Vision for SLR tooling infrastructure: Prioritizing value-added requirements - Al-Zubidy, Ahmed; Carver, Jeffrey C.; Hale, David P.; Hassler, Edgar E. (Information and Software Technology, 2017)
Context Even with the increasing use of Systematic Literature Reviews (SLR) in software engineering (SE), there are still a number of barriers faced by SLR authors. These barriers increase the cost of conducting SLRs. Objective For many of these barriers, appropriate tool support could reduce their impact. In this paper, we use interactions with the SLR community in SE to identify and prioritize a set of requirements for SLR tooling infrastructure. Method This paper analyzes and combines the results from three studies on SLR process barriers and SLR tool requirements to produce a prioritized list of functional requirements for SLR tool support. Using this list of requirements, we perform a feature analysis of the current SLR support tools to identify requirements that are supported as well as identify the need for additional tooling infrastructure. Results The analysis resulted in a list 112 detailed requirements (consolidated into a set of composite requirements) that SE community desires in SLR support tools. The requirements span all the phases of the SLR process. The results show that, while recent tools cover more of the requirements, there are a number of high-priority requirements that are not yet fully covered by any of the existing tools. Conclusion The existing set of SLR tools do not cover all the requirements posed by the community. The list of requirements in this paper is useful for tool developers and researchers wishing to provide support to the SLR community with SE.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.infsof.2017.06.007 2129771:2EHYDBZU 2129771:LIS9KYHJ 2405685:6IRSDL2Z 2486141:AF9IAKTP 2486141:EXUMXNVK
Keywords: Empirical software engineering; Systematic literature review; Tooling infrastructure; _Added-ailr-2024

Visible learning for teachers: Maximizing impact on learning - Hattie, John (Routledge, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:T5TZSC8S 261495:7NDAQ2CS

Visible learning: A synthesis of over 800 meta-analyses relating to achievement - Hattie, John (Routledge, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:JTAVEBWL 2129771:PPCF22FX 2129771:WP5WVUKH 2339240:EIVFBEH5 2405685:87S2M9YT 2486141:ZQ95LPZK 261495:6JCEQ2J7

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

Virtual Community Mentoring Models for Middle School Underachievers Psychosocial Development and Well-Being During COVID-19 - Gomes, Roseline Florence; Thomas, Lijo (Journal of Learning for Development, 2022)
Recent studies highlight the outcomes of COVID-19 on the psychosocial skills of early adolescents. It shows the unavailability of virtual community mentoring models for teenagers' individual and interpersonal growth in the virtual scenario. Hence, there emerges a need to explore and apply the available virtual communication resources by facilitators, families, and other community professionals for teenagers’ self-development. This article reports the application of virtual resources like WhatsApp, graphic design platforms (CANVA and Adobe), graphic interchange formats (GIPHY App), all-in-one visual content editing forums (InShot App), and memes (Meme Generator App) in engaging and supporting community mentoring capacities leading to psychosocial development and well-being for teenagers during COVID-19. Through this article, contemporary virtual models are explored and executed with community guidance to integrate the personal developmental skills of middle school underachievers. There is also a need to work with community interventions by using virtual mentoring skillsets for positive youth development.
Number: 1
Keywords: COVID-19; Psychosocial Development; Virtual Community Models; ⛔ No DOI found

Violence in Schools - Bolton, Laura (2017)
This rapid literature review sets out to identify evidence on approaches to measuring the prevalence of violence in schools across low and middle income countries and the data available based on these measurement approaches. The review includes a list of key sources of evidence on measurements and a review of statistical data on the the prevalence of violence in schools for low and middle income countries globally.
Accepted: 2017-09-08T10:45:52Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:5659BGEB 4869029:PT83LLPZ
Keywords: ⛔ No DOI found

Violence, Disruption and the Spatial Resilience of Northern Nigerian Markets’ - Ajadi, S.B. (The Cambridge Land Society Magazine, 2022)
Keywords: ⛔ No DOI found

Violence against primary school children with disabilities in Uganda: a cross-sectional study - Devries, Karen M.; Kyegombe, Nambusi; Zuurmond, Maria; Parkes, Jenny; Child, Jennifer C.; Walakira, Eddy J.; Naker, Dipak (BMC public health, 2014)
Publisher: Springer

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

Viewing mobile learning from a pedagogical perspective. - Kearney, Matthew; Schuck, Sandra; Burden, Kevin; Aubusson, Peter (Research in Learning Technology, 2012)
00054 KerkoCite.ItemAlsoKnownAs: 10.3402/rlt.v20i0.14406 10/gf62hb 2129771:IU287RY8 257089:UN6577BP

View of Challenges of Teachers on Teaching Practice: A Case Study of Students of Freetown Teachers’ College in Sierra Leone | Asian Journal of Interdisciplinary Research - Kamara, Alhaji Bakar (Asian Journal of Interdisciplinary Research, 2020)
KerkoCite.ItemAlsoKnownAs: 10.34256/ajir2012 2129771:2SLNN2ZL 2129771:AZF8GDA2 2486141:ESCK26NT 2601447:3XAPE3JH 4556019:QFWKFLQK
Keywords: _C:Sierra Leone SLE

Video Improves Learning in Higher Education: A Systematic Review - Noetel, Michael; Griffith, Shantell; Delaney, Oscar; Sanders, Taren; Parker, Philip; del Pozo Cruz, Borja; Lonsdale, Chris (Review of Educational Research, 2021)
Universities around the world are incorporating online learning, often relying on videos (asynchronous multimedia). We systematically reviewed the effects of video on learning in higher education. We searched five databases using 27 keywords to find randomized trials that measured the learning effects of video among college students. We conducted full-text screening, data extraction, and risk of bias in duplicate. We calculated pooled effect sizes using multilevel random-effects meta-analysis. Searches retrieved 9,677 unique records. After screening 329 full texts, 105 met inclusion criteria, with a pooled sample of 7,776 students. Swapping video for existing teaching methods led to small improvements in student learning (g = 0.28). Adding video to existing teaching led to strong learning benefits (g = 0.80). Although results may be subject to some experimental and publication biases, they suggest that videos are unlikely to be detrimental and usually improve student learning.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0034654321990713 2129771:DP396LQG
Keywords: _genre:LR-literature_review; active learning; cognitive load; instructional design; multimedia; online learning

Video as a tool for fostering productive discussions in mathematics professional development - Borko, Hilda; Jacobs, Jennifer; Eiteljorg, Eric; Pittman, Mary Ellen (Teaching and Teacher Education, 2008)
This article explores the use of classroom video as a tool for fostering productive discussions about teaching and learning. The setting for our research is a 2-year mathematics professional development program, based on the Problem-Solving Cycle model. This model relies on video from the teachers’ own classrooms and emphasizes creating a community in which members feel comfortable learning from video. We describe our experiences carrying out the Problem-Solving Cycle model, focusing on our use of video, our efforts to promote a supportive and analytical environment, and the ways in which teachers’ conversations around video developed over a 2-year period.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2006.11.012 2129771:A29SJWRW 2339240:HJGRG585 2405685:BWHR8RIX
Keywords: C:United States; Mathematics education; Mathematics teachers; Professional development; Teacher learning; Video

Video as a tool for agricultural extension in Africa: a case study from Ghana - David, Soniia; Asamoah, Christopher (International Journal of Education and Development using ICT, 2011)
The paper explores the effectiveness of video viewing clubs (VVCs) as a training method based on a formal survey of 32 Ghanaian women farmers who were trained on cocoa integrated crop and pest management (ICPM) using this method. Results suggests that the video viewing club is effective as a relatively low cost, interactive training method for providing low literacy populations with skills, information and knowledge on complex technical topics. While there was no significant difference between VVC participants and a control group in cocoa yields and implementation of selected ICPM practices, the study demonstrated that VVC training significantly improved farmers' knowledge of most topics covered. Farmers' perception of changes in their practices provided further evidence of the positive impact of the training, as did their high rate of knowledge diffusion. The use of local facilitators in the VVCs, which created a sense of ownership and added to the credibility of the technical messages, contributed to farmers' appreciation of the method. The paper concludes by discussing the challenges of scaling up VVCs and identifying issues for further research. [PUBLICATION ABSTRACT]
KerkoCite.ItemAlsoKnownAs: 2129771:XZ5EUUA2 2317526:GWMBRM44
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:women; HDR25; P:agricultural; Q:distance learning; Q:educational technology; Q:interactive; R:case study; R:impact; R:survey; T:Training; T:trainee; Z:Agricultural education; Z:Cocoa; Z:Distance learning; Z:Educational technology; Z:Farmers; Z:Video; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Vicarious Resilience: An Exploration of Teachers and Children’s Resilience in Highly Challenging Social Contexts - Acevedo, Victoria Eugenia; Hernandez-Wolfe, Pilar (Journal of Aggression, Maltreatment & Trauma, 2014)
This study explores the formulation of vicarious resilience as a useful concept in the middle school age school educational arena. It addresses the question of how teachers who work with learners who experienced dislocation and adversity are affected by the children’s stories of resilience. It focuses on the teachers’ interpretations of their learners’ stories, and how they make sense of the impact these stories have had on their lives. Twenty-one teachers who work in accelerated learning programs in Cali, Colombia, were interviewed about their perceptions of their learners’ overcoming of adversity. Data were analyzed through the Consensual Qualitative Research (CQR) methodology to describe the themes that speak about the effects of witnessing how learners coped constructively with adversity. These themes are discussed to advance the concept of vicarious resilience and how it can contribute to sustaining and empowering teachers dealing with challenging children and trauma.
KerkoCite.ItemAlsoKnownAs: 10.1080/10926771.2014.904468 2129771:CF3574C6 2129771:GYDURFRG 2339240:CIB444IM 2486141:845MMD2G 2486141:J569R6HS
Keywords: HQ; LMIC; Latin America; Qual; Support; _AcademicRecoveryOECS; __C:filed:1; adult; article; children; consciousness; coping behavior; data analysis; education; equity and access; female; gender identity; human; human experiment; human relation; injury; interview; lowest income group; male; middle school; personal experience; primary school; recognition; resilience; small sample=21; social environment; teacher; trauma; vicarious resilience

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

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

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

Validation of Designbuilder Simulation Accuracy Using Field Measured Data of Indoor Air Temperature in a Classroom Building - Abba, Habu Yusuf; Majid, Roshida Abdul; Ahmed, Muhammad Hamdan; Gbenga, Olutobi (Management, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:4UHQEB9X 4682641:55AFYSVG
Keywords: BE:RELEVANT; ⛔ No DOI found

Valid Training Providers (Nigeria) - National Industrial Training Authority (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:8WGSFI32 2317526:G6NA4TXB

Utilizing Open Education Resources to Enhance Students' Learning Outcomes during the COVID-19 Schools Lockdown: A Case of Using Kolibri by Selected Government Schools in Uganda - Kabugo, David (Journal of Learning for Development, 2020)
A preview of the international dashboard of trends in education suggests that Open Education Resources (OER) have and will continue to impact the provision of education during institutional closure owing to the global COVID-19 pandemic. However, the toughest question that is often presented to OER promoters regards the pedagogical effectiveness of OER: If education resource users are not cognizant and do not pay for the production, distribution and utilization of the required resources, then, how can the production, distribution and utilization of such resources be effectively used? Basing on data obtained from the system (Kolibri) usage-logs and e-interviews (online conversational interviews) on Zoom which were conducted with twenty five (25) purposively selected teachers, and one hundred (100) students invited from 10 Government-Aided Secondary Schools in Uganda, this study presents a Discourse Analysis (DA) of teachers' use of OER on Kolibri and draws on such insights gained to propose a potentially transformative model for efficient and effective utilization of OER to enhance students' learning outcomes during the COVID-19 schools lockdown.
Publisher: Commonwealth of Learning ERIC Number: EJ1280825 KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v7i3.465 4804264:EGD5LGRE 4804264:LPAW7QQH
Keywords: Access to Education; COVID-19; Developing Nations; Educational Technology; Final_citation; Foreign Countries; Instructional Effectiveness; Learning Analytics; Open Educational Resources; Outcomes of Education; Pandemics; Public Schools; STEM Education; School Closing; Secondary School Students; Secondary School Teachers; Student Attitudes; Teacher Attitudes; Videoconferencing; cited; existing

Utilizing Open Education Resources to Enhance Students’ Learning Outcomes during the COVID-19 Schools Lockdown: A Case of Kolibri by Selected Government Schools in Uganda - Kabugo, David (Journal of Learning for Development, 2020)
A preview of the international dashboard of trends in education suggests that Open Education Resources (OERs) have and will continue to impact the provision of education during institutional closure owing to the global Covid-19 pandemic. However, the toughest question that is often presented to OERs promoters regards the efficiency (sustainability) and the pedagogical effectiveness of OERs: If education resource users are not cognizant and do not pay for the production, distribution, and utilization of the required resources, then, how can the production, distribution, and utilization of such resources be efficiently and effectively used? Basing on usage-logs and interview data that were collected from 25 teachers in 10 Government-Aided Secondary Schools in Uganda, this report presents a Discourse Analysis of teachers’ use of OERs on Kolibri and draws on such insights gained to propose a potentially transformative model for efficient and effective utilization of OERs to enhance students’ learning outcomes during COVID-19 schools lockdown.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:WFAEAVB7
Keywords: COVID-19; Kolibri; Learning Outcomes; Utilizing Open Education Resources; ⛔ No DOI found

Utilization of water reed in production of various insulation panels - Karademir, Arif; Yetis, Ferhat; Imamoglu, Sami; Varlıbas, Hulya (Science and Engineering of Composite Materials, 2013)
Some panels and particleboards were made from reed mats and blends of reed-wood chips to be used inside buildings for sound and heat insulations. It was seen that the outer layers of the reed body (spike) was almost water resistant and exceptionally resistant to the penetration of common adhesives. Therefore, the panels from stitched reed mats exhibited very poor mechanical strength. The sound transmissions of such panels (1–3 km/s) made with various combinations, however, were recorded to be excellent compared with that of particleboards made of wood (17 km/s). Blends of reed chips (2 cm) and wood chips, however, gave particleboards with better mechanical properties (5–17 MPa) than that of panels made from reed mats (2 MPa). An increasing amount of reed chips in tested particleboards was recorded to be improving both sound and heat insulations from 17 to 6 km/s and from 0.34 to 0.27 W/mK, respectively. The bending strength of samples, however, was reduced from 26 to 5 MPa. Thickness swelling was also noted to increase from 18% to 85% due to reed chips addition. It was concluded that the outer layers of water reeds should be modified via chemical and/or enzymatic methods to increase the interfacial bounds between adhesives.
Publisher: De Gruyter
Keywords: heat insulation; insulation panels; particleboards; sound insulation; water reeds

Uso de repositórios de recursos educacionais abertos nas práticas pedagógicas: uma revisão sistemática - Universidade Federal de Brasília (Brasil); Ferreira Borges, Flavio; Teixeira, Janaína Angelina; Universidade de Brasília (Brasil); Osuna Acedo, Sara; Universidad Nacional de Educación a Distancia (España) (RELATEC Revista Latinoamericana de Tecnología Educativa, 2020)

Uso da tecnologia assistiva na educação inclusiva no processo de alfabetização de escolares: revisão sistemática - Biazus, Graziela Ferreira; Rieder, Carlos Roberto Mello (Revista Educação Especial, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5902/1984686X33317 2129771:BFN8WIS7
Keywords: _C:Austria AUT; _C:South Africa ZAF; _C:Spain ESP; _C:United States USA; __C:filed:1; __C:scheme:1

Using Web 2.0 technologies to enhance learning and teaching - Younie, Sarah; Williams, Lawrence; Cych, Leon (Debates in Computing and ICT Education, 2017)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:5G43XMXW 2129771:79HAU2M3 2129771:BP42BBKR
Keywords: __C:filed:1

Using video to support in-service teacher professional development: the state of the field, limitations and possibilities - Major, Louis; Watson, Steven (Technology, Pedagogy and Education, 2018)
00005 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939x.2017.1361469 10/gdm2s8 2129771:49FQ6HGA 2129771:9TRYMUCV 2129771:L8SBAZPU 2129771:ZHFHJZTT 2405685:TKGRWCS3
Keywords: C: International; __C:filed:1

Using video for professional development: the role of the discussion facilitator - Coles, Alf (Journal of Mathematics Teacher Education, 2013)
Past research into the use of video for professional development has failed to problematise or theorise sufficiently the role of the discussion facilitator. It has been reported consistently that it can be hard or take time to establish norms for discussion of video but little has been said about reasons why, or the role of the discussion facilitator. As a starting point in this area, I suggest fives aspects or decision points in the role of the facilitator. Two aspects are taken from the literature and the others are drawn from empirical data, collected as part of an enactivist study into the use of video in one sec- ondary school. At the school, teachers commented on finding video watching in a group more useful than lesson observation, with no evidence of this taking time to develop. I offer speculations, based on enactivist category theory, as to why the use of video in this school is effective. Having presented key aspects of the role of the facilitator of video use, a further look at the detail of the data from discussions serves to highlight some of the complexities involved in just one of the categories (and, by implication, the others). I conclude that the role of the facilitator cannot be separated from a consideration of the historical context in which discussion takes place.

Using value-added measures of teacher quality - Hanushek, E.A.; Rivkin, S.G. (CALDER Brief, 2010)

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

Using the Infrastructure of a Conditional Cash Transfer Program to Deliver a Scalable Integrated Early Child Development Program in Colombia: Cluster Randomized Controlled Trial. - Attanasio, Orazio P.; Fernández, Camila; Fitzsimons, Emla O.A.; Grantham-McGregor, Sally M.; Meghir, Costas; Rubio-Codina, Marta (BMJ, 2014)

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

Using text mining for study identification in systematic reviews: a systematic review of current approaches - O’Mara-Eves, Alison; Thomas, James; McNaught, John; Miwa, Makoto; Ananiadou, Sophia (Systematic Reviews, 2015)
The large and growing number of published studies, and their increasing rate of publication, makes the task of identifying relevant studies in an unbiased way for inclusion in systematic reviews both complex and time consuming. Text mining has been offered as a potential solution: through automating some of the screening process, reviewer time can be saved. The evidence base around the use of text mining for screening has not yet been pulled together systematically; this systematic review fills that research gap. Focusing mainly on non-technical issues, the review aims to increase awareness of the potential of these technologies and promote further collaborative research between the computer science and systematic review communities.
KerkoCite.ItemAlsoKnownAs: 10.1186/2046-4053-4-5 2129771:DZXCPJ5W 2129771:TVQJAXYW 2405685:RYWDKMDX 2486141:5YIWPZYG 2486141:MZ34R4K8
Keywords: Automation; Review efficiency; Screening; Study selection; Text mining

Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA - Üzüm, Babürhan; Akayoglu, Sedat; Yazan, Bedrettin (ReCALL, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1017/S0958344019000235 4804264:AHN7VRBQ
Keywords: Final_citation; cited; existing

Using technology to support teacher continuous professional development in Sierra Leone - Beoku-Betts, Iman; Plaut, Daniel; Tanweer, Rabia (2022)

Using Technology to Support At-Risk Students’ Learning - Darling-Hammond, Linda; Zielezinski, Molly; goldman, shelley (Alliance for Excellent Education, 2014)
KerkoCite.ItemAlsoKnownAs: 4804264:CABN475T 4804264:X9ZKYFXK
Keywords: Final_citation; anystyle; existing

Using technology to improve the equity of teacher allocation in Sierra Leone: the challenge and a way forward - McBurnie, Chris; Vijil, Alejandra; Haßler, Björn (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:6Y9XNNMV 2129771:9LSPJG52 2486141:AEED5965
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE

Using technology to improve the equity of teacher allocation in Sierra Leone: the challenge and a way forward - McBurnie, Chris; Vijil, Alejandra; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6497554 2129771:S33JRRK6 2405685:KAZQRPA7
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

​Using technology to deliver educational services to children and youth in environments affected by crisis and/or conflict - Carlson, , S (USAID, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:QXEQGWPC

Using Technology to Deliver Educational Services to Children and Youth in Environments Affected by Crisis and/or Conflict - Carlson, Samuel (USAID, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:7JL9QJWW 2129771:MG3U6Y57 2339240:6M4YIDMP 2339240:MFVCNPSC 2339240:WDV6QU5C 2405685:FNRVFPGD 2405685:R6ZHWDGR 2405685:SC98YYD8 2405685:U7BYSB7J 4803016:8KXS5F5P
Keywords: Screened; ___working_potential_duplicate; ⛔ No DOI found

Using technology for enhancing teaching and learning in Bangladesh: challenges and consequences - Shohel, M. Mahruf C.; Kirkwood, Adrian (Learning, Media and Technology, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.671177 4804264:AWATCHA8
Keywords: Final_citation; cited; existing

Using Smartphones as Experimental Tools—Effects on Interest, Curiosity, and Learning in Physics Education - Hochberg, Katrin; Kuhn, Jochen; Müller, Andreas (Journal of Science Education and Technology, 2018)
00000 KerkoCite.ItemAlsoKnownAs: 10.1007/s10956-018-9731-7 10/gdm2tt 2129771:TLEYJXKD 2129771:XJWRK493
Keywords: __C:filed:1

Using research evidence - A practice guide - Nesta (2016)
KerkoCite.ItemAlsoKnownAs: 2129771:PQWZWPZC 4426965:MAJQGCZ5

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

Using Open and Educational Resources (OERs) and Wiki’s to Support Entrepreneurship Training in Technical and Vocational Education and Training (TVET) Institutions in Zambia - Konayuma, G (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:EVAW675M 2317526:6BWLASND
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Zambia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:Improvement; F:access; F:bandwidth; F:policy; Q:ICT; Q:ODEL; Q:OER; Q:digital technology; Q:educational technology; Q:open education; Q:open educational resources; Q:open learning; T:Ausbildung; T:TVET; T:Training; T:trainee; publicImportV1

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

Using Machine Learning to Parameterize Moist Convection: Potential for Modeling of Climate, Climate Change, and Extreme Events - O'Gorman, Paul A.; Dwyer, John G. (Journal of Advances in Modeling Earth Systems, 2018)
Abstract The parameterization of moist convection contributes to uncertainty in climate modeling and numerical weather prediction. Machine learning (ML) can be used to learn new parameterizations directly from high‐resolution model output, but it remains poorly understood how such parameterizations behave when fully coupled in a general circulation model (GCM) and whether they are useful for simulations of climate change or extreme events. Here we focus on these issues using idealized tests in which an ML‐based parameterization is trained on output from a conventional parameterization and its performance is assessed in simulations with a GCM. We use an ensemble of decision trees (random forest) as the ML algorithm, and this has the advantage that it automatically ensures conservation of energy and nonnegativity of surface precipitation. The GCM with the ML convective parameterization runs stably and accurately captures important climate statistics including precipitation extremes without the need for special training on extremes. Climate change between a control climate and a warm climate is not captured if the ML parameterization is only trained on the control climate, but it is captured if the training includes samples from both climates. Remarkably, climate change is also captured when training only on the warm climate, and this is because the extratropics of the warm climate provides training samples for the tropics of the control climate. In addition to being potentially useful for the simulation of climate, we show that ML parameterizations can be interrogated to provide diagnostics of the interaction between convection and the large‐scale environment. , Plain Language Summary Small‐scale features such as clouds are typically represented in climate models by simplified physical models, and these simplified models introduce errors and uncertainties. A promising alternative approach is to use machine learning to train a statistical model to represent small‐scale processes based on output from expensive physics‐based models that better represent the small‐scale processes. Here we use idealized tests to explore the implications of incorporating a machine‐learning model of atmospheric convection in a climate model. We find that such an approach can give accurate simulations of mean climate and heavy rainfall events. The machine‐learning model does not work well for global warming if it is only trained on the current climate. However, it does work well for global warming if trained on both the current and warmer climates, and it works surprisingly well if only trained on the warmer climate. We also show that the machine‐learning model can be used to better understand the underlying physical processes. , Key Points Random‐forest parameterization of convection gives accurate GCM simulations of climate and precipitation extremes in idealized tests Climate change captured when trained on control and warm climate, or only on warm climate, but not when trained only on control climate Machine‐learning parameterizations can also be interrogated to generate diagnostics of interaction of convection with the environment

Using Machine Learning to Analyze Physical Causes of Climate Change: A Case Study of U.S. Midwest Extreme Precipitation - Davenport, Frances V.; Diffenbaugh, Noah S. (Geophysical Research Letters, 2021)
Abstract While global warming has generally increased the occurrence of extreme precipitation, the physical mechanisms by which climate change alters regional and local precipitation extremes remain uncertain, with debate about the role of changes in the atmospheric circulation. We use a convolutional neural network (CNN) to analyze large‐scale circulation patterns associated with U.S. Midwest extreme precipitation. The CNN correctly identifies 91% of observed precipitation extremes based on daily sea level pressure and 500‐hPa geopotential height anomalies. There is evidence of increasing frequency of extreme precipitation circulation patterns (EPCPs) over the past two decades, although frequency changes are insignificant over the past four decades. Additionally, we find that moisture transport and precipitation intensity during EPCPs have increased. Our approach, which uses deep learning visualization to understand how the CNN predicts EPCPs, advances machine learning as a tool for providing insight into physical causes of changing extremes, potentially reducing uncertainty in future projections. , Plain Language Summary Extreme precipitation and flooding cause widespread impacts on human society. While global warming has increased the occurrence of these damaging events, there is still uncertainty about how climate change will affect precipitation and flooding, making it difficult to adequately prepare for future hazards. We use machine learning to understand why extreme precipitation is becoming more common in the U.S. Midwest by analyzing the atmospheric circulation patterns during extreme precipitation events. Our results show that there is heavier precipitation when extreme precipitation patterns occur, but the patterns themselves have not changed significantly in frequency over the past four decades. Our method could be used to better understand changes in extreme events in the Midwest and in other regions of the world. , Key Points We use a neural network to predict extreme precipitation from daily sea level pressure and 500‐hPa geopotential height fields Increasing Midwest extreme precipitation is linked to increasing moisture transport and precipitation during specific circulation patterns Our method is generalizable to studying how climate change affects the physical causes of various types of extreme events in other regions
Keywords: _z:no_pdf

Using machine learning to advance synthesis and use of conservation and environmental evidence - Cheng, S. H.; Augustin, C.; Bethel, A.; Gill, D.; Anzaroot, S.; Brun, J.; DeWilde, B.; Minnich, R. C.; Garside, R.; Masuda, Y. J.; Miller, D. C.; Wilkie, D.; et al. (Conservation Biology, 2018)
Article impact statement: Machine learning optimizes processes of systematic evidence synthesis and improves its utility for evidence-based conservation.
_eprint: https://conbio.onlinelibrary.wiley.com/doi/pdf/10.1111/cobi.13117 KerkoCite.ItemAlsoKnownAs: 10.1111/cobi.13117 2129771:J3CYENW2

Using Live Video Streaming in Online Tutoring: Exploring Factors Affecting Social Interaction - Wu, Man; Gao, Qin (International Journal of Human–Computer Interaction, 2020)
The growth of live video streaming (LVS) technology provides new possibilities for online tutoring in that it accommodates a massive number of learners simultaneously. Questions still exist, however, about the extent to which new technology can support interactions between an instructor and a vast number of learners, as well as which factors would influence learners’ interactions with the instructor and peer learners. This study explored these questions by conducting a survey involving 189 senior high school students participating in online LVS tutoring. The results indicated that learner–instructor interaction dominated social interaction in the online tutoring environment with the current system design. This design may also contribute to the development of the perceived presence of peer learners with few direct information exchanges among peers. Social Connectedness and perceived enjoyment positively influenced learner–instructor interaction, whereas social fears and the social presence of the instructor negatively influenced learner–learner interaction.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/10447318.2019.1706288 KerkoCite.ItemAlsoKnownAs: 10.1080/10447318.2019.1706288 4804264:5WUHJDRY
Keywords: Final_citation; cited; existing

Using Large Language Models for Qualitative Analysis can Introduce Serious Bias - Ashwin, Julian; Chhabra, Aditya; Rao, Vijayendra (World Bank Washington, DC, 2023)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-10597 2486141:TNAS2ULG

Using iPads to teach inquiry science to students with a moderate to severe intellectual disability: A pilot study - Miller, Bridget T; Krockover, Gerald H; Doughty, Teresa (Journal of Research in Science Teaching, 2013)
00000 KerkoCite.ItemAlsoKnownAs: 10.1002/tea.21091 10/f49bvb 2129771:3WBKZA9Z 257089:R9FD8XMH

Using Interactive Radio Instruction to Mitigate the Educational Impact of Covid-19: A curated resource list - McBurnie, Chris (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:Y8CEB3LK
Keywords: Final_citation; cited; existing

Using Interactive Radio Instruction to mitigate the educational impact of COVID-19: a curated resource list - McBurnie, Chris (2020)
EdTechHub.Source: 2405685:A3T2DQ4D EdTechHub.Source: 2405685:A3T2DQ4D KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3762228 2129771:QQWNSYJR 2129771:U4Q6CU8B 2339240:45F2G56T 2405685:A3T2DQ4D 2405685:WB97BS9V
Keywords: Author:OpenDevEd; COV:COVID and reopening of schools; F: Helpdesk response; H:Radio; LP: English; _C:Liberia LBR; _C:Pakistan PAK; _C:Sierra Leone SLE; _C:Sudan SDN; _C:Tanzania TZA; _C:Zambia ZMB; _EdTechHub_Output; __C:filed:1; __C:scheme:1; ___duplicate_item; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Using improvement science to better support beginning teachers: The case of the building a teaching effectiveness network - Hannan, Maggie; Russell, Jennifer Lin; Takahashi, Sola; Park, Sandra (Journal of Teacher Education, 2015)
Publisher: SAGE Publications Sage CA: Los Angeles, CA

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

Using GIS and spatial modelling to support school network planning in Estonia - Roosaare, Jüri; Sepp, Edgar (2012)
A spatial decision support system based on geo-informatics and spatial modelling tools has been used to provide a reorganization plan of school networks, The study was undertaken in collaboration with the Ministry of Education and Research of Estonia
Keywords: _C:Austria AUT; _C:Estonia EST; _C:France FRA; _C:Germany DEU; _C:Portugal PRT; _C:Russian Federation RUS; _C:State of Palestine PSE; _C:United States USA; __C:filed:1; __C:scheme:1

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

Using eye-tracking in applied linguistics and second language research - Conklin, Kathy; Pellicer-Sánchez, Ana (Second Language Research, 2016)
With eye-tracking technology the eye is thought to give researchers a window into the mind. Importantly, eye-tracking has significant advantages over traditional online processing measures: chiefly that it allows for more ‘natural’ processing as it does not require a secondary task, and that it provides a very rich moment-to-moment data source. In recognition of the technology’s benefits, an ever increasing number of researchers in applied linguistics and second language research are beginning to use it. As eye-tracking gains traction in the field, it is important to ensure that it is established in an empirically sound fashion. To do this it is important for the field to come to an understanding about what eye-tracking is, what eye-tracking measures tell us, what it can be used for, and what different eye-tracking systems can and cannot do. Further, it is important to establish guidelines for designing sound research studies using the technology. The goal of the current review is to begin to address these issues.
KerkoCite.ItemAlsoKnownAs: 10.1177/0267658316637401 4804264:TCRA8A6R
Keywords: Final_citation

Using Explainability to Help Children UnderstandGender Bias in AI - Melsión, Gaspar Isaac; Torre, Ilaria; Vidal, Eva; Leite, Iolanda (Interaction Design and Children, 2021)

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

Using evidence to help build and evaluate good ideas in education technology - Knight, Simon; Moeini, Anissa; Clark-Wilson, Alison (EduResearch Matters, 2020)
As researchers, we care that our educational systems improve, support all learners, and are grounded solidly in research evidence. But how do we work with stakeholders like educational technology s…
KerkoCite.ItemAlsoKnownAs: 2129771:AV2AFZLH 4426965:8UQEIZH4

Using Evidence-Informed Practice in Primary School Improvement in an Under-Achieving School System: A Case Study in Sierra Leone - Mason, Miriam; Galloway, David (The Emerald Handbook of Evidence-Informed Practice in Education, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1108/978-1-80043-141-620221044 4869029:G8NLIA2X

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

Using educational transitions to estimate learning loss due to COVID-19 school closures: The case of Complementary Basic Education in Ghana - Sabates, Ricardo; Carter, Emma; Stern, Jonathan M. B. (International Journal of Educational Development, 2021)
Learning loss is expected for millions of children who have been out of school as a result of the current COVID-19 pandemic. Unfortunately, it is uncertain how much learning will be lost and how wide the gaps may be for disadvantaged children. This paper uses a unique longitudinal dataset to estimate learning loss during a three-month transition from Complementary Basic Education to government schools in Ghana. Our results show an average learning loss of 66 % of previous learning gains in foundational numeracy during this transition period. More importantly, we estimate widening gaps in learning loss according to lack of home learning support, as well as lack of home learning resources. Our results have implications for the provision of learning activities and support at home, not just during current school closures due to COVID-19, but also during transitions between academic years.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102377 2129771:GJKUCPKG
Keywords: COVID-19 school closure; Equity; Ghana; Learning; Literacy; Numeracy

Using educational transitions to estimate learning loss due to Covid-19 school closures - Ricardo, Sabates; Carter, Emma; Stern, Jonathan (REAL Centre, Faculty of Education, University of Cambridge, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:BSI5VXJ8 2405685:HDX7BXC3
Keywords: _COVID_DEAA-List

Using education technology to support learners with special educational needs and disabilities in low- and middle-income countries - Coflan, Caitlin Moss; Kaye, Thomas (EdTech Hub, 2020)
EdTechHub.Source: 2405685:2WY8H4WW KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3744581 2129771:QEIBUIQH 2405685:2WY8H4WW 2339240:Z7XXM8CG 2339240:ZZ8ISXSK 2405685:GG9HHSDL
Keywords: L:Special education needs and disabilities (SEND); LP: English; _C:Brazil BRA; _C:Ghana GHA; _C:India IND; _C:Kenya KEN; _C:Lesotho LSO; _C:Pakistan PAK; _C:Portugal PRT; _C:South Africa ZAF; _C:Spain ESP; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-dode

Using education technology to support learners with special educational needs and disabilities in low- and middle-income countries - Coflan, Caitlin Moss; Kaye, Tom (Zenodo, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:6XUPH2D6
Keywords: Final_citation; cited; existing

Using EdTech to Support Learning Remotely in the Early Years. Rapid Literature Review of Evidence from the Global Response to Covid-19. - Korin, Astrid (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
previousDOI: 10.5281/zenodo.4664510 zotzenLib.CopiedFrom: 2405685:RTQ64R3P KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4664510 10.5281/zenodo.4746391 2129771:RTW79DEP 2339240:CJNJNHNU 2405685:RTQ64R3P
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _genre:LR-literature_review; _r:AddedByZotZen; _zenodoETH

Using EdTech to Support Effective Data Monitoring: A Curated Resource List. - Koomar, Saalim; Blest, Harriet (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:EK3RTX6F
Keywords: Final_citation

Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List - Koomar, Saalim; Moss Coflan, Caitlin; Kaye, Tom (EdTech Hub, 2020)
EdTechHub.Source: 2405685:HLCYI98H KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3875138 10.5281/zenodo.3885806 2129771:FCNVWJUI 2129771:FYPWV8NM 2129771:VJXKA7AN 2339240:FEGWVFS3 2339240:FJ5LQ7QK 2405685:79LULMUU 2405685:BTWBKYN7 2405685:CMS6HPI8 2405685:HLCYI98H DOI:
Keywords: C:Yemen; F: Helpdesk response; LP: English; W:Fragile and conflict affected contexts; _C:Afghanistan AFG; _C:Algeria DZA; _C:Bangladesh BGD; _C:Burkina Faso BFA; _C:Chad TCD; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Egypt EGY; _C:France FRA; _C:Iraq IRQ; _C:Jordan JOR; _C:Kuwait KWT; _C:Lebanon LBN; _C:Liberia LBR; _C:Netherlands NLD; _C:Nigeria NGA; _C:Sierra Leone SLE; _C:South Sudan SSD; _C:Sudan SDN; _C:Syrian Arab Republic SYR; _C:Turkey TUR; _C:Uganda UGA; _C:Yemen YEM; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

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

Using digital technology to improve learning - Stringer, Eleanor; Lewin, Cathy; Coleman, Robbie (Education Endowment Foundation, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:VNC5FJBM 2486141:JV4TL7X7
Keywords: _Added to LR; _T:reviewed

Using digital technology to enhance formative assessment in mathematics classrooms - Dalby, Diane; Swan, Malcolm (British Journal of Educational Technology, 2018)
00000 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12606 2129771:LSCAUXJ2 2129771:Q8TBVWLR 2129771:UJHPHNP7
Keywords: _C:Netherlands NLD; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Using digital technology and school-based professional development to leverage interactive classroom teaching in Zambia - Hennessy, Sara; Haßler, Björn; Mwewa, G. (Millennium Goals Revisited: A Common Wealth of Learning, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:UQKD4B63 2129771:ZTJE5WPC 261495:HNV94NFU
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _r:ImportedToMyEducationEvidence

Using digital technology and school-based professional development to leverage interactive classroom teaching in Zambia - Hennessy, Sara; Haßler, Björn; Mwewa, G (2016)
This chapter describes a study which explored the feasibility of using information and communications technologies (ICTs) to support more interactive forms of subject teaching and learning in Sub-Saharan Africa. Specifically, we: • provided open educational resources (OER) to three ICT-and Internetequipped primary schools in Zambia, all serving disadvantaged communities; • worked with partners to identify the needs of school-based continuing professional development (CPD) adapted to the local context; • responded to those needs by designing an appropriate intervention – focusing on participatory, collaborative and interactive pedagogies supported by ICTs and OER, both within the classroom and for teacher development.
KerkoCite.ItemAlsoKnownAs: 2129771:QG8ESI5B 2317526:CWBQU3Q9
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; C:Zambia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:learning; F:teaching; P:teacher education; P:teachers; Q:ICT; Q:OER; Q:digital technology; Q:interactive; Q:interactive pedagogy; Q:open educational resources; Q:primary education; R:evaluation; T:Classroom teaching; Z:ICT in education; Z:Intervention evaluation; Z:Primary education; Z:Teacher education; publicImportV1

Using design-based research to bring partnership between researchers and practitioners - Getenet, Seyum (Educational Research, 2019)
Background: A key aim of educational research is for findings to inform practice, thereby bringing about improvements in teaching and learning. However, the relationship between research and practice is complex, and there is often no clear link between changes in practice and research findings. One of the challenges for research and practice is breaking down barriers and finding effective and sustainable ways to translate research findings into practical solutions in the classroom.Purpose: This discursive paper focuses on describing the nature of the partnership working involved when a design-based research (DBR) approach was employed to bring researchers and practitioners together. The researchers and practitioners worked in collaboration to design a professional development (PD) programme, in order to solve classroom problems and enhance practitioners’ research engagement.Sources of evidence: This paper describes the author’s experience of using DBR to co-design a PD programme that was responsive to a particular context and practitioners’ needs. It illustrates and exemplifies the ways in which the researcher–practitioner collaboration itself sits at the heart of the design process and enabled solutions to be found. The paper also considers the epistemological positions of the practitioners and researchers in the different stages of DBR. The context for the description is a mixed-methods intervention study conducted in two colleges of teacher education, which documented the design and refinement of a PD programme to facilitate teachers’ effective use of technology to teach mathematics.Discussion and conclusions: The examples presented and discussed here suggest how a DBR process is able to facilitate fruitful collaborations between researchers and practitioners and increase engagement in research. By working with practitioners to design interventions such as PD programmes, DBR can provide a practical approach for improving practice and deepening the relationship between educational research and classroom practice.
EdTechHub.Source: 2405685:SXE25TP7 KerkoCite.ItemAlsoKnownAs: 10.1080/00131881.2019.1677168 2129771:XWT48UG5 2339240:FNGCAY8H 2405685:SXE25TP7
Keywords: Design-based research; evidence-informed practice; practice; practitioners; professional development; teacher education

Using DeepSpeed and Megatron to Train Megatron-Turing NLG 530B, A Large-Scale Generative Language Model - Smith, Shaden; Patwary, Mostofa; Norick, Brandon; LeGresley, Patrick; Rajbhandari, Samyam; Casper, Jared; Liu, Zhun; Prabhumoye, Shrimai; Zerveas, George; Korthikanti, Vijay; Zhang, Elton; Child, Rewon; et al. (arXiv, 2022)
Pretrained general-purpose language models can achieve state-of-the-art accuracies in various natural language processing domains by adapting to downstream tasks via zero-shot, few-shot and fine-tuning techniques. Because of their success, the size of these models has increased rapidly, requiring high-performance hardware, software, and algorithmic techniques to enable training such large models. As the result of a joint effort between Microsoft and NVIDIA, we present details on the training of the largest monolithic transformer based language model, Megatron-Turing NLG 530B (MT-NLG), with 530 billion parameters. In this paper, we first focus on the infrastructure as well as the 3D parallelism methodology used to train this model using DeepSpeed and Megatron. Next, we detail the training process, the design of our training corpus, and our data curation techniques, which we believe is a key ingredient to the success of the model. Finally, we discuss various evaluation results, as well as other interesting observations and new properties exhibited by MT-NLG. We demonstrate that MT-NLG achieves superior zero-, one-, and few-shot learning accuracies on several NLP benchmarks and establishes new state-of-the-art results. We believe that our contributions will help further the development of large-scale training infrastructures, large-scale language models, and natural language generations.
arXiv:2201.11990 [cs]
Keywords: Computer Science - Computation and Language

Using blended learning to support marginalised adolescent girls’ education: a review of the evidence - Allier-Gagneur, Zoé; Chuang, Rachel; McBurnie, Chris; Haßler, Björn (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3952069 2129771:9Q4PMCJN 2129771:FX6TFDPQ 2339240:ENEKVCE3 2405685:7PYD5JNV 2405685:H3AI5F3C 2486141:TE93MW3V
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; F: Helpdesk response; H:Blended learning; L:Gender and education; LP: English; _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Brazil BRA; _C:China CHN; _C:Ghana GHA; _C:India IND; _C:Iran IRN; _C:Kenya KEN; _C:Lebanon LBN; _C:Malawi MWI; _C:Malaysia MYS; _C:Nigeria NGA; _C:Russian Federation RUS; _C:Rwanda RWA; _C:Saudi Arabia SAU; _C:Senegal SEN; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Turkey TUR; _C:Uganda UGA; _C:United States USA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; _bjoern_cv; _genre:LR-literature_review; _r:ImportedToMyEducationEvidence

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

Using AI to Automate Literature Reviews - Haßler, Björn; Hassan, Mustafa; Klune, Christopher (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10529049 ZenodoArchiveConcept: 10529048 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1003 2129771:JC66TBWQ 2405685:BVD8JX7V
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

Using a Sequential Multiple Assignment Randomized Trial (SMART) to Develop an Adaptive K–2 Literacy Intervention With Personalized Print Texts and App-Based Digital Activities - Kim, James S.; Asher, Catherine A.; Burkhauser, Mary; Mesite, Laura; Leyva, Diana (AERA Open, 2019)
This study employs a sequential multiple assignment randomized trial (SMART) design to develop an adaptive intervention with personalized print and digital content for kindergarten to Grade 2 children (n = 273). In Stage 1, we ask whether it is better for children to receive an adaptive intervention based on (a) 10 conceptually coherent texts or (b) 10 leveled texts on a range of topics. In Stage 2, we ask how best to encourage nonresponding children. Findings indicate that children who received either conceptually coherent texts or leveled texts performed similarly on reading comprehension posttests, while augmenting and intensifying follow-up with gamification of the app and text messages to parents improved comprehension outcomes for nonresponders. Descriptively, we find that only 26% (n = 71) of parents accessed the app, highlighting the need for better implementation procedures to increase take up of app-based digital activities.
Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/2332858419872701 2129771:JZVT248T 4426965:ZRF7Z832

User or student: constructing the subject in Edtech incubator - Ramiel, Hemy (Discourse: Studies in the Cultural Politics of Education, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1080/01596306.2017.1365694 2129771:PP8WS99G 4426965:7SNVUMN3 4426965:RRGS76FT
Keywords: Stefanie

User Journey Mapping and Ideation - McBurnie, Chris; Hassan, Mustafa Syed; Moustafa, Nariman; Walker, Hannah; Lurvink, Anne-Fleur; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
ZenodoArchiveID: 8386685 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1009 ZenodoArchiveConcept: 8386684
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

User fees in Primary Education in Malawi - Kadzamira, Esme (UNCTAD Expert meeting on Universal Access to Services, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:3J2L72DH 4752638:2Q9PRR2N 4752638:AK9FK96Y
Keywords: _C:Malawi MWI; ⛔ No DOI found

Use of Twitter Technology in Educational Learning - Sunday, Ajibo Anthony (The Turkish Online Journal of Educational Technology, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:L7FAMQE9
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Use of tablet technology in the classroom. - Goodwin, K. (NSW Department of Education and Communities, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:YS6XDKHS 257089:WUXAHI8Z

Use of remedial teaching approaches for dyslexic students: Experiences of remedial teachers working in urban Pakistan - Khalid, M.; Anjum, G. (Cogent Psychology, 2019)
The purpose of this study was to examine the experiences of remedial teachers while teaching dyslexic students in the urban hub of Pakistan—Karachi. The study explored assessment related experiences, the effectiveness of these approaches, and the challenges incurred by the teachers. Semi-structured interviews were conducted with nine remedial teachers: Interpretive Phenomenological method was used for analysis of their experiences. Results yielded six major themes: Assessment process (Pre- and follow-up assessments), Effective Teaching Techniques (the Orton-Gillingham approach, Sequential approach, Technology-assisted learning, Integrative approach, and Play Therapy), Common challenges (stigma and denial, late diagnosis, behavioral problems, slow progress, and incongruence in teaching), and Role of family (role of parents, and role of other family members). Based on the interview responses, the most effective and popular approach used was the Orton-Gillingham approach, which incorporated multiple senses in the learning process, and was altered to meet the specific needs of a student. Results, implications, and directions for future research are also discussed. © 2019, © 2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
Publisher: Cogent OA KerkoCite.ItemAlsoKnownAs: 10.1080/23311908.2019.1580181 2129771:SJUHF9HT 2339240:T39QY6L4 2486141:3RR5HUGL
Keywords: LMIC; Orton-Gillingham approach; SEN; Special education and; _AcademicRecoveryOECS; assessment and implementation; behavioral problems; challenges faced in remedial teaching; dyslexia in Pakistan; effective teaching approaches for dyslexia

Use of mobile touch device for knowledge retention - Klubal, Libor; Kostolányová, Kateřina (AIP Conference Proceedings, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1063/1.5079080 10/gf62hp 2129771:AFXI4QT2
Keywords: __C:filed:1

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

Use and Impact of Artificial Intelligence on Climate Change Adaptation in Africa - Rutenberg, Isaac; Gwagwa, Arthur; Omino, Melissa (African Handbook of Climate Change Adaptation, 2021)
Abstract Although Climate Change is a global phenomenon, the impact in Africa is anticipated to be greater than in many other parts of the world. This expectation is supported by many factors, including the relatively low shock tolerance of many African countries and the relatively high percentage of African workers engaged in the agricultural sector. High-income countries are increasingly turning their focus to climate change adaptation, and Artificial Intelligence (AI) is a critical tool in those efforts. Algorithms using AI are making better predictions on the short- and long-term effects of climate change, including predictions related to weather patterns, floods and droughts, and human migration patterns. It is not clear, however, that Africa is (or will be) maximally benefitting from those AI tools, particularly since they are largely developed by highly developed countries using data sets that are specific to those same countries. It is therefore important to characterize the efforts underway to use AI in a way that specifically benefits Africa in climate change adaptation. These efforts include projects undertaken physically in Africa as well as those that have Africa as their focus. In exploring AI projects in or about Africa, this chapter also looks at the sufficiency of such efforts and the variety of approaches taken by researchers working with AI to address climate change in Africa.
KerkoCite.ItemAlsoKnownAs: 2129771:QETNHH33 2129771:UWQS9ERY

USAID/Kenya Primary Math and Reading (PRIMR) Initiative: Kisumu Information and Communication Technology (ICT) Intervention. Endline Report. - Piper, B.; Kwayumba, D. (Research Triangle Institute (RTI), 2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:ILKMBDCW 257089:JCXSW352

USAID/Kenya Primary Math and Reading (PRIMR) Initiative: Final Report - RTI International (RTI International, 2014)
PRIMR-USAID (final) KerkoCite.ItemAlsoKnownAs: 2129771:ELH5JF8U 261495:QHFCGZVU

Urban water resource management for sustainable environment planning using artificial intelligence techniques - Xiang, Xiaojun; Li, Qiong; Khan, Shahnawaz; Khalaf, Osamah Ibrahim (Environmental Impact Assessment Review, 2021)
Publisher: Elsevier

Urban poverty and education. A systematic literature review - Silva-Laya, Marisol; D'Angelo, Natalia; García, Elda; Zúñiga, Laura; Fernández, Teresa (Educational Research Review, 2020)
This systematic literature review seeks to provide information on the limitations and opportunities faced by the urban poor in leveraging the potential benefits of education. The review covers the period 1995–2017 and includes 66 articles. The analysis addresses: a) the educational achievement of the urban poor and b) the conditions under which they receive education. Results show that, despite attending school, the urban poor are not able to fully satisfy their right to education. Their educational achievement is deficient in terms of learning, educational trajectory and the capacity to aspire to a better future and although they are included in schooling, material deprivation combined with socio-territorial characteristics and cultural and administrative obstacles means that this inclusion occurs in a stratified manner. The findings urge a reexamination of the discussion around the challenge of education in facilitating social mobility. Breaking the cycle between urban poverty and education requires multisectoral public policies with an equity perspective and the coordinated participation of various social actors.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.edurev.2019.05.002 2129771:BFVNFGTQ
Keywords: Academic achievement; Aspirations; Equity and access; School segregation; Urban poverty; _genre:LR-literature_review

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

Upgrading informal apprenticeship: a resource guide for Africa - International Labour Office (2012)
OCLC: 793374144 KerkoCite.ItemAlsoKnownAs: 2129771:2RASZQ7X 2317526:NNDJQFHD

UPDATE: The government of the republic of South Sudan has ordered the closure of all schools starting from Monday, 18th, March 2024 due to the high temperatures. According to the country's health ministry, there are reported cases of death resulting from high heat #NTVNews https://t.co/8s6Vr71yK1 - NTV UGANDA [@ntvuganda] (Twitter, 2024)
KerkoCite.ItemAlsoKnownAs: 2129771:SJQKPD99 5072953:449RER6Y
Keywords: _z:class:countries

Unsupervised language model adaptation using LDA-based mixture models and latent semantic marginals - Haidar, Md Akmal; O'Shaughnessy, Douglas (Computer Speech & Language, 2015)
Publisher: Elsevier

Unstructured data in marketing - Balducci, B; Marinova, D (Journal of the Academy of Marketing Science, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1007/s11747-018-0581-x 2129771:2CA8BCWE 2129771:UWJSVBLQ 2405685:RTNHA8JP 2486141:GRQZTIKQ

Unpacking Sustainable Development Goal 4: Education 2030 - UNESCO (UNESCO, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:922GAFMZ 2486141:6Y49SBHV

Unpacking PLCs: What evidence do we have about professional learning communities and how can we produce more? - Soares, Fernanda; Galisson, Kirsten (R&E Search for Evidence, 2018)
In this post, we further define professional learning communities (PLCs) and review existing evidence on the effect of PLCs. We then outline FHI 360-funded research that we have initiated to study PLCs in three low- and middle-income countries: Equatorial Guinea, Ghana and Nigeria.
Section: Uncategorized

Unlocking Talent: Evaluation of a tablet-based Masamu intervention in a Malawian Primary School - Pitchford, Nicola (2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:LHCZDTV2 257089:UREFT76P

Unlocking resilience through autonomous innovation - Bahadur, Aditya; Doczi, Julian (Overseas Development Institute, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:YPKRG44C 2486141:XQBEA6YY

Unlocking Data to Tell the Story of Education in Africa: Webinar Summary & Synthesis - Adam, Taskeen; Agyapong, Samuel; Asare, Samuel; Heady, Lucy; Wacharia, Wairimu; Mjomba, Renaldah; Mugo, John; Mukiria, Faith; Munday, Gemma (ESSA, Zizi Afrique, EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4279156 2129771:XYEJSVYW 2405685:S9MFQ8KB 2339240:HZTGKNN9
Keywords: Author:OpenDevEd; _EdTechHub_Output; _GS:not_indexed; _r:CopiedFromEvLib; _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Unleashing the potential: transforming technical and vocational education and training - Marope, Priscilla Toka Mmantsetsa; Chakroun, Borhène; Holmes, K. P (2015)
"UNESCO has recently published the third volume of its Education on the Move series, a series dedicated to the analysis of key trends in education with the hope of inspiring dialogue among policy makers, educators and other key stakeholders on the challenges of education for tomorrow. The latest publication, entitled Unleashing the Potential: Transforming Technical and Vocational Education and Training is focused entirely on issues related to technical and vocational education and training (TVET). It takes stock of the steadily increasing demands and expectations on TVET systems around the globe and presents recent policy trends in the field of TVET. In their analysis, the authors provide insights into what it takes to unleash the potential of TVET systems around the world. They propose an integrated analytical approach that takes into consideration such factors as economic growth, social equity and issues related to sustainability so that TVET can contribute more effectively to contemporary policy issues such as youth unemployment, gender disparities and climate change. Overall, the book calls for a transformation of TVET systems to enable them to respond to the demands of their contexts. This transformation should enable TVET systems to acquire agility to stay current and responsive to the rapidly changing demands of the twenty-first century."–Publisher's website.
OCLC: 921829960 KerkoCite.ItemAlsoKnownAs: 2129771:AVKWPPMP 2317526:JK6589HH

University education in Zambia in the face of austerity: history, trends and financing. - Masaiti, Gift; Simuyaba, Eunifridah (UNZA Press, 2018)

Universities prepare for semester of online and hybrid learning - Quinn, Callan (The Pie News, 2020)
News and business analysis for Professionals in International Education, Many students are not enthusiastic about online learning after a summer of lecture-by-Zoom. So what have universities and colleges planned for the new semester?
KerkoCite.ItemAlsoKnownAs: 2129771:SLHM3SIH 2486141:629VQYAC

Universal secondary education in the OECS: Some views on the curriculum - King, Winston K. (Journal of Eastern Caribbean Studies, 2009)
Publisher: University of the West Indies KerkoCite.ItemAlsoKnownAs: 2129771:GN868WFE 2129771:MHNF2WNJ
Keywords: ⛔ No DOI found

Universal Access Development Fund | Home - Universal Access Development Fund (Sierra Leone) (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:AVUVWP3X 2405685:FNIEIP9B

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)

Unintended consequences of English school stock energy-efficient retrofit on cognitive performance of children under climate change - Dong, J.; Schwartz, Y.; Korolija, I.; Mumovic, D. (Building and Environment, 2024)
School building stock retrofit forms a key part of UK’s commitment to net-zero carbon target by 2050. However, with a changing climate, the retrofit of school buildings may have unintended consequences on classroom thermal environments and cognitive performance of children in non-heating seasons. This paper aims to quantify the impact of school stock retrofit in accordance with increasingly tightening energy efficiency regulatory requirements on cognitive performance of English children, while also exploring the potential adaptation measures under climate change. The results indicate that English schools that undergo envelope insulation exhibit higher Cognitive Performance Loss (CPL) of children compared to their original conditions. Passive climate adaptation measures, especially increased daytime ventilation rate was found to be an effective strategy for mitigating the impact of climate change on cognitive performance. However, the benefits of passive measures will diminish as the climate warms, while air conditioning will be required to maintain cognitive performance loss at relatively low levels. In addition to the reduction of heating load, envelope insulation can provide benefits for English schools in cooler climatic regions from both cognitive performance and energy point of view. The study calls for the CPL to be added as one of the key performance indicators when considering the long-term impact of climate change on schools. This would enable policy makers and relevant stakeholders to make more holistic decisions regarding school stock retrofit while ensuring that classrooms are conducive to learning.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2023.111107 2129771:CGS92VPR 5072953:RXETR3RL
Keywords: _z:class:countries

UNICEF scales up support to keep children learning, as COVID-19 forces schools to close - UNICEF (2020)
Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2129771:IZE9L2NN IZE9L2NN

UNICEF Child Friendly Schooling (CFS) - Nampota, Dorothy; Jere, Catherine; Chiwaula, Lizzie; Meke, Elizabeth; Kadzamira, Esme (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:T7PARIGX 4752638:FLH6XE25
Keywords: _C:Malawi MWI; ⛔ No DOI found

UNICEF: 100 million children vulnerable to climate change impacts in Nigeria (TheCable, 2023)
The United Nations Children’s Fund (UNICEF) says 100 million children are vulnerable to the impacts of climate change in Nigeria.

UNEVOC World TVET Database: Uganda - UNESCO-UNEVOC (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:UQ6LJ4WG 2317526:EMWFCMYD
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; publicImportV1

UNEVOC World TVET Database: Tanzania - UNESCO-UNEVOC (2016)
KerkoCite.ItemAlsoKnownAs: 2129771:RD3Z2W99 2317526:MTLEG9I9
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Tanzania; publicImportV1

UNEVOC World TVET Database: Nigeria - UNESCO-UNEVOC (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:NAMI6L7Y 2317526:3M2K379W
Keywords: -FullBiblioUHMLgen; -GeneralCitations; C:Nigeria; CC:Nigeria; publicImportV1

UNEVOC World TVET Database: Kenya - UNESCO-UNEVOC (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:7P2TYCJ4 2317526:457AVM6J
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; publicImportV1

UNEVOC World TVET Database: Botswana - UNESCO-UNEVOC (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:WLP56L3H 2317526:A5LT8Q49
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1

UNESCO’s Contributions to the Development of Education in Latin American Countries: Brazil and Bolivia - da Costa Santos, Johnatan; Quiroga, Maria Luisa Claure (2nd International Conference on Education Science and Social Development (ESSD 2019), 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:KTTHFACZ
Keywords: ⛔ No DOI found

UNESCO Global Network of Learning Cities - UNESCO Institute for Lifelong Learning (2015)
Library Catalog: uil.unesco.org KerkoCite.ItemAlsoKnownAs: 2129771:3GL44D89

UNESCO/CARICOM Webinar Series n° 1: Supporting teachers and education personnel to ensure continuity of learning: Supporting the preparation of teachers for distance education and reopening of schools - James, Freddy (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:EUUQLY7Q 2486141:Y2H65PXQ
Keywords: _Added to LR; _T:reviewed

Unemployment, total (% of total labor force) (modeled ILO estimate) - Sub-Saharan Africa | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:G9FGAF4F

Understanding work-based learning in technical and vocational education and training in Nigeria - Haruna, Rabiu; Kamin, Yusri Bin; Buntat, Yahya Bin (International Journal of Recent Technology and Engineering, 2019)
© BEIESP. Work-based learning in technical and vocational education and training (TVET) is a separate pedagogy that strengthens the delivery of vocational education and training, and requires students to maintain balance in being a student and a trainee. While the concept of work-based learning is overwhelming, its practice in Nigerian Institutions is relatively low. This paper, therefore, investigates the awareness level of work-based learning in TVET in Nigerian education system. The study participants are 150 TVET Lecturers in Tertiary Institutions that have TVET departments. Mixed method research was adopted because of its ability to provide in-depth discussions into the investigation; questionnaires were developed in a two-step revision stage. First, a structured questionnaire was designed to collect quantitative and qualitative data. Second, validity test was carried out in which the questionnaire was applied to ten TVET lecturers outside the area of study to obtain feedback about the clarity of the questions, the use of appropriate terminology, and the possible omission of important issues. In follow up to validate the responses a focus group discussion was conducted to clarify some pertinent trends captured from the survey. Data collected were coded and analysed with SPSS. Findings among others revealed that there is low level of work-based learning awareness in Nigeria, adopting work-based learning in TVET program will increase students’ responsibilities related to acquiring new skills, which will expand their roles in contributing to nation’s building.
KerkoCite.ItemAlsoKnownAs: 2129771:HU4UXPKA 2129771:WE6VF3M8
Keywords: ⛔ No DOI found

Understanding theory of change in international development - Stein, Danielle; Valters, Craig (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:S8EA6I57 2317526:MFZZLT8S 2317526:NIXWR2K6
Keywords: ⛔ No DOI found

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

Understanding the pricing of the ChatGPT API - API (OpenAI Developer Forum, 2024)
Greetings, if our institution opts for the Tier 3 plan for the ChatGPT API, allowing students to utilize our API, and the usage either surpasses or falls below the predefined limits of Tier 3, how does it influence the monthly pricing? To clarify, if usage exceeds the Tier 3 limits, will our monthly payment remain fixed at $1000, or will the pricing be adapted according to our actual usage? You can refer to the link provided for details on the tier plans: https://platform.openai.com/docs/guides/...
Section: API KerkoCite.ItemAlsoKnownAs: 2129771:PW9W7DD7 2405685:WK8YCRCC 2486141:YJVMBKUH

Understanding the impact of district-level decision -making on the distribution of highly qualified teachers: A multi-method and geo -spatial approach - Choi, Daniel S. (Arizona State University, 2007)
June 30, 2006 was the deadline under the No Child Left Behind (NCLB) Act for ensuring “...that poor and minority children were not taught at higher rates than other children by inexperienced, unqualified, or out-of-field teachers...” In the weeks after the deadline, the US Department of Education informed state departments of education that while no extension had been declared, states can still be in good standing if they show a “good faith” effort. Though states bear this responsibility, districts have the most direct influence on the distribution of “highly qualified” teachers. It is the district that directly recruits, selects, hires, and places teachers in all its schools. Therefore, the district makes the final decisions that control, in many ways, the balance of the distribution. This study, therefore, takes a district-level perspective for understanding the distribution of highly qualified teachers (HQTs) across schools. A multiple methods study approach was used to understand the various influences on the distribution of highly qualified teachers. In particular, I used three distinct, yet related methods in this study. They were: (1) Quantitative Analysis; (2) Geographical Analysis; and (3) Qualitative Analysis. The quantitative analyses revealed that weaker definitions of teacher quality mask the teacher quality shortage and gap that exists between local districts and between schools of varying demographic characteristics—particularly those with high concentrations of poor and minority students. The geographical analyses suggested that quality of geographical space influenced the presence of teacher quality in schools. Lastly, the qualitative analyses revealed that the district plays a mediating role as it enacts its own policy. In this process, the district is both influenced and is itself an influence on the final distribution of HQTs. The interviews with district and school staff revealed that the district's definition of teacher quality becomes stronger as the process moves closer to an actual hiring decision. It is at the school site where they seem to apply or screen for the fuller range of characteristics consistent with what the literature has identified as a HQT. In the end, these findings contribute to understanding the distribution of teacher quality more fully.
ISBN: 9781109960174
Keywords: Decision-making; Education; Highly qualified teachers; School districts; _C:India IND; _C:Philippines PHL; _C:Spain ESP; _C:United States USA; __C:filed:1; __C:scheme:1

Understanding the External Social Benefits of Education in Ethiopia: A Contextual Analysis Using Young Lives - Sabates, Ricardo; Zhao, Yiran Vicky; Mitchell, Rafael; Ilie, Sonia (Journal of Education Finance, 2021)
Publisher: University of Illinois Press KerkoCite.ItemAlsoKnownAs: 2129771:AETKVZAP
Keywords: ⛔ No DOI found

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

Understanding the Effect of Covid-19 on the Education System and the Students in India - Ahlawat, Bhavna (International Journal of Engineering Applied Sciences and Technology, 2020 Vol. 5, Issue 5, ISSN No. 2455-2143, Pages 146-151, 2020)
Keywords: ⛔ No DOI found

Understanding the distribution of teacher effectiveness - Gagnon, Douglas Jude (University of New Hampshire, 2014)
The classroom teacher plays a powerful role in improving student outcomes, and teachers are increasingly looked at as a means to address disparities in achievement. Consequently, policy makers are becoming interested in understanding the distribution of teacher effectiveness across school characteristics. Very recent research suggests that, on average, students in high-poverty schools receive instruction from less effective teachers (as operationalized through teacher value-added scores) than do students in lower-poverty schools. This research seeks to build upon this literature by also examining how teacher effectiveness varies across urbanicity and location, doing so while using an often overlooked subset of schools—namely those that come from small and/or rural districts. The results of this study support the notion that teacher effectiveness is not equal across the poverty level of schools, as it finds a meaningful and robust connection between school FRPL rates and teacher value-added scores; findings pertaining to the urbanicity of schools are less conclusive. This study also finds that teacher effects vary across location, as does the connection between teacher effects and school FRPL rates. Evidence is put forth which suggests that this variability may do due in part to the supply of teachers in a given region. This study is organized into three essays: the first examines teacher effects across school income and urbanicity; the second incorporates the impact of location and teacher staffing theory; the third essay is a policy brief intended for a wide audience, as it synthesizes the findings of the first two essays to make concrete policy recommendations.
ISBN: 9781321342796
Keywords: Distribtution of Effectiveness; Education; Equality of Opportunity; Social sciences; Teacher Effectiveness; Teacher Supply; Value-Added Modeling; _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

Understanding Teacher School Choice Preferences: What Matters Most for Teacher Deployment in Sierra Leone? - McBurnie, Chris; Godwin, Katie; Haßler, Björn (2022)
This exploratory mixed-methods study investigates the factors that shape where teachers want to work in Sierra Leone. We identify five dominant factors: monetary incentives, school conditions, opportunities for professional development and support, school location, and relationships with the school and the community. Importantly, these factors combine to push and pull teachers to different locations. Moreover, the factors interact with individual teacher characteristics such as gender, family status, and experience to influence school choice preferences. This set of factors — and their interaction with certain teacher characteristics — continues to shape preferences as teachers move up the career ladder.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6817992 2129771:7N48R3PH
Keywords: _C:Sierra Leone SLE; ⛔ No DOI found

Understanding Teacher School Choice Preferences: What Matters Most for Teacher Deployment in Sierra Leone? - McBurnie, Chris; Godwin, Katie; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6817992 2129771:DUAVS9AV 2405685:KAAC2B78
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

Understanding Teacher Digital Competence in the Framework of Social Sustainability: A Systematic Review - De la Calle, Ana Maria; Pacheco-Costa, Alejandra; Gomez-Ruiz, Miguel Ángel; Guzman-Simon, Fernando (MDPI Journals, 2021)
Due to the global COVID-19 pandemic, ICT has been urgently introduced in education systems in a generalised manner. In this context, it is essential for teachers to master a spectrum of basic digital competencies and manifest digital leadership in the classroom. In addition, it is necessary to consider the relationship between digital competence development and social sustainability, that is, social and cultural heritage, and to what extent they contribute to improving social cohesion and living conditions in a community. This study presents a systematic review of research on teacher digital competence and social sustainability based on the PRISMA model and a review of 22 studies indexed in SCOPUS. The review reveals that most are intended to measure the digital competence level of teachers, usually in compulsory stages of the educational system and through quantitative studies based on virtual questionnaires comprised of closed-ended questions. However, the studies tend to ignore questions related to social sustainability (access to resources, heritage culture, intergenerational transmission, employability, or gender equality). It is therefore urgent to develop research committed to a sustainable society that is oriented towards social justice.
KerkoCite.ItemAlsoKnownAs: 10.3390/su132313283 2339240:KETKPSD6 2405685:GWCW5FRL

Understanding Sustainable Exit Strategies of Voluntary Development Organisations. Amical Break-Up or Messy Divorce? - Mil, Anne-Fleur Lurvink, Imke van, Sara Kinsbergen (The Rise of Small-Scale Development Organisations, 2023)
Over the past decade, the changing aid architecture has been at the center of attention in development studies. The increasing number of established development actors and the influx of alternative development actors are attracting the attention of academic research. At the same time, still relatively little attention is being given to organisations exiting the field. In this chapter, we present a new framework to study sustainable exist strategies. We apply the framework on the ending of the partnership of two Dutch voluntary, small-scale development organisations (Private Development Initiatives, PDI) with their Indonesian local counterparts. Through a case-study approach, we study why and how partnerships are ended and how this impacts the sustainability of development interventions. We argue that the emotional connection between the PDI and its local counterpart is key feature in understanding their exits.
Num Pages: 16

Understanding Sub-Saharan African Learners Informal Learning Using Mobile Devices: A Case of Tanzania - Bagui, Laban; Mwapwele, Samwel Dick (The African Journal of Information Systems, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:BSNGFZWN 2129771:G9MGFU35
Keywords: HDR25; _C:Australia AUS; _C:Botswana BWA; _C:Cameroon CMR; _C:Dominican Republic DOM; _C:Eritrea ERI; _C:Gambia GMB; _C:Malaysia MYS; _C:New Zealand NZL; _C:Rwanda RWA; _C:Senegal SEN; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:Togo TGO; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Understanding Students' and Teachers' Approaches to Tablet Use in Turkish Secondary Schools: A Model Based Approach - Mutlu, Tugba (University of Sheffield, 2016)
00000 EdTechHub.ItemAlsoKnownAs: 2129771:E8FLHYKA
Keywords: _C:Antigua and Barbuda ATG; _C:Australia AUS; _C:Austria AUT; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:France FRA; _C:Germany DEU; _C:Greece GRC; _C:Guyana GUY; _C:Hungary HUN; _C:India IND; _C:Iran IRN; _C:Israel ISR; _C:Jamaica JAM; _C:Japan JPN; _C:Jordan JOR; _C:Kazakhstan KAZ; _C:Korea; Republic KOR; _C:Lebanon LBN; _C:Malta MLT; _C:Netherlands NLD; _C:New Zealand NZL; _C:Oman OMN; _C:Pakistan PAK; _C:Poland POL; _C:Russian Federation RUS; _C:Singapore SGP; _C:Sweden SWE; _C:Thailand THA; _C:Turkey TUR; _C:Turkmenistan TKM; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Understanding Sierra Leonean and Liberian teachers’ views on discussing past wars in their classrooms - Shepler, Susan; Williams, James H. (Comparative Education, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1080/03050068.2017.1338641 2129771:68VY6GT6
Keywords: _C:Sierra Leone SLE

Understanding Sierra Leonean and Liberian teachers’ views on discussing past wars in their classrooms - Shepler, Susan; Williams, James H. (Comparative Education, 2017)
Various curricular and textbook initiatives exist to aid in the national processes of coming to terms with past violence, often serving the political goals of the victors, sometimes supported by international transitional justice institutions. Sierra Leone and Liberia each experienced a devastating civil war during the 1990s and into the 2000s, and each is struggling to rebuild shattered education systems. In addition, each country has experienced a set of post-conflict transitional justice initiatives: Truth and Reconciliation Commissions in each, and a Special Court for Sierra Leone. Although their respective ministries of education have attempted to address peace education through UNICEF-sponsored curriculum revision processes, those efforts have not yet reached the majority of serving teachers, so a discussion of teachers’ actual practices is vital. This article uses interviews with teachers in rural and urban Sierra Leone and Liberia to discuss whether and how teachers talk about past war in their classrooms; whether they think it is important to discuss past conflicts, and if so, why; and what kind of curricular support would help them better teach about the wars. The article discusses how and why teachers embrace or subvert official efforts through their classroom practices, and compares the Sierra Leone and Liberia contexts and results. This research will help us to understand teachers’ own perspectives on addressing past conflict in their classrooms, and perhaps help policy-makers better implement their peace education initiatives.
Publisher: Routledge _eprint: https://doi.org/10.1080/03050068.2017.1338641 KerkoCite.ItemAlsoKnownAs: 10.1080/03050068.2017.1338641 2129771:UVNJFUHG 2405685:9FVX5LB3
Keywords: Education; Liberia; Sierra Leone; _C:Sierra Leone SLE; teachers; teaching about conflict; transitional justice

Understanding Multidimensional Determinants of Disability-Inclusive Education: Lessons from Rwanda, Sierra Leone, and Zambia - World Bank (World Bank, 2022)
Keywords: _C:Sierra Leone SLE

Understanding how educational maths apps can enhance learning: A content analysis and qualitative comparative analysis - Outhwaite, Laura A.; Early, Erin; Herodotou, Christothea; Van Herwegen, Jo (British Journal of Educational Technology, 2023)
Abstract Educational applications (apps) are ubiquitous within children's learning environments and emerging evidence has demonstrated their efficacy. However, it remains unclear what the active ingredients (ie, mechanisms), or combination of ingredients, of successful maths apps are. The current study developed a new, open‐access, three‐step framework for assessing the educational value of maths apps, comprised of type of app, mathematical content and app design features. When applied to a selection of available maths apps previously evaluated with children in the first 3 years of school (the final sample included 23 apps), results showed that practice‐based apps were the most common app type tested ( n = 15). Basic number skills, such as number representation and relationships, were the most common area of mathematics targeted by apps ( n = 21). A follow‐up qualitative comparative analysis showed observed learning outcomes with maths apps were enhanced when apps combined the following: a scaffolded and personalised learning journey (programmatic levelling) and explanations of why answers were right or wrong (explanatory feedback), as well as praise, such as ‘Great job!’ (motivational feedback). This novel evidence stresses the significance of feedback and levelling design features that teaching practitioners and other stakeholders should consider when deciding which apps to use with young children. Directions for future research are discussed. Practitioner notes What is already known about this topic Educational apps have been shown to support maths attainment in the first 3 years of school. Several existing frameworks have attempted to assess the educational value of some of these maths apps. Emerging experimental evidence also demonstrates the benefits of specific app design features, including feedback and levelling. What this paper adds Practice‐based maths apps are the most common type of app previously evaluated with young children. These evaluated maths apps have mostly focused on basic number skills. The combination of explanatory and motivational feedback, with programmatic levelling (either dynamic or static), was a necessary condition for enhancing learning outcomes with maths apps. Implications for practice and policy The inclusion of feedback and levelling in maths apps should be considered by app developers when designing apps, and by educational practitioners and parents when deciding which apps to use with their children. Further consideration is also needed for the development of educational apps that include a broad range of maths skills.
KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13339 2129771:KTXIMESK 2486141:2DN8NJV3

Understanding evidence: a brief guide for edtech produceers - Kucirkova, Natalia (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:M74IILP3 4426965:9MXGUN2I

Understanding elementary teachers' experiences and views using interactive whiteboards for pedagogical practices - Samsonova, Olga (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:ZWFEFQ8M
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Cyprus CYP; _C:Egypt EGY; _C:Iran IRN; _C:Jordan JOR; _C:Lithuania LTU; _C:Malaysia MYS; _C:Netherlands NLD; _C:North Cyprus XNCYP; _C:Spain ESP; _C:Sweden SWE; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Understanding educational change: Agency-structure dynamics in a novel design and making environment - Kumpulainen, Kristiina; Kajamaa, Anu; Rajala, Antti (Digital Education Review, 2018)
Publisher: Digital Education Observatory (OED) KerkoCite.ItemAlsoKnownAs: 2129771:PXX37I3D 2129771:UJPWGVCU
Keywords: _C:Finland FIN; _C:Jordan JOR; _C:Netherlands NLD; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1

Understanding climate change with statistical downscaling and machine learning - Jebeile, Julie; Lam, Vincent; Räz, Tim (Synthese, 2021)

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

Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study - Rolleston, C.; Hoddinott, J.; Dawit, T.; Sabates, R.; Woldehanna, T. ((RISE Working Paper Series 21/071). Research on Improving Systems of Education (RISE): Oxford, UK. (2021), 2021)
Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N= 3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls
Issue: 21/071 Num Pages: 35 Number: 21/071 Place: Oxford, UK Publisher: Research on Improving Systems of Education (RISE) KerkoCite.ItemAlsoKnownAs: 2129771:3HTC7DZW

Understanding a competency-based curriculum and education: The Zambian perspective - Mulenga, Innocent Mutale; Kabombwe, Yvonne Malambo (Journal of Lexicography and Terminology (Online ISSN 2664-0899. Print ISSN 2517-9306)., 2019)
Keywords: ⛔ No DOI found

Undergraduate-level teaching and learning approaches for interprofessional education in the health professions: a systematic review - Aldriwesh, Marwh Gassim; Alyousif, Sarah Mohammed; Alharbi, Nouf Sulaiman (BMC Medical Education, 2022)
Although most systematic reviews of interprofessional education (IPE) evaluated the impact of IPE on the students’ acquisition of knowledge in relation to other professions, the development of teamwork skills, and the changes in collaborative behaviour, the processes involved in IPE (i.e., approaches to teaching and learning) are under-researched. The purpose of the study was to conduct a systematic review to establish how IPE has been implemented in university-based undergraduate curricula, focusing on the teaching and learning approaches.

Uncovering the intellectual core of the information systems discipline - Sidorova, A.; Evangelopoulos, N.; Valacich, J.S. (MIS Quarterly, 2008)
KerkoCite.ItemAlsoKnownAs: 10.2307/25148852 2129771:WXKNM32A 2486141:ZLANJLUN

Uncertainty in Early Occupational Aspirations: Role Exploration or Aimlessness? - Staff, Jeremy; Harris, Angel; Sabates, Ricardo; Briddell, Laine (Social Forces, 2010)
Many youth in the United States lack clear occupational aspirations. This uncertainty in achievement ambitions may benefit socio-economic attainment if it signifies “role exploration,” characterized by career development, continued education and enduring partnerships. By contrast, uncertainty may diminish attainment if it instead leads to “aimlessness,” involving prolonged education without the acquisition of a degree, residential dependence and frequent job changes. We use nationally representative data from the National Education Longitudinal Study to examine how uncertainty in occupational aspirations in adolescence (age 16) affects wage attainments in young adulthood (age 26). Results suggest that youth with undecided career ambitions earn significantly lower hourly wages in young adulthood than youth with more certain aspirations, supporting the view that uncertainty heightens the risk of labor-market problems.
KerkoCite.ItemAlsoKnownAs: 10.1353/sof.2010.0088 2129771:UEZ7PUUK

Uncertainty and Decision-Making During a Crisis: How to Make Policy Decisions in the COVID-19 Context? - Berger, Loic; Berger, Nicolas; Bosetti, Valentina; Gilboa, Itzhak; Hansen, Lars Peter; Jarvis, Christopher; Marinacci, Massimo; Smith, Richard (SSRN Electronic Journal, 2020)
Policymaking during a pandemic can be extremely challenging. As COVID-19 is a new disease and its global impacts are unprecedented, decisions need to be made in a highly uncertain, complex and rapidly changing environment. In such a context, in which human lives and the economy are at stake, we argue that using ideas and constructs from modern decision theory, even informally, will make policymaking more a responsible and transparent process.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3647188 2129771:U93D8KC7 2129771:YWVRDJSL
Keywords: __C:filed:1; ambiguity; decision rules; model uncertainty; robustness

Uncertainty Analysis of Climate Change Impacts on Flood Frequency by Using Hybrid Machine Learning Methods - Anaraki, Mahdi Valikhan; Farzin, Saeed; Mousavi, Sayed-Farhad; Karami, Hojat (Water Resources Management, 2021)

Uncertain aspirations for continuing in education: Antecedents and associated outcomes - Gutman, Leslie Morrison; Schoon, Ingrid; Sabates, Ricardo (Developmental Psychology, 2012)
[Correction Notice: An Erratum for this article was reported in Vol 48(6) of Developmental Psychology (see record 2012-13008-001). There is an error in the last line of Table 2. It should read “Uncertain Aspirations → Enrollment at 18.”] Relatively little is known about adolescents who hold uncertain aspirations, that is, those who do not know what they would like to do in the future regarding their educational or occupational plans. Drawing upon the Longitudinal Study of Young People in England born in 1989–1990, the authors tested a pathway model to investigate the antecedents of uncertain aspirations for continuing in education past compulsory schooling age (i.e., 16 years) and associated later educational outcomes. Gender differences in the pathways are also tested. Findings indicate that the relationship linking socioeconomic status to uncertain aspirations is mediated through parents' educational expectations and the relationship linking academic performance at age 11 to uncertain aspirations is mediated through parents' educational expectations and adolescents' self-perceived ability, which, in turn, predict academic performance at age 16 and educational enrollment at age 18. Gender differences in these processes are also evident: young males not only hold greater uncertainty about continuing in education, the consequences of uncertainty regarding later academic performance are worse for males than females. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Place: US Publisher: American Psychological Association KerkoCite.ItemAlsoKnownAs: 10.1037/a0026547 2129771:NW5XD67Z
Keywords: Academic Achievement; Academic Achievement Motivation; Academic Aptitude; Adolescent Attitudes; Educational Aspirations; Educational Attainment Level; Expectations; Family Socioeconomic Status; Occupational Aspirations; Student Attitudes; Uncertainty

Unbundling and Rebundling Higher Education in an Age of Inequality - Czerniewicz, Laura (2018)
Unbundling and rebundling are happening in different parts of college and university education, through new forms of teaching and learning provision a
KerkoCite.ItemAlsoKnownAs: 4804264:3UY57V7T 4804264:BYJBA3CC
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

unarXive 2022: All arXiv Publications Pre-Processed for NLP, Including Structured Full-Text and Citation Network - Saier, Tarek; Krause, Johan; Färber, Michael (2023 ACM/IEEE Joint Conference on Digital Libraries (JCDL), 2023)
Large-scale data sets on scholarly publications are the basis for a variety of bibliometric analyses and natural language processing (NLP) applications. Especially data sets derived from publication's full-text have recently gained attention. While several such data sets already exist, we see key shortcomings in terms of their domain and time coverage, citation network completeness, and representation of full-text content. To address these points, we propose a new version of the data set unarXive. We base our data processing pipeline and output format on two existing data sets, and improve on each of them. Our resulting data set comprises 1.9 $\mathrm{M}$ publications spanning multiple disciplines and 32 years. It furthermore has a more complete citation network than its predecessors and retains a richer representation of document structure as well as non-textual publication content such as mathematical notation. In addition to the data set, we provide ready-to-use training/test data for citation recommendation and IMRaD classification. All data and source code is publicly available at https://github.com/IlIDepence/unarXive.
Conference Name: 2023 ACM/IEEE Joint Conference on Digital Libraries (JCDL) ISBN: 9798350399318 Place: Santa Fe, NM, USA Publisher: IEEE

Un modèle dédié à la conception et l’analyse de ressources numériques visant leur appropriation par les élèves - Rosillo, Taïma del Carmen Pérez (Université de Lyon, 2017)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:6TQI38HG 2129771:8A5QUNPL 2129771:98U7KFIX 2129771:YU76DWWY
Keywords: _C:Argentina ARG; _C:Australia AUS; _C:Brazil BRA; _C:Canada CAN; _C:France FRA; _C:Sweden SWE; _C:Turkey TUR; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

UN Flagship Report Disability - United Nations (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:EMP7MGQJ 2339240:IETXYZZQ 2405685:R6QHFIUK

UK aid department to be merged with Foreign Office (BBC News, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:93GNJH2E

UIS Statistics | Percentage of Qualified Teachers by Education Level - UIS (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:2V6QLYMN 2486141:5AHXGKY2

Uganda Vocational Qualifications Framework (UVQF) Summary of Generic Level Descriptors - Government of Uganda (Directorate of Industrial Training, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:AS2NGQU8 2317526:NCF9TRC7
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; publicImportV1

Uganda Impact Study Report - Pouezevara, Sarah; Brunette, Tracy; Jordan, Rachel; Nakyejwe, Deborah (RTI International, 2019)
KerkoCite.ItemAlsoKnownAs: 4804264:78FLLX49
Keywords: Final_citation; cited; existing

UCT Low Tech Remote Teaching Guidelines - CILT (Centre for Innovation in Learning and Teaching, 2020)
University of Cape Town Low Tech Remote Teaching Principles Teaching and learning remotely during a global pandemic is a challenging task for everyone. Keep it simple for you and your students. CILT will help you move your course online: reach out to us at help@vula.uct.ac.za, use the rem...
KerkoCite.ItemAlsoKnownAs: 2129771:MQ8T5CAY

UBTEB rules on the assessment of competences and conduct of business, technical and vocational examinations in Uganda - Government of Uganda (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:7R66QFK4 2317526:P6V2SGQI
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Ubiquitous laptop usage in higher education: Effects on student achievement, student satisfaction, and constructivist measures in honors and traditional classrooms - Wurst, Christian; Smarkola, Claudia; Gaffney, Mary Anne (Computers & Education, 2008)
Three years of graduating business honors cohorts in a large urban university were sampled to determine whether the introduction of ubiquitous laptop computers into the honors program contributed to student achievement, student satisfaction and constructivist teaching activities. The first year cohort consisted of honors students who did not have laptops; the second and third year cohorts were given laptops by the University. The honors students found that their honors classrooms were statistically significantly more constructivist than their traditional (non-honors) classroom. The introduction of laptop computing to honors students and their faculty did not increase the level of constructivist activities in the honors classrooms. Laptop computing did not statistically improve student achievement as measured by GPA. Honors students with laptops reported statistically significantly less satisfaction with their education compared to honors students with no laptops.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2008.05.006 2129771:6ERLXTAR
Keywords: Computer-mediated communication; Pedagogical issues; Post-secondary education

U-report: Rapid SMS - RapidSMS (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:7VJK62GN 2405685:FZNZL6J7
Keywords: sub-Saharan Africa

Two Thirds of the World’s School-Age Children Have No Internet Access at Home, New UNICEF-ITU Report Says - UNICEF, I.T.U. (2020)
KerkoCite.ItemAlsoKnownAs: 4804264:9RRYIW5L 4804264:MWXA8KY4
Keywords: Final_citation; anystyle; existing

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

Twenty years of implementation research - Grol, Richard; Jones, Roger (Family practice, 2000)
KerkoCite.ItemAlsoKnownAs: 10.1093/fampra/17.suppl_1.S32 2129771:XE2QRP7N

Twenty years of implementation research - Grol, Richard; Jones, Roger (Family practice, 2000)
KerkoCite.ItemAlsoKnownAs: 10.1093/fampra/17.suppl_1.S32 2129771:DG7S5FTW 4869029:NJ2PBBHT

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

Tweens with the iPad classroom—Cool but not really helpful? - Culén, A., & Gasparini, A. (In e-Learning and e-Technologies in Education (ICEEE), 2012 International Conference on, 2012)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:RKXYJY5N 257089:433B7RWD
Keywords: ⛔ No DOI found

TVETA Competency Based Education and Training and Assessment Standards & Guidelines - Government of Kenya (2018)
UA-e24c707c-dc52-4d1d-98a2-551c3a4beb60 KerkoCite.ItemAlsoKnownAs: 2129771:L5K8C4SH 2317526:VAL4BH32
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; Qualification Framework; publicImportV1

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

TVET teacher education in Africa - Grijpstra, Douwe (2015)
This study has three broad objectives. Firstly, it seeks to compare experiences on the education and training of Technical and Vocational Education and Training (TVET) teachers in South Africa, Egypt, Ghana, Tanzania, and Cameroon. Secondly, it seeks to get input from inspiring practices from European Member States. Lastly, policy pointers should be proposed for further action. This study was commissioned as part of the South Africa - EU Strategic Partnership sectoral policy dialogue in education. Data was collected between December 2014 and September 2015. The study serves as input to that policy dialogue, in particular in relation to the education and training of upper secondary and higher TVET teachers working in institution-based TVET providers in the formal public education system. Teachers are the most important in-school factor influencing the quality of student learning and the training of teachers is the key issue in this report. However, able practitioners do not necessarily reach their potential without appropriate support nor without being sufficiently professionally challenged and rewarded. The quality of TVET teaching also depends on other factors, such as the teacher's persona; the TVET organisation (at school or college level) and the wider TVET system (national structures related to TVET of which TVET teacher education is an important element). The main research activities consisted of desk research; interviews; country studies; and comparative analysis and reporting. To validate the findings and ensure a practical link to further dissemination of the results, policy workshops were organised with policymakers in the participating countries. In this summary, key conclusions are discussed per topic. For each topic, policy pointers are presented.
KerkoCite.ItemAlsoKnownAs: 2129771:S3TWILSU 2317526:E5TP2GEZ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Cameroon; C:Egypt; C:South Africa; C:Tanzania; CLL:en; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

TVET System Research - Deissinger, Thomas (Areas of Vocational Education Research, 2014)
Research on TVET systems now comes up with various theoretical approaches. Apart from methodological issues, such as ‘typologies’, comparative criteria are crucial theoretical components by which existing TVET systems can be analysed. It is against this background—and not just by looking at the institutional and/or organisational pattern typical of a given TVET system—that underlying factors, such as the evaluation given to TVET, the different cultural imprints, the meaning of TVET and the political attention states dedicate to the field of post-compulsory education in general, should be taken into account. Differences between the German-speaking countries and the Anglo-Saxon world are hereby obvious and a good example for depicting cultural and pedagogical diversity in the field of TVET. The article focusses on various methodological perspectives for the purpose of understanding, among others, these differences.
KerkoCite.ItemAlsoKnownAs: 2129771:PF9MR8QV 2317526:CE2H9P7W UA-26AB1748-767A-43D1-9632-50B0E415DBC1
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; Dual System; Vocational Pathway; Vocational School; Vocational Training; Workplace Learning; publicImportV1

TVET Strategic Plan 2018-2022 - Government of Kenya (2018)
A Strategic Plan that is aligned to both the dynamic operating environment and the strategic priorities of the Government as outlined in the Kenya Vision 2030, the Constitution of Kenya 2010, and other relevant regional and international policy documents serves as a guide for the organization. I am, therefore, pleased to participate in unveiling of TVETA’s 2018-2022 Strategic Plan which provides a clear road map for the achievement of competitive human capital. The development of this Strategic Plan was based on a review of the Authority’s performance and experiences since its inception, and is a culmination of an extensive consultative process among the Authority’s staff, board of directors and key stakeholders in the country. Our vision and mission are geared towards realizing our mandate by clearly identifying strategic objectives to pursue that conform to our core values. We are aware that this can only be achieved if we continuously align with the dynamism of our operating environment with a view to facilitating fair and competitive practices, while catalyzing the ever-evolving creativity and innovation of the Kenyan public
KerkoCite.ItemAlsoKnownAs: 2129771:AB3ILQTQ 2317526:L7Y2ZTG6
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; publicImportV1

TVET research in SSA: Table of Thematic Priorities extending Mulder/Roelofs - Haßler, Björn; Haseloff, Gesine (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0200 10.53832/opendeved.0201 2129771:QJGKYTEJ 2129771:TMQ5DIM2
Keywords: Author:OpenDevEd; _DOILIVE; _r:crossref; _yl:b

TVET Research in SSA: Recommendations for Thematic Priorities | Africa Journal of Technical and Vocational Education and Training - Haßler, Björn; Haseloff, Gesine (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:Y5Q9XG2S 2486141:VGUNXBX3
Keywords: Author:OpenDevEd

TVET research in SSA: Recommendations for Thematic Priorities - Haßler, Björn; Haseloff, Gesine (Rift Valley Technical Training Institute, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0200 2129771:TMQ5DIM2
Keywords: Author:OpenDevEd; _DOILIVE; _r:crossref; _yl:a

TVET Research in SSA: Recommendations for Thematic Priorities - Haßler, Björn; Haseloff, Gesine (Africa Journal of Technical and Vocational Education and Training, 2022)
This paper builds on our study on research on Technical and Vocational Education and Training (TVET) in sub-Saharan Africa (SSA). The study was commissioned by the German Federal Ministry of Education and Research (Bundesministerium für Bildung und Forschung, BMBF) and was conducted in 2019. Our study undertook a systematic literature review, which evaluated over 2,000 scientific publications, classifying some 300 as relevant to the topic and examined them in greater detail. One focus area was the institutionalisation of research on TVET in sub-Saharan Africa, its actors, networks and funding. A second area focused on the topics and content addressed by researchers on TVET in SSA. Our comprehensive study allows us to derive indications for future TVET research in SSA, which form the content of the present paper. Our recommendations for future research emerge from: The research literature analysed; A series of expert interviews; and A Structured Community Review. Our key contribution is an extension of the Mulder-Roelofs Vocational Education and Training Research Framework of categories for TVET research. The framework reflects the focus and quality criteria of European/German TVET, and is an ideal starting point. Through our research, we revised and extended the framework for use in SSA. Our goal was to build on international standards on the one hand, but on the other hand to extend and apply those for use in SSA. It therefore makes it possible to respond to the latest state of research both from a European perspective (e.g., donors/organisations like BMBF), as well as to examine the broad spectrum of very different aspects of TVET research in SSA. After presenting the relevant categories of TVET research, the authors go into detail on the topics for further research. Their conclusion recommends continuous research monitoring based on a constantly updated international network of researchers and institutions with an interest in TVET research in SSA. In particular, we propose a coordinated effort for an online, international community of stakeholders and researchers involved in TVET research in sub-Saharan Africa (https://convet.org).
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0268 2129771:9W8CBQSQ
Keywords: Author:OpenDevEd; AuthorFirst:Haßler; Education; Internationalisation; Research; TVET; Teacher; Work Based; _bjoern_cv; _genre:LR-literature_review; _r:ImportedToMyEducationEvidence; _yl:a

TVET in Sudan: government negligence, employers' response and challenges of reform under cluttered socio-economic conditions - Abdelkarim, Abbas (INTERNATIONAL JOURNAL OF TRAINING RESEARCH, 2019)
While TVET literature focuses on the potential role of the sector in socio-economic development, seldom is attention given to how socio-economic conditions and policies affect the development of the sector. This paper endeavours to contribute to filling this gap. It argues that examining the factors that influence access, equity and outcomes of TVET and education may not be possible without being embedded in their socio-economic context. A main finding of the paper is that cluttered socio-economic conditions and the public governance system in Sudan have resulted in a weak TVET system - severely deficient finance, contraction, inadequacy and irrelevance of provision, and uncoordinated institutional governance. Industrial employers' response is to rely largely on informal apprenticeship, which, while helping the poor and creating employment, may not be a replacement for formal TVET provision. A further finding is that the sector is neglecting rural and conflict-ridden regions and girls.\n
KerkoCite.ItemAlsoKnownAs: 10.1080/14480220.2019.1690737 2129771:6F5SYGYU

TVET for Sustainable Development: Opportunities and Challenges - UNESCO-UNEVOC (2006)
EdTechHub.ItemAlsoKnownAs: 2129771:U52KHCBR

TVET for a Green Economy - Mertineit, Klaus-Dieter (2013)

TVET Country Profile: Nigeria - UNESCO-UNEVOC (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:3IVK2EC7

TVET and Digitalization - Literature Review - Megha-Bongnkar, Ghislaine; Haseloff, Gesine; Haßler, Björn (OpenDevEd, 2022)
ZenodoArchiveID: 6615086 ZenodoArchiveConcept: 6615085 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.278 2129771:HWQJK37N
Keywords: Author:OpenDevEd; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

TVET and community reintegration: exploring the connections in Sierra Leone's DDR process - Paulson, J. (International handbook of education for the changing world of work: bridging academic and vocational learning, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:BMIYWWKM 2405685:SI333Z4W
Keywords: _C:Sierra Leone SLE

TVET Act, nº29 of 2013 - Technical and Vocational Education and Training Act (Kenya) - L.N. 95/2013, L.N. 57/2014 - Government of Kenya (2013)
An Act of Parliament to provide for the establishment of a technical and vocational education and training system; to provide for the governance and management of institutions offering technical and vocational education and training; to provide for coordinated assessment, examination and certification; to institute a mechanism for promoting access and equity in training; to assure standards, quality and relevance; and for connected purposes
UA-fb89b6bc-0740-414a-82e2-54cf9a036c63 KerkoCite.ItemAlsoKnownAs: 2129771:LKHJI62C 2317526:PTGH7PN5
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; publicImportV1

TV-Based-Learning-in-Bangladesh-Is-it-Reaching-Students.pdf - World Bank (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:9KX2PN4H 2405685:SERJWUI6
Keywords: _COVID_DEAA-List

TV-Based Learning in Bangladesh : Is it Reaching Students? - Biswas, Kumar; Asaduzzaman, TM; Evans, David; Fehrler, Sebastian; Ramachandran, Deepika; Sabarwal, Shwetlena (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:WTAU4C2G 2339240:IV9AYHPY

Tutorbot: A Chatbot for Higher Education Practice - Sjöström, Jonas; Dahlin, Maritha (Designing for Digital Transformation. Co-Creating Services with Citizens and Industry, 2020)
In this paper, we present the design of Tutorbot – a chatbot software to support learning and teaching in higher education. We account for the implementation of the design as a proof-of-concept and share reflections from experiences in the design and implementation process expressed as design considerations for the design of chatbots in a higher education setting.
Keywords: Architecture; Chatbot; Design; Design science research; Higher education; Practice

Tusome external evaluation—Midline report. Prepared for the Ministry of Education of Kenya, USAID/Kenya, and the UK Department for International Development under Contract No. AID-615-TO-1600012 - Freudenberger, E.; Davis, J. (Management Sciences International (MSI), a Tetra Tech company, 2017)

Turning to technology: A global survey of teachers' responses to the Covid-19 pandemic - Pota, Vikas; Hennessy, Sara; Koomar, Saalim; Kreimeia, Adam; Zubairi, Asma; Aerts, Carla; Gault, Claire (T4 Education & EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:52V3UA3K 4804264:EGHQI9RE
Keywords: Final_citation; cited; existing

Turning the tide: creating Professional Learning Communities (PLC) to improve teaching practice and learning in South African public schools - Botha, E. M. (Africa Education Review, 2012)
ISBN: 1814-6627 Publisher: Taylor & Francis

Turning a shove into a nudge? A" labeled cash transfer" for education - Benhassine, Najy; Devoto, Florencia; Duflo, Esther; Dupas, Pascaline; Pouliquen, Victor (American Economic Journal: Economic Policy, 2015)

Tuned In to Student Success: Assessing the Impact of Interactive Radio Instruction for the Hardest-to-Reach. - Ho, J.; Thukral, H.; Laflin, M. (Journal of Education, 2009)
Keywords: ⛔ No DOI found

Tuned in to student access: assessing the impact of interactive radio instruction for the hardest-to-reach - Ho, Jennifer; Thukral, Hetal (Education Development Center, 2009)
EdTechHub.ItemAlsoKnownAs:2129771:BKG2QR5K