Final Report for Evaluation of RTT - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe),; UNESCO Regional Office for Southern Africa; Open Development and Education (OpenDevEd, 2022)
ZenodoArchiveID: 6683869 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0283 ZenodoArchiveConcept: 6683868
Keywords: _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Final report: Beta testing and recommendations for scaling - Megha-Bongnkar, Ghislaine; McBurnie, Chris; Regis, Callista; D’Angelo, Sophia; Gonsalves, Sarah-Lee; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0214 2129771:VHLFWHHB
Keywords: Author:OpenDevEd

Final Report and Recommendations - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:8Z9KY58A
Keywords: Final_citation; cited; existing

Final Report and Recommendations - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4603101 2129771:CVSJXA3I 2129771:TD6VRUSA previousDOI: 10.5281/zenodo.4780111
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; _r:ImportedToMyEducationEvidence; _yl:g; _zenodo:submitted; _zenodoETH:submitted

Final report - Khalayleh, Abdullah; El-Serafy, Yomna; Megha-Bongnkar, Ghislaine; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4540043 2129771:6T2RCX4X 2405685:NWZU67FG
Keywords: Author:Haßler; Author:OpenDevEd; ___duplicate_item; _r:ImportedToMyEducationEvidence; _yl:b

Final Evaluation Report: Evaluation of Africa Educational Trust’s Speak Up II in South Sudan - Schulze, Charles (2019)
EdTechHub.ItemAlsoKnownAs:2129771:4KGVFBW7

Field-based models of primary teacher training; case studies of student support systems form sub-Saharan Africa - Mattson, E (DfID, 2006)
KerkoCite.ItemAlsoKnownAs: 2129771:DRVA6F6H 261495:KW74V2SM

Feminist Standpoint Theory - Bowell, Tracy (Internet Encyclopedia of Philosophy, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:NJ66HD5T

Febrile illness experience among Nigerian nomads - Akogun, O.B; Gundiri, M.A; Badaki, J.A.; Njobdi, S.Y; Adesina, Adedoyin; Ogundahunsi, O.T. (International Journal for Equity in Health, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:EITLG2K3 2129771:XL2QM7RI 2486141:WRZMENW8
Keywords: ⛔ No DOI found

Febrile illness experience among Nigerian nomads - Gundiri, M.A; Badaki, J.A.; Njobdi, S.Y; Adesina, A.A; Ogundahunsi, O.T.; Akogun, Oladele B (International Journal for Equity in Health, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:GCYI4FLH 2129771:JTVZBJW6 2486141:K8ZSG4ED
Keywords: ⛔ No DOI found

Features of iPad language applications for speech-language therapy with children - Heyman, Nikki (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:3ZM4YRJR 2129771:4CY5A3GY
Keywords: _C:Australia AUS; _C:Austria AUT; _C:Canada CAN; _C:India IND; _C:Japan JPN; _C:New Zealand NZL; _C:Portugal PRT; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Switzerland CHE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Feasibility of training Zambian nurse–midwives to perform postplacental and postpartum insertions of intrauterine devices - Prager, Sarah; Gupta, Pratima; Chilambwe, Jully; Vwalika, Bellington; Neukom, Josselyn; Siamwanza, Nomsa; Eber, Maxine; Blumenthal, Paul D. (International Journal of Gynecology & Obstetrics, 2012)
Abstract ObjectiveTo explore the feasibility of competency-based training of Zambian nurse–midwives in postplacental and postpartum intrauterine device (PPIUD) insertion and to estimate learning curves for this procedure. MethodsA pilot service-delivery project was conducted, involving 9 nurse–midwives who participated in a 10-day PPIUD insertion training course at the University Teaching Hospital, Lusaka, Zambia. US and Zambian clinicians taught the didactic and practical curriculum. Checklists were used for standardization and a pelvic model was developed to achieve PPIUD insertion competency in the classroom before moving to clinical practice. Patients were recruited during prenatal visits, in early labor, and postpartum. Informed, voluntary consent was obtained. All clinical PPIUD insertions were supervised or performed by experienced trainers. ResultsAll 9 nurse–midwives achieved competency on the pelvic model after 3 attempts. During the training period, 38 PPIUDs were inserted in postpartum women; no complications occurred. By the end of training, 4 of the nurse–midwives were deemed competent to independently insert PPIUDs. On average, 4 PPIUD insertions were needed to achieve clinical competency. ConclusionsConcentrated, competency-based training in PPIUD insertion is feasible in an African setting. Replication of such training could increase the popularity and prevalence of PPIUD use among African women.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijgo.2012.01.013 10/f2hgm7 2129771:PV67NDUD 2317526:22IE8B28
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Zambia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:curriculum; F:learning; F:pedagogy; F:standards; F:teaching; F:women; P:nurse; P:services; T:Training; T:competency-based training; T:trainee; Z:Competency-based training; Z:Contraception; Z:Family planning; Z:Postpartum intrauterine device; Z:Postplacental intrauterine device; Z:Training model; publicImportV1

Feasibility of satellite image and GIS sampling for population representative surveys: a case study from rural Guatemala - Miller, Ann C.; Rohloff, Peter; Blake, Alexandre; Dhaenens, Eloin; Shaw, Leah; Tuiz, Eva; Grandesso, Francesco; Mendoza Montano, Carlos; Thomson, Dana R. (International Journal of Health Geographics, 2020)
Population-representative household survey methods require up-to-date sampling frames and sample designs that minimize time and cost of fieldwork especially in low- and middle-income countries. Traditional methods such as multi-stage cluster sampling, random-walk, or spatial sampling can be cumbersome, costly or inaccurate, leading to well-known biases. However, a new tool, Epicentre’s Geo-Sampler program, allows simple random sampling of structures, which can eliminate some of these biases. We describe the study design process, experiences and lessons learned using Geo-Sampler for selection of a population representative sample for a kidney disease survey in two sites in Guatemala.
Keywords: Guatemala; Population-representative study; Sample selection; Sampling frame; Simple random sample

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

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

Family conditions and the accessibility of online education: the digital divide and mediating factors - Gu, Jiafeng (Sustainability, 2021)
Publisher: MDPI KerkoCite.ItemAlsoKnownAs: 10.3390/su13158590 2129771:N2TBLTRJ

Fallacy of summer overheating in the hot-dry climate: a case study of learning environments in Kano, Nigeria - S.M. Ali (AJEES, African Journal of Earth and Environmental Sciences, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:23HNYEEM 2129771:XKT3SMEA 2486141:GRWJ6L4Y
Keywords: ⛔ No DOI found

Failure to Disrupt: Why Technology Alone Can’t Transform Education - Reich, Justin (Harvard University Press, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:JRTN7ML9 2129771:ZHVMB7E7

Failing to Plan? Estimating the Impact of Achieving Schooling Goals on Cohort Learning - Kaffenberger, Michelle; Pritchett, Lant (Research on Improving Systems of Education (RISE), 2020)
The Sustainable Development Goals have targets for both expansion of schooling to achieve universal completion of primary and secondary schooling, and for learning, to reach universal basic proficiency in reading and mathematics. Yet today not a single developing country has an empirical estimate of how much reaching their schooling goal would contribute to reaching their learning goals. We build a simple, formal, parameterized model of the learning process and calibrate the parameters to replicate observed learning outcomes in developing countries. We then use this model to simulate the progress on global learning goals that would result from achieving universal completion of grade 10. Our simulations suggest that in a “typical” low income country increasing completion of grade 10 from its current level of roughly 30 percent to 100 percent increases cohort learning by only 9 points on a PISA-like scale (mean of 500, standard deviation 100), an effect size of less than one tenth of one standard deviation. More strikingly, in our simulations this massive expansion of enrollment has zero impact on the proportion of youth reaching the SDG targets for learning. The reason for this perhaps counter-intuitive finding is that our simulation model allows for children who fall behind the curriculum to stop learning while in school and assumes that those learning the least dropout first. Therefore, expanding enrollment simply shifts most children from not learning while out of school to not learning while in school. In contrast to the weak impact of expanding enrollment at existing levels of learning, even modest changes to the learning process such as reorienting the curriculum to children’s learning levels can have massive effects. With an improved learning process, achieving universal grade 10 completion has ten times the impact on average scores than under the existing learning process.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2020/038 2129771:VK7GVQTN 2486141:HKCDKRJQ
Keywords: _final_bib

Faculty productivity in Zambian higher education in the face of internationalization: Unpacking research, publication and citation at the University of Zambia - Masaiti, Gift Masaiti; Mwila, Kennedy; Kulyambanino, Cecilia; Njobvu, Tommie (Scholarship of Teaching and Learning in the South, 2021)
Keywords: ❓ Multiple DOI

Faculty Members’ Communication Needs with Regards to Technology - Uzorka, Afam (Journal of Learning for Development, 2021)
Educators are interested in the impact of technology on education and are supported by regulatory bodies promoting technology standards, recruiters seeking teachers with technology skills, legislated technology in the curriculum, and a demand for a technology skilled workforce. In response to the interest in technology in education, and faculty members incorporating technology in their work, this study was launched to investigate the communication needs of faculty members. This qualitative study selected a convenience sample of 120 faculty and administrators. Using an interview guide, interviewers met with 100 participants. Data was transcribed and entered into a database for analysis. Findings reported were about technology in communication. Concluding statements report that participants use technology in their communication. Faculty members look to early enablers to share best technology practices.
Number: 1
Keywords: communication; e-mail; faculty members; technology; ⛔ No DOI found

Factors shaping lecturers’ adoption of OER at three South African universities - Cox, Glenda; Trotter, Henry (2017)
The research presented here focuses on understanding the obstacles, opportunities and practices associated with Open Educational Resources (OER) adoption at three South African universities. It addresses the question: Why do South African lecturers adopt – or not adopt – OER? In trying to answer this, the authors also attempt to identify which factors shape lecturers’ OER adoption decisions, and how lecturers’ institutional cultures influence their OER use and creation choices. This study employed a qualitative research approach through in-depth personal interviews with 18 respondents at three different universities which together broadly represent the characteristics of South Africa’s university sector. Unique analytical tools – the OER adoption pyramid and OER adoption readiness tables – were developed to help with analysing and synthesising the data. Findings indicate that whether and how OER adoption takes place at an institution is shaped by a layered sequence of factors – infrastructural access, legal permission, conceptual awareness, technical capacity, material availability, and individual or institutional volition – which are further influenced by prevailing cultural and social variables. This study has value and application for researchers and institutions pursuing an OER agenda, policy-makers seeking tools to assess OER readiness in institutional contexts, and funding agencies aiming to boost institutional OER engagement. The dataset arising from this study can be accessed at: https://www.datafirst.uct.ac.za/dataportal/index.php/catalog/555
EdTechHub.ItemAlsoKnownAs: 2129771:56DTNIIT
Keywords: __C:filed:1; ⛔ No DOI found

Factors Related to Teacher Absenteeism in Sierra Leone: Literature Review - Vijil, Alejandra; Bellinger, Amy; Godwin, Katie; Haßler, Björn; McBurnie, Chris (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:VQAFGJXM 2486141:GAPIAY5G
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE

Factors Related to Teacher Absenteeism in Sierra Leone: Literature Review - Vijil, Alejandra; Bellinger, Amy; Godwin, Katie; Haßler, Björn; McBurnie, Chris (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6498098 2129771:XLDCZECC 2339240:7MIS2I79 2405685:MS3CKE8G 2405685:T3F6DCHP
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

Factors Inhibiting Sports Lecturer’s Publication Productivity in International Journals - Hanief, Yulingga Nanda; Haqiyah, Aridhotul; Winarno, Mashuri Eko; Pratama, Budiman Agung; Sinulingga, Albadi (Journal of Learning for Development, 2021)
Scientific publication is an essential part of research dissemination, irrespective of the productivity effects on lecturers' careers. Therefore, this study aims to determine the internal and external factors inhibiting the productivity of sports lecturers' publication in international journals. This is qualitative descriptive research with a survey method and questionnaire used to collect data from 74 sports lecturers in Indonesia by using Google form. The data were further analyzed to reduce the number of the original variables using the factor analysis method with the validity tests includes KMO (Kaiser Meyer Olkin), Bartlett, and MSA (Measure of Sampling Adequacy) used for reliability. The results showed that the sports lecturer’s writing ability and cost are responsible for inhibiting publications' productivity in international journals as opposed to gender analysis. The majority had limited time to write because most of their activities were carried out in the field. Grants offered by both the government and universities are expected to be absorbed to support the sports lecturers' publication activities in Indonesia. Further studies need to be carried out by analyzing the college type, academic position, and age as considerations for stakeholders to take strategic steps to overcome publication challenges.
Number: 3
Keywords: inhibitors; lectures; publications; sports; ⛔ No DOI found

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

Factors influencing teachers’ level of participation in online communities - Khalid, Fariza; Joyes, Gordon; Ellison, Linda; Daud, Md Yusoff (International Education Studies, 2014)
The use of an online learning community is one possible approach to teachers’ professional development that can enhance the opportunity for collaboration. Discussions in online learning communities not only allow community members to share resources, ideas and expertise, but also contribute to the fulfilment of teachers’ needs in terms of continuous learning and professional development. This paper reports the findings of a study that aimed to explore the factors that influence the way teachers behave in online communities. The research participants were 16 teachers from five secondary schools in Malaysia who were teaching English, science and mathematics. These teachers were involved in online learning communities via blogs in which they exchanged stories and experiences related to their teaching and learning activities. Data were generated through one-to-one interviews. Based on thematic analysis, the overall findings indicate that teachers’ levels of participation in their online learning communities were largely influenced by cultural issues. Other factors that impacted upon their engagement were time, enforcement by school administrators and their need for an online community.
Original URL: http://www.ccsenet.org/journal/index.php/ies/article/view/43598 KerkoCite.ItemAlsoKnownAs: 10.5539/ies.v7n13p23 2405685:VMFM6CSP 2534378:EDAZA3Z4 2534378:ZN92H5YX
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2096356; __finaldtb

Factors influencing female undergraduate students' acceptance of, and motivation to, use tablet computers for learning - Alomary, Azza (University of Southampton, 2017)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:ES7QIDR4 2129771:LNWZCWZC
Keywords: _C:Australia AUS; _C:Belgium BEL; _C:Botswana BWA; _C:Brazil BRA; _C:Canada CAN; _C:China CHN; _C:Cuba CUB; _C:Ecuador ECU; _C:Egypt EGY; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Japan JPN; _C:Jordan JOR; _C:Korea; Republic KOR; _C:Lebanon LBN; _C:Libya LBY; _C:Malaysia MYS; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Philippines PHL; _C:Saudi Arabia SAU; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Turkey TUR; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Factors affecting youth entrepreneurship development within Kibera, Kenya: The perspective of entrepreneurship education - Sambo, Wise (Problems and Perspectives in Management, 2016)
© Wise Sambo, 2016. All over the world there has been an increased interest in entrepreneurship education and the society in general. Kenya was among the first countries in Africa to introduce aspects of entrepreneurship education in its education and training systems. Entrepreneurship and business creation are a growing alternative for young people in different economies whose age group often faces a labor market with double digit unemployment rates. This study seeks to investigate and report on the factors affecting youth entrepreneurship development with specific reference to entrepreneurship education in Kibera, a district of Kenya. Two objectives are identified, namely (i) to determine the government's provision and access to the entrepreneurship education and training among the Kenyan youth, and (ii) to determine whether there is a relationship between the level of education, training and development of youth entrepreneurship. A sample of three hundred entrepreneurs (aged 18-35) within the Kibera district in Kenya is drawn to participate in this study. Structured survey questionnaires are used to collect primary data from business owners in the Kibera district. Findings revealed a strong positive correlation between the provision of entrepreneurship education and development of youth entrepreneurship and the level of education has a very weak positive correlation to youth entrepreneurship development. This study concludes with recommendations on how youth entrepreneurship can be improved in Kibera and the rest of Kenya. A total of 300 questionnaires were administered via emails with a total response rate of 83.3% (250) returned for analysis.
KerkoCite.ItemAlsoKnownAs: 10.21511/ppm.14(2-2).2016.09 2129771:9CEXBYJS 2129771:S2TWSBPJ 2317526:9UTQC4YM 2317526:P3X659PV
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:access; P:economy; R:questionnaire; R:survey; T:Training; T:entrepreneurship education; Z:Entrepreneurship education; Z:Kibera; Z:Unemployment; Z:Youth entrepreneurship; publicImportV1; ❓ Multiple DOI

Factors affecting the women's empowerment in disaster risk governance structure in Sri Lanka - Hemachandra, Kinkini; Amaratunga, Dilanthi; Haigh, Richard (International Journal of Disaster Risk Reduction, 2020)
Women have been disproportionately affected by natural hazards due to many reasons. Minimum representation of women in disaster decision-making has been identified as such reasons for their high vulnerabilities in disasters. Hence, women's empowerment in disaster decision-making has been proposed by researchers and many international frameworks as a strategy to address vulnerabilities. Because women's empowerment in disaster risk governance is expected to reduce their vulnerabilities and strengthen overall societal resilience to future hazards. However, limited evidence is available on how to achieve women's empowerment in disaster risk governance. Hence, this chapter aims to explore the challenges that prevent their empowerment in disaster risk governance structure as input for policy makers of Sri Lanka. Sri Lanka was selected due to its increasing risks for disasters and the status of women's empowerment within the risk governance structure. Using a semi-structured interview guideline, which was developed based on the literature review, nine semi-structured interviews were conducted with the experts in the field of the study. Interview data were analysed qualitatively to identify the challenges that limit women's empowerment in disaster risk governance structure in Sri Lanka. The identified challenges are presented in this paper with the suggestions made by experts as inputs for the policymaking process. Accordingly, twenty challenges were identified within five broad themes as legal, institutional, individual, social & cultural and nature of the job. Accordingly, three suggestions were presented to overcome the identified challenges to enhance women's empowerment in disaster risk governance structure in Sri Lanka.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijdrr.2020.101779 2129771:UJD4GMHQ 5072953:45SMR5WE 5072953:LGTBIVQK 5072953:ZGYQ5PZP
Keywords: Disaster risk governance; Disasters; Governance; Sri Lanka; Women's empowerment; _z:class:countries

Factors Affecting Students' Acceptance of Tablet PCs: A Study in Italian High Schools - Cacciamani, Stefano; Villani, Daniela; Bonanomi, Andrea; Carissoli, Claudia; Olivari, Maria Giulia; Morganti, Laura; Riva, Giuseppe; Confalonieri, Emanuela (Journal of Research on Technology in Education, 2018)
00001 KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2017.1409672 10/gdm2tf 2129771:6IJZMFTL 2129771:ETU2RI59
Keywords: __C:filed:1

Factor Analysis of the Challenges and Strategies for Effective Work-Based Learning in Nigerian Technical and Vocational Education - Rabiu Haruna; Yusri Bin Kamin (Jurnal Pendidikan Teknologi dan Kejuruan, 2019)
This study investigated challenges and strategies for effective work-based learning in Nigerian technical and vocational education (TVE) using a factor analysis approach. Through the use of structured questionnaire, the opinions of 385 respondents consisting of 227 TVE lecturers and 158 supervisors of technical and vocational firms were sought. The data collected were analyzed using descriptive statistics and varimax rotated principal component factor analysis with factor loading of 0.40. The result showed that about 25% of the TVE firms in Northwest Nigeria are industrial technical firms, 22% are computer/ICT, 19% are business/distributive trade, 18 % are home economics while about 16% are agricultural based. Using principal component factor analysis, the study identified: policy, funding, attitudinal and linkage as challenging factors undermining effectiveness of work-based learning in Nigerian TVE. On the other hand, training, administrative, institutional and facility/curriculum are strategic factors for effectiveness of work-based learning in Nigerian TVE. Based on the findings, the study among others recommended strong technical and vocational education linkage with industry for skills training of students through work-based learning framework and approach
KerkoCite.ItemAlsoKnownAs: 10.21831/jptk.v25i1.21743 2129771:QUGE5Z6F

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

Facilitator's Guide to Participatory Decision-Making - Kaner, Sam (John Wiley & Sons, 2014)
Unleash the transformative power of face to face groups The third edition of this ground-breaking book continues to advance its mission to support groups to do their best thinking. It demonstrates that meetings can be much more than merely an occasion for solving a problem or creating a plan. Every well-facilitated meeting is also an opportunity to stretch and develop the perspectives of the individual members, thereby building the strength and capacity of the group as a whole. This fully updated edition of The Facilitator's Guide to Participatory Decision-Making guides readers through the struggle and the satisfaction of putting participatory values into practice, helping them to fulfill the promise of effective group decision-making. With previous editions already embraced by business and community leaders and consulting professionals around the world, this new book is even more insightful and easy to use. New for this edition: 60 pages of brand new skills and tools Many new case examples Major expansion and reorganization of the advanced sections of the book. New chapter: Teaching A Group About Group Dynamics Doubled in size: Classic Facilitator Challenges. Substantially improved: Designing Realistic Agendas – now three chapters, with wise, insightful answers to the most vexing questions about meeting design.
Google-Books-ID: oGJiAwAAQBAJ
Keywords: Business & Economics / Decision-Making & Problem Solving; Business & Economics / General; Business & Economics / Management; Business & Economics / Organizational Development

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

Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education - Müller, Claude; Mildenberger, Thoralf (Educational Research Review, 2021)
Higher education institutions are trying to provide more flexibility and individualization, which is mainly realized through the use of new technologies and implemented in online or blended learning designs. This systematic review aims to investigate the impact of replacing classroom time with an online learning environment. The meta-analysis (k = 21 effect sizes) applied strict inclusion criteria concerning research design, measurement of learning outcomes and implementation of blended learning. The estimated effect size (Hedge's g) was positive, although not significantly different from zero and the confidence interval [-0.13, 0.25], suggesting that overall differences between blended and conventional classroom learning are small, and, at best, very small negative or moderate positive effects are plausible. This means that despite a reduction in classroom time between 30 and 79 per cent, equivalent learning outcomes were found. Consequently, blended learning with reduced classroom time is not systematically more or less effective than conventional classroom learning.
Keywords: Blended learning; Flexible learning; Higher education; Learning effectiveness; Meta-analysis

Eye tracking methodology for studying teacher learning: A review of the research - Beach, Pamela; McConnel, Jen (International Journal of Research & Method in Education, 2019)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 2129771:4689M3EM 2129771:FGTBE56M

Extracting business objects and activities from labels of German process models - Hake, P.; Fettke, P.; Neumann, G. (Proceedings of the international conference on design science research in information system and technology, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:X7JPRLIR 2486141:XH9BRVWC
Keywords: ⛔ No DOI found

External Validity: Four Models of Improving Student Achievement - Duflo, Annie; Kiessel, Jessica; Lucas, Adrienne (National Bureau of Economic Research, 2020)
Randomized controlled trials in lower-income countries have demonstrated ways to increase learning, in speciﬁc settings. This study uses a large-scale, nationwide RCT in Ghana to show the external validity of four school-based interventions inspired by other RCTs. Even though the government implemented the programs within existing systems, student learning increased across all four models, more so for female than male students, and many gains persisted one year after the program ended. Three of the four interventions had a similar cost eﬀectiveness. The intervention that directly targeted classroom teachers increased the likelihood that teachers were engaged with students.
shortDOI: 10/ghgnd9 KerkoCite.ItemAlsoKnownAs: 10.3386/w27298 10/ghgnd9 2129771:ERLCNPWZ 2129771:FJMRQGTS 2405685:YXBSPAQ7
Keywords: C:Ghana; __C:filed:1

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

Extensive reading in a challenging environment: A comparison of extensive and intensive reading approaches in Saudi Arabia - Al-Homoud, F.; Schmitt, N. (Language Teaching Research, 2009)
Many studies have shown that reading can have a beneficial effect on second language learning, but relatively few of these have focused on extensive reading in classroom environments over a period of time. This study compares an extensive reading class against a more traditional class involving intensive reading and vocabulary exercises. The classes were part of a Saudi college presessional course, and this classroom setting posed several problems for the extensive reading approach, including relatively weak students, an environment where pleasure reading is atypical, and the course being of short duration. The result is that the reported extensive reading class was carried out in what could be considered challenging conditions. Nevertheless, gain scores in reading comprehension ability, reading speed, and vocabulary acquisition showed that the extensive reading approach was just as effective as the intensive approach, even though some of the measurement instruments for these variables should have favored the intensive approach. Moreover, the extensive reading participants reported much more positive attitudes toward reading, their class, and their learning than the participants in the intensive reading group. Overall, these results indicate that, for the variables studied, the extensive reading approach was as good as, or better than, the more focused intensive reading approach. © The Author(s), 2009.
KerkoCite.ItemAlsoKnownAs: 10.1177/1362168809341508 2129771:JFVR7F67 2339240:MR6VM54Y 2486141:LURBP7NR
Keywords: Extensive reading; Intensive reading; Learner attitudes; Reading comprehension; Reading speed; Vocabulary acquisition; _AcademicRecoveryOECS

Extending the Experience to Sub-Saharan Africa - James, Jeffrey (The Impact of Smart Feature Phones on Development: Internet, Literacy and Digital Skills, 2020)
The two previous chapters have been concerned with various aspects of a revolutionary new technology, that lies somewhere between a basic mobile phone and a relatively expensive smartphone. Before the advent of the new smart feature phone in India, users were required to buy smartphones in order to access the Internet. Now they are able to do so at a much lower cost. This chapter, however, deals with a different issue, namely, of whether and to what extent, the Indian experience can be replicated in other developing regions and Sub-Saharan Africa in particular. On the basis mainly of available data, I argue that the biggest obstacle to replication lies in affordability: in the price of handsets, data and incomes, Sub-Saharan Africa is at a disadvantage and with respect to device costs, a severe disadvantage. Other dimensions of replicability, however, were less clear-cut, partly because of a paucity of data. What is clear, though, is that associations between KaiOS Technologies and MTN and Orange have resulted in a strong African demand for mobile money through smart feature phones.
Keywords: India; Replication; Smart feature phones

Extending a conventional chatbot knowledge base to external knowledge source and introducing user based sessions for diabetes education - Hussain, Shafquat; Athula, Ginige (2018 32nd International Conference on Advanced Information Networking and Applications Workshops (WAINA), 2018)

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

Exploring the Use of Tweets and Word Clouds as Strategies in Educational Research - Cooshna-Naik, Dorothy (Journal of Learning for Development, 2022)
This paper presents personal insights and discussions on the exploration of specific strategies which relate to data collection and analysis used to support the focus group discussion data collection and preliminary analysis of a doctoral research entitled Undergraduate students’ experiences of learning with digital multimodal texts. The main objective of the doctoral research was to understand the different ways undergraduate students experienced learning with digital multimodal texts (DMTs) within the context of a history module included in their first-year programme of studies both as readers (consumers) and authors (producers). Data were collected through semi-structured interviews, written reflection accounts, a focus group discussion and consideration given to the DMT (a video) produced by the participants. The focus group discussion event included a hands-on task whereby participants were requested to write their views in response to a given prompt question in the form of tweets. Also, the written tweets were visualised as word clouds for the purpose of initial analysis. The findings reported in this paper, which are based on observation notes and investigation of the word clouds, suggest that the tweet-related, hands-on task acted as a good ice breaker, making the participants feel at ease and more relaxed about sharing their views amongst each other while eliciting discussions and fostering deeper thinking. Also, the word clouds were revealed to be an effective data visualisation tool allowing emerging and salient themes to stand out from the participants’ written tweets and reflections.
Number: 1
Keywords: Educational research; Multimodal Texts; Tweets; Word Clouds; ⛔ No DOI found

Exploring the use of Augmented Reality in a Kinesthetic Learning Application Integrated with an Intelligent Virtual Embodied Agent - Iqbal, Muhammad Zahid; Mangina, Eleni; Campbell, Abraham G. (2019 IEEE International Symposium on Mixed and Augmented Reality Adjunct (ISMAR-Adjunct), 2019)
KerkoCite.ItemAlsoKnownAs: 10.1109/ISMAR-Adjunct.2019.00018 2129771:9GNWPPHJ
Keywords: __C:filed:1

Exploring the Role of Distributed Learning in Distance Education at Allama Iqbal Open University: Academic Challenges at Postgraduate Level - Bukhsh, Qadir; Chaudhary, Muhammad Ajmal (Turkish Online Journal of Distance Education, 2015)
Distributed learning is derived from the concept of distributed resources. Different institutions around the globe connected through network and the learners are diverse, located in the different cultures and communities. Distributed learning provides global standards of quality to all learners through synchronous and asynchronous communications and provides the opportunity of flexible and independent learning with equity, low cost educational services and has become the first choice of the dispersed learners around the globe. The present study was undertaken to investigate the challenges faced by the Faculty Members of Department of Business Administration and Computer Science at Allama Iqbal Open University Islamabad Pakistan. 25 Faculty Members were taken as sample of the study from both Departments (100% Sampling). The study was qualitative in nature and interview was the data collection tool. Data was analyzed by thematic analysis technique. The major challenges faced by the Faculty Members were as: bandwidth, synchronous learning activities, irregularity of the learners, feedback on individual work, designing and managing the learning activities, quality issues and training to use the network for teaching learning activities.
KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.00342 10/gf62h3 2129771:539U4TUB
Keywords: _C:Germany DEU; _C:India IND; _C:Pakistan PAK; _C:Turkey TUR; __C:filed:1; __C:scheme:1

Exploring the Potential of 3D-printing in Biological Education: A Review of the Literature - Hansen, Alexandria K; Langdon, Taylor R; Mendrin, Lukyon W; Peters, Kaylin; Ramos, Jose; Lent, David D (Integrative and Comparative Biology, 2020)
Science education is most effective when it provides authentic experiences that reflect professional practices and approaches that address issues relevant to students’ lives and communities. Such educational experiences are becoming increasingly interdisciplinary and can be enhanced using digital fabrication. Digital fabrication is the process of designing objects for the purpose of fabricating with machinery such as 3D-printers, laser cutters, and Computer Numerical Control (CNC) machines. Historically, these types of tools have been exceptionally costly and difficult to access; however, recent advancements in technological design have been accompanied by decreasing prices. In this review, we first establish the historical and theoretical foundations that support the use of digital fabrication as a pedagogical strategy to enhance learning. We specifically chose to focus attention on 3D-printing because this type of technology is becoming increasingly advanced, affordable, and widely available. We systematically reviewed the last 20 years of literature that characterized the use of 3D-printing in biological education, only finding a total of 13 articles that attempted to investigate the benefits for student learning. While the pedagogical value of student-driven creation is strongly supported by educational literature, it was challenging to make broad claims about student learning in relation to using or creating 3D-printed models in the context of biological education. Additional studies are needed to systematically investigate the impact of student-driven creation at the intersection of biology and engineering or computer science education.

Exploring the Perspectives of Participants of Two Mathematics Professional Development Courses in South Africa: Personal, Professional and Community Outcomes - Joubert M.; Kenny S. (African Journal of Research in Mathematics, Science and Technology Education, 2018)
KerkoCite.ItemAlsoKnownAs: 2486141:JQJSVUIA

Exploring the mismatch between teacher demand-supply in sub-Saharan Africa: Ghana as case study - Ntim, , S. (Mediterranean Center of Social and Educational Research, 2013)
This study presents an analysis of the factors affecting the supply and demand of school teachers in Ghana. The findings suggest that the major pull causing the mismatch in teacher supply-demand equation can be summed up under: a) economic demand, b) demographic factors and c) market forces. Sixty percent of those sampled constituting 162 of the respondents were of the view that there was a significant correlation between remuneration and supply while the other 40% (108) not attributing it to remuneration per se, nevertheless saw a link between supply and other economic issues such as end of service benefit. Ninety five percent of respondents were of the view that teacher upgrading in higher market premium courses in institutions of higher learning exacerbate teacher attrition into other better paid jobs: an indication of non-incentives pulling teachers from the teaching profession. The objective of the study is to contribute to advocacy on teacher issues, especially increased resources as well as innovative funding for the employment of sufficient number of teachers.
KerkoCite.ItemAlsoKnownAs: 10.5901/mjss.2013.v4n1p273 2129771:UFJXNNYW 2317526:G97GX7S6
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:incentives; F:learning; F:motivation; F:remuneration; F:teaching; P:economy; P:services; P:teacher education; P:teachers; Q:higher education; R:case study; T:career; Z:Higher education; Z:Teacher career; Z:Teacher deployment; Z:Teacher education; Z:Teacher motivation; _C:Ghana GHA; publicImportV1; ⚠️ Invalid DOI

Exploring the impact of the design of the physical classroom environment on young children with autism spectrum disorder ( ASD ) - Martin, Caren S. (Journal of Research in Special Educational Needs, 2016)
In 2010, the C enters for D isease C ontrol ( CDC ) reported a 1600% increase in the number of individuals between the ages of 6 and 22 years with autism spectrum disorder ( ASD ). Knowledge about educational interventions for children with ASD is substantial; however, less is known about the design of supportive classroom environments where they learn. ASD experts believe that the early years in school, namely preschool through 6th grade, are critical in reaching children and establishing a foundation for their life‐long learning and general well‐being. In context of the human ecosystem theory that models the interaction between people and the natural, social and designed environments, this literature review of refereed sources (2000–2012) documented findings about interventions, that is, design criteria ( DC ) for incorporation into the physical classroom environment used by children with ASD . The majority of the studies was exploratory and presented DC that subsequently were not tested. Due to research method and/or sampling design, efficacy, reliability and validity of findings varied. Limited research (19 articles, 1 conference proceeding) addressing classroom DC leaves designers, teachers and school administrators substantially reliant on anecdotal information in terms of creating optimal learning environments to support inclusion of children with ASD . Additional research is needed to examine this critical design/human behaviour relationship via identification of evidence‐based DC to guide classroom design solutions that support learning by children with ASD .

Exploring the Emergence of Community Support for School and Encouragement of Innovation for Improving Rural School Performance: Lessons Learned at Kitamburo in Tanzania - Ngalawa, Athanas August; Simmt, Elaine; Glanfield, Florence (Global Education Review, 2015)
This article describes a qualitative exploration of a primary school in a remote rural community of Tanzania, whose students showed promising performance in mathematics, as measured by the Primary School Leaving Examinations (PSLE). Case study methods were used to conduct research about the school and community in order to understand the dynamics that shape the school and village as community and communities. Interviews, focus groups, and observations were conducted. The paper identifies the role of village leadership in generating a learning community (Warren, 2005), that initiated community support of the school, which in turn prompted teachers’ innovations for developing in their work as professionals, that improved teaching and learning practices in mathematics and contributed to the noted promising performance on the PSLE. The article concludes that although school principals and teachers are regarded as keys in generating professional learning communities (DuFour, DuFour, & Eaker, 2008; Fullan, Hill &Crévola, 2006 ), under good community leadership communities may be essential catalysts in establishing and sustaining professional learning communities and contribute to school improvement.
KerkoCite.ItemAlsoKnownAs: 2129771:76XSWU4V 261495:MG4BUED8
Keywords: ⛔ No DOI found

Exploring the dynamics of female rural-urban migration for secondary education in Ethiopia - Yorke, Louise; Gilligan, Robbie; Alemu, Eyerusalem (Compare: A Journal of Comparative and International Education, 2021)
Based on ethnographic fieldwork, we explore the rural-urban migration of 27 girls and young women who leave their rural communities and move to the city to pursue their secondary education, in the ethnically diverse Southern Region of Ethiopia. We consider the nature and extent of the inequalities that they face in rural areas which limit their education opportunities and outcomes and underpin their expected entry into marriage. We compare their experiences in their rural communities with their lives in the city, where they have greater access to resources and greater freedom and decision-making power and the opportunity to continue their secondary education, although their futures are still uncertain. Through our analysis we reveal some of the tensions between the promise of girls’ secondary education promoted at the international and national level and the lived realities of rural girls and women, many of whom are unable to realise this promise.
Publisher: Routledge _eprint: https://doi.org/10.1080/03057925.2021.1951665 KerkoCite.ItemAlsoKnownAs: 2129771:3GRSIMNZ 2129771:PSDUISSU
Keywords: Ethiopia; Girls’ secondary education; empowerment; female rural-urban migration; marriage

Exploring the Benefits and Challenges of Using Laptop Computers in Higher Education Classrooms: A Formative Analysis - Kay, Robin; Lauricella, Sharon (Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 2011)
Because of decreased prices, increased convenience, and wireless access, an increasing number of college and university students are using laptop computers in their classrooms. This recent trend has forced instructors to address the educational consequences of using these mobile devices. The purpose of the current study was to analyze and assess beneficial and challenging laptop behaviours in higher education classrooms. Both quantitative and qualitative data were collected from 177 undergraduate university students (89 males, 88 females). Key benefits observed include note-taking...
Publisher: Canadian Network for Innovation in Education KerkoCite.ItemAlsoKnownAs: 10.21432/T2S598 2129771:I6H3W8QX

Exploring the Benefits and Challenges of AI-Language Learning Tools - Rebolledo Font de la Vall, Roxana; Gonzalez Araya, Fabian (International Journal of Social Sciences and Humanities Invention, 2023)
AI language learning tools are computer programs or software applications that use artificial intelligence (AI) algorithms to help users learn and improve their skills in a foreign language. These technologies have a lot of benefits, such as the ability to save time and speed up learning, to give students personalized learning experiences, and to help them learn about other cultures. In this study, the scientific literature was looked at to find out the pros, cons, opportunities, and challenges of using AI language learning tools, such as the need for more human interaction, the complexities of language in context, and the fact that training needs a lot of data. In the future, these AI tools could be used to make changes, like combining VR and AR, developing better algorithms for processing natural language, and using more advanced algorithms for adaptive learning. By addressing these problems and limitations, AI learning systems could become even more powerful and valuable tools for learning languages. Their integration is critical to improving the effectiveness and efficiency of learning user experience solutions.
KerkoCite.ItemAlsoKnownAs: 10.18535/ijsshi/v10i01.02 2129771:7XS9MNF3 2405685:5DI6FYSP 2486141:SRGMXZD2

Exploring technical vocational education and training systems in emerging markets: A case study on Ghana - Alagaraja, Meera; Arthur-Mensah, Nana (European Journal of Training and Development, 2013)
Purpose - The purpose of this study was to explore trends and changes in technical vocational education and training (TVET) in emerging economies as a national human resource development (NHRD) approach and its practical applications using Ghana as an example. Design/methodology/approach - A case study approach was used to develop an in-depth analysis of TVET practices in Ghana. The study utilizes a targeted review of literature, analysis of government documents and interviews with key informants as illustrative sources of evidence for developing the case study. Findings - TVET has been identified as a major contributor to skills development in Ghana. Capitalizing on the potential of TVET requires addressing the challenges of increasing employer participation in TVET, improving TVET curriculum to enhance student's employability and reflect labor market needs. Additionally, informal TVET plays a major role in skills development therefore it is recognized as part of the TVET planning process. Research limitations/implications - Data for this research were gathered from key informant interviews and archival records. Additional methods such as observations would further enhance this study. Further research of trends in Ghana to validate implications drawn from this research is recommended. Practical implications - This research provides an overview for HRD professionals to understand the potential of TVET as an approach to human capital development within emerging markets. This is because developing comprehensive plans that address national and employer needs regarding talent acquisition, development and retention will re-emerge as a critical objective for TVET system as nations compete in the global market place. Originality/value - This study provides a unique perspective of current TVET practices in Ghana and its implications for human resource development (HRD). Furthermore, it adds to the small but growing literature on HRD in Ghana and in the African context.
KerkoCite.ItemAlsoKnownAs: 10.1108/ejtd-04-2013-0037 10/gfc4m2 2129771:KWC5DXAK 2317526:BX9DKE3Z
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:emerging economies; F:curriculum; P:economy; P:human resources manager; P:measurement; R:case study; R:interview; R:observation; T:TVET; Z:Case studies; Z:Economic development; Z:Economic growth; Z:Emerging markets; Z:Globalization; Z:Human capital; Z:Human resource management; Z:Theory; Z:Workforce; _C:Ghana GHA; __C:filed:1; publicImportV1

Exploring Students' Perceptions of Academic Disengagement and Reengagement in a Dropout Recovery Charter School Setting - Iachini, Aidyn L.; Buettner, Cynthia; Anderson-Butcher, Dawn; Reno, Rebecca (Children & Schools, 2013)
Abstract. The purpose of this exploratory case study was to understand the academic disengagement and reengagement process from the perspective of students enro
Publisher: Oxford Academic KerkoCite.ItemAlsoKnownAs: 10.1093/cs/cdt005 2129771:W82JW4FM 2486141:T75B69AF
Keywords: _Added to LR; _G:reviewed

Exploring selected theories applicable to educational disciplines and social sciences research. - Nkhata, Bentry; Mkandawire, Sitwe Benson; Nachiyunde, Kabunga; Phiri-Nalube, Patricia; Kaani, Bestern; Mulenga, Innocent Mutale; Phiri, Chidongo; Chileshe, Bernard; Sichula, Noah Kenny; Sikayomya, Patrick (2019)
Publisher: International Journal of Humanities Social Sciences and Education (IJHSSE)
Keywords: ⛔ No DOI found

Exploring relationships between teachers and students with diagnosed disabilities: A multi-informant approach - Zee, Marjolein; de Bree, Elise; Hakvoort, Britt; Koomen, Helma M. Y. (Journal of Applied Developmental Psychology, 2020)
This study explored unique associations of student disabilities (ADHD, ASD, dyslexia) with teacher-, student- and peer-perceptions of student–teacher relationship quality. Sixty-three teachers, 510 students, and classmates from 24 Dutch mainstream elementary schools completed questionnaires about the student–teacher relationship quality. Teachers indicated whether students were diagnosed with disabilities. Multilevel models indicated that both teachers and classmates, but not students with ADHD themselves, reported higher levels of conflict in relationships. Additionally, teachers experienced less closeness and more conflict in relationships with children with ASD. The lower levels of closeness were also reported by classmates, but not by students with ASD themselves. Last, students with dyslexia experienced less closeness and conflict with their teacher, whereas their classmates and teachers reported more closeness and less conflict in relationships.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.appdev.2019.101101 2129771:975FSIMS
Keywords: ADHD; ASD; Dyslexia; Multi-informant approach; Student–teacher relationship

Exploring relationships between Kolb's learning styles and mobile learning readiness of pre-service teachers: a mixed study - Ata, Rıdvan; Cevik, Mustafa (Education and Information Technologies, 2019)
The aim of this research is to reveal relations between Kolb's learning styles and mobile learning readiness of pre-service teachers in depth in regard to different variables and identify their mobile learning perspectives. The study group consisted of 352 students enrolled in undergraduate programs in education faculties of different universities in Turkey. The convergent parallel design was used as a mixed method strategy. The survey model, as a quantitative component, was used to describe the present situation and embedded interviews, as a qualitative component, were carried out to deeply reveal pre-service teachers' perspectives on mobile learning depending on their learning styles. The "Learning Styles Inventory - Version III" as well as the "Mobile Learning Readiness Scale" were administered to participants. ANOVA, Tukey-HSD test and Structural Equation Modelling were used to analyze the quantitative data. The qualitative data were analyzed by the content analysis method. Results suggest that 126 (36%) of the pre-service participating in the study were with the assimilating learning style, 92 (26.29%) participants were with the diverging learning style, 73 (20.85%) were with the converging learning style and 59 (16.85%) were with the accommodating learning style. Furthermore, it was observed that there is a statistically significant relationship between the learning styles of the pre-service teachers and their m-learning readiness. In addition, it was observed that while optimism, self-directed learning and self-efficacy have a strong effect on m-learning; mother education, monthly income, gender, internet use frequency have a moderate effect on m-learning within different learning styles. Qualitative data were also in line with the results of quantitative data. Findings were discussed in light of relevant literature. [ABSTRACT FROM AUTHOR]
Cam URL: KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-018-9835-y 2405685:98J9QFGS 2534378:C5QGSSCL 2534378:GYJXUNMQ 2534378:JUQIJQKF 2534378:NDFQ6HKN 2534378:PPGAVAAJ 2534378:REYB4EAQ
Keywords: COGNITIVE styles; Cognitive Style; Cognitive style; Computers–Information Science And Information Theory; Content Analysis; EDUCATIONAL programs; ERIC; Current Index to Journals in Education (CIJE); Educational Attainment; Foreign Countries; Gender Differences; Handheld Devices; Higher Education; Income; Independent Study; Independent study; Kolb's learning styles; Kolb’s learning styles; LEARNING readiness; Learning Readiness; Learning Style Inventory; MOBILE learning; Measures (Individuals); Mobile learning; Mothers; Positive Attitudes; Postsecondary Education; Pre-service teachers; Preservice Teachers; STUDENT teachers; Self Efficacy; Structural Equation Models; Structural equation modelling; Student Attitudes; Teacher Education Programs; Telecommunications; Turkey; Undergraduate Students; __:import:01; __:match:final; __:matched; __:study_id:2095788; __finaldtb

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

Exploring machine learning potential for climate change risk assessment - Zennaro, Federica; Furlan, Elisa; Simeoni, Christian; Torresan, Silvia; Aslan, Sinem; Critto, Andrea; Marcomini, Antonio (Earth-Science Reviews, 2021)
Publisher: Elsevier

Exploring iPad Integration in Primary Schools: The Interaction of Policy-Initiated Reforms, Availability Assemblages, and Non-Digital Materials - Hembre, Oda Julie (Journal of Research on Technology in Education, 2019)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2019.1646680 2129771:PRQHT8AA
Keywords: __C:filed:1

Exploring How Preschoolers Use IPads to Develop Phonemic Awareness: A Case Study - Scalf, Patricia Pounds (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:7JRLN7CC
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Croatia HRV; _C:Germany DEU; _C:Netherlands NLD; _C:New Zealand NZL; _C:Norway NOR; _C:Sweden SWE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Exploring Five Online Collaboration Tools to Facilitate a Professional Learning Community - Moore, Julie A. (TechTrends, 2018)
Critical Friends Groups (CFGs) are a form professional learning community that has been used for teacher learning in K-12 environments for many years. In order to foster community and learning amongst distributed participants, CFGs are beginning to make their way online. This article describes the expereience of a four-year old online CFG whose goal was to explore how different technologies can support the work of a virtual CFG by being an online CFG. This article describes the technologies used to host this CFG, the attributes of those technologies to support this collaborative work and the lessons learned from the group’s experience.
Num Pages: 612-617 Place: Washington, Netherlands Publisher: Springer Nature B.V.
Keywords: Critical friends group; Online learning; Professional development; Professional learning community; Virtual community

Exploring first-year students’ experiences of using Moodle in learning an accounting undergraduate module at a South African University - Cele, Siyabonga Alpheos (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:P5CDJ2SU
Keywords: _C:Australia AUS; _C:Georgia GEO; _C:Greece GRC; _C:India IND; _C:Korea XKOR; _C:Malawi MWI; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Poland POL; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Exploring Business Studies teachers’ perspectives on teaching Grade 12 learners for Entrepreneurship. - Dube, Zinhle Thabisile Angeline (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:9R4Z7MW4
Keywords: _C:Australia AUS; _C:Botswana BWA; _C:China CHN; _C:Finland FIN; _C:India IND; _C:Kenya KEN; _C:Mozambique MOZ; _C:New Zealand NZL; _C:Nigeria NGA; _C:Norway NOR; _C:Portugal PRT; _C:Serbia SRB; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:United States USA; __C:filed:1; __C:scheme:1

Exploring Blended Learning for Science Teacher Professional Development in an African Context - Boitshwarelo, Bopelo (The International Review of Research in Open and Distributed Learning, 2009)
This paper explores a case of teacher professional development in Botswana, where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support on-going teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v10i4.687 2129771:8BY4IISL 2405685:RP3KMTVU 2405685:THJLBADH 2534378:5C3ILQ5H 2534378:LSG5BCAP 2534378:PTQCJYNQ
Keywords: C:Botswana; _C:Botswana BWA; _C:Cuba CUB; _C:Senegal SEN; _C:South Africa ZAF; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ___working_potential_duplicate

Exploring barriers to adoption of virtual reality through social media analytics and machine learning–an assessment of technology, network, price and trialability (Journal of Business Research, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jbusres.2019.01.017 2129771:YES52NPW 2486141:SLBQNFI4

Explaining the Short Careers of High-Achieving Teachers in Schools with Low-Performing Students - Boyd, Donald; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James (American Economic Review, 2005)
Keywords: Analysis of Education; Public Sector Labor Markets; _C:Georgia GEO; _C:Norway NOR; __C:filed:1; __C:scheme:1

Expert Consultation: Radio-based Education in the Philippines - McBurnie, Chris (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3469739 2129771:IGCN5KBD 2405685:25G275PG 2405685:YRC7UKWE 2339240:4DKQGFTT
Keywords: Author:OpenDevEd; C:Philippines; F: Helpdesk response; H:Radio; LP: English; _EdTechHub_Output; _r:ImportedToMyEducationEvidence; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Expert comments on: Are children with low vision adapted to the visual environment in classrooms of mainstream schools? - Ganesh, Sandra; Narendran, Kalpana (Indian Journal of Ophthalmology, 2018)
Publisher: Medknow
Keywords: ⛔ No DOI found

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

Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes - Gomez, J.; Moreno, Lorenzo; Rolla, Andrea; D'Sa, Nikhit (Developmental psychology, 2015)
Keywords: ⛔ No DOI found

Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes. - Yoshikawa, Hirokazu; Leyva, Diana; Snow, Catherine E.; Ernesto Treviño, M.Barata; Weiland, Christina; J, Celia (Gomez et al, 2015)
Keywords: ⛔ No DOI found

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

Experimental evidence on scaling up education reforms in Kenya - Bold, Tessa; Kimenyi, Mwangi; Mwabu, Germano; Ng’ang’a, Alice; Sandefur, Justin (Journal of Public Economics, 2018)
What constraints arise when translating successful NGO programs to improve public services in developing countries into government policy? We report on a randomized trial embedded within a nationwide reform of teacher hiring in Kenyan government primary schools. New teachers offered a fixed-term contract by an international NGO significantly raised student test scores, while teachers offered identical contracts by the Kenyan government produced zero impact. Observable differences in teacher characteristics explain little of this gap. Instead, data suggests that bureaucratic and political opposition to the contract reform led to implementation delays and a differential interpretation of identical contract terms. Additionally, contract features that produced larger learning gains in both the NGO and government treatment arms were not adopted by the government outside of the experimental sample.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jpubeco.2018.08.007 2129771:E864862Q 2486141:IUMRYMT8
Keywords: Contract teachers; Education; External validity; Kenya; Randomized evaluation; State capacity

Experimental evidence on learning using low-tech when school is out - Angrist, Noam; Bergman, Peter; Matsheng, Moitshepi (Nature Human Behaviour, 2022)
School closures occurred extensively during the COVID-19 pandemic, and occur in other settings, such as teacher strikes and natural disasters. The cost of school closures has proven to be substantial, particularly for households of lower socioeconomic status, but little evidence exists on how to mitigate these learning losses. This paper provides experimental evidence on strategies to support learning when schools close. We conduct a large-scale randomized trial testing two low-technology interventions—SMS messages and phone calls—with parents to support their child in Botswana. The combined treatment improves learning by 0.12 standard deviations, which translates to 0.89 standard deviations of learning per US$100, ranking among the most cost-effective interventions to improve learning. We develop remote assessment innovations, which show robust learning outcomes. Our findings have immediate policy relevance and long-run implications for the role of technology and parents to support education provision during school disruptions.
Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s41562-022-01381-z 4804264:E6Q82JZH 4804264:TLDM2B3K
Keywords: Development studies; Economics; Education; Final_citation

Experimental Evidence on Alternative Policies to Increase Learning at Scale - Duflo, Annie; Kiessel, Jessica; Lucas, Adrienne (National Bureau of Economic Research, 2021)
KerkoCite.ItemAlsoKnownAs: 10.3386/w27298 2129771:Y2CERDU7
Keywords: C:Ghana; _C:Ghana GHA

Experienced teacher learning within the context of reciprocal peer coaching - Zwart, R.C.; Wubbels, T.; Bergen, T.C.M.; Bolhuis, S. (Teachers and Teaching: Theory and Practice, 2007)
KerkoCite.ItemAlsoKnownAs: 10.1080/13540600601152520 10/c22ctv 2129771:2SJH9DV8 261495:HZKPTAR9

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

Expanding Teacher Support through Mobile Mentoring in Kakuma Refugee Camp: Benefits and Challenges. - Mendenhall, Mary; Skinner, Makala; Collas, Sophia; French, Sarah (Current Issues in Comparative Education, 2018)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2129771:QY9SRGKS 2405685:D5DWS5VN 2534378:2UDLI6HN 2534378:WARY35X2
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425895; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

Expanding educational opportunities or widening learning inequalities? Evidence from national reform of pre-primary education in Ethiopia - Kim, Janice; Sabates, Ricardo (Oxford Review of Education, 2022)
Since a nationwide reform of pre-primary education in 2010, Ethiopia has experienced a massive expansion of pre-primary enrolment that increased tenfold in six years. Our paper aims to assess the distribution of early literacy outcomes between children who attended preschool and those who did not and explore how that distribution has changed throughout the reform and by factors such as gender, location, and parental literacy. We find an overall increase in the achievement gaps associated with pre-primary participation between 2010 and 2016. There are also differential patterns in the learning gaps over the reform, with a particular disadvantage for rural students and a relative advantage for students with parents who are not literate. This study suggests that understanding a fuller picture of learning inequality is critical to designing policy to leave no one behind aligned with the UN Sustainable Development Goals.
Publisher: Routledge _eprint: https://doi.org/10.1080/03054985.2022.2072824 KerkoCite.ItemAlsoKnownAs: 10.1080/03054985.2022.2072824 2129771:MMWK9MH7
Keywords: Educational reform; Ethiopia; early childhood education; educational inequality; nonparametric statistics

Expanding Access to Early Childhood Development Using Interactive Audio Instruction - World Bank (World Bank Group, Education Development Center, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:W9G8XTC7 2339240:TVG6KMYQ

Executive Secretary's Office (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:RDZEPUBE

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

Examples, Good Practices and Recommendations for Engaging Girls in Sudan With E-learning - AlSheikh Theeb, Thaer (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5574342 2129771:HQNWXEGI 2405685:TSND6EBB
Keywords: Helpdesk Response; _r:AddedByZotZen

Examining the service quality of administrative practices in Technical Vocational Education and Training (TVET) Colleges in South Africa - Nomzamo, Monica Mpanza; Green, Paul; Sentoo, Naresh; Cecile N. Gerwel Proches (African Journal of Business and Economic Research, 2019)
The purpose of the research was to evaluate administrative practices in three selected Technical Vocational Education and Training (TVET) Colleges in KwaZulu-Natal, South Africa. In the higher education sector, students are the clients who are to be given service and whose needs are to be satisfied. A SERVQUAL theoretical framework was employed in this study. The study drew on a mixed method research design. Questionnaires were administered to students, and semi-structured interviews were conducted with administrative clerks and administrative managers. A stratified sampling technique was used when collecting data from staff, and a convenience sample was applied when collecting data from students. Content analysis was used to analyse data from the interviews and the responses from questionnaires were analysed using the Statistical Package for Social Scientists (SPSS). The results of the research indicated a need for TVET Colleges to implement an appropriate set of processes for administrative practices and how critical it is that all employees should adhere to principles of quality customer service.
KerkoCite.ItemAlsoKnownAs: 10.31920/1750-4562/2019/14n2a9 2129771:2DIVW323 2129771:H64BVA76

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

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

Examining the impact of instructional technology and material design courses on technopedagogical education competency acquisition according to different variables - Gokdas, Ibrahim; Torun, Fulya (Kuram ve Uygulamada Egitim Bilimleri, 2017)
The need to integrate technology into education has made necessary a thorough examination of teachers’ technopedagogical competencies. While training preservice teachers, it is of particular importance that they acquire technopedagogical education competences during their preservice education. Practical and theoretical course content and Instructional Technology and Material Design (ITMD) courses are thought to be essential for preservice teachers’ technopedagogical education competency acquisition. However, the role of ITMD courses in preservice teachers’ technopedagogical education competency acquisition has remained obscure in the literature. As such, the study aims to describe the effect that ITMD courses have on technopedagogical education competency acquisition. The research was conducted with a total of 186 preservice teachers studying in the departments of classroom teaching and preschool teaching in a Faculty of Education in Turkey. The research data were gathered using the Technopedagogical Education Competency Scale (TPACK-deep), developed by Kabakci Yurdakul, Odabasi, Kilicer, Coklar, Birinci, and Kurt. This five-point Likert type scale consists of a total of four factors, i.e. design, proficiency, ethics, and exertion. The internal reliability coefficient of the 33-item scale was .95. The scale was applied by faculty members in-line with the course description designated by the Council of Higher Education (YÖK) as a pre- and post-test at the beginning and end of the semester that the course was given. A paired samples t-test and CHAID (Chi-squared Automatic Interaction Detection) analysis were incorporatedly employed to analyze the data. The research showed that ITMD courses influenced preservice teachers’ acquisition of technopedagogical education competencies. The following were observed to be critical predictor variables in technopedagogical education competency acquisition: having received computer training prior to taking the ITMD courses and the average time one spends using a computer per day.
Place: Istanbul Publisher: EDAM (Educational Consultancy Ltd.) KerkoCite.ItemAlsoKnownAs: 10.12738/estp.2017.5.0322 2405685:XJ6W8XN4 2534378:GJ3VLQ36 2534378:WA8MCE6F 2534378:XN65FFGQ
Keywords: Communication; Computers; Core curriculum; Early childhood education; Education; Educational technology; Knowledge; Learning; Mathematics; Pedagogy; Preschool education; Science education; Social research; Students; Teacher education; Teaching methods; Web 2.0; __:import:01; __:match:final; __:matched; __:study_id:2095985; __finaldtb

Examining the effectiveness of technology use in classrooms: A tertiary meta-analysis - Archer, Karin; Savage, Robert; Sanghera-Sidhu, Sukhbinder; Wood, Eileen; Gottardo, Alexandra; Chen, Victoria (Computers & Education, 2014)
Identifying effective literacy instruction programs has been a focal point for governments, educators and parents over the last few decades (Ontario Ministry of Education, 2004, 2006; Council of Ontario Directors of Education, 2011). Given the increasing use of computer technologies in the classroom and in the home, a variety of information communication technology (ICT) interventions for learning have been introduced. Meta-analyses comparing the impact of these programs on learning, however, have yielded inconsistent findings (Andrews et al., 2007, Torgerson and Zhu, 2003, Slavin et al., 2008, Slavin et al., 2009). The present tertiary meta-analytic review re-assesses outcomes presented in three previous meta-analyses. Four moderator variables assessed the impact of the systematic review from which they were retrieved, training and support, implementation fidelity and who delivered the intervention (teacher versus researcher). Significant results were found when training and support was entered as a moderator variable with the small overall effectiveness of the ICTs (ES = 0.18), similar to those found in previous research, increasing significantly (ES = 0.57). These findings indicate the importance of including implementation factors such as training and support, when considering the relative effectiveness of ICT interventions.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2014.06.001 2129771:H58ZFCZF 2486141:WCNYG5EM
Keywords: Elementary education; Evaluation of CAL systems; Improving classroom teaching; Media in education; Pedagogical issues

Examining Teachers’ Instructional Moves Aimed at Developing Students’ Ideas and Questions in Learner-Centered Science Classrooms - Harris, Christopher J.; Phillips, Rachel S.; Penuel, William R. (Journal of Science Teacher Education, 2012)
Project-based learning seeks to engage students through sustained investigation of real-world problems or design challenges. Weekly mini-surveys were administered to students during an 8-week project-based learning unit to understand students’ perceptions of alignment of lessons to the overall challenge and usefulness of knowledge gained, their affective responses to lessons, and how these varied across lesson types and teachers. Results from a multilevel model revealed significant teacher level variance; no differences across lesson types were found.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10972-011-9237-0 2129771:GR2NV5L4

Examining overlap of included studies in meta-reviews: Guidance for using the corrected covered area index - Hennessy, Emily A.; Johnson, Blair T. (Research Synthesis Methods, 2020)
Overlap in meta-reviews results from the use of multiple identical primary studies in similar reviews. It is an important area for research synthesists because overlap indicates the degree to which reviews address the same or different literatures of primary research. Current guidelines to address overlap suggest that assessing and documenting the degree of overlap in primary studies, calculated via the corrected covered area (CCA) is a promising method. Yet, the CCA is a simple percentage of overlap and current guidelines do not detail ways that reviewers can use the CCA as a diagnostic tool while also comprehensively incorporating these findings into their conclusions. Furthermore, we maintain that meta-review teams must address non-independence via overlap more thoroughly than by simply estimating and reporting the CCA. Instead, we recommend and elaborate five steps to take when examining overlap, illustrating these steps through the use of an empirical example of primary study overlap in a recently conducted meta-review. This work helps to show that overlap of primary studies included in a meta-review is not necessarily a bias but often can be a benefit. We also highlight further areas of caution in this task and potential for the development of new tools to address non-independence issues.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/jrsm.1390 KerkoCite.ItemAlsoKnownAs: 10.1002/jrsm.1390 2129771:ZQXX6IN3
Keywords: citation matrix; corrected covered area; meta-review; overlap; overview

Examining mathematical task and pedagogical usability of web contents authored by prospective mathematics teachers - Akayuure, Peter; Apawu, Jones (International Journal of Research in Education and Science, 2015)
The study was designed to engage prospective mathematics teachers in creating web learning modules. The aim was to examine the mathematical task and perceived pedagogical usability of the modules for mathematics instructions in Ghana. The study took place at University of Education, Winneba. Classes of 172 prospective mathematics teachers working in design groups were involved in the study. Data were collected using Mathematical Task Usability Scale and Pedagogical Usability Rubrics. The result indicated 77.8% of the task contents examined contained worthwhile mathematical tasks. Descriptive analysis of data reflected three distinct categories of perceived pedagogical usability. Approximately 6%, 58% and 36% of the modules contained low, moderate and high pedagogical usability attributes. The study concluded that majority of the modules developed by the prospective teachers have considerable instructional value. Implications for involvement of prospective mathematics teachers in authoring web resources were discussed against the backdrop of policy initiatives for integrating emerging technologies.
Publisher: International Journal of Research in Education and Science, Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826538267?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.21890/ijres.69649 2405685:V4AZF6WX 2534378:EXMDSLHE 2534378:VPVZ2W39
Keywords: ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; Foreign Countries; Ghana; Higher Education; Instructional Material Evaluation; Learning Modules; Mathematics Activities; Postsecondary Education; Preservice Teachers; Rating Scales; Scoring Rubrics; Statistical Analysis; Student Developed Materials; Usability; Web Based Instruction; __:import:01; __:match:final; __:matched; __:study_id:2098955; __finaldtb

Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice - Agyei, Douglas D.; Voogt, Joke (Australasian Journal of Educational Technology, 2014)
This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by collaborative design’ in their final year of their pre-service preparation program. Transfer of learning was proposed as characteristic of (i) the professional development program,(ii) beginning teachers and (iii) school environment. Beginning teachers held positive views about active learning and ICT use developed during the professional development program, which seemed the strongest predictor in transfer of their learning. The study also showed that a significant amount of explained differences in the level of transfer of ICT-enhanced activity-based learning innovation could be attributed to range of factors across individual beginning teachers and school environment characteristics. Implications of these findings are discussed.
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.499 2405685:EBNRF3XR 2534378:L2FKFKGZ 2534378:SI3VKRQI
Keywords: __:import:02; __:match:final; __:matched; __:study_id:2425905; __finaldtb

Examination Malpractice in Low-Income Contexts - Boateng, Pearl (2019)
This non-standard helpdesk report found that there was little research evidence detailing the types of examination malpractice and even fewer studies focusing on effective strategies to mitigate these issues. Due to the sensitive nature of the topic and the implications for corruption and bribery across entire education systems, this is unsurprising. As a result, from the outset it was agreed with the requester that expert comments and inputs would form the basis of the response to this query. Where evidence was found, this focused on Nigeria, Kenya, South Africa and India. In this report, ‘malpractice’ is defined as purposeful actions intended to influence the marks/grades achieved by individual students or groups of students rather than considering other potential reasons for malpractice (e.g. to influence national policy, working terms and conditions etc.). Malpractice can have different motives and take different forms in different types of examinations (e.g. national assessments for system monitoring which are high stakes for individual schools or regions but not high stakes for individual learners). This report focuses on national exams taken under exam conditions rather than other components that may contribute to the final grades of students (e.g. coursework, School Based Assessment, continuous assessment). As a result, the information presented focuses on national summative examinations in pre-tertiary education. This report has two parts. First, a typology outlining the most common forms of examination malpractice. The typology uses sources from newspaper articles, unpublished conference papers, blogs and other forms of grey literature. Second, a table addressing potential strategies to combat forms of examination malpractice. This was largely made up of expert comments and inputs with some references to research literature. The purpose of this report is to help refine and reframe the policy debate around this issue in Sierra Leone, drawing on evidence from other low-income contexts.
Accepted: 2019-11-14T12:38:52Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:TN3TWG87 4869029:9THLYUTH
Keywords: ⛔ No DOI found

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

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

Evidence on Programmes that have Supported School Return for Disadvantaged Adolescent Girls - Amenya, Donvan (Institute of Development Studies, 2022)
This paper collates evidence on promising programmes that have supported school return for disadvantaged out-of-school girls in Rwanda and in other comparable low-and-middle-income country contexts. The review found evidence showing that interventions that address financial barriers which keep girls out of school delivered through cash transfers, stipends/fee waivers, and girls only scholarships can be effective in enhancing school return for disadvantaged girls. In addition, there is a strong evidence base showing that multi-faceted programmes that integrate health education, foundational skill training, vocational training, and financial literacy are effective in supporting school return for disadvantaged adolescent girls. While results from systematic reviews show that girls clubs can be effective in supporting school retention for disadvantaged girls, there is limited evidence on effectiveness of clubs in supporting school return for disadvantaged girls. The review found very limited evidence on effectiveness of financial and multi-faceted interventions in supporting school return for disadvantaged girls with disabilities.
KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.128 2129771:HECG4DKR 4869029:NAKXLQVJ

Evidence on Programmes that have Supported School Return for Disadvantaged Adolescent Girls - Amenya, Donvan (2022)
This paper collates evidence on promising programmes that have supported school return for disadvantaged out-of-school girls in Rwanda and in other comparable low-and-middle-income country contexts. The review found evidence showing that interventions that address financial barriers which keep girls out of school delivered through cash transfers, stipends/fee waivers, and girls only scholarships can be effective in enhancing school return for disadvantaged girls. In addition, there is a strong evidence base showing that multi-faceted programmes that integrate health education, foundational skill training, vocational training, and financial literacy are effective in supporting school return for disadvantaged adolescent girls. While results from systematic reviews show that girls clubs can be effective in supporting school retention for disadvantaged girls, there is limited evidence on effectiveness of clubs in supporting school return for disadvantaged girls. The review found very limited evidence on effectiveness of financial and multi-faceted interventions in supporting school return for disadvantaged girls with disabilities.
Accepted: 2022-10-14T10:16:41Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.128 2129771:P5RWXQDL 4869029:SKHUAGD7

Evidence on Inequalities in Rwanda - Orrnert, Anna (2018)
This review identifies and reviews the evidence on inequalities in Rwanda. Undertaken in six days, it draws primarily on national Rwandan datasets and smaller-scale case studies from academic research. This study focuses primarily on quantitative datasets and sources, supplemented by some qualitative research. A related report by Carter (2018) which examines the relationship between inequality, exclusion and poverty in Rwanda, also provides insights from key qualitative studies.The body of evidence around inequality in Rwanda is mixed, both in terms of scope and coverage and quality. It is also characterised by competing narratives about whether or not inequality is declining or not (Behuria and Goodfellow 2016: 3). This reflects, in part, the inherently complex nature of inequality, how it is measured, and different approaches to gathering data. Key findings of the review include: there is limited body of disaggregated data on inequalities in Rwanda (Dawson 2018); commonly used standard indicators to measure poverty and inequality don’t always resonate with experiences of poverty and wellbeing of local communities (including women and historically marginalised people), particularly in rural areas (Dawson 2018); inequality measured by access to basic services such as health, education, water, sanitation and electricity shows improvements over the past two decades; enrolment in primary and secondary education has grown and gender gaps narrowed – in some cases, girls’ enrolment is higher than boys; inequalities in access to the labour market were also identified, with variation across contexts; and other factors that affect economic empowerment include distribution of land and financial assets. This study also identified evidence gap in the need for more detailed disaggregated data and for research that takes into account the heterogeneity of the Rwandan poor, in order to better understand rural poverty and inequality (Ansoms and McKay 2010).
Accepted: 2018-12-17T15:44:16Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:U3DT353D 4869029:UK69A8WM
Keywords: ⛔ No DOI found

Evidence on formative classroom assessment for learning - Browne, Evie (2016)
This light-touch review of literature on classroom assessments (CA) in Sub-Saharan Africa (SSA) and South Asia finds that they are rarely implemented effectively. It is extremely common to find references to CA in policy documents but find that teachers do not use CA in the classroom. Sometimes this is because there is little institutional support for CA, few example materials, and no training, and sometimes this is because teachers do not understand or see the purpose of CA and continue to teach in a top-down manner. Most schooling systems in developing countries have a crippling emphasis on summative exams, and teachers often end up ‘teaching to the test’ whether they want to or not. Parental pressure plays some part in teaching styles, as teachers are under pressure to show parents that they are preparing their children to pass important exams which open the door to the next level of education. Teacher training chronically underprepares teachers for CA; in some cases not giving any training and in others only explaining how to fill in the government-mandated forms. On the other hand, there are examples in the literature of teachers intuitively using CA methods such as questioning, observation and homework, but not naming it as CA.
Accepted: 2017-09-15T15:28:03Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:FR9W3CQK 4869029:BCN3YZRU
Keywords: ⛔ No DOI found

Evidence on efforts to mitigate the negative educational impact of past disease outbreaks - Hallgarten, Joe (2020)
This rapid review focusses on efforts to mitigate the educational impact of previous disease outbreaks, concentrating on school-age learners. It follows two companion papers that reviewed broader secondary effects and attempts to mitigate them (Rohwerder, 2020; Kelly, 2020). It aims to inform the education sector’s responses to the COVID-19 crisis, although there are important differences between previous disease outbreaks and the COVID-19 situation. For instance, unlike Ebola, transmission of COVID-19 is asymptomatic, and the outbreak is global. This review finds a limited range of quantitative evidence on the educational impact of disease outbreaks, and minimal evidence on mitigation measures or their impact. Although several ‘lessons learned’ documents include guidelines and recommendations (and now complemented by many education-focused COVID-responsive blogs), this review finds that these are rarely based on evidence of impact of particular interventions, or on evidence of the impact of different approaches to action, co-ordinations, funding or prioritisation. The review found four particular evidence gaps: First, how distance learning materials can support learners who do not have access to family members with the skills or time to help them. Second, a gap in the use of screen or internet-enabled technologies to support alternative education. Third (and related), a gap in remote teacher training and development during school closures. Finally, the review analysed gender and equity issues but did not find any literature that explored disability. The education in emergencies literature has an emerging evidence base across all four themes within refugee education contexts, but has not yet learnt from or applied this evidence to disease outbreak situations.
KerkoCite.ItemAlsoKnownAs: 2129771:2UNS6L23 2129771:NCXRGPXG 2339240:DQJN5Z7Q
Keywords: ⛔ No DOI found

Evidence on Efforts to Mitigate the Negative Educational Impact of Past Disease Outbreaks - Hallgarten, Joe (2020)
This rapid review focusses on efforts to mitigate the educational impact of previous disease outbreaks, concentrating on school-age learners. It follows two companion papers that reviewed broader secondary effects and attempts to mitigate them (Rohwerder, 2020; Kelly, 2020). It aims to inform the education sector’s responses to the COVID-19 crisis, although there are important differences between previous disease outbreaks and the COVID-19 situation. For instance, unlike Ebola, transmission of COVID-19 is asymptomatic, and the outbreak is global. This review finds a limited range of quantitative evidence on the educational impact of disease outbreaks, and minimal evidence on mitigation measures or their impact. Although several ‘lessons learned’ documents include guidelines and recommendations (and now complemented by many education-focused COVID-responsive blogs), this review finds that these are rarely based on evidence of impact of particular interventions, or on evidence of the impact of different approaches to action, co-ordinations, funding or prioritisation. The review found four particular evidence gaps: First, how distance learning materials can support learners who do not have access to family members with the skills or time to help them. Second, a gap in the use of screen or internet-enabled technologies to support alternative education. Third (and related), a gap in remote teacher training and development during school closures. Finally, the review analysed gender and equity issues but did not find any literature that explored disability. The education in emergencies literature has an emerging evidence base across all four themes within refugee education contexts, but has not yet learnt from or applied this evidence to disease outbreak situations.
Accepted: 2020-04-01T14:55:07Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:JTXU7CPC 4869029:HJXJ9THI
Keywords: ⛔ No DOI found

Evidence on Education as a Driver for Migration - Browne, Evie (2017)
This report synthesises two previous reports on drivers of migration, and focuses on the evidence on education’s role. The previous reports focused on education and migration in fragile and conflict-affected states (FCAS), and youth employment and education in low and middle income countries. The papers presented below reflect these original criteria, but reframe the studies to draw out the evidence on education as a driver. The report outlines the evidence on when and whether education services make a difference to people’s reasons for moving. This report includes rural-urban migration, regional and international migration, and migration away from fragile and conflict-affected states (FCAS). It does not consider migration that is primarily economic, whether regular or irregular.
Accepted: 2017-07-06T10:49:55Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:SEWFWD5G 4869029:VB2QGU7D
Keywords: ⛔ No DOI found

Evidence of open access of scientific publications in Google Scholar: A large-scale analysis - Martín-Martín, Alberto; Costas, Rodrigo; van Leeuwen, Thed; López-Cózar, Emilio Delgado (Journal of Informetrics, 2018)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.joi.2018.06.012 2129771:AX2HRCKF

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

Evidence for digital learning - Haßler, Björn (2016)
EdTechHub.ItemAlsoKnownAs: 2129771:CGECT42V
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Evidence collection - Understanding quality characteristics of EdTech interventions and implementation for disadvantaged pupils - Haßler, Björn (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 10035155 ZenodoArchiveConcept: 10035154 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1024 2129771:2VTH824V
Keywords: _comingsoon; _forthcoming; _r:AddedByMyEducationEvidence

Evidence collection: Effects of climate change and environmental degradation on learning in LMICs - Open Development & Education (2024)

Evidence Collection 4 (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:QFSTKK7G

Evidence Collection 2 (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:M8Z336I7

Evidence collection (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:E6IEA3AF
Keywords: ___duplicate_item

Evidence collection - Haßler, Björn (OpenDevEd, 2023)
ZenodoArchiveID: 7644266 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7644266 ZenodoArchiveConcept: 7644265
Keywords: _comingsoon; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Evidence collection - Haßler, Björn (OpenDevEd, 2023)
ZenodoArchiveID: 8167411 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved. ZenodoArchiveConcept: 8167410
Keywords: _comingsoon; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Evidence collection - Haßler, Björn (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10599317 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1070 ZenodoArchiveConcept: 10599316
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

Evidence collection - Haßler, Björn (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10888389 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1119 ZenodoArchiveConcept: 10888388
Keywords: Internal; _r:AddedByMyEducationEvidence

Evidence-Based Teaching: Effective Teaching Practices in Primary School Classrooms - Molina, Ezequiel; Pushparatnam, Adelle; Rimm-Kaufman, Sara; Wong, Keri Ka-Yee (World Bank, Washington, DC, 2018)

Evidence-based practices and implementation science in special education - Cook, Bryan G.; Odom, Samuel L. (Exceptional children, 2013)
Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 2129771:N3RYREWD
Keywords: ❓ Multiple DOI

Evidence-based policy and other myths. What researchers need to know to influence government. (Impact of Social Sciences, 2020)
Research has an important role to play in the creation of good policy. However, academics often struggle to communicate their research in a language that politicians understand. Naomi Eisenstadt CB…
KerkoCite.ItemAlsoKnownAs: 2129771:9K6BIQRX 2129771:F9TWRXJ4 4502395:YE8QRXNA

Evidence-based Education: The development of a model to use protocols and small-scale aggregated trials to create a prospective cumulative meta-analysis as an evidence base for interventions. - Harrison, Wayne (Durham University, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:HFF7IVU9
Keywords: _C:Australia AUS; _C:Canada CAN; _C:China CHN; _C:Denmark DNK; _C:France FRA; _C:India IND; _C:New Zealand NZL; _C:Norway NOR; _C:Sri Lanka LKA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

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

Evidence-based approaches to improving teachers’ skills, in schools serving poor and marginalised communities - Power, Tom; Hedges, C; McCormick, R; Rahman, S (Commonwealth of Learning (COL), 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:7WRQ3XAW 2129771:GAUBXL6M 2339240:6ETY8HWG 2405685:26U2C9E5 2405685:FV3V5JDR 2405685:U22CW5TA 2534378:3GHKQTE7
Keywords: C:Poor and marginalised communities; _C:Bangladesh BGD; _C:France FRA; _C:India IND; _C:Jordan JOR; _C:Malawi MWI; _C:Sierra Leone SLE; _C:State of Palestine PSE; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Evidence-based answers to questions about trigger warnings for clinically-based distress: A review for teachers - Boysen, Guy A. (Scholarship of Teaching and Learning in Psychology, 2017)
According to the popular press, students have been increasingly demanding warnings before being exposed to potentially distressing classroom material. The validity of these types of trigger warnings has been a topic of vigorous debate. Based on a review of posttraumatic stress disorder (PTSD) research and closely related topics, this article answers questions that teachers might ask about the validity of the scientific assumptions behind trigger warnings and their use in the classroom. External stimuli causing distress is a feature common to many mental disorders, and trauma-based triggers of distress are an essential feature of PTSD. However, development of PTSD after a traumatic experience is relatively rare. Environmental triggers are often difficult to predict, but warnings may reduce distress among people with PTSD by allowing exposure to be controlled. To the extent that trigger warnings allow avoidance of hyperarousal when trying to learn, they should increase students’ classroom performance. However, avoidance of trauma reminders contributes to the persistence of PTSD symptoms. Although clinical research generally supports the notion of trigger warnings as an accommodation for individual students diagnosed with PTSD, the effectiveness of trigger warnings in the classroom is unknown. In addition, trigger warnings may be a legitimate accommodation for students with psychiatric disabilities, but this does not mean that they are relevant to nonclinical issues. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
Place: US Publisher: Educational Publishing Foundation
Keywords: Classroom Management; Distress; Posttraumatic Stress Disorder; Student Attitudes; Teachers; Teaching; Trauma; Warnings

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

Evidence (Teaching at the Right Level, 2020)
Rigorous evidence shows that, when effectively implemented, TaRL improves learning outcomes. Through a series of randomised evaluations, researchers...
Library Catalog: www.teachingattherightlevel.org KerkoCite.ItemAlsoKnownAs: 2129771:II9BUYSQ

Everything You Need to Know about Ridge Vents | AMCO - Yorgason, Andrew (American Roofing Company, 2014)
A ridge vent is low profile vent that follows the entire ridge line of your roof creating fresh air to move through the attic. Check out our blog post for more.

Evaluation Toolkit: Post Evaluation Action Plans (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:X77W7WEG

Evaluation of the vocational education orientation programme (VEOP) at a university in South Africa - Jacobs, L; Wet, C De (The International Review of Research in Open and Distributed Learning, 2013)
To address the training needs of Further Education and Training college (FETC) lecturers, and in the absence of a full professional education qualification, several higher education institutions, FETCs, and other bodies in South Africa formed an alliance to develop a short programme towards a possible future full qualification. In 2010 a Vocational Education Orientation Programme (VEOP) was piloted. In line with the responsibility for quality assurance, and the need to inform further developments in the training of FETC lecturers, the aim of this research was to evaluate the VEOP presented by the University of the Free State (UFS). To reach the stated aim, a two phase evaluative study was undertaken (1) to assess the individual modules, and (2) to holistically investigate the quality of the programme. Two questionnaires were used to gather data. The first set of data was collected at the completion of each of the six modules. For the second phase of the study, 48 lecturer-students were randomly selected more than a year after completion of the VEOP. The study identified a number of strengths and weaknesses of the VEOP. The results emphasise the need to carefully select tutors and train them to have an understanding of the FETC milieu, rethink the methodology employed in the education training of FETC lecturers, and redesign the modules’ contents to better reflect the FETC sector. The need to enhance student support and improve administration is also highlighted by the study. The results of the study may inform the development of a full qualification for FETC lecturers.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v14i4.1568 10/gf623n 2129771:ZEMMK3KE 2317526:MEYCNUIZ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:learning; P:media; Q:distance education; Q:open education; Q:open learning; R:evaluation; T:Ausbildung; T:TVET; publicImportV1

Evaluation of the transformative potential of positive gender socialization in education for peace building - Chinen, Marjorie; Elmeski, Mohammed (Society for Research on Educational Effectiveness, 2016)
American Institutes for Research (AIR) is conducting an impact evaluation of The United Nations Children's Emergency Fund's (UNICEF's) teacher-training program and reinforcing text messages that aim to provide meaningful knowledge regarding the transformative potential of positive gender socialization in education for peace building in the region of Karamoja, Uganda. The impact evaluation assesses the effects of the teacher-training program, with an emphasis on gender socialization, on teachers' knowledge, attitudes, and practices concerned with gender equity, and positive gender socialization. The authors implemented a mixed-methods research design for the impact evaluation, using quantitative and qualitative methods. They compared the outcomes of interest among the teachers who benefit from the program with the outcomes of interest of comparable teachers in different schools who do not benefit from the program. The impact evaluation is based on an eight-month intervention, with baseline data collected in March 2015 and endline data collected in November 2015. One hundred five schools from eight Coordinating Centre Tutors (CCTs) located in the districts of Abim, Kaabong, and Napak are participating in the study, with a third of the schools receiving the training plus reinforcing text messages (the "complete intervention" group), another third receiving the teacher training only (the "limited intervention" group), and the other third not receiving any of the interventions (the control or "business as usual" group). A total of 916 teachers working in the 105 schools at the time of baseline data collection were surveyed. Provided that the various stakeholders respond in the manner anticipated, the trainings–and potentially the active teacher support and engagement delivered using the mobile SMS platform–should lead to a set of initial effects or intermediate outcomes. Tables and figures are appended.
Publication Title: Society for Research on Educational Effectiveness Loc in Archive 1826527485; ED567431 Extra URL: https://www.peace-ed-campaign.org/evaluation-transformative-potential-positive-gender-socialization-education-peacebuilding/ KerkoCite.ItemAlsoKnownAs: 2405685:ZS4NGWQB 2534378:NLJUTVDT 2534378:QEDQMKYP
Keywords: Comparative Analysis; ERIC; Resources in Education (RIE); Educational Practices; Elementary Education; Elementary School Teachers; Foreign Countries; Inservice Teacher Education; Intervention; Mixed Methods Research; Outcome Measures; Peace; Program Effectiveness; Randomized Controlled Trials; Sex Fairness; Socialization; Synchronous Communication; Teacher Attitudes; Teacher Characteristics; Telecommunications; Uganda; __:import:01; __:match:final; __:matched; __:study_id:2097972; ___working_potential_duplicate; __finaldtb

Evaluation of the extent school access programme assisted teachers to acquire ICT skills - Nwajiuba, Chinyere Augusta; Okoro, Kingsley O.; Edikpa, Edith (Asian Journal of Information Technology, 2019)
Evaluation of the Extent School Access Programme Assisted Teachers to Acquire ICT Skills
KerkoCite.ItemAlsoKnownAs: 10.36478/ajit.2019.67.71 10/ggcmnh 2339240:WURRLWAG 2405685:SUTEI49U 2534378:2TFUSAV4 2534378:ENLRRMCY
Keywords: _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Education management; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2426072; __finaldtb

Evaluation of Rural Public Libraries to Address Telemedicine Inequities - DeGuzman, Pamela B.; Siegfried, Zack C.; Leimkuhler, Megan E. (medRxiv, 2020)
Publisher: Cold Spring Harbor Laboratory Press KerkoCite.ItemAlsoKnownAs: 2129771:TUSSACP3
Keywords: _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Evaluation of professional learning communities in TVET: Implications for leadership development and teacher motivation in Ecuador - März, Virginie; Lauwers, Ingrid; Moreno, Oscar; Patiño, Isabel; Frenay, Mariane (Comparative and International Education Society Annual Conference, 2018)
Keywords: ⛔ No DOI found

Evaluation of Physical Aspects of Classroom Environment in Terms of the Humanistic Approach: A Comprehensive Theoretical Framework - Barri, Moatasim A. (Journal of Education and Training Studies, 2020)
Publisher: Redfame publishing KerkoCite.ItemAlsoKnownAs: 10.11114/jets.v8i11.4974 2129771:8Z3C68NM 4682641:T2Y3JY37
Keywords: BE:RELEVANT

Evaluation of outcome-based accounting education and training in selected colleges in West Oromia, Ethiopia - Deresse Mersha Lakew; Mohammed Getahun Musa (Business, Management and Education, 2019)
Purpose: The demand for accountants is increasing from time to time because of the increase in the complexity of the business environment. Higher education institutions are responsible for producing well qualified and ethical accountant required by different organisations. Specifically, Technical and Vocational education and Training (TVET) colleges play a great role in training middle and lower level accountant in Ethiopia. However, academicians, practitioner and employers are raising concern on the excellence and significance of training given in TVET colleges. The objective of this research is to evaluate the education and training in accounting offered by public and private colleges in West Oromia region, Ethiopia. Research Methodology: This study used the cross-sectional survey to obtain the opinion of the trainee, trainers and college deans on how TVET in accounting program is performing about each of the components of CIPP model and identify the knowledge and skill gap as compared to the actual work environment. Both descriptive and inferential statistical tools were used in the analysis. Findings: Examination of the existing TVET in accounting curriculum found that it has a limitation concerning relevance and content. The study further found that there is a lack of sufficient inputs such as an adequate number of qualified trainers, computers and Reference books. Trainers mainly use lecture methods, and there are various problems associated with continuous and summative evaluation. Therefore, it is recommended that the existing curriculum should be revisited, sufficient training inputs should be availed and cooperative training should be strengthened.Research Limitations: This research is based on the respondent’s opinion from a limited part of the country. The nationwide survey is required to conclude at the country level. Practical Implication: the finding and recommendation given in this study can be used in strengthening TVET in accounting education and training in Ethiopia. Originality / Value: Previous studies investigated the challenges of TVET education and training in general terms, and this specific study which focuses on TVET in accounting is the first attempt in Ethiopia.
KerkoCite.ItemAlsoKnownAs: 10.3846/bme.2019.6921 2129771:4BMYDXJS 2129771:5WN55PF8

EVALUATION OF GROUNDWATER POTENTIAL OF CHANCHAGA AREA, MINNA, NORTH-CENTRAL NIGERIA - Akande, Waheed Gbenga; Abdullahi, Idris-Nda; Amadi, Nwanosike Amadi; Abdulfatai, Ibrahim Asema; Alabi, Adekola Amos; Yahaya, Tauheed (2016)
Inadequate potable water supply remains one of the challenges of residents of Minna Metropolis, Niger State, Nigeria owing to the basement complex terrain underlying the area. The rapid increase in population in the area, which is due to its proximity to the nation’s capital city (Abuja) among others, has led to a corresponding increase in the demand for potable water for domestic, irrigational and industrial uses which public water by government could not meet. Consequently, the inhabitants resort to seeking alternative arrangements for water through hand dug wells and surface water sources which are often of uncertain quality. Objectives: Thus, this study investigates the groundwater potential of Chanchaga area, Minna, North-central Nigeria with a view to delineating the suitable aquifer for groundwater development. Material and Methods: The technique employed for this study was Vertical Electrical Sounding (VES) of the Electrical Resistivity (ER) method. A total number of twenty-three (23) Vertical Electrical Sounding (VES) points were investigated using Schlumberger array configuration and the data obtained were analyzed using partial curve matching and computer iteration techniques. The data were interpreted to reveal various geoeletric layers that characterize the area. Results: The results revealed predominantly H-type curve typical of the basement complex system with three geoelectric layers: the top soil, weathered/fractured basement and fresh basement. The apparent resistivity of the first layer ranged from 25 Ωm – 928 Ωm with a corresponding thickness of 0.5 m – 3.1 m, second layer has apparent resistivity values of 8.3 Ωm – 41.3 Ωm with a corresponding thickness of 2.1 m – 33.0 m and the third geoelectric layer has apparent resistivity values ranging from 74 Ωm – 4173.5 Ωm with an infinite thickness. A careful examination and integration of the isopach map with the isoresistivity maps (at 30 and 40 metres depths) indicated that the central and northern parts of the study area have very low to low apparent resistivity values and shallow overburden which is capable of constituting shallow aquifer units. Conclusions: It is concluded that the central and northern parts of the study area have poor to marginal groundwater potential, and this is supported by the occurrences and concentration of fractures which can constitute weathered/fractured aquifers around these regions. It is recommended that water wells be drilled to an effective depth of 40 to 50 m for optimum groundwater yields, and that pumping test be carried out on the drilled wells in order to further determine the aquifer efficiency and productivity in the area.
Accepted: 2021-07-17T12:56:38Z Publisher: America Journal of Innovative Research and Applied Sciences KerkoCite.ItemAlsoKnownAs: 2129771:2KILYXWM 2486141:GDPV2RNB
Keywords: ⛔ No DOI found

Evaluation of DFID Country Programmes: Malawi, 2000-2005 - Barnett, Chris; Chisvo, Munhamo; Kadzamira, Esme; van der Meer, Esther; Paalman, Maria; Risner, Colin (EVSUM EV661. London: Department for International Development. Available at …, 2006)
KerkoCite.ItemAlsoKnownAs: 2129771:I2P66BRV 4752638:5BKQB4NV 4752638:IAHFE2CT 4752638:XF4A23CW 4752638:ZLIM6CFJ
Keywords: _C:Malawi MWI

Evaluation of artisan training in metal silo construction for grain storage in Africa: Impact on uptake, entrepreneurship and income - Ndegwa, M.K.; de Groote, Hugo; Gitonga, Z.M. (International Journal of Educational Development, 2015)
This study assesses the impact of training sheet metal workers in Kenya on their uptake of learned skills and their income. Fifty-eight artisans trained in the construction of metal silos for hermetic grain storage were compared to a random sample of 123 untrained artisans. Results show that two-thirds of the trained artisans were making the silos, half of these in their own workshops and half as employees. The probability of using the skills learned declined with age but increased with previous experience in technical work. The training did not significantly increase the income of employed artisans, but increased the annual income of those who made the silos in their own workshops by KSh315,173 (about US$3,600). The overall impact could be improved by better targeting of trainees, by using apprenticeships as an alternative mode of training, and by encouraging entrepreneurship through business training and provision of credit.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2015.04.012 10/f7q8g8 2129771:5AI7LX8E 2317526:FI7GMN2J
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:artist; P:construction; P:metal; R:evaluation; R:impact; T:Lehrlingsausbildung; T:TVET; T:Training; T:trainee; Z:Adult education; Z:Benefits of education; Z:Employment skills; Z:Engineering education; Z:Intervention evaluation; Z:Vocational education and training; publicImportV1

Evaluation of a ViolencePrevention Programme with Jamaican Primary School Teachers: A Cluster Randomised Trial. - Baker-Henningham, Helen; Scott, Yakeisha; Bowers, Marsha; Francis, Taja (International Journal of Environmental Research and Public Health, 2019)

Evaluation Learning Review for DFID Nigeria - Bolton, Laura (2019)
Eight evaluation and one research report were provided by DFID for this review. The Girls Education Project (GEP III) consists of multiple interventions aiming to provide meaningful and relevant quality basic education for integrated Qur’anic education. Outputs include increasing capacity of teachers, improved governance and improving access and demand. Evaluations on the capacity of teachers to improve learning outcomes did not produce improved learning outcomes. The evaluation of the GEP III found limited impact on the knowledge of trained teachers, curriculum knowledge deteriorated and there was some improvement in teacher’s ability to interpret English was found. It suggests that the use of reading resources could improve teacher’s comprehension skills and using a phonics approach could improve their English. The limited effectiveness of the training is suggested to be related to low initial subject knowledge and pedagogical knowledge, language barriers and the changing class environment. The evaluation concludes that the intervention is highly unlikely to have improved gender sensitive class practice.
Accepted: 2019-07-02T15:47:46Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:ZDNULPD5 4869029:4AWJ88FP
Keywords: ⛔ No DOI found

Evaluation Learning from Experience USAID Evaluation Policy - Ziegler, Jessica (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:M5PS8ZWW
Keywords: ⛔ No DOI found

Evaluation in African contexts: The promises of participatory approaches in theory-based evaluations - Mbava, Nombeko P.; Dahler-Larsen, Peter (African Evaluation Journal, 2019)
Publisher: AOSIS KerkoCite.ItemAlsoKnownAs: 10.4102/aej.v7i1.383 2129771:A7LTZGYC
Keywords: __C:filed:1

Evaluating the Implementation Fidelity of Technology Immersion and its Relationship with Student Achievement - Shapley, Kelly S.; Sheehan, Daniel; Maloney, Catherine; Caranikas-Walker, Fanny (The Journal of Technology, Learning and Assessment, 2010)
In a pilot study of the Technology Immersion model, high-need middle schools were “immersed” in technology by providing a laptop for each student and teacher, wireless Internet access, curricular and assessment resources, professional development, and technical and pedagogical support. This article examines the fidelity of model implementation and associations between implementation indicators and student achievement. Results across three years for 21 immersion schools show that the average levels of school support for Technology Immersion and teachers’ Classroom Immersion increased slightly, while the level of Student Access and Use declined. Implementation quality varied across schools and classrooms, with a quarter or less of schools and core-content classrooms reaching substantial implementation. Using hierarchical linear modeling, we found that teacher-level implementation components (Immersion Support, Classroom Immersion) were inconsistent and mostly not statistically significant predictors of student achievement, whereas students’ use of laptops outside of school for homework and learning games was the strongest implementation mediator of achievement.
KerkoCite.ItemAlsoKnownAs: 2129771:NJE58HBR 257089:6MQAKFA5
Keywords: ⛔ No DOI found

Evaluating the impact of teacher professional development: an evidence-based framework - King, Fiona (Professional Development in Education, 2014)
Does teacher professional development make a difference? How do we know? While researchers and policy-makers acknowledge that teacher professional development (PD) needs to be assessed and evaluated, there is often little clarity as to how this can be achieved. Evaluation of teacher PD by schools has been described as the weak link in the PD chain despite it being linked with improved PD experiences and pupil outcomes. A lack of skills and tools to carry out such evaluations may be contributing to this or indeed it may be linked to how PD is conceptualized. This article explores extant literature and models of evaluation revealing gaps in existing evaluation frameworks. Resulting from this a provisional PD evaluation framework was developed for use in a study that set out to formally evaluate the impact of a PD initiative on teachers’ professional learning in five urban primary disadvantaged schools in the Republic of Ireland. Following application within this study, the framework was critiqued and revised. This resulted in a new PD Impact Evaluation Framework that may support teachers, schools, departments and policy-makers to carry out systematic and focused evaluations of teacher PD.
KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2013.823099 10/gfw2mh 2129771:ER4FLQXR 2129771:ZA2PQ6CN 2405685:EUPCICWT 261495:F85CK3N5
Keywords: C:Ireland

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

Evaluating the Impact of 1: 1 Laptops on High School Science Students and Teachers - Crook, Simon Joseph (2016)
00000 EdTechHub.ItemAlsoKnownAs: 2129771:DSTTPVBE
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:Canada CAN; _C:Cuba CUB; _C:Germany DEU; _C:Japan JPN; _C:Jordan JOR; _C:Luxembourg LUX; _C:Singapore SGP; _C:Switzerland CHE; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Evaluating teachers’ professional development initiatives: towards an extended evaluative framework - Merchie, Emmelien; Tuytens, Melissa; Devos, Geert; Vanderlinde, Ruben (Research papers in education, 2018)
ISBN: 0267-1522 Publisher: Taylor & Francis

Evaluating service quality and performance of higher education institutions: a systematic review and a post-COVID-19 outlook - Camilleri, Mark Anthony (International Journal of Quality and Service Sciences, 2021)
Purpose This study aims to present a systematic review on service quality in higher education. It discusses about the latest opportunities and challenges facing higher educational institutions (HEIs) following the outbreak of the coronavirus (COVID-19) pandemic. Design/methodology/approach The study relied on the grounded theory’s inductive reasoning to capture, analyze and synthesize the findings from academic and non-academic sources. The methodology involved a systematic review from Scopus-indexed journals, from intergovernmental and non-governmental policy documents, as well as from university ranking sites and league tables. Findings The comprehensive review suggests that HEIs can use different performance indicators and metrics to evaluate their service quality in terms of their resources, student-centered education, high-impact research and stakeholder engagement. Moreover, this paper sheds light about the impact of an unprecedented COVID-19 on higher education services. Practical implications During the first wave of COVID-19, the delivery of higher educational services migrated from traditional and blended learning approaches to fully virtual and remote course delivery. In the second wave, policy makers imposed a number of preventative measures, including social distancing and hygienic practices, among others, on HEIs. Originality/value This timely contribution has synthesized the findings on service quality and performance management in the higher education context. Furthermore, it investigated the effect of COVID-19 on higher education services. It deliberates on the challenges and responses in the short/medium term and provides a discussion on the way forward. In conclusion, it implies that HEI leaders ought to embrace online teaching models and virtual systems, as they are here to stay in a post-COVID-19 era.
Publisher: Emerald Publishing Limited
Keywords: COVID-19; Education technology; Higher education; Higher education institutions; Higher education performance; Higher education service quality; Performance evaluation; Performance indicators; Service quality; Universities

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

Evaluating Neutral, Preferred and Comfort Range Temperatures and Computing Adaptive Equation for Kano Region - S.M. Ali (ARCHICULTURE, An International Journal that Promotes the Architecture of Human Culture with the Culture of Architecture. A publication of the Department of Architecture, Faculty of Environmental Sciences, 2021)
Place: Nigeria Publisher: University of Jos KerkoCite.ItemAlsoKnownAs: 2129771:7IW98W3K 2129771:9UP4SZ6P 2129771:HE44LB77 2129771:UV2TY3LB 2129771:WHTP6I6Y 2486141:QU7FP9D6 2486141:YCDDHB3J
Keywords: ⛔ No DOI found

Evaluating Indoor Environmental Performance of Laboratories in a Northern Nigerian University - Ali, S.M.; Martinson, D.B.; Al-Maiyah, S. (“Passive and Low Energy Architecture” (PLEA) Conference at Edinburgh, 2017)
Poor environmental comfort in learning spaces can have an impact on the learning capacities of students. It is not unusual to find learning spaces in Nigerian higher institutions in which the indoor environmental qualities do not meet the occupants’ requirements. Despite being in the tropics, where solar radiation is in abundance, Nigerian building industry professionals pay little attention to passive energy utilization. Knowing how buildings perform in the country may appeal to their consciousness in reconsidering this situation. This paper is part of an ongoing study on comfort in higher education facilities involving lecture theatres and laboratories in Bayero University, Kano, Nigeria. Objective and subjective assessments were undertaken during the wet-warm season of August 2016. It reports the assessment conducted on two laboratories, with a view to finding how they perform environmentally in comparison to occupants’ preferences and international comfort standards. Although some of the measured and calculated physical parameters, have not met the thresholds specified by ASHRAE-55 and EN 15251, the respondents expressed their acceptance of the laboratories’ situations subjectively. This is not surprising as these standards are often based on experiments implemented in developed countries, where the severity of the climatic conditions and the culture are dissimilar to sub Saharan Africa.
Publisher: Network for Comfort and Energy Use in Buildings KerkoCite.ItemAlsoKnownAs: 2129771:BDC63GUN 2486141:VKRKNRCA 5072953:I44GNID5 5072953:QD5TXEIW
Keywords: IEQ; Kano; Nigeria; Predicted Mean Vote; Predicted Percentage of Dissatisfied; ⛔ No DOI found

Evaluating Building Performance of Educational Buildings: A case study of Department of Architecture - Ali, S.M.; A, Aisara (Journal of Environmental Studies. (Environ, 2023)
Place: Kano, Nigeria Publisher: Bayero University KerkoCite.ItemAlsoKnownAs: 2129771:FAZ9NIAA 2129771:ZKC7Z9E4 2486141:BG8P9X4T
Keywords: ⛔ No DOI found

Evaluating and improving the quality of education - Part 6: How we inspect. A guide to external evaluation - Government of Uganda (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:V5NC2VCC 2317526:BTCJ68NK
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; National Standards; publicImportV1

Evaluating and enhancing quality in higher education teaching practice: a meta- review - Harrison, Reema; Meyer, Lois; Rawstorne, Patrick; Razee, Husna; Chitkara, Upma; Mears, Steven; Balasooriya, Chinthaka (Studies in Higher Education, 2022)
High-quality teaching is central to the higher education sector. Its pursuit has become heightened with increasing competition across institutions and opportunities to study globally through various modes. This systematic meta-review provides a synthesis of evidence relating to the methods used to assess and enhance the quality of teaching practice within higher education. Key words, synonyms and subject headings were used to search six electronic databases between January 2009 and August 2019. Titles and abstracts of publications were screened and full text articles assessed against the eligibility criteria. Findings were extracted and integrated in a narrative synthesis. Thirteen review articles, revealed that the use of teaching quality: student feedback data, self-assessment tools, peer review of teaching (formative and summative) and the use of teaching portfolios. We report evidence related to the effectiveness of each of these approaches and that a multi-modal approach may be most effective but requires consideration of resourcing.
Publisher: Routledge _eprint: https://doi.org/10.1080/03075079.2020.1730315
Keywords: Teaching quality; higher education; peer review; student evaluation; teaching practice

Evaluación del Impacto de la Plataforma Adaptativa de Matemática en los Resultados de los Aprendizajes - Perera, Marcelo; Aboal, Diego (Centro de Investigaciones Económicas, 2017)
Keywords: ⛔ No DOI found

Etude de cas sur l'intégration des tablettes et du tableau blanc interactif dans un établissement primaire genevois: facteurs d'appropriation chez les enseignants - Dauve-Raeis, Véronique Evelyne Célia (University of Geneva, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:GTCTBUVG
Keywords: _C:Canada CAN; _C:France FRA; _C:Georgia GEO; _C:Portugal PRT; _C:Saudi Arabia SAU; _C:Sweden SWE; _C:Turkey TUR; _C:United States USA; __C:filed:1; __C:scheme:1

ETSSP 2015-2020 - Education & Training Sector Strategic Plan - Government of Botswana (2015)
KerkoCite.ItemAlsoKnownAs: 2129771:MBJNYRR6 2317526:N36I6HE7
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1

Ethics of AI in Education: Towards a Community-Wide Framework - Holmes, Wayne; Porayska-Pomsta, Kaska; Holstein, Ken; Sutherland, Emma; Baker, Toby; Shum, Simon Buckingham; Santos, Olga C.; Rodrigo, Mercedes T.; Cukurova, Mutlu; Bittencourt, Ig Ibert; Koedinger, Kenneth R. (International Journal of Artificial Intelligence in Education, 2022)
While Artificial Intelligence in Education (AIED) research has at its core the desire to support student learning, experience from other AI domains suggest that such ethical intentions are not by themselves sufficient. There is also the need to consider explicitly issues such as fairness, accountability, transparency, bias, autonomy, agency, and inclusion. At a more general level, there is also a need to differentiate between doing ethical things and doing things ethically, to understand and to make pedagogical choices that are ethical, and to account for the ever-present possibility of unintended consequences. However, addressing these and related questions is far from trivial. As a first step towards addressing this critical gap, we invited 60 of the AIED community’s leading researchers to respond to a survey of questions about ethics and the application of AI in educational contexts. In this paper, we first introduce issues around the ethics of AI in education. Next, we summarise the contributions of the 17 respondents, and discuss the complex issues that they raised. Specific outcomes include the recognition that most AIED researchers are not trained to tackle the emerging ethical questions. A well-designed framework for engaging with ethics of AIED that combined a multidisciplinary approach and a set of robust guidelines seems vital in this context.
KerkoCite.ItemAlsoKnownAs: 10.1007/s40593-021-00239-1 4804264:4WF2NSZT 4804264:NLVK84DR
Keywords: Final_citation; anystyle; existing

Ethics, Deaf‐Friendly Research, and Good Practice When Studying Sign Languages - Singleton, Jenny L.; Martin, Amber J.; Morgan, Gary (Research Methods in Sign Language Studies, 2015)
KerkoCite.ItemAlsoKnownAs: 10.1002/9781118346013.ch1 2129771:4WF784C2 503888:6SXCCAP5

Ethical Guidelines for Educational Research, fourth edition - BERA (BERA, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:LGHU5B6B 2486141:6J3EPYKA

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

Ethical Considerations of Conducting Systematic Reviews in Educational Research - Suri, Harsh (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
Ethical considerations of conducting systematic reviews in educational research are not typically discussed explicitly. However, systematic reviews are frequently read and cited in documents that influence educational policy and practice. Hence, ethical issues associated with what and how systematic reviews are produced and used have serious implications. It becomes imperative for systematic reviewers to reflexively engage with a variety of ethical issues associated with potential conflicts of interest and issues of voice and representation. This chapter discusses how systematic reviewers can draw upon the philosophical traditions of consequentialism, deontology or virtue ethics to situate their ethical decision-making.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7_3 2129771:4QHX9CG3 2129771:Q7NBQFZK

Estimation of Thermal Comfort Parameters of Building Occupants Based on Comfort Index, Predicted Mean Vote and Predicted Percent of Dissatisfied People in the North- West Zone of Nigeria - Adekunle, Adebayo; Arowolo T.A; Adeyemi O.A; Kolawole O.A (2020)
Thermal comfort varies significantly between individuals and regions depending on factors such as activity level, clothing, space temperature and relative humidity. This study considers the estimation of thermal comfort parameters such as air temperature, mean radiant temperature, air velocity, emissivity of space, metabolic rates, and heat transfer coefficients to determine comfort index, predicted mean vote, and predicted percent of dissatisfied people. Several equipment were employed to measure thermal comfort parameters indoor of the buildings considered. Results show that Katsina state recorded the least overall comfort index when compared to the remaining states which was attributed to reduced air temperature and relative humidity recorded. Majority of the buildings considered have high mean radiant temperatures and high space diameters which suggests that occupants in this environment are most likely to experience some sort of discomfort especially during summer. Comparing all the thermal comfort of occupants based on Fanger theory, 33.3% felt hot, 26.7% felt warm, 20% felt slightly warm, 13.33% felt slightly cool, 6.7% felt cool, and 0% felt cold which indicates that occupants in this region and Geopolitical zone contend with more of heat than coldness.
KerkoCite.ItemAlsoKnownAs: 10.35629/5252-0205809826 2129771:N6CMPR75 4682641:3YVZT7MI 4682641:7BM443SB
Keywords: BE:LMIC; BE:RELEVANT; ⚠️ Invalid DOI; ⛔ No DOI found

Estimating the impact of women’s education on fertility, child mortality, and empowerment when schooling ain’t learning’ - Kaffenberger, Michelle; Pritchett, Lant; Sandefur, Justin (RISE (Research on Improving Systems of Education) Working Paper, 2018)
Women’s schooling has long been regarded as one of the best investments in development. Using two different cross-nationally comparable data sets which both contain measures of schooling, assessments of literacy, and life outcomes for more than 50 countries, we show the association of women’s education (defined as schooling and the acquisition of literacy) with four life outcomes (fertility, child mortality, empowerment and financial practices) is much larger than the standard estimates of the gains from schooling alone. First, estimates of the association of outcomes with schooling alone cannot distinguish between the association of outcomes with schooling that actually produces increased learning and schooling that does not. Second, typical estimates do not address attenuation bias from measurement error. Using the new data on literacy to partially address these deficiencies, we find that the associations of women’s basic education (completing primary schooling and attaining literacy) with child mortality, fertility, women’s empowerment and the associations of men’s and women’s basic education with positive financial practices are three to five times larger than standard estimates. For instance, our country aggregated OLS estimate of the association of women’s empowerment with primary schooling versus no schooling is 0.15 of a standard deviation of the index, but the estimated association for women with primary schooling and literacy, using IV to correct for attenuation bias, is 0.68, 4.6 times bigger. The paper's findings raise two conceptual points. First, if the causal pathway through which schooling affects life outcomes is, even partially, through learning then estimates of the impact of schooling will underestimate the impact of education. Second, decisions about how to invest to improve life outcomes necessarily depend on estimates of the relative impacts and relative costs of schooling (eg grade completion) versus learning (eg literacy) on life outcomes. The results do share the limitation of all previous observational results that the associations cannot be given causal interpretation and much more work will be needed to be able to make reliable claims about causal pathways.
Keywords: ⛔ No DOI found

Estimating Reading Growth Attributable to Accelerated Reader at One American School in the Caribbean - Foster, David K; Foster, Dean P (Reading Psychology, 2014)
This article provides a statistical analysis of the reading gains observed at one American school in the Caribbean that was using Accelerated Reader. It provides an estimate of the number of hours students needed to read to advance their reading performance an additional year. The authors estimate how much Accelerated Reader contributed to the advancement and determine how many points per grade a student needs to earn to make a year of reading growth. When points are converted to hours of time, the data show that it takes about 800 hours of time each year for students in grade 3 through grade 12 to achieve a year of growth. It is the conclusion then that students who read this much would spend about 9,600 total hours reading during their first 12 years of schooling.
KerkoCite.ItemAlsoKnownAs: 10.1080/02702711.2013.789764 2129771:9PZ9SMF6 2486141:PXKSMQQE
Keywords: _Added to LR; _G:reviewed

Estimating Level of Engagement from Ocular Landmarks - Yücel, Zeynep; Koyama, Serina; Monden, Akito; Sasakura, Mariko (International Journal of Human–Computer Interaction, 2020)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/10447318.2020.1768666 2129771:AXSCFDCB
Keywords: __C:filed:1

Estimates of the impact of COVID-19 on global poverty - Sumner, Andy; Hoy, Chris; Ortiz-Juarez, Eduardo; UNU-WIDER (UNU-WIDER, 2020)
Abstract: In this paper we make estimates of the potential short-term economic impact of COVID-19 on global monetary poverty through contractions in per capita household income or consumption. Our estimates are based on three scenarios: low, medium, and high global contractions of 5, 10, and 20 per cent; we calculate the impact of each of these scenarios on the poverty headcount using the international poverty lines of US$1.90, US$3.20 and US$5.50 per day. Our estimates show that COVID-19 poses a real challenge to the UN Sustainable Development Goal of ending poverty by 2030 because global poverty could increase for the first time since 1990 and, depending on the poverty line, such increase could represent a reversal of approximately a decade in the world’s progress in reducing poverty. In some regions the adverse impacts could result in poverty levels similar to those recorded 30 years ago. Under the most extreme scenario of a 20 per cent income or consumption contraction, the number of people living in poverty could increase by 420–580 million, relative to the latest official recorded figures for 2018.
KerkoCite.ItemAlsoKnownAs: 10.35188/UNU-WIDER/2020/800-9 2129771:7WEDDGRK

Establishment of a VET-system with focus on Further Education: presentation of ideas on the motivation and establishment of a Further Education system, especially in universities in sub-Saharan Africa - Shindi, Alpheas (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:984CL23D 2317526:9CDMM8C3 UA-67F644AB-F6A3-435E-B209-9C76AE2F5F67
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Namibia; CLL:en; publicImportV1; ⛔ No DOI found

Establishing Public-ness in the Network: New Moorings for Development—A Critique of the Concepts of Openness and Open Development - Singh, Parminder Jeet; Gurumurthy, Anita (Open Development: Networked Innovations in International Development, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:MVVQRTLZ 261495:S59JSKC3

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

Essential Elements for Costed Implementation Plans - Johns Hopkins Center for Communication Programs (2019)

Essays in development economics, human capital and external validity - Angrist, N. (University of Oxford, 2020)
This thesis comprises three papers under the overarching theme of external validity – a question of how the effectiveness of interventions or policies translate across contexts. I focus on interventions that aim to improve human capital, specifically health and education, in developing countries. To address the topic of external validity, we need comparable interventions and outcomes as well as identification of causal mechanisms that drive intervention effectiveness across contexts. My three papers contribute to each aspect. Two of my papers focus on constructing and comparing outcomes to measure education and human capital globally. In a third paper, I conduct a large-scale randomized controlled trial of a sex education intervention in Botswana in a third of the country. This trial builds on a prior trial showing a similar intervention reduced teenage pregnancy by 28% in Kenya ten years prior. The study in Botswana provides replicable evidence across contexts, showing reductions in pregnancy of up to 40%. The trial also deepens understanding of the underlying mechanism driving behavior by testing novel dimensions, such as the degree to which the messenger delivering the sex education message matters. I find the messenger makes-or-breaks the intervention: while near-peer educators reduce pregnancy, government teachers have a null effect and appear to induce a teenage rebellion response. This contrast is striking, suggesting that an underexplored dimension on which external validity turns – the messenger – might matter more than dimensions which traditionally get more attention, such as time and geography.

Escaping from the Resource Curse: Evidence from Botswana and the Rest of the World - Iimi, Atsushi (IMF Staff Papers, 2007)
It is commonly accepted that resource-rich economies tend to fail in accelerating growth because of various adverse effects of abundant natural resources, such as Dutch disease and rent seeking. Using the latest cross-country data, this study empirically readdresses the question of whether resource abundance can contribute to growth. It finds that governance determines the extent to which the growth effects of resource wealth can materialize. In developing countries in particular, the quality of regulation, such as the predictability of changes of regulations, and anticorruption policies, such as transparency and accountability in the public sector, are most important for effective natural resource management and growth. The paper also attempts to interpret the theme and results in the context of Botswana, which is endowed with abundant natural resources but has experienced the most remarkable economic performance in the region.

Escaping Capability Traps through Problem Driven Iterative Adaptation (PDIA) - Andrews, Matt; Pritchett, Lant; Woolcock, Michael (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:RTAXRMHH 4502395:6W9W8LIM
Keywords: ___duplicate_item

Erwerbsmigration über die Westbalkanregelung: Hohe Nachfrage und gute Arbeitsmarktintegration - Brücker, Herbert; Falkenhain, Mariella; Fendel, Tanja; Promberger, Markus; Raab, Miriam (IAB-Kurzbericht, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:E2TP8TGV 2486141:XPPDEY7W

Errors in search strategies used in systematic reviews and their effects on information retrieval - Salvador-Oliván, José Antonio; Marco-Cuenca, Gonzalo; Arquero-Avilés, Rosario (Journal of the Medical Library Association : JMLA, 2019)
Objectives Errors in search strategies negatively affect the quality and validity of systematic reviews. The primary objective of this study was to evaluate searches performed in MEDLINE/PubMed to identify errors and determine their effects on information retrieval. Methods A PubMed search was conducted using the systematic review filter to identify articles that were published in January of 2018. Systematic reviews or meta-analyses were selected from a systematic search for literature containing reproducible and explicit search strategies in MEDLINE/PubMed. Data were extracted from these studies related to ten types of errors and to the terms and phrases search modes. Results The study included 137 systematic reviews in which the number of search strategies containing some type of error was very high (92.7%). Errors that affected recall were the most frequent (78.1%), and the most common search errors involved missing terms in both natural language and controlled language and those related to Medical Subject Headings (MeSH) search terms and the non-retrieval of their more specific terms. Conclusions To improve the quality of searches and avoid errors, it is essential to plan the search strategy carefully, which includes consulting the MeSH database to identify the concepts and choose all appropriate terms, both descriptors and synonyms, and combining search techniques in the free-text and controlled-language fields, truncating the terms appropriately to retrieve all their variants.
KerkoCite.ItemAlsoKnownAs: 10.5195/jmla.2019.567 2129771:HC848YKD

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

ERICC Evidence Review in Nigeria_The evidence for improving education in conflict-affected areas of Nigeria and existing gaps - Mishra, A.; Oyinloye, B.; Mkwananzi, F.; Watts, M.; Adesina, Adedoyin; Akogun, O.; S., Salmon- Letelier; M.; Diazgranados Ferrans, S. (2024)
Pages: – 24231040 KerkoCite.ItemAlsoKnownAs: 2129771:EWUGERAJ 2129771:I6M4XK3L 2486141:26DPLWCX

Equity in Secondary Career and Technical Education in the United States: A Theoretical Framework and Systematic Literature Review - Kim, Elisabeth H.; Flack, Clare Buckley; Parham, Katharine; Wohlstetter, Priscilla (Review of Educational Research, 2021)
Career and technical education (CTE) has become increasingly popular in U.S. secondary schools, but equity has not always been a focus of federal legislation or state and local policies and programs. This literature review of trends in CTE research between 1998 and 2019 uses a novel equity framework to examine whether and how secondary CTE programs affect educational equity. A total of 123 sources were reviewed. Findings revealed that CTE research most commonly addresses access and participation, measured by high school graduation rates and GPA. Few studies disaggregate outcome measures by student subgroups to better assess equity. Furthermore, a dearth of large-scale, comparative, and longitudinal research limits generalizability. Most extant research on secondary CTE programs in the United States examines a single state, district, or school. This article identifies promising policies and practices for enhancing equity in CTE conveyed by extant literature and recommends important directions for future research.
Publisher: American Educational Research Association
Keywords: equity; high schools; vocational education

Equity in international research collaborations: evidence from the African Education Research Database - Mitchell, Rafael; Asare, Samuel; Rose, Pauline (Cambridge Global Challenges Annual Conference. https://www. educ. cam. ac …, 2018)
Keywords: ⛔ No DOI found

Equitable learning with ICT: study of an intervention at scale for underserved students in India - Chandran, M.G.; Sarangapani, P. (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:94XX23CS 2534378:RKB8G5HH

Equitable access to health professional training in Uganda: A cross sectional study - Galukande, M.; Maling, S.; Kabakyenga, J.; Nshaho, J.; Oboke, H.; Oonge, B.; Muyenje, H.; Katumba-Sentongo, G.; Mayanja-Kizza, H.; Sewankambo, N. K. (Annals of Global Health, 2018)
© 2018 The Author(s). Objective: We set out to assess inequalities to access health professional education, and the impact of an education improvement program supported by MEPI (Medical Education Partnership Initiative). Inequalities in the higher education system in sub-Saharan Africa remain despite some transformative policies and affirmative action. Methods: We reviewed enrollment data from four universities for the period 2001–2014 for various health professional training programs, and conducted group discussions through an iterative process with selected stakeholders, and including a group of education experts. Two time periods, 2001–2010 and 2011–2014, were considered. In 2010–11, the MEPI education program began. Gender ratios, regional representation, secondary schools, and the number of admissions by university and year were analysed. We used SPSS version 17 software to analyse these data with level of significance p < 0.05. We collated qualitative data along predetermined and emerging themes. Results: The overall male-to-female ratio among the student population was 2.3:1. In total, there were 7,023 admissions, 4,403 between 2001–2010 (440 per annum) and 2,620 between 2011–2014 (655 per annum) with p = 0.018. There were no significant increases in admissions in the central and western regions over the two time periods, 1,708 to 849 and 1,113 to 867 respectively, both p = 0.713 and p = 0.253. We propose improving the university admission criteria and increasing enrollment to health professions training schools. Conclusion: There were significant inequalities for higher education training in Uganda by gender, regional representation and school attended. Modifying the admission criteria and increasing enrollment may reduce these inequalities.
KerkoCite.ItemAlsoKnownAs: 10.29024/aogh.7 10/gd4gt8 2129771:FSHRTJ7F 2317526:K42YI764
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:Improvement; F:access; F:equity; F:gender; F:policy; P:health; P:media; Q:higher education; R:impact; R:iterative; R:qualitative; T:Ausbildung; T:Educação Profissional Técnica de Nível Médio; T:Fortbildung; _C:Uganda UGA; publicImportV1

Equitable access to education - Haßler, Björn (2015)
EdTechHub.ItemAlsoKnownAs: 2129771:XI4F2DAE
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Equal Access to Education: An Evaluation of the Roma Teaching Assistant Program in Serbia - Battaglia, Marianna; Lebedinski, Lara (World Development, 2015)
This paper investigates the effects of a remedial education program – the Roma Teaching Assistant Program – targeting the socially excluded Roma minority in Serbia. By using first-hand collected data, we find evidence that children exposed to the program went more to school. We do not find an effect on dropouts or marks for all grades. An examination of heterogeneous effects suggests that children in the first grade benefited more from the program as compared to their older peers through lower dropouts and better marks. Overall, our results suggest that well-targeted remedial education programs can boost outcomes of low performers.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2015.06.009 2129771:A4J8S5BG 2486141:QJ565MUT
Keywords: _Added to LR; _G:reviewed

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

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

Epistemologies of the South: Justice Against Epistemicide - Santos, Boaventura de Sousa (Routledge, 2014)
This book explores the concept of 'cognitive injustice': the failure to recognise the different ways of knowing by which people across the globe run their lives and provide meaning to their existence. Boaventura de Sousa Santos shows why global social justice is not possible without global cognitive justice. Santos argues that Western domination has profoundly marginalised knowledge and wisdom that had been in existence in the global South. She contends that today it is imperative to recover and valorize the epistemological diversity of the world. Epistemologies of the South outlines a new kind of bottom-up cosmopolitanism, in which conviviality, solidarity and life triumph against the logic of market-ridden greed and individualism.
KerkoCite.ItemAlsoKnownAs: 2129771:5TVA48L4

Epistemic mediation: Video data as filters for the objectification of teaching by teachers - Roth, Wolff-Michael (Video Research in the Learning Sciences, 2007)
Learning science researchers attempting to understand situated human practices traditionally have relied on ethnographic observation and field notes recorded after the events have occurred. However, as Jordan and Henderson articulated in the opening quote, they are faced with the gap between accounts of action and (situated) ac-tions themselves. The problem is heightened when learning science researchers become themselves participants in the setting under study. Thus, a number of learning science researchers-including Magdalene Lampert, Jim Minstrell, David Hammer, and myself-conducted research on cognition and instruction all the while teaching the lessons that are the focus of their studies. Furthermore, an increasing number of teachers continue their formal education and become learning science researchers and teach at elementary and secondary schools. Teacher-researchers are confronted with particular challenges arising from the fact that they are participants in rather than onlookers to the situation to be analyzed and theorized. They are interested rather than disinterested participants, and therefore have something at stake, which harbors particular dangers for the quality of the analyses of learning and instruction in their classrooms that accompany the analytic advantages that derive from their insider role (Roth & Tobin, 2002). Video, as the second quote shows, provides opportunities to teacher-researchers to see themselves and their experiences differently, even pertaining to their own actions. In the second quote, Christina described how watching herself on videotape allowed her notice that she was standing a lot next to the chalkboard even when it was not used during interactions with students. That is, by means of the video, she became aware of her own actions in a different way.
KerkoCite.ItemAlsoKnownAs: 2129771:D4TXLE5U 2405685:MSWLJ5Z6

Epidemiologic and Spatiotemporal Study on Access To Snakebite Care in Northern Nigeria - Halliru, Naziru; Badamasi, Murtala M.; Tudunwada, I.Y.; Dajel, Titus B.; Abubakar, Saidu B.; Hamza, Auwalu S.; Oluwashola, Sandra B.; Nalado, Nasiru K.; Dahiru, Muhammad; Na’abdu, Ibrahim; Saleh, Umar N.; Daiyab, Abdulhakim M.; et al. (Toxin Reviews, 2023)

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

Environmentally Friendly School Infrastructure - Robles, Marina; Näslund-Hadley, Emma; Ramos, María Clara; Paredes, Juan Roberto (2015)
Educational spaces, apart from their functionality and efficient use of natural resources, should be conducive to learning and offer comfort and security to the people entering them. This requires construction and maintenance processes that keep in mind both the occupants and the environmental conditions that surround them.
Publisher: Inter-American Development Bank KerkoCite.ItemAlsoKnownAs: 2129771:U5XG59I8 2486141:I7AI9SR6
Keywords: ⛔ No DOI found

Environmental, Social and Governance Practices for Value Creation in the Commonwealth - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
The concept of ESG is used to effectively assess longer-term environmental, social and governance risks and opportunities for firms. It has gained traction in recent years with the public sector and with international finance institutions. Three key challenges remain to ensure effective ESG sector outcomes and growth. First, the most common criticism of ESG is that it provides opportunities for companies to engage in ‘greenwashing’ – inflating their sustainability credentials while continuing business-as-usual. Second, the application of ESG lacks a clear or standardised definition or assessment methodology. This results in high uncertainty around scoring and impact. Finally, although ESG has been growing in all regions, the maturity of regulatory and policy frameworks is highly unequal.

Environmental Factors that Affect the Academic Performance of Senior High School Students during COVID-19 Pandemic - Ragpala, Eric (International Journal of Social Sciences: Current and Future Research Trends, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:RMIDK8QY 4682641:MQQMTVXV
Keywords: BE:RELEVANT; ⛔ No DOI found

Environmental education outcomes for conservation: A systematic review - Ardoin, Nicole M.; Bowers, Alison W.; Gaillard, Estelle (Biological Conservation, 2020)
Effective environmental education represents more than a unidirectional transfer of information: rather, this suite of tools develops and enhances environmental attitudes, values, and knowledge, as well as builds skills that prepare individuals and communities to collaboratively undertake positive environmental action. Environmental education also facilitates connections between actionable research findings and on-the-ground practices, creating synergistic spaces where stakeholders collaborate to address dynamic environmental issues over time. Because of this commitment to application and iteration, environmental education can result in direct benefits to the environment and address conservation issues concretely. Yet, the path to achieving those tangible impacts can be winding, with robust data documenting changes challenging to produce. To better understand the research-implementation spaces where those environmental education outcomes occur, are measured, and are reported, we undertook a systematic review of research on environmental education's contributions to conservation and environmental quality outcomes. Given the variation in research designs and data, we used a mixed-methods approach to the review; analysis of the 105 resulting studies documented strongly positive environmental education outcomes overall and highlighted productive research-implementation spaces. Chi-square analyses revealed that programs reporting direct outcomes, compared with those reporting indirect outcomes, differed on primary topic addressed. A narrative analysis indicated that environmental education programs documenting direct impacts included: a focus on localized issues or locally relevant dimensions of broader issues; collaboration with scientists, resource managers, and/or community organizations; integrated action elements; and intentional measurement/reporting structures. Those themes suggest program development and documentation ideas as well as further opportunities for productive research-implementation spaces.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.biocon.2019.108224 2129771:QXB53UAF
Keywords: Conservation social sciences; Environmental education; Environmental management; Public engagement; Research-implementation spaces; Systematic review

Entrepreneurship training and skills development in Africa: Evidence from Koforidua Technical University, Ghana - Dzisi, Smile; Odoom, Franklin Dodzi; Gligah, Bernice (International Journal of Economics and Business Research, 2018)
Copyright © 2018 Inderscience Enterprises Ltd. The significant role entrepreneurial training plays in the success of entrepreneurs has been touted in the literature. This paper explores the idea of practical entrepreneurship training and skills development among African students. The primary objective is to establish the extent to which acquisition of practical entrepreneurial training in addition to the students’ course of study is beneficial to them. The findings revealed that practical entrepreneurial training is new to students in Ghana. The few students who are exposed to practical entrepreneurial training have acquired entrepreneurial skills and knowledge, and this enabled them to set up their own businesses. The findings of this study have implications on growth and development of the economies Africa by creating new and innovative jobs to subsequently and significantly decrease unemployment. The study recommends that tertiary institutions should have entrepreneurial centre for practical sessions.
KerkoCite.ItemAlsoKnownAs: 10.1504/ijebr.2018.092154 10/gf62nw 2129771:99834DNJ 2317526:YQJTXMQD
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; AA:Africa; CA:AandC; CCZ:Ghana; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:economy; T:Training; Z:Education; Z:Entrepreneurial skills; Z:Entrepreneurs; Z:Innovation; Z:Practical sessions; Z:Students; Z:Training; _C:Ghana GHA; publicImportV1

Entrepreneurship Education in Sub-Saharan Africa: Results of a Case Study in Senegal - Garcia-Rodriguez, Francisco J; Gil-Soto, Esperanza; Ruiz-Rosa, Ines; Sene, Papa Mamour (2017)
The number of entrepreneurship education programs has grown worldwide in the last two decades. This has helped consolidate a fruitful line of research focusing on measuring the impact that these programs have on participating students' entrepreneurship potential. However, to date, these programs have almost exclusively centered on more developed countries. The present work, on the contrary, analyses the impact of an entrepreneurship promotion program carried out for a period of three years in the socioeconomic and cultural context of a less developed country: Senegal. Specifically, the program was aimed at students on different degree programs at the University of Gaston Berger. Theoretical approaches of effectuation and bricolage were applied and students' enterprise potential was tested ex ante and ex post. The results show that students had a significant improvement in their entrepreneurial potential, thus reflecting the effectiveness of entrepreneurship education in these contexts.
KerkoCite.ItemAlsoKnownAs: 2129771:BLNBLAL2 2317526:RSJYRBT8
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Senegal; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:R; CT:T; D:developing country; D:less developed country; F:Improvement; F:attitude; P:culture; Q:degree; R:case study; R:impact; T:entrepreneurship education; Z:Attitudes; Z:Developing countries–LDCs; Z:Entrepreneurs; Z:Students; publicImportV1; ⛔ No DOI found

Entrepreneurship education in Ghana – the case of the KNUST entrepreneurship clinic - Nyadu-Addo, Ralph; Mensah, Mavis Serwah Benneh (Journal of Small Business and Enterprise Development, 2018)
© 2018, Emerald Publishing Limited. Purpose: Entrepreneurship education thrives on the pillars of experiential education. Using the case of the Kwame Nkrumah University of Science and Technology in Ghana, the purpose of this paper is to examine the entrepreneurship clinic (EC) as a viable pedagogy for the promotion of experiential education in entrepreneurship. Design/methodology/approach: The paper relies on insider action research to analyse, within Joplin’s five-step model, the case of the EC at the Kwame Nkrumah University of Science and Technology (KNUST), Ghana. Findings: The analysis showed that the KNUST clinic comprises five main activities including preparation, orientation, selection and matching, coaching and monitoring and evaluation. In relation to Joplin’s five-step model, the first three stages of the clinic provide focus for the clinic while the remaining two stages – coaching and monitoring and evaluation – entail activities that are geared towards action, support, feedback and debrief. Through the clinic, thousands of tertiary students have been trained in entrepreneurship and new venture creation; some selected participants have been coached while others have had the opportunity to qualify for business incubation. Research limitations/implications: Although the paper discusses some achievements of the clinic in relation to enrolment and fundraising, it does not assess the impact of the clinic on the entrepreneurial competencies, intentions and initiatives of participants, hence, these issues are recommended for future research. Practical implications: The paper demonstrates that it is feasible to implement the EC methodology, irrespective of the cost and time implications that are often associated with experiential educational methodologies. However, support from university management, funding raising from internal and external sources and technical support from industry and government agencies are key to the sustainability of clinics. Originality/value: The paper adds novelty to the entrepreneurship education literature by bringing to the fore how a university in an emerging African economy is implementing and managing the EC pedagogy.
KerkoCite.ItemAlsoKnownAs: 10.1108/jsbed-02-2017-0062 10/gf62p2 2129771:8T5MIJXW 2317526:3JJTGLIK
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:achievement; F:pedagogy; P:economy; P:measurement; P:technology; R:evaluation; R:impact; T:entrepreneurship education; T:trainee; Z:Clinic; Z:Development; Z:Education; Z:Entrepreneurship; Z:Experiential; _C:Ghana GHA; publicImportV1

Entrepreneurial skills in technical vocational education and training as a strategic approach for achieving youth empowerment in Nigeria - Maigida, JF; Saba, TM (International Journal of Humanities and Social Science, 2013)
Entrepreneurial studies are inter-displinary training that focuses on the tools needed to start a new business or vocation. Because Nigeria is fast becoming a predominantly youthful society with high rate of unemployment requires training the youth in entrepreneurial skills in Technical Vocational Education and Training to tackle the unemployment which has reached alarming proportions. This is because the youth represents a tremendous potentials development of human capital which the society cannot afford to neglect. Young people’s situation and future prospects are of vital concern to all. Many youth face high unemployment, joblessness and difficulties in getting a firm foothold into the labour market. These have led to problem of unemployment especially among youth leaving various educational institutions. The youth graduate from school without the needed skills or competencies that would enable them function in today’s emerging society. Therefore, this paper examined how entrepreneurial skills in Technical Vocational Education and Training (TVET) can be used as a strategic approach for achieving youth empowerment in Nigeria.
KerkoCite.ItemAlsoKnownAs: 2129771:Y7937GDQ 2317526:7XMIRUEB UTI-07487CB8-9983-3320-9CBB-FF1466B43253
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:assessment; P:measurement; T:Ausbildung; T:TVET; publicImportV1; ⛔ No DOI found