Independent Reporting Mechanism (IRM): Sierra Leone Design Report 2019–2021 - Field, Tracey-Lynn (Open Government Partnership, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:FGADC62Q 2339240:8XF8TYGA 2405685:YMJMKLLJ
Keywords: _C:Sierra Leone SLE

Indigenisation of the School Curriculum: Connecting Classroom and Community Experiences - Mwanza, Christine; Changwe, Robert (Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736), 2021)
Keywords: ⛔ No DOI found

Indigenous Authorship on Open and Digital Platforms: Social Justice Processes and Potential - Funk, Johanna; Guthadjaka, Kathy (Journal of Interactive Media in Education, 2020)
Online digital platforms can increase access to educational opportunities for marginalised students, authors and communities, but digital platform design can further marginalise Indigenous knowledge because such platforms are structured according to western epistemological assumptions. They do not accommodate for Indigenous or alternative knowledge frameworks. In addition, the premium placed on openness by certain platforms and licenses contradicts the approaches preferred by Indigenous knowledge authorities who tie the sharing of some types of knowledge to the identity and authority level of the intended audience. Knowledge in this context is not understood as discrete units of information that can be abstracted from their communities, easily shared on public platforms, but rather as sensitive materials that can only be shared by recognized knowledge authorities for specific purposes. The processes by which Indigenous knowledge authorities engage with knowledge sharing on digital platforms comprise a complex landscape in which social justice concerns come into play. This paper discusses how, within institutional design contexts, open educational practice (OEP) by Northern Australian Indigenous authors can enable different forms of social justice and work incrementally towards achieving greater recognition of Indigenous intellectual sovereign acts with due respect to the wider significance of Indigenous Sovereignty (Rigney 2001). It examines three sets of Indigenous open resources to gauge the extent to which open digital platforms allow for the expression of Indigenous knowledge authority, one necessary feature for achieving social justice in the Australian context. It examines the resources using Fraser’s social justice framework (2005) as modelled by Hodgkinson-Williams and Trotters’ (2018) and Lambert’s (2018) approach to educational resources, and how design decisions can result in greater justice in knowledge affirmation and transformation but originate in offline decision making.
Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.560 2129771:UITDZXYA 2447227:THIEI4UQ
Keywords: Indigenous knowledge and language; Open Education Practice; authority; authorship; digital inclusion and diversity; social justice

Indigenous knowledge on climate change adaptation: a global evidence map of academic literature - Petzold, Jan; Andrews, Nadine; Ford, James D.; Hedemann, Christopher; Postigo, Julio C. (Environmental Research Letters, 2020)
There is emerging evidence of the important role of indigenous knowledge for climate change adaptation. The necessity to consider different knowledge systems in climate change research has been established in the fifth assessment report (AR5) of the Intergovernmental Panel on Climate Change (IPCC). However, gaps in author expertise and inconsistent assessment by the IPCC lead to a regionally heterogeneous and thematically generic coverage of the topic. We conducted a scoping review of peer-reviewed academic literature to support better integration of the existing and emerging research on indigenous knowledge in IPCC assessments. The research question underpinning this scoping review is: How is evidence of indigenous knowledge on climate change adaptation geographically and thematically distributed in the peer-reviewed academic literature? As the first systematic global evidence map of indigenous knowledge in the climate adaptation literature, the study provides an overview of the evidence of indigenous knowledge for adaptation across regions and categorises relevant concepts related to indigenous knowledge and their contexts in the climate change literature across disciplines. The results show knowledge clusters around tropical rural areas, subtropics, drylands, and adaptation through planning and practice and behavioural measures. Knowledge gaps include research in northern and central Africa, northern Asia, South America, Australia, urban areas, and adaptation through capacity building, as well as institutional and psychological adaptation. This review supports the assessment of indigenous knowledge in the IPCC AR6 and also provides a basis for follow-up research, e.g. bibliometric analysis, primary research of underrepresented regions, and review of grey literature.
Publisher: IOP Publishing KerkoCite.ItemAlsoKnownAs: 10.1088/1748-9326/abb330 2129771:CXQRL5ZI 5072953:SVIGHMEM
Keywords: _z:class:countries

Individuals using the Internet (% of population) - Bangladesh - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:7IC86YR7 7IC86YR7

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

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

Indoor Conditions in Educational Buildings: the Case of Bolzano Schools - Dugaria, S.; Pernigotto, G.; Gasparella, A. (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:ATN2CWVY 4682641:EVVGIVLW 4682641:VNW4QECN
Keywords: BE:RELEVANT; ⛔ 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

Indoor heat measurement data from low-income households in rural and urban South Asia - Tasgaonkar, Premsagar; Zade, Dipak; Ehsan, Sana; Gorti, Ganesh; Mamnun, Nabir; Siderius, Christian; Singh, Tanya (Scientific Data, 2022)
Rising temperatures are causing distress across the world, and for those most vulnerable, it is a silent killer. Information about indoor air temperature in residential dwellings is of interest for a range of reasons, such as health, thermal comfort and coping practices. However, there have been only few studies that measure indoor heat exposure, and contrast these to outdoor temperatures in rural-urban areas, of which none are in South Asia. We aim to close this knowledge gap with our indoor and outdoor heat measurement dataset, covering five low-income sites in South Asia. Two sites are in rural areas (Maharashtra, India), while three sites focus on urban areas (Dhaka, Delhi and Faisalabad). Data are based on 206 indoor temperature data loggers and complemented by data from five outdoor automated weather stations. The data-set can be used to examine temperature and humidity variation in low-socioeconomic status households in rural and urban areas and to better understand factors aggravating heat stress. This is important to plan and implement actions for combating heat stress.
openalex: W4281659215 KerkoCite.ItemAlsoKnownAs: 10.1038/s41597-022-01314-5 2129771:JA5AJLYB 5072953:A33GK7LY 5072953:TDIH7QC7
Keywords: C:India; Environmental impact; _z:class:countries; _z:class:themes; _z:no_pdf; oa:keyword:indoor heat measurement data; oa:sdg:1 No poverty; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T10766 Urban Heat Islands and Mitigation Strategies; oa:topic:T11244 Impact of Climate Change on Human Health; openalex:n:1; openalex:yes

Indoor temperature and health: a global systematic review - Tham, S.; Thompson, R.; Landeg, O.; Murray, K. A.; Waite, Thomas (Public Health, 2020)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.puhe.2019.09.005 2129771:F8XATYS6 4682641:HRENV5V9 5072953:L9JCXDWQ
Keywords: BE:RELEVANT

Influence of Air Temperature on School Teachers’ Mood and the Perception of Students’ Behavior - Boix-Vilella, Salvador; Saiz-Clar, Elena; León-Zarceño, Eva; Serrano, Miguel Angel (Sustainability, 2021)
Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/su13179707 2129771:4PNX97S6 4682641:95GTJTGG
Keywords: BE:RELEVANT

Influence of Different Roof Design Parameters on Classrooms’ Thermal Performance in Tropical Savannah Climate of Nigeria - Abba, Habu Yusuf; Bint Abdul-Majid, Roshida; Ahmed, Muhammad Hamdan; Said, El-Nafaty Abbas (Journal of Xi'an University of Architecture & Technology, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:C26A8GBA 4682641:29MGH7TW
Keywords: BE:LMIC; BE:RELEVANT; ⛔ No DOI found

Influence of Sun Shading Devices on Energy Efficiency, Thermal Comfort and Lighting Comfort in a Warm Semi-Arid Dry Mediterranean Climate - Pérez-Carramiñana, Carlos; González-Avilés, Ángel Benigno; Castilla, Nuria; Galiano-Garrigós, Antonio (Buildings, 2024)
The dry Mediterranean climate (BShs) is the European region with the highest number of hours of sunshine per year. The high annual solar radiation makes sun shading devices necessary to comply with current energy efficiency standards. However, these standards do not sufficiently consider their effect on the indoor lighting comfort of buildings. The objective is to qualitatively and quantitatively determine how movable sun shading devices jointly influence the energy efficiency, thermal comfort and lighting comfort of buildings in BShs climate. The scientific novelty of the work consists of demonstrating the limitations of the sun shading systems commonly used in southeastern Spain and determining the optimal technical solution in this climate to simultaneously improve thermal and lighting comfort. This research comparatively studies the influence of various movable sun shading systems on the daylighting and thermal performance of an educational building. This study conducted on-site measurements, user surveys and computer simulations to study how to improve the thermal and lighting performances of the building. This work demonstrates that interior solar shading provides little improvement in thermal comfort and reduces the cooling demand by only 25%. External movable sun shading improves thermal comfort and reduces the cooling demand by more than 60%, but only adjustable blinds or awnings achieve adequate and homogeneous illuminance values as they diffuse daylight. The paper concludes that energy efficiency standards should be modified to ensure adequate lighting comfort in buildings.
Number: 2 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/buildings14020556 2129771:ZDWLXN25 2486141:V7W7QEDW
Keywords: energy efficiency; indoor lighting comfort; sun shading devices; thermal comfort; warm semi-arid dry Mediterranean climate

Influences of shadow education on the ecology of education – A review of the literature - Luo, Jiahui; Chan, Cecilia Ka Yuk (Educational Research Review, 2022)
Shadow education, also widely known as private tutoring or supplementary education, has attracted increasing research attention in the past two decades. The global expansion of shadow education, as well as its penetration to different educational stages and social classes, are believed to have far-reaching implications for the overall educational landscape. However, despite a steadily growing body of literature, no study to date has systematically reviewed the influences of shadow education from an ecological perspective. Therefore, borrowing Bronfenbrenner's ecological systems theory, this paper aims to provide a comprehensive overview of how shadow education influences different levels of educational ecosystems (i.e. individuals, micro-, meso-, exo-, and macro-system). Based on 74 empirical studies published between 2000 and 2020, the review reveals complex influences exerted by shadow education on multiple systems (e.g., students, mainstream schooling, families, and larger socioeconomic structures), contributing to a more sophisticated understanding of this phenomenon. The paper then discusses how the rise of shadow education creates significant changes to the ecology of education in which it operates, and concludes with implications for future practice and research.
Keywords: Influence; Private tutoring; Supplementary education; Tutor; shadow Education

Infrapedia App - Infrapedia (Infrapedia, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:9ZP8KKAM 2486141:G6YBIQQ2

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

Initial Impacts of the COVID-19 Pandemic on the Canadian Labour Market - Lemieux, Thomas; Milligan, Kevin; Schirle, Tammy; Skuterud, Mikal (Canadian Public Policy, 2020)
In this study, we review the initial impacts of the coronavirus disease 2019 (COVID-19) pandemic on the Canadian labour market. We focus on changes in employment and aggregate hours worked between February 2020 and April 2020 while accounting for normal monthly changes in these indicators. We find that COVID-19 induced a 32 percent decline in aggregate weekly work hours among workers aged 20–64 years, alongside a 15 percent decline in employment. We characterize the distribution of work lost, finding that nearly half of job losses are attributed to workers in the bottom earnings quartile. Those most affected by COVID-19 are in public-facing jobs in industries most affected by shutdowns (accommodation and food services), younger workers, paid hourly, and non-union. The results provide context for policy development, with both supply and demand sides of the labour market to consider.
Publisher: University of Toronto Press KerkoCite.ItemAlsoKnownAs: 10.3138/cpp.2020-049 2129771:Z9IS3B5C
Keywords: __C:filed:1

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

Innovative approaches to sexual and reproductive health and rights - Stienen, Petra (2023)
Sexual and reproductive health and rights (SRHR), which are related to bodily autonomy and selfdetermination in sexuality and reproduction, are particularly relevant to gender equality but concern every individual. Access to these rights should be ensured without discrimination based on any ground. This objective should be high in the priorities of legislators and policy makers. Innovation in science and technology, in areas such as communication and online medical consultation and prescription, facilitates the implementation of this policy priority.
Keywords: ⛔ No DOI found

Innovative Education Workforce Analysis for More Equitable Education: Sierra Leone - Education Commission (Education Workforce Initiative, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:YMX4AQR7 2601447:SA5TATL8 4556019:FCPLJM8C

Innovative Education Workforce Analysis for More Equitable Education: Sierra Leone - Education Workforce Initiative (Education Commission, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:AJ3VZ7A3 2129771:AXTJCXSX 2339240:XCXZB356 2405685:67AH3BDQ 2405685:FJHBE4VN
Keywords: _C:Sierra Leone SLE

Instructions for costed plan tool - Teixeira, Beatriz (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/

Instructions for costed plan tool - Teixeira, Beatriz; Vijil-Morin, Alejandra; Villavicencio, Xuzel; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10265679 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1052 ZenodoArchiveConcept: 10265678
Keywords: _internal; _r:AddedByMyEducationEvidence

Integrated Phase Change Material windcatcher system for hybrid cooling and ventilation in tropical building - Eso, Olamide; Darkwa, Jo; Calautit, John (2022)
This study presents a novel solar fan-assisted multi-directional windcatcher (MDW) with encapsulated phase change material tubes (E-PCMT) for tropical buildings. The ventilation, cooling, and thermal storage performance of the integrated ventilative cooling system is investigated using Computational Fluid Dynamics (CFD) Ansys Fluent software under tropical climate conditions. A parametric geometric analysis of three different E-PCMT configurations with melting temperatures at 28oC was conducted to assess the thermal storage performance at different air velocities. The impact of the optimised EPCMT when incorporated inside the air stream of the MDW was further studied. To overcome air flow resistance caused by the obstruction by EPCM-T inside the air streams, the windcatcher airflow is assisted by a wall-mounted axial solar fan that is activated when outdoor air velocity is less than 2m/s. The results based on a typical tropical location showed that the system was able to achieve a consistent and stable air temperature drop of up to 2.64oC over a 4-6-hour. Even at an outdoor air velocity of 1.88m/s, the novel integrated system, in addition to its cooling performance was still able to achieve a supply air velocity rate of 0.16 - 0.57 m/s, meeting the ventilation rates required for indoor comfort.
KerkoCite.ItemAlsoKnownAs: 4874017:GA76HUTU 5072953:NEMABBUB
Keywords: _z:class:countries; _z:class:themes; ⛔ No DOI found

Integrating GIS Accessibility and Location-Allocation Models with Multicriteria Decision Analysis for Evaluating Quality of Life in Buraidah City, KSA - Abd El Karim, Ashraf; Awawdeh, Mohsen M. (Sustainability, 2020)
The present study was aimed at evaluating the quality of life in the districts of Buraidah city in the Kingdom of Saudi Arabia as part of the Kingdom’s Vision 2030, based on provided services in terms of distance and time parameters. This was achieved by integrating Geographic Information System (GIS)-based network analysis and multicriteria decision analysis (MCDA) techniques. The service area analysis technique of the GIS Network Analysis tools was applied to the available services in the districts of Buraidah city. Twelve services were investigated with regard to their coverage within 5, 10, and 15 minutes of travel time: universities, high schools, middle schools, elementary schools, hospitals, health centers, ambulance facilities, government services, religious services, security services, sports services, and recreational services. GIS-based multicriteria decision analysis (GIS-MCDA) was implemented in the study to obtain a spatial suitability map of the standard of living quality in the various districts in Buraidah city. The analytic hierarchy process (AHP) technique was used to determine the criteria weights. The location-allocation model was used in the study as well for suggestions of new service locations to improve the spatial distribution of services and enhance the quality of life in the districts. The results of the final suitability map to determine districts with the best standard of living according to the provided services show that the living standards in the city are very good, with very high and high levels in around 51 districts, representing 72.9% (449,235 people), and about 19 districts with moderate, low, and very low levels, representing 27.1% (56,765 people). Narrowing the quality of life gap and improving spatial planning requires correcting the current deficiency in services, which is estimated in this study to be 16 services: one high school, one elementary school, one middle school, two universities, one sports service, two security services, two courts, two hospitals, one health center, one park, and two ambulance facilities.
Number: 4 Publisher: Multidisciplinary Digital Publishing Institute
Keywords: AHP; KSA vision 2030; MCDA; network analysis; quality of life; service accessibility; spatial suitability

Integration of Technology in Education for Marginalised Children in an Urban Slum of Dhaka City During the Covid-19 Pandemic - Islam, Touhidul; Hussain, Maria; Shimul, Shafiun Nahin; Rupok, Rifat Islam; Orthy, S. R. Khan (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:UPXDN5K7 4804264:266QPMP3
Keywords: Final_citation; cited; existing

Integration von Migrantinnen und Migranten in Deutschland - Anerkennung ausländischer Berufsabschlüsse hat positive Arbeitsmarkteffekte - Brücker, Herbert; Glitz, Albrecht; Lerche, Adrian; Romiti, Agnese (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:M3DAQW4H 2486141:MUWRL746
Keywords: ⛔ No DOI found

Interactive Radio and Audio Instruction Resources: Kenya - USAID (2020)
The following interactive radio and audio instruction resources are provided by programs that have been implemented in Kenya. Each program includes a description and a file set that can be used as part of a distance learning approach. , Related Looking for options for distance or audio education for your country? Submit Request , Kenya Radio Language Arts Project The Kenya Radio Language Arts project, implemented by FHI360, was an ambitious, innovative effort to show that "interactive radio instruction" - a method which fosters continuous interaction between children and the radio characters - can substantially improve the teaching
Library Catalog: www.edu-links.org KerkoCite.ItemAlsoKnownAs: 2129771:UJG7W6TR UJG7W6TR

Interactive Radio and Audio Instruction Resources: Liberia - USAID (2020)
The following interactive radio and audio instruction resources are provided by programs that have been implemented in Liberia. Each program includes a description and a file set that can be used as part of a distance learning approach. , Related Looking for options for distance or audio education for your country? Submit Request , Liberia Teacher Training Program II FHI 360’s Liberia Teacher Training Program II (LTTP II, 2010-16) addressed Liberia’s critical shortages of qualified teachers and institutional capacity to produce new teachers.
Library Catalog: www.edu-links.org KerkoCite.ItemAlsoKnownAs: 2129771:C7VZL68E C7VZL68E

International Common Assessment of Numeracy. Background, Features and Large-scale Implementation - PAL Network (2020)

International Partnership of Distance and Online Learning for COVID-19 - Commonwealth of Learning (Commonwealth of Learning, 2020)
Library Catalog: opendoor.col.org KerkoCite.ItemAlsoKnownAs: 2129771:UJJZJXYS

Interplay between Literacy and Health Services Access: The Case of Elderly Exemption Beneficiaries in Tanzania - Edward, Joshua (Journal of Learning for Development, 2021)
Over the last two decades research has indicated an unpleasant experience for the elderly with exemptions. An important question for this paper is whether the unpleasant exempted experience for the elderly in accessing health services is linked to illiteracy. Since illiteracy can affect how services are used and its results, the answer to this paper’s question could affect how health services are accessed and their associated outcomes. Policy implementors are operating without a solid knowledge of this relationship. The study used a mixed methods approach. Purposive random sampling was applied to select 879 elderly and was guided by research assistants in filling in the questionnaires. Also, purposive sampling was used to recruit 23 key informants. Results indicates a significant relationship between illiteracy and selected indicators of health service access: awareness, acceptability and adequacy. This paper argues for more training opportunities through non-formal programs among adults and communication capacity building among health providers based on the results of implementing the elderly exemption policy in Ubungo and Mbarali districts in Tanzania.
Number: 1
Keywords: exemption policy; health services access and elderly; literacy; ⛔ No DOI found

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

Introducing ChatGPT to a researcher’s toolkit: An empirical comparison between rule-based and large language model approach in the context of qualitative content analysis of political texts in Finnish - Kousa, Ilona (Proceedings of the Joint 3rd International Conference on Natural Language Processing for Digital Humanities and 8th International Workshop on Computational Linguistics for Uralic Languages, 2023)
Keywords: ⛔ No DOI found

Introducing EIDU’s Solver Platform: Facilitating Open Collaboration in AI to Help Solve the Global Learning Crisis - Friedberg, Aidan (Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners’ and Doctoral Consortium, 2022)
EIDU provides child-focused learning content along with digitally supported structured pedagogy programmes for teachers and is being rolled out to all public pre-primary schools across four counties in Kenya. EIDU is content-agnostic, allowing any provider to integrate new content into the platform, with the choice and order of content for each individual child optimised through personalisation algorithms. Autonomous digitised assessment tools enable real-time learning measurement which can be fed back to content providers and researchers, facilitating continuous improvement cycles. EIDU is providing open access to its platform to facilitate collaboration in the personalisation space with ‘the Solver Platform’. Researchers will have access to a vast, anonymised learning dataset to train and develop personalisation algorithms. These algorithms can be deployed onto the platform using a plug-in system and will automatically be evaluated and selected based on their measured learning impact, always ensuring the safety of learners comes first.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-031-11647-6_18 4804264:NDEFZCRT
Keywords: Final_citation; cited; existing

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

Introducing the 2023 Post Growth Fellows - Holmes, Natalie (Post Growth Perspectives, 2023)
Influential researchers, thought leaders, activists, artists, and entrepreneurs from a range of backgrounds, fields, and cultures.

Introducing the next iteration of our sensor box - Haßler, Björn; Bablok, Bernhard (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10456801 ZenodoArchiveConcept: 10456800 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1064 2129771:FNTQ646H
Keywords: _r:AddedByMyEducationEvidence

Introduction of an EdTech intervention to support learning of foundational skills in Sierra Leone: policy, teacher, and community perspectives - Lurvink, Anne-Fleur; Pitchford, Nicola J. (Frontiers in Education, 2023)
Background Like many other countries, Sierra Leone faces significant challenges with primary education resulting in many children leaving primary school without acquiring basic foundational skills. To address these challenges, an educational technology (EdTech) intervention was implemented in 20 primary schools located in two marginalized districts in Sierra Leone. While this EdTech intervention has been shown to raise learning outcomes, little is known about the impacts on the broader education ecosystem. This paper investigates how this EdTech intervention might address some the challenges faced with primary education in Sierra Leone, by examining policy, teacher, and community perspectives. Method A mixed methods approach was employed which included a policy mapping exercise, a survey of teachers training needs in supporting the development of foundational skills with grade 1 learners, an interview with teachers after they had delivered the EdTech intervention to garner their perceptions and experiences of using the technology in their class, and focus groups with teachers and other community members to gain insights into how the EdTech intervention had been received. Results Findings from the policy mapping exercise and quantitative data from the survey of teacher training needs were triangulated with qualitative data from the interviews and focus groups. Four key themes emerged relating to the effective and sustained use of this EdTech intervention to support the acquisition of foundational skills by primary school children in Sierra Leone: (1) the need for continued teacher professional development, (2) the use of English as the language of instruction, (3) access to the technology by children with special educational needs and disabilities (SEND), and (4) the importance of active community engagement in supporting the intervention. Discussion Collectively, results indicated that the EdTech intervention employed in this study aligned well to the education policy in Sierra Leone. Enhanced teacher training is needed, especially in using English as the language of instruction, and continued community engagement is essential for scaling the intervention effectively and ensuring that all children, including those with SEND, access the technology at primary school. These results have implications for other EdTech intervention deployed in resource-poor settings to enhance learning of foundational skills.

Introduction to AI in Learning: Designing the Future - Niemi, Hannele; Pea, Roy D.; Lu, Yu (AI in Learning: Designing the Future, 2023)
The introduction chapter focuses on the main questions of the whole book AI in Learning: Designing the Future: (1) How is learning changing when human learning and machine learning are connected and what consequences does this conjunction have for education, also for working life as lifelong learning and (2) what kind of ethical issues are emerging with AI in education from the viewpoints of schools and other learning environments. The chapter first summarizes how recent AI technologies provide several options for learning and educational services and how AI is applied already in societies. In education and learning, many advanced techniques are already available, and we have tentatively promising findings. However, the accelerating pace of development of technology expands AI’s potentialities in education, so we need extensive new research about educational implementations and their effects on human learning and people’s lives. The chapter also summarizes how different chapters provide new research on AI in learning and education.
Keywords: AI ethical issues; Artificial intelligence; Human learning; Lifelong learning; Machine learning

Introduction to Design Challenges - McBurnie, Chris; Hassan, Mustafa Syed; Moustafa, Nariman; Walker, Hannah; Lurvink, Anne-Fleur; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
ZenodoArchiveID: 8386675 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1007 ZenodoArchiveConcept: 8386674
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

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

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

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

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

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

Investigating the Barriers to Teachers’ Professional Development in an EFL Context - Soodmand Afshar, Hassan; Ghasemi, Shabnam (Journal of Modern Research in English Language Studies, 2020)
Publisher: Imam Khomeini International University KerkoCite.ItemAlsoKnownAs: 2129771:S37LDJFA
Keywords: _C:China CHN; _C:Iran IRN; _C:Israel ISR; _C:Lesotho LSO; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

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

Investigating the relation between electroencephalogram, thermal comfort, and cognitive performance in neutral to hot indoor environment - Lang, Xiaoyue; Wargocki, Pawel; Liu, Weiwei (Indoor Air, 2022)
The relation between electroencephalogram signals, thermal comfort, and cognitive performance in neutral to hot indoor environment was investigated. The experiments were carried out at four temperatures: 26ºC, 30ºC, 33ºC, and 37ºC, and two relative humidity levels: 50% and 70%. Thirty-two subjects were exposed for 175 min. The electroencephalogram signals were measured for 30 min 25 min after the onset of exposure while the recruited subjects performed neurobehavioral tests and rated their thermal comfort. The relative power of electroencephalogram signals has a significant correlation with thermal comfort and performance of neurobehavioral tests. The ratings of acceptability of thermal environment and thermal comfort, the speed, accuracy, and PI of completing the tests are negatively correlated with the relative power of δ-band, but positively correlated with θ-band, α-band, and β-band. The ratings of thermal sensation have a better correlation with the above four bands, but the correlation trend is opposite. A linear relation was found between electroencephalogram signals and the speed. The results showed that the relative power of P7 channel located in the occipital lobe is the most suitable as a single electroencephalogram channel to reflect joint thermal comfort and cognitive performance at high temperatures, especially its α-band.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/ina.12941 KerkoCite.ItemAlsoKnownAs: 10.1111/ina.12941 2129771:9F3VADMF 4682641:4NSJKT5N
Keywords: BE:RELEVANT; acceptability of thermal environment; cognitive performance; electroencephalogram; occipital lobe; thermal comfort; thermal sensation

IPadien opetuskäytön yhteys kolmannen luokan oppilaiden motivaatioon ja itseohjautuvuuteen käsityön opetuskokeilussa - Hemminki, Anni; Lummelahti, Miina (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:6U4HDHRN
Keywords: _C:Finland FIN; _C:Malaysia MYS; _C:Oman OMN; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

IPCC-Climate-Trends-Fact-Sheet-for-Africa - Intergovernmental Panel on Climate Change (2023)
KerkoCite.ItemAlsoKnownAs: 2129771:ACPG3L3V

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

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

Is there Learning Continuity during the COVID-19 Pandemic? A Synthesis of the Emerging Evidence. - McBurnie, Chris; Adam, Taskeen; Kaye, Tom (Journal of Learning for Development, 2020)
Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As such, the education response to COVID-19 could widen existing inequalities.
KerkoCite.ItemAlsoKnownAs: 2129771:59B8X7K8 2129771:5PVILI5V 2129771:JDXX277U
Keywords: Author:OpenDevEd; Bangladesh; COVID-19; Ecuador; Ethiopia; Ghana; Kenya; Mongolia; Senegal; Vietnam; access to education; educational technology; learning continuity; ⛔ No DOI found

Is there learning continuity during the COVID-19 pandemic? Six Lessons - McBurnie, Chris; Haßler, Björn (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3930934 2129771:A4N8WK7U
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; ___duplicate_item; _r:ImportedToMyEducationEvidence

Island nations have the edge in keeping Covid away – or most do - The Guardian (the Guardian, 2020)
Nations from New Zealand to Cuba closed borders promptly and imposed strict quarantine rules, but the UK won’t admit its ‘serious mistake’
Section: World news KerkoCite.ItemAlsoKnownAs: 2129771:S6JW35EP

‘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

Jahresgutachten 2020 (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:AC89PU3G 2486141:NYDTC2DQ

Jika iMfundo: a South African study of ‘turning education around’through improved curriculum coverage - Pillay, Venitha (Professional Development in Education, 2020)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2018.1550101 2129771:BVYHJ2A6 2129771:NX2LQYTG
Keywords: _C:Australia AUS; _C:Cameroon CMR; _C:Ethiopia ETH; _C:South Africa ZAF; _C:Tanzania TZA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

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

Junior Secondary I, II, III English (Accelerated Teaching Syllabi) - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745244 2129771:PS5RG5JA
Keywords: SSEIP; _C:Sierra Leone SLE

Junior Secondary I, III, III Mathematics (Accelerated Teaching Syllabi) - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745246 2129771:IULPJ2QQ
Keywords: SSEIP; _C:Sierra Leone SLE

K4D Strengthening Cross-sector Learning for Education and FCAS - Freed, Danielle (2022)
This K4D Impact Story shares how the K4D’s Education in Fragile and Conflict Affected States (FCAS) Learning Journey supported the UK Government’s and global partners’ understanding of the subject, facilitated dialogue and learning, and equipped advisors with evidence and ideas that promote ongoing stability. This case study was made possible through the contribution of the K4D Programme team, staff at the Foreign, Commonwealth and Development Office, and others who engaged with the resources and K4D Programme.
Accepted: 2022-10-23T17:03:31Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.159 2129771:AASHRTQH 4869029:63J8U4LX

Kano Heat Islands (HIs) through Remotely Sensed Biophysical Parameters - Tudunwada, I.Y.; Aduojo, A.; Dakagan, J.B. (African Journal of Earth and Environmental Sciences, 2021)
Keywords: ⛔ No DOI found

Kaufman's Clinical Neurology for Psychiatrists - E-Book - Kaufman, David Myland; Geyer, Howard L.; Milstein, Mark J.; Rosengard, Jillian (Elsevier Health Sciences, 2022)
The only reference to focus on the must-know aspects of neurology for psychiatrists, Kaufman's Clinical Neurology for Psychiatrists, 9th Edition, brings you up to date with the knowledge you need to excel on the American Board of Psychiatry and Neurology and other examinations. It fully covers the exam topics you’ll encounter, along with new content, high-quality illustrations, and multiple-choice questions. In addition, this book prepares you for clinical work in the 21st century. Discusses timely, clinically-relevant topics such as chronic and acute traumatic brain injury, Alzheimer’s disease, correctible causes of dementia, violence, neurologic illnesses that present with symptoms of autism, illicit drug use, stroke, migraine, Parkinson’s disease, tardive dyskinesia current treatments, and more. Includes nearly 2,000 multiple-choice questions both in print and online—all written to help you succeed on the ABPN certifying exam. Features new content, new and improved clinical illustrations: life-like patient sketches, anatomy line drawings, CTs, MRIs, and EEGs. Explains each condition's neurologic and psychiatric features, easily performed office and bedside examinations, appropriate tests, differential diagnosis, and management options. Correlates neurologic illnesses with the DSM-5.
Google-Books-ID: 0jxZEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 4804264:RJ3U4KK8
Keywords: Final_citation; Medical / Neurology; Medical / Psychiatry / General

Keep Kenya Learning: Helping Caregivers Support Learning at Home Sprint 1. - Mbatha, FaithMbithe; Crook, Rebecca; Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org Our research indicates that guidance and resources are necessary but insufficient in equipping caregivers to support their children’s learning. In Sprint 1, caregiver confidence and community emerged as important enablers of home learning. In our interviews, caregivers communicated how they felt limited by their lack of or outdated education. Global interventions indicate that reinforcing a sense of community for caregivers and enabling them to learn from modelling by trusted messengers are pathways to building greater engagement. Caregivers in both rural and urban communities expressed a willingness to engage with SMS (short message service) and online educational resources. However, it is clear that resource design must be: Accessible and understandable Credible and trusted Relevant and actionable.
PreviousDOI: 10.5281/zenodo.4747301 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4928926 2405685:A2D9FVTA KerkoCite.ItemAlsoKnownAs: 2405685:A2D9FVTA zotzenLib.CopiedFrom: 2405685:A2D9FVTA
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen

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

Key Barriers to Girls’ Education in the ASEAN and Pacific Region - Price, Roz (2020)
This rapid review explores the barriers to girls’ education, with a focus on the most marginalised and why. The report focuses on the East Asia and Pacific region, with a focus on Cambodia, Fiji, Indonesia, Lao PDR, Malaysia, Papua New Guinea, Philippines, Solomon Islands, Thailand, Vanuatu and Vietnam. The fundamental right to education is clearly acknowledged in the United Nations Convention on the Rights of the Child, and education is vital to meeting the Sustainable Development Goals (SDGs), with SDG 4– ensuring inclusive and equitable education for all by 2030 – recognising its importance. SDG 4 emphasises learning outcomes, skills acquisition, and equity in both development and emergency settings. Education in the EAP region has received a lot of attention in the past 20 years and there is a plethora of information and reports out there, and the evidence base is vast.
Accepted: 2020-10-30T11:57:31Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:KHN6N5AL 4869029:YF52Q5FQ
Keywords: ⛔ No DOI found

Key stage 1 and phonics screening check attainment, Academic year 2022/23 - ONS (2023)
This publication provides the attainment of pupils in the 2023 phonics screening check and key stage 1 (KS1) national curriculum teacher assessments (TA). It includes statistics for pupils in schools in England: at national level, broken down by the following pupil characteristics: gender, disadvantage, free school meal eligibility, ethnicity, special educational need status, first language and month of birth; at national level, broken down by the following school characteristics: school type, school phase, cohort size and school religious character; at regional and local authority level, broken down by gender. Pupils take the phonics screening check at the end of year 1, typically aged 6. Pupils who do not meet the expected standard take the check again at the end of year 2, typically aged 7. Pupils are assessed at the end of key stage 1 (year 2) in reading, writing, maths and science. There were no assessments in 2020 and 2021 due to the pandemic. End of KS1 assessments will become non-statutory from the 2023/24 academic year onwards. Optional assessments will still be offered, but these statistics will not be published in 2023/24. The phonics screening check attainment section of this publication will continue to be published to the same schedule. All gaps and percentage point differences are calculated from unrounded figures.
KerkoCite.ItemAlsoKnownAs: 2129771:9ZG9I9IK 2486141:QLYYKRC6

Key stage 2 attainment, Academic year 2022/23 - ONS (2023)
This publication provides revised attainment and progress statistics for key stage 2 national curriculum assessments in England. It is an update to the provisional statistics published on 12 September 2023 and extends the Key stage 2: National headlines statistics published on 11 July 2023. Progress measures of pupils between key stage 1 and key stage 2 are included. These statistics cover attainment in assessments taken by pupils at the end of year 6, when most are age 11. It includes results for pupils in schools in England: at national level, broken down by the following pupil characteristics: gender, disadvantage, free school meal eligibility, ethnicity, special educational need status, first language and month of birth; at national level, broken down by the following school characteristics: school type, school phase, cohort size and school religious character; at regional and local authority level, broken down by pupil characteristics: gender, disadvantage, free school meal eligibility, ethnicity, special educational need status and first language; at local authority district, school location and pupil residency broken down by disadvantage, free school meal eligibility and school type. Some of these breakdowns are not discussed in the text but can be accessed via the table tool or by downloading the data files. All gaps and percentage point differences are calculated from unrounded figures.
KerkoCite.ItemAlsoKnownAs: 2129771:9MF9TFDU 2486141:JV6ENTGV

Key stage 4 performance, Academic year 2022/23 - ONS (2023)
This statistical release focuses on the GCSE results of pupils at the end of Key Stage 4 (KS4) attending state-funded schools in England. This provisional release includes pupil characteristic breakdowns such as disadvantage status, free school meal status, special educational needs status and ethnicity. In 2022/23 there was a return to pre-pandemic standards for GCSEs, AS and A levels, with protection built into the grading process to recognise the disruption that students have faced. For VTQs that are taken alongside, or instead, of GCSEs and A levels, there was also a return to pre-pandemic standards in 2022/23. More information on qualification grading approaches in 2023 and in 2022 can be found at Exam results 2023: 10 things to know about GCSE, AS and A level grades - The Ofqual blog and Vocational and technical qualifications grading in 2023   - The Ofqual blog and Ofqual’s announced approach to grading assessments in summer 2022. The KS4 performance measures reported in this release, and on the performance tables website, for the 2022/23 academic year have been affected by the following factors:   The return to pre-pandemic grading in 2022/23, with some protections.  2022/23 performance measures may include some qualification grades that were awarded in 2021/22 using a different grading approach. Results achieved between January 2020 and August 2021, by pupils included in 2022/23 measures, are not included in the calculations. The ongoing uneven impacts of the pandemic on different schools/colleges and pupils. For more information on how we calculate performance measures, and the factors affecting measures for 2022/23, please see the KS4 technical guide. Throughout this release, comparisons are made with 2022 and with 2019. The more meaningful comparison is with 2019, the last year that summer exams were taken before the pandemic, as 2023 saw a return to pre-pandemic grading, with some protections. In 2022 outcomes broadly reflected a mid-point between 2019 and 2021, to take account of the impact of the pandemic and in line with Ofqual’s approach to grading in 2022. It is expected that performance in 2023 will generally be lower than in 2022. For this reason, users need to exercise extreme caution when considering comparisons over time, as they may not reflect changes in pupil performance alone. To find out more about this, please visit our secondary accountability measures guide.
KerkoCite.ItemAlsoKnownAs: 2129771:WT3A9YSX 2486141:TCPBS2XA

Keyword Inventory for Systematic Literature Review: Understanding Quality Characteristics of EdTech Interventions and Implementation for Disadvantaged Pupils - Haßler, Björn; McBurnie, Chris; Walker, Hannah; Klune, Christopher (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10697638 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1075 ZenodoArchiveConcept: 10697637
Keywords: Internal; _forthcoming; _r:AddedByMyEducationEvidence; coming soon

Keyword inventory with country statistics - Haßler, Björn; Adam, Taskeen; Allier-Gagneur, Zoe; Khalayleh, Abdullah; McBurnie, Chris; McIntyre, Nora (EdTech Hub, 2020)
Keyword inventory with country statistics (Updated July 2020)
EdTechHub.Source: 2405685:55A44ZRB EdTechHub.Source: 2405685:55A44ZRB KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3908363 2129771:ACGUWMNN 2339240:BFHYXP48 2405685:55A44ZRB
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; __C:filed:1; _r:ImportedToMyEducationEvidence; _yl:s; _zenodoODE; publishPDF

Knowledge hiding behavior in higher education institutions: a scientometric analysis and systematic literature review approach - Fauzi, Muhammad Ashraf (Journal of Knowledge Management, 2022)
Purpose The purpose of this paper is to systematically review knowledge hiding (KH) behavior in higher education institutions (HEIs). KH is regarded as an unethical and antisocial behavior by many scholars, which should not be prevalent in HEIs. Design/methodology/approach A two-phase analysis through quantitative scientometric analysis and qualitative systematic literature review method through the preferred reporting items for systematic reviews and meta-analyses (PRISMA) model was applied. In phase 1,174 articles were analyzed using the VOSviewer through co-word and co-citation analyses. In Phase 2, 20 related studies on KH in HEIs were qualitatively analyzed on the fundamental concept of KH. The main themes were determined based on current research findings, through the identification of relevant gaps in the context of higher education. Findings In Phase 1, co-word and co-citation analyses resulted in six and three clusters, respectively. Subsequently, in Phase 2, five themes were discovered: terminology of KH, scale of KH, cultural and geographical context, KH among academics and students and relevant theories. Further, discussion on the institutional factors of individuals, organizations, technology and culture is presented. Practical implications This review lays out a practical guide to facilitate HEIs in managing KH behavior among academics, employees, and students. Strategies can be planned and implemented to foster and inculcate knowledge sharing behavior to circulate knowledge while at the same time diminishing KH behavior in HEIs. Originality/value To the best of the author’s knowledge, this study is the first to review KH behavior in the context of HEIs through quantitative and qualitative analysis.
Keywords: Academics; Higher education institution; Knowledge hiding; Knowledge sharing; Students

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

Knowledge mobilisation in sub-Saharan Africa: an impact evaluation of CPDL in improving primary school children’s performance - Mason, Miriam; Galloway, David (Journal of Professional Capital and Community, 2021)
Purpose A non-governmental organisation (NGO) with schools in Sierra Leone prioritises admission of the most disadvantaged children but nevertheless achieves high educational and social standards. These schools were asked to provide continuing professional development and learning (CPDL) for other schools. This paper aims to report the design, development and delivery of CPDL which aimed to mobilise effective practices more widely. It also reports the design and results of an impact evaluation. Design/methodology/approach It was recognised that CPDL delivered by foreigners would be (1) unaffordable in this impoverished West African country and (2) culturally inappropriate. It was therefore delivered by local teachers from the NGO's own schools. Most had obtained no formal teaching qualification. They were trained to collect data using a quasi-experimental design for an impact evaluation of children's attendance and literacy. A total of five schools participated in the CPDL, with ten control schools. Findings A largely unqualified team succeeded in mobilising knowledge in the experimental schools. Children's attendance in experimental schools improved over that in control schools. Performance in literacy also improved significantly and was maintained at follow-up. Research limitations/implications Findings of the impact evaluation are seen as indicative rather than causal because a quasi-experimental study was conducted rather than a randomised controlled trial. Originality/value This lies in (1) teachers in schools with a severely disadvantaged intake providing a structured programme of CPDL for teachers in other schools; (2) school improvement through knowledge mobilisation in CPDL; (3) an impact evaluation with a quasi-experimental design showing improvement in children's performance.
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/JPCC-09-2020-0074 4869029:5BPDUKRR 4869029:9VXPD2PG 4869029:SH64FGRZ 4869029:WYD89XDB 4893635:AVYKQFV4 4893635:GAJKHRPK
Keywords: Continuing professional development; Donors and NGOs; Equity; Inclusive education; Knowledge mobilisation; Professional learning networks; School improvement; Standards of attainment; Student attendance; Student financial support; Sub-Saharan Africa; Teacher education; _C:Sierra Leone; _authorsString:Second; A.B.; _checkedWith:AERD; _research:Quantitative; _type:Peer-reviewed article

Knowledge Pack : Digital Teaching and Learning - , EdTech Team (World Bank, 2022)

Konnect- My School - Konnect Portal (Konnect, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:ELVQVDSV ELVQVDSV

KS-TVET Life Skills Course: Needs Analysis Report - El-Serafy, Yomna; Klune, Christopher (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8392530 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1014 ZenodoArchiveConcept: 8392529
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

KS-TVET Life Skills Course: Process Report - El-Serafy, Yomna; Macharia, Grace; Klune, Christopher (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/

KS-TVET Life Skills Course: Process Report - El-Serafy, Yomna; Macharia, Grace; Klune, Christopher (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10200829 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1029 ZenodoArchiveConcept: 10200828
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

KS-TVET Life Skills Course Progress Report - El-Serafy, Yomna; Klune, Christopher (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/

KS-TVET Life Skills Course Progress Report - El-Serafy, Yomna; Klune, Christopher (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8413609 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1022 ZenodoArchiveConcept: 8413608
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

KS-TVET Life Skills Course: Project Brief - Klune, Christopher; El-Serafy, Yomna; Macharia, Grace (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/

KS-TVET Life Skills Course: Project Brief - Klune, Christopher; El-Serafy, Yomna; Macharia, Grace (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10200839 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1030 ZenodoArchiveConcept: 10200838
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

KS-TVET Life Skills Course: Validation Report - El-Serafy, Yomna; Klune, Christopher (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/

KS-TVET Life Skills Course: Validation Report - El-Serafy, Yomna; Klune, Christopher (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 10047822 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1026 ZenodoArchiveConcept: 10047821
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

L’avenir du travail en Afrique - Choi, Jieun; Dutz, Mark Andrew; Usman, Zainab (World Bank Group, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1685-7 2129771:5QZWF44G
Keywords: _yl:b

La trascendencia de la Realidad Aumentada en la motivación estudiantil. Una revisión sistemática y meta-análisis - García, Gerardo Gómez; Jiménez, Carmen Rodríguez; Marín, José Antonio Marín (Alteridad: revista de educación, 2020)
Publisher: Universidad Politécnica Salesiana KerkoCite.ItemAlsoKnownAs: 2129771:329JQ4QE 2129771:6BU267PH
Keywords: __C:filed:1; ⛔ No DOI found

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

LAC Reads Capacity Program: Audit of content repositories for early-grade literacy - Megha-Bongnkar, Ghislaine; McBurnie, Chris; Regis, Callista; D’Angelo, Sophia; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0208 2129771:NMYVR3QF
Keywords: Author:OpenDevEd

LAC Reads Capacity Program: Capacity strengthening report - Megha-Bongnkar, Ghislaine; McBurnie, Chris; Regis, Callista; D’Angelo, Sophia; Gonsalves, Sarah-Lee; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0215 2129771:T4Q5I92Z
Keywords: Author:OpenDevEd

LAC Reads Capacity Program: Curriculum coding schemes - D’Angelo, Sophia; Regis, Callista; Megha-Bongnkar, Ghislaine; McBurnie, Chris; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0209 2129771:IX96CIPY
Keywords: Author:OpenDevEd

LAC Reads Capacity Program - Final report - Megha-Bongnkar, Ghislaine; McBurnie, Chris; Regis, Callista; D’Angelo, Sophia; Gonsalves, Sarah-Lee; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0213 2129771:CV4GUYZ6
Keywords: Author:OpenDevEd; ___duplicate_item

LAC Reads Capacity Program: Mid-term report - McBurnie, Chris; Megha-Bongnkar, Ghislaine; Regis, Callista; D’Angelo, Sophia; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0212 2129771:24FYFK9R
Keywords: Author:OpenDevEd

LAC Reads Capacity Program: Outputs register - Megha-Bongnkar, Ghislaine; McBurnie, Chris; Regis, Callista; D’Angelo, Sophia; Gonsalves, Sarah-Lee; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0216 2129771:PYEZTVZI
Keywords: Author:OpenDevEd

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

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

Language Models are Few-Shot Learners - Brown, Tom B.; Mann, Benjamin; Ryder, Nick; Subbiah, Melanie; Kaplan, Jared; Dhariwal, Prafulla; Neelakantan, Arvind; Shyam, Pranav; Sastry, Girish; Askell, Amanda; Agarwal, Sandhini; Herbert-Voss, Ariel; et al. (arXiv, 2020)
Recent work has demonstrated substantial gains on many NLP tasks and benchmarks by pre-training on a large corpus of text followed by fine-tuning on a specific task. While typically task-agnostic in architecture, this method still requires task-specific fine-tuning datasets of thousands or tens of thousands of examples. By contrast, humans can generally perform a new language task from only a few examples or from simple instructions - something which current NLP systems still largely struggle to do. Here we show that scaling up language models greatly improves task-agnostic, few-shot performance, sometimes even reaching competitiveness with prior state-of-the-art fine-tuning approaches. Specifically, we train GPT-3, an autoregressive language model with 175 billion parameters, 10x more than any previous non-sparse language model, and test its performance in the few-shot setting. For all tasks, GPT-3 is applied without any gradient updates or fine-tuning, with tasks and few-shot demonstrations specified purely via text interaction with the model. GPT-3 achieves strong performance on many NLP datasets, including translation, question-answering, and cloze tasks, as well as several tasks that require on-the-fly reasoning or domain adaptation, such as unscrambling words, using a novel word in a sentence, or performing 3-digit arithmetic. At the same time, we also identify some datasets where GPT-3's few-shot learning still struggles, as well as some datasets where GPT-3 faces methodological issues related to training on large web corpora. Finally, we find that GPT-3 can generate samples of news articles which human evaluators have difficulty distinguishing from articles written by humans. We discuss broader societal impacts of this finding and of GPT-3 in general.
arXiv:2005.14165 [cs]
Keywords: Computer Science - Computation and Language

Lant Pritchett on 5 Ways We Can Learn From Biology to Shift Education Systems - Pattillo, Kat (Medium, 2020)
An intro to “The Rebirth of Education” — the most important book on why ed reforms in the Global South fail and what we can do about it.
KerkoCite.ItemAlsoKnownAs: 2129771:QKTCUDJN

Large coverage fluctuations in Google Scholar: a case study - Martín-Martín, Alberto; López-Cózar, Emilio Delgado (arXiv:2102.07571 [cs], 2021)
Unlike other academic bibliographic databases, Google Scholar intentionally operates in a way that does not maintain coverage stability: documents that stop being available to Google Scholar's crawlers are removed from the system. This can also affect Google Scholar's citation graph (citation counts can decrease). Furthermore, because Google Scholar is not transparent about its coverage, the only way to directly observe coverage loss is through regular monitorization of Google Scholar data. Because of this, few studies have empirically documented this phenomenon. This study analyses a large decrease in coverage of documents in the field of Astronomy and Astrophysics that took place in 2019 and its subsequent recovery, using longitudinal data from previous analyses and a new dataset extracted in 2020. Documents from most of the larger publishers in the field disappeared from Google Scholar despite continuing to be available on the Web, which suggests an error on Google Scholar's side. Disappeared documents did not reappear until the following index-wide update, many months after the problem was discovered. The slowness with which Google Scholar is currently able to resolve indexing errors is a clear limitation of the platform both for literature search and bibliometric use cases.
arXiv: 2102.07571 KerkoCite.ItemAlsoKnownAs: 2129771:XT6UQWA6
Keywords: Computer Science - Digital Libraries; ⛔ No DOI found

Large Learning Gains in Pockets of Extreme Poverty: Experimental Evidence from Guinea Bissau - Fazzio, Ila; Eble, Alex; Lumsdaine, Robin; Boone, Peter; Bouy, Baboucarr; Hsieh, Pei-Tseng Jenny; Jayanty, Chitra; Johnson, Simon; Silva, Ana Filipa (National Bureau of Economic Research, 2020)
Children in many extremely poor, remote regions are growing up illiterate and innumerate despite high reported school enrollment ratios. Possible explanations for such poor outcomes include demand – for example, low perceived returns to education compared to opportunity cost; and supply – poor state provision and inability of parents to coordinate and finance better schooling. We conducted a cluster-randomized trial in rural Guinea Bissau to understand the effectiveness and cost of concerted supply-based interventions in such contexts. Our intervention created simple schools offering four years of education to primary-school aged children in lieu of the government. At endline, children receiving the intervention scored 58.1 percentage points better than controls on early grade reading and math tests, demonstrating that the intervention taught children to read and perform basic arithmetic, from a counterfactual condition of very high illiteracy. Our results provide evidence that particularly needy areas may require more concerted, dramatic interventions in education than those usually considered, but that such interventions hold great potential for increasing education levels among the world’s poorest people.
KerkoCite.ItemAlsoKnownAs: 10.3386/w27799 2129771:SEJMGZ2U

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

Large-Scale Simulation Study of Active Learning models for Systematic Reviews - Teijema, Jelle J.; de Bruin, Jonathan; Bagheri, Ayoub; van de Schoot, Rens (PsyArXiv. November, 2023)
KerkoCite.ItemAlsoKnownAs: 5440726:PMS6A7GP
Keywords: ⛔ No DOI found

Large-Scale Simulation Study of Active Learning models for Systematic Reviews - Teijema, Jelle Jasper; de Bruin, Jonathan; Bagheri, Ayoub; van de Schoot, Rens (2023)
The active learning methods for prioritising systematic reviews have undergone significant progress and innovation in recent years. This rapid development, however, has inadvertently highlighted the disparity between the rapid development of these methodologies and their rigorous evaluation, stemming from constraints in simulation size, lack of infrastructure, and the use of few datasets. We embark on a large-scale simulation study involving over 27 thousand simulations and over 156 million datapoints, designed to provide robust empirical evidence of active learning methodologies performance. We evaluate 13 combinations of different classification models and feature extraction techniques across high-quality datasets sourced from the SYNERGY dataset. We run a single simulation for each possible combination of selected classification model, feature extraction technique, dataset, and relevant document. The spectrum of performance varies considerably, from marginally better than random reading to near flawless results. Still, every single model-feature extraction combination outperforms random screening. Results are publicly available for analysis and replication. This study advocates for large-scale simulations as the gold standard for assessing active learning methods; it underscores the importance of comprehensive testing to reduce reporting bias and enhance result reliability. It also highlights the need for curating diverse datasets for systematic review literature.
Publisher: PsyArXiv KerkoCite.ItemAlsoKnownAs: 10.31234/osf.io/2w3rm 2129771:DWE4XYJU 2405685:QH5K46LQ 2486141:PSU8KBB4
Keywords: _Added-ailr-2024

Leadership for Development: Re-shaping Higher Education Futures and Sustainability in Africa - Makoe, Mpine; Olcott, Don (Journal of Learning for Development, 2021)
Leading change in higher education has been a major challenge in countries of limited resources, such as those in Sub-Saharan Africa. Most African universities have struggled with this transition mainly due to lack of the requisite information and communication technology (ICT) infrastructure, inadequate expertise for online pedagogies and inability to provide computers to their students and staff. When faced with the recent changes, caused mainly by the COVID-19 pandemic that forced every person to work and learn remotely, many academic leaders were completely ill-prepared to deal with changes of this magnitude. The aim of this paper is to provide recommendations for shaping the future of higher education in Africa going forward. This will be done by analysing trends and opportunities created by these changes with the aim of accentuating the need for a renewed Pan-African Ubuntu that embraces the future, respects the unique dignity, cultures, languages and heritage of nations pre- and post-colonialism, and inspires the African Union Agenda 2063, The Africa we Want.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:PWQ9F2W9
Keywords: Africa; Higher Education; Leadership; Ubuntu; _genre:PR-primary_research; digital technologies; ⛔ No DOI found

Leadership, Task Load And Job Satisfaction: A Review Of Special Education Teachers Perspective - Abdullah, Ahmad Shakani bin; Rahim, Iklima Husna Binti Abdul; Jeinie, Mohammad Halim bin; Zulkafli, Muhammad Shakir Bin; Nordin, Mohd Norazmi bin (Turkish Journal of Computer and Mathematics Education (TURCOMAT), 2021)
There are studies that prove that, leadership affects every thing in an organization. There are even opinions stating that leadership is a mirror to the organization it leads. In determining the success or failure of an organization, leadership is also one of the key factors. So it is undeniable that, leadership is also what determines the workload and also the job satisfaction of a staff in the organization. Discussions on leadership do not stop in a large organization, but are also widely discussed within the scope of a school. Previous studies have shown that the influence of leadership is very large in determining the climate of a school. There are also studies that lead to a more focused part of the school that is special education. This survey was conducted to examine the influence between the leadership of head teachers, workload and job satisfaction of special education teachers. The findings of this study are expected to provide a more focused picture of special education.
Number: 11
Keywords: C:Malaysia; _C:Malaysia MYS; _genre:LR-literature_review; ⛔ No DOI found

Leadership team coaching: Developing collective transformational leadership - Hawkins, Peter (Kogan Page Publishers, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:WUBRDLE7
Keywords: Final_citation

LearnIn Implementation Plan 2020 - 2025 - UNCEF ECARO (2021)
KerkoCite.ItemAlsoKnownAs: 4804264:2AYDVKZN
Keywords: Final_citation; cited; existing

Learning-Adjusted Years of Schooling (LAYS): Defining a New Macro Measure of Education - Filmer, Deon; Rogers, Halsey; Angrist, Noam; Sabarwal, Shwetlena (Economics of Education Review, 2020)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2020.101971 2129771:JD9NMALA 2129771:XKPBPV8V

Learning-adjusted years of schooling (LAYS): Defining a new macro measure of education - Filmer, Deon; Rogers, Halsey; Angrist, Noam; Sabarwal, Shwetlena (Economics of Education Review, 2020)
The standard summary metric of education-based human capital used in macro analyses is a quantity-based one: The average number of years of schooling in a population. But as recent research shows, students in different countries who have completed the same number of years of school often have vastly different learning outcomes. We therefore propose a new summary measure, the Learning-Adjusted Years of Schooling (LAYS). This measure combines quantity and quality of schooling into a single easy-to-understand metric of progress, revealing considerably larger cross-country education gaps than the standard metric. We show that the comparisons produced by this measure are robust to different ways of adjusting for learning and that LAYS is consistent with other evidence, including other approaches to quality adjustment. Like other learning measures, LAYS reflects learning, and barriers to learning, both inside and outside of school; also, cross-country comparability of LAYS rests on assumptions related to learning trajectories and the validity, reliability, and comparability of test data. Acknowledging these limitations, we argue that LAYS nonetheless improves on the standard metric in key ways.
Keywords: Education; Human capital; Learning; Returns to education; Schooling; Test Scores

Learning at scale: interim report | Unesco IIEP Learning Portal - Stern, Jonathan; Jukes, Matthew; Piper, Benjamin; DeStefano, Joseph; Mejia, Jessica; Dubeck, Peggy; Carrol, Bidemi; Punjabi, Maitri; Harris-Van Keuren, Christine; Tufail, Fatima (RTI, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:32HJYWK3
Keywords: Final_citation; cited; existing

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

Learning Career Knowledge: Can AI Simulation and Machine Learning Improve Career Plans and Educational Expectations? - Chen, I-Chien; Bradford, Lydia; Schneider, Barbara (AI in Learning: Designing the Future, 2023)
As AI and machine learning permeates every area of life, its use to ameliorate educational inequities becomes of great interest. One important application of machine learning within education is to help students increase their alignment of career choice, educational attainment, and projected salary. Alignment theory has shown that having alignment yields higher educational attainment for students. Using the app, Init2Winit, which has students play a game which gives them points for correct alignment, this chapter explores how machine learning, in particular using a decision tree, can give insights into game use and its relation to educational expectations. This model builds a basis for the improvement of Init2Winit to increase student educational expectations through counselor interventions and how other educational applications could use machine learning for insights to improve educational outcomes. The model can decrease educational inequities by increasing educational attainment for those in underrepresented minorities.
Keywords: Alignment; Artificial intelligence (AI); Career knowledge; Decision trees; Supervised machine learning algorithms

Learning Clinical Reasoning Through Gaming in Nursing Education: Future Scenarios of Game Metrics and Artificial Intelligence - Koivisto, Jaana-Maija; Havola, Sara; Mäkinen, Henna; Haavisto, Elina (AI in Learning: Designing the Future, 2023)
The COVID-19 pandemic has challenged healthcare professionals’ clinical reasoning, which can have serious consequences for patients. So far, the use of artificial intelligence (AI) in nursing education has been limited. Artificial intelligence (AI) is one solution for ensuring quality decision-making in demanding clinical situations in two ways. First, AI applications can support healthcare professionals’ clinical decisions. Second, AI techniques can be used to support learning clinical reasoning (CR) in healthcare education and training. This chapter focuses on the potential of exploiting AI through game metrics in nursing education. Previously, simulation games have proven effective for learning clinical reasoning skills. However, game metrics have not been commonly utilized in nursing simulation games, although research in other disciplines has shown that game metrics are suitable for demonstrating the achievement of learning outcomes. This chapter discusses the possibilities of using game metrics to develop adaptive features for nursing simulation games. Personalization and adaptivity in simulation games can enable meaningful learning experiences and enable nursing students to achieve good CR skills for their future work in constantly challenging clinical situations.
Keywords: Artificial Intelligence; Clinical reasoning; Game metrics; Gaming; Nursing education

Learning Development’s Role in Supporting Academic Synergies through Co-evolution of Teaching Excellence and Practice - Donnelly, Roisin (Journal of Learning for Development, 2021)
This report from the field discusses a new approach taken to the co-evolution of teaching excellence and evidence-based practice in the context of Learning Development in a Technological University in Ireland. It explores supporting faculty in their exploration of pedagogic inquiry and teaching excellence and how this can co-evolve to generate synergies in academic productivity (the core activity sets of the faculty). A key part of this Learning Development work is understanding how integrating inquiry and teaching can drive excellence and pedagogic innovation in practice.
Number: 3
Keywords: co-evolution; pedagogic inquiry; scholarship; teaching excellence; ⛔ No DOI found

Learning for all? Second-level education in Ireland during COVID-19 - ESRI; Mohan, Gretta; McCoy, Selina; ESRI; Carroll, Eamonn; ESRI; Mihut, Georgiana; ESRI; Lyons, Seán; ESRI; Mac Domhnaill, Ciarán; ESRI (ESRI, 2020)
KerkoCite.ItemAlsoKnownAs: 10.26504/sustat92.pdf 2129771:N8LL4T4M

Learning from Experience: A post-Covid-19 data architecture for a resilient education data ecosystem in Sierra Leone - Fab Inc. (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.5498054 10.5281/zenodo.5498054 2129771:RHCG2CAA 2339240:5S4BZY48 2339240:SRWI5WQJ 2405685:JR65CZU2 2405685:JTKTA5X5 2405685:VQ3F9NQ7
Keywords: _C:Sierra Leone SLE; _DOILIVE; _r:AddedByZotZen; _zenodo:submitted

Learning from Intelligent Social Agents as Social and Intellectual Mirrors - Maples, Bethanie; Pea, Roy D.; Markowitz, David (AI in Learning: Designing the Future, 2023)
The interaction capabilities of Intelligent Social Agents, made possible by advances in artificial intelligence, are eliciting deep emotional bonding with users, leading researchers to reexamine the impact and potential uses of these human-machine relationships in education. In this work, we examine how one best-in-class ISA, Replika, might be affecting users socially, emotionally, and cognitively. Our results indicate that many use Replika as a social and cognitive mirror, facilitating their learning and development this way. The confluence of new functionality, product narrative, and user life stressors make ISAs an emerging tool for not only emotional support, but also cognitive support and development.
Keywords: Anthropomorphism; Chatbot; Digital therapy; Displacement hypothesis; Embodied artificial intelligence; Extended mind; Intellectual mirror; Intelligent social agents; Virtual agents

Learning Gains From the KinderTEK® iPad Math Program: Does Timing of a Preventative Intervention Matter? - Cary, Mari Strand; Kennedy, Patrick C.; Shanley, Lina; Clarke, Ben (Journal of Special Education Technology, 2020)
Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/0162643420928336 2129771:ULAQGLAI
Keywords: _C:Jordan JOR; _C:United States USA; __C:filed:1; __C:scheme:1

Learning inequalities during the Covid-19 pandemic: how families cope with home-schooling - Pensiero, Nicola; Kelly, Anthony; Bokhove, Christian (University of Southampton, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5258/SOTON/P0025 2129771:RHBUIBUX

Learning Loss, a Potential Challenge for Transition to Undergraduate Study Following COVID19 School Disruption - Turner, Kristy L.; Hughes, Michael; Presland, Katayune (Journal of Chemical Education, 2020)
In a normal year approximately 3 months pass between students taking their final examinations in high school or college and beginning an undergraduate course in chemistry. In the months prior to those examinations, students will usually have undertaken an extensive period of revision and consolidation of the key concepts learned throughout their course. Some of this will be supported by their teachers and some will be independent study. The COVID19 pandemic resulted in the cancellation of these examinations in the UK and Ireland, potentially leaving students with a 6-month gap between their last formal study and beginning their undergraduate courses. Insights from the literature and from teachers of students in the 16–18 age range show that it is likely students beginning undergraduate courses in the autumn of 2020 will have weaknesses in subject knowledge compared to previous cohorts. This is likely to be more significant in the areas of synthetic transformations in organic chemistry and core physical chemistry topics. In this communication we present a brief analysis of the potential issues with subject knowledge in order that instructors in higher education may be better informed about the potential challenges in teaching and learning following the COVID19 disruption.
Publisher: American Chemical Society KerkoCite.ItemAlsoKnownAs: 10.1021/acs.jchemed.0c00705 2129771:BIHIBCFG
Keywords: __C:filed:1

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

Learning Loss, Learning Gains and Wellbeing: A Rapid Evidence Assessment - Page, Ella; Leonard-Kane, Rosie; Kashefpakdel, Elnaz; Riggall, Anna; Guerriero, Sonia (Education Development Trust, 2021)
As schools begin reopening around the world, education systems are faced with the challenge of mitigating learning lost during the pandemic, designing and implementing remedial or accelerated learning programmes, remote learning and next year's curriculum. Effective teachers are a crucial part of supporting learning recovery. School closure during COVID-19 has left many teachers uncertain about their role, worried about their working conditions and their health, safety and wellbeing, unable to use technology effectively, and unprepared for classroom challenges when schools reopen. Teachers will need to respond to students' academic losses (and gains), but also to their socio-emotional wellbeing. United Nations Educational, Scientific and Cultural Organisation (UNESCO) and Education Development Trust have undertaken this study to provide information to help teachers, schools and governments understand how to support teachers to best support students as they return to school. This research is designed to allow to focus on the available existing evidence, and focuses on the most marginalised students and include research from previous crisis and disaster contexts to examine broadly what is know about actions to mitigate and recover learning loss, not just related to the current global pandemic but in a broader sense. The key research questions for this Rapid Evidence Assessment (REA) are grouped into two sections. Firstly, questions about learning loss, gain and impact on student wellbeing. The second group of questions focus on the experience of teachers and the literature around the skills and support required for teachers to recover learning and wellbeing themselves and in students as they return to school. The REA is a companion to a review of policy and grey literature which focuses more on commentary and guidance literature. These papers are the first stage in a wider research project which will look at how teachers support learning recovery post COVID-19. [For "Learning Loss, Learning Gains and Wellbeing: A Review of Policy and Grey Literature," see ED615067.]
Publication Title: Education Development Trust KerkoCite.ItemAlsoKnownAs: 2129771:48FYSB2R 2129771:KVBA2FHD
Keywords: 21st Century Skills; Access to Computers; Access to Education; Achievement Gains; At Risk Students; COVID-19; Conflict; Educational Needs; Elementary Secondary Education; Emotional Response; Foreign Countries; Health Promotion; Intervention; Mental Health; Natural Disasters; Pandemics; Research; School Closing; Social Influences; Socioeconomic Influences; Teacher Competencies; Teacher Role; Technological Literacy; War; Well Being; ⛔ No DOI found

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

Learning remotely when schools close: How well are students and schools prepared? Insights from PISA - OECD (OECD, 2020)
As school after school shuts down in the face of the Covid-19 crisis (in now more than 140 countries), online learning opportunities have been elevated from a bonus extracurricular facility to a critical lifeline for education.
KerkoCite.ItemAlsoKnownAs: 4804264:5GEJ7SS4
Keywords: Final_citation; existing

Learning Software Development through Modeling using an Object Oriented Approach with Unified Modeling Language: A Case of an Online Interview System - Kalinga, Ellen Ambakisye (Journal of Learning for Development, 2021)
This paper demonstrates the learning of software engineering through modeling using Object-Oriented Analysis and Design approach with Unified Modeling Language. An online interview management system case project to the whole class was used to develop the software requirement specification. Through modelling, the processes to be considered in software development were also elaborated, where it starts with the identification of major or basic processes of the domain of application, followed by the identification of activities to be performed under each basic process and, finally, transforming the activities highlighted in the functional requirements presentation. Modeling was practised by students through group case projects, and students were active, engaging and focusing on the learning process in such a way that more than 85.9% of students had the courage to attempt design questions during university examinations.
Number: 1
Keywords: Object-Oriented Analysis and Design; Unified Modeling Language; learning through modeling; model-driven approach; software development process.; software engineering; ⛔ No DOI found

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

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

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

Learning to Program on KaiOS: a Hands-on Coding School for Developing Climate Service Apps - Myllynpää, Ville; Ntinda, Maria; Haakana, Jani; Sutinen, Erkki (2020 IST-Africa Conference (IST-Africa), 2020)
The demand for short and intense courses intended to teach new or improve existing pragmatic ICT skills, required for solving a given problem in a real context, has been raised especially by the industry. We provide an example where a pragmatic coding school model has been shown to be an effective way to teach new skills and enhance prior knowledge in a short timeframe, among undergraduate computer science students of the University of Namibia (UNAM). This paper presents a coding school for climate service app development, organized jointly by the University of Turku (UTU), Finland, and UNAM, at the UTU satellite campus within the UNAM main campus. We describe the coding school's design and implementation phases, as well as analyze lessons learned, based on which we suggest actions to improve similar schools in the future. Furthermore, we demonstrate a method by which the coding school is linked to the requirements of an international research project demanding local input in its co-design.
ISSN: 2576-8581
Keywords: Conferences; Education; Encoding; KaiOS; Meteorology; Programming; Programming profession; climate services; coding school

Learning with technology during emergencies: A systematic review of K-12 education [BJET] - Crompton, Helen; Burke, Diane; Jordan, Katy; Wilson, Samuel W. G. (British Journal of Educational Technology, 2021)
Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID-19 pandemic created the largest disruption of education in history, affecting 94% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE). The purpose of this study is to determine how technology has been used to continue K-12 learning remotely during an emergency. This systematic review included an aggregated and configurative synthesis to examine extant empirical work over eleven years, from January 2010 to December 2020. Following a rigorous, PRISMA selection process, 60 articles were included in the final analysis from 48 countries. Grounded coding of the strategies used for learning revealed the following categories: communication, delivery systems, student ERE readiness, partnerships, promoting student learning and engagement, and resources. Grounded coding of the technologies revealed that types of technologies used were divided into two major categories: Internet-based and non-Internet based, with the majority using Internet-based technologies. Practitioner notes What is already known about this topic The COVID-19 pandemic has caused school closures across the globe and prevented in-person school teaching. The rapid shift to distance education in schools can be conceptualised as ‘emergency remote education’ (ERE). Prior ERE research focused on bounded geographic locations where localised emergencies occurred. What this paper adds This provides the scholarly community with a unique systematic review of existing academic research on K-12 ERE implementation in emergencies. This provides aggregated data and analysis on the past 11 years of the types of emergencies, participants, subject domain, technologies used, and location information. This provides findings of the types of remote teaching strategies involving technology used to continue K-12 learning in emergency situations. This provides a set of recommendations on ERE for teachers, school leaders, policy makers, and funders. This provides researchers with a review of the field with identification of gaps and future research opportunities. Implications for practice and/or policy Recommendations regarding ERE are provided in this paper that will be of benefit to K-12 teachers, school leaders policymakers, and funders in the continuing COVID-19 pandemic and future emergencies. The research gaps highlighted in this paper, such as the lack of studies conducted in low and low middle-income countries, are presented with suggestions for much needed future research. This can lead to changes in practice and policy.
_eprint: https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13114 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13114 2129771:DD83QUXE 2129771:MHS39TU3 2339240:RAP22KJU 2405685:BKMMRYCD 2405685:JE8I8566
Keywords: COVID-19; _EdTechHub_Output; _yl:b; disasters; emergencies; emergency remote education; pandemic

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

Leave No Child Behind: Global report on boys' disengagement from education - Jere, Catherine; Eck, Matthias; Zubairi, Asma (UNESCO, 2022)

Leave no child behind: global report on boys’ disengagement from education - UNESCO (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:NEK42Q62

Lectoescritura inicial (LEI): una transición con sentido - Vijil-Morin, Alejandra (2020)
KerkoCite.ItemAlsoKnownAs: 2486141:7NCDSCYH
Keywords: Author:OpenDevEd

Left behind? The effects of digital gaps on e-learning in rural secondary schools and remote communities across Nigeria during the COVID19 pandemic - Olanrewaju, Gideon Seun; Adebayo, Seun Bunmi; Omotosho, Abiodun Yetunde; Olajide, Charles Falajiki (International Journal of Educational Research Open, 2021)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedro.2021.100092 2129771:NNUSB3UF 2129771:PYLFD7QQ
Keywords: auto_merged

Leh Wi Lan: Improving The Quality Of Secondary Education In Sierra Leone - Ministry of Basic and Senior Secondary Education (Sierra Leone) (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:M45ESUCB 2405685:Y7RFFB9I
Keywords: _C:Sierra Leone SLE

Lenovo Focuses on Digital Inclusion with Launch of Bilingual Keyboard - Lenovo (Lenovo StoryHub, 2023)
Latest evolution of keyboard champions indigenous Māori culture, by enabling Aotearoa New Zealanders to communicate bilingually.
KerkoCite.ItemAlsoKnownAs: 4804264:DNT7ZZCQ
Keywords: Final_citation

Lessons from the Covid-19 Pandemic: Can Public Primary and Secondary Schools in Lusaka District of Zambia use Blended and Distance Teaching and Learning? - Mulenga, Innocent Mutale; Siluma, V. (Zambia Journal of Distance Education, 2021)
Keywords: ⛔ No DOI found

Lessons from the influx of preprints during the early COVID-19 pandemic - Brierley, Liam (The Lancet Planetary Health, 2021)
Publisher: Elsevier

Lessons in School Improvement from Sub-Saharan Africa: Developing Professional Learning Networks and School Communities - Mason, Miriam; Galloway, David (Emerald Group Publishing, 2021)
Why do programmes of continuing professional development and Learning (CPDL) for teachers so frequently fail to deliver sustained improvement in children’s social behaviour and academic performance? How can schools that prioritise the most disadvantaged children in one of the world’s poorest countries consistently achieve among the best academic results in the country? How can teachers in these schools, most of whom have received little or no formal training, provide CPDL that leads to improvement in other schools? These questions are as relevant in high income countries as in Sierra Leone, where the research for this book was carried out. Lessons in School Improvement from Sub-Saharan Africa addresses them head-on by describing the planning, delivery and evaluation of a school improvement programme in which development of professional learning networks (PLNs) was a key component. The evaluation showed that children whose teachers had taken part in the programme made significantly more progress in attendance, literacy and behaviour than children in control schools. The book’s professional relevance is strengthened by an accompanying Practitioners’ Manual with full details of the CPDL. This enables replication of the results and provides a guide for future school improvement programmes and PLNs, both in low and high income countries.
Google-Books-ID: 1HxREAAAQBAJ KerkoCite.ItemAlsoKnownAs: 4869029:I78Q9W5I
Keywords: Education / Administration / General; Education / Educational Policy & Reform / General; Education / Professional Development; Education / Teaching / General

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

Lessons Learned from Online PLCs of Rural STEM Teachers - Durr, Tony; Kampmann, Jennifer; Hales, Patrick; Browning, Larry (The Rural Educator, 2020)
This exploratory study of a Title II grant funded project analyzed the design and delivery of online professional learning communities (PLC) for rural STEM teachers. This research identified the frequency a video posting, the type of videos posted, and the style of reflection questions, as critical aspects to the engagement to participating teachers. Additionally, teachers showed an increase in teacher efficacy as a result of being part of the online PLCs and they indicated strong enjoyment and value in participation of the program.

Lessons Learned from the Outcomes and Delivery of Girls’ Clubs in Educational Programmes - Page, Ella (2020)
This helpdesk provides a rapid review of the evidence on the outcomes and delivery of girls’ clubs in educational programmes. The review found some evidence of girls’ clubs specific programmes in school settings having positive impacts on educational and life skills outcomes. Girls clubs delivered as part of education programmes can have positive impacts on literacy, numeracy, enrolment and attendance. Although the evidence is limited.Clubs delivered in schools which combine the delivery of life skills training with sports also show promising impact on education. Evaluation of one of such programmes showed that participation had increased their determination to complete their education and girls were more able to express ambition. However, not all the evaluations of girls’ club found for this review showed positive outcomes – for example one evaluation found no impact on school enrolment or other empowerment outcomes.
Accepted: 2020-08-13T08:50:51Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:HXXTPDT3 4869029:STYFU74X
Keywords: ⛔ No DOI found

Let’s face facts, the 2020 school year is lost. So what to do? - Jansen, Jonathan; Jansen, Jonathan (Times Select, 2020)
Covid-19 hasn’t caused the schooling crisis, it has just exposed how huge the inequalities in SA education are
Library Catalog: select.timeslive.co.za KerkoCite.ItemAlsoKnownAs: 2129771:6MSI9MPZ 2129771:932GRL9T

Leveraging Hybrid Learning As The Future of Education - Ouya, Angelica (CIO East Africa, 2020)
Isn’t it easy to dream, imagine, envision, and talk about the future of something? Becoming the visionary of that idea or being part of the process and seeing it succeed? Education today is very different from what it was 20 years ago, but it still has room to move. Learning is changing with the times, …
Section: Blog KerkoCite.ItemAlsoKnownAs: 2129771:8WR4HMJY 2486141:YTZEKY87

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

Life without Covid: the nations that have sidestepped the pandemic so far - The Guardian (the Guardian, 2021)
A handful of countries – most of them islands, most of them remote – remain coronavirus-free, but life has not remained wholly unchanged
Section: World news KerkoCite.ItemAlsoKnownAs: 2129771:UFJ2DFJ2

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

Literature Review as Research Methodology: Aid of Ai (Artificial Intelligence) - Pandya, Tamsa Pranshankar (Vidhyayana-An International Multidisciplinary Peer-Reviewed E-Journal-ISSN 2454-8596, 2023)
KerkoCite.ItemAlsoKnownAs: 5440726:FWFKQFHX
Keywords: ⛔ No DOI found

Llama 2: Open Foundation and Fine-Tuned Chat Models - Touvron, Hugo; Martin, Louis; Stone, Kevin; Albert, Peter; Almahairi, Amjad; Babaei, Yasmine; Bashlykov, Nikolay; Batra, Soumya; Bhargava, Prajjwal; Bhosale, Shruti; Bikel, Dan; Blecher, Lukas; et al. (arXiv, 2023)
In this work, we develop and release Llama 2, a collection of pretrained and fine-tuned large language models (LLMs) ranging in scale from 7 billion to 70 billion parameters. Our fine-tuned LLMs, called Llama 2-Chat, are optimized for dialogue use cases. Our models outperform open-source chat models on most benchmarks we tested, and based on our human evaluations for helpfulness and safety, may be a suitable substitute for closed-source models. We provide a detailed description of our approach to fine-tuning and safety improvements of Llama 2-Chat in order to enable the community to build on our work and contribute to the responsible development of LLMs.
arXiv:2307.09288 [cs]
Keywords: Computer Science - Artificial Intelligence; Computer Science - Computation and Language

LLaMA: Open and Efficient Foundation Language Models - Touvron, Hugo; Lavril, Thibaut; Izacard, Gautier; Martinet, Xavier; Lachaux, Marie-Anne; Lacroix, Timothée; Rozière, Baptiste; Goyal, Naman; Hambro, Eric; Azhar, Faisal; Rodriguez, Aurelien; Joulin, Armand; et al. (arXiv, 2023)
We introduce LLaMA, a collection of foundation language models ranging from 7B to 65B parameters. We train our models on trillions of tokens, and show that it is possible to train state-of-the-art models using publicly available datasets exclusively, without resorting to proprietary and inaccessible datasets. In particular, LLaMA-13B outperforms GPT-3 (175B) on most benchmarks, and LLaMA-65B is competitive with the best models, Chinchilla-70B and PaLM-540B. We release all our models to the research community.
arXiv:2302.13971 [cs]
Keywords: Computer Science - Computation and Language

LMS Selection and Implementation Tool Kit An Agile Delivery Approach - OECS Commission (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0206 2129771:ZUDWNBIN
Keywords: Author:OpenDevEd

Loans and Scholarships in Africa’s Higher Education Finance: A Comparative Analysis of Capitation, Policy and Recoveries in Eleven Countries - Chirwa, Ireen Nayame; Masaiti, Gift; Mwale, Nelly; Mkandawire, Sitwe Benson; Mulenga, Innocent Mutale; Sichula, Noah Kenny (British Journal of Education, 2022)
Publisher: European-American Journals

Loans and scholarships in Africa’s higher education finance: a comparative analysis of capitation, policy and recoveries in eleven countries. - Nayame-Chirwa, Ireen; Masaiti, Gift; Mwale, Nelly; Mkandawire, Sitwe Benson; Mulenga, Innocent Mutale; Sichula, Noah Kenny (2022)
Publisher: British Journal of Education, 10 (16), 67-88
Keywords: ⛔ No DOI found

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

Lockdown Learning: BBC puts school materials on TV, iPlayer and online (BBC News, 2021)
As schools closed amid the UK lockdowns, lessons from BBC Bitesize move on to BBC Two and CBBC.
KerkoCite.ItemAlsoKnownAs: 2129771:AQH9RGI5

Low Carbon Education: A Review and Bibliometric Analysis - Hudha, Muhammad Nur; Hamidah, Ida; Permanasari, Anna; Abdullah, Ade Gafar; Rachman, Indriyani; Matsumoto, Toru (European Journal of Educational Research, 2020)
The concept of low carbon education is one solution to provide knowledge to students related to low carbon behavior. The purpose of this paper is providing an extensive bibliometric literature review on 'low carbon education'. Articles found by Publishing or Perish (PoP) software with the Google Scholar database. There were 55 out of 97 articles found from Google Scholar data base ranging from 2014 to 2019 analyzed in this study. The chosen references were then managed using a referencing manager software namely Zotero. After managing the database, this study classified and visualized it using VOSviewer software. Overall, this review provides an appropriate reference point for further research on 'low carbon education'.
Publisher: Eurasian Society of Educational Research Association
Keywords: Climate; Developing Nations; Ecology; Educational Research; Energy Conservation; Environmental Education; Foreign Countries; Pollution; Sustainable Development; Urban Areas

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

Low-Tech Devices and Connectivity for Learning in Lebanon - Chuang, Rachel; Khalayleh, Abdullah (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4140412 2129771:9X3BTTLU 2405685:ISTFVCA7 2339240:9PYYNK6J
Keywords: _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

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

Machine learning for geographically differentiated climate change mitigation in urban areas - Milojevic-Dupont, Nikola; Creutzig, Felix (Sustainable Cities and Society, 2021)
Publisher: Elsevier

Machine learning for research on climate change adaptation policy integration: an exploratory UK case study - Biesbroek, Robbert; Badloe, Shashi; Athanasiadis, Ioannis N. (Regional Environmental Change, 2020)
Abstract Understanding how climate change adaptation is integrated into existing policy sectors and organizations is critical to ensure timely and effective climate actions across multiple levels and scales. Studying climate change adaptation policy has become increasingly difficult, particularly given the increasing volume of potentially relevant data available, the validity of existing methods handling large volumes of data, and comprehensiveness of assessing processes of integration across all sectors and public sector organizations over time. This article explores the use of machine learning to assist researchers when conducting adaptation policy research using text as data. We briefly introduce machine learning for text analysis, present the steps of training and testing a neural network model to classify policy texts using data from the UK, and demonstrate its usefulness with quantitative and qualitative illustrations. We conclude the article by reflecting on the merits and pitfalls of using machine learning in our case study and in general for researching climate change adaptation policy.
KerkoCite.ItemAlsoKnownAs: 2129771:JNR484W7 2129771:KNZKQHPI

Machine learning in weather prediction and climate analyses—applications and perspectives - Bochenek, Bogdan; Ustrnul, Zbigniew (Atmosphere, 2022)
Publisher: MDPI

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

Madagascan heatwave ‘virtually impossible’ without human-caused global heating - Carrington, Damian; editor, Damian Carrington Environment (The Guardian, 2023)
Study finds impact of heat on millions of people went unrecorded, highlighting limitations many African countries face
Keywords: Africa; Climate crisis; Environment; Extreme heat; Extreme weather; Madagascar; World news

Major climate change-induced risks to human health in South Africa - Wright, Caradee Y.; Kapwata, Thandi; Du Preez, David Jean; Wernecke, Bianca; Garland, Rebecca M.; Nkosi, Vusumuzi; Landman, Willem A.; Dyson, Liesl; Norval, Mary (Environmental Research, 2021)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.envres.2021.110973 2129771:7N28Q6TR 4682641:GYSLWDGI
Keywords: BE:LMIC; BE:RELEVANT

Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures - Kerwin, Author Jason (Jason Kerwin, 2020)
I’m very happy to announce that my paper with Rebecca Thornton, “Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures”, has been accepted by the Review of Economics and Statistics. An un-gated copy of the final pre-print is available here. Here’s the abstract of the paper: This paper demonstrates … Continue reading "Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures"
Section: Uncategorized KerkoCite.ItemAlsoKnownAs: 2129771:IJC7NAMS 4869029:CWEVCHVR

Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures - Kerwin, Jason T.; Thornton, Rebecca L. (The Review of Economics and Statistics, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1162/rest_a_00911 4804264:36ZP5QTD 4804264:7CYCDLGN
Keywords: Final_citation

Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures - Kerwin, Jason T.; Thornton, Rebecca L. (The Review of Economics and Statistics, 2020)
This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64SDs and writing scores by 0.45SDs. A reduced-cost version instead yields statistically-insignificant reading gains and some large negative effects (-0.33SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.
Publisher: MIT Press shortDOI: 10/gg7spz KerkoCite.ItemAlsoKnownAs: 10.1162/rest_a_00911 10/gg7spz 2339240:VK3937E2 2405685:9UT2Q56S 2405685:EXQV8YBV 2447227:VDYKWJTR
Keywords: NULP; interesting

Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures - Kerwin, Jason T.; Thornton, Rebecca L. (The Review of Economics and Statistics, 2021)
This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64 SD and writing scores by 0.45 SD. A reduced-cost version instead yields statistically insignificant reading gains and some large negative effects (−0.33 SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.
KerkoCite.ItemAlsoKnownAs: 10.1162/rest_a_00911 2129771:5U6D5BPP 2486141:PAUNZ7M8

Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures [blog post] - Kerwin, Jason; Thornton, Rebecca (Jason Kerwin, 2020)
Library Catalog: jasonkerwin.com Section: Uncategorized KerkoCite.ItemAlsoKnownAs: 2405685:KZR3PLWL 2447227:9NJPZT93
Keywords: C:Uganda; NULP; interesting

Management Accounting and Control in Higher Education Institutions: A Systematic Literature Review - Vale, José; Amaral, Joana; Abrantes, Luís; Leal, Carmem; Silva, Rui (Administrative Sciences, 2022)
The new public management reforms have led to significant changes in higher education institutions (HEIs) regarding the management accounting and control (MAC) of these organizations. Therefore, this paper provides an overview of the main studies on MAC in these types of organizations through a systematic literature review (SLR). The PRISMA guidelines were followed, and data were collected from the Web of Science and Scopus databases. The final sample encompassed 50 articles, published between 1981 and 2020. The results show that MAC research tends to focus on management control systems and performance evaluation systems. They also suggest that, although the development and implementation of various MAC tools are crucial for HEIs, such implementation often is partial. This is due to the stakeholders’ perceptions/attitudes regarding the importance of such tools. The results also indicate that institutional theory is the most addressed one. Most of the time, HEIs implement MAC tools due to external pressures. By synthesizing the main trends in MAC, this SLR intends to provide a theoretical contribution to the literature in this research field. Several themes for further research are suggested, such as assessing the relationship between MAC and the management of “knowledge” and intellectual capital in these institutions, and addressing sustainability issues. From a practical viewpoint, HEI managers can obtain important insights to apply the most appropriate tools to their institutions.
Number: 1 Publisher: Multidisciplinary Digital Publishing Institute
Keywords: accounting theories; higher education institutions; management accounting; management control; systematic literature review

Managerial practices and school efficiency: a data envelopment analysis across OECD and MENA countries using TIMSS 2019 data - Bhutoria, Aditi; Aljabri, Nayyaf (Large-scale Assessments in Education, 2022)
Publisher: Springer

Managing Overlap of Primary Studies Results Across Systematic Reviews: Practical Considerations for Authors of Overviews of Reviews - Lunny, Carole; Pieper, Dawid; Thabet, Pierre; Kanji, Salmaan (In Review, 2021)
Background: In overviews, inclusion of the same primary study in multiple systematic review gives undue weight to this study. Using a study result multiple times in the same analysis overstates its sample size and number of events, falsely leading to greater precision in the analysis. This paper aims to: (a) describe types of overlapping data that arise from the same primary studies reported across multiple reviews, (b) describe methods to identify and explain overlap of primary study data, and (c) present six case studies illustrating different approaches to manage overlap. Methods: We rst updated the search in PubMed for methods from the MOoR framework relating to overlap of primary studies. One author screened the studies titles and abstracts, and any full-text articles retrieved, extracted methods data relating to overlap of primary studies and mapped it to the overlap methods from the MOoR framework. We also describe six case studies as examples of overviews that use speci c methods across the steps in the conduct of an overview. For each case study, we discuss potential implications in terms of methodological limitations, e ciency, usability, and resource use. Results: Eight studies were mapped to the methods identi ed by the MOoR framework to address overlap. Several overlap methods mapped across four steps in the conduct of an overview – the eligibility criteria step, the data extraction step, the assessment of risk of bias step, and the synthesis step. Our overview case studies used multiple methods to reduce overlap at different steps in the conduct of an overview. Conclusions: Our study underlines that there is currently no standard methodological approach to deal with overlap in primary studies across reviews. The level of complexity when dealing with overlap can vary depending on the yield, trends and patterns of the included literature and the scope of the overview question. Choosing a method might be dependent on the number of included reviews and their primary studies. Gaps in in evaluation of methods to address overlap were found and further investigation in this area is needed.
KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-145573/v1 2129771:887T8GBR

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

Mapeo y análisis de programas EdTech en América Latina y el Caribe - Myers, Christina; Wyss, Natalie; Villavicencio Peralta, Xuzel; Coflan, Caitlin (EdTech Hub, 2022)
Este documento se elaboró ​​en respuesta a una solicitud de la Oficina Regional de UNICEF para América Latina y el Caribe al Servicio de Asistencia de EdTech Hub en octubre de 2021. El equipo de UNICEF solicitó una lista seleccionada de programas de EdTech en la región de América Latina y el Caribe (ALC) y un análisis de un conjunto de programas preseleccionados con la intención de explorar su potencial para la implementación y el impacto a escala. Este informe no pretende cubrir todos los programas EdTech innovadores en la región de ALC. Más bien, presenta una lista de programas EdTech prometedores y analiza su diseño e implementación con el fin de explorar su relevancia y potencial para lograr un impacto a gran escala. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7306712 ZenodoArchiveConcept: 7306711 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7306712 10.53832/edtechhub.0132 2405685:ACLTCQV2 2405685:XIIQ4FSE
Keywords: _r:AddedByZotZen

Mapping and Analysing Digital Learning Platforms in Latin America and the Caribbean - Myers, Christina; Wyss, Natalie; Villavicencio Peralta, Xuzel; Coflan, Caitlin (EdTech Hub, 2022)
This document was produced in response to a request from the UNICEF Latin America and Caribbean Regional Office (LACRO) submitted to the EdTech Hub Helpdesk in October 2021. The UNICEF team requested a curated list of digital learning platforms in the Latin America and Caribbean (LAC) region and an analysis of a shortlisted series of platforms intending to explore their potential for at-scale implementation and impact. This report does not aim to cover every leading and innovative digital learning platform in the LAC region. Rather, it presents a list of promising platforms and discusses their design and implementation to explore their relevance and potential for at-scale impact. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7023230 ZenodoArchiveConcept: 7023229 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7023230 10.5281/zenodo.7038003 10.53832/edtechhub.0111 2405685:E2R8AXSA 2405685:SMH62I7W 2405685:VINQBTJ5
Keywords: _r:AddedByZotZen

Mapping education data in sub-Saharan Africa: Our experience from the Unlocking Data campaign and Sierra Leone - Unlocking Data (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:IVNL5DT5 2339240:HAKTFJKU 2405685:YPE9D2W3
Keywords: _C:Sierra Leone SLE

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

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

Mapping research in student engagement and educational technology in higher education: a systematic evidence map - Bond, Melissa; Buntins, Katja; Bedenlier, Svenja; Zawacki-Richter, Olaf; Kerres, Michael (International Journal of Educational Technology in Higher Education, 2020)
Digital technology has become a central aspect of higher education, inherently affecting all aspects of the student experience. It has also been linked to an increase in behavioural, affective and cognitive student engagement, the facilitation of which is a central concern of educators. In order to delineate the complex nexus of technology and student engagement, this article systematically maps research from 243 studies published between 2007 and 2016. Research within the corpus was predominantly undertaken within the United States and the United Kingdom, with only limited research undertaken in the Global South, and largely focused on the fields of Arts & Humanities, Education, and Natural Sciences, Mathematics & Statistics. Studies most often used quantitative methods, followed by mixed methods, with little qualitative research methods employed. Few studies provided a definition of student engagement, and less than half were guided by a theoretical framework. The courses investigated used blended learning and text-based tools (e.g. discussion forums) most often, with undergraduate students as the primary target group. Stemming from the use of educational technology, behavioural engagement was by far the most often identified dimension, followed by affective and cognitive engagement. This mapping article provides the grounds for further exploration into discipline-specific use of technology to foster student engagement.
KerkoCite.ItemAlsoKnownAs: 10.1186/s41239-019-0176-8 2129771:AQCZVJ86
Keywords: Educational technology; Evidence map; Higher education; Student engagement; Systematic review; _genre:LR-literature_review

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

Mapping the education data ecosystem in Sierra Leone - McBurnie, Chris; Beoku-Betts, Iman (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0068 2129771:DGXEEM2R
Keywords: _C:Sierra Leone SLE

Mapping the education data ecosystem in Sierra Leone - McBurnie, Chris; Beoku-Betts, Iman (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:L2EF6P65 4804264:QG9FG2U5
Keywords: Final_citation; cited; existing

Mapping the education data ecosystem in Sierra Leone - McBurnie, Chris; Beoku-Betts, Iman (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652942 10.53832/edtechhub.0068 2129771:SYUMIUV3 2339240:HHY6M835 2405685:EE9QCGHI 2405685:RN79UTQY
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

Mapping the field of research on African higher education: a review of 6483 publications from 1980 to 2019 - Zavale, Nelson Casimiro; Schneijderberg, Christian (Higher Education, 2022)
Following a global trend, higher education (HE) in Africa has also become a complex enterprise, potentially demanding specific expertise in higher education research. However, despite this, there is a dearth of analysis into the state of research on African HE. This paper seeks to fill this gap by mapping and analysing African HE research. We undertake a systematic review of 6483 articles and books focusing on African HE published from 1980 to 2019 in indexed and non-indexed journals and book-publishers. We particularly examine the evolution of publications, the journals and book publishers, the authors’ affiliations, the researched countries, the publications’ thematic classification, the most prolific authors, and the most influential publications. Based on this analysis, we draw four main conclusions. First, research on African HE is a rather recent phenomenon or has witnessed a recent rise or renewal. Second, a few selected journals and book-publishers, particularly those with a strong regional or international reputation, dominate the field. Third, four communities of researchers are more represented: the community researching teaching and learning issues, the community focusing on structural transformation of HE, the community focusing on the internal organisation of HE and the community focusing on societal engagement of HE. Four, South Africa dominates the field both as home to most of the authors (including the most prolific) and the empirical field of most publications (including the most influential). If South Africa is excluded, African HE research is weak, but some communities are emerging, particularly in West, East and Southern Africa.
KerkoCite.ItemAlsoKnownAs: 2129771:QBL95EJ2 2129771:SDBUUA7A
Keywords: Africa; Higher education research; Mapping the field; Systematic review

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

Math acceleration in elementary school: Access and effects on student outcomes - Hemelt, S.W.; Lenard, M.A. (Economics of Education Review, 2020)
This paper examines curricular acceleration in mathematics during elementary school using administrative data from a large, diverse school district that recently implemented a targeted, test-based acceleration policy. We first characterize access to advanced math and then estimate effects of acceleration in math on measures of short-run academic achievement as well as non-test-score measures of grit, engagement with schoolwork, future plans, and continued participation in the accelerated track. Experiences and effects of math acceleration differ markedly for girls and boys. Girls are less likely to be nominated for math acceleration and perform worse on the qualifying test, relative to boys with equivalent baseline performance. We find negative effects of acceleration on short-run retention of math knowledge for girls, but no such performance decay for boys. After initial exposure to accelerated math, girls are less likely than boys to appear in the accelerated track during late elementary school and at the start of middle school. © 2019 Elsevier Ltd
Publisher: Elsevier Ltd KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2019.101921 10/gg26g3 2129771:7MPSL3A4 2339240:74NZL3V7 2486141:YKA3XDS5
Keywords: Curricular acceleration; Elementary school; Gifted; I21; I24; I28; Mathematics; _AcademicRecoveryOECS; academic performance; content; curriculum; education policy; educational development; mathematics; primary education; student

Math, Class 07, Term 01 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745212 2129771:BWG6JGD2
Keywords: SSEIP; _C:Sierra Leone SLE

Math, Class 07, Term 02 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745214 2129771:8BRJAL4Y
Keywords: SSEIP; _C:Sierra Leone SLE

Math, Class 07, Term 03 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745216 2129771:CNASGSXP
Keywords: SSEIP; _C:Sierra Leone SLE

Math, Class 08, Term 01 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745218 2129771:NMPPR9R2
Keywords: SSEIP; _C:Sierra Leone SLE

Math, Class 08, Term 02 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745220 2129771:8U5QALAY
Keywords: SSEIP; _C:Sierra Leone SLE

Math, Class 08, Term 03 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745222 2129771:5DNFGHPN
Keywords: SSEIP; _C:Sierra Leone SLE

Math, Class 09, Term 01 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745224 2129771:7YYTIDRE
Keywords: SSEIP; _C:Sierra Leone SLE

Math, Class 09, Term 02 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745226 2129771:7NNZKGN3
Keywords: SSEIP; _C:Sierra Leone SLE