in enabling teaching at the appropriate level and shaping learning processes. We examine how accurate are teachers’ perceptions for low achieving students using data collected from around 1,800 primary school teachers across 848 schools in rural India. We find that around 40% of teachers inaccurately perceive that the low performing students in their classroom had already acquired foundational literacy, when they have not. Female teachers, para-teachers, and teachers with lower work burden are more likely to have accurate perceptions of low performing students. Our study highlights the need to work with teachers to ensure more realistic perceptions in order for pedagogical approaches like teaching at the right level to reach its intended impact.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedro.2022.100198 2129771:8BDMZDN7
Keywords: Foundational Literacy; India; Perceptions; School Accountability; Teachers

How to do a good systematic review of effects in international development: a tool kit - Waddington, Hugh; White, Howard; Snilstveit, Birte; Hombrados, Jorge Garcia; Vojtkova, Martina; Davies, Philip; Bhavsar, Ami; Eyers, John; Koehlmoos, Tracey Perez; Petticrew, Mark; Valentine, Jeffrey C.; Tugwell, Peter (Journal of Development Effectiveness, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2012.711765 10/gftr66 2129771:4LI9NQ2G 2317526:DF3SAW9E 2339240:9SUYHN2U 2405685:B7XKB7ZC 2534378:EK3XSS6E UA-2dba826a-34ad-40f0-ae9b-959792b2e7e
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; 3ie; DL4D cited; THEME: Education management; ___working_potential_duplicate; publicImportV1

What have we learned after ten years of systematic reviews in international development? - Waddington, Hugh; Masset, Edoardo; Jimenez, Emmanuel (Journal of Development Effectiveness, 2018)
The paper discusses the role of systematic evidence in helping make better decisions to reach global development targets. Coming at the end of the ﬁrst decade of serious funding and support for systematic evidence generation in development economics and development studies, the paper presents opportunities and challenges for the continued development of systematic review methodologies. It concludes by introducing the papers collected in the issue, which make and demonstrate the case for theory-based approaches to evidence synthesis.
KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2018.1441166 10/gf5f7j 2129771:CAZC2QG5 2129771:F24JRW98 2249382:AM8QGMVB 2317526:EZCHSJQ7 5242966:BG6GXAUN

Professional Learning Communities - A Guideline for South African Schools - VVOB (VVOB, 2015)
The Department of Basic Education, with the support of VVOB, and with input from a wide range of stakeholders, developed a practical guideline on implementing PLCs in schools. The Integrated Strategic Framework for Teacher Professional Development (ISPFTED) foresees the nation-wide implementation of Professional Learning Communities by 2017. PLCs are put forward as a central instrument to strengthen teachers’ professional development. During a colloquium held in September 2014 a wide range of speakers from academia, government, unions and subject associations provided input on international and local research, local experiences and various initiatives on PLCs. The participants also provided feedback on two draft documents: a policy document on subject committees and PLCs and a practical guideline on implementing PLCs. The final product of this exercise can be downloaded below.

Putting SDG4 into practice: professional learning communities in education | Unesco IIEP Learning Portal - VVOB (VVOB, 2017)
Inclusive and equitable education provides all learners with the capabilities to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies, and enhance individual wellbeing. This technical brief describes how professional learning communities (PLCs) matter for quality education, as they play an important role in the professional development and motivation of teachers and school leaders. The experiences of VVOB demonstrate how reinforcing the capacities of national and local education authorities to establish and support PLCs is of crucial importance to the success of these communities.

Teacher motivation for online learning: piloting a microlearning support system | VVOB in Rwanda - VVOB (VVOB, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:BE9WSX8W
Keywords: Final_citation; cited; existing

The effect of availability and distance from school on children’s time allocation in Ghana and Guatemala - Vuri, Daniela (https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.909.7963&rep=rep1&type=pdf, 2007)

DigComp 2.2, The Digital Competence framework for citizens: with new examples of knowledge, skills and attitudes - Vuorikari, Riina; Kluzer, Stefano; Punie, Yves (Publications Office of the European Union, 2022)
Digital skills for work and for life are at the top of the European Policy Agenda. The EU digital skills strategy and related policy initiatives have the objective of enhancing digital skills and competences for the digital transformation. The European Skills Agenda, of 1 July 2020, supports digital skills for all, including by supporting the objectives of the Digital Education Action Plan, which has the objectives of i) en-hancing digital skills and competences for the digital transformation while ii) fostering the development of a high-performing digital education system. The Digital Compass and the European Pillar of Social Rights Action Plan set the ambitious policy targets of reaching a minimum of 80% of the population with basic digital skills and having 20 million ICT specialists by 2030
OCLC: 1314329693 KerkoCite.ItemAlsoKnownAs: 2129771:BU3NE6BK 5242966:E3EXDXHQ

Non-linear density wave solutions for different models of galaxies - Vukcevic, M. (Monthly Notices of the Royal Astronomical Society, 2014)
Publisher: Oxford University Press KerkoCite.ItemAlsoKnownAs: 10.1093/mnras/stu592 2129771:9VBWX2ID

The Teacher Scheme for Educational Dialogue Analysis (T-SEDA): Developing a research-based observation tool for supporting teacher inquiry into pupils' participation in classroom dialogue - Vrikki, M.; Kershner, R.; Calcagni, E.; Hennessy, S.; Lee, L.; Hernández, F.; Estrada, N.; Ahmed, F. (International Journal of Research and Methods in Education, 2018)
In this paper we examine two systematic observation methods intended to be used by pre-service and in-service teachers to help increase their awareness of children's participation in productive classroom dialogue. We identify the affordances of these methods for supporting teachers' reflective practice, focusing in this case on students' equitable participation in science groupwork activities. This involves the use of Teacher-SEDA (T-SEDA), a sub-scheme of SEDA (Cam-UNAM Scheme for Educational Dialogue Analysis), which was empirically trialled by a mixed group of researchers and teachers, using video-recordings from primary science classrooms in the UK and Mexico. The T-SEDA trials reported in this paper compare a 'simulated live' approach based on time-sampling techniques, with a 'follow-up analysis' approach, which uses audio-recordings and transcripts. The findings suggest that using either technique regularly can aid teachers in noticing classroom events and adjusting teaching accordingly. The 'live' coding approach appears to be the more practical method that teachers could use to audit the development of classroom equitable participation. However, the follow-up analysis emerged as a more informative approach, shedding light on more ambiguous cases of relative participation.
KerkoCite.ItemAlsoKnownAs: 10.1080/1743727X.2018.1467890 10/ggd696 2129771:TJGPVXL7 2129771:WB24CZ3B 2339240:42M8SED4 2339240:WRAQJ9VC 2486141:FMNRDDZP 503888:H7C7NCFT
Keywords: Analytic tool; CitedIn:eCubed; Classroom observation; Done:ReferenceFixed; Education; Teachers; classroom observation; eCubed; educational dialogue; equitable participation; reflective practice; teacher inquiry

International handbook of information technology in primary and secondary education - Voogt, Joke; Knezek, Gerald (Springer Science+Business Media, 2008)
Extra URL: https://www.springer.com/gp/book/9780387733142

Second handbook of information technology in primary and secondary education - Voogt, Joke (Springer Berlin Heidelberg, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:KI9MCHVT
Keywords: _C:Afghanistan AFG; _C:Albania ALB; _C:Algeria DZA; _C:Andorra AND; _C:Angola AGO; _C:Argentina ARG; _C:Australia AUS; _C:Austria AUT; _C:Bahrain BHR; _C:Bangladesh BGD; _C:Belarus BLR; _C:Belgium BEL; _C:Benin BEN; _C:Bhutan BTN; _C:Bolivia BOL; _C:Bosnia and Herzegovina BIH; _C:Botswana BWA; _C:Brazil BRA; _C:Brunei Darussalam BRN; _C:Bulgaria BGR; _C:Burkina Faso BFA; _C:Burundi BDI; _C:Cambodia KHM; _C:Cameroon CMR; _C:Canada CAN; _C:Chad TCD; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Comoros COM; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Costa Rica CRI; _C:Croatia HRV; _C:Cuba CUB; _C:Cyprus CYP; _C:Czech Republic CZE; _C:Denmark DNK; _C:Djibouti DJI; _C:Dominica DMA; _C:Dominican Republic DOM; _C:Ecuador ECU; _C:Egypt EGY; _C:El Salvador SLV; _C:Equatorial Guinea GNQ; _C:Eritrea ERI; _C:Estonia EST; _C:Ethiopia ETH; _C:Fiji FJI; _C:Finland FIN; _C:France FRA; _C:Gabon GAB; _C:Gambia GMB; _C:Georgia GEO; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:Guatemala GTM; _C:Guinea GIN; _C:Holy See VAT; _C:Honduras HND; _C:Hungary HUN; _C:Iceland ISL; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Iraq IRQ; _C:Ireland IRL; _C:Israel ISR; _C:Italy ITA; _C:Jamaica JAM; _C:Japan JPN; _C:Jordan JOR; _C:Kenya KEN; _C:Kiribati KIR; _C:Korea XKOR; _C:Korea; Democratic People's Republic PRK; _C:Korea; Republic KOR; _C:Kosovo XKSVO; _C:Kuwait KWT; _C:Laos LAO; _C:Latvia LVA; _C:Lebanon LBN; _C:Lesotho LSO; _C:Liberia LBR; _C:Libya LBY; _C:Lithuania LTU; _C:Luxembourg LUX; _C:Madagascar MDG; _C:Malawi MWI; _C:Malaysia MYS; _C:Maldives MDV; _C:Mali MLI; _C:Malta MLT; _C:Mauritania MRT; _C:Mauritius MUS; _C:Mexico MEX

Keeping on: How ALP Brings Disaffected Youth Back to School in Liberia. - von Hahmann, Gail; Tengbeh, Josephine FD (International Journal on School Disaffection, 2008)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 10.18546/IJSD.05.2.03 2129771:4PNP7MZI 2486141:8SL7NJT5
Keywords: _AcademicRecoveryOECS

Tablet-based cross-curricular maths vs. traditional maths classroom practice for higher-order learning outcomes - Volk, Marina; Cotič, Mara; Zajc, Matej; Starcic, Andreja Istenic (Computers & Education, 2017)
00006 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2017.06.004 10/gbxdct 2129771:57LJISEK 2129771:YS7T74E8
Keywords: __C:filed:1

Proliferation of Papers and Preprints During the Coronavirus Disease 2019 Pandemic: Progress or Problems With Peer Review? - Vlasschaert, Caitlyn; Topf, Joel M.; Hiremath, Swapnil (Advances in Chronic Kidney Disease, 2020)
The coronavirus disease 2019 (COVID-19) pandemic has spread exponentially throughout the world in a short period, aided by our hyperconnected world including global trade and travel. Unlike previous pandemics, the pace of the spread of the virus has been matched by the pace of publications, not just in traditional journals, but also in preprint servers. Not all publication findings are true, and sifting through the firehose of data has been challenging to peer reviewers, editors, as well as to consumers of the literature, that is, scientists, healthcare workers, and the general public. There has been an equally exponential rise in the public discussion on social media. Rather than decry the pace of change, we suggest the nephrology community should embrace it, making deposition of research into preprint servers the default, encouraging prepublication peer review more widely of such preprint studies, and harnessing social media tools to make these actions easier and seamless.
KerkoCite.ItemAlsoKnownAs: 10.1053/j.ackd.2020.08.003 2129771:89FPW9DV
Keywords: Blog posts; COVID-19; Critical appraisal; Peer review; Preprints; Twitter; _genre:PR-primary_research

PROFESSIONAL DEVELOPMENT GUIDELINES FOR OER: A CASE STUDY OF BRAZILIAN FUNDAMENTAL EDUCATION PUBLIC SCHOOL TEACHERS - Vladimirschi, Viviane (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:PNBAC9RW
Keywords: __C:filed:1; ⛔ No DOI found

A comparative study on the traditional and intensive delivery of an online course: Design and facilitation recommendations - Vlachopoulos, P.; Jan, S.K.; Lockyer, L. (Research in Learning Technology, 2019)
In this paper, we present findings from a comparative study on a fully online postgraduate course offered in traditional (i.e. 13-week academic session) and intensive (i.e. 6-week academic session) delivery formats. Keeping the course curriculum, structure and quality consistent in both delivery modes, the study investigated student participation and academic performance given different facilitation techniques applied to the discussion forums. Using data from the learning management system and students’ final marks, we conducted quantitative and qualitative analysis and found no difference in the academic performance of students in both courses; however, there was a statistically significant relationship between student participation and academic performance in the intensive delivery format but not in the traditional delivery format. We also found differences in the type of interactions in the different delivery formats. Two key takeaways emerge from our study. Firstly, intensive online courses can be as effective as traditional courses in terms of achievement of learning outcomes with variations in learning design, in this case, the facilitation approach used. Secondly, considering the level and nature of interactions, student-centred discussion forums that allow students to assume different roles work well in the intensive delivery format especially in open discussions. These are important findings for academics and practitioners who wish to offer intensive courses without compromising on course quality and student success. © 2019 P. Vlachopoulos et al.
Publisher: Association for Learning Technology KerkoCite.ItemAlsoKnownAs: 10.25304/rlt.v27.2196 2129771:RRKXLSTU 2339240:BC4DXFHW 2486141:MI5AJ3WV
Keywords: Discussion; Facilitation; Intensive; Interactions; Online; Performance; _AcademicRecoveryOECS

Perspectives and Metaphors of Learning: A Commentary on James Lester’s Narrative-Centered AI-Based Environments - Vivitsou, Marianna (AI in Learning: Designing the Future, 2023)
This commentary aims to discuss perspectives on narrative-centered learning and metaphors of AI-based learning environments. To this end, the commentary draws from James Lester’s keynote and an interview with a focus on the narrative element that underlies the use of AI in Learning. In both texts, Lester offers an account of the narrative-centered learning environments that he has been developing with his research group. One example of such environments is Crystal Island, an AI-based game for K-12 students learning science. Along with Crystal Island, more metaphors of learning emerge. Based on these, this chapter uses Paul Ricoeur’s narrative theory and metaphor theory to reflect on the role of characters and the narrative plot in relation to Lester’s visualization of the future of learning with AI-based technologies. In this process, new roles in AI-based learning are introduced. One such example is the role of drama manager. The drama manager is a novel metaphor in game-based learning. In addition, more conventional metaphors, such as the tutorial dialogue, are brought forward as well as technological metaphors. The multiplicity of metaphors have agency at the core, as connecting tissue. Agency, although not explicitly articulated in the keynote and the interview, is an all-encompassing metaphor in learning. As technological advancement shakes the boundaries of thinking about agency nowadays, new dynamic metaphors are needed in AI-based learning. Toward this direction, the commentary draws from new materialist and post-humanist thinkers to raise these issues and the need to take the narrative further.
Keywords: Agency; Crystal Island; Metaphors of learning; Narrative; Narrative-based learning

How Much Can We Generalize From Impact Evaluations? - Vivalt, Eva (Journal of the European Economic Association, 2020)
Impact evaluations can help to inform policy decisions, but they are rooted in particular contexts and to what extent they generalize is an open question. I exploit a new data set of impact evaluation results and find a large amount of effect heterogeneity. Effect sizes vary systematically with study characteristics, with government-implemented programs having smaller effect sizes than academic or non-governmental organization-implemented programs, even controlling for sample size. I show that treatment effect heterogeneity can be appreciably reduced by taking study characteristics into account.
KerkoCite.ItemAlsoKnownAs: 10.1093/jeea/jvaa019 2129771:MKXH9PU3 2486141:A7KW6QEX

Large-scale comparison of bibliographic data sources: Scopus, Web of Science, Dimensions, Crossref, and Microsoft Academic - Visser, Martijn; van Eck, Nees Jan; Waltman, Ludo (arXiv:2005.10732 [cs], 2021)
We present a large-scale comparison of five multidisciplinary bibliographic data sources: Scopus, Web of Science, Dimensions, Crossref, and Microsoft Academic. The comparison considers scientific documents from the period 2008-2017 covered by these data sources. Scopus is compared in a pairwise manner with each of the other data sources. We first analyze differences between the data sources in the coverage of documents, focusing for instance on differences over time, differences per document type, and differences per discipline. We then study differences in the completeness and accuracy of citation links. Based on our analysis, we discuss strengths and weaknesses of the different data sources. We emphasize the importance of combining a comprehensive coverage of the scientific literature with a flexible set of filters for making selections of the literature.
arXiv: 2005.10732
Keywords: Computer Science - Digital Libraries; ⛔ No DOI found

Digital Literacy and Public Policy through the Library Lens - Visser, Marijke (Maine Policy Review, 2013)
KerkoCite.ItemAlsoKnownAs: 10.53558/WCUZ5068 2129771:6G6AUNIE 5242966:2E57HDL9

Unintended Consequences of Rewards for Student Attendance: Results From a Field Experiment in Indian Classrooms. - Visaria, Sujata; Dehejia, Rajeev; Chao, Melody M.; Mukhopadhyay, Anirban (Economics of Education Review, 2016)

Facing the challenges of the One-Tablet-Per-Child policy in Thai primary school education. - Viriyapong, Ratchada; Harfield, Antony (International Journal of Advanced Computer Science & Applications, 2013)
00000 KerkoCite.ItemAlsoKnownAs: 10.14569/ijacsa.2013.040928 10/gf62ht 2129771:5SZI5Q55 257089:WZKCJHII

How much electricity does AI consume? - Vincent, James (The Verge, 2024)
How many watts and joules does it actually take to generate a single Balenciaga pope?

Teacher professional development: An international review of the literature - Villegas-Reimers, E. (2003)
Keywords: ⛔ No DOI found

St. Kitts and Nevis: Safe Education Sector Plan - Villavicencio, Xuzel; Vijil-Morin, Alejandra; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10260201 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1044 ZenodoArchiveConcept: 10260200
Keywords: _internal; _r:AddedByMyEducationEvidence

St. Kitts and Nevis: Safe Education Sector Plan - Villavicencio, Xuzel; Vijil-Morin, Alejandra; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/

St. Lucia: Safe Education Sector Plan - Villavicencio, Xuzel; Vijil-Morin, Alejandra; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10260222 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1045 ZenodoArchiveConcept: 10260221
Keywords: _internal; _r:AddedByMyEducationEvidence

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

St. Vincent and the Grenadines: Safe Education Sector Plan - Villavicencio, Xuzel; Vijil-Morin, Alejandra; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10260231 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1046 ZenodoArchiveConcept: 10260230
Keywords: _internal; _r:AddedByMyEducationEvidence

St. Vincent and the Grenadines: Safe Education Sector Plan - Villavicencio, Xuzel; Vijil-Morin, Alejandra; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/

Contingency plan - Villavicencio, Xuzel; Vijil-Morin, Alejandra (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10265445 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1050 ZenodoArchiveConcept: 10265444
Keywords: _internal; _r:AddedByMyEducationEvidence

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

What retrofits could make classroom environments more conducive to learning? - Villavicencio, Xuzel; Toyinbo, Oluyemi (2023)
This slide deck relates to a presentation given by OpenDevEd at The Education and Development Forum in Oxford (UKFIET 2023), as part of the sub-theme “Conflict, crisis, climate, and migration”. This presentation was part of the symposium called Climate, environment and education outcomes – Preliminary findings and practical experience from East and West Africa.
KerkoCite.ItemAlsoKnownAs: 2129771:HFX4BA8D

STEM Skills Initiatives for Adolescent Girls in the LAC Region - Villavicencio, Xuzel; Myers, Christina; Coflan, Caitlin Moss (EdTech Hub, 2022)
This report was produced in response to a request from the UNICEF country office of Argentina and presents a curated list of science, technology, engineering, and mathematics (STEM) skills initiatives for adolescent girls in the Latin American and Caribbean (LAC) region. It also provides an introduction to gender equality and background on the participation of women in STEM fields in the LAC region — as well as cross-cutting recommendations based on an analysis of a series of initiatives. Key words: STEM; Gender; Girls; LAC; Argentina; technology; Science An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6402444 10.53832/edtechhub.0085 2129771:74WFDS3C 2405685:I8GTEI7T
Keywords: Author:OpenDevEd; F: Helpdesk response; _r:AddedByZotZen

Iniciativas para el desarrollo de habilidades STEM de las adolescentes en la región de ALC - Villavicencio, Xuzel; Myers, Christina; Coflan, Caitlin (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6497816 10.53832/edtechhub.0091 2129771:MFPBWIR2 2405685:TR78WPA9
Keywords: Author:OpenDevEd; F: Helpdesk response; _r:AddedByZotZen

Climate-resilient school buildings - Villavicencio, Xuzel; Hassler, Bjoern (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10203951 ZenodoArchiveConcept: 10203950 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1031 2129771:FVMXNR7R
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Project updates for Climate, Environment and Education Adaptation Research (CLEEAR) Tanzania Steering Committee - Villavicencio, Xuzel; Hassler, Bjoern (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10203975 ZenodoArchiveConcept: 10203974 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1032 2129771:6V9PMAJB
Keywords: _r:AddedByMyEducationEvidence

Conducting surveys in Tanzanian schools – Second pilot - Villavicencio, Xuzel; Haßler, Björn; Toyinbo, Oluyemi (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10257420 ZenodoArchiveConcept: 10257419 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1036 2129771:EZ9EFDFS
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Project updates for Climate, Environment and Education Adaptation Research (CLEEAR) Tanzania Steering Committee - Villavicencio, Xuzel; Haßler, Björn; Jengo, Eunice (2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10944958 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1130 ZenodoArchiveConcept: 10944957
Keywords: _r:AddedByMyEducationEvidence

Blended and Hybrid Learning Initiatives: A curated list for El Salvador - Villavicencio, Xuzel; Coflan, Caitlin Moss (EdTech Hub, 2022)
This document was produced in response to a request from the UNICEF country office and Ministry of Education team of El Salvador that was submitted to the EdTech Hub Helpdesk in November 2021. The UNICEF team requested a curated list of global blended and hybrid initiatives with a focus on initiatives that have used a multimodal strategy, highlighting effective and ineffective practices. This report does not aim to cover every leading and innovative blended / hybrid initiative with relevance to the Salvadoran context. Rather, it presents a list of curated resources with examples of challenges, lessons learned, and teacher training approaches that can be used as a guide when designing a multimodal strategy for the education sector. Keywords: hybrid; blended; El Salvador; multimodal; teacher training; remote learning An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 6981598 ZenodoArchiveConcept: 6981597 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6981598 10.53832/edtechhub.0105 2405685:BDT76583
Keywords: _r:AddedByZotZen

Aprendizaje híbrido Experiencias internacionales con enfoque multimodal - Villavicencio, Xuzel; Coflan, Caitlin (2022)
Esta presentación se elaboró originalmente para una serie de seminarios web sobre aprendizaje blended e híbrido para UNICEF El Salvador y el Ministerio de Educación de El Salvador. Los talleres en línea se impartieron en dos sesiones, con los profesores de El Salvador como parte fundamental de la audiencia. Junto con las lecciones aprendidas de las diversas iniciativas internacionales mapeadas, también se tocaron temas como la infraestructura de las TIC del país y la relevancia de un enfoque de Aprendizaje Socioemocional (SEL). Keywords: híbrido; blended; multimodal; El Salvador; capacitación docente; aprendizaje socioemocional An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 6981609 ZenodoArchiveConcept: 6981608 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6981609 10.53832/edtechhub.0113 2405685:G8RZFT8Z
Keywords: _r:AddedByZotZen

Hybrid learning International experiences with multimodal approaches - Villavicencio, Xuzel; Coflan, Caitlin (2022)
This slide deck was originally developed for a webinar series on blended and hybrid learning for UNICEF El Salvador and the El Salvador Ministry of Education. The online workshops were delivered in two sessions, with the teachers from El Salvador as a key part of the audience. Along with the lessons learnt from the various international initiatives mapped, subjects like the country's ICT infrastructure and the relevance of a Socio Emotional Learning (SEL) approach were also covered. Keywords: hybrid; blended; El Salvador; multimodal; teacher training; socio-emotional learning. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7023344 ZenodoArchiveConcept: 7023343 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7023344 10.53832/edtechhub.0112 2405685:C2SK9SF9
Keywords: _r:AddedByZotZen

The “Improving Learning Through Classroom Experience” Study - Villavicencio Peralta, Xuzel; Megogo Bokamba, Tania Elena (Open Development & Education, 2023)
The Improvement Learning Through Classroom Experience (ILCE) is a programme that focuses on the relationship between natural conditions and school learning outcomes
KerkoCite.ItemAlsoKnownAs: 2129771:B3X8LHIP

The different ways that teachers can influence the socio-emotional development of their students: A literature review - Villaseñor, Paula (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:8Y3QRDEL 2486141:Z9EJIHLX
Keywords: ⛔ No DOI found

Students' acceptance of tablet PCs in Italian high schools: Profiles and differences - Villani, Daniela; Morganti, Laura; Carissoli, Claudia; Gatti, Elena; Bonanomi, Andrea; Cacciamani, Stefano; Confalonieri, Emanuela; Riva, Giuseppe (British Journal of Educational Technology, 2018)
00001 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12591 10/gdfdkx 2129771:7HS9GRVD 2129771:KUTFSHF9
Keywords: _C:France FRA; _C:Italy ITA; _C:Spain ESP; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1