Digital Literacy Assessment Tool - Smart Africa Alliance (Smart Africa Alliance, 2024)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8392595 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1018 ZenodoArchiveConcept: 8392594
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Digital Literacy for Citizens - Course Curation Guideline - Smart Africa Alliance (Smart Africa Alliance, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10894626 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1120 ZenodoArchiveConcept: 10894625
Keywords: Coming soon; _r:AddedByMyEducationEvidence

Digital Literacy For Citizens Policy Framework for Africa - Smart Africa Alliance (Smart Africa Alliance, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10300137 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1057 ZenodoArchiveConcept: 10300136
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Methodology for the Curation of Digital Literacy Courses - Smart Africa Alliance (Smart Africa Alliance, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10399660 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1063 ZenodoArchiveConcept: 10399659
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

ICT Skills Capacity Building Blueprint - Smart Africa (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:9UKSGDJ7 5242966:NQPQKCQD

Learning without Schools? Education, Relief, and Government Partnerships during COVID-19 - Skoll Foundation (2020)
Join to hear about how two large school systems, in Pakistan and West Africa, are partnering with governments and NGOs to educate children at home without internet access. This is a case study on how local leaders, including a Skoll Awardee, see the challenge of education, relief, and partnerships during COVID-19. Panel: - Susannah Hares, Center for Global Development - Mushtaq Chhapra, TCF Co-Founder - Riaz Kamlani, TCF EVP - Paul Skidmore, Rising Academy Network Moderator: Shashi Buluswar, UC Berkeley, Institute for Transformative Technologies
EdTechHub.Copy: 2405685:MIE53XIS KerkoCite.ItemAlsoKnownAs: 2129771:X8MZMPUI 2405685:MIE53XIS

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

Remote sensing and AI for building climate adaptation applications - Sirmacek, Beril; Vinuesa, Ricardo (Results in Engineering, 2022)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 2129771:CIJ7A7WG 2129771:QZQCI2BK

An educational Chatbot for answering queries - Sinha, Sharob; Basak, Shyanka; Dey, Yajushi; Mondal, Anupam (Emerging Technology in Modelling and Graphics, 2020)

Rapid Review of Assistive Technologies for Persons with Disability in India - Singh, Suneeta; Tomar, Manika; Mahendra, Vaishali S (Amaltas Consulting Private Ltd, 2020)
The purpose of this study is to support a better understanding of the evidence on assistive technology and support an effective response
KerkoCite.ItemAlsoKnownAs: 2129771:UPCPXXY3 2339240:VYF37XAM 2405685:MZX67MYD

Enhancing climate resilience in businesses: the role of artificial intelligence - Singh, Shivam; Goyal, Manish Kumar (Journal of Cleaner Production, 2023)
Publisher: Elsevier

Primary Schooling for Children with Disabilities: A Review of African Scholarship - Singal, Nidhi; Spencer, Carrie; Mitchell, Rafael (2021)
Publisher: Research Report
Keywords: ⛔ No DOI found

School enrolment and learning outcomes for children with disabilities: findings from a household survey in Pakistan - Singal, Nidhi; Sabates, Ricardo; Aslam, Monazza; Saeed, Sahar (International Journal of Inclusive Education, 2020)
This paper presents findings from household data collected as part of the Annual Survey of Education conducted in rural Punjab in 2015, which included questions on disability developed by the Washington Group on Disability Statistics. Data reported here focuses on the disability status of children aged 5 to 16 years, their access to school and learning outcomes on basic reading and maths tasks. Our findings highlight that children who were identified by their carer/mothers as having moderate to severe disabilities were less likely to be attending school and had lower levels of learning on basic reading and maths tasks, than their peers who were not identified as having any difficulties in functioning. More importantly, our findings also suggest that being a co-resident/sibling in a household with a child with moderate to severe disabilities was associated with lower levels of basic reading and numeracy for the co-residents/siblings compared to other children. We conclude by highlighting important policy considerations and identifying areas of future research.
Publisher: Routledge _eprint: https://doi.org/10.1080/13603116.2018.1531944 KerkoCite.ItemAlsoKnownAs: 10.1080/13603116.2018.1531944 2129771:T9ES7FIT
Keywords: Disability; Pakistan; enrolment; household survey; learning outcomes; primary schooling

EdTech for learners with disabilities: urgent need to focus on access, engagement and learning outcomes - Singal, Nidhi; Lynch, Paul; Kaye, Tom; Francis, Gill (EdTech Hub, 2021)
The current approaches to providing high quality learning experiences to learners with disabilities in low and middle-income (LMICs) countries requires radical rethinking. To date, significant numbers of learners with disabilities are not enjoying the benefits of barrier-free and meaningful engagement with the school curriculum in order to reach their potential. Appropriately matched technology to learner needs – in terms of…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4728168 2129771:AH422YBD 2405685:BZDFHTPM
Keywords: _EdTechHub_Output; _zenodoETH

What are the Characteristics of Effective Teacher Professional Development? A Systematic Review and Meta-analysis - Sims, Sam; Fletcher-Wood, Harry; O’Mara, Alison; Cottingham, Sarah; Stansfield, Claire; Herwegen, Jo Van; Anders, Jake (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:AYEFPSZ4 2486141:MD6F4TDU
Keywords: ⛔ No DOI found

Identifying the characteristics of effective teacher professional development: a critical review - Sims, Sam; Fletcher-Wood, Harry (School Effectiveness and School Improvement, 2020)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 2405685:2BSDHIUH 2534378:N5BNKDUA
Keywords: De-prioritise; ___working_potential_duplicate; ⚠️ Invalid DOI

Identifying the characteristics of effective teacher professional development: a critical review - Sims, Sam; Fletcher-Wood, Harry (School Effectiveness and School Improvement, 2021)
Several inﬂuential reviews and two meta-reviews have converged on the position that teacher professional development (PD) is more eﬀective when it is sustained, collaborative, subject speciﬁc, draws on external expertise, has buy-in from teachers, and is practice based. This consensus view has now been incorporated in government policy and oﬃcial guidance in several countries. This paper reassesses the evidence underpinning the consensus, arguing that the reviews on which it is based have important methodological weaknesses, in that they employ inappropriate inclusion criteria and depend on an invalid inference method. The consensus view is therefore likely to be inaccurate. It is argued that researchers would make more progress identifying characteristics of eﬀective professional development by looking for alignment between evidence from basic research on human skill acquisition and features of rigorously evaluated PD interventions.
KerkoCite.ItemAlsoKnownAs: 10.1080/09243453.2020.1772841 2129771:WX87PMWB
Keywords: _genre:LR-literature_review

Girls’ Education Programmes in the ASEAN region - Sims, Kate; Thuo, Sarah (2020)
This non-standard research exercise identified and mapped girls’ education programmes and interventions across Asia and the Pacific. The study primarily focused on interventions that benefit girls, including those that support the transition to secondary school and school completion. The following areas of technical and thematic focus were of particular interest: Accelerated learning, Girls’ education post-Covid-19, Non-formal education, Supplementary education, Female empowerment (i.e. girls’ clubs, life skills programmes, economic empowerment), Climate change, Education Technology (EdTech), and Inclusion of the most marginalised. This mapping study follows a K4D report outlining key barriers to girls’ education in the ASEAN and Pacific region (Price, 2020). It included active programmes and those that finished between 2015 and 2020, with a particular focus on programmes in Cambodia, Laos, Viet Nam, Myanmar, Indonesia, the Philippines, East Timor (Timor-Leste) and Papua New Guinea. Three days of researcher time was allocated to this study, so the exercise was therefore limited in identifying and mapping a large number of applicable programmes. The study relied on publicly available information, so may not have captured all relevant current and previous programming.
Accepted: 2020-11-04T09:30:50Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:RBFD8R6H 4869029:GYR3TD5Q
Keywords: ⛔ No DOI found

Education, Girls’ Education and Climate Change - Sims, Kate (2021)
This Emerging Issue Report (EIR) explores research and evidence on the relationship between education, girls’ education and climate change. There is scientific consensus that climate change is real, manifested through increasing temperatures, changing rainfall patterns and increasing frequency and severity of extreme weather events, including drought, flooding and cyclones. Climate change, environmental degradation and climate vulnerability are closely linked. Climate change exacerbates environmental and land degradation, especially in areas with drylands and permafrost, river deltas and low-lying coastal areas. There is high confidence that people living in areas affected by environmental degradation are experiencing an increase in the negative effects of climate change. Gender, alongside other drivers of vulnerability and exclusion, is a key determinant of an individual’s vulnerability to the effects of climate change and environmental degradation and influences how climate change is experienced. It is estimated that at least 200 million adolescent girls living in the poorest communities face a heightened risk from the effects of climate change. Evidence and commentary on the role of education, and girls’ education, to address climate change through adaptation, resilience and mitigation is limited, albeit growing. This EIR identifies and summarises the evidence and key commentary around the following themes: links between education, particularly girls’ education, and climate change; how climate and environment matter for achieving gender equality; and why securing girls’ education is an important strategy in addressing climate change. The EIR draws on academic research and literature from low- and middle-income countries (LMICs), as well as policy frameworks and grey literature, media articles and blogs from the climate, education and gender fields.
Accepted: 2021-03-30T14:03:40Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.044 2129771:WC8R9AP9 4869029:ZUNX28FC

Lessons Learned from Education Initiatives Implemented During the First Wave of COVID-19: A Literature Review - Sims, Kate (2021)
It is important to assume that the learning crisis caused by COVID-19 is not over. As highlighted by 2021 school closures in response to the Delta variant, lessons learned from school closures in 2020 are required and applicable. There is therefore a need for reflection and a consolidation of lessons learned to protect education outcomes. Lessons include the need for parental engagement and support, the mobilisation of community actors, and inclusive and accessible remote learning approaches (Kapur, 2020, p. 38). This literature review seeks to better understand what worked and what did not work in education interventions during the first wave of COVID-19, in order to support planning on current and future school closures and/or disruptions to education systems. It focuses on three key areas: 1. Support to teachers to continue teaching during school closures, and the role of teachers in supporting marginalised learners; 2. Approaches to ensure the continuation of learning; and 3. Approaches to reach the most marginalised learners.
Accepted: 2022-01-06T14:29:17Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.134 2129771:X2KXBG56 4869029:6G8GUDMR

Education, Girls’ Education and Climate Change - Sims, K. (Institute of Development Studies, 2021)
This Emerging Issue Report (EIR) explores research and evidence on the relationship between education, girls’ education and climate change. There is scientific consensus that climate change is real, manifested through increasing temperatures, changing rainfall patterns and increasing frequency and severity of extreme weather events, including drought, flooding and cyclones (IPCC, 2012, 2014). Climate change, environmental degradation and climate vulnerability are closely linked (IPCC, 2019). Climate change exacerbates environmental and land degradation, especially in areas with drylands and permafrost, river deltas and low-lying coastal areas. There is high confidence that people living in areas affected by environmental degradation are experiencing an increase in the negative effects of climate change (IPCC, 2019). Gender, alongside other drivers of vulnerability and exclusion, is a key determinant of an individual’s vulnerability to the effects of climate change and environmental degradation, and influences how climate change is experienced (Kwauk et al., 2019; Vincent et al., 2014; Muttarak & Lutz, 2014). It is estimated that at least 200 million adolescent girls living in the poorest communities face heightened risk from the effects of climate change (Atkinson & Bruce, 2015). Although this report refers to women and girls throughout, it is important that they are not seen as a homogenous group due to a range of factors that influence identity, including poverty, age, ethnicity, disability, socioeconomic status, geographic location and HIV status, among others (Plan International, 2011; Djoudi et al., 2016). In addition, as this report highlights, women and girls should not be seen as passive victims of climate change, as this can obscure their role as powerful agents of change and may cause misinterpretation of the causes of vulnerability (Ravera et al., 2016). Extreme weather events, such as floods and tropical cyclones, can disrupt learning in a variety of ways. The direct and immediate impacts of extreme weather include damage and/or destruction to education infrastructure; however, indirect and secondary impacts can last much longer (Kousky, 2016; Anderson, 2019). These include, but are not limited to: damage to road and transport links, obstructing access to school and learning; adolescent girls’ unwillingness to attend school if water, sanitation and hygiene (WASH) facilities are not quickly rehabilitated; inability to pay for school fees and/or learning materials; displacement of families; and reduced capacity for learning because of malnutrition or trauma (Kousky, 2016; Anderson, 2019; Nordstrom & Cotton, 2020; Chuang et al., 2018; Siriwardhana et al., 2013). Evidence and commentary on the role of education, and girls’ education, to address climate change through adaptation, resilience and mitigation is limited, albeit growing. This EIR identifies and summarises evidence and key commentary around the following themes: 1. Links between education, particularly girls’ education, and climate change. 2. How climate and environment matter for achieving gender equality. 3. Why securing girls’ education is an important strategy in addressing climate change. The EIR draws on academic research and literature from low- and middle-income countries (LMICs), as well as policy frameworks and grey literature, media articles and blogs from the climate, education and gender fields.
KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.044 2129771:AU3XTA3Z 5072953:45CF3YPF 5072953:LM8B7YHS 5072953:X9VHZB7F 5440726:NJMR8MNX 5440726:VNV4WHGJ
Keywords: _z:class:countries

Eight Reasons Why EdTech Doesn’t Scale: How sandboxes are designed to counter the issue - Simpson, Lea; Carter, Alice; Rahman, Asad; Plaut, Daniel (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:ZDTKEKLY
Keywords: Final_citation; existing

Achieving Community Development through an Agricultural Extension Programme: Technology Dissemination for Mushroom Farmers - Silva, Nilantha De; Wijeratne, Mahinda (Journal of Learning for Development, 2021)
Mushroom production is a small-scale business unit in rural areas. The Life Long Learning for Farmers (L3F) Programme aims to enhance the socio-economic conditions for them, increasing their access to and use of knowledge and technology. This study evaluates the outcomes of the L3F Programme at the community level. Data were collected through a pre-tested questionnaire survey. The sample consisted of 30 L3F farmers. Farmers’ achievement was assessed by the Farmer Performance Index (FPI). Results indicate that mushroom farmers have scaled up their production; have improved their productivity; designed new experiments to minimise the impact of pests and diseases; focused on environmental sustainability and scientific mushroom production; and improved the quality of packaging. The mobile app Bimmal Govi, blended with Information and Communication Technology, helped them to move with the latest technological advancements. The L3F Programme has increased the standards of mushroom production, helping the farmers become promising entrepreneurs.
Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:A36LZWPK
Keywords: Agricultural extension; L3F programme; _genre:PR-primary_research; community development; mushroom; ⛔ No DOI found

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

The next generation of machine learning for tracking adaptation texts - Sietsma, Anne J.; Ford, James D.; Minx, Jan C. (Nature Climate Change, 2023)
Machine learning presents opportunities for tracking evidence on climate change adaptation, including text-based methods from natural language processing. In theory, such tools can analyse more data in less time, using fewer resources and with less risk of bias. However, the first generation of adaptation studies have delivered only proof of concepts. Reviewing these first studies, we argue that future efforts should focus on creating more diverse datasets, investigating concrete hypotheses, fostering collaboration and promoting ‘machine learning literacy’, including understanding bias. More fundamentally, machine learning enables a paradigmatic shift towards automating repetitive tasks and makes interactive ‘living evidence’ platforms possible. Broadly, the adaptation community is failing to prepare for this shift. Flagship projects of organizations such as the IPCC could help to lead the way.
openalex: W4390273618 KerkoCite.ItemAlsoKnownAs: 10.1038/s41558-023-01890-3 2129771:IASYTD4Z 5072953:3P98PU49 5072953:5CC2RIQH 5072953:9N8TXRGU 5440726:VR85NTPZ
Keywords: Climate-change impacts; Interdisciplinary studies; Research data; _z:no_pdf; openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Progress in climate change adaptation research - Sietsma, Anne J.; Ford, James D.; Callaghan, Max W.; Minx, Jan C. (Environmental Research Letters, 2021)
Publisher: IOP Publishing

How can machine learning help in understanding the impact of climate change on crop yields? - Sidhu, Balsher Singh; Mehrabi, Zia; Ramankutty, Navin; Kandlikar, Milind (Environmental Research Letters, 2023)
Publisher: IOP Publishing

A study on the application of artificial intelligence in elementary science education - Shin, Won-Sub; Shin, Dong-Hoon (Journal of Korean elementary science education, 2020)
Publisher: The Korean Elementary Science Education Society
Keywords: ⛔ No DOI found

An Integrative Literature Review on Sex Education Programs for Korean College Students - Shin, Hyewon; Lee, Jung Min; Min, Hye Young (The Journal of Korean Academic Society of Nursing Education, 2020)
Publisher: The Korean Academic Society of Nursing Education KerkoCite.ItemAlsoKnownAs: 10.5977/jkasne.2020.26.1.78 2129771:8IPVZF74
Keywords: __C:filed:1

‘Happier in his own clothes’: Post-pandemic Possibilities for Education for Children with Special Educational Needs and Disabilities: Perspectives from parent carers - Shepherd, Jacqui; Durrant, Claire; Hancock, Christina (University of Sussex, 2021)
This research examined the perspectives of parent carers of children with SEND and their experiences of their children returning to school in September 2020 and undertaking home-learning during the January/February 2021 lockdown. While celebrating the achievements of schools in supporting children with SEND back into school last September and improving the quality and provision of home learning during the second lockdown, the report also exposes some of the significant limitations in the education system - not least in meeting the fundamental needs of children with SEND, but also in enabling them to flourish and achieve. Some children did thrive during lockdown without the stress and anxiety of school and the pressure of social interaction but many did not. ‘Happier in his own clothes’ was a comment made by a parent about one of the positives of lockdown in not having to wear school uniform, but we also use it as a metaphor here for how school could be for children with SEND - and indeed all children if we can seize this opportunity to learn from lockdown. We make recommendations, based on the learning from the positive and negative experiences of the last year, for a more reflexive and recalibrated school system which works better for all children – especially those with SEND.
KerkoCite.ItemAlsoKnownAs: 2129771:CT9D4CLD 2486141:HLMZ2QW4

Resisting Dehumanizing Assessments: Enacting Critical Humanizing Pedagogies in Online Teacher Education - Shelton, Catharyn; Aguilera, Earl; Gleason, Benjamin; Mehta, Rohit (2020)
With the shift to online learning in the wake of COVID-19, teacher educators (TEs) risk becoming swept up in a “cult of efficiency” that can dehumanize the learning process for teachers and students. In this chapter, we share how we, four TEs, use new technologies to implement critical humanizing pedagogies. This involves pushing beyond purely cognitive approaches, while reflexively addressing issues of power, access, and representation with emphasis on valuing voices historically subjected to colonizing educational practices. Specifically, we discuss our approach to online assessments, focusing on meaning-making, connecting to social realities, and engaging multimodality. We close the chapter by offering a set of guiding questions and technology tools that may help TEs (re)designing their own online assessments with students’ humanity in mind.

Saint Lucia - Sheldon, AnnaMarie L (stateuniversity.com, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:DKD22AH8 2486141:46UJI5WP

Implementation research in LMICs—evolution through innovation - Sheikh, Kabir; Hargreaves, James; Khan, Mishal; Mounier-Jack, Sandra (Health Policy and Planning, 2020)
Major global health gains can be achieved by strengthening the delivery of public health policies and programmes in low- and middle-income countries (LMICs). The population impact of evidence-based technologies and interventions such as drugs, vaccines and health know-how can only be maximized where programmes optimally identify and reach target populations and support them to take up and sustain their effective use. Examples include significant gaps in the coverage and quality of maternal health, newborn, immunization, non-communicable disease, primary care and adolescent sexual and reproductive health services—all issues tackled in this supplement. While structural change and increased funding are essential, much can be gained through ongoing improvements in programme delivery (Paina and Peters, 2012). Implementation gaps are also widely implicated in the failure of broader health policies and reforms in LMICs (Haines et al., 2004), such as for decentralization, health care regulation and primary health care. This makes it important also to analyse the implementation of policies at all levels, including studying the negotiations and interactions of actors in social and political contexts, understanding gaps in the effectiveness of public policies and helping to resolve them.
KerkoCite.ItemAlsoKnownAs: 10.1093/heapol/czaa118 2129771:E6KNQ66X

Meta-analysis as a response to the replication crisis. - Sharpe, Donald; Poets, Sarena (Canadian Psychology/Psychologie Canadienne, 2020)
Publisher: Educational Publishing Foundation

Developing the ‘E’in PSHE - Shakespeare, Ben (Teaching Personal, Social, Health and Economic and Relationships,(Sex) and Health Education in Primary Schools: Enhancing the Whole Curriculum, 2021)
Publisher: Bloomsbury Publishing
Keywords: ⛔ No DOI found

A Decade of MOOCs: A Review of MOOC Stats and Trends in 2021 - Shah, Dawal (The Report by Class Central, 2021)
In 2021, 10 years after it burst on the scene, the MOOC ecosystem has reached 220M learners and 19.4K courses.
KerkoCite.ItemAlsoKnownAs: 4804264:F8ZVAJDU
Keywords: Final_citation; cited; existing

Algorithmic Green Infrastructure Optimisation: Review of Artificial Intelligence Driven Approaches for Tackling Climate Change - Shaamala, Abdulrazzaq; Yigitcanlar, Tan; Nili, Alireza; Nyandega, Dan (Sustainable Cities and Society, 2024)
Publisher: Elsevier

Preprints During the COVID-19 Pandemic: Public Health Emergencies and Medical Literature - September 23, J. Hosp Med 2020 October;15:634-636 Published Online First; 2020 | 10.12788/Jhm.3491 (Journal of Hospital Medicine, 2020)
1Department of Neurology, University of California, San Francisco, California; 2Department of Radiation Oncology, Memorial Sloan Kettering Cancer Center, New York, New York.

Contract Type and Teacher Absenteeism in Benin: The Role of Teacher’s Supplemental Income - Senou, Barthelemy Mahugnon (2021)
Absenteeism is a phenomenon that has been noted in professional circles with consequences on the income of the wage earner as well as the profits of the firm, consequences that led, according to statistics from 2005, to losses in public finance amounting to close to 70 billion francs for the Government of Benin. Despite such losses, very few studies in economics have focused on the subject in order to try and give an understanding of the real causes of absenteeism and its consequences. The objective of this study is to explore the relationship between the status of the teacher, supplemental income of the teacher, and the absenteeism of the teacher. Using data from PASEC-CONFEMEN 2005, that will be applied to a theoretical model that we are developing, and through the use of a Tobit empirical method, after having taken the endogeneity bias on the practice of supplemental income generating activities by the teacher into account, this study demonstrates that the practice of income generating activities by teachers positively influences their absenteeism, with contract teachers being more frequently absent than those who are on permanent and pensionable employment contracts. Through linking the level of prices in a locality with absenteeism behaviours, we make it clear that the reasons for absenteeism are mostly related to low purchasing power in the context of earning relatively meagre salaries. These results elicit a set of recommendations that essentially suggest that there should be an improvement in the salaries and working conditions of teachers.
KerkoCite.ItemAlsoKnownAs: 2129771:G5ULT28D 4556019:RK7QIQGC
Keywords: C:Benin; ⛔ No DOI found

Assistive technology for students with visual disability in schools for the blind in Delhi - Senjam, Suraj Singh; Foster, Allen; Bascaran, Covadonga; Vashist, Praveen; Gupta, Vivek (Disability and Rehabilitation: Assistive Technology, 2020)
Background: To understand the awareness and utilization of assistive technology in students at schools for the blind in Delhi.Methods: A cross sectional study was conducted among 250 students selected randomly from 10 blind schools in Delhi. Binocular distance presenting and pinhole vision acuity were assessed using Snellen “E” chart and a multiple pinhole occluder. Students were also interviewed using a questionnaire about 42 assistive devices to understand their awareness and use.Results: Male participants were 72.8%. Of the total, 27.6% students had best corrected visual acuity <6/18 to 1/60, and the rest had <1/60 vision. The awareness about tactile and sound-based technology was good among students: Braille books (98%), Braille slate and stylus (99.2%), handheld audio recorders (77.6%) and screen readers (77.2%). Good awareness was reported for abacus (88.8%), walking long canes (94.4%) and smart cane (89.6%), audible balls (96%), Braille chess (82.8%) and talking watch (98%). Among the students with <6/18 to 1/60 vision, the awareness of visual based technology ranged from 0.8% (typoscope) to 43.6% (video magnifiers). Braille technology was used for reading by 96.4% (books) and for writing by 96.8% (Braille slate and stylus) irrespective of visual status. Other devices were poorly used ranging from nil (typoscope) to 55% (screen readers). The use of math and science learning devices was poor (<20%). Walking canes were used by 59% of students whereas 87.2% students used audible ball for games.Conclusion: The results showed that majority of students used tactile based technology irrespective of visual status.Implications for rehabilitationStudents with visual disability need assistive technology for a wide range of activities including academic learning.Students in schools for the blind who have binocular best corrected vision acuity of 1/60 or better should be encouraged to use visual based assistive technology instead of tactile based.Students with binocular best corrected vision acuity less than1/60 should be encouraged to use other available tactile and sound-based assistive technologies as well as Braille books and Braille slate and stylus for their academic activities including maths and sciences.Teachers should be trained in the use of various assistive technologies for reading, writing, maths, sciences, sports, mobility and activities of daily living.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/17483107.2019.1604829 KerkoCite.ItemAlsoKnownAs: 10.1080/17483107.2019.1604829 2129771:URCS73JL 2339240:4RW4RDTW 2405685:W56E2AD8
Keywords: Assistive technology; awareness; blind schools; utilization; visual disability

Reimagining Education for Continuous Learning and Teaching - Sengeh, David Moinina; McBurnie, Chris; Beoku-Betts, Iman; Kargobai, Grace; Sebold, Juliet (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:FGAHRJKD

Transforming education service delivery in Sierra Leone: from evidence to action - Sengeh, David Moinina; May-Wilson, Hannah (Global Partnership for Education, 2020)
Sierra Leone’s education system has been plagued by events that have challenged the effective delivery of high-quality education for every child for nearly three decades. But thanks to a program launched in 2018, the government is achieving greater access, quality, and equity for children by removing financial barriers to school enrollment and improving teaching and learning outcomes.
KerkoCite.ItemAlsoKnownAs: 2129771:UJIW9JVC 2339240:BFQBRATB 2405685:PS758V8V
Keywords: _C:Sierra Leone SLE

Education service transformation in Sierra Leone: Where policy meets the people | Blog | Global Partnership for Education - Sengeh, David Moinina (2020)
As GPE prepares to launch a new five-year strategic plan responding to partner countries’ demands for transformative change, GPE Board Member and Minister of Basic and Senior Secondary Education David Moinina Sengeh shares learnings from his first year of office on what transforming education means to the people of Sierra Leone.
KerkoCite.ItemAlsoKnownAs: 2129771:EFIQDYW2 2339240:DE8NBSA7 2405685:TJT9ZI8V
Keywords: _C:Sierra Leone SLE

Education service transformation in Sierra Leone: Where policy meets the people - Sengeh, David (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:GWGDR5N4 2339240:Y5AL4GBH 2405685:CL5T3HVF
Keywords: _C:Sierra Leone SLE

Localización de la demanda insatisfecha de instituciones educativas. Una propuesta metodológica basada en sala de cuatro (4) años de nivel inicial en Argentina - Sendón, María Alejandra (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:46KQBBWV 4042040:TH2JHXFY

digital education after COVID-19 - Selwyn, Neil; MacGilchrist, Felicitas; Williamson, Ben (TECHLASH, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:D96FZD4A

Guidance Note on Education Data Mapping in Sub-Saharan Africa: Moving from theory to practice - Selwaness, Irene; Adam, Taskeen; Lawson, Laté; Heady, Lucy (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 4804264:KHJ7AYDH
Keywords: Final_citation; cited; existing

Machines as teammates: a research agenda on AI in team collaboration - Seeber, I.; Bittner, E.; Briggs, R.O. (Information & Management, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.im.2019.103174 2129771:RDIGWY8X 2486141:98655IKN

Teacher recruitment and retention: A critical review of international evidence of most promising interventions - See, Beng Huat; Morris, Rebecca; Gorard, Stephen; Kokotsaki, Dimitra; Abdi, Sophia (Education Sciences, 2020)
Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 2129771:ND7GI7XC 2129771:ULNMTEUF

RIMA - Recopilación de información para la mejora de los aprendizajes: Informe de resultados evaluación de Matemática y Español RIMA 2020 y 2021 [Results report of the evaluation of Mathematics and Spanish RIMA 2020 and 2021] - Secretary of Education of Guanajuato (2021)
KerkoCite.ItemAlsoKnownAs: 4804264:7A7E5SPQ
Keywords: Final_citation

RIMA - Recopilación de información para la mejora de los aprendizajes: Manual del proceso (aplicación y devolución de resultados). [RIMA - Collection of information for improving learning: Process manual (application and return of results] - Secretary of Education of Guanajuato (2021)
KerkoCite.ItemAlsoKnownAs: 4804264:SZFXXKLQ
Keywords: Final_citation

A Commonwealth Guide to Ocean Climate Finance: A Guidance Document for Policy-Makers and Ocean Advocates - Secretariat, Commonwealth (Commonwealth iLibrary, 2022)
Drawing from a wide range of resources on ocean climate finance, this guide is intended to support practitioners, policy-makers and ocean advocates to understand the ‘seascape’ of ocean climate finance, and empower them to design and develop more successful ocean climate finance applications. It introduces the special characteristics of ocean-based mitigation and adaptation projects, explains the diffferent sources and types of finance available, and equips readers with a practical understanding of the priorities of different funding groups from both the public and private sectors. The global ocean is a critically important component of the Earth’s biosphere and climate system, but it faces tremendous threats from the impacts of climate change, including warming, acidification, pollution and development. While the global landscape of climate finance is growing quickly, funding for ocean-based climate mitigation and adaptation projects remains disproportionately small. In this context, the guide provides a clear and practical guide for project design and development, including best practices for securing finance and a wealth of tools and resources for those seeking funding for ocean-based initiatives. These include decision trees to identify the best funding match for your project; checklists for finance applications; and perhaps most importantly, a long-term, strategic approach to project development that is focused on building communities of practice and partnerships between governments, the private sector, public institutions, civil society organisations and communities. It also includes summaries of funding sources and investment models, as well as case studies and examples of best practice. The guide encourages project proponents to pursue long-term planning for crosscutting projects that deliver multiple integrated goals, both environmental and social. Recognising and addressing the unique features and opportunities of ocean-based projects, and the barriers to them, can contribute to realistic and impactful project design. Furthermore, proactively building partnerships with the private sector allows project proponents to access the largest source of finance in the global economy as well as its associated skills and resources.

Addressing Online Violence Against Women and Girls in the Commonwealth Africa Region: The Role of Bystanders - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
This report provides a summary of the phenomenon of online violence against women in various African Commonwealth membercountries and describes the legal frameworks and their limitations and the challenges these present. The report also makes suggestions on how totackle these issues in order to find solutions to the problem of online violence against women and girls.

Addressing Online Violence Against Women and Girls in the Commonwealth Asia Region: The Role of Bystanders - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
Online violence is increasing rapidly and is emerging as one of the biggest threats facing the online world today. Acts of online violence take multiple forms, including cyberstalking, cyberbullying, sexual harassment, sex trolling, doxing, hate speech, public shaming and intimidation. Broadly speaking, online violence against women and girls and the victimisation pattern in Commonwealth Asia member countries are consistent with the overall global trend. However, given unique formal and informal institutions in these countries, perpetration and victimisation related to OVAWG have many significant aspects that are different from most other countries in the world. As a result of underdeveloped regulations and regulatory infrastructure related to OVAWG, it is difficult to arrest, prosecute and convict the perpetrators in most of these countries. Meanwhile, societal norms tend to make victims of OVAWG feel devalued and excluded.

Addressing Online Violence Against Women and Girls in the Commonwealth Caribbean and the Americas: The Role of Bystanders - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
The purpose of this report is to map the prevalence of online violence against women and girls, with a particular focus on so-called innocent bystanders and the state of laws, institutions, policies and practices within the Caribbean and Americas regionof the Commonwealth (Canada). Cyberviolence against women and girls in the Commonwealth countries of the Caribbean and Americas (Canada) is recognised as a serious problem, and measures are being taken to address it. The prevalence of cyberviolence in terms of its root causes and impacts is gender based, with a disproportionate impact on females and marginalised individuals where there is also intersectionality of race, ethnicity, religion, sexual orientation, poverty, disability and other socioeconomic factors. Similar types of violence against women and girls often occur in both offline and online spheres or originate in one sphere and carried through into the other. In the most serious cases, cyberviolence can lead to physical assaults and even suicide.

Addressing Online Violence Against Women and Girls in the Commonwealth Europe Region: The Role of Bystanders - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
This report contributes to the Commonwealth study on online violence against women and girls (OVAWG) and considers the prevalence of online violence and the role of bystanders as well as therelevant laws, institutions, policies and practices to address the problem in the European region of the Commonwealth, namely Cyprus, Malta and the United Kingdom of Great Britain (England, Scotland and Wales) and Northern Ireland (UK). The report highlights the complex nature of OVAWG and the difficulties associated with differences in terminology resulting in inconsistent data collection and varied legal responses across the European region of the Commonwealth. It also details the role of bystanders and their criminal or civil liability that, it argues, are relatively new considerations in the OVAWG space. An understanding of the nature and presentation ofOVAWG is required by bystanders, including the impact on victims to drive action.

Addressing Online Violence Against Women and Girls in the Commonwealth Pacific Region: The Role of Bystanders - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
This report focuses on the role of online bystanders in reducing online violence against women and girls (VAWG), including consideration of any related policies or laws. Given the relatively recent emergence of bystanders as potential facilitators and exacerbators of online crime, policy responses have tended to focus on the virtual versions of existing physical crimes, such as ‘cyber’ bullying and ‘cyber’ stalking, and/or the dissemination of intimate images online (when previously they might have been posted on a physical bulletin board). Moreover, these policy responses have tended to focus on capturing perpetrators, but not bystanders, within a legislative framework.

Bridging the Human Rights Implementation Gap: A Commonwealth Survey - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
In January 2022, the Commonwealth Secretariat launched a survey of national frameworks for the implementation of international human rights obligations in Commonwealth member states. The primary objectives of the survey were to: a. Contribute to the body of knowledge, such as studies conducted by the Office of the United Nations High Commissioner for Human Rights (OHCHR) and other organisations, on the role and effectiveness of National Mechanisms for Implementation, Reporting and Follow-up (NMIRFs). Recent OHCHR studies have shown that NMIRFs are vital for improved implementation and reporting on human rights. They have identified several essential ‘capacities’ for enhanced performance, including engagement, co-ordination, consultation and information management. b. Map existing national systems for implementation, reporting and follow-up to understand how they implement their mandates, and thereby facilitate an exchange of good practice and lessons learnt. c. Understand specific needs for further technical assistance for Commonwealth member states to establish and/or strengthen NMIRFs. d. Provide information to be used in advocacy for formulating common guiding principles on NMIRFs.

Early Childhood Care and Education (ECCE) Toolkit: Long form version - Secretariat, Commonwealth (Commonwealth iLibrary, 2022)
High-quality and accessible Early Childhood Care and Education (ECCE) lays the foundation for healthy and well-functioning societies. Effective ECCE systems equip young children with the means to develop to their fullest potential during their formative years, in a safe and inspiring environment, nurtured by well trained professional teachers and carers. The Commonwealth’s ECCE Toolkit has been designed as a resource for Ministers of Education and officials to increase access to quality ECCE services, for ages 0 to 8 years, using a multi-sectoral approach. This toolkit outlines five features to support this approach, covering topics including conducting situational ECCE sector analyses, planning and implementing quality services,methods to expand access, and monitoring and evaluating ECCE systems. In addition, it aims to assist governments in ensuring these services are responsive to the rights, needs, and capabilities of children, their families and their communities.

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

Fiscal Policy Options for Resilient and Sustainable Development - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
Creating enabling environments and the capacity to access and generate multidimensional financing for development, climate change and enhanced resilience, remains challenging amid global pressures. One feasible approach is to revisit the criteria for financing allocation and the management of earmarked international transfers and debt relief. This paper focuses on fiscal policy options for resilient and sustainable development. An appropriate design and mix of national taxes would help raise revenues efficiently, reduce the cost of doing business and the barriers to exports, and encourage economic integration to counteract disruptions in global value chains.

Parametric Climate Insurance Using Blockchain Technology: A Feasibility Study on Technical and Economic Viability in Fiji - Secretariat, Commonwealth (Commonwealth iLibrary, 2022)
Blockchain technology has the potential to drive efficiencies throughout the insurance value chain. This study aimed to investigate the likely customer demand for, technical feasibility and economic viability of blockchain-based climate catastrophe insurance (BBCCI) in Fiji. The report analysed BBCCI’s application in the context of Fiji by undertaking a technical feasibility assessment, which was followed by an economic feasibility assessment. Based on these assessments, a roadmap for the implementation of BBCCI in Fiji is recommended.

Realising Article 24 of the Convention on the Rights of Persons with Disabilities: Case Studies in Mainstreaming and Inclusive Education - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
As part of an ongoing commitment to support the development of a more inclusive education system across Commonwealth countries, the Commonwealth Secretariat commissioned documentation to support good policy and practice, particularly on including students with disabilities in mainstream education. This has been prepared with the objective of initiating a wider dialogue on inclusive practices for mainstreaming disability.This document provides examples from 11 Commonwealth countries, highlighting the process of change that is underway in these countries and the evolution of policies and strategies to improve access to education for children with disabilities.It additionally provides models and self-assessment tools to support policy-makers and education professionals as they work towards achieving Sustainable Development Goal (SDG) 4 to ensure inclusive andequitable quality education and promote lifelong learning opportunities for all.

Respect in the Commonwealth: A toolkit for building relationships, generating new ideas and increasing respect - Secretariat, Commonwealth (Commonwealth iLibrary, 2022)
This 'project in a box' on building resilience and inter-community dialogue encompasses detailed instructions, illustrations, and inspiration. The toolkit focuses on how to deliver workshops on inter- and intra-community relationship building, and aims to improve global citizenship literacy, awareness of tools and learning of skills to build socially cohesive and tolerant communities that are resilient to violent extremism. This toolkit is for anyone who feels motivated to improve relationships and respect in the community, the workplace and even among friends and family. You can use it to improve respect generally or to tackle a specific issue, such as hate speech or inter-ethnic conflict. Depending on your level of experience of bringing people together, and the kinds of issues you are working with, you will find a range of different tools to apply. Whether you are experienced in facilitating change or are just starting out, this toolkit has been designed and tested for you.

The researchED Guide to The Curriculum: An evidence-informed guide for teachers - Sealy, Edited by Clare (John Catt, 2020)
researchED is an educator-led organisation with the goal of bridging the gap between research and practice.This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.In this edition, Clare Sealy explores how schools can get the most out of a rich curriculum, editing contributions from a wide range of writers, including: Neil Almond; Andrew Percival; Doug Lemov and Emily Badillo; Sonia Thompson; Christine Counsell; Michael Young; Ruth Ashbee; and Aurora Reid.

Listening to Young Lives at Work in Ethiopia - Scott, Douglas; Favara, Marta; Porter, Catherine (Oxford Department of International Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:HBXKKTW5

The classroom goes hybrid - Scott, Craig (AV Magazine, 2020)
Craig Scott, chief technology officer of ViewSonic, explores post-Covid-19 education and preparing for a world of hybrid learning and teaching.
Section: Comment KerkoCite.ItemAlsoKnownAs: 2129771:S8XDTB9Z 2486141:3EBHAGWF

Indoor Air Quality and Overheating in UK Classrooms–an Archetype Stock Modelling Approach - Schwartz, Y.; Korolija, I.; Symonds, P.; Godoy-Shimizu, D.; Dong, J.; Hong, S. M.; Mavrogianni, A.; Grassie, D.; Mumovic, D. (Journal of Physics: Conference Series, 2021)
Abstract. Children spend a large part of their waking lives in school buildings. There is substantial evidence that poor indoor air quality (IAQ) and thermal discomfort can have detrimental impacts on the performance, wellbeing and health of schoolchildren and staff. Maintaining good IAQ while avoiding overheating in classrooms is challenging due to the unique occupancy patterns and heat properties of schools. Building stock modelling has been extensively used in recent years to quantify and evaluate performance of large numbers of buildings at various scales. This paper builds on an archetype stock modelling approach which represents the diversity of the school stock in England through an analysis of The Property Data Survey Programme (PDSP) and the Display Energy Certificates (DEC) databases. The model was used for simulating Indoor-to-Outdoor pollution ratios to estimate indoor air pollution levels (NO2, PM2.5 and CO2) and thermal comfort (overheating) in two climate areas in England: London and the West Pennines. analysis highlighted variations in classrooms’ indoor CO2 levels in different seasons and explored the risk of overheating in relation to a classroom’s orientation.
Issue: 1 KerkoCite.ItemAlsoKnownAs: 10.1088/1742-6596/2069/1/012175 2129771:MKP2LJW2 4682641:MIIGV4GG
Keywords: BE:RELEVANT

Design Thinking for Educators - Designers Workbook (Arabic) - Schurr, Michael (2020)
WrongDOI:10.5281/zenodo.3552082 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3701368 2129771:6C29V955 2292090:6BPDR7IP
Keywords: _r:ImportedToMyEducationEvidence

Design Thinking for Educators - Designers Workbook (English/Arabic) - Schurr, Michael (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3733139 2129771:IBXYN87I 2292090:VYFQYW6J
Keywords: _r:ImportedToMyEducationEvidence

Design Thinking for Educators - Toolkit (Arabic) - Schurr, Michael (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3229155 2129771:ZXNWN29J 2292090:SYDTZ77Y
Keywords: _r:ImportedToMyEducationEvidence

Design Thinking for Educators - Toolkit (English/Arabic) - Schurr, Michael (2020)
DOI_for_Arabic: 10.5281/zenodo.3229155 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3552082 2129771:AQ34Y769 2129771:P3JFFVZV 2292090:L73VUUAN 2292090:Q2YMRHS2
Keywords: _r:ImportedToMyEducationEvidence

Innovation durch Kooperation: Ausbildungspartnerschaften im Bausektor - Schultz, Susanne U. (2021)
Diese explorative Studie zu den Fachkräftebedarfen und Kooperationsinteressen von Unternehmen im Baubereich in Nordrhein-Westfalen beleuchtet die Potenziale einer partnerschaftlichen Zusammenarbeit zur länderübergreifenden, beruflichen Ausbildung mit Ghana.
Publisher: Bertelsmann Stiftung KerkoCite.ItemAlsoKnownAs: 10.11586/202111610.11586/2021116 2129771:W9I8BQ3F 2486141:LTF4KTIE 2486141:UHG4APRC
Keywords: Baubranche; Berufsausbildung; Fachkräftebedarf; Migration; Transnationale Qualifizierungs- und Mobilitätspartnerschaft; Zuwanderung; ⚠️ Invalid DOI

A Knowledge Development Perspective on Literature Reviews: Validation of a New Typology in the IS Field - Schryen, Guido; Wagner, Gerit; Benlian, Alexander; Paré, Guy (Communications of the AIS, 2020)
Literature reviews (LRs) play an important role in the development of domain knowledge in all fields. Yet, we observe a lack of insights into the activities with which LRs actually develop knowledge. To address this important gap, we (1) derive knowledge building activities from the extant literature on LRs, (2) suggest a knowledge-based typology of LRs that complements existing typologies, and (3) apply the suggested typology in an empirical study that explores how LRs with different goals and methodologies have contributed to knowledge development. The analysis of 240 LRs published in 40 renowned IS journals between 2000 and 2014 allows us to draw a detailed picture of knowledge development achieved by one of the most important genres in the IS field. An overarching contribution of our work is to unify extant conceptualizations of LRs by clarifying and illustrating how LRs apply different methodologies in a range of knowledge building activities to achieve their goals with respect to theory.
KerkoCite.ItemAlsoKnownAs: 2129771:RL878DF9 2129771:Z662SPQU 2405685:2NRF8SJX 2486141:MDDDQ8AI 2486141:QA8SSXX8
Keywords: ⛔ No DOI found

Teacher leadership: A systematic review, methodological quality assessment and conceptual framework - Schott, Carina; van Roekel, Henrico; Tummers, Lars G. (Educational Research Review, 2020)
Publisher: Elsevier

Rensvandeschoot/software-overview-machine-learning-for-screening-text - schoot, Rens van de (2023)
The repository aims to create an overview and comparison of software used for systematically screening large amounts of textual data using machine learning.
original-date: 2022-02-17T18:40:05Z KerkoCite.ItemAlsoKnownAs: 2129771:DBXDY7RW 2405685:H75KUGV8 2486141:DYRPSJRR
Keywords: _Added-ailr-2024; active-learning; machine-learning; software-development; systematic-reviews

A Narrative Literature Review of Natural Language Processing Applied to the Occupational Exposome - Schoene, Annika Marie; Basinas, Ioannis; Tongeren, Martie van; Ananiadou, Sophia (International Journal of Environmental Research and Public Health, 2022)
The evolution of the Exposome concept revolutionised the research in exposure assessment and epidemiology by introducing the need for a more holistic approach on the exploration of the relationship between the environment and disease. At the same time, further and more dramatic changes have also occurred on the working environment, adding to the already existing dynamic nature of it. Natural Language Processing (NLP) refers to a collection of methods for identifying, reading, extracting and untimely transforming large collections of language. In this work, we aim to give an overview of how NLP has successfully been applied thus far in Exposome research.We conduct a literature search on PubMed, Scopus and Web of Science for scientific articles published between 2011 and 2021. We use both quantitative and qualitative methods to screen papers and provide insights into the inclusion and exclusion criteria. We outline our approach for article selection and provide an overview of our findings. This is followed by a more detailed insight into selected articles.Overall, 6420 articles were screened for the suitability of this review, where we review 37 articles in depth. Finally, we discuss future avenues of research and outline challenges in existing work.Our results show that (i) there has been an increase in articles published that focus on applying NLP to exposure and epidemiology research, (ii) most work uses existing NLP tools and (iii) traditional machine learning is the most popular approach.
openalex: W4285495954 KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph19148544 2129771:VVDDYJRJ 5072953:V7ISYJ2U
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

The perils of preprints - Schalkwyk, May C. I. van; Hird, Thomas R.; Maani, Nason; Petticrew, Mark; Gilmore, Anna B. (BMJ, 2020)
Their use and platforms require greater scrutiny
Publisher: British Medical Journal Publishing Group Section: Editorial

Why Programs Fail: Lessons for Improving Public Service Quality from a Mixed-Methods Evaluation of an Unsuccessful Teacher Training Program in Nepal - Schaffner, Julie; Glewwe, Paul; Sharma, Uttam (2021)
Using a randomized control trial embedded within a mixed-methods evaluation, we find that an at-scale government teacher training program, of a common but seldom-evaluated form, has little or no impact on student learning. We then document five challenges that the policy’s design failed to address, related to: oversight of training sessions, school-level difficulties in releasing teachers for training (lack of substitute teachers), deficits in teachers’ subject knowledge, deficits in teachers’ post-training accountability and support, and students’ needs for differentiated instruction. We discuss implications for the literatures on teacher training program design and on good governance for public service provision
KerkoCite.ItemAlsoKnownAs: 10.22004/ag.econ.316663 4804264:7MC73GN5
Keywords: Community/Rural/Urban Development; Final_citation; Public Economics; Teaching/Communication/Extension/Profession; cited; existing

Artificial intelligence-based conversational agents for chronic conditions: systematic literature review - Schachner, Theresa; Keller, Roman; v Wangenheim, Florian (Journal of medical Internet research, 2020)
Publisher: JMIR Publications Toronto, Canada

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

Meta‐analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre‐K to grade 2 - Savva, Marilena; Higgins, Steve; Beckmann, Nadin (Journal of Computer Assisted Learning, 2022)
Background: The array of availability of diverse digital reading applications, the mixed results emerging from small-scale experimental studies, as well as the long-standing tradition and range of known positive developmental outcomes gained from adultchild storybook reading warrant an investigation into electronic storybooks (e-books) by performing a meta-analysis, which includes recent studies.
KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12623 2129771:JWLRZDEL 4820891:4ME8FHSQ 4820891:5SQ8T6XV 4820891:A9IVD7B8
Keywords: _Import_to_OpenDevEd_EvLib

Averting an Education Catastrophe for the World’s Children - Save Our Future (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:M3JMIDZW

Impact Report - Save Our Future (2020)

Transnationale Qualifizierungs- und Mobilitätspartnerschaften (tQMP): - Sauer, Michael; Volarevic, Jurica (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:UHFUE5CR 2486141:RHPMF3M2
Keywords: ⛔ No DOI found

Reading Audrey Watters: A reflection on personalised learning via education technology through a decolonial lens - Sarwar, Moizza Binat (EdTech Hub, 2022)
At EdTech Hub, we’ve been reflecting on how coloniality is embedded in the work we do: from the colonial roots of the international development sector, to colonial practices embedded in research methods, to “core-to-periphery” design and deployment of EdTech interventions.
KerkoCite.ItemAlsoKnownAs: 4804264:UGSEC5JA 4804264:VE6S57Y9
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

Five lessons learnt from Bangladesh's experience responding to COVID-19 - Sarwar, Mohammad Afzal Hossain; Hossain, Iqbal; Kaye, Tom (EdTech Hub, 2020)
In recent months, the EdTech Hub has produced a range of documents to support and guide countries as they develop and implement plans to help students keep learning during school closures. Some of the work we have produced includes: a […]
KerkoCite.ItemAlsoKnownAs: 2129771:ES7HENP6 2339240:PISQI3AG 2405685:PH8ICW77
Keywords: _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

Text classification using deep learning techniques: a bibliometric analysis and future research directions - Sarin, Gaurav; Kumar, Pradeep; Mukund, M. (Benchmarking: An International Journal, 2023)
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/BIJ-07-2022-0454 2129771:FUCK8KIM 2405685:9AAKZ7EL 2486141:J6KNBKMH 2486141:KMNV7QKL
Keywords: Bibliometric analysis; Classification; Data mining; Deep learning; Text analytics; _Added-ailr-2024

An insight into cultural competence and ethics in K-12 artificial intelligence education - Sanusi, Ismaila Temitayo; Olaleye, Sunday Adewale (2022 IEEE global engineering education conference (EDUCON), 2022)

"Creo en la tecnología en la escuela pero hemos de poner las necesidades del alumno por delante de los dispositivos" - Santodomingo, Rodrigo (El Diario de la Educación, 2021)
Es una de las voces más autorizadas a nivel global sobre la integración de las TIC en la escuela. Autor de un largo listado de estudios, Björn Hassler muestra especial interés por el aprendizaje con dispositivos móviles. Últimamente, sobre todo, en el África sub-sahariana. Entusiasmo y crítica se funden en su visión sobre la fiebre …
Section: Nuevas tecnologías KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4486389 2129771:XLP9Q4F7

Managing the human–chatbot divide: how service scripts influence service experience - Sands, Sean; Ferraro, Carla; Campbell, Colin; Tsao, Hsiu-Yuan (Journal of Service Management, 2020)
Publisher: Emerald Publishing Limited

Schooling for All - Feasible Strategies to Achieve Universal Education - Sandefur, Justin (Center for Global Development, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:CEEQ745N

Educational technology in Abu Dhabi public schools: teaching with interactive whiteboards (IWBs) - Samsonova, Olga (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:69SFGJ7H
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Cyprus CYP; _C:Jordan JOR; _C:Sweden SWE; _C:Turkey TUR; _C:United Arab Emirates ARE; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

COVID's Lessons for Global Higher Education: Coping with the Present While Building a More Equitable Future. - Salmi, Jamil (Lumina foundation, 2020)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 4804264:MB8M8YIP
Keywords: Final_citation; ⛔ No DOI found

Education recovery chief quits in English schools catch-up row - Sally Weale (the Guardian, 2021)
Sir Kevan Collins said to be dismayed that his long-awaited £15bn proposals were watered down to a £1.4bn package
Section: Politics

Labour flags concern over outsourcing of England catch-up tuition - Sally Weale (the Guardian, 2021)
Contract worth £25m given to giant HR conglomerate with ‘little tutoring experience’, says Labour
Section: Politics

School location analysis by integrating the accessibility, natural and biological hazards to support equal access to education - Sakti, Anjar Dimara; Rahadianto, Muhammad Ario Eko; Pradhan, Biswajeet; Muhammad, Hubbi Nashrullah; Andani, I. Gusti Ayu; Sarli, Prasanti Widyasih; Abdillah, Muhammad Rais; Anggraini, Tania Septi; Purnomo, Andhika Dimas; Ridwana, Riki (ISPRS International Journal of Geo-Information, 2021)
Abstract: This study proposes a new model for land suitability for educational facilities based on spatial product development to determine the optimal locations for achieving education targets in West Java, Indonesia. Single-aspect approaches, such as accessibility and spatial hazard analyses, have not been widely applied in suitability assessments on the location of educational facilities. Model development was performed based on analyses of the economic value of the land and on the integration of various parameters across three main aspects: accessibility, comfort, and a multinatural/biohazard (disaster) risk index. Based on the maps of disaster hazards, higher flood-prone areas are found to be in gentle slopes and located in large cities. Higher risks of landslides are spread throughout the study area, while higher levels of earthquake risk are predominantly in the south, close to the active faults and megathrusts present. Presently, many schools are located in very high vulnerability zones (2057 elementary, 572 junior high, 157 senior high, and 313 vocational high schools). The comfort-level map revealed 13,459 schools located in areas with very low and low comfort levels, whereas only 2377 schools are in locations of high or very high comfort levels. Based on the school accessibility map, higher levels are located in the larger cities of West Java, whereas schools with lower accessibility are documented far from these urban areas. In particular, senior high school accessibility is predominant in areas of lower accessibility levels, as there are comparatively fewer facilities available in West Java. Overall, higher levels of suitability are spread throughout West Java. These distribution results revealed an expansion of the availability of schools by area: senior high schools, 303,973.1 ha; vocational high schools, 94,170.51 ha; and junior high schools, 12,981.78 ha. Changes in elementary schools (3936.69 ha) were insignificant, as the current number of elementary schools is relatively much higher. This study represents the first to attempt to integrate these four parameters—accessibility, multi natural hazard, biohazard, comfort index, and land value—to determine potential areas for new schools to achieve educational equity targets. Keywords: school location; natural and biological hazards; accessibility model; COVID-19; West Java Province; Indonesia
Publisher: MDPI KerkoCite.ItemAlsoKnownAs: 4682641:CB8PKGK6

Digital learning in schools: What does it take beyond digital technology? - Sailer, Michael; Murböck, Julia; Fischer, Frank (Teaching and Teacher Education, 2021)
We investigated how often teachers apply digital technology in their teaching and which student learning activities teachers initiate. Further, we analyzed factors relating to technology use. 410 teachers in our sample, representative for the state of Bavaria (Germany), reported that they spend a substantial amount of time using digital technologies in a typical lesson. Results indicated that rather teachers’ basic digital skills and technology-related teaching skills than digital technology resources are crucial. Even though a certain threshold level of digital technology is necessary in school, our results suggest shifting the focus from equipping schools to teachers’ skills using technologies effectively.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2021.103346 2129771:WY5VJ8ZE 4426965:JKWTNHUA
Keywords: Digital technologies; Structural equation modeling; Student learning activities; Teachers’ skills; Technology use in classroom

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

Sierra Leone series: Plan International and the importance of community support for distance teacher professional development programmes - Saidu, Arthur; Casado, Eusebio Rincon; Shergill, Maggie; McBurnie, Chris (EdTech Hub, 2021)
Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector. In week four, we met with Arthur Saidu, Eusebio Rincon Casado and Maggie Shergill from…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707910 2129771:R8LRYX3A 2405685:7HCBSU4P
Keywords: _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH

Will the pandemic change schools? - Sahlberg, Pasi (Journal of Professional Capital and Community, 2020)
Purpose This essay offers a perspective for practitioners and decision-makers to look beyond short-term recovery from the COVID-19 pandemic and consider longer-term consequences that it may have on schools. Design/methodology/approach In this essay, I discuss some general observations about education during the pandemic and then provide a perspective to some issues related to educational inequalities and learning from home during the pandemic. The essay is informed by recent media articles and reports of national and international institutions. Findings This essay makes three claims: Despite high hopes, there is only a little chance schools will change as a consequence of this pandemic without bold and brave shifts in mindset in how that change happens. The COVID-19 pandemic has exacerbated the effects of preexisting social and educational inequalities; fixing these would be an important consequence of the pandemic. During school closures, learning from home has been mostly based on the old logic of consuming information and knowledge rather than creating or cocreating new ideas and solutions to real-life problems. Research limitations/implications This is an essay that offers evidence-informed perspectives to current development in education, and it should not be treated as a research-based article. Originality/value This essay will contribute to the evolving public conversation and professional debate on the future of school education. It will be part of the series of essays that will support those who are seeking to not just adapt to meet the pandemic but also to step back and consider the medium to longer-term implications.
KerkoCite.ItemAlsoKnownAs: 10.1108/JPCC-05-2020-0026 2129771:EEBKLVBQ
Keywords: COVID-19; Professionalism; School change; __C:filed:1

Why schools shouldn't use Whatsapp - Safeguarding In Schools - Safeguarding In Schools (2022)
KerkoCite.ItemAlsoKnownAs: 4804264:ADPGPPA8
Keywords: Final_citation; cited; existing

Systematic Review using a Spiral approach with Machine Learning - Saeidmehr, Amirhossein; Steel, Piers; Samavati, Faramarz (2023)
With the accelerating growth of the academic corpus, doubling every nine years, machine learning is a promising avenue to make systematic review manageable. Though several notable advancements have already been made, the incorporation of machine learning is less than optimal, still relying on a sequential, staged process designed to accommodate a purely human approach, exemplified by PRISMA. Here, we test a spiral, alternating or oscillating approach, where full-text screening is done intermittently with title/abstract screening, which we examine in three datasets by simulation under 360 conditions comprised of different algorithmic classifiers, feature extractions, prioritization rules, data types, and information provided (e.g., title/abstract, full-text included). Overwhelmingly, the results favored a spiral processing approach with Logistic Regression, TF-IDF for vectorization, and Maximum Probability for prioritization. Results demonstrate up to a 90% improvement over traditional machine learning methodologies, especially for databases with fewer eligible articles. With these advancements, the screening component of most systematic reviews should remain functionally achievable for another one to two decades.
KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-2497596/v1 2129771:3TJ8PRTF 2405685:RINZQERU 2486141:SJ799IB8
Keywords: _Added-ailr-2024

Systematic review using a spiral approach with machine learning - Saeidmehr, Amirhossein; Steel, Piers David Gareth; Samavati, Faramarz F. (Systematic Reviews, 2024)
Abstract With the accelerating growth of the academic corpus, doubling every 9 years, machine learning is a promising avenue to make systematic review manageable. Though several notable advancements have already been made, the incorporation of machine learning is less than optimal, still relying on a sequential, staged process designed to accommodate a purely human approach, exemplified by PRISMA. Here, we test a spiral, alternating or oscillating approach, where full-text screening is done intermittently with title/abstract screening, which we examine in three datasets by simulation under 360 conditions comprised of different algorithmic classifiers, feature extractions, prioritization rules, data types, and information provided (e.g., title/abstract, full-text included). Overwhelmingly, the results favored a spiral processing approach with logistic regression, TF-IDF for vectorization, and maximum probability for prioritization. Results demonstrate up to a 90% improvement over traditional machine learning methodologies, especially for databases with fewer eligible articles. With these advancements, the screening component of most systematic reviews should remain functionally achievable for another one to two decades.
KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-023-02421-z 5440726:7V4PYGH5

Indoor air quality and health in schools: A critical review for developing the roadmap for the future school environment - Sadrizadeh, Sasan; Yao, Runming; Yuan, Feng; Awbi, Hazim; Bahnfleth, William; Bi, Yang; Cao, Guangyu; Croitoru, Cristiana; De Dear, Richard; Haghighat, Fariborz; Kumar, Prashant; Malayeri, Mojtaba; et al. (Journal of Building Engineering, 2022)
Several research studies have ranked indoor pollution among the top environmental risks to public health in recent years. Good indoor air quality is an essential component of a healthy indoor environment and significantly affects human health and well-being. Poor air quality in such environments may cause respiratory disease for millions of pupils around the globe and, in the current pandemic-dominated era, require ever more urgent actions to tackle the burden of its impacts. The poor indoor quality in such environments could result from poor management, operation, maintenance, and cleaning. Pupils are a different segment of the population from adults in many ways, and they are more exposed to the poor indoor environment: They breathe in more air per unit weight and are more sensitive to heat/cold and moisture. Thus, their vulnerability is higher than adults, and poor conditions may affect proper development. However, a healthy learning environment can reduce the absence rate, improves test scores, and enhances pupil/teacher learning/teaching productivity. In this article, we analyzed recent literature on indoor air quality and health in schools, with the primary focus on ventilation, thermal comfort, productivity, and exposure risk. This study conducts a comprehensive review to summarizes the existing knowledge to highlight the latest research and solutions and proposes a roadmap for the future school environment. In conclusion, we summarize the critical limitations of the existing studies, reveal insights for future research directions, and propose a roadmap for further improvements in school air quality. More parameters and specific data should be obtained from in-site measurements to get a more in-depth understanding at contaminant characteristics. Meanwhile, site-specific strategies for different school locations, such as proximity to trans portation routes and industrial areas, should be developed to suit the characteristics of schools in different regions. The socio-economic consequences of health and performance effects on children in classrooms should be considered. There is a great need for more comprehensive studies with larger sample sizes to study on environmental health exposure, student performance, and indoor satisfaction. More complex mitigation measures should be evaluated by considering energy efficiency, IAQ and health effects.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jobe.2022.104908 2129771:NTBFI4GF 5072953:SMX87LLQ
Keywords: _z:class:countries

Gemeinsam Gestalten: Migration aus Afrika nach Europa - Sachverständigenrat deutscher Stiftungen für Integration und Migration (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:RI23SWS9 2486141:SMWYQNAY

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

Can maternal education sustain or enhance the benefits of early life interventions? Evidence from the Young Lives Longitudinal Study - Sabates, Ricardo; Di Cesare, Mariachiara (Compare: A Journal of Comparative and International Education, 2021)
This paper provides evidence on the predicted benefits of maternal education, in terms of reduced child malnutrition at ages 1 and 5, focusing specifically on the complementarities with early life interventions across contexts. Using data from the Young Lives Longitudinal Study for Ethiopia, India, Peru and Vietnam, results show the expected association of maternal education with reduced likelihood of malnutrition both at ages 1 and 5. However, the benefits of maternal education via access to an early life intervention (antenatal care), are found only in some countries and for some levels of maternal education. Inequalities in the risk of malnutrition between those with the highest endowments of maternal education and access to antenatal services, and those without these, are significant within countries. We conclude that programmes which aim to reduce the risks of malnutrition should consider local knowledge and realities in order to understand more fully the expected benefits.
Publisher: Routledge _eprint: https://doi.org/10.1080/03057925.2019.1653171 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2019.1653171 2129771:WSICB8HM
Keywords: Maternal education; Young Lives; antenatal care; child nutrition; quantitative methods

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

Low-Cost Private Schools in Tanzania: A Descriptive Analysis - Sabarwal, Shwetlena; Sununtnasuk, Celeste; Ramachandran, Deepika (Research on Improving Systems of Education (RISE), 2020)
This paper discusses the potential role of low-cost private secondary schools in Tanzania. The share of private enrollment has been negatively correlated with the availability of public schools. With the 2016 Fee-Free Basic Education Policy, the public secondary education system is experiencing significant demand pressures. The government has limited resources to address these pressures. Using micro-data from the Morogoro region, the paper finds that private schools have excess capacity that can allow for absorption of additional students at relatively low cost through potential public-private partnerships. The paper finds no evidence that service delivery or student performance is worse in private schools relative to their public counterparts. These findings provide empirical evidence on some key enabling conditions for potential public-private partnerships for secondary education in Tanzania.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2020/044 2129771:TFZ72NQD

COVID-19 and the Learning Crisis in Latin America and the Caribbean: How Can We Prevent a Tragedy? - Saavedra, Jaime; Di Gropello, Emanuela (2021)
zotzenLib.CopiedFrom: 2486141:ACM6UHC5 KerkoCite.ItemAlsoKnownAs: 2129771:RHAASP59 2486141:ACM6UHC5

An Analysis of ResNet50 Model and RMSprop Optimizer for Education Platform Using an Intelligent Chatbot System - Saadna, Youness; Boudhir, Anouar Abdelhakim; Ben Ahmed, Mohamed (Networking, Intelligent Systems and Security, 2022)
A chatbot is a software (or machine) that has the ability to talks with a user: it is a virtual assistant that can answer a number of user questions, and providing the correct responses. In the last few years, the use of chatbots is very popular in various fields, such as health care, marketing, educational, supporting systems, cultural heritage, entertainment, and many others. This paper proposes an intelligent chatbot system that can give a response in the form of natural language or audio to a natural language question or image input in different domains of education and will support multiple languages (English, French, and Arabic). To realize this System, we used different deep learning architectures (CNN, LSTM, Transformers), computer vision, transfer learning to extract image features vector, and natural language processing techniques. In the end, after the implementation of the proposed model, a comparative study was conducted in order to prove the performance of this system using image-response model and question-response model using accuracy and BLEU score metrics.
Keywords: Artificial intelligence; Chatbot; Education

The June 16 Soweto Youth Uprising | South African History Online - SA History Online (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:J2DKEAVN

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

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

Indoor Environmental Quality (IEQ) in Hot-Dry Regions of Sub-Saharan Africa - S.M. Ali (BUK Press, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:ANDPTX52 2129771:PA2M2PAP 2486141:XP7DL92J

Investigating Acoustic and Indoor Air Qualities of Learning Environments in Bayero University, Kano - S.M. Ali (2021)
Place: Nigeria Publisher: University of Jos KerkoCite.ItemAlsoKnownAs: 2129771:3HK33LJ7 2129771:J92IE3TZ 2486141:BYY2S9GP
Keywords: ⛔ No DOI found

Measured and perceived visual qualities of learning environments in Bayero University, Kano Nigeria. Savanna, A journal of the Environmental and Social Sciences - S.M. Ali (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:PXTETYRP 2129771:RLJSFHZA 2486141:ISV74JPD
Keywords: ⛔ No DOI found

Development of artificial intelligence education system for K-12 based on 4P - Ryu, Hyein; Cho, Jungwon (Journal of Digital Convergence, 2021)
Publisher: The Society of Digital Policy and Management
Keywords: ⛔ No DOI found

Identifying and prioritizing strategies to strengthen climate resilience of education systems - Ryan, Benjamin; Garner, Shelby; Flynnn, Rachael (2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10912284 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1128 ZenodoArchiveConcept: 10912283
Keywords: Coming soon; _r:AddedByMyEducationEvidence

Marrakesh Treaty (MT) in Summary for Rwanda and its Organisations of Persons with Disabilities - Rwanda Union of the Blind (2022)

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

AI-Supported Simulation-Based Learning: Learners’ Emotional Experiences and Self-Regulation in Challenging Situations - Ruokamo, Heli; Kangas, Marjaana; Vuojärvi, Hanna; Sun, Liping; Qvist, Pekka (AI in Learning: Designing the Future, 2023)
This study explores learners’ emotional experiences and self-regulation and how they overcome stressful situations in a simulation-based learning environment (SBLE). We also examine what kinds of situations an AI tutor could be used to facilitate simulation-based learning. We will first present the theoretical background of the research dealing with self-regulated learning, followed by positive and negative emotions and situations in simulation-based learning. The research questions of the study are as follows: (1) What kinds of emotions do learners experience in simulation-based learning situations? (2) Through what kinds of SRL operations do learners aim to overcome challenging situations during simulation-based learning? and (3) In what kinds of situations could an AI tutor be used to facilitate simulation-based learning? To collect data, a 1-week experiment was conducted in August 2021. The data was collected using online observations, video recordings, and delayed stimulated recall interviews. The interview data was analyzed through a deductive thematic analysis process. The results of the study show that learners experienced various positive and negative emotions and emotions are deeply connected with learning. We need to do more research to describe these connections in more detail. According to the results, an AI tutor can provide help for decision-making and visualizing critical points and help learners ask questions to check vital points in the system.
Keywords: AI tutor; Challenging situations; Emotion; Self-regulation; Simulation-based learning

Mapping National Digital Learning Platforms: Full Dataset - Rui, Tingting; Chuang, Rachel; Thinley, Sangay; AlSheikh Theeb, Thaer; Villavicencio, Xuzel; Hasiniavo, Rasolohery (EdTech Hub, 2023)
The dataset provided here as a link to a spreadsheet presents raw data from a global mapping exercise of 471 national digital platforms across 184 countries conducted by EdTech Hub as part of a Helpdesk request from UNICEF. The mapping exercise examined three key areas of availability, usability, and inclusivity of national digital learning platforms. Analysis from the dataset was used to generate a report on national digital learning platforms. The datasheet includes the authors’ organisation of the dataset under key indicators. Readers can use the datasheet to replicate or conduct their own analysis. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 10256767 ZenodoArchiveConcept: 10256766 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.10256767 10.53832/edtechhub.0178 2405685:SPWJF5UR
Keywords: _r:AddedByZotZen

Policy Implications for Teaching during the Health Emergency - Rudder, Roderick (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:L89GKITE 2486141:VE5Y4IEW
Keywords: _Added to LR; _T:reviewed

The EdTech Report 2019/20 - The Growth of Technology in Education | RS Components - RS (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:VDFE45JF

‘It’s destroyed me completely’: Kenyan moderators decry toll of training of AI models - Rowe, Niamh (The Guardian, 2023)
Employees describe the psychological trauma of reading and viewing graphic content, low pay and abrupt dismissals
KerkoCite.ItemAlsoKnownAs: 2486141:NHJ56NLX
Keywords: Artificial intelligence (AI); ChatGPT; Computing; Kenya; Meta; OpenAI; Technology

The importance of theoretical positioning and the relevance of using bibliometrics for literature reviews - Rowe, Frantz; Kanita, Nada; Walsh, Isabelle (Journal of Decision Systems, 2023)
The theoretical positioning of a review is of the utmost importance in terms of its contribution to knowledge. This paper clarifies the significance of this design principle for different types of review i.e. for describing, understanding, explaining or testing purposes. Furthermore, new tools now mean that it is both possible and relevant for bibliometrics novices to use bibliometrics to support literature reviews. Applying the BIBGT method and combining two bibliometric techniques – co-citation analysis of references and bibliographic coupling of documents – can enhance the efficiency of the first three types of literature review. This paper provides examples of published works that apply BIBGT to each of these types of review and highlights the bibliometric software used. It concludes with a survey of promising applications for all researchers and makes recommendations for both experienced literature review researchers and literature review novices.
KerkoCite.ItemAlsoKnownAs: 10.1080/12460125.2023.2217646 2129771:NBJDCCYV 2405685:HGQ8Z5G8 2486141:AH357B5B
Keywords: _Added-ailr-2024

Transnational Skills Partnerships between Ghana and North Rhine-Westphalia - Rother, Stefan; Setrana, Mary B. (2021)
This exploratory study discusses the potential for a transnational skills partnership in the construction sector between Ghana and the German state of North Rhine-Westphalia (NRW). Ghana is considered to be a particularly suited partner country due to its young workforce, democratic and economic stability and high regard for technical and vocational education and training (TVET). This high regard, though, is not matched yet by a high level of formal training. This study recommends a type of partnership, where the TVET sector could benefit from further development in terms of standards, employability and balancing practical and theoretical aspects of formal education. This would be a significant addition to the established benefits of the triple-win approach where the destination would benefit from the supply of skilled labour while the country of origin and the migrants themselves would benefit from upskilling and remittances.
KerkoCite.ItemAlsoKnownAs: 2129771:YSBTVRFD 2486141:8TMTV6JS

Teachers Learning Together: Large-scale approaches to teacher communities of practice - Rossignoli, Serena; Amenya, Donvan; Kamana, Dieudonne; Tiganescu, Andrea; Kudenko, Irina (Education Development Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:U44EAVHV 2405685:KJU6N64C 2405685:WFJZTGQZ
Keywords: C:Kenya / Rwanda; _C:Kenya KEN; _C:Rwanda RWA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Proposal to the Spencer Foundation: Research Grants on Education: School’s Out For . . . Spring? Understanding the Response of School Districts in the United States to COVID-19-Related Disruptions - Rosenberg, Joshua; Rutherford, Teomara; Anderson, Daniel; White, Rachel S.; Nguyen, Ha; Kimmon, Royce (Open Science Framework, 2020)
There is no doubt that public education has suffered as a result of the COVID-19 pandemic. Researchers are comparing the COVID slide to summer learning loss, noting this loss could be much worse for those already underserved by U.S. schools (Kuhfeld & Tarasawa, 2020). In order to understand who this loss impacts and how, we need data on school, district, and statewide responses to the pandemic as it unfolded. Luckily, these data are available, as school districts across the country updated their communities about plans for spring 2020. To capture these updates, our team uses multiple approaches for collecting COVID-19-related information via school district websites and social media to create a new, nationwide dataset of district responses.We also analyze how these responses relate to contextual characteristics of districts and their surrounding communities, which will provide a picture of how district characteristics may drive disparities in access to and quality of schooling during the pandemic. Identifying these associations are critical for understanding and disrupting the reproduction and deepening of educational inequality caused by the COVID-19 crisis. The resulting dataset will provide researchers with the information necessary to understand how education during the pandemic may impact students for years to come.
KerkoCite.ItemAlsoKnownAs: 10.31219/osf.io/9j2cu 2129771:H88X8NN8

Targeted and Multidimensional Approaches to Overcome Inequalities in Secondary Education for Adolescent Girls: The Impact of the Campaign for Female Education (CAMFED) Program in Tanzania and Zimbabwe - Rose, Pauline; Sabates, Ricardo; Delprato, Marcos; Alcott, Ben (Comparative Education Review, 2022)
In many low- and lower-middle-income countries, key barriers to girls’ secondary school access and learning include poverty, school inaccessibility, poor school quality, and lack of gender-sensitive practices in the classroom. The nongovernmental organization, Campaign for Female Education (CAMFED), provides a range of financial, pedagogical, and community-supported interventions aimed at removing these barriers in government secondary schools in Tanzania and Zimbabwe. Using longitudinal data, we adopt quasi-experimental methods to examine the impact of the CAMFED program on reducing secondary school dropout and improving test scores in English and mathematics. Results suggest that the CAMFED program has a significant effect on both improving access and learning for the most disadvantaged adolescent girls. However, low-performing learners remain particularly at risk of dropout, necessitating further consideration and support for these girls.
Publisher: The University of Chicago Press KerkoCite.ItemAlsoKnownAs: 10.1086/721849 2129771:WJ5MNQCB

Tackling Climate Change with Machine Learning - Rolnick, David; Donti, Priya L.; Kaack, Lynn H.; Kochanski, Kelly; Lacoste, Alexandre; Sankaran, Kris; Ross, Andrew Slavin; Milojevic-Dupont, Nikola; Jaques, Natasha; Waldman-Brown, Anna; Luccioni, Alexandra Sasha; Maharaj, Tegan; et al. (ACM Computing Surveys, 2023)
Climate change is one of the greatest challenges facing humanity, and we, as machine learning (ML) experts, may wonder how we can help. Here we describe how ML can be a powerful tool in reducing greenhouse gas emissions and helping society adapt to a changing climate. From smart grids to disaster management, we identify high impact problems where existing gaps can be filled by ML, in collaboration with other fields. Our recommendations encompass exciting research questions as well as promising business opportunities. We call on the ML community to join the global effort against climate change.
KerkoCite.ItemAlsoKnownAs: 2129771:SM92Q9NL 2129771:SU4ITE8G

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

The Last Mile in School Access: Mapping Education Deserts in Developing Countries - Rodriguez-Segura, Daniel; Kim, Brian Heseung (Development Engineering, 2021)
With recent advances in high-resolution satellite imagery and machine vision algorithms, fine-grain geospatial data on population are now widely available: kilometer-bykilometer, worldwide. In this paper, we showcase how researchers and policymakers in developing countries can leverage these novel data to precisely identify “education deserts” - localized areas where families lack physical access to education - at unprecedented scale, detail, and costeffectiveness. We demonstrate how these analyses could valuably inform educational access initiatives like school construction and transportation investments, and outline a variety of analytic extensions to gain deeper insight into the state of school access across a given country. We conduct a proof-of-concept analysis in the context of Guatemala, which has historically struggled with educational access, as a demonstration of the utility, viability, and flexibility of our proposed approach. We find that the vast majority of Guatemalan population lives within 3 km of a public primary school, indicating a generally low incidence of distance as a barrier to education in that context. However, we still identify concentrated pockets of population for whom the distance to school remains prohibitive, revealing important geographic variation within the strong countrywide average. Finally, we show how even a small number of optimally-placed schools in these areas, using a simple algorithm we develop, could substantially reduce the incidence of “education deserts” in this context. We make our entire codebase available to the public – fully free, opensource, heavily documented, and designed for broad use – allowing analysts across contexts to easily replicate our proposed analyses for other countries, educational levels, and public goods more generally.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.deveng.2021.100064 2129771:S223XDSM
Keywords: Access to education; Education deserts; Education in developing countries; School placement

EdTech in Developing Countries: A Review of the Evidence - Rodriguez-Segura, Daniel (World Bank Research Observer, 2020)
The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries.
Publisher: Oxford University Press KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkab011 4804264:EEWXI49B
Keywords: ACCESS TO TECHNOLOGY; EDTECH; EMERGENCE OF EDUCATIONAL TECHNOLOGY; Final_citation; INNOVATION; cited; existing

EdTech in Developing Countries: A Review of the Evidence - Rodriguez-Segura, Daniel (World Bank Research Observer, 2020)
The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries.
Publisher: Oxford University Press KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkab011 2129771:BJD97I3V 4426965:SWZRTPBC 4804264:EEWXI49B
Keywords: ACCESS TO TECHNOLOGY; EDTECH; EMERGENCE OF EDUCATIONAL TECHNOLOGY; INNOVATION

EdTech in Developing Countries: A Review of the Evidence - Rodriguez-Segura, Daniel (The World Bank Research Observer, 2022)
The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries.

Education technology in developing countries: A systematic review - Rodriguez-Segura, D (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:IIM2UEGJ
Keywords: _genre:LR-literature_review

Height and body-mass index trajectories of school-aged children and adolescents from 1985 to 2019 in 200 countries and territories: a pooled analysis of 2181 population-based studies with 65 million participants - Rodriguez-Martinez, Andrea; Zhou, Bin; Sophiea, Marisa K; Bentham, James; Paciorek, Christopher J; Iurilli, Maria LC; Carrillo-Larco, Rodrigo M; Bennett, James E; Di Cesare, Mariachiara; Taddei, Cristina; Bixby, Honor; Stevens, Gretchen A; et al. (The Lancet, 2020)
Background Comparable global data on health and nutrition of school-aged children and adolescents are scarce. We aimed to estimate age trajectories and time trends in mean height and mean body-mass index (BMI), which measures weight gain beyond what is expected from height gain, for school-aged children and adolescents.
KerkoCite.ItemAlsoKnownAs: 10.1016/S0140-6736(20)31859-6 2129771:B23MY78C 2129771:B23MY78C 2129771:H5NQM44F 2129771:JFFMUW8Y 2129771:H5NQM44F 2129771:JFFMUW8Y

Sustainability and science and technology teacher education: A review of the literature - Rocksén, Miranda; Vhurumuku, Elaosi; Svensson, Maria (Science and Technology Teacher Education in the Anthropocene, 2022)
To introduce the theme of this book, in this chapter, we report the results from a review of the pertinent research literature, from South Africa and Sweden, focusing on approaches to sustainable development in science and technology teacher education. The 25 studies, selected for content analysis, were categorised into six approaches: (1) studies with content-focus, (2) studies of interdisciplinary approaches, (3) approaches proposing significant changes in teaching practices, (4) approaches challenging educational paradigms, (5) approaches developing theoretical models and (6) approaches towards effective integration of sustainable development in curricula. Although papers from both countries agree that contemporary challenges emanating from unsustainable exploitation of the environment and earth's resources necessitate reorientation in science and technology teacher education, there are differences in the ways in which this is approached. In Sweden, the emphasis has been on understanding and developing teachers’ and learners’ sustainability competencies, while in South Africa, the major focus has been on developing teachers’ pedagogical practices and implementation of policies and curricula.
Num Pages: 20 KerkoCite.ItemAlsoKnownAs: 2129771:DCPXWJFL
Keywords: _genre:LR-literature_review

Guidance for Teachers and Counselors during COVID-19 and Other Crises - Rock, Sarah; Gilgoff, Rachel (Rock Results, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:XBM84IDN 2486141:NGLMKGK2

Digital Rights in Closing Civic Space: Lessons from Ten African Countries - Roberts, Tony; Ali, Abrar Mohammed; Karekwaivanane, George; Msonza, Natasha; Phiri, Sam; Zorro; Nanfuka, Juliet; Bosch, Tanja; Oladapo, Oyewole; Ojebode, Ayo; Nyabola, Nanjala; Gagliardone, Iginio; et al. (Institute of Development Studies, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:ZR2KCNXB 5242966:FYJBLZBY

Rising Academies - Rising On Air - Rising Academy Network (2020)
Library Catalog: www.risingacademies.com KerkoCite.ItemAlsoKnownAs: 2129771:5YNQTEA7 5YNQTEA7

Data Visualisations: Estimating COVID-19 related learning losses and effects of mitigation | RISE Programme - RISE (RISE Programme, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:MLTBLS5U 2486141:YZJXIQAE

Towards Interpreting Topic Models with ChatGPT - Rijcken, Emil; Scheepers, Floortje; Zervanou, Kalliopi; Spruit, Marco; Mosteiro, Pablo; Kaymak, Uzay (The 20th World Congress of the International Fuzzy Systems Association, 2023)
Keywords: ⛔ No DOI found

DigComp 2.2: The Digital Competence Framework for Citizens - With new examples of knowledge, skills and attitudes - Riina, Vuorikari; Stefano, Kluzer; Yves, Punie (Publications Office of the European Union, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:IMTEZ37V 5242966:FUE6JI2S

Child marriages skyrocket in Malawi as Covid-19 closes schools, figures show - Rigby, Jennifer (The Telegraph (UK), 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:M879ZVBE

Revisión sistemática sobre el uso de la tableta en la etapa de educación primaria - Ricoy, María-Carmen; Sánchez-Martínez, Cristina (Revista Española de Pedagogía, 2020)
Publisher: JSTOR KerkoCite.ItemAlsoKnownAs: 10.22550/REP78-2-2020-04 2129771:CBRGQYTN
Keywords: _C:Croatia HRV; _C:Spain ESP; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Repurposing Established Radio and Audio Series to Address the COVID-19 Educational Crises - Richmond, Simon (Education Development Center, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:2E2H28DW 2339240:KCF8ZXBF

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

RTAC 4C3A Factsheet - Research Technical Assistance Center (Research Technical Assistance Center, 2022)
NORC at the University of Chicago KerkoCite.ItemAlsoKnownAs: 2129771:L8Z8J8W3

RTAC Communication Products - Research Technical Assistance Center (Research Technical Assistance Center, 2022)
NORC at the University of Chicago KerkoCite.ItemAlsoKnownAs: 2129771:FN9GPIAU

RTAC Plan - Research Technical Assistance Center (Research Technical Assistance Center, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:8BA9MTCQ 2129771:KLUU32K6
Keywords: ⛔ No DOI found

RTAC Stakeholder Analysis - Research Technical Assistance Center (Research Technical Assistance Center, 2022)
NORC at the University of Chicago KerkoCite.ItemAlsoKnownAs: 2129771:BAC2W33S

RTAC Toolkit: Troubleshooting Guide - Research Technical Assistance Center (Research Technical Assistance Center, 2022)
NORC at the University of Chicago KerkoCite.ItemAlsoKnownAs: 2129771:XAXC3LKA

Kenya Digital Master Plan 2022-2032 - Republic of Kenya ICT Authority (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:FFGGH75Q 5242966:K4DDRZZZ

What Is Global Education and Why Does It Matter? - Reimers, Fernando M. (Educating Students to Improve the World, 2020)
Series Title: SpringerBriefs in Education KerkoCite.ItemAlsoKnownAs: 2129771:8BVNL3AM 2129771:RWSI3255

Remote learning guidance from state education agencies during the COVID-19 pandemic: A first look - Reich, Justin; Buttimer, Christopher J.; Fang, Alison; Hillaire, Garron; Hirsch, Kelley; Larke, Laura R.; Littenberg-Tobias, Joshua; Moussapour, Roya Madoff; Napier, Alyssa; Thompson, Meredith (2020)
Publisher: EdArXiv KerkoCite.ItemAlsoKnownAs: 10.35542/osf.io/437e2 4804264:IMAKAF2A
Keywords: Final_citation

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

LAC Reads Capacity Program: Teacher categorisation inputs - Regis, Callista; Megha-Bongnkar, Ghislaine; McBurnie, Chris; D’Angelo, Sophia; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0210 2129771:FLLKKXY5
Keywords: Author:OpenDevEd

LAC Reads Capacity Program: User testing resuts - Regis, Callista; Megha-Bongnkar, Ghislaine; McBurnie, Chris; D’Angelo, Sophia; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0211 2129771:LYEE4WYI
Keywords: Author:OpenDevEd

Guide: Roof paint, shading, and sound insulation - Regime Projects Tanzania; Open Development & Education (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10666750 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1072 ZenodoArchiveConcept: 10666749
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

Guide: Technical specifications for applying local white paint on schools’ roofs - Regime Projects Tanzania; Open Development & Education (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10666717 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1071 ZenodoArchiveConcept: 10666716
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

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

Breaking Through Limitations: Enhanced Systematic Literature Reviews With Large Language Models - Reason, Tim; Langham, Julia; Gimblett, Andy; Malcolm, Bill; Klijn, Sven (Population, 2023)
KerkoCite.ItemAlsoKnownAs: 5440726:6HH3L69H
Keywords: ⛔ No DOI found

Breaking Through Limitations: Enhanced Systematic Literature Reviews With Large Language Models - Reason, Tim; Langham, Julia; Gimblett, Andy; Malcolm, Bill; Klijn, Sven (Population, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:PJB6DTDA 2405685:CBPEMXNV 2486141:ELIALEJV
Keywords: _Added-ailr-2024; ⛔ No DOI found

The influence of paikem gembrot model against student’s self efficacy and learning outcomes - Rasidi, Ahmad; Susana, Dian (Journal of Physics: Conference Series, 2020)
Issue: 1 KerkoCite.ItemAlsoKnownAs: 10.1088/1742-6596/1539/1/012054 2129771:9Q9UBTJ5
Keywords: _C:China CHN; _C:Indonesia IDN; __C:filed:1; __C:scheme:1

Is Blended Learning Better than Online Learning for B.Ed Students? - Ranjan, Prabhas (Journal of Learning for Development, 2020)
Blended learning is a newly emerging area of research and practice in educational institutions. It is defined as a useful and reasonable combination of online and face-to-face learning and is acclaimed as a successful mode of teaching. The recent growth of online education, which is without classroom interaction, in a developing country like India therefore presents a reason to verify the relative effectiveness of these teaching modes. This study was an experimental study spread over two years, to compare the effectiveness of the blended learning mode and the online learning modes (including their specific teaching-learning strategies) for a B.Ed curriculum. A randomly selected sample of students with a comparable level of intelligence quotient (IQ) was subjected to both controlled (face-to-face) and experimental treatments (online and blended learning). The participants were the students of a predominantly face-to-face mode of a B.Ed Course. The researcher found that the average achievement scores of the blended learning mode were higher than the online learning mode. It appears that the interaction of the instructor and the learners was a critical factor for the better performance of blended learning. This research also suggests that blended learning resulted in better learning attainment and motivation. Blended learning has potential to support learner-centric teaching-learning endeavours. It is an important finding for the emerging trend towards online learning in India. It is also relevant in the context of the conditions created by the COVID-19 pandemic, which has put constraints on the face-to-face mode of teaching.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:4IRMTJF2
Keywords: Moodle; blended learning; experimental study; face-to-face learning; online learning; ⛔ No DOI found

Accelerated Learning Programs for Out-of-School Girls: The Impact on Student Achievement and Traditional School Enrollment - Randall, Jennifer; O'Donnell, Francis; Botha, Sandra M. (FIRE: Forum for International Research in Education, 2020)
Within the context of post-conflict DRC, we examined the impact of the Accelerated Learning Program for out-of-school girls' on student learning outcomes and traditional school enrollment. We found that the vast majority of girls advanced through the levels as expected (80%) and, on average, improved their numeracy and literacy skills. The impact on traditional school enrollment was less definitive with the percent of girls who previously attended school, as well as the age of, remaining stable over time, but there was also an increasing trend in the percent of girls who were enrolled in school until the end of the last school year.
Publisher: Lehigh University Library and Technology Services KerkoCite.ItemAlsoKnownAs: 10.32865/fire20206225 2129771:W279YNZW 2339240:8C37BH6Q 2486141:GVQ4L8K3
Keywords: Academic Achievement; Acceleration (Education); Access to Education; Developing Nations; Disadvantaged Youth; Educational Attainment; Enrollment Influences; Females; Foreign Countries; Instructional Program Divisions; LMIC; Literacy; Numeracy; Out of School Youth; Primary Education; Program Effectiveness; School Location; Traditional Schools; War; _AcademicRecoveryOECS; girls; marginalised; quant; quasi-experimental

ICT integration in teaching and learning activities in higher education: a case study of Nepal's teacher education - Rana, Kesh; Rana, Karna (Malaysian Online Journal of Educational Technology, 2020)
This article reports an examination of information and communication technology (ICT) integration in teaching and learning activities in higher education in Nepal. ICT education policy by the government of Nepal emphasises the need to develop teachers' ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. The case study reported the lack of clear strategy to implement the ICT education policy and to fund for the ICT infrastructure and professional development of university staff to integrate ICT in teacher education. In this case, the Faculty of Education in the university, where there is no funding from the government and university for the ICT in education project, received funding from an international organisation to install ICT infrastructure and provide ICT training for teachers and other staff. It is argued that, to realise the policy in practice, more sustainable mechanisms need to be developed to provide ICT facilities for teachers and to train them how to use ICT in teaching activities.
Publisher: University of Malaya Faculty of Education, Kuala Lumpur 50603 Malaysia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396845922?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.17220/mojet.2020.01.003 2405685:7QTWPNA2 2534378:2HFCURH3 2534378:7EF9ZFLB 2534378:9RI575FJ
Keywords: ERIC; Current Index to Journals in Education (CIJE); Educational Policy; Foreign Countries; Higher Education; Information Technology; Nepal; Postsecondary Education; Preservice Teacher Education; Program Implementation; Sustainability; Technology Integration; __:import:01; __:match:final; __:matched; __:study_id:2095751; __finaldtb

A Meta-Analysis on Computer Technology Intervention Effects on Mathematics Achievement for Low-Performing Students in K-12 Classrooms - Ran, Hua; Kasli, Murat; Secada, Walter G. (Journal of Educational Computing Research, 2021)
This meta-analysis extended the current literature regarding the effects of computer technology (CT) on mathematics achievement, with a particular focus on low-performing students. A total of 45 independent effect sizes extracted from 31 empirical studies based on a total of 2,044 low-performing students in K-12 classrooms were included in this meta-analysis. Consistent with previous reviews, this study suggested a statistically significant and positive effect of CT ([Formula: see text] = 0.56) on low-performing students’ mathematics achievement. Of four CT types, the largest CT effect was found with problem-solving system ([Formula: see text] = 0.86), followed by tutoring [Formula: see text] = 0.80), game-based intervention ([Formula: see text] = .58), and computerized practice ([Formula: see text] = .23). Furthermore, other moderators were found to explain variation in CT effects on low-performing students’ mathematics achievement. Study findings contributed to clarifying the effect of CT for low-performing students’ mathematics achievement. Implications for instructional design and practices are also discussed.
KerkoCite.ItemAlsoKnownAs: 10.1177/0735633120952063 2129771:RYHW9DRK 2486141:FCAP4WFQ 4820891:DKFAXG5V
Keywords: _Import_to_OpenDevEd_EvLib; computer; conclusive outcomes; high quality; k-12; low-performing; mathematics; primary; secondary

A Meta-Analysis on Computer Technology Intervention Effects on Mathematics Achievement for Low-Performing Students in K-12 Classrooms - Ran, Hua; Kasli, Murat; Secada, Walter G. (Journal of Educational Computing Research, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1177/0735633120952063 4804264:PPN7K52D
Keywords: Final_citation; cited; existing

An Investigation of pre-service teachers' motives for using Instagram: Pre-service teachers' motives for using Instagram - Ramazanoğlu, Mehmet; Toytok, Esef Hakan (International Journal of Curriculum and Instruction, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:7BRPX2BI
Keywords: Final_citation; cited; existing; ⛔ No DOI found

MOLDOVA – DIGITAL EDUCATION READINESS ASSESSMENT 2021-22 - Rajasekaran, Subhashini; Casap, Lucia (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 4804264:CCMRTN9Y 4804264:CZ8Q2EKC 4804264:R5WK3K53
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

Digital pathways for greater education impact for all: A Country-level Framework - Rajasekaran, Subhashini; Adam, Taskeen; Tilmes, Klaus; Hawkins, Robert (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10257860 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1040 ZenodoArchiveConcept: 10257859
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Year long monitoring of indoor air quality and ventilation in school classrooms in Victoria, Australia - Rajagopalan, Priyadarsini; Andamon, Mary Myla; Woo, Jin (Architectural Science Review, 2022)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/00038628.2021.1988892 2129771:JYKTZFVU 4682641:7VMXIBCD
Keywords: BE:RELEVANT

Artificial intelligence and management: the automation-augmentation paradox - Raisch, S; Krakowski, S (Academy of Management Review, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5465/amr.2018.0072 2129771:7N8HQSSW 2486141:XUJNRCJP

Behaviour change key principles for EdTech | MASTER framework - Rahman, Asad; Carter, Alice; WambûiKuria, Catherine; Mbugua, Ciku; Simpson, Lea; Kably, Nathan (EdTech Hub, 2022)
An EdTech Hub sandbox fast-tracks promising EdTech interventions by providing funding, tools, and access to evidence. It provides a space for partners to test and grow ideas in conditions of uncertainty. Since 2020, EdTech Hub has worked with partners in eight countries, to test and grow EdTech based on our sandbox methodology. When testing and growing EdTech, this tool aims to help you get started with ways to design for innovation behaviours or mindsets and make them stick. Keywords: behavioural change; behavioural design; behavioural innovation; EdTech; innovation; sandbox; intervention design An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7245959 ZenodoArchiveConcept: 7245958 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7245959 10.53832/edtechhub.0129 2129771:AJQ8S2PV 2405685:BT283J6U
Keywords: _r:AddedByZotZen

Behaviour change key principles for EdTech | MASTER framework - Rahman, Asad; Carter, Alice; Wambûi Kuria, Catherine; Mbugua, Ciku; Simpson, Lea; Kably, Nathan (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0129 2129771:ZWXUZE55 4426965:IMPZ2WKI 4426965:Q3PT9KN5

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

Girl-focused life skills interventions at a distance - Rafaeli, Tal (Institute of Development Studies, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M7CX7E4R 2405685:HQGB6ICQ

Girl-focused Life Skills Interventions at a Distance - Rafaeli, Tal (2020)
This rapid review explores the evidence and lessons learned about engaging girls in life skills interventions at a distance (i.e. through mobile, online, radio or other) both in emergency and nonemergency settings. The purpose of the review is to assist programmes in identifying relevant and effective ways to continue and build girls’ life skills remotely during the widespread school closures and quarantine of the COVID-19 crisis (Albrectsen and Giannini, 2020). The main interest of the review is emergency contexts, however, the limited evidence as well as the potential for learning from programmes from non-emergency settings, led to the inclusion of non-emergency settings in the review. As evidence is scarce in this area, the report is based on a rapid literature review of academic studies, grey literature and emerging evidence, to ensure relevant insights are captured. The lack of rigorous studies on the impact of remote life skills interventions in general and specifically those focused on adolescent girls demonstrates a clear evidence gap. The review did identify relevant evidence when reviewing literature on several other topics, mainly shifting gender norms using media and communications and remote Sexual and Reproductive Health (SRH) approaches (most of which focus on HIV). The literature reviewed explored many modes of remote programme delivery, including – radio, magazines, TV, social media, mobile phones, interactive apps and hotlines. Some of the interventions reviewed were ones that require significant planning and preparation, such as TV and radio soap operas (Sugg, 2014; World Bank, 2017). To increase the applicability to the COVID-19 response, the review put greater emphasis on interventions that could be developed and implemented quickly.
Accepted: 2020-04-30T13:19:57Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:V5VIEMES 4869029:RAGFMZJC
Keywords: ⛔ No DOI found

The Links Between Girls’ Life Skills Intervention in Emergencies and their Return to Education Post-crisis and Prevention of Unwanted Pregnancies and Early Marriage - Rafaeli, Tal (2020)
This rapid review focuses on identifying evidence and lessons learned on the links between life skills interventions in emergency settings and the prevention of unwanted pregnancies and early marriage and return to education post crisis amongst adolescent girls. It seeks to enable learning from past emergencies to inform the design of effective support to adolescent girls throughout the COVID-19 crisis. Due to the focus on adolescent girls and emergency settings, an area with limited rigorous evaluations (Nobel et al., 2019), this report is based on a rapid literature review of academic studies, grey literature and emerging evidence, to enable the capturing of any significant learnings from relevant programmes. Evidence and lessons learned from specific programmes identified in the review suggest that life skills interventions for adolescent girls in emergencies impact on areas that have the potential to lead to reduction in unwanted pregnancies and early marriage and support return to education, and limited evidence that they can have direct impact on these outcomes. Ten relevant interventions with impact or lessons learned where identified. Most of these interventions were implemented with adolescent girls from displaced communities and in refugee camps in Sub Saharan Africa. A small number of programmes reported a direct link between the interventions and the outcomes in the research question. Three mentioned impact on girls continuing and returning to education (Plan International, 2019; UNDF, 2016), three mention impact on reducing early marriage (IRC, 2018b; UNDF, 2016), and one mentions direct impact on reducing unwanted pregnancy (Bandiera et al, 2019).
Accepted: 2020-04-30T13:16:12Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:GKN86A28 4869029:MMIAXTT8
Keywords: ⛔ No DOI found

Social and Economic Impact of School Closure during the Outbreak of the COVID-19 Pandemic: A Quick Online Survey in the Gaza Strip - Radwan, Afnan; Radwan, Eqbal (Pedagogical Research, 2020)
In response to the coronavirus disease 2019 (COVID-19) pandemic, many countries had implemented school closures by March 6, 2020. This study aimed to evaluate the social and economic impact of school closure on the students’ families. Households were surveyed using an online questionnaire interview to obtain information on adherence to, socio-economic impact by and inconveniences of school closure. The current study showed that school closures have profound economic and social consequences in the Gaza Strip. Most of the interviewed households (88.1%) were supportive of the school closure, whereas only 11.9% did not support it. Despite the restriction on attending gatherings or visiting public places, 30.5% of the school student visited relatives, 8.5% went to public places, and 3.4% went to parents’ workplaces. Overall, 25.4% of the interviewed households reported workplace absenteeism, whereas the highest percentage (74.6%) were not absenteeism from their work. The economic harms of school closures are high, where 77.9% of households reported their wage loss during the closure. The daily wage lost per household ranged from 3 to 265 ILS.
KerkoCite.ItemAlsoKnownAs: 10.29333/pr/8254 2129771:SW4F8SC4
Keywords: __C:filed:1

A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda - Radianti, Jaziar; Majchrzak, Tim A.; Fromm, Jennifer; Wohlgenannt, Isabell (Computers & Education, 2020)
Researchers have explored the benefits and applications of virtual reality (VR) in different scenarios. VR possesses much potential and its application in education has seen much research interest lately. However, little systematic work currently exists on how researchers have applied immersive VR for higher education purposes that considers the usage of both high-end and budget head-mounted displays (HMDs). Hence, we propose using systematic mapping to identify design elements of existing research dedicated to the application of VR in higher education. The reviewed articles were acquired by extracting key information from documents indexed in four scientific digital libraries, which were filtered systematically using exclusion, inclusion, semi-automatic, and manual methods. Our review emphasizes three key points: the current domain structure in terms of the learning contents, the VR design elements, and the learning theories, as a foundation for successful VR-based learning. The mapping was conducted between application domains and learning contents and between design elements and learning contents. Our analysis has uncovered several gaps in the application of VR in the higher education sphere—for instance, learning theories were not often considered in VR application development to assist and guide toward learning outcomes. Furthermore, the evaluation of educational VR applications has primarily focused on usability of the VR apps instead of learning outcomes and immersive VR has mostly been a part of experimental and development work rather than being applied regularly in actual teaching. Nevertheless, VR seems to be a promising sphere as this study identifies 18 application domains, indicating a better reception of this technology in many disciplines. The identified gaps point toward unexplored regions of VR design for education, which could motivate future work in the field.
Keywords: Augmented and virtual reality; Cooperative/collaborative learning; Distance education and online learning; Human–computer interface; Media in education

Education and COVID-19: Focusing on the long-term impact of school closures - Rachel, LINDEN (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:M3WPQMC2
Keywords: __C:filed:1; ⛔ No DOI found

Digital Technologies in Education 4.0. Does it Enhance the Effectiveness of Learning? A Systematic Literature Review - Qureshi, Muhammad Imran; Khan, Nohman; Raza, Hamad; Imran, Amina; Ismail, Fadillah (International Journal of Interactive Mobile Technologies (iJIM), 2021)
Over the past decade, digitalization shapes the overall educational structure worldwide, with the attention received from practitioners, researchers, and policymakers for educational development. Digital technologies are bringing massive changes across education, skills, and employment. These changes mirror how technology is increasingly central to education 4.0. Digital technologies are expanding beyond innovative and less traditional techniques of teaching and learning via education collaboration. However, the present study will explore the research conducted on digital technologies and education. Data is selected from the Scopus database reputed journals. The final 47 studies are chosen for the review process using PRISMA statement 2015, and bibliometric analysis is done to find the occurrence of keywords. The findings of the study are strengthening the value of educational growth and development of high-tech skills. Education's Future focuses on digital technologies, and the traditional modes of education will be replaced entirely.

Impact of The Use of Telegram and WhatsApp at the University in Pandemic Times - Quispe, Nayely Quispe; Rosas, Noe Vicente; Andrade-Arenas, Laberiano (2021 2nd Sustainable Cities Latin America Conference (SCLA), 2021)

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

Knowledge management in higher education: a literature review and further research avenues - Quarchioni, Sonia; Paternostro, Sergio; Trovarelli, Francesca (Knowledge Management Research & Practice, 2020)
Despite the growing interest in knowledge management (KM) for Higher Education Institutions (HEIs), research on this topic is still fragmented and loosely focused. This paper adds to this research by providing a state-of-the-art of the current literature and outlining overlooked areas of investigation in order to address further studies towards bridging this gap. To this purpose, through a systematic review process, 121 articles have been coded and analysed according to distinct dimensions. Findings reveal that, despite the growing trend of papers on the topic, research on KM in HEIs is still in its embryonic stage with high levels of heterogeneity and lack of wider theoretical constructs. Furthermore, a thematic analysis highlights six main research concepts, from which this paper derives a comprehensive framework integrating the key issues from the literature and suggesting new possible research avenues in the field.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/14778238.2020.1730717
Keywords: Knowledge management; higher education; intellectual capital; systematic literature review; universities

The Impact of Public Finance Management (PFM) Reforms on Education in Tanzania - Quak, Evert-jan (2020)
This rapid review synthesises the literature from academic, policy, and knowledge institution sources on how Public Finance Management (PFM) needs and reforms have affected the education sector in Tanzania, in particular for primary education. The review uses the framework of Piatti-Fünfkirchen and Schneider (2018) to explain the evidence, as it analyses service delivery along efficiency, equity, quality and accountability. By doing this, the review concludes that the way the government manages resources within the education system generally has had a limited, but positive impact on education service delivery outcomes, mainly due to the priority status of the education sector by the government. However, the mechanisms through which PFM affects service delivery remain underexplored in general and in particular for Tanzania.
Accepted: 2020-02-04T15:36:52Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:JB22JXXU 4869029:8SQDFB3G
Keywords: ⛔ No DOI found

The Political Eeconomy of the Primary Education System in Tanzania - Quak, Evert-jan (2020)
This rapid review synthesises the literature from academic, policy, and knowledge institution sources on the available evidence on the political economy of the primary education system in Tanzania. The review has a specific focus on what political economy analysis tells us about achieving quality education in Tanzania. Different distributions of power shapes decisions and incentives both at the school level as in the overall educations system. From the literature it can be concluded that building accountability mechanisms within a learning environment is one of the most effective ways to align goals, policy and practice and find a power balance in which reforms could result in quality learning outcomes for all. This could be even more important than financial resources. However, it is important to get the balance right between micro and macro level decision-making processes in quality education reforms, as research shows that they reinforce each other.
Accepted: 2020-02-04T15:00:43Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:RTXB58C4 4869029:5CEWU6JD
Keywords: ⛔ No DOI found

Revisiting Distance Learning Resources for Undergraduate Research and Lab Activities during COVID-19 Pandemic - Qiang, Zhe; Obando, Alejandro Guillen; Chen, Yuwei; Ye, Changhuai (Journal of Chemical Education, 2020)
The rapid transition in teaching format due to COVID-19 gives rise to many challenges, especially for research and lab activities since they may require a different approach with more constrained resources compared with lecture-based courses, in which various virtual communication platforms have now been employed. As essential parts for student’s active learning, effective strategies to perform undergraduate research and lab courses during the current circumstance need to be carefully designed. To address this challenge, we have revisited different distance learning resources and implemented four critical methods in undergraduate research activity in our research groups, including question-driven literature review, visualizing experiments from virtual scientific resources, performing safe and simple home-lab experiments, and learning new computational tools. These approaches provide versatile opportunities for remotely engaging students in research and lab activities besides just participation in group meetings and scientific webinars. We believe insights gained from revisiting and implementing these resources could have a long-term positive impact for improving teaching and mentoring infrastructure for undergraduate lab activities post-COVID-19.
Publisher: American Chemical Society KerkoCite.ItemAlsoKnownAs: 10.1021/acs.jchemed.0c00609 2129771:3VMMX9C4
Keywords: __C:filed:1

Semi-automatic mapping of pre-census enumeration areas and population sampling frames - Qader, Sarchil; Lefebvre, Veronique; Tatem, Andrew; Pape, Utz; Himelein, Kristen; Ninneman, Amy; Bengtsson, Linus; Bird, Tomas (Humanities and Social Sciences Communications, 2021)
Enumeration Areas (EAs) are the operational geographic units for the collection and dissemination of census data and are often used as a national sampling frame for various types of surveys. In many poor or conflict-affected countries, EA demarcations are incomplete, outdated, or missing. Even for countries that are stable and prosperous, creating and updating EAs is one of the most challenging yet essential tasks in the preparation for a national census. Commonly, EAs are created by manually digitising small geographic units on high-resolution satellite imagery or physically walking the boundaries of units, both of which are highly time, cost, and labour intensive. In addition, creating EAs requires considering population and area size within each unit. This is an optimisation problem that can best be solved by a computer. Here, for the first time, we produce a semi-automatic mapping of pre-defined census EAs based on high-resolution gridded population and settlement datasets and using publicly available natural and administrative boundaries. We demonstrate the approach in generating rural EAs for Somalia where such mapping is not existent. In addition, we compare our automated approach against manually digitised EAs created in urban areas of Mogadishu and Hargeysa. Our semi-automatically generated EAs are consistent with standard EAs, including having identifiable boundaries for field teams to follow on the ground, and appropriate sizing and population for coverage by an enumerator. Furthermore, our semi-automated urban EAs have no gaps, in contrast, to manually drawn urban EAs. Our work shows the time, labour and cost-saving value of automated EA delineation and points to the potential for broadly available tools suitable for low-income and data-poor settings but applicable to potentially wider contexts.
Number: 1 Publisher: Palgrave

Contradictions in Learner Interactions in a Blended-Learning Writing Course in the ODL Context: An Activity Theory Analysis - Pullenayegem, Judy; Silva, K. Radhika M. De; Buddhini, Gayathri Jayatilleke (Journal of Learning for Development, 2021)
This paper reports on the use of Engeström’s (1987) Activity Theory (AT) framework to gain insights into the contradictions that emerge within the activity system of the online component of an advanced writing skills course, delivered in a blended-learning mode using the Process Approach. Activity theory, with its principle of contradictions, has been used successfully to identify tensions that arise in interactions between and among participates in online environments. The focus of this mixed-method study was to identify challenges participants experienced due to externally imposed conditions when engaging in the online activities. Data was collected through semi-structured interviews and the online log reports from the Learning Management System (LMS). Contradictions emerged between and among the elements of two activity triangles within the activity system of the online writing course. Implications of these contradictions were noted to take steps to improve the design of the online component of the writing course.
Number: 2
Keywords: Activity theory; Open and Distance learning; _genre:PR-primary_research; advanced writing skills; blended learning; contradictions; ⛔ No DOI found

Openness reexamined: teachers’ practices with open educational resources in online language teaching - Pulker, Hélène; Kukulska-Hulme, Agnes (Distance Education, 2020)
Open educational practices (OEP) as a research field is relatively new. One aspect that has received limited attention is the impact of using open educational resources (OER) on the development of OEP. This article, based on a doctoral study (Pulker, 2019), considers teachers’ activities when reusing and adapting OER, with a view to providing evidence of reuse and understanding whether these activities influence teaching practices. A qualitative study following a constructivist grounded theory methodology was undertaken with 17 part-time online language teachers via semi-structured interviews. The article presents the five-step model of reuse that emerged from the data analysis. We suggest that OER reuse has a positive impact, even though teachers’ practices might not be open as defined up until now. A graphic representation depicts the process that teachers engage with when using and adapting OER. The research brings new understanding of teachers’ experiences of reuse, showing that the principal motivation is enhancing students’ learning.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757412
Keywords: OEP; OER; closed spaces; distance education; language teaching

Classroom Temperature and Learner Absenteeism in Public Primary Schools in the Eastern Cape, South Africa - Pule, Vicky; Mathee, Angela; Melariri, Paula; Kapwata, Thandi; Abdelatif, Nada; Balakrishna, Yusentha; Kunene, Zamantimande; Mogotsi, Mirriam; Wernecke, Bianca; Wright, Caradee Yael (International Journal of Environmental Research and Public Health, 2021)
Children spend a significant proportion of their time at school and in school buildings. A healthy learning environment that supports children should be thermally conducive for learning and working. Here, we aimed to study the relations between indoor classroom temperatures and learner absenteeism as a proxy for children’s health and well-being. This one-year prospective study that spanned two calendar years (from June 2017 to May 2018) entailed measurement of indoor classroom temperature and relative humidity, calculated as apparent temperature (Tapp) and collection of daily absenteeism records for each classroom in schools in and around King Williams Town, Eastern Cape province, South Africa. Classroom characteristics were collected using a standardized observation checklist. Mean indoor classroom temperature ranged from 11 to 30 °C, while mean outdoor temperature ranged from 6 °C to 31 °C during the sample period. Indoor classroom temperatures typically exceeded outdoor temperatures by 5 °C for 90% of the study period. While multiple factors may influence absenteeism, we found absenteeism was highest at low indoor classroom Tapp (i.e., below 15 °C). Absenteeism decreased as indoor Tapp increased to about 25 °C before showing another increase in absenteeism. Classroom characteristics differed among schools. Analyses of indoor classroom temperature and absenteeism in relation to classroom characteristics showed few statistically significant relations—although not exceptionally strong ones—likely because of the multiple factors that influence absenteeism. However, given the possible relationship between indoor temperature and absenteeism, there is a learning imperative to consider thermal comfort as a fundamental element of school planning and design. Furthermore, additional research on factors besides temperature that affect learner absenteeism is needed, especially in rural areas.
Number: 20 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph182010700 2129771:5X34U8BJ 4682641:BHIB2K49 4682641:DIRGNF86 4682641:FCN58JLB 4682641:H9CT2TIJ 4682641:K5QU8QEA
Keywords: BE:LMIC; BE:RELEVANT; climate change; cold; environmental health; heat; humidity; public health; schoolchildren

Policies and interventions to remove gender-related barriers to girls' school participation and learning in low- and middle-income countries: A systematic review of the evidence - Psaki, Stephanie; Haberland, Nicole; Mensch, Barbara; Woyczynski, Lauren; Chuang, Erica (Campbell Systematic Reviews, 2022)
Background Gender disparities in education continue to undermine girls' opportunities, despite enormous strides in recent years to improve primary enrolment and attainment for girls in low- and middle-income countries (LMICs). At the regional, country and subnational levels gender gaps remain, with girls in many settings less likely to complete primary school, less likely to complete secondary, and often less likely to be literate than boys. The academic and policy literatures on the topic of gender-related barriers to girls' education are both extensive. However, there remain gaps in knowledge regarding which interventions are most likely to work in contexts with different combinations of barriers. Objectives This systematic review identified and assessed the strength of the evidence of interventions and exposures addressing gender-related barriers to schooling for girls in LMICs. Search Methods The AEA RCT Registry, Africa Bibliography, African Education Research Database, African Journals Online, DEC USAID, Dissertation Abstracts, EconLit, ELDIS, Evidence Hub, Global Index Medicus, IDEAS-Repec, Intl Clinical Trials Registry, NBER, OpenGrey, Open Knowledge Repository, POPLINE, PsychINFO, PubMed, Research for Development Outputs, ScienceDirect, Sociological Abstracts, Web of Science, as well as relevant organization websites were searched electronically in March and April of 2019. Further searches were conducted through review of bibliographies as well as through inquiries to authors of included studies, relevant researchers and relevant organizations, and completed in March 2020. Selection Criteria We included randomized controlled trials as well as quasi-experimental studies that used quantitative models that attempted to control for endogeneity. Manuscripts could be either published, peer-reviewed articles or grey literature such as working papers, reports and dissertations. Studies must have been published on or after 2000, employed an intervention or exposure that attempted to address a gender-related barrier to schooling, analyzed the effects of the intervention/exposure on at least one of our primary outcomes of interest, and utilized data from LMICs to be included. Data Collection and Analysis A team of reviewers was grouped into pairs to independently screen articles for relevance, extract data and assess risk of bias for each included study. A third reviewer assisted in resolving any disputes. Risk of bias was assessed either through the RoB 2 tool for experimental studies or the ROBINS-I tool for quasi-experimental studies. Due to the heterogeneity of study characteristics and reported outcome measures between studies, we applied the GRADE (Grading of Recommendation, Assessment, Development and Evaluation) approach adapted for situations where a meta-analysis is not possible to synthesize the research. Results Interventions rated as effective exist for three gender-related barriers: inability to afford tuition and fees, lack of adequate food, and insufficient academic support. Promising interventions exist for three gender-related barriers: inadequate school access, inability to afford school materials, and lack of water and sanitation. More research is needed for the remaining 12 gender-related barriers: lack of support for girls' education, child marriage and adolescent pregnancy, lack of information on returns to education/alternative roles for women, school-related gender-based violence (SRGBV), lack of safe spaces and social connections, inadequate sports programs for girls, inadequate health and childcare services, inadequate life skills, inadequate menstrual hygiene management (MHM), poor policy/legal environment, lack of teaching materials and supplies, and gender-insensitive school environment. We find substantial gaps in the evidence. Several gender-related barriers to girls' schooling are under-examined. For nine of these barriers we found fewer than 10 relevant evaluations, and for five of the barriers—child marriage and adolescent pregnancy, SRGBV, inadequate sports programs for girls, inadequate health and childcare services, and inadequate MHM—we found fewer than five relevant evaluations; thus, more research is needed to understand the most effective interventions to address many of those barriers. Also, nearly half of programs evaluated in the included studies were multi-component, and most evaluations were not designed to tease out the effects of individual components. As a result, even when interventions were effective overall, it is often difficult to identify how much, if any, of the impact is attributable to a given program component. The combination of components varies between studies, with few comparable interventions, further limiting our ability to identify packages of interventions that work well. Finally, the context-specific nature of these barriers—whether a barrier exists in a setting and how it manifests and operates—means that a program that is effective in one setting may not be effective in another. Authors' Conclusions While some effective and promising approaches exist to address gender-related barriers to education for girls, evidence gaps exist on more than half of our hypothesized gender-related barriers to education, including lack of support for girls' education, SRGBV, lack of safe spaces and social connections, inadequate life skills, and inadequate MHM, among others. In some cases, despite numerous studies examining interventions addressing a specific barrier, studies either did not disaggregate results by sex, or they were not designed to isolate the effects of each intervention component. Differences in context and in implementation, such as the number of program components, curricula content, and duration of interventions, also make it difficult to compare interventions to one another. Finally, few studies looked at pathways between interventions and education outcomes, so the reasons for differences in outcomes largely remain unclear.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/cl2.1207 KerkoCite.ItemAlsoKnownAs: 2129771:3QB864LP 2129771:QGX3RJ8Q

Should we paint all classroom roofs white to improve learning in Tanzania? - Proctor, Jamie (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0122 2129771:7N3WZNRK 2486141:5P89ZDY4