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

Investigating the Activity Levels of School Quality Assurance Officers in Sierra Leone - Beoku-Betts, Iman; Leh Wi Lan, Leh Wi Lan (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/

Investigating the Activity Levels of School Quality Assurance Officers in Sierra Leone - Beoku-Betts, Iman; Leh Wi Lan (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8392532 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1014 ZenodoArchiveConcept: 8392531
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Investigating the Activity Levels of School Quality Assurance Officers in Sierra Leone - Beoku-Betts, Iman; Leh Wi Lan (EdTech Hub, 2023)
Since the launch of the Free Quality School Education (FQSE) Programme in 2018, the Sierra Leone Ministry of Basic and Senior Secondary Education (MBSSE) has prioritised the use of data for decision-making across several education reform programmes. Part of this vision has been to build systems to measure school quality through School Quality Assurance Officers (SQAOs) using data collection and feedback. This system includes using tools for teacher management, lesson observations, school improvement, and attendance monitoring. This report presents findings from qualitative research conducted in three districts in Sierra Leone. The aim is to provide the MBSSE and other partners with insights to understand the variation in and what is needed to maximise SQAO activity levels, increase principal engagement with digital tools, and support and promote quality visits to schools. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7521375 ZenodoArchiveConcept: 7521374

EdTech Horizon Scan: Blockchain technology in education - Beoku-Betts, Iman; Kaye, Tom (EdTech Hub, 2022)
EdTech Hub horizon scans are publications designed to provoke thinking on a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This EdTech Horizon Scan examines the use of blockchain technology in education. Beginning with an overview of blockchain technology, the scan explains what blockchain technology is and how it works. The next section focuses on how blockchain technology can be used in education. In particular, it looks at the benefits of using blockchain technology for micro-credentialing and ownership of learning credentials, the transfer of credits and smart contracts, storing student credentials, identity verification and intellectual property protection. Section 4 gives a summary of the use of blockchain technology, noting the different challenges that may be associated with adopting blockchain technology into education systems. Section 5, gives real examples of the use of blockchain technology in education and different education institutions. Key words: blockchain; cryptography; data; decentralised database; digitalisation; education; micro-credentialing; smart contracting; student credentials; verification An output of the EdTech Hub, https://edtechhub.org
10.53832/edtechhub.0101

Remote Supervision Options for School Quality Assurance Officers - Beoku-Betts, Iman; Ampofo, Rudolph; Haßler, Björn (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10459329 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1068 ZenodoArchiveConcept: 10459328
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Access to Technology for School Leaders and Teachers in Sierra Leone - Beoku-Betts, Iman (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10459346 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1069 ZenodoArchiveConcept: 10459345
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Teacher Deployment in Sierra Leone: Lessons learnt and moving forward - Beoku-Betts, Iman (EdTech Hub, 2023)
This report provides an overview of the teacher deployment process in Sierra Leone prior to and including 2022. Through interviews with key stakeholders in the Ministry of Basic and Senior Secondary Education (MBSSE) and the Teaching Service Commission (TSC), we look at lessons learnt from the deployment process and next steps for how teacher deployment can be implemented. Although there are a number of volunteer teachers in Sierra Leone, the TSC are aiming to increase the number of qualified teachers on the government payroll as well as retaining teachers in rural areas. It was noted that teachers from rural areas being put on the government payroll and deployed to rural schools are better placed to teach in rural schools than teachers moving from urban to rural areas. Hpwever, it is still challenging to find qualified teachers in these rural areas. The TSC want to look at how they can target teachers to take up rural positions, either through distance learning to gain the right qualifications or working with teacher training institutions (TTIs) to prioritise schools in rural areas for placement. Overall, the TSC want to use data as the basis for decision-making on deploying teachers equitably. Keywords Teacher deployment; teacher training; unqualified teachers; volunteer teachers; rural schools; data for decision-making An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7521062 ZenodoArchiveConcept: 7521061

Measuring menstruation-related absenteeism among adolescents in low-income countries - Benshaul-Tolonen, Anja; Zulaika, Garazi; Sommer, Marni; Phillips-Howard, Penelope A. (The Palgrave handbook of critical menstruation studies, 2020)
Publisher: Palgrave Macmillan, Singapore KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-15-0614-7_52 2129771:4YDEUNNM
Keywords: _yl:b

Sanitary products, absenteeism and psychosocial well-being: Evidence from a three-arm cluster randomized controlled feasibility study in Western Kenya - Benshaul-Tolonen, Anja; Zulaika, Garazi; Nyothach, Elizabeth; Odour, Clifford; Mason, Linda; Obor, David; Alexander, Kelly T.; Laserson, Kayla F.; Phillips-Howard, Penelope A. (Columbia Center for Development Economics and Policy, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:WWME5LQ4
Keywords: ⛔ No DOI found

Period teasing, stigma and knowledge: A survey of adolescent boys and girls in Northern Tanzania - Benshaul-Tolonen, Anja; Aguilar-Gomez, Sandra; Heller Batzer, Naomi; Cai, Rebecca; Nyanza, Elias Charles (PloS one, 2020)
Publisher: Public Library of Science San Francisco, CA USA KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0239914 2129771:PR524GTH
Keywords: _yl:b

Teacher Management in Refugee Settings: Ethiopia. - Bengtsson, Stephanie; Fitzpatrick, Rachael; Hinz, Katja; MacEwen, Leonora; Naylor, Ruth; Riggall, Anna; West, Helen (Education Development Trust, 2020)
ISBN: 1912610035 Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2129771:KJE7FC2F
Keywords: _C:Burkina Faso BFA; _C:Burundi BDI; _C:Chad TCD; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Cuba CUB; _C:Djibouti DJI; _C:Eritrea ERI; _C:Ethiopia ETH; _C:France FRA; _C:Japan JPN; _C:Jordan JOR; _C:Kenya KEN; _C:Korea; Republic KOR; _C:Lebanon LBN; _C:Norway NOR; _C:Rwanda RWA; _C:Somalia SOM; _C:South Sudan SSD; _C:Sudan SDN; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Yemen YEM; __C:filed:1; __C:scheme:1; ⛔ No DOI found

LagunTest: A NLP Based Application to Enhance Reading Comprehension - Bengoetxea, Kepa; Gonzalez-Dios, Itziar; Aguirregoitia, Amaia (Proceedings of the 1st Workshop on Tools and Resources to Empower People with REAding DIfficulties (READI), 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:USC7Z59C
Keywords: _C:Belgium BEL; _C:Catalan Republic XCATA; _C:France FRA; _C:Spain ESP; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Education Finance Watch 2023 - Bend, May; Hu, Yitong; Pan, Yilin; Patrinos, Harry Anthony; Poulsen, Thomas; Rivera-Olvera, Angelica; Tanaka, Nobuyuki; Antoninis, Manos; Murakami, Yuki; Benveniste, Luis (2023)
Publisher: World Bank Group KerkoCite.ItemAlsoKnownAs: 4804264:PKCWD2GS
Keywords: Final_citation; ⛔ No DOI found

Digital Transformation in Higher Education Institutions: A Systematic Literature Review - Benavides, Lina María Castro; Tamayo Arias, Johnny Alexander; Arango Serna, Martín Darío; Branch Bedoya, John William; Burgos, Daniel (Sensors, 2020)
Higher education institutions (HEIs) have been permeated by the technological advancement that the Industrial Revolution 4.0 brings with it, and forces institutions to deal with a digital transformation in all dimensions. Applying the approaches of digital transformation to the HEI domain is an emerging field that has aroused interest during the recent past, as they allow us to describe the complex relationships between actors in a technologically supported education domain. The objective of this paper is to summarize the distinctive characteristics of the digital transformation (DT) implementation process that have taken place in HEIs. The Kitchenham protocol was conducted by authors to answer the research questions and selection criteria to retrieve the eligible papers. Nineteen papers (1980–2019) were identified in the literature as relevant and consequently analyzed in detail. The main findings show that it is indeed an emerging field, none of the found DT in HEI proposals have been developed in a holistic dimension. This situation calls for further research efforts on how HEIs can understand DT and face the current requirements that the fourth industrial revolution forced.
Number: 11 Publisher: Multidisciplinary Digital Publishing Institute
Keywords: digital transformation; digitalization; higher education institution; systematic literature review; university

Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis - Benavides-Varela, Silvia; Zandonella Callegher, Claudio; Fagiolini, Barbara; Leo, Irene; Altoè, Gianmarco; Lucangeli, Daniela (Computers & Education, 2020)
The purpose of this work was to meta-analyze empirical evidence about the effectiveness of digital-based interventions for students with mathematical learning difficulties. Furthermore, we investigated whether the school level of the participants and the software instructional approach were decisive modulated factors. A systematic search of randomized controlled studies published between 2003 and 2019 was conducted. A total of 15 studies with 1073 participants met the study selection criterion. A random effects meta-analysis indicated that digital-based in terventions generally improved mathematical performance (mean ES ¼ 0.55), though there was a significant heterogeneity across studies. There was no evidence that videogames offer additional advantages with respect to digital-based drilling and tutoring approaches. Moreover, effect size was not moderated when interventions were delivered in primary school or in preschool.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.103953 2129771:LM4QWEVI 2486141:X5V4U994 4820891:LNZPX8UL
Keywords: Mathematics; SEND; _Import_to_OpenDevEd_EvLib; learning difficulties

Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis - Benavides-Varela, Silvia; Callegher, Claudio Zandonella; Fagiolini, Barbara; Leo, Irene; Altoè, Gianmarco; Lucangeli, Daniela (Computers & Education, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.103953 4804264:6L4XX3L3
Keywords: Final_citation; cited; existing

COVID-19 and education: restructuring after the pandemic - Bellini, Maria Irene; Pengel, Liset; Potena, Luciano; Segantini, Luca; Group, ESOT COVID-19 Working (Transplant International, 2021)
COVID-19 challenges to keep a valuable educational offer with lockdown measures and social distancing are reviewed. Scientific Societies had to think of new alternatives to maintain meetings with conversion to a virtual format and development of online resources, rapidly available and broadly accessible. Other in person activities as face-to-face clinics have been substituted by telemedicine; the same happened with surgical training in theatre, given the suspension of most of the operations. Finally, the need to share and communicate in a continuous evolving scenario, has impacted negatively the integrity of peer review process, not following the normal procedures to ensure scientific integrity and reproducibility in the earliest phases of the pandemic.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/tri.13788 KerkoCite.ItemAlsoKnownAs: 10.1111/tri.13788 2129771:9PEEZPV5 2129771:XYU7E8M5
Keywords: COVID-19; _genre:LR-literature_review; education; pandemic; telemedicine; webinar

COVID-19: An Accelerated Learning Challenge for Developing & Developed Countries Alike - Bella, Professor Hassan (Sudan Journal of Medical Sciences (SJMS), 2020)
Covid-19 is the fastest evolving and most horrific pandemic in the recent global history. It is perhaps the greatest and most daunting challenge humanity has faced since World War II and could bring on so many sequelae and a ‘recession with no parallel in the recent past’ [1]. The editors of the Sudan Journal of Medical Sciences have commissioned this timely issue of the journal to assess the implications of this unprecedented event on Sudan’s healthcare sector. Researching the literature for the purpose of this editorial, using Google Scholar and other authentic search engines, produced a seemingly infinite number of titles. Never in my career as medical teacher and researcher I have encountered such a vast volume of literature produced on one subject in such a very short time.
KerkoCite.ItemAlsoKnownAs: 10.18502/sjms.v15i5.6880 2129771:EHS6HGCQ 2339240:7ENNWCFG 2486141:YXYXMBFN
Keywords: _AcademicRecoveryOECS

Getting girls back into school: strategies for successfully re-enrolling girls in Ghana and Sierra Leone - Belfield, Sophie; Mathur, Meenu; Caine, Ellie (FCDO - GEC, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:7PSBTMG4 2339240:GMMKRGS8 2405685:79GPUNG4
Keywords: _C:Sierra Leone SLE

COVID-19, Distance Learning and Educational Inequality in Rural Ethiopia. - Belay, Degwale Gebeyehu (Pedagogical Research, 2020)
Publisher: ERIC

Building on Solid Foundations: Prioritizing Universal, Early, Conceptual and Procedural Mastery of Foundational Skills - Belafi, Carmen; Hwa, Yue-Yi; Kaffenberger, MIchelle (Research on Improving Systems of Education (RISE), 2020)
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI_2020/021 2129771:YPURBMKV

Bitcoin price evolution versus energy consumption; trend analysis - Bejan, Crina Anina; Bucerzan, Dominic; Crăciun, Mihaela Daciana (Applied Economics, 2023)
Digital technology developments shape the behaviour, performances, standards of society, organizations and individuals imposing new ways of payments and new forms of money. In this environment in 2008 was developed a new type of currency, namely Bitcoin. Cryptocurrency, as this new form of money has been generically called, puts pressure on the traditional concept of money. Today, the economic value of cryptocurrencies is attested by their circulation and acceptance by user communities for trade. However, establishing this value raises debates in the literature. The research from this paper investigates and analyses if there is a strong enough connectedness between Bitcoin price evolution and energy consumption tendency (for mining), to influence Bitcoin value. Public data from January 2014 to July 2021 is used. An Artificial Neural Network (ANN) was used to study and predict the tendency of Bitcoin price and energy consumption. A comparison between the forecasting trend and the real trend (the evolution of energy consumption and Bitcoin price) was made. The conducted research starts with a quantitative one and ends with a qualitative one (trends). The obtained results show that qualitatively, there is a good correlation between monthly average values of BTC prices and electricity consumption for mining.
Publisher: Routledge _eprint: https://doi.org/10.1080/00036846.2022.2097194
Keywords: Artificial Neural Network (ANN); B23; C53; Cryptocurrency; E37; bitcoin; blockchain; energy consumption

Strengthening Teaching Accountability to Reach All Students - Beg, Sabrin; Fitzpatrick, Anne; Lucas, Adrienne; Tsinigo, Edward (IPA Ghana, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:8NHBI6R4
Keywords: C:Ghana; _C:Ghana GHA; ⛔ No DOI found

The pathway to progress on SDG 4 requires the global education architecture to focus on foundational learning and to hold ourselves accountable for achieving it - Beeharry, Girindre (International Journal of Educational Development, 2021)
Levels of reading comprehension and ability to do basic mathematics are shockingly low among primary-age children in low-income countries, despite the efforts of global education actors. This essay will argue that to make real progress on improving learning, actors in the sector need to prioritize a few key goals – in particular foundational literacy and numeracy – monitor progress to achieve them, and hold ourselves collectively accountable for improving results. Recent efforts such as the World Bank’s Foundational Learning Compact show promise but will require the support and scrutiny of other actors.
Keywords: Foundational learning; Foundational literacy and numeracy; Global education; Global education architecture

How Can Education Systems Structure Virtual Communities of Practice for Teachers Most Effectively? - Bedoya, Guadalupe; Belyakova, Yulia; Cilliers, Jacobus; Deeb, Antoine; Evans, David K; Jeon, Youngkwang; Kelly, Emma (2022)
Keywords: ⛔ No DOI found

Learning by Doing? Reflections on Conducting a Systematic Review in the Field of Educational Technology - Bedenlier, Svenja; Bond, Melissa; Buntins, Katja; Zawacki-Richter, Olaf; Kerres, Michael (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
Drawing on an example of a large systematic review that was conducted on the use of educational technology and student engagement in higher education, we provide practical insights into how we proceeded throughout the review phases. Readers and researchers embarking on a systematic review themselves might find the contents of this chapter useful, in order to better prepare themselves for issues that can arise when undertaking such an endeavour.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7_7 2129771:BN3PRFKA

The Quantum Hi-Tech Dreams Of A Rapping African Education Minister - Beaubien, Jason (NPR, 2021)
MIT grad David Moinina Sengeh is shooting for the moon when it comes to Sierra Leone's future, from schools to health-care to ... space travel. Oh, and he makes music on the side.
Keywords: _C:Sierra Leone SLE

How can education systems rise up to the climate challenge? - Beardmore, Sarah; Martinez, Raphaelle; Tammi, Anna-Maria (Global Partnership for Education, 2022)
The climate crisis adds another layer to the existing learning crisis and calls for building education systems that can prepare for crises, ensure continued access to education during unpredictable times, and prevent and mitigate their negative impacts as much as possible.
KerkoCite.ItemAlsoKnownAs: 2129771:Y9R36QZR 2486141:SW2Y8WPG

Lowering Barriers to Remote Education: Experimental Impacts on Parental Responses and Learning - Beam, Emily; Mukherjee, Priya; Navarro-Sola, Laia (SSRN Electronic Journal, 2022)
We conduct a randomized controlled trial with households of secondary school students in Bangladesh to investigate how parents adjust their investments in response to three educational interventions: an informational campaign about an educational phone application, an internet data subsidy, and oneon-one phone learning support. We find that offering an educational service in a context where other barriers to take-up exist can still trigger parental educational investments by acting as a signal or nudge. These behavioral changes result in lasting learning gains concentrated among richer households, reflecting that the relevant behavior change—increased tutoring investment—is easier for them to implement. In contrast, when interventions do increase take-up, they have the potential to narrow the socioeconomic achievement gap. We observe that increased usage of the targeted educational service limits parental behavioral responses. This implies that learning gains in these cases are directly caused by the potential effectiveness of the services adopted. In our setting, remote one-to-one teacher support improves learning among students from poorer households, whereas receiving the free data package jointly with the app information has no impact on learning.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4234910 4804264:LEHG7KXA
Keywords: Final_citation; cited; existing

Implementation science: What is it and why should I care? - Bauer, Mark S.; Kirchner, JoAnn (Psychiatry research, 2020)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.psychres.2019.04.025 2129771:8IVZLBKW

The Effects of Micro-Reflective Teaching Practices on the Professional Skill Development of Pre-Service Physics Teachers - Batman, Demet; Saka, Ahmet Zeki (The Turkish Online Journal of Educational Technology, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:D3LF4ZFA
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Barriers to online learning in the time of COVID-19: A national survey of medical students in the Philippines - Baticulon, Ronnie E.; Alberto, Nicole Rose I.; Baron, Maria Beatriz C.; Mabulay, Robert Earl C.; Rizada, Lloyd Gabriel T.; Sy, Jinno Jenkin; Tiu, Christl Jan S.; Clarion, Charlie A.; Reyes, John Carlo B. (medRxiv, 2020)
Transgenic mice expressing genetically encoded activity indicators are an attractive means of mapping mesoscopic regional functional cortical connectivity given widespread stable and cell-specific expression compatible with chronic recordings. Cortical functional connectivity was evaluated using wide-field imaging in lightly anesthetized Emx1-creXRosa26-GCaMP3 mice expressing calcium sensor in cortical neurons. Challenges exist because green fluorescence signals overlap with endogenous activity-dependent autofluorescence and are affected by changes in blood volume and oxygenation. Under the conditions used for imaging and analysis (0.1–1 Hz frequency band), autofluorescence and hemodynamic effects contributed 3% and 8% of the SD of spontaneous activity-dependent GCaMP3 fluorescence when signals were recorded through intact bone. To evaluate the accuracy and sensitivity of this approach, the topology of functional connections between somatomotor cortex (primary S1 and secondary S2 somatosensory, and primary motor cortex M1) was estimated. During sequences of spontaneous activity, calcium signals recorded at each location of area S1 were correlated with activity in contralateral area S1, ipsilateral area S2, and bilateral areas M1. Reciprocal results were observed when “seed pixels” were placed in S2 and M1. Coactivation of areas implies functional connections but could also be attributed to both regions receiving common upstream drive. These apparent connections revealed during spontaneous activity coactivation by GCaMP3 were confirmed by intracortical microstimulation but were more difficult to detect using intrinsic signals from reflected red light. We anticipate GCAMP wide-field imaging will enable longitudinal studies during plasticity paradigms or after models of CNS disease, such as stroke, where the weighting within these connectivity maps may be altered.
Publisher: Cold Spring Harbor Laboratory Press KerkoCite.ItemAlsoKnownAs: 10.1101/2020.07.16.20155747 2129771:KXKYVMK5 2405685:GFX8VVRS
Keywords: _COVID_DEAA-List; __C:filed:1

Effectiveness of online learning: a multi-complementary approach research with responses from the COVID-19 pandemic period - Batdı, Veli; Doğan, Yunus; Talan, Tarık (Interactive Learning Environments, 2021)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/10494820.2021.1954035 2129771:Z3EIY9HN

Earthquake and Its Impacts on Education: Aftermath Nepal Quake 2015 - Basnet, Bal Krishna (European Educational Researcher, 2020)
Although earthquakes themselves do not kill people, they highlight the critical importance of physical infrastructure resilience, safety measures and preparedness for natural disasters. Earthquakes are one of several environmental crises that can be categorized as a natural hazard/disaster. This study uses the qualitative method of research. The semi-structured interview with follow up questions among the educational actors like students, head/teachers, officials from the district education office and the local NGO staff working in the field of education before and immediately after the earthquake. The content analyses of curriculum of secondary level and textbooks of grade IX and X as well as field visit/observation were carried out during the study. The result and the conclusion of this study show that following the 2015 earthquake, the preparation of emergency bags helped children and their families gather essential items in a ready-to-go bag specifically designed for disaster situations. Simulation activities in schools helped prepare students for future disasters, and there were also many initiatives to reduce student and teacher trauma following the 2015 quake, including the development of a credited 5-hour teacher professional development (TPD) counselling programme. The inclusion of school disaster risk reduction (DRR) education in the curriculum and textbooks containing information on earthquakes, their cause, effects and preventive measures have now been disseminated in many languages including Nepali and English.
Publisher: The European Educational Researcher KerkoCite.ItemAlsoKnownAs: 10.31757/euer.332 2129771:Y49STNFM
Keywords: Administrator Attitudes; Content Analysis; Counseling Services; Emergency Programs; Faculty Development; Foreign Countries; Futures (of Society); Grade 10; Grade 9; Multilingualism; Natural Disasters; Nongovernmental Organizations; Prevention; Program Descriptions; Resilience (Psychology); Risk; Safety; Secondary School Curriculum; Simulation; Student Attitudes; Teacher Attitudes; Textbooks; Trauma; _C:Bangladesh BGD; _C:Cambodia KHM; _C:Chile CHL; _C:China CHN; _C:Egypt EGY; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Japan JPN; _C:Malaysia MYS; _C:Maldives MDV; _C:Nepal NPL; _C:Norway NOR; _C:Pakistan PAK; _C:Philippines PHL; _C:Sri Lanka LKA; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1

Digital Skills: Frameworks and Programs - Bashir, Sajitha (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:QUSHDUDC 5242966:ZH3KJPQK

Social Media Use Is Linked to Brain Changes in Teens, Research Finds - Barry, Ellen (The New York Times, 2023)
Teens who frequently checked social media showed an increasing sensitivity to peer feedback, although the cause of the changes was not clear.
KerkoCite.ItemAlsoKnownAs: 4804264:JTJ78WVI 4804264:WGTTGI6L
Keywords: Brain; Children and Childhood; Facebook Inc; Final_citation; Instagram Inc; JAMA Pediatrics (Journal); Mental Health and Disorders; Social Media; Teenagers and Adolescence; anystyle; existing; your-feed-health; your-feed-science; ⛔ No DOI found

18. GLOBAL LEARNING ECOLOGIES: LEVERAGING TECHNOLOGIES FOR EQUITY - Barron, Brigid (Education, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:JUAZ49ET

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

Perception of gender in children's voices - Barreda, Santiago; Assmann, Peter F. (The Journal of the Acoustical Society of America, 2021)

Perception of gender in children's voices - Barreda, Santiago; Assmann, Peter F. (The Journal of the Acoustical Society of America, 2021)
Publisher: Acoustical Society of America KerkoCite.ItemAlsoKnownAs: 10.1121/10.0006785 2129771:HI6VSIF4

Effect of Gypsum Board Ceiling on Temperature Reduction in a Room using Finite Element Method - Baroniya, R; Rathore, R; Agrawal, A (2021)
The present study describes the use of the finite element method to determine the effect of the gypsum board ceiling on room temperature. A simulation of air particles coming from air conditioners is carried out in a large room and the simulation is repeated after providing a gypsum board ceiling in the room, to identify its effect on room temperature. A three-dimensional computer-aided design (CAD) model of a large room with three air conditioners was made and the flow behaviour of air particles is analyzed using ANSYS fluent V15 software. The simulation process is done considering both possibilities, one is which room acts as an open system and the air is allowed to flow through the door of the room and the second as a closed system, in which air flows inside the room only. The analysis is also done with the same model after providing a gypsum board ceiling in the room. The difference generated in room temperature due to the gypsum board ceiling is determined. It is a challenging task to provide a ceiling in the CAD model with different thermal properties than the wall surface. It is necessary to understand the effect of these properties of gypsum on heat transfer in the room. The results suggest that by providing a gypsum board ceiling, a temperature reduction of 3-4 °C can be easily achieved. This reduction in temperature provides thermal comfort for the people living in the room. It also reduces the total cost required for air conditioning.
Keywords: ⛔ No DOI found

Suffering in Silence: How COVID-19 School Closures Inhibit the Reporting of Child Maltreatment - Baron, E. Jason; Goldstein, Ezra G.; Wallace, Cullen T. (Social Science Research Network, 2020)
To combat the spread of COVID-19, many primary and secondary schools in the United States canceled classes and moved instruction online. This study examines an unexplored consequence of COVID-19 school closures: the broken link between child maltreatment victims and the number one source of reported maltreatment allegations—school personnel. Using current, county-level data from Florida, we estimate a counterfactual distribution of child maltreatment allegations for March and April 2020, the first two months in which Florida schools closed. While one would expect the financial, mental, and physical stress due to COVID-19 to result in additional child maltreatment cases, we find that the actual number of reported allegations was approximately 15,000 lower (27 percent) than expected for these two months. We leverage a detailed dataset of school district staffing and spending to show that the observed decline in allegations was largely driven by school closures. Finally, we discuss policy implications of our findings for the debate surrounding school reopenings and suggest a number of responses that may mitigate this hidden cost of school closures.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3601399 2129771:VDD4KRU2
Keywords: COVID-19; Child Maltreatment; School Closures

Affordances, challenges, and impact of open pedagogy: examining students’ voices - Baran, Evrim; AlZoubi, Dana (Distance Education, 2020)
Open pedagogy has emerged as an important teaching and learning practice while the current global open education resources movement has developed. The present research addresses the need to develop and conceptualize open pedagogy models in higher education contexts. This case study examined student perspectives on the affordances, challenges, and impact of an open pedagogy approach implemented within the context of three higher education courses. Various renewable assignments were integrated into face-to-face, blended, and online courses. Data sources consisted of reflection reports and semi-structured interviews conducted with 13 student participants. The qualitative analysis revealed six themes that conceptualized student engagement with open pedagogy: content curation, peer feedback, community engagement, development, reflection, and scaffolding. We discuss the impact of these practices on the participating students’ knowledge and awareness of open access and student agency. The results present an open pedagogy in action model with recommendations for future research and practice.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757409
Keywords: higher education; open educational practices (OEP); open educational resources (OER); open pedagogy; renewable assignments

A Case for a Systems Approach to EdTech - Bapna, Akanksha; Nicolai, Susan; Myers, Christina; Pellini, Arnaldo; Sharma, Namrata; Wilson, Sam (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:HXYF3HA4
Keywords: Final_citation; cited; existing

A Case for a Systems Approach to EdTech - Bapna, Akanksha; Nicolai, Susan; Myers, Christina; Pellini, Arnaldo; Sharma, Namrata; Wilson, Sam (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 5651995 previousDOI: 10.5281/zenodo.4604769 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4604769 10.5281/zenodo.5651995 2339240:5JZ4FURY 2339240:5MG5JK99 2339240:8CEUGJ7E 2405685:JMP2BJ2E 2405685:M8P5BVVK 2405685:ST8IBIUV 2405685:UR6CQL9K 2534378:PDNLLG9Y
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted

‘They Give Him a Chance’-Parents’ Perspectives on Disability and Inclusive Primary Education in Uganda - Bannink, Femke; Nalugya, Ruth; van Hove, Geert (International Journal of Disability, Development and Education, 2020)
Publisher: Taylor & Francis

‘Obuntu Bulamu’–Development and Testing of an Indigenous Intervention for Disability Inclusion in Uganda - Bannink Mbazzi, Femke; Nalugya, Ruth; Kawesa, Elizabeth; Nambejja, Harriet; Nizeyimana, Pamela; Ojok, Patrick; Van Hove, Geert; Seeley, Janet (Scandinavian Journal of Disability Research, 2020)
Publisher: Stockholm University Press

How can Sierra Leone’s education response after Ebola help with the COVID-19 response? - Bangay, Colin (The Education and Development Forum (UKFIET), 2020)
This blog is written by Colin Bangay, Senior Education Adviser, Department for International Development (DFID). It aims to look at some practical and sensible lessons from the education response in Sierra Leone during the Ebola outbreak, to help others as they face closures of education systems. This blog was originally published on the Global Partnership […]
KerkoCite.ItemAlsoKnownAs: 2129771:C5HFDS3J 2339240:D5Q8A77B 2405685:PK7UUFGK
Keywords: _C:Sierra Leone SLE

Learning “Loss” and Learning “Gain” in Primary School Years: What Do We Know from India That Can Help Us Think Forward in the COVID-19 Crisis? - Banerji, Rukmini (Research on Improving Systems of Education (RISE), 2020)
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI_2020/019 2129771:EB9NQ45J

Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children - Baloch, Imdad; Kaye, Tom; Koomar, Saalim; McBurnie, Chris (EdTech Hub, 2020)
EdTechHub.Source: 2405685:9TKV7H6E KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3885606 10.5281/zenodo.3885606 10/ghgnfw 2129771:IK97VLY8 2129771:MXTVUGAA 2129771:VAP9K6BW 2339240:2ZVLRPTQ 2339240:7PXTZ2FQ 2339240:ZE9V9N4R 2405685:8IJT433J 2405685:9TKV7H6E 2405685:BBLQFJKE 2405685:Z2VNN7ER
Keywords: Author:OpenDevEd; F: Helpdesk response; L:Out-of-school populations; LP: English; _C:Bangladesh BGD; _C:China CHN; _C:India IND; _C:Kenya KEN; _C:Liberia LBR; _C:Malaysia MYS; _C:Maldives MDV; _C:Mexico MEX; _C:Mongolia MNG; _C:Nepal NPL; _C:Pakistan PAK; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:Sri Lanka LKA; _C:Tanzania TZA; _EdTechHub_Output; _GS:indexed; __C:filed:1; __C:scheme:1; _cover:v1; _r:CopiedFromEvLib; _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Framing Open Educational Practices from a Social Justice Perspective - Bali, Maha; Cronin, Catherine; Jhangiani, Rajiv S. (Journal of Interactive Media in Education, 2020)
OEP (open educational practices), inclusive of open pedagogy, is often understood with respect to the use of OER (open educational resources) but can be conceived with more expansive conceptualisations (see Cronin & McLaren 2018; DeRosa & Jhangiani 2017; Koseoglu & Bozkurt 2018). This article attempts to build on existing OEP research and practice in two ways. First, we provide a typology of OEP, giving examples of practices across a continuum of openness and along three axes: from content-centric to process-centric, teacher-centric to learner-centric, and practices that are primarily for pedagogical purposes to primarily for social justice (Bali 2017). Second, we employ Hodgkinson-Williams and Trotter’s (2018) conceptual framework, which builds on Fraser’s model of social justice, to critically analyse the ways in which the use/impact of OEP might be considered socially just, with a particular focus on expansive, process-centric OEP. We analyze for whom and in which contexts OEP can (i) support social justice along economic, cultural and political dimensions, and (ii) do so in transformative, ameliorative, neutral or even negative ways. We use the typology and framework to analyse specific process-centric forms of OEP including collaborative annotation, Wikipedia editing, open networked courses, Virtually Connecting, public scholarship, and learner-created OER. Analysing specific practices highlights diversity across the axes and subtle differences among them, such as when a particular practice is considered good pedagogy and how it can be modified to be more oriented towards social justice. We discuss limitations of each practice not just from its discourse and design, but also how it works in practice.
Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.565 2129771:7PMYAH2L 2447227:JXX7NQB4
Keywords: Open educational practices; __C:filed:1; open education; open pedagogy; social justice

Breaking Open: Ethics, Epistemology, Equity, and Power - Bali, Maha; Adam, Taskeen; Cronin, Catherine; Friedrich, Christian; Walji, Sukaina; Hendricks, Christina (Open at the Margins, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:LPRUMBAD 2129771:Y3EEKT75
Keywords: Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Care Is Not a Fad: Care Beyond COVID-19 - Bali, Maha (Reflecting Allowed, 2020)
I’ve been thinking recently about how some people who don’t normally focus on care are taking actions that show care. This is great. If you never thought about care in education, but th…
KerkoCite.ItemAlsoKnownAs: 2129771:L6DANBK3 2486141:2BKTFAA6

Enhancement of Productivity Using Chatbots - Balatamoghna, B.; Nagajayanthi, B. (Futuristic Communication and Network Technologies, 2022)

The Factors of Using WhatsApp Application in Education Management in Public University: Conceptual Paper - Balasundran, Komathy; Pandian, Vickneswari; Pandi, Deebamalar (Management Research Journal, 2021)
Keywords: ⛔ No DOI found

How Africa's first heat officer is protecting women in Sierra Leone - Bah, Saidu (BBC Future Planet, 2023)
Africa's first heat officer is helping women keep cool in Sierra Leone's capital Freetown.

Achieving Cost-Effective Instructional Coaching at Scale: Evidence from Senegal - Bagby, Emilie; Swift-Morgan, Jennifer; Niang, Ablaye; Upadhyay, Arjun (Chemonics International, 2022)
KerkoCite.ItemAlsoKnownAs: 4804264:8AGIFNPV 4804264:N5EEDTIJ
Keywords: Final_citation; cited; existing

Pico board for data-logging with power-management and micro-sd storage - Bablok, Bernhard; Haßler, Björn (Open Development & Education, 2023)
Pico board for data-logging with power-management and micro-sd storage
original-date: 2023-05-22T21:54:19Z
Keywords: _r:ImportedToMyEducationEvidence

The Cost-Benefit and Cost-effectiveness of Providing Menstrual Cups and Sanitary Pads to Schoolgirls in Rural Kenya - Babagoli, M.; Benshaul-Tolonen, Anja; Zulaika, Garazi; Nyothach, Elizabeth; Oduor, Clifford; Obor, David; Mason, Linda; Kerubo, Emily; Ngere, Isaac; Laserson, Kayla F. (Columbia Center for Development Economics and Policy, Working Paper, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:NXIZJCGN
Keywords: _yl:a; ⛔ No DOI found

Beyond COVID-19 supernova. Is another education coming? - Azorín, Cecilia (Journal of Professional Capital and Community, 2020)
Purpose This article explores social and educational responses to COVID-19 as seen through the lens of the Spanish education, in which professional capital and community is at the epicenter of the fight against the pandemic. Design/methodology/approach This is a reflective and forward-thinking piece in which educators are presented as first responders to the crisis. The article is structured in four parts. First, the opportunities and barriers that COVID-19 is encountering in 21st-century education are commented on. Second, there is recognition of the need to be connected more than ever; and the vital role of networks. Third, the article discusses the effort to realize the maxim “not to leave anyone behind.” Fourth, the last section summarizes the key points related to the aspects to which education should devote its efforts in the coming months and years in Spain. Findings There is a set of reasons why the Spanish education system is extremely vulnerable to the consequences caused by COVID-19, and these include, among others: the high rates of socioeconomic segregation, of school dropouts and of academic failure; poor culture of networking and collaboration; overcrowded classrooms that hinders quality education; an obsolete curriculum; the consideration of education as a political currency; the need to strengthen bimodal education; and teachers' obligation to update their digital competences. Originality/value The article questions whether another education is possible beyond the pandemic and promotes a deep reflection in this particular context for practitioners and policymakers on which topics more attention could be focused during this time of turmoil.
KerkoCite.ItemAlsoKnownAs: 10.1108/JPCC-05-2020-0019 2129771:RY9FT26V
Keywords: Collective capacity; Community engagement; Educational change; Networks; __C:filed:1

Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates - Azevedo, Joao Pedro; Hasan, Amer; Goldemberg, Diana; Iqbal, Syedah Aroob; Geven, Koen (World Bank, Washington, DC, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9284 2129771:J2X3SBIM
Keywords: ___duplicate_item

Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates - Azevedo, João Pedro; Hasan, Amer; Goldemberg, Diana; Iqbal, Syedah Aroob; Geven, Koen (The World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9284 2129771:4Q7EMJR6 2129771:8M8MV256 2129771:ISL663VZ 2405685:5YLXQ8AN
Keywords: CORONAVIRUS; COVID-19; DROPOUT RATE; LEARNING LOSS; LEARNING OUTCOMES; PANDEMIC IMPACT; SCHOOL CLOSURE; _COVID_DEAA-List; ___duplicate_item

Wie transnationale Ausbildungspartnerschaften in Deutschland vorangebracht werden können - Azahaf, Najim (Bertelsmann Stiftung., 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:MIS5XCEG 2486141:5732XYZQ

The Effects of Authentic Learning Practices on Problem-Solving Skills and Attitude towards Science Courses - Aynas, Naciye; Aslan, Mecit (Journal of Learning for Development, 2021)
This study aims to investigate the effects of authentic learning methods — applied in science courses — on the problem-solving skills and attitudes towards those courses. As a research design, a quasi-experimental design with pre-test and post-test control groups was used in the study. The data of the study were collected from 92 students at the level of 6th grade in Van, Turkey in the 2017-2018 academic year. As data collection tools, the Problem-Solving Skills Test and Science Attitude Scale were used throughout the study. During the data analysis phase, descriptive statistics, one-factor analysis of variance for unrelated samples, t-test for related samples, Kruskal Wallis-H and Wilcoxon Signed Rank Test were used. As a result of the study, it was realised that there was a significant difference between the experimental group and control groups' problem-solving skills total scores in favour of the experimental group. Furthermore, it was ascertained that authentic learning practices improved the problem-solving skills of the experimental group students to a significant extent. In terms of attitude points towards science, it was determined that the post-test scores of the experimental group were significantly higher than the control groups and authentic learning practices had a positive effect on attitude.
Number: 1
Keywords: attitudes towards science courses; authentic learning; authentic task; problem-solving skills; the curriculum of science courses; ⛔ No DOI found

Interventions in LICs and LMICs to improve air quality and/or mitigate its impacts - Avis, William; Bartington, Suzanne (2020)
Keywords: ⛔ No DOI found

The labor market impacts of technological change: From unbridled enthusiasm to qualified optimism to vast uncertainty - Autor, David (National Bureau of Economic Research, 2022)
KerkoCite.ItemAlsoKnownAs: 4804264:VCWNNRKI
Keywords: Final_citation

Nudges to Improve Learning and Gender Parity: Preliminary findings on supporting parent-child educational engagement during Covid-19 using mobile phones - Aurino, Elisabetta; Tsinigo, Edward; Wolf, Sharon (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:JEGTZC6L 4804264:BRI65DQI
Keywords: Final_citation; cited; existing

The Impact of COVID-19 on Student Experiences and Expectations: Evidence from a Survey - Aucejo, Esteban M; French, Jacob F; Araya, Maria Paola Ugalde; Zafar, Basit (National Bureau of Economic Research, 2020)
In order to understand the impact of the COVID-19 pandemic on higher education, we surveyed approximately 1,500 students at one of the largest public institutions in the United States using an instrument designed to recover the causal impact of the pandemic on students' current and expected outcomes. Results show large negative effects across many dimensions. Due to COVID-19: 13% of students have delayed graduation, 40% lost a job, internship, or a job offer, and 29% expect to earn less at age 35. Moreover, these effects have been highly heterogeneous. One quarter of students increased their study time by more than 4 hours per week due to COVID-19, while another quarter decreased their study time by more than 5 hours per week. This heterogeneity often followed existing socioeconomic divides; lower-income students are 55% more likely to have delayed graduation due to COVID-19 than their higher-income peers. Finally, we show that the economic and health related shocks induced by COVID-19 vary systematically by socioeconomic factors and constitute key mediators in explaining the large (and heterogeneous) effects of the pandemic.
Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w27392 2129771:T3PSMFPC

Comprehensive review of solar radiation modeling based on artificial intelligence and optimization techniques: future concerns and considerations - Attar, Nasrin Fathollahzadeh; Sattari, Mohammad Taghi; Prasad, Ramendra; Apaydin, Halit (Clean Technologies and Environmental Policy, 2023)
Keywords: _z:no_pdf

Artificial Intelligence (AI)-enabled remote learning and teaching using Pedagogical Conversational Agents and Learning Analytics - Atif, Amara; Jha, Meena; Richards, Deborah; Bilgin, Ayse A. (Intelligent systems and learning data analytics in online education, 2021)

Bridge or Barrier – Does generative AI contribute to more culturally inclusive higher education and research? - Atanasova, Dimitrinka (Bridge or Barrier – Does generative AI contribute to more culturally inclusive higher education and research?, 2023)
Whilst the ability of generative AI to produce text in English has been widely covered, the implications of its ability to translate and act as a cultural broker into English have received less att…
KerkoCite.ItemAlsoKnownAs: 2129771:758BHNAF 2405685:6SRCZ3LI 2486141:TJRDQHQD

Improving Literacy Outcomes for Disadvantaged Girls Through Empowerment: The Case of Siyani Sahelian Programme in Pakistan - Aslam, Monazza; Cashman, Laura; Hamid, Moaaz; Rawal, Shenila; Jamil, Baela Raza; Sabates, Ricardo; Saeed, Saba (Poverty Impacts on Literacy Education, 2022)
Literacy acquisition is important for the formation of higher order skills, further engagement with written forms of knowledge, and deeper participation in society. Yet not all children have the opportunity to acquire literacy skills in their own mother tongue to allow them to continue to advance to...
ISBN: 9781799887300 Pages: 149-164 Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-7998-8730-0.ch008 2129771:XLPT2QR3

Reimagine Tech-Inclusive Education: Evidence, Practices, and Road Map - Asian Development Bank (Asian Development Bank, 2023)
Edition: 0 ISBN: 9789292701864 9789292701857 KerkoCite.ItemAlsoKnownAs: 10.22617/TCS230233 4804264:4IZE3MIX
Keywords: Final_citation

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

Negotiating a Better Future: How Interpersonal Skills Facilitate Intergenerational Investment* - Ashraf, Nava; Bau, Natalie; Low, Corinne; McGinn, Kathleen (The Quarterly Journal of Economics, 2020)
Abstract Using a randomized controlled trial, we study whether a negotiation skills training can improve girls’ educational outcomes in a low-resource environment. We find that a negotiation training given to eighth-grade Zambian girls significantly improved educational outcomes over the next three years, and these effects did not fade out. To better understand mechanisms, we estimate the effects of two alternative treatments. Negotiation had much stronger effects than an informational treatment, which had no effect. A treatment designed to have more traditional girls’ empowerment effects had directionally positive but insignificant educational effects. Relative to this treatment, negotiation increased enrollment in higher-quality schooling and had larger effects for high-ability girls. These findings are consistent with a model in which negotiation allows girls to resolve incomplete contracting problems with their parents, yielding increased educational investment for those who experience sufficiently high returns. We provide evidence for this channel through a lab-in-the-field game and follow-up survey with girls and their guardians.
KerkoCite.ItemAlsoKnownAs: 10.1093/qje/qjz039 2129771:83GHHZII

Refugee Education: A Rapid Evidence Review - Ashlee, Amy; Clericetti, Giulia; Mitchell, Joel (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:ZV8ZMLUC
Keywords: Final_citation; cited; existing

Refugee Education: A Rapid Evidence Review - Ashlee, Amy; Clericetti, Giulia; Mitchell, Joel (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:NPUR835S

Refugee Education: A Rapid Evidence Review - Ashlee, Amy; Clericetti, Giulia; Mitchell, Joel (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) for education of refugees in low- and middle-income countries (LMICs). The RER has been produced in response to the widespread global shutdown of schools resulting from the outbreak of Covid-19. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations caused by Covid-19. In the current global context, lessons learnt from the use of EdTech in refugee contexts — in which education is often significantly disrupted and education systems and responses are required to rapidly adapt — are salient.
ZenodoArchiveID: 4557019 PreviousDOI: 10.5281/zenodo.4477154 PreviousShortDOI: 10/ghgnf2 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3901521 10.5281/zenodo.4557019 10/ghgnf2 2129771:TZMJAIPU 2339240:3KCTC7UA 2339240:5B7T9LEG 2339240:K45TP2GI 2339240:NNZ9DD54 2339240:SIV6ZELZ 2339240:W3ALIEA9 2405685:397HVPFN 2405685:4M9GTG8I 2405685:5AWZGNCG 2405685:E56IKGK2 2405685:E6DMTNLL 2405685:TXGBLY4U 2405685:UUNEJ7FS 2405685:W9JLL7JV
Keywords: L:Refugees and migrants; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _P:Evidence review VCMFM9ZD; _cover:v3; _zenodo:submitted; _zenodoETH

Funding for African education research–What do we know from the African Education Research Database? - Asare, Samuel; Mitchell, Rafael; Rose, Pauline (2021)
Keywords: ⛔ No DOI found

How Accessible are Journal Articles on Education Written by Sub-Saharan Africa-based Researchers? - Asare, Samuel; Mitchell, Rafael; Rose, Pauline (Development and Change, 2021)
Publisher: Wiley Online Library

How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa - Asare, Samuel; Mitchell, Rafael; Rose, Pauline (Compare: A Journal of Comparative and International Education, 2020)
Publisher: Taylor & Francis
Keywords: ⛔ No DOI found

Remote-learning, Time-Use, and Mental Health of Ecuadorian High-School Students during the COVID-19 Quarantine - Asanov, Igor; Flores, Francisco; McKenzie, David; Mensmann, Mona; Schulte, Mathis (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:SZ37A924 2129771:YWX557QC 2405685:CDEGBD9S
Keywords: _COVID-Continuity-Blogpost-01; _COVID_DEAA-List

Leveraging ICT for the Learning Recovery and Acceleration in Bangladesh - Asaduzzaman, T. M.; Geven, Koen Martijn; Oza, Shardul Kinnaresh; Kano, Tsuyoshi Yoshi; Shams, Farzana; Roy, Suparna; Bashir, Amreen; Zubairi, Asma (2023)
Publisher: World Bank Group
Keywords: ⛔ No DOI found

COVID-19, Schooling and Learning - Asadullah, Niaz (BRAC, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:32DHU5RL 2129771:DL2YWCN7 2405685:FFYLQH5J 2129771:DL2YWCN7 2486141:2YK7NXY7 2129771:DL2YWCN7
Keywords: _COVID-Continuity-Blogpost-01; _COVID_DEAA-List; ⛔ No DOI found

Toward Successful Development Policies: Insights from Research in Development Economics - Artuc, Erhan; Cull, Robert; Dasgupta, Susmita; Fattal, Roberto; Filmer, Deon; Gine, Xavier; Jacoby, Hanan; Jolliffe, Dean; Kee, Hiau Looi; Klapper, Leora; Kraay, Aart; Loayza, Norman; et al. (World Bank, 2020)
What major insights have emerged from development economics in the past decade, and how do they matter for the World Bank? This challenging question was recently posed by World Bank Group President David Malpass to the staff of the Development Research Group. This paper assembles a set of 13 short, nontechnical briefing notes prepared in response to this request, summarizing a selection of major insights in development economics in the past decade. The notes synthesize evidence from recent research on how policies should be designed, implemented, and evaluated, and provide illustrations of what works and what does not in selected policy areas.
Accepted: 2020-02-06T16:11:58Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9133 4804264:YN4TTP6L
Keywords: Agricultural Economics; Development Economics; Development Policy; Economic Growth; Education; Environmental Economics; Final_citation; Financial Economics; Health; International Economics; Macroeconomics; Monetary Economics; Natural Resource Economics; Public Economics; Welfare; cited; existing

A Critical Analysis of the What3Words Geocoding Algorithm - Arthur, Rudy (arXiv.org, 2023)
What3Words is a geocoding application that uses triples of words instead of alphanumeric coordinates to identify locations. What3Words has grown rapidly in popularity over the past few years and is used in logistical applications worldwide, including by emergency services. What3Words has also attracted criticism for being less reliable than claimed, in particular that the chance of confusing one address with another is high. This paper investigates these claims and shows that the What3Words algorithm for assigning addresses to grid boxes creates many pairs of confusable addresses, some of which are quite close together. The implications of this for the use of What3Words in critical or emergency situations is discussed.

Design-Based Research - Armstrong, Matthew; Dopp, Cade; Welsh, Jesse (The Students' Guide to Learning Design and Research, 2020)
Publisher: EdTech Books KerkoCite.ItemAlsoKnownAs: 2129771:EFJ83JEY 4426965:PBATD9GG
Keywords: ⛔ 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

Early childhood environmental education: A systematic review of the research literature - Ardoin, Nicole M.; Bowers, Alison W. (Educational Research Review, 2020)
Environmental education focused on the early-childhood years is experiencing dynamic growth in research and practice due to persistent environmental challenges coupled with burgeoning interest in the documented benefits of nature-rich experiences for infants and children. To better understand the landscape of early childhood environmental education (ECEE) pedagogical practices and expected outcomes, we undertook a systematic review of empirical studies of ECEE programs. Focusing on a 25-year span, we surfaced 66 studies that met our inclusion criteria. We found that participants in such programs spanned the early-childhood age range (birth through age eight) with the majority involving three- to six-year-olds in teacher-led, formal (school-like) programs. The primary outcomes documented in our sample studies included environmental literacy development, cognitive development, and social and emotional development. To a lesser extent, the studies addressed physical development and language and literacy development. On balance, our sample of ECEE studies reported strongly positive findings associated with the aforementioned outcomes. The majority emphasized the effectiveness of play-based, nature-rich pedagogical approaches that incorporated movement and social interaction. We include a visualization that synthesizes cross-sample findings with the intention of assisting ECEE practitioners in developing, implementing, and evaluating programs as well as encouraging researchers to further study elements, processes, and theoretical assumptions inherent in them.
Keywords: Early childhood; Environmental education; Forest schools; Nature preschools; Systematic reviews

Deep Learning and Machine Learning in Hydrological Processes Climate Change and Earth Systems a Systematic Review - Ardabili, Sina; Mosavi, Amir; Dehghani, Majid; Várkonyi-Kóczy, Annamária R. (Engineering for Sustainable Future, 2020)
Series Title: Lecture Notes in Networks and Systems

Transforming the financing of education at the mid-point of the sustainable development goals - Archer, David (International Journal of Educational Development, 2023)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2023.102931 4804264:TWTXRK69
Keywords: Final_citation

Augmented Education in the Global Age: Artificial Intelligence and the Future of Learning and Work - Araya, Daniel; Marber, Peter (Taylor & Francis, 2023)
Augmented Education in the Global Age: Artificial Intelligence and the Future of Learning and Work is an edited collection that explores the social impact of Artificial Intelligence over the coming decades, specifically how this emerging technology will transform and disrupt our contemporary institutions. Chapters in this book discuss the history of technological revolutions and consider the anxieties and social challenges of lost occupations, as well as the evolution of new industries overlapping robotics, biotechnology, space exploration, and clean energy. Chapter authors unpack the nature of augmented education, from revamping curriculum and personalizing education, to redesigning workplace learning for an algorithmic era. Ultimately the book discusses policy and planning for an augmented future, arguing that work and learning are undergoing a metamorphosis around creativity and innovation amid a new global era and the race against automating technologies. Bringing together expert perspectives from around the world, this exciting, informative collection of research and analysis helps educators, policymakers and analysts navigate the future of work and learning amid rapid and accelerating technological change.
Accepted: 2023-03-08T12:37:34Z KerkoCite.ItemAlsoKnownAs: 10.4324/9781003230762 2486141:TUEKXX36
Keywords: Artificial Intelligence and the Future of Learning and Work; Augmented Education in the Global Age; Daniel Araya; Education; Education administration; Education policy; Peter Marber; bic Book Industry Communication::J Society & social sciences::JH Sociology & anthropology::JHB Sociology; bic Book Industry Communication::J Society & social sciences::JN Education::JNF Educational strategies & policy; bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education; bic Book Industry Communication::J Society & social sciences::JN Education::JNV Educational equipment & technology; computer-aided learning (CAL); computers and technology; education reform

COVID-19 Nonprofit Resources - April 10; email, 2020 jQuery ready{ jQuery on{ e preventDefault; return false; }); }); Share share on twitter share on facebook share on linkedin share on (Hewlett Foundation, 2020)
We are compiling resources that may be helpful to our nonprofit partners during this difficult time. Below are links to a selection of COVID-19 resources and curated sites. We will update this list as new information becomes available.

Digitalisierung beruflicher Lern- und Arbeitsprozesse. Impulse aus der Bauwirtschaft und anderen gewerblich-technischen Sektoren - Appenrodt, Jan; Becker, Matthias; Böttcher, Sven; Bozkurt, Askim; Dettmann, Kai; Diekmann, Susanne; Dziumbla, Uwe; Ebert, Wolfgang; Falk, Roland; Freytag, Nora-Fabienne; Ganz, Kerstin; Goos, Ulrich; et al. (2022)
The anthology presents current approaches to digitally supported professional learning. The articles provide insights into the dynamic development of the interfaces between gainful employment and vocational training and further education in the context of digitization of work and learning aids. The volume is thus connected to the publication “Berufsbildung am Bau digital” (edited by Bernd Mahrin and Johannes Meyser), which was published in 2019 by the University Press of the Technische Universität Berlin. The first chapter discusses fundamental didactic questions about digitally supported learning and working, including the framework conditions. The second chapter picks contributions on capacity development, standards, and digital tools out as central themes. The third chapter is dedicated to concrete specific solutions with strong practical relevance and high transfer potential for digitized work and learning in the construction sector and in the metal sector. The final fourth chapter presents comprehensive and freely accessible online offers such as a media pool for educational purposes, a learning media database and a hybrid learning system with a virtual 3D building model. The book was created as part of the DigiBAU project - digital vocational learning and working in the field of construction - funded by the German Federal Ministry of Education and Research and the European Social Fund. (DIPF/Orig.)
Publisher: Universitätsverlag der TU Berlin KerkoCite.ItemAlsoKnownAs: 10.25656/01:24378 2129771:IL42MZY2 2129771:PKHZIKCP
Keywords: 370 Education; 370 Erziehung; Schul- und Bildungswesen; Arbeitsprozess; Bauberuf; Bauingenieur; Bautechnik; Bauwirtschaft; Berufliche Fortbildung; Berufsausbildung; Berufsbildung; Berufsbildungszentrum; Career centers; Construction technique; Continuing education; Continuing training; Digitale Medien; Digitalisierung; Digitalization; E-Learning; E-learning; Fachdidaktik; Further education; Gewerblich-technischer Beruf; Holzbau; Learning by playing; Learning process; Lehr-Lern-Prozess; Lernprozess; Media didactics; Mediendidaktik; Metallberuf; Occupation in a trade or technical field; Occupation in the field of construction; Occupational training; On line; Online service; Online-Angebot; Professional training; Specialized didactics; Spielerisches Lernen; Subject didactics; Teaching post; Teaching profession; Teaching-learning process; Virtual learning; Vocational Education; Vocational education and training; Vocational training; Weiterbildung; Working process; auto_merged; Überbetriebliche Ausbildung

Challenges and opportunities for climate change education (CCE) in East Africa: A critical review - Apollo, Abigael; Mbah, Marcellus Forh (Climate, 2021)
It is undoubtedly clear that climate change is happening, and its adverse impacts could reverse the progress made toward meeting sustainable development goals. The global crisis poses one of the most severe challenges to reducing poverty and existing inequalities, especially in developing countries that are projected to be highly vulnerable to climate variability. However, the education sector provides an untapped opportunity for successful climate change adaptation and mitigation through knowledge and skill acquisitions, and consequently, positive behavioral change. Specifically, education can capacitate individuals and communities to make informed decisions and take practical actions for climate-resilient sustainable development. This study is focused on East Africa, a region whose economy heavily relies on climate-dependent activities. At present, East African governments are already embedding climate change in their school curriculum. However, they lack coherent approaches to leverage climate change education as a tool in their adaptation and mitigation strategies. Therefore, this review explores some of the critical barriers to climate change education and possible opportunities for leveraging learning to promote sustainable development in East Africa.
Publisher: MDPI openalex: W3166039787 KerkoCite.ItemAlsoKnownAs: 10.3390/cli9060093 2129771:4MR5RCYQ 5072953:4DQCFNDM
Keywords: _z:class:countries; _z:class:themes; oa:keyword:climate change; oa:keyword:climate change education; oa:topic:T10439 Adaptation to Climate Change in Agriculture; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; oa:topic:T11336 Indoor Air Pollution in Developing Countries; openalex:n:1; openalex:yes

Computational literature reviews: method, algorithms, and roadmap - Antons, D.; Breidbach, C.F.; Joshi, A.M. (Organizational Research Methods, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:L7W99F45 2129771:UI7VZAER 2405685:4JL8RZ7H 2486141:R52FLCHH
Keywords: _Added-ailr-2024; ⛔ No DOI found

Continuing Professional Development (CPD) of Teacher Educators (TEs) within the ecological environment of the island territories of the Organisation of Eastern Caribbean States (OECS) - Antonio, Desiree (University of Liverpool, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:EJX99TXJ

How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions Using the New Learning-Adjusted Years of Schooling Metric - Angrist, Noam; Evans, David K; Filmer, Deon; Glennerster, Rachel; Rogers, F Halsey; Sabarwal, Shwetlena (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:F6N3XLU2 2129771:TKEL6R3I 2129771:TUR7B4UV 2486141:G6IZFHK7
Keywords: ___duplicate_item; ⛔ No DOI found

How to improve education outcomes most efficiently? A Comparison of 150 interventions using the new Learning-Adjusted Years of Schooling metric - Angrist, Noam; Evans, David K.; Filmer, Deon; Glennerster, Rachel; Rogers, F. Halsey; Sabarwal, Shwetlena (2020)
Publisher: World Bank, Washington, DC KerkoCite.ItemAlsoKnownAs: 2129771:2QM62K8E
Keywords: ___duplicate_item

How to improve education outcomes most efficiently? A comparison of 150 interventions using the new Learning-Adjusted Years of Schooling metric - Angrist, Noam; Evans, David K.; Filmer, Deon; Glennerster, Rachel; Rogers, F. Halsey; Sabarwal, Shwetlena (The World Bank, 2020)
Many low- and middle-income countries lag far behind high-income countries in educational access and student learning. Limited resources mean that policymakers must make tough choices about which investments to make to improve education. Although hundreds of education interventions have been rigorously evaluated, making comparisons between the results is challenging. Some studies report changes in years of schooling; others report changes in learning. Standard deviations, the metric typically used to report learning gains, measure gains relative to a local distribution of test scores. This metric makes it hard to judge if the gain is worth the cost in absolute terms. This paper proposes using learning-adjusted years of schooling (LAYS)—which combines access and quality and compares gains to an absolute, cross-country standard—as a new metric for reporting gains from education interventions. The paper applies LAYS to compare the effectiveness (and cost-effectiveness, where cost is available) of interventions from 150 impact evaluations across 46 countries. The results show that some of the most cost-effective programs deliver the equivalent of three additional years of high-quality schooling (that is, schooling at quality comparable to the highest-performing education systems) for just $100 per child—compared with zero years for other classes of interventions.
Extra URL: http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9450 KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2405685:PJMJJZIG 2534378:RYREI3A2
Keywords: ___working_potential_duplicate

How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions using the New Learning-Adjusted Years of Schooling Metric - Angrist, Noam; Evans, David K.; Filmer, Deon; Glennerster, Rachel; Rogers, F. Halsey; Sabarwal, Shwetlena (The World Bank, 2020)

Building back better to avert a learning catastrophe: Estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery - Angrist, Noam; de Barros, Andreas; Bhula, Radhika; Chakera, Shiraz; Cummiskey, Chris; DeStefano, Joseph; Floretta, John; Kaffenberger, Michelle; Piper, Benjamin; Stern, Jonathan (International Journal of Educational Development, 2021)
We model learning losses due to the COVID-19 pandemic and the potential for cost-effective strategies to build back better. Data from Early Grade Reading Assessments in Ethiopia, Kenya, Liberia, Tanzania, and Uganda suggest half to over a year’s worth of learning loss. In modeling losses over time, we found that learning deficits for a child in grade 3 could lead to 2.8 years of lost learning by grade 10. While COVID-19 has stymied learning, bold, learning-focused reform consistent with the literature reviewed in this paper—specifically reform on targeted instruction and structured pedagogy—could improve learning even beyond pre-COVID-19 levels.
KerkoCite.ItemAlsoKnownAs: 2129771:2XDI3FGY 2129771:STJ6QKNQ 2129771:WVS47RMH
Keywords: COVID-19; Education; Foundational skills; Learning loss; Recovery

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

School’s Out: Experimental Evidence on Limiting Learning Loss Using “Low-Tech” in a Pandemic - Angrist, Noam; Bergman, Peter; Matsheng, Moitshepi (National Bureau of Economic Research, 2020)
Schools closed extensively during the COVID-19 pandemic and occur in other settings, such as teacher strikes and natural disasters. This paper provides some of the first experimental evidence on strategies to minimize learning loss when schools close. We run a randomized trial of low-technology interventions – SMS messages and phone calls – with parents to support their child. The combined treatment cost-effectively improves learning by 0.12 standard deviations. 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 as partial educational substitutes when schooling is disrupted.

Practical lessons for phone-based assessments of learning - Angrist, Noam; Bergman, Peter; Evans, David K.; Hares, Susannah; Jukes, Matthew C. H.; Letsomo, Thato (BMJ Global Health, 2020)
School closures affecting more than 1.5 billion children are designed to prevent the spread of current public health risks from the COVID-19 pandemic, but they simultaneously introduce new short-term and long-term health risks through lost education. Measuring these effects in real time is critical to inform effective public health responses, and remote phone-based approaches are one of the only viable options with extreme social distancing in place. However, both the health and education literature are sparse on guidance for phone-based assessments. In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary practical lessons to guide researchers and service providers as they try phone-based learning assessments. We provide preliminary evidence that phone-based assessments can accurately capture basic numeracy skills. We provide guidance to help teams (1) ensure that children are not put at risk, (2) test the reliability and validity of phone-based measures, (3) use simple instructions and practice items to ensure the assessment is focused on the target skill, not general language and test-taking skills, (4) adapt the items from oral assessments that will be most effective in phone-based assessments, (5) keep assessments brief while still gathering meaningful learning data, (6) use effective strategies to encourage respondents to pick up the phone, (7) build rapport with adult caregivers and youth respondents, (8) choose the most cost-effective medium and (9) account for potential bias in samples.
Publisher: BMJ Specialist Journals Section: Practice KerkoCite.ItemAlsoKnownAs: 10.1136/bmjgh-2020-003030 2129771:I9JVVRP2 2129771:J74DVLWC
Keywords: __C:filed:1; health economics; health services research; public health

Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana - Angrist, Noam; Bergman, Peter; Brewster, Caton; Matsheng, Moitshepi (2020)
The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for differential attrition. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3663098 4804264:8VD7SC7L 4804264:HCMGK9TG
Keywords: Education; Final_citation; Human Capital; Technology; cited; existing

Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana - Angrist, Noam; Bergman, Peter; Brewster, Caton; Matsheng, Moitshepi (SSRN Electronic Journal, 2020)
The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the ﬁrst experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the ﬁrst wave. We ﬁnd early evidence that both interventions result in cost-eﬀective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We ﬁnd increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the ﬁrst wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3663098 2129771:37WVYGRH 2129771:3GGG8ENA 2129771:4XBSBHNZ 2129771:J8UCMIES 2129771:NQQA5HAW 2129771:U3ZVQN5U 2129771:ZAKRMJ4F 2405685:7YTYUC4P
Keywords: Education; Human Capital; Technology; _COVID_DEAA-List; __C:filed:1

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.

An overview of national AI strategies and policies - Angela, ATTREY (2021)
KerkoCite.ItemAlsoKnownAs: 2486141:RSXIVL7E
Keywords: ⛔ No DOI found

Student Version of the Teacher–Student Relationship Inventory (S-TSRI): Development, Validation and Invariance - Ang, Rebecca P.; Ong, Soo Lin; Li, Xiang (Frontiers in Psychology, 2020)
There is limited knowledge concerning children’s relationships with their teachers, and specifically, we lack a suitable, culturally appropriate measurement instrument for assessing the teacher-student relationship from the student’s perspective in Asia. This study used attachment theory as a theoretical framework to understand teacher-student relationships. Using a dataset from the Ministry of Education (MOE) of Singapore, the authors developed and validated a student version of the Teacher-Student Relationship Inventory (S-TSRI), with good psychometric properties for Singaporean children. The three-factor S-TSRI model comprising the factors satisfaction, instrumental help, and conflict was first established by exploratory factor analysis (EFA) and confirmed by confirmatory factor analysis (CFA). Through subsequent multigroup CFAs, we found that the factorial invariance was supported across gender, grade levels, and students of different academic levels, represented by the pass and fail groups. The structural model was tested in the total, pass, and fail groups. For the total and pass groups, the factors satisfaction and instrumental help showed significant positive relationships with a sense of school belonging, and negative or non-significant relationships with aggression. The conflict factor showed a weaker negative or non-significant relationship with a sense of school belonging, and a positive relationship with aggression. For the fail group, identical results were obtained with one exception; this was discussed in light of the fail group having a different needs profile. Findings from this study show that the 14-item S-TSRI measure has robust psychometric properties and yields scores that are reliable and valid in this large sample of primary school students from Singapore.
KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2020.01724 2129771:DQ6IZRLV 2486141:GVR48WB2

Effects of a Scalable Home‐Visiting Intervention on Child Development in Slums of Urban India: Evidence from a Randomised Controlled Trial. - Andrew, Alison; Attanasio, Orazio; Augsburg, Britta; Day, Monimalika; Grantham‐McGregor, Sally; Meghir, Costas; Mehrin, Fardina; Pahwa, Smriti; Rubio‐Codina, Marta (Journal of Child Psychology and Psychiatry, 2020)
Background An estimated 63.4 million Indian children under 5 years are at risk of poor development. Home visits that use a structured curriculum to help caregivers enhance the quality of the home stimulation environment improve developmental outcomes. However, achieving effectiveness in poor urban contexts through scalable models remains challenging. Methods Using a cluster randomised controlled trial, we evaluated a psychosocial stimulation intervention, comprising weekly home visits for 18 months, in urban slums of Cuttack, Odisha, India. The intervention is complementary to existing early childhood services in India and was run and managed through a local branch of a national NGO. The study ran from August 2013 to July 2015. We enrolled 421 children aged 10–20 months from 54 slums. Slums were randomised to intervention or control. Primary outcomes were children's cognitive, receptive language, expressive language and fine motor development assessed using the Bayley-III. Prespecified intent-to-treat analysis investigated impacts and heterogeneity by gender. Trial registrations: ISRCTN89476603, AEARCTR-0000169. Results Endline data for 378 (89.8%) children were analysed. Attrition was balanced between groups. We found improvements of 0.349 of a standard deviation (SD; p = .005, stepdown p = .017) to cognition while impacts on receptive language, expressive language and fine motor development were, respectively, 0.224 SD (p = .099, stepdown p = .184), 0.192 SD (p = .085, stepdown p = .184) and 0.111 (p = .385, stepdown p = .385). A child development factor improved by 0.301 SD (p = .032). Benefits were larger for boys. The quality of the home stimulation environment also improved. Conclusions This study shows that a potentially scalable home-visiting intervention is effective in poor urban areas.
_eprint: https://acamh.onlinelibrary.wiley.com/doi/pdf/10.1111/jcpp.13171 KerkoCite.ItemAlsoKnownAs: 2129771:IA4HGYX8 2129771:KV4WF4NS
Keywords: Child development; home visiting; parent–child interaction

On the Ventilation performance of low momentum confluent jets supply device in a classroom - Andersson, Harald; Kabanshi, Alan; Cehlin, Mathias; Moshfegh, Bahram (Energies, 2020)
Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/en13205415 2129771:2ZISVLLE 4682641:XZMS6XBQ
Keywords: BE:RELEVANT

Digital Earth Partnership: Climate, Environment & Education in Tanzania – Gaps & Policy implications - Anderson, Edward (2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10912243 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1127 ZenodoArchiveConcept: 10912242
Keywords: Coming soon; _r:AddedByMyEducationEvidence

Comparative Education Review Guide to Searching for World Literature 2021 - Anderson-Levitt, Kathryn (Comparative Education Review, 2021)
Publisher: The University of Chicago Press Chicago, IL KerkoCite.ItemAlsoKnownAs: 2129771:MLPM6SBN 2129771:NTAHU7H6

Publication rate and citation counts for preprints released during the COVID-19 pandemic: the good, the bad and the ugly - Añazco, Diego; Nicolalde, Bryan; Espinosa, Isabel; Camacho, Jose; Mushtaq, Mariam; Gimenez, Jimena; Teran, Enrique (PeerJ, 2021)
Background Preprints are preliminary reports that have not been peer-reviewed. In December 2019, a novel coronavirus appeared in China, and since then, scientific production, including preprints, has drastically increased. In this study, we intend to evaluate how often preprints about COVID-19 were published in scholarly journals and cited. Methods We searched the iSearch COVID-19 portfolio to identify all preprints related to COVID-19 posted on bioRxiv, medRxiv, and Research Square from January 1, 2020, to May 31, 2020. We used a custom-designed program to obtain metadata using the Crossref public API. After that, we determined the publication rate and made comparisons based on citation counts using non-parametric methods. Also, we compared the publication rate, citation counts, and time interval from posting on a preprint server to publication in a scholarly journal among the three different preprint servers. Results Our sample included 5,061 preprints, out of which 288 were published in scholarly journals and 4,773 remained unpublished (publication rate of 5.7%). We found that articles published in scholarly journals had a significantly higher total citation count than unpublished preprints within our sample (p < 0.001), and that preprints that were eventually published had a higher citation count as preprints when compared to unpublished preprints (p < 0.001). As well, we found that published preprints had a significantly higher citation count after publication in a scholarly journal compared to as a preprint (p < 0.001). Our results also show that medRxiv had the highest publication rate, while bioRxiv had the highest citation count and shortest time interval from posting on a preprint server to publication in a scholarly journal. Conclusions We found a remarkably low publication rate for preprints within our sample, despite accelerated time to publication by multiple scholarly journals. These findings could be partially attributed to the unprecedented surge in scientific production observed during the COVID-19 pandemic, which might saturate reviewing and editing processes in scholarly journals. However, our findings show that preprints had a significantly lower scientific impact, which might suggest that some preprints have lower quality and will not be able to endure peer-reviewing processes to be published in a peer-reviewed journal.
Publisher: PeerJ Inc.

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

Positioning large language model artificial intelligence tools within discourse analysis: Opportunities, challenges and ethical considerations - Anand, Pranit; Li, Dongmei; Keen, Joel; Henrickson, Leah (ASCILITE Publications, 2023)

Health impact assessment and climate change: A scoping review - Ammann, Priska; Dietler, Dominik; Winkler, Mirko S. (The Journal of Climate Change and Health, 2021)
Climate change has various adverse impacts on public health, ranging from heat-related illness to an increased risk of undernutrition in low-income countries. Health impact assessment (HIA) has been advocated as a valuable tool to systematically identify and quantify the effects of climate change on public health and to inform and evaluate the impact of disease-specific adaptation measures as well as health co-benefits of mitigation measures. We conducted a scoping review to map out peer-reviewed literature on HIA in the context of climate change. Web of Science, Scopus and PubMed were searched without language or time restriction. Publications were included in the full text screening that presented or discussed the application of HIA for investigating health impacts of climate change, or associated adaptation and mitigation measures. In total, 76 peer-reviewed publications from 26 countries were included and characterized. There was a paucity of studies on HIA in the context of climate change from low- and middle-income countries. The most investigated climate change effects were related to temperature and air-pollution. Consequently, associated health impacts, such as respiratory or cardiovascular morbidity and mortality, were examined most frequently. Research-driven HIAs with a quantitative methodological approach were the predominant choice to assess health impacts of climate change. Only one in five publications applied a classical step-by-step HIA approach. While quantitative assessment of health impacts associated with climate change seems to be a well established field of research, the few publications applying a step-by-step HIA approach to systematically anticipate potential health impacts of climate change in a given context point at a missed opportunity for strengthening intersectoral collaboration to maximize health (co-) benefits of climate mitigation and adaptation measures. To promote the use of step-by-step HIA in regions that are most affected by climate change, HIA teaching and training efforts are urgently needed.
openalex: W3197500705 mag: 3197500705 KerkoCite.ItemAlsoKnownAs: 10.1016/j.joclim.2021.100045 2129771:4LUAJUSI 5072953:H6PGYGQT
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

A Review Of The Job Satisfaction Theory For Special Education Perspective - Amin, Farah Azaliney Binti Mohd; Al, Et (Turkish Journal of Computer and Mathematics Education (TURCOMAT), 2021)
Job satisfaction reflects a positive feeling towards the task performed. Through this value of job satisfaction, an individual will feel confident and enthusiastic in every job undertaken. In the field of education, of course the discussion is focused on the job satisfaction of teachers because the main role in the delivery of knowledge in schools is the teachers. Even in special education specifically, job satisfaction is very important in increasing the accauntibility of special education teachers as well as motivating themselves to continue to dedicate themselves to religion, race and country. The discussion of job satisfaction, has been explained in several theories that can be linked to special education. This study was conducted to examine the previous theories related to teacher job satisfaction which can be referenced by teachers.
Number: 11
Keywords: ⛔ No DOI found

Who Benefits from the Public Good? How OER Is Contributing to the Private Appropriation of the Educational Commons - Amiel, Tel; ter Haar, Ewout; Vieira, Miguel Said; Soares, Tiago Chagas (Radical Solutions and Open Science: An Open Approach to Boost Higher Education, 2020)
The idea of Open Educational Resources (OER) has a history and is embedded in social contexts that influence its practice. To get a handle on tensions between different conceptualizations of “open” we discuss some of the battles surrounding the usage of the term. We note the origin of the concept of OER and how the emergence of the OER movement fits into the discourse of educational improvements through technologies and techniques. We argue that there is a relation between an uncritical stance toward technology and the appropriation of education activities by private oligopolies, a phenomenon that could be mitigated by a larger awareness of recent history and current sociotechnical analysis. We point out how these dilemmas play out in the Brazilian context of the implementation of OER in public policies and conclude by mentioning some programs and projects that point to the way forward.
Keywords: Open education; Open educational resources; Private sector

Analysis of Rural-Based Pre-Service Teachers Spatial-Visualisation Skills in Problem Solving in Vector Calculus Using MATLAB - Amevor, Godfred; Bayaga, Anass; Bosse, Michael (International Journal of Emerging Technologies in Learning (iJET), 2021)
KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v16i10.19269 4804264:UPDVBDUR
Keywords: Final_citation; cited; existing

Conducting a systematic review in six weeks – experiences with and evaluation of an intensive team pilot project - Ames, Heather; Kornør, Hege; Evensen, Line Holtet; Lidal, Ingeborg Beate; Hafstad, Elisabet; Hestevik, Christine Hillestad; Jardim, Patricia Sofia Jacobsen; Hval, Gyri (Research Square (Research Square), 2023)
Abstract Background Evidence synthesis organisations worldwide are trying to meet commissioners’ need for rapid responses to their evidence synthesis commissions. In this project we piloted an intensive process, working to complete an evidence synthesis within six-weeks, rather than the standard lead time of 4-6 months. There were three objectives: 1) To develop a plan for and conduct an evidence synthesis in six weeks or less (“intensive pilot”) 2) To register time used for the intensive pilot 3) To evaluate the intensive pilot process and identify barriers, facilitators, learning points, areas for improvement or future implementation ideas. Methods The two project teams divided the pilot into three phases: Pre-planning, planning and intensive. During the pre-planning phase commissions were identified and researchers were recruited. During the planning phase the team interacted with the commissioner, completed the evidence synthesis protocol, and planned how they were going to work together during the intensive phase. During the intensive phase the team implemented their plan and completed the evidence synthesis they were assigned. We held reflective meetings and kept evaluator notes throughout the process. Results The team was able to achieve the project objectives. They developed and implemented a plan for conducting an evidence synthesis in six weeks. They registered their times use. During the pilot process the team reflected on and evaluated the process itself to identify barriers, facilitators, learning points, areas for improvement or future implementation ideas. The involved researchers preferred working in this intensive way. They felt that time use was more effective, and they were more focused. However, there are implications for project leadership and implementation that should be considered before implementing an intensive approach in future evidence synthesis projects. Conclusions The involved researchers preferred working intensively with one evidence synthesis over being involved with many projects at the same time. They felt that time use was more effective, and they were able to complete the tasks in a focused way. However, there are several implications for project management, leadership and further implementation that should be considered before implementing an intensive approach in future evidence syntheses.
openalex: W4383371218 KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-3058440/v1 2129771:27XQHZ3N 5072953:4EKB8SEB
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Community | Safe Supportive Learning - American Institutes for Research (National Center on Safe Supportive Learning Environments, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:9V2XEHJ6 2486141:4Z6N56EJ

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

Predicting academic success in higher education: literature review and best practices - Alyahyan, Eyman; Düştegör, Dilek (International Journal of Educational Technology in Higher Education, 2020)
Student success plays a vital role in educational institutions, as it is often used as a metric for the institution’s performance. Early detection of students at risk, along with preventive measures, can drastically improve their success. Lately, machine learning techniques have been extensively used for prediction purpose. While there is a plethora of success stories in the literature, these techniques are mainly accessible to “computer science”, or more precisely, “artificial intelligence” literate educators. Indeed, the effective and efficient application of data mining methods entail many decisions, ranging from how to define student’s success, through which student attributes to focus on, up to which machine learning method is more appropriate to the given problem. This study aims to provide a step-by-step set of guidelines for educators willing to apply data mining techniques to predict student success. For this, the literature has been reviewed, and the state-of-the-art has been compiled into a systematic process, where possible decisions and parameters are comprehensively covered and explained along with arguments. This study will provide to educators an easier access to data mining techniques, enabling all the potential of their application to the field of education.

Mapping Schools with Artificial Intelligence - Altaweel, Mark (GIS Lounge, 2021)
Researchers are using AI to map schools in countries where many schools are undocumented so as to connect children with schools.

Guidance on Community Mobilisation for Girls’ Education - AlSheikh Theeb, Thaer; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6396237 10.53832/edtechhub.0086 2129771:WDV4KW5E 2129771:XHI37L2Y 2405685:FVSQD8MB 2486141:JGXENK82 2486141:T2852Q5P
Keywords: F: Helpdesk response; _r:AddedByZotZen

Guidance on Pre-Assessment for Establishing E-Learning Centres - AlSheikh Theeb, Thaer; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5813529 10.53832/edtechhub.0084 2129771:3PBKWR9E 2129771:JW83H57Z 2405685:DPWSAA9Z 2486141:BCH2RP5A 2486141:SBEMDZ3X
Keywords: _r:AddedByZotZen

Engaging Girls with E-Learning: A curated list of good practices - AlSheikh Theeb, Thaer (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5574342 10.5281/zenodo.5604677 10.5281/zenodo.5761966 10.53832/edtechhub.0069 2129771:89JUUXCG 2129771:BRS2ZXPB 2405685:CPP3A2WM 2405685:PXUQJZTH 2405685:TSND6EBB 2486141:HZ2EY6EB 2486141:MTR5Y5P5
Keywords: Helpdesk Response; _r:AddedByZotZen

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

The Impact of COVID-19 on Gender Equality - Alon, Titan; Doepke, Matthias; Olmstead-Rumsey, Jane; Tertilt, Michèle (National Bureau of Economic Research, 2020)
The economic downturn caused by the current COVID-19 outbreak has substantial implications for gender equality, both during the downturn and the subsequent recovery. Compared to “regular” recessions, which affect men’s employment more severely than women’s employment, the employment drop related to social distancing measures has a large impact on sectors with high female employment shares. In addition, closures of schools and daycare centers have massively increased child care needs, which has a particularly large impact on working mothers. The effects of the crisis on working mothers are likely to be persistent, due to high returns to experience in the labor market. Beyond the immediate crisis, there are opposing forces which may ultimately promote gender equality in the labor market. First, businesses are rapidly adopting flexible work arrangements, which are likely to persist. Second, there are also many fathers who now have to take primary responsibility for child care, which may erode social norms that currently lead to a lopsided distribution of the division of labor in house work and child care.
Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w26947 2129771:XA775WNV

Trends and Topics in Educational Technology, 2023 Edition - Allman, Bohdana; Kimmons, Royce; Rosenberg, Joshua; Dash, Monalisa (Techtrends, 2023)
KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-023-00840-2 4804264:8BCUXTFA 4804264:YNXKPVAT
Keywords: Final_citation; anystyle; existing

Guidance note on using implementation research in education - Allison, C. (London: Foreign, Commonwealth & Development Office, prepared for Building Evidence in Education (BE2), 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:V6II42S9 2129771:V7SJPNUZ

Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning - Allier-Gagneur, Zoé; Moss Coflan, Caitlin (EdTech Hub, 2020)
EdTechHub.Source: 2405685:VX7UW757 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3874247 2129771:LBII97HZ 2339240:FT2TLP7Q 2339240:J7DSQVEZ 2405685:TP5CQYPQ 2405685:VX7UW757 2405685:YEVYTSJA
Keywords: F: Helpdesk response; L:Gender and education; L:Out-of-school populations; LP: English; _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Bhutan BTN; _C:Burkina Faso BFA; _C:Burundi BDI; _C:Cambodia KHM; _C:Colombia COL; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Congo; Republic COG; _C:El Salvador SLV; _C:France FRA; _C:Kenya KEN; _C:Kyrgyzstan KGZ; _C:Lebanon LBN; _C:Maldives MDV; _C:Mexico MEX; _C:Nepal NPL; _C:Nigeria NGA; _C:Peru PER; _C:Sierra Leone SLE; _C:Somaliland XSMLD; _C:South Africa ZAF; _C:South Sudan SSD; _C:Spain ESP; _C:Sudan SDN; _C:Zimbabwe ZWE; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-dode

Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? - Allier-Gagneur, Zoe; McBurnie, Chris; Haßler, Björn; Chuang, Rachel (EdTech Hub, 2020)
EdTechHub.Source: 2405685:R9VVKUH5 EdTechHub.Source: 2405685:R9VVKUH5 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873462 2129771:237CSM4W 2129771:IGN2QCEN 2129771:RMWSKUI5 2129771:TAFSP89V 2339240:4P99D7MN 2339240:5P9STQIK 2339240:K3RVT7JU 2339240:WP59YJ57 2405685:3TKLS2TH 2405685:BHY8AJBY 2405685:I62EYSDT 2405685:R9VVKUH5 2486141:IX4B74H9 10.5281/zenodo.3873462
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _C:Australia AUS; _C:Bangladesh BGD; _C:Benin BEN; _C:Botswana BWA; _C:Brazil BRA; _C:Burundi BDI; _C:China CHN; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Ireland IRL; _C:Jordan JOR; _C:Kenya KEN; _C:Malawi MWI; _C:Myanmar MMR; _C:New Zealand NZL; _C:Niger NER; _C:Nigeria NGA; _C:Pakistan PAK; _C:Paraguay PRY; _C:Portugal PRT; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:State of Palestine PSE; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; _bjoern_cv; _forthcoming; _r:ImportedToMyEducationEvidence; _yl:h; _zenodoODE; docs.opendeved.net

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

DFID and FCO merger: Let us learn from our past - Allier-Gagneur, Zoé (Open Development & Education, 2020)
On June 16th, UK Prime Minister Boris Johnson announced his decision to the House of Commons to merge the British Department for International Development (DFID) and the Foreign and Commonwealth Office (FCO). This decision is not a complete surprise, given that Mr Johnson openly sought to persuade Theresa May to give him the aid department […]
Library Catalog: opendeved.net KerkoCite.ItemAlsoKnownAs: 2129771:4E6MV5Y8 2129771:59IIRL94
Keywords: _r:ImportedToMyEducationEvidence

Effectiveness of Multimodal Microlearning for In-service Teacher Training - Allela, Melisa Achoko; Ogange, Betty Obura; Junaid, Muhammad Ibn; Charles, Prince Brainard (Journal of Learning for Development, 2020)
To meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:VC36IXXY
Keywords: _C:Sierra Leone SLE; micro-learning; multi-modal; teacher training; ⛔ No DOI found

Access to educational technology and its implications on learning outcomes of 15-year olds in Saudi Arabia empirical evidence from OECD PISA 2018 in the context of COVID-19 - Aljabri, Nayyaf; Bhutoria, Aditi (Journal of Educational Science, 2020)
Keywords: ⛔ No DOI found

Guidance note on using implementation research in education - Alison, Christine (2023)
KerkoCite.ItemAlsoKnownAs: 2129771:LYJAJX2X 2486141:W65BQMYY

Bioclimatic Strategies to Reduce Energy Consumption in Mixed-Used Buildings in Abuja, Nigeria - Ali, S.M.; Buhari, K.A. (at the “Second International Conference on Sustainable Built Environment in the Tropics (ICONSBET) at the Department of Architecture, 2024)
KerkoCite.ItemAlsoKnownAs: 2129771:5IXMN2WE 2129771:9E96ZSGY 2486141:HF56XA5V
Keywords: ⛔ 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

A review of optimization algorithms for university timetable scheduling - Alghamdi, Hayat; Alsubait, Tahani; Alhakami, Hosam; Baz, Abdullah (Engineering, Technology & Applied Science Research, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:DBILCNRI 2129771:RZBSE6B7

The development of preprints during the COVID‐19 pandemic - Älgå, Andreas; Eriksson, Oskar; Nordberg, Martin (Journal of Internal Medicine, 2021)

Advancing the Global Agenda for Human Rights, Vulnerable Populations, and Environmental Sustainability - Alfred, Mary V.; Robinson, Petra A.; Roumell, Elizabeth A. (IAP, 2021)
For over 70 years, the United Nations has worked to advance human conditions globally through its historic agenda for a more peaceful, prosperous, and just world. Through the work of the General Assembly and other programs like the UNESCO World Conferences on Adult Education, the organization has taken a leading role in bringing world leaders together to dialogue on world issues and to set agendas for advancing social and economic justice among and within the regions of the world. The underlying themes of the United Nations’ agenda over the years have been world peace, economic justice, addressing the needs of the world’s most vulnerable populations, and protecting the environment. We draw from the two last two declarations from which the Millennium Development Goals (September 2000) and the Sustainable Development Goals (September 2015) were adopted by world leaders with a focus on addressing the needs of the most vulnerable populations. In this declaration, world leaders committed to uphold the long-standing principles of the organization and to combat extreme poverty, hunger, disease, illiteracy, environmental degradation and discrimination and violence against women. The overall objective of the book is to highlight the conditions of vulnerable populations from various contexts globally, and the role adult and higher education can play (and is playing) in advancing the United Nations agenda of social and economic justice and environmental sustainability. Adult education, through research, teaching, and service engagements is contributing to this ongoing effort but as many scholars have noted, our work remains invisible and undocumented. Therefore, this book highlights adult education’s critical partnership in addressing these global issues. It will also begin to fill the void that exists in adult education literature on internationalization of the field.
Google-Books-ID: ZU9PEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 2129771:P2CMZ4CI
Keywords: Education / Adult & Continuing Education; Education / Philosophy; Theory & Social Aspects; Education / Schools / Levels / Higher

Methodological guidance paper: the art and science of quality systematic reviews - Alexander, Patricia A. (Review of Educational Research, 2020)
The purpose of this article is to overview various challenges that prospective authors of quality systematic reviews should be prepared to address. These challenges pertain to all phases of the review process: from posing a critical question worthy of pursuit and executing a search procedure that is appropriately framed and transparently recorded, to discerning patterns and trends within the resulting data that speak directly to the critical question framing the review. For each of these challenges, suggestions are offered as to how authors might respond so as to enhance the quality of the review process and increase the value of findings for educational research, practice, and policymaking.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0034654319854352 2405685:GC76C27N 2534378:I28YADAU
Keywords: ___working_potential_duplicate

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

En Route to Implementation Science 3.0 - Albers, Bianca; Shlonsky, Aron; Mildon, Robyn (Implementation Science 3.0, 2020)

Implementation Science 3.0 - Albers, Bianca; Shlonsky, Aron; Mildon, Robyn (Springer, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:W3XMUAEV

PER4. UIS EdTech Indicators [English/Arabic] - Alawamleh, Nour; Abed, Reema; Khalayleh, Abdullah; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4498776 2129771:C8DVUY2N
Keywords: Author:Haßler; Author:OpenDevED; _r:ImportedToMyEducationEvidence; language:Arabic; language:English

A short review on passive strategies applied to minimise the building cooling loads in hot locations - Al-Yasiri, Qudama; Szabó, Márta (Analecta Technica Szegedinensia, 2021)
Cooling and air-conditioning systems are responsible for the highest energy consumption in buildings located in hot areas. This high share does not only increase the building energy demand cost but also increases the environmental impact, the topmost awareness of the modern era. The development of traditional systems and reliance on renewable technologies have increased drastically in the last century but still lacks economic concerns. Passive cooling strategies have been introduced as a successful option to mitigate the energy demand and improve energy conservation in buildings. This paper shed light on some passive strategies that could be applied to minimise building cooling loads to encourage the movement towards healthier and more energy-efficient buildings. For this purpose, seven popular passive technologies have been discussed shortly: multi-panned windows, shading devices, insulations, green roofing, phase change materials, reflective coatings, and natural ventilation using the windcatcher technique. The analysis of each strategy has shown that the building energy could be improved remarkably. Furthermore, adopting more passive strategies can significantly enhance the building thermal comfort even under severe weather conditions.
Number: 2
Keywords: Passive strategies; cooling load reduction; energy saving; insulations; thermal mass

Introducing tablet computers to a rural primary school: An activity theory case study - Al-Huneini, Hamood; Walker, S. Aisha; Badger, Richard (Computers & Education, 2020)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2019.103648 2129771:WC8UCU9A
Keywords: __C:filed:1

Jordan’s EdTech response to COVID-19 - Al-Hindawi, Hind; Hashem, Lina (EdTech Hub, 2020)
ZenodoArchiveID: 4706057 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706057 2129771:26ZI4AAA 2339240:7DDCIKY9 2339240:P8XVRD6S 2405685:BTX9XW3J 2405685:KNCXGVW3 2405685:XFBMF3QV 4804264:G6QKC6DD
Keywords: Final_citation; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana: Lessons from the Complementary Basic Education Programme - Akyeampong, Kwame; Carter, Emma; Rose, Pauline; Ryan, Jennifer; Sabates, Ricardo; Stern, Jonathan M. B. (PROSPECTS, 2022)
This article assesses the extent to which children’s language preference and their home environment matter for literacy retention. Using data from the Complementary Basic Education (CBE) program in Ghana, the authors found that large numbers of disadvantaged students reverted to not even being able to read a single word following school closures over a four-month holiday period. Widening literacy gaps were found for girls who reported they did not receive instruction in a language that they understood or did not have the resources, support, or activities at home to enable them to continue to learn while schools were closed. For boys, widening literacy gaps were only influenced by resources, support, or activities at home, but not by language preferences. The article findings suggest that schools and teachers must pay closer attention to language preference, particularly for girls, in order to ensure that language of instruction is not a barrier to literacy retention. The article also provides further evidence to support the growing claims that home supports are essential for reducing inequities in learning outcomes during school closures.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-021-09590-6 2129771:A8F4JM2H
Keywords: Covid-19 school closure; Equity; Ghana; Learning; Literacy; Mother-tongue education

Teaching at the Bottom of the Pyramid - Akyeampong, Kwame (LBOP2 PRE-CONF DRAFT, 2020)
LBOP2 PRE-CONF DRAFT Sept 23, 2020 Teaching at the bottom of the pyramid: Teacher Education in Poor and Marginalised Communities Kwame Akyeampong The Open University Abstract The goal of providing quality education for every child is only achievable if every child has access to a teache...
KerkoCite.ItemAlsoKnownAs: 2129771:TEURCZN8 2486141:5I9CABDB

Education research in conflict and protracted crisis – Research Agenda – Report - Akogun, O.; Diazgranados Ferrans, S.; Njobdi, S.; Adesina, Adedoyin (2023)
KerkoCite.ItemAlsoKnownAs: 2129771:AAZ2GTYN 2129771:KKXHMTVX 2486141:PZELCDG7

Education research in conflict and protracted crisis - Akogun, O.; Adesina, Adedoyin; Watts, M. (2022)

Education research in conflict and protracted crisis - Akogun, O.; Adesina, A.; Watts, M. (2022)

Educational building retrofit under climate change and urban heat island effect - Akkose, Gizem; Meral Akgul, Cagla; Dino, Ipek Gursel (Journal of Building Engineering, 2021)
Climate change (CC) and urban heat island (UHI) are important environmental forces that have serious consequences for the existing buildings, such as increased resource consumption and environmental footprint, adverse human health effects and reduced occupant comfort. In this context, educational buildings represent a critical category amongst other building typologies, due to their high energy use, high occupant density, atypical daily/annual occupancy patterns, and their occupants’ high vulnerability to heat. Poor indoor conditions can reduce the health and productivity of students and teachers, worsen learning performance and reduce attendance. Retrofitting educational buildings is an effective solution to tackle this challenge. This study investigates the impact of CC&UHI on educational building performance and demonstrates the effectiveness of passive retrofit scenarios targeting CC&UHI mitigation and adaptation. These investigations are based on a systematic approach that consists of (i) the generation and analyses of CC&UHI-modified weather datasets, and (ii) simulation-based comparative analyses of the as-is building and various retrofit scenarios. An existing secondary school building in Ankara, Turkey is selected as a case study for evaluations of the selected performance indicators including energy use, global warming potential (GWP) and thermal comfort. Obtained results indicate that total energy consumption can be reduced up to 50% with retrofit, whereas possible reductions in indoor discomfort are even more pronounced, underlining the significance of selecting the optimal combination of passive measures for maximum impact towards the adaptation of the existing educational buildings to the changes in climatic conditions.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jobe.2021.102294 2129771:Z63QZFRM 2486141:KJ7D7CVS
Keywords: Climate change; Educational building; Energy efficiency; Retrofit; Thermal comfort; Urban heat island

Teachers’ Perspectives on Professional Development in South Africa and Nigeria: Towards an Andragogical Approach - Ajani, Oluwatoyin Ayodele (Journal of Educational and Social Research, 2021)
This study explored the perspectives of teachers in both South Africa and Nigeria on professional development using andragogical approach. The quality of teachers translates to the quality of the education system; this is why many African countries have been making a significant impact on the professional development of their teachers. A qualitative method approach was employed to explore the views of South African and Nigerian teachers on the professional development activities available to them. Adult learning theory was used as the theoretical framework to underpin this interpretive study. Data collection was through semi-structured face to face interviews with 6 Heads of Departments and semi-structured focus group interviews with 10 teachers from 16 high schools in both countries. The interviews were audio-recorded with permissions from the participants, further transcribed, coded and analysed through content thematic analysis. Findings from both countries revealed that though there were professional development programmes for teachers. However, they were inadequate and irregular for the teachers every year. The study, therefore, recommends appropriate professional development activities for teachers at least once a term. The study also recommends that these professional development activities should focus on the teachers’ diverse classroom needs.

Durumi Camp: Conflict and the Spatial Praxes of a Furtive-Periphery’ - Ajadi, S.B. (‘Embodying the Periphery’, 2022)

Mapping Magic in Markets of Africa - Ajadi, S.B. (Scroope: Cambridge Journal of Architecture, 2023)
Keywords: ⛔ No DOI found

Stemming the Tide: The Furtive conflict-resilience of Tech-Driven Real Estate in Nigeria’ - Ajadi, S.B. (The Cambridge Land Society Magazine, 2021)
Keywords: ⛔ No DOI found

The Project of the Future African City: Rethinking Urban Real Estate Finance’ - Ajadi, S.B. (The Cambridge Land Society Magazine, 2023)
Keywords: ⛔ No DOI found

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

You Are Sick”, “No, We Are Not”: Africa, the Pandemic, and the Convolution of Denial - Ajadi, S.B. (Harvard Urban Review, 2021)
Keywords: ⛔ No DOI found

PubGraph: A Large-Scale Scientific Knowledge Graph - Ahrabian, Kian; Du, Xinwei; Myloth, Richard Delwin; Ananthan, Arun Baalaaji Sankar; Pujara, J. (2023)
Research publications are the primary vehicle for sharing scientific progress in the form of new discoveries, methods, techniques, and insights. Unfortunately, the lack of a large-scale, comprehensive, and easy-to-use resource capturing the myriad relationships between publications, their authors, and venues presents a barrier to applications for gaining a deeper understanding of science. In this paper, we present PubGraph, a new resource for studying scientific progress that takes the form of a large-scale knowledge graph (KG) with more than 385M entities, 13B main edges, and 1.5B qualifier edges. PubGraph is comprehensive and unifies data from various sources, including Wikidata, OpenAlex, and Semantic Scholar, using the Wikidata ontology. Beyond the metadata available from these sources, PubGraph includes outputs from auxiliary community detection algorithms and large language models. To further support studies on reasoning over scientific networks, we create several large-scale benchmarks extracted from PubGraph for the core task of knowledge graph completion (KGC). These benchmarks present many challenges for knowledge graph embedding models, including an adversarial community-based KGC evaluation setting, zero-shot inductive learning, and large-scale learning. All of the aforementioned resources are accessible at https://pubgraph.isi.edu/ and released under the CC-BY-SA license. We plan to update PubGraph quarterly to accommodate the release of new publications.

PubGraph: A Large Scale Scientific Temporal Knowledge Graph - Ahrabian, Kian; Du, Xinwei; Myloth, Richard Delwin; Ananthan, Arun Baalaaji Sankar; Pujara, J. (ArXiv, 2023)
Research publications are the primary vehicle for sharing sci-entiﬁc progress in the form of new discoveries, methods, techniques, and insights. Publications have been studied from the perspectives of both content analysis and bibliometric structure, but a barrier to more comprehensive studies of scien-tiﬁc research is a lack of publicly accessible large-scale data and resources. In this paper, we present PubGraph , a new resource for studying scientiﬁc progress that takes the form of a large-scale temporal knowledge graph (KG). It contains more than 432M nodes and 15.49B edges mapped to the popular Wikidata ontology. We extract three KGs with varying sizes from PubGraph to allow experimentation at different scales. Using these KGs, we introduce a new link prediction benchmark for transductive and inductive settings with temporally-aligned training, validation, and testing partitions. Moreover, we develop two new inductive learning methods better suited to PubGraph, operating on unseen nodes without explicit features, scaling to large KGs, and outperforming existing models. Our results demonstrate that structural features of past citations are sufﬁcient to produce high-quality predictions about new publications. We also identify new challenges for KG models, including an adversarial community-based link prediction setting, zero-shot inductive learning, and large-scale learning.
Keywords: ⛔ No DOI found

Effects of thermal sensation and acclimatization on cognitive performance of adult female students in Saudi Arabia using multivariable-multilevel statistical modeling - Ahmed, Riham; Ucci, Marcella; Mumovic, Dejan; Bagkeris, Emmanouil (Indoor air, 2022)
Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1111/ina.13005 2129771:UE8PMH8F 4682641:XU7Y5YK5
Keywords: BE:RELEVANT

Combined effects of ventilation rates and indoor temperatures on cognitive performance of female higher education students in a hot climate - Ahmed, Riham; Mumovic, Dejan; Bagkeris, Emmanouil; Ucci, Marcella (Indoor air, 2022)
Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1111/ina.13004 2129771:7WXPHPA2 4682641:MM48GLCP
Keywords: BE:RELEVANT

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

Scopus AI Beta: functional analysis and cases - Aguilera Cora, Elisenda; Lopezosa, Carlos; Codina, Lluís (2024)
Academic databases are a fundamental source for identifying relevant literature in a field of study. Scopus contains more than 90 million records and indexes around 12,000 documents per day. However, this context and the cumulative nature of science itself make it difficult to selectively identify information. In addition, academic database search tools are not very intuitive, and require an iterative and relatively slow process of searching and evaluation. In response to these challenges, Elsevier has launched Scopus AI, currently in its Beta version. As the product is still under development, the current user experience is not representative of the final product. Scopus AI is an artificial intelligence that generates short synthesis of the documents indexed in the database, based on instructions or prompts. This study examines the interface and the main functions of this tool and explores it on the basis of three case studies. The functional analysis shows that the Scopus AI Beta interface is intuitive and easy to use. Elsevier's AI tool allows the researcher to obtain an overview of a problem, as well as to identify authors and approaches, in a more agile search session than conventional search. Scopus AI Beta is not a substitute for conventional search in all cases, but it is an accelerator of academic processes. It is a valuable tool for literature reviews, construction of theoretical frameworks and verification of relationships between variables, among other applications that are actually impossible to delimit.
Accepted: 2024-01-09T15:30:03Z KerkoCite.ItemAlsoKnownAs: 2129771:6UEDVQGB 2405685:ELXBVWUQ 2486141:2DKDU6LF
Keywords: ⛔ No DOI found

Monitoring and Assessment of Indoor Environmental Conditions after the Implementation of COVID-19-Based Ventilation Strategies in an Educational Building in Southern Spain - Aguilar, Antonio J.; de la Hoz-Torres, María L.; Martínez-Aires, Mª; Ruiz, Diego P. (Sensors, 2021)
Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/s21217223 2129771:XZFHV8UQ 4682641:DWETE6D8 4682641:SP2AIEN2
Keywords: BE:RELEVANT

Serious Concerns About Racial Disparity Among Girls ‘Kicked Out’ of School - Agenda Alliance (Agenda Alliance, 2022)

Modeling the impact of indoor relative humidity on the airborne transmission of several respiratory viruses risk using a modified Wells-Riley model - Aganovic, Amar; Bi, Yang; Bi, Yang; Cao, Guangyu; Kurnitski, Jarek; Wargocki, Pawel (CLIMA 2022 conference, 2022)
There is good evidence supporting the airborne transmission of many respiratory viruses (measles, influenza A, human rhinovirus and the novel SARS-CoV-2). Relative humidity (RH) is an important factor in understanding airborne transmission as it may impact both airborne survival, inactivation by biological decay, and the gravitational settling of the virusladen droplets. This study aimed to estimate and compare the impact of indoor relative humidity on the airborne infection risk caused by these viruses using a novel modified version of the Wells-Riley model. To gain insights into the mechanisms by which relative humidity might impact airborne transmission infection risk, we modeled the size distribution and dynamics of airborne viruses emitted from a speaking person in a typical residential setting over a relative humidity (RH) range of 20–80% at a temperature of 20-21 °C. Besides the size transformation of virus-containing droplets due to evaporation and then removal by gravitational settling, the modified model also considers the removal mechanism by ventilation. The direction and magnitude of RH impact depended on the respiratory virus. Measles showed a highly significant RH impact that was as strong as the ventilation impact, as the infection risk was roughly the same at RH of 13.5 % and 6 ACH compared to a higher RH of 70 % and 0.5 ACH. For other viruses, ventilation dominated over RH. In the case of SARS-CoV-2, a very high RH of 83.5% was needed to reduce the infection risk. For rhinovirus, however, the high RH of 80% increased the infection risk. Within the acceptable range of RH of 20-50% indoors, our modeling showed that RH had practically no impact for SARS-CoV-2 and rhinovirus, while the upper RH significantly reduced the infection risk of influenza A at the lowest ventilation rate of 0.5 ACH. This relative impact of RH on infection risk became very weak at higher ventilation rates of 2-6 ACH independently of the virus types (except measles). In conclusion, we showed that in wellventilated rooms, RH range of 20-50% did not affect the airborne risk of influenza A, SARSCoV-2, and rhinovirus.
Publisher: CLIMA 2022 conference KerkoCite.ItemAlsoKnownAs: 10.34641/CLIMA.2022.363 2129771:9DKJ5XA4 4682641:RY22WFV5 4682641:ZXCG74X9
Keywords: BE:RELEVANT

The Digital Transformation Strategy - African Union (African Union, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:TCMVK34G 5242966:TMU9PFZC

Dialling up Learning: Testing the Impact of Delivering Educational Content via Interactive Voice Response to Students and Teachers in Ghana - Afoakwah, Edmund; Carballo, Francisco; Caro, Alex; D’Cunha, Samantha; Dobrowolski, Stephanie; Fallon, Alexandra (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:HWNJC3V3 4804264:USBA82KN
Keywords: Final_citation; cited; existing

How does school travel time impact children’s learning outcomes in a developing country? - Afoakwah, Clifford; Koomson, Isaac (Review of Economics of the Household, 2021)
Nearly 88% of children in sub-Saharan Africa will not be able to read by the time they complete primary school. We explore this phenomenon by using household data from the Ghana Living Standards Survey to examine the link between school travel time and children’s learning outcomes. Using district variations in school density to resolve endogeneity associated with children’s travel time to school and their learning outcomes, we find that more than 90% of children travel on foot to school and this negatively affects their ability to read and write in English or French as well as their ability to read and write in their native languages. We further show that boys, children in rural areas and those who travel more than the 75th percentile travel time (30 minutes) have poorer learning outcomes. Our findings highlight number of class hours missed and poor health as the main channels through which school travel time affects learning outcomes. Policy initiatives to improve children’s learning should consider reducing the costs associated with their school travel time. Considering that governments have limited resources with competing needs, policies aimed at reducing travel time should generally target children who commute more than 30 minutes to school and those in rural locations.

Open Development & Education Statement on Black Lives Matter - administrator (Open Development & Education, 2020)
Ending racism is a fundamental part of human rights, we unequivocally assert that Black Lives Matter. We at Open Development & Education Reject the discriminatory practices against Black people in the United States of America. We stand in solidarity with those calling for an end to all forms of racial discrimination around the world. Through […]
Library Catalog: opendeved.net KerkoCite.ItemAlsoKnownAs: 2129771:7YU7H3E5

The 2019 Global Learning Technology Investment Patterns: Another Record Shattering Year - Adkins, Sam S. (2020)
KerkoCite.ItemAlsoKnownAs: 4804264:VS8K3KLP
Keywords: Final_citation; anystyle; existing

Investigating the Impact on Learning Outcomes Through the Use of EdTech During Covid-19: Evidence from an RCT in the Punjab province of Pakistan - Adil, Fareeha; Nazir, Rabia; Akhtar, Misbah (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:XLRUP87A 4804264:IKBB6JLC
Keywords: Final_citation; cited; existing

Education research designed for uptake: Co-constructing an actionable research agenda for Education Research in Conflict and Protracted-Crisis (ERICC - Adesina, Adedoyin; Akogun, Oladele B (Paper Presentation. 67th Annual Meeting of the Comparative and International Education Society (CIES, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:AL5CGB5F 2129771:ATE7ACAD 2129771:PT58Q3KX 2129771:ZESC7H7L 2486141:3BA3KCLA 2486141:74C5F4V2
Keywords: ⛔ No DOI found

Akogun, O.2023 Co-Construction of a Coherent and Rigorous Body of Research Evidence for Education in Conflict and Crises Settings - Adesina, Adedoyin (Paper presentation. UKFIET Conference, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:73X7A48X 2129771:LPLKMUZW 2486141:54AMJIAQ

Geographical determinants and hotspots of out-of-school children in Nigeria - Adeleke, Richard; Alabede, Opeyemi (Open Education Studies, 2022)
In Nigeria, children lack access to primary school education, and this hinders their social, cognitive, emotional, and physical skills’ development. With one in every five of the world’s out-of-school children in Nigeria, achieving universal primary education by 2030 remains a challenge. Several studies have investigated the factors that have led to an increase in out-of-school children (OOSC); however, these studies are based on individual level and household predictors with little evidence on the geographical determinants. Hence, this study examines the relationship between OOSC and the socio-economic attributes of the geographical location where they reside. Findings of the spatial analysis show that Sokoto, Zamfara, Yobe, Taraba, and Plateau are the hotspots of out-of-school children. The result further reveals that there is spatial variation in the predictors of out-of-school children in the country. Poverty and internally generated revenue (IGR) predict more cases of school non-attendance in northern Nigeria while foreign direct investment determines the number of children that are out-of-school in the southern region. The study recommends spatially explicit policies to reduce the number of OOSC in Nigeria.
Publisher: De Gruyter Open Access
Keywords: Nigeria; Spatial analysis; foreign direct investment; out-of-school children; poverty

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

COVID‐19 pandemic and adolescent health and well‐being in sub‐Saharan Africa: Who cares? - Addae, Evelyn Aboagye (The International Journal of Health Planning and Management, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1002/hpm.3059 2129771:XS6DIH8J

An Overview of Chatbot Technology - Adamopoulou, Eleni; Moussiades, Lefteris (Artificial Intelligence Applications and Innovations, 2020)
The use of chatbots evolved rapidly in numerous fields in recent years, including Marketing, Supporting Systems, Education, Health Care, Cultural Heritage, and Entertainment. In this paper, we first present a historical overview of the evolution of the international community’s interest in chatbots. Next, we discuss the motivations that drive the use of chatbots, and we clarify chatbots’ usefulness in a variety of areas. Moreover, we highlight the impact of social stereotypes on chatbots design. After clarifying necessary technological concepts, we move on to a chatbot classification based on various criteria, such as the area of knowledge they refer to, the need they serve and others. Furthermore, we present the general architecture of modern chatbots while also mentioning the main platforms for their creation. Our engagement with the subject so far, reassures us of the prospects of chatbots and encourages us to study them in greater extent and depth.
Keywords: Artificial Intelligence; Chatbot; Chatbot architecture; Machine learning; NLU

Rolling Out a National Virtual Learning Environment - Adam, Taskeen; McBurnie, Chris; Haßler, Björn (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:X3R6F4VQ
Keywords: Final_citation; existing

Rolling out a national virtual learning environment - Adam, Taskeen; McBurnie, Chris; Haßler, Björn (2020)
EdTechHub.Source: 2405685:KWJRW62J KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3406132 10.5281/zenodo.3406132EdTechHub.ItemAlsoKnownAs: 2129771:3H8JIJ9T 2129771:MG4TM5B3 2339240:EG4V9NYX 2339240:T37Q6QE6 2405685:KWJRW62J 2405685:QFMSIUXQ 2486141:TAPS8LVP
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; F: Helpdesk response; H:Online learning; LP: English; _EdTechHub_Output; __C:filed:1; __C:scheme:1; ___duplicate_item; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Consolidated Feedback on Tanzania Higher Education University Strategic Investment Plans - Adam, Taskeen; Koomar, Saalim; Haßler, Björn (EdTech Hub, 2020)
This EdTech Hub Helpdesk Response provides feedback on 15 Tanzania University Strategic Implementation Plans (USIPs) submitted to the Word Bank’s Higher Education for Economic Transformation Project (HEET). The feedback is intended to enhance and strengthen the plans provided by universities such that the US$300 million is allocated and spent most effectively.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3986727 2129771:B5Z854HJ 2339240:IEATEWRY 2405685:7AFXFRPC
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

The Maldives and Sri Lanka: Question & Answer Session - Adam, Taskeen; Kaye, Tom; Haßler, Björn (2020)
EdTechHub.Source: 2405685:HE2Q6Z8Y KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3885817 2129771:YC82FCEP 2339240:TND87RAP 2405685:HE2Q6Z8Y
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; F: Helpdesk response; LP: English; _C:Austria AUT; _C:India IND; _C:Maldives MDV; _C:Nepal NPL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Uganda UGA; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

The use of 'building blocks' to develop digital platforms for education in sub-Saharan Africa - Adam, Taskeen; El-Serafy, Yomna; Podea, Marius; Haßler, Björn; Open Development & Education (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0049 2129771:6CYM9BIT
Keywords: Author:OpenDevEd

The use of 'building blocks' to develop digital platforms for education in sub-Saharan Africa - Adam, Taskeen; El-Serafy, Yomna; Podea, Marius; Haßler, Björn (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0049 2129771:FVW4YFH5 2129771:ZY8P63WB
Keywords: Author:OpenDevEd; _EdTechHub_Output

The Use of Technology in the CPD Implementation Plan in Tanzania - Adam, Taskeen; El-Sefary, Yomna; Haßler, Björn; Khalayleh, Abdullah; Kremeia, Adam; Proctor, Jamie; Mtebe, Joel (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:WDFTNQ9R
Keywords: Final_citation; cited; existing

The Use of Technology in the CPD Implementation Plan in Tanzania - Adam, Taskeen; El-Sefary, Yomna; Haßler, Björn; Khalayleh, Abdullah; Kremeia, Adam; Proctor, Jamie; Mtebe, Joel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4665846 2129771:8HDZ4MI5 2129771:BGD7S97S 2405685:N5HMII3R
Keywords: Author:OpenDevEd; _EdTechHub_Output; _MELA_seen; ___duplicate_item; _bjoern_cv; _cover:analysis:nopdf; _r:AddedByZotZen

Structured Pedagogy and EdTech - Adam, Taskeen; Chuang, Rachel; Haßler, Björn (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:8ZE967GQ
Keywords: Final_citation; cited; existing

Structured Pedagogy and EdTech - Adam, Taskeen; Chuang, Rachel; Haßler, Björn (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4460344 2129771:8XFH4Q9X 2129771:DDU3QPXM 2339240:XXL72KUQ 2405685:2QM825CH
Keywords: Author:Haßler; Author:OpenDevEd; _EdTechHub_Output; _MELA_seen; ___duplicate_item; _bjoern_cv; _cover:analysis:nopdf; _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

Open at the Margins - Adam, Taskeen; Allen, Nicole; Amiel, Tel; Asino, Tutaleni; Atenas, Javiera; Bali, Maha; Barnes, Naomi; Bourg, Chris; Bouterse, Siko; Caines, Autumm; Campbell, Lorna M.; Cangialosi, Karen; et al. (Rebus Community, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:8Q7MBRTS
Keywords: Author:OpenDevEd; _C:Austria AUT; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Cuba CUB; _C:Egypt EGY; _C:Finland FIN; _C:France FRA; _C:Georgia GEO; _C:Germany DEU; _C:Greece GRC; _C:India IND; _C:Iran IRN; _C:Ireland IRL; _C:Israel ISR; _C:Italy ITA; _C:Jordan JOR; _C:Malaysia MYS; _C:Mexico MEX; _C:Netherlands NLD; _C:Nigeria NGA; _C:Portugal PRT; _C:Rwanda RWA; _C:Saudi Arabia SAU; _C:Somalia SOM; _C:South Africa ZAF; _C:Spain ESP; _C:State of Palestine PSE; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Venezuela VEN; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence