Revised Programme Description - Gonsalves, Sarah-Lee; Regis, Callista; Villavicencio, Xuzel; Haßler, Björn (Organisation of Eastern Caribbean States, 2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0256 2129771:BAT326IU
Keywords: Author:OpenDevEd

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

Revisiting Brainstorming within an Educational Context: A Meta-Thematic Analysis - Doğan, Yunus; Batdı, Veli (Journal of Learning for Development, 2021)
An increase in research on teaching of creativity in learning environments is being witnessed as more studies continue to reveal its effects on learning outcomes and academic achievement. Thus, any investigative attempt to examine the relevant approaches to teaching of creative thinking skills is appreciated within the creativity literature. However, it is evident that the research on brainstorming as a creativity-promoting technique within educational context has been overlooked for a while. Therefore, this research sythesis tried to recombine and reinterpret the results of some qualitative studies on the impacts of brainstorming technique on learners’ achievement. To this end, 34 studies were reached and 7 of them were found to be conducive to the meta-thematic analysis. The results of the meta-thematic analysis suggest that the brainstorming technique has positive effects on learners’ cognitive skills and affect. It is believed that designing instruction with brainstorming could foster students’ creativity, by directing them to solving problems via critical thinking. The study further dwells on the reported drawbacks that are encountered during the implementation of this technique within classroom, and discusses some possible solutions as implications.
Number: 3
Keywords: academic achievement; brainstorming; creativity; meta-thematic analysis; thinking skills; ⛔ No DOI found

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

Revisiting global development frameworks and research on universal basic education in Ghana and Sub-Saharan Africa: a review of evidence and gaps for future research - Nkrumah, Rodney Buadi; Sinha, Vandna (Review of Education, 2020)
The emergence of global development frameworks such as Education for All, Millennium Development Goals, and Sustainable Development Goals have expanded opportunities for Universal Basic Education (UBE) in Ghana and Sub-Saharan Africa (SSA). In the three decades of their implementation, these frameworks have also stimulated a culture of research based on measuring development and educational outcomes through established indicator-based approaches. Subsequently, research on UBE in Ghana and SSA remains largely dominated by quantitative indicators which concentrate on enrolment and completion numbers in measuring a country’s progress. Yet, emerging literature shows that the expansion in enrolment is accompanied by high rates of drop-outs, non completion, and low learning outcomes even for those able to complete basic education. Using structured and unstructured procedures to identify both academic and grey literature, this review explores the state of educational expansion and research on UBE in Ghana and SSA. We argue that the current reliance on dominant quantitative, indicator-based approaches to assessing UBE reveals little about the differential experiences of children, particularly those in rural and marginalised communities, who receive poor quality education. The lack of information about children’s experiences of access reinforces inequalities in education, employment, and upward mobility in later life. Future research should seek to unpack micro-level experiences which characterise access, as well as the pathways through which factors such as poverty and location create unequal experiences in schooling access, to inform context-specific policies for UBE.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/rev3.3205 KerkoCite.ItemAlsoKnownAs: 2129771:99MRV98A 2129771:Y88MBEGZ
Keywords: Ghana; Sub-Saharan Africa; educational expansion; global development frameworks; universal basic education

Revolutionizing Text Data Analysis with AI Autocoding with NVivo - Lumivero (Lumivero, 2023)
As the original AI qualitative data analysis software, NVivo has fine-tuned the autocoding feature that lets researchers conduct text data analysis with AI to detect and code themes and sentiments.
KerkoCite.ItemAlsoKnownAs: 2129771:EEGIN4JK 2405685:UNJD6IY6 2486141:PA4EZZ36

Rewired Global Declaration on Connectivity for Education - UNESCO (2021)

Rice husk ash as a supplementary cementitious material in Interlocking Stabilised Soil Blocks (ISSB): pilot study on an industrially sourced ash - Marsh, Alastair; Nambatya, Mauricia; Brett, Ed; Bernal, Susan (2020)
Interlocking Stabilised Soil Blocks (ISSB) are an emerging construction material in Uganda that offer a more sustainable, locally produced alternative to fired clay bricks. Rice husk waste is an under-utilised by-product from rice production in Uganda, and its ash offers potential for lowering the Portland cement requirement of ISSB whilst maintaining mechanical properties. As a prelude to laboratory testing of ash sources accompanied by on-site production and testing of ISSB, a pilot study was carried out to characterise an industrial source of ash. The recently developed R3 heat release test was used to determine ash reactivity. The physical and chemical characteristics of the ash indicate that the industrial combustion process used was sub-optimal. However, its heat release performance suggests it has sufficient pozzolanic reactivity to deserve consideration for use as a supplementary cementitious material in ISSB production.

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

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

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

Role of artificial intelligence in operations environment: a review and bibliometric analysis - Dhamija, Pavitra; Bag, Surajit (The TQM Journal, 2020)
Publisher: Emerald Publishing Limited

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

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

Rolling out a national virtual learning environment - Megha-Bongnkar, Ghislaine; McBurnie, Chris; Regis, Callista; D’Angelo, Sophia; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0204 2129771:D6HWERM2
Keywords: Author:OpenDevEd; ___duplicate_item

Roof Lighting with Recycled Plastic Bottles - Valera Terreros, Nancy; Espinoza Díaz, Daniel (Energy Efficiency and Sustainable Lighting, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:Z3ENVD2R 2486141:2BKQ8H7K

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

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

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

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

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

Rules for a Flat World - Hadfield, Gillian K. (Oxford University Press, 2020)
Technology and globalization are uprooting and reshaping daily life. Global supply chains are now deeply embedded, and digital platforms connect almost everyone in complex networks of data and exchange. This "flat world" is one of tremendous possibility, but it also poses challenges to stability and shared prosperity. In Rules for a Flat World, Gillian Hadfield argues that the legal rules that currently guide global integration are no longer working. They are too slow, costly, and localized for increasingly complex advanced economies, and fail to address issues such as poverty, instability, and oppression for the billions living in the developing world. Hadfield proposes a new set of rules that enhance complex societies and economic interdependence and makes the case for building a more agile infrastructure. In this paperback edition, she presents a new prologue to her sweeping historical overview and vision of the relationship between law and economic and social prosperity.
KerkoCite.ItemAlsoKnownAs: 2129771:N6MZ69HA

runnio (Open Development & Education, 2023)
API access to runn.io
original-date: 2023-08-24T10:24:42Z

Safe Schools course: Assessment materials for modules 1, 2, and 3 - Biscette, Clendon; Vijil-Morin, Alejandra; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10277852 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1056 ZenodoArchiveConcept: 10277851
Keywords: _internal; _r:AddedByMyEducationEvidence

Safe Schools course. Module 1: Creating safer schools - Biscette, Clendon; Vijil-Morin, Alejandra; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10277844 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1053 ZenodoArchiveConcept: 10277843
Keywords: _internal; _r:AddedByMyEducationEvidence

Safe Schools course. Module 2: Managing emergencies in safe schools - Biscette, Clendon; Vijil-Morin, Alejandra; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10277848 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1054 ZenodoArchiveConcept: 10277847
Keywords: _internal; _r:AddedByMyEducationEvidence

Safe Schools course. Module 3: Education continuity and disaster resilient education - Biscette, Clendon; Vijil-Morin, Alejandra; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10277850 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1055 ZenodoArchiveConcept: 10277849
Keywords: _internal; _r:AddedByMyEducationEvidence

SAI International School: In Pursuit of Academic Happiness - Bhutoria, Aditi; Mukhopadhyay, Bhaswati (2022)
Publisher: Indian Institute of Management Calcutta Case Research Center
Keywords: ⛔ No DOI found

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

Sandbox Handbook V.2.0 - EdTech Hub (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 4426965:DK6N5CLX 4804264:IJCFJPQF
Keywords: Final_citation; cited; existing

Sandbox Handbook V.2.0 - EdTech Hub (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:YH3QMK5Y 4426965:DK6N5CLX

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

SAVE THE CHILDREN INTERNATIONAL - Wc, London (2020)
An estimated 99% of children worldwide – or more than 2.3 billion children – live in one of the 186 countries that have implemented some form of restrictions due to COVID-191. Although children are not at a high risk of direct harm from the virus, they are disproportionately affected by its hidden impacts.
KerkoCite.ItemAlsoKnownAs: 2129771:JSPRMIFS
Keywords: ⛔ No DOI found

Scaling AI-driven evidence synthesis for targeting new education research: Accelerating progress towards SDG4 - Klune, Christopher; Huntington, Bethany; Touiyate, Adnane; Kay, Jonathan; Zaman, Mohammad; Mansour, Hassan; Haßer, Björn (Open Development & Education, Education Endowment Foundation, 2024)
In this paper, we present the first study that undertakes a comparison of human and Artificial Intelligence (AI) tools in a large-scale literature screening process as part of a large-scale meta-analysis in education research. We present this screening approach to AI-powered Literature Reviews (AILRs) at a large-scale, and then apply this approach to a screening of a public evidence library, containing several-hundred thousands of articles on research pertaining to SDG4 in low-income countries, of which we categorized along various dimensions with the goal of making these categorized datasets available to the wider research community. Our approach is transparent, open-source, and replicable. Importantly, it is a ‘living’ approach, enabling the ability to make incremental updates as work progresses. We believe that this project presents an important opportunity towards further developing shared knowledge on AILRs in screening processes. Furthermore, these findings hold practical significance for the broader goal of building and sharing a comprehensive, digital, and open-source evidence library on ‘what works’ in education across low-income countries. Ultimately, sharing key learnings from our research and the resulting evidence library is beneficial to both research practices and enabling collaborations in the wider research community, especially as it relates to SDG research and development projects in education.
ZenodoArchiveID: 11105029 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1132 ZenodoArchiveConcept: 11105028
Keywords: Coming soon; _r:AddedByMyEducationEvidence

Scaling and ‘systems thinking’ in education: reflections from UK aid professionals - Gibbs, Emma; Jones, Charlotte; Atkinson, Jess; Attfield, Ian; Bronwin, Rona; Hinton, Rachel; Potter, Amy; Savage, Laura (Compare: A Journal of Comparative and International Education, 2021)
Publisher: Routledge _eprint: https://doi.org/10.1080/03057925.2020.1784552

Scaling Smallholder Farmer Empowerment: Lessons from the Lifelong Learning Program in Uganda - Kalibwani, Rebecca; Kakuru, Medard; Carr, Alexis; Tenywa, Moses (Journal of Learning for Development, 2021)
An evaluation study of the Lifelong Learning for Farmers (L3F) program was undertaken in two sites; in the central and northern regions of Uganda. Propensity Score Matching (PSM) was used to measure the impact of the program on crop and household income, as well as the empowerment levels of its participants. The two sites had differences not only in geographical location but in historical background and implementation of the program, which may have influenced the livelihood outcomes. Despite these differences, the results of the study confirm the potential of the L3F approach to raise participants’ crop and household income relative to non-L3F counterparts, significantly so for women participants. There is also sufficient evidence to confirm that L3F positively contributes to farmer empowerment, and, subsequently, their livelihood. The paper draws lessons for scaling the empowerment process using the lifelong learning for farmers’ model in Uganda.
Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:57S95N2P
Keywords: Empowerment; Lifelong learning for farmers; Propensity Score Matching; Uganda; _genre:PR-primary_research; ⛔ No DOI found

Scaling up behavioral science interventions in online education - Kizilcec, René F.; Reich, Justin; Yeomans, Michael; Dann, Christoph; Brunskill, Emma; Lopez, Glenn; Turkay, Selen; Williams, Joseph Jay; Tingley, Dustin (Proceedings of the National Academy of Sciences, 2020)
Significance Low persistence in educational programs is a major obstacle to social mobility. Scientists have proposed many scalable interventions to support students learning online. In one of the largest international field experiments in education, we iteratively tested established behavioral science interventions and found small benefits depending on individual and contextual characteristics. Forecasting intervention efficacy using state-of-the-art methods yields limited improvements. Online education provides unprecedented access to learning opportunities, as evidenced by its role during the 2020 coronavirus pandemic, but adequately supporting diverse students will require more than a light-touch intervention. Our findings encourage funding agencies and researchers conducting large-scale field trials to consider dynamic investigations to uncover and design for contextual heterogeneity to complement static investigations of overall effects. , Online education is rapidly expanding in response to rising demand for higher and continuing education, but many online students struggle to achieve their educational goals. Several behavioral science interventions have shown promise in raising student persistence and completion rates in a handful of courses, but evidence of their effectiveness across diverse educational contexts is limited. In this study, we test a set of established interventions over 2.5 y, with one-quarter million students, from nearly every country, across 247 online courses offered by Harvard, the Massachusetts Institute of Technology, and Stanford. We hypothesized that the interventions would produce medium-to-large effects as in prior studies, but this is not supported by our results. Instead, using an iterative scientific process of cyclically preregistering new hypotheses in between waves of data collection, we identified individual, contextual, and temporal conditions under which the interventions benefit students. Self-regulation interventions raised student engagement in the first few weeks but not final completion rates. Value-relevance interventions raised completion rates in developing countries to close the global achievement gap, but only in courses with a global gap. We found minimal evidence that state-of-the-art machine learning methods can forecast the occurrence of a global gap or learn effective individualized intervention policies. Scaling behavioral science interventions across various online learning contexts can reduce their average effectiveness by an order-of-magnitude. However, iterative scientific investigations can uncover what works where for whom.
KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.1921417117 2129771:VYTZ8HG4 4426965:MHN92VAU

School: a second home for the children - Warwocki, Pawel (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10257503 ZenodoArchiveConcept: 10257502 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1037 2129771:NW5NJAGB
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

School based restorative practices as alternative to punitive practices in influencing positive behaviour in deviant pupils in Zambia. - Muleya, Gistered; Kapembwa, Ruth; Simuyaba, Eunifridah; Njobvu, Tommy; Simui, Francis (2020)
Publisher: International Journal of Education and Research Vol. 8 No. 12
Keywords: ⛔ No DOI found

School bus routing problem: Contemporary trends and research directions - Ellegood, William A.; Solomon, Stanislaus; North, Jeremy; Campbell, James F. (Omega, 2020)
The school bus routing problem (SBRP) is a challenging operations research problem that has been studied by researchers for almost 50 years. SBRP publications address one or more operational sub-problems, including: bus stop selection, bus route generation, bus route scheduling, school bell time adjustment, and strategic transportation policy issues. This paper reviews 64 new SBRP research publications and analyzes them by sub-problem type, problem characteristics and solution approach. The impact of key SBRP characteristics (number of schools, mixed load, fleet mix, service environment, objective and constraints) are discussed and the different solution approaches to the SBRP are summarized by sub-problem type and methodology. We found in recent years, SBRP researchers are examining more complex real-world problem settings, adopting both evolutionary-based and trajectory-based metaheuristic solution approaches, and considering ridership and travel time uncertainty. This review documents recent trends in SBRP research and highlights research gaps and promising opportunities for future SBRP research.

School Choice and the Polarization of Public Schools in A Global City: A Bourdieusian GIS Approach - Yoon, Ee-Seul; Marmureanu, Cosmin; Brown, Robert S. (Peabody Journal of Education, 2020)
Over the past three decades, urban sociologists have shed light on the intensifying social inequality between the wealthiest and poorest neighborhoods in global cities; yet limited research has been done to illuminate the relationships between urban polarization and school choice (i.e., where parents choose schools for their children). This study sociospatially examines the patterns of secondary school choice in the global city of Toronto to illuminate the relationship between urban polarization and school choice. In doing so, this study combines Pierre Bourdieu’s sociospatial theory with a geographic information systems (GIS) approach. Overall, we found that popular schools and schools with specialized choice programs tend to be located in high-status neighborhoods, defined as neighborhoods with residents in the top 20% of family income, home prices, education attainment, and representation from the dominant culture. We also show that mobile students who choose popular schools or highly sought-after specialized programs tend to come from advantaged neighborhoods. Meanwhile, local students who choose a regular school in their neighborhood tend to come from low-status neighborhoods. With a new interdisciplinary approach, this study contributes to a more spatialized understanding of how social inequality and polarization account for school choice.
Publisher: Routledge _eprint: https://doi.org/10.1080/0161956X.2020.1776071

School closure, COVID-19 and lunch programme: Unprecedented undernutrition crisis in low-middle income countries - Mayurasakorn, Korapat; Pinsawas, Bonggochpass; Mongkolsucharitkul, Pichanun; Sranacharoenpong, Kitti; Damapong, Sa-nga (Journal of Paediatrics and Child Health, 2020)
The coronavirus disease 2019 pandemic has affected nearly 70% of children and teenagers around the world due to school closure policies. School closure is implemented widely in order to prevent viral transmission and its impact on the broader community, based on preliminary recommendations and evidence from influenza. However, there is debate with regard to the effectiveness of school closures. Growing evidence suggests that a child's SARS-CoV-2 infection is often mild or asymptomatic and that children may not be major SARS-CoV-2 transmitters; thus, it is questionable if school closures prevent transmission significantly. This question is important as a majority of children in low- and middle-income countries depend on free school meals; unexpected long-term school closure may adversely impact nutrition and educational outcomes. Food insecurity is expected to be higher during the pandemic. In this viewpoint, we argue for a more thorough exploration of potential adverse impacts of school closures in low- and middle-income countries and recommend actions to ensure that the health and learning needs of vulnerable populations are met in this time of crisis.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jpc.15018 KerkoCite.ItemAlsoKnownAs: 10.1111/jpc.15018 2129771:UEMIK445
Keywords: __C:filed:1

School closure in response to epidemic outbreaks: Systems-based logic model of downstream impacts [version 1; peer review: awaiting peer review] - Kneale, D.; O'Mara-Eves, A.; Rees, R.; Thomas, J. (F1000Research, 2020)
Background: School closures have been a recommended non-pharmaceutical intervention in pandemic response owing to the potential to reduce transmission of infection between children, school staff and those that they contact. However, given the many roles that schools play in society, closure for any extended period is likely to have additional impacts. Literature reviews of research exploring school closure to date have focused upon epidemiological effects; there is an unmet need for research that considers the multiplicity of potential impacts of school closures. Methods: We used systematic searching, coding and synthesis techniques to develop a systems-based logic model. We included literature related to school closure planned in response to epidemics large and small, spanning the 1918-19 ‘flu pandemic through to the emerging literature on the 2019 novel coronavirus. We used over 170 research studies and a number of policy documents to inform our model. Results: The model organises the concepts used by authors into seven higher level domains: children’s health and wellbeing, children’s education, impacts on teachers and other school staff, the school organisation, considerations for parents and families, public health considerations, and broader economic impacts. The model also collates ideas about potential moderating factors and ethical considerations. While dependent upon the nature of epidemics experienced to date, we aim for the model to provide a starting point for theorising about school closures in general, and as part of a wider system that is influenced by contextual and population factors. Conclusions: The model highlights that the impacts of school closures are much broader than those related solely to health, and demonstrates that there is a need for further concerted work in this area. The publication of this logic model should help to frame future research in this area and aid decision-makers when considering future school closure policy and possible mitigation strategies.
Publisher: F1000 Research Ltd KerkoCite.ItemAlsoKnownAs: 10.12688/f1000research.23631.1 2129771:EKEMB9T5
Keywords: __C:filed:1

School counseling in the time of the coronavirus - Meyers, Laurie (Counseling Today, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:YXXATP3J 2486141:MEKSDBHQ

School Counselors and COVID-19 - Boudreau, Emily (Harvard Graduate School of Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:BUIVZ8MN 2486141:5SHIW9ZI

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

School Facet Through Surrounding Factors: A Geospatial Analysis of Community Social Capital Impacting Elementary Schools - Budhwani, Sajjid (University of Denver, 2020)
School performance rating is an important factor which not only provides a quick snapshot of how the students are performing on various measurement indicators but also decides a school’s future course of actions, strategies, resources, and its existence. Despite its significant importance, the school performance framework does not consider where the schools are geographically located and the surrounding factors within which they operate. The researcher of this study presented a landscape of the surrounding factors and its impact on the elementary schools within Denver Public Schools district. In this study, the surrounding factors are geospatially analyzed to determine the extent of spatial variation in the availability and accessibility of community social capital resources to the elementary schools. Using geospatial research methods, the researcher created three service area models for each elementary school to access community social capital resources that are available within its surrounding environment. Spatial concepts, tools, and inferential statistics were used to analyze spatial pattern and the relationship between the forms of community social capital resources and the elementary schools. As a result of this relationship analysis, a new term was conceptualized: School Facet through Surrounding Factors [SF]2.
ISBN: 9798678177995
Keywords: Community resources; Community social captial; Education and GIS; School surrounding; Social capital; Spatial equity; _C:Canada CAN; _C:China CHN; _C:Finland FIN; _C:France FRA; _C:India IND; _C:Israel ISR; _C:Jordan JOR; _C:Mexico MEX; _C:Netherlands NLD; _C:Philippines PHL; _C:Sweden SWE; _C:Tanzania TZA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

School Hits the Airwaves: Sierra Leone Turns to Education Radio as a Response to COVID-19 - World Bank (The World Bank, 2021)
Sierra Leone's experience with education radio during the 2014 Ebola outbreak has helped strengthen its radio programming during school closures caused by the COVID-19 pandemic.
KerkoCite.ItemAlsoKnownAs: 2129771:MLQ2ECBX 2339240:TQTHH2MX 2405685:55GPK4S9
Keywords: _C:Sierra Leone SLE

School Leaders’ Preferences on School Location in Sierra Leone: An individual and school-level study - Espinoza-Revollo, Patricia; Ramirez, Ana; Atherton, Paul; Mackintosh, Alasdair (EdTech Hub, 2022)
Attracting qualified teachers to remote areas is a challenge in Sierra Leone. The pupil-to-qualified-teacher ratio in rural areas is 76:1, rising to 83:1 for schools located more than 15 km away from urban centres — well above the national target of 40:1. As equitable teacher deployment is crucial to ensure high-quality education, the Teaching Service Commission (TSC) aims to increase the deployment of qualified teachers to the most remote areas of the country. This paper describes a quantitative survey of school leaders’ perceptions of what shapes school location preferences and what factors need to be in place (i.e., incentives) to address the imbalanced distribution of qualified teachers in the country. We used data from a text message survey sent to school leaders around the country. This paper accompanies a qualitative inquiry on the same topic: What Matters Most for Teacher Deployment? A case study on teacher school choice preferences in Sierra Leone. Together with the qualitative study, our findings aim to address a gap in empirical evidence on teacher school preferences in Sierra Leone and contribute to a growing literature on teachers’ preferences in low- and middle-income countries. An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6958056 10.53832/edtechhub.0106 2129771:BNM5JIWY 2405685:MFH269TU
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

School Lessons Will Be Broadcast on Radio & TV Ahead of Exams - Makanda, Simbongile (Careers Portal, 2020)
In efforts to prepare learners for June exams, the SABC and the department of Basic Education have launched radio and television programmes to broadcast educational material. Broadcasting is scheduled to start on April 9 2020.
Last Modified: 2020-04-08T15:06+02:00 Library Catalog: www.careersportal.co.za KerkoCite.ItemAlsoKnownAs: 2129771:CUWKS6RZ

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

School mapping and decision-making - GEM Report UNESCO (GEM Report UNESCO, 2023)

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

School-to-school mobility patterns and retention rates of payroll teachers in Sierra Leone - Espinoza-Revollo, Patricia; Ali, Yusuf; Garrod, Oliver; Atherton, Paul; Beoku-Betts, Iman; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7421516 ZenodoArchiveConcept: 7421515 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7421516 10.53832/edtechhub.0143 2129771:4HUI65EI 2405685:DE7XUSMJ
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

School-to-School Mobility Patterns and Retention Rates of Payroll Teachers in Sierra Leone - Espinoza-Revollo, Patricia; Ali, Yusuf; Garrod, Oliver; Atherton, Paul; Mackintosh, Alasdair; Beoku-Betts, Iman; Haßler, Björn (EdTech Hub, 2023)
This report is one of several on the research project on the Impact of GIS-Supported Teacher Allocation in Sierra Leone. Recent studies from this series have shown that being put on the government payroll can incentivise teachers to relocate to remote areas of the country. There is a concern, however, that being put on the payroll does not necessarily ensure the retention of teachers in these areas and that teachers will soon move to locations they consider more favourable. As there is no data on teacher mobility patterns and schools’ teacher retention rates, policies tend to be based on anecdotal evidence. This paper aims to fill this evidence gap by exploring teachers’ school-to-school mobility trends and retention rates using the Annual School Census (ASC) data from 2015 to 2021. Using data on teachers’ individual characteristics, as well as geospatial location data of each school, the paper explores whether mobility patterns vary by teachers’ gender or qualifications and whether the teaching workforce is urbanising. While studies have looked at teacher retention, this study is the first in a low-income country to use school census data to create a panel dataset to study teachers’ movements and school retention rates over time. Keywords: teacher mobility; teacher retention rates; mobility patterns; teacher deployment; Sierra Leone; education An output of the EdTech Hub https://edtechhub.org

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

Schools and Emergency Remote Education during the COVID-19 Pandemic: A Living Rapid Systematic Review - Bond, Melissa (Asian Journal of Distance Education, 2020)
The COVID-19 pandemic in 2020 has had an unprecedented impact on education around the world. In order to understand and face this challenge, educators and researchers undertook a range of research, however the time that teachers have to undertake professional development and seek out such literature to inform their practice has been sorely lacking. Furthermore, literature exploring the wider variety of stakeholder experiences has been suggested to be missing. This living rapid systematic review synthesises K-12 research on teaching and learning during the COVID-19 pandemic, published in English and indexed in 5 international databases. 89 studies were included for synthesis in the present article, and the results are discussed against a bioecological model of student engagement. The results indicate that the majority of research was conducted in Europe and Asia, predominantly focused on teachers, with more studies undertaken in high schools. Online surveys were the most used method, although future research must include all study design information. Recommendations from the literature include providing further funding for professional development and equipment, prioritising equity, designing collaborative activities, and using a combination of synchronous and asynchronous technology. Gaps in the literature are highlighted and practical tips for teachers are provided.
Publisher: Asian Society of Open and Distance Education KerkoCite.ItemAlsoKnownAs: 2129771:A93NCNTC 2129771:RMI4JBYE
Keywords: Bibliometrics; COVID-19; Distance Education; Educational Change; Educational Environment; Educational Research; Educational Technology; Electronic Learning; Elementary Secondary Education; Faculty Development; Family Influence; Foreign Countries; Learner Engagement; Literature Reviews; Pandemics; Peer Influence; Research Methodology; School Closing; Teacher Influence; Technology Uses in Education; _genre:LR-literature_review; ⛔ No DOI found

Schools ICT project - Universal Access Development Fund (Sierra Leone) (2020)
Library Catalog: uadf.gov.sl KerkoCite.ItemAlsoKnownAs: 2129771:PMQHZDC7 2405685:UXGCRKTI

Schools, skills, and learning: The impact of COVID-19 on education - Burgess, Simon; Sievertsen, Hans Henrik (VoxEU.org, 2020)
The global lockdown of education institutions is going to cause major (and likely unequal) interruption in students’ learning; disruptions in internal assessments; and the cancellation of public assessments for qualifications or their replacement by an inferior alternative. This column discusses what can be done to mitigate these negative impacts.

Schools2030 Toolkit - Walker, Hannah (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10964209 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1131 ZenodoArchiveConcept: 10964208
Keywords: Coming soon; Internal; _r:AddedByMyEducationEvidence

Science Education for Students with Special Needs in Indonesia: From Definition, Systematic Review, Education System, to Curriculum - Maryanti, Rina; Nandiyanto, Asep Bayu Dani; Hufad, Achmad; Sunardi, S. (Indonesian Journal of Community and Special Needs Education, 2021)
The purpose of this study is to determine the teaching, curriculum, and methods used by teachers in the science learning process for students with special needs in Indonesia. We use qualitative research methods. The subjects in this study are students with special needs (children with visual impairments, children with hearing impairments, children with intellectual disabilities, and children with physical impairments) at one of the special schools (SLB) in Kuningan, Indonesia. The results show that most of the teachers use the curriculum from teacher books provided by the government. In addition, some teachers used the lecture and question and answer method in the science learning process. The results in low student achievement because students with special needs need concrete media and methods that accommodate student needs.
Number: 1
Keywords: Curriculum; Science education; Students with special needs; Teaching; Teaching method

Scientists at DSTI go the extra mile to make it easier for children to get to school - Directorate of Science, Technology & Innovation (Sierra Leone) (2020)
Mike Fabrikant, a software developer from Washington D.C., is embedded within the data science team at the Directorate of Science, Technology, and Innovation (DSTI) to support systems delivery. His workRead More
Library Catalog: www.dsti.gov.sl KerkoCite.ItemAlsoKnownAs: 2129771:AHVZTQF6 2405685:9K5VWY7C

scite: A smart citation index that displays the context of citations and classifies their intent using deep learning - Nicholson, Josh M.; Mordaunt, Milo; Lopez, Patrice; Uppala, Ashish; Rosati, Domenic; Rodrigues, Neves P.; Grabitz, Peter; Rife, Sean C. (Quantitative Science Studies, 2021)
Citation indices are tools used by the academic community for research and research evaluation that aggregate scientific literature output and measure impact by collating citation counts. Citation indices help measure the interconnections between scientific papers but fall short because they fail to communicate contextual information about a citation. The use of citations in research evaluation without consideration of context can be problematic because a citation that presents contrasting evidence to a paper is treated the same as a citation that presents supporting evidence. To solve this problem, we have used machine learning, traditional document ingestion methods, and a network of researchers to develop a “smart citation index” called scite, which categorizes citations based on context. Scite shows how a citation was used by displaying the surrounding textual context from the citing paper and a classification from our deep learning model that indicates whether the statement provides supporting or contrasting evidence for a referenced work, or simply mentions it. Scite has been developed by analyzing over 25 million full-text scientific articles and currently has a database of more than 880 million classified citation statements. Here we describe how scite works and how it can be used to further research and research evaluation.

Scope and Sequence English Class 01 - 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.3745125 2129771:RIUVVQ3C
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence English Class 02 - 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.3745127 2129771:MJUDZSN9
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence English Class 03 - 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.3745129 2129771:V5HEISJ4
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence English Class 04 - 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.3745131 2129771:JCHZKX47
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence English Class 05 - 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.3745133 2129771:XDWVBFBQ
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence English Class 06 - 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.3745135 2129771:M4F7UWVY
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence English Class 07 - 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.3745230 2129771:4IDNNLDR
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence English Class 08 - 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.3745232 2129771:ZDFYEXZ3
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence English Class 09 - 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.3745234 2129771:3DXSVQ9Q
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence English Class 09 UNAPPROVED - 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.3745236 2129771:2ZLMCEMV
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence Maths Class 01 - 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.3745137 2129771:PDMDY6DQ
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence Maths Class 02 - 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.3745139 2129771:LUNZZXIZ
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence Maths Class 03 - 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.3745141 2129771:H96CHCTP
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence Maths Class 04 - 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.3745143 2129771:RTJGJTNK
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence Maths Class 05 - 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.3745145 2129771:MYFEENMD
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence Maths Class 06 - 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.3745147 2129771:AXWFTR3A
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence Maths Class 07 - 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.3745238 2129771:FXLVJGG3
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence Maths Class 08 - 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.3745240 2129771:ZABB2M4A
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence Maths Class 09 - 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.3745242 2129771:4568QN8T
Keywords: SSEIP; _C:Sierra Leone SLE

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

Secondary Education in Africa - Mastercard Foundation (Mastercard Foundation, 2020)
KerkoCite.ItemAlsoKnownAs: 10.15868/socialsector.35972 2129771:NKEK3U9I

Secondary Education Provision and Impacts of Low Secondary Uptake on Wider Societal Outcomes - Fitzpatrick, Rachael (2022)
This report explores the current uptake and completion of secondary education globally, with a particular focus on sub-Saharan Africa. The report also explores the wider societal benefits of increased secondary completion rates, and the financial considerations that are needed to increase uptake and completion. Using data from UIS (2022) and UNESCO WIDE (2022), the report identified disparities in net enrolment, attendance and completion between primary and both levels of secondary education, particularly upper secondary. In sub-Saharan African countries, achievements in net enrolment at primary level are rarely met with high enrolment levels at either lower or upper secondary level, with this difference even more stark when observing completion rates. Currently, both lower and upper secondary education is not a funding priority amongst many countries in sub-Saharan Africa. Of the 27 countries included in analysis, only one country (Mauritius) spent a higher proportion on secondary education compared to other levels (UIS, 2022). Some countries were found to spend a higher proportion of GDP on tertiary education compared to other education levels, with over double the amount spent on tertiary compared to both lower and upper secondary education combined in some instances (Ethiopia, Sierra Leone, South Sudan) (UIS, 2022).
Accepted: 2022-09-23T08:22:15Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.122 2129771:IVWQ2I5P 4869029:RTUXRK9R

Seeking out clear and unique Information Systems Concepts: a natural language processing approach - Hassan, N.R.; Prester, J; Wagner, G. (Proceedings of the European conference on information systems (eds MLF Rowe and R El Amrani, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:GVRZZNN6 2486141:LLMN8KCG
Keywords: ⛔ No DOI found

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

Semiprivate space and access to online education during COVID-19: Empirical tests from China - Gu, Jiafeng (Online Information Review, 2021)
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 2129771:JBX9DNWQ
Keywords: ⛔ No DOI found

SemOpenAlex: The Scientific Landscape in 26 Billion RDF Triples - Färber, Michael; Lamprecht, David; Krause, Johan; Aung, Linn; Haase, Peter (2023)
Abstract We present SemOpenAlex , an extensive RDF knowledge graph that contains over 26 billion triples about scientific publications and their associated entities, such as authors, institutions, journals, and concepts. SemOpenAlex is licensed under CC0, providing free and open access to the data. We offer the data through multiple channels, including RDF dump files, a SPARQL endpoint, and as a data source in the Linked Open Data cloud, complete with resolvable URIs and links to other data sources. Moreover, we provide embeddings for knowledge graph entities using high-performance computing. SemOpenAlex enables a broad range of use-case scenarios, such as exploratory semantic search via our website, large-scale scientific impact quantification, and other forms of scholarly big data analytics within and across scientific disciplines. Additionally, it enables academic recommender systems, such as recommending collaborators, publications, and venues, including explainability capabilities. Finally, SemOpenAlex can serve for RDF query optimization benchmarks, creating scholarly knowledge-guided language models, and as a hub for semantic scientific publishing. Data and Services: https://semopenalex.org https://w3id.org/SemOpenAlex Code: https://github.com/metaphacts/semopenalex/ Data License: Creative Commons Zero (CC0) Code License: MIT License
Book Title: The Semantic Web – ISWC 2023 ISBN: 9783031472428 9783031472435 Place: Cham Publisher: Springer Nature Switzerland

Senior Secondary I, II, III, IV 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.3745390 2129771:VCMP3KNW
Keywords: SSEIP; _C:Sierra Leone SLE

Senior Secondary I, II, III, IV Literature in 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.3745388 2129771:795GGLGX
Keywords: SSEIP; _C:Sierra Leone SLE

Senior Secondary I, II, III, IV 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.3745392 2129771:NX7CKDU3
Keywords: SSEIP; _C:Sierra Leone SLE

Senior Secondary School, Scope and Sequence , English (Revised) - 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.3745384 2129771:EJUWX6JV
Keywords: SSEIP; _C:Sierra Leone SLE

Senior Secondary School, Scope and Sequence , Maths - 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.3745386 2129771:XY9BECIT
Keywords: SSEIP; _C:Sierra Leone SLE

Sensor Sripboard (v1) - Haßler, Björn (Open Development & Education, 2023)
original-date: 2023-05-26T21:42:45Z
Keywords: _r:ImportedToMyEducationEvidence

Sensorboard for use with Raspberry Pi GPIO / Raspberry Pi Zero - Haßler, Björn (Open Development & Education, 2023)
original-date: 2023-07-02T18:34:24Z KerkoCite.ItemAlsoKnownAs: 2129771:ESH93VPP 2129771:MTELHIJ6
Keywords: _r:ImportedToMyEducationEvidence

Sensors OpenSCAD: An OpenSCAD library for common environmental sensors - Haßler, Björn (Open Development & Education, 2023)
original-date: 2023-05-29T22:31:22Z
Keywords: _r:ImportedToMyEducationEvidence

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

SFL praxis in U.S. teacher education: a critical literature review - Accurso, Kathryn; Gebhard, Meg (Language and Education, 2021)
This literature review analyzes the influences of systemic functional linguistics (SFL) in U.S. teacher education from 2000 to 2019. First, we describe how SFL has been contextualized in United States in response to changing demographics, new technologies, policies, and the impacts of globalization. Second, we outline our methodology, which yielded 136 publications from the fields of literacy research, teacher education, and applied linguistics. Third, we present four findings: (1) the main vehicles for introducing U.S. teachers to SFL theory and practice are grant-funded university-school partnerships, courses in colleges of education, and self-contained professional development workshops; (2) most interventions focused on introducing teachers to functional metalanguage and text analysis, with fewer focusing on multimodality; (3) SFL interventions positively influenced teachers’ level of semiotic awareness and ability to design focused disciplinary literacy instruction. Teachers’ critical awareness and confidence for literacy instruction were influenced to a lesser extent; and (4) more sustained investments in teacher professional development led to greater gains in teacher learning as well as a critical awareness of the relationship between disciplinary literacy practices and ideologies at work in K-12 schools. Based on these findings, we conclude with three recommendations for the future of critical SFL praxis in teacher education.
Publisher: Routledge _eprint: https://doi.org/10.1080/09500782.2020.1781880
Keywords: Systemic functional linguistics; critical language awareness; disciplinary literacies; pedagogical knowledge; teacher professional development

Short-run Effects of COVID-19 on U.S. Worker Transitions - Cowan, Benjamin W (National Bureau of Economic Research, 2020)
I use Current Population Survey Data from February and April 2020 to examine how individual workers have transitioned between labor-market states and which workers have been hurt most by the COVID-19 pandemic. I find not only large effects on workers becoming unemployed but also a decline in labor-force participation, an increase in absence from one’s job, and a decrease in hours worked. Generally, more vulnerable populations—racial and ethnic minorities, those born outside the U.S., women with children, the least educated, and workers with a disability—have experienced the largest declines in the likelihood of (full-time) work and work hours.
Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w27315 2129771:TWXGS99N

Short summary report for Realdania - Wargocki, Pawel (International Centre for Indoor Environment and Energy, 2020)
Summary of the research on how thermal, air quality, noise reduction, lighting, and daylighting improvements in classrooms benefit children’s educational attainments
KerkoCite.ItemAlsoKnownAs: 2129771:3UVQNI4M 4682641:3X27VCYX

Should we collaborate with AI to conduct literature reviews? Changing epistemic values in a flattening world - Ngwenyama, Ojelanki; Rowe, Frantz (Journal of the Association for Information Systems, 2024)
KerkoCite.ItemAlsoKnownAs: 5440726:N9QK9Y8K

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

Should we worry about AI's energy use? - Sparkes, Matthew (New Scientist, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:GA8CXVKQ 2129771:YA6IVXK4

Sierra Leone and Liberia: Rising Academy Network on air - Lamba, Keya; Reimers, Fernando (World Bank; OECD; Harvard Global Education Innovation Initiative; HundrED, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:I7EV28D2
Keywords: Final_citation; cited; existing

Sierra Leone and Liberia: Rising Academy Network on air - Lamba, Keya; Reimers, Fernando (World Bank; OECD; Harvard Global Education Innovation Initiative; HundrED, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:SG89XZMW 2339240:BRFU9F86 2405685:93KUAPNF 2405685:9APBFG2P 2405685:CXIWGJLQ 2405685:STZ89LHX 2534378:UQINHJH2
Keywords: _C:Sierra Leone SLE

Sierra Leone and Liberia: Rising Academy Network on air - Lamba, Keya; Reimers, Fernando (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:AP88Z6FH 2339240:XVKVLR6R 2405685:QV99MR4Q
Keywords: _C:Sierra Leone SLE

Sierra Leone CPD Sandbox - Draft Theory of Change - Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4959786 2129771:47RUCMAS 2405685:T7AUREA5
Keywords: _C:Sierra Leone SLE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Sierra Leone Demographic and Health Survey 2019 - Statistics Sierra Leone (The DHS Program, 2020)
ICF
KerkoCite.ItemAlsoKnownAs: 2129771:H94TRS8B 2339240:J5MWI9UW 2405685:MEUW6R9C 2405685:MZXSNEV5
Keywords: _C:Sierra Leone SLE

Sierra Leone | Education and Literacy Statistics - UNESCO (2020)
...
Last Modified: 2017-04-12 Library Catalog: uis.unesco.org KerkoCite.ItemAlsoKnownAs: 2129771:FQZ2XEPH 2405685:Y6JYY6Q6
Keywords: _C:Sierra Leone SLE

Sierra Leone Education Attendance Monitoring System - Teaching Service Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:XSW486H9 2339240:CLIEEVEU 2405685:XV88ZYD7
Keywords: _C:Sierra Leone SLE

Sierra Leone Education Attendance Monitoring System (SLEAMS) Final Technical Report - Graham, Hannah; Kawa, Muniru; Lee, Philip; Malyon, Stephanie; Hayward, Harry; Conteh, Sheriff; Chandia, Gloria (Charlie Goldsmiths Associates, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:ZPDPUFYQ 2339240:M68LGCE7 2405685:FTT9TD2Y
Keywords: _C:Sierra Leone SLE

Sierra Leone Education Attendance Monitoring System (SLEAMS) Pilot Phase: Inception Report - Kawa, Muniru; Graham, Hannah; Lee, Philip; Murray, Tobias; Malyon, Stephanie (Charlie Goldsmiths Associates, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:YER5RF7X 2339240:EPHMUJLL 2405685:F8XG7GDF
Keywords: _C:Sierra Leone SLE

Sierra Leone series: Freetown Teachers College and its multimodal approach to teacher professional development - McBurnie, Chris; Moriba, Sambo; Brainard, Prince (EdTech Hub, 2021)
Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector. In week two, we connected with Dr Samba Moriba and Prince Brainard from Freetown Teachers…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4584801 2129771:AUZKK7ID 2339240:F47KL5P7 2339240:VJ2SHXTR 2405685:DJHAECID 2405685:JV4FPSJW
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _r:AddedByZotZen; _zenodoETH; dode_eth-src-eth

Sierra Leone series: Plan International and the importance of community support for distance teacher professional development programmes - McBurnie, Chris; Saidu, Arthur; Rincon Casado, Eusebio; Shergill, Maggie (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4584801 2129771:AUZKK7ID 2129771:DCMCMN8A 2339240:F47KL5P7 2339240:VJ2SHXTR 2405685:DJHAECID 2405685:JV4FPSJW
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _r:AddedByZotZen; _zenodoETH; dode_eth-src-eth

Sierra Leone Series: Plan International and the importance of community support for distance teacher professional development programmes - McBurnie, Chris; Saidu, Arthur; Rincon Casado, Eusebio; Shergill, Maggie (EdTech Hub, 2021)
ZenodoArchiveID: 5652007 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652007 2129771:TF3VJYTG 2405685:KZ6FTNMC
Keywords: _C:Sierra Leone SLE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:analysis:nopdf; _r:AddedByZotZen

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

Sierra Leone Series: the Pikin-to-Pikin Movement and its focus on child protection, education, nutrition and health - McBurnie, Chris; Swaray, Abdulai; Kamara, Bai (EdTech Hub, 2021)
ZenodoArchiveID: 5652005 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652005 2129771:DGE5S596 2405685:RT5H8XNG
Keywords: _C:Sierra Leone SLE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen

Sierra Leone Series: the Pikin-to-Pikin Movement and its focus on child protection, education, nutrition and health - McBurnie, Chris; Swaray, Abdulai; Kamara, Prince (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4584801 2129771:ARN5G6A2 2129771:AUZKK7ID 2339240:F47KL5P7 2339240:VJ2SHXTR 2405685:DJHAECID 2405685:JV4FPSJW
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _r:AddedByZotZen; _zenodoETH; dode_eth-src-eth

Sierra Leone series: the Pikin-to-Pikin Movement and its focus on child protection, education, nutrition and health. - Tahi (EdTech Hub, 2021)
Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector. In week one, we connected with Abdulai Swaray and Bai Kamara from the Pikin-to-Pikin Movement.…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707926 2129771:R5KV473Q 2405685:FB4FWFP9
Keywords: _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _zenodoETH

Sierra Leone TCPD Sandbox Report (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7217149 ZenodoArchiveConcept: 7217148 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7217149 2129771:3KQCZEP4 2405685:9NR4RZ98
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

Sierra Leone teacher & school MIS developments: Sierra Leone Education Attendance Monitoring System (SLEAMS) and Teacher Records Management (TRM) system - Graham, Hannah (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:CZCVZEPG 2339240:KB3DUZXF 2405685:5NEC3AR4
Keywords: _C:Sierra Leone SLE

Silenced by an Unknown Language? Exploring Language Matching during Transitions from Complementary Education to Government Schools in Ghana - Daly, Kieran; Carter, Emma; Sabates, Ricardo (Compare: A Journal of Comparative and International Education, 2021)
Mother tongue-based education has been central to the promotion of early literacy skills in many multilingual contexts of the Global South. However, learners in such environments may face significant linguistic challenges when changing language of instruction during schooling. In particular, the linguistic distance between mother tongue and official language may be a significant barrier to learners. This paper provides an empirical approach to this issue by employing language matching based on linguistic distance between languages to explore changes in literacy scores for learners who change language of instruction. Findings show that the greater the linguistic distance between two languages, the larger the loss in foundational literacy. We conclude that language matching could be introduced as a tool to identify at-risk learners during transitions and, if possible, as a tool for linguistic allocation of students who have the possibility of selecting between schools with different languages for instruction.
Publisher: Routledge _eprint: https://doi.org/10.1080/03057925.2021.1941772 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2021.1941772 2129771:37FHTZ9B
Keywords: Ghana; Mother tongue education; language matching; literacy; multilingualism

Silently withdrawn or retracted preprints related to Covid-19 are a scholarly threat and a potential public health risk: theoretical arguments and suggested recommendations - Teixeira da Silva, Jaime A. (Online Information Review, 2020)
Purpose Thousands of preprints related to Covid-19 have effused into the academic literature. Even though these are not peer-reviewed documents and have not been vetted by medical or other experts, several have been cited, while others have been widely promoted by the media. While many preprints eventually find their way into the published literature, usually through integrated publishing streams, there is a small body of preprints that have been opaquely withdrawn/retracted, without suitable reasons, leaving only a vestigial or skeletal record online. Others have, quite literally, vanished. This paper aims to examine some of those cases. Design/methodology/approach For peer-reviewed literature, a retracted academic paper is usually water-marked with “RETRACTED” across each page of the document, as recommended by ethical bodies such as the Committee on Publication Ethics, which represents thousands of journals and publishers. Curiously, even though pro-preprint groups claim that preprints are an integral part of the publication process and a scholarly instrument, there are no strict, detailed or established ethical guidelines for preprints on most preprint servers. This paper identifies select withdrawn/retracted preprints and emphasizes that the opaque removal of preprints from the scholarly record may constitute unscholarly, possibly even predatory or unethical, behavior. Findings Strict ethical guidelines are urgently needed for preprints, and preprint authors, in the case of misconduct, should face the same procedure and consequences as standard peer-reviewed academic literature. Originality/value Journals and publishers that have silently retracted or withdrawn preprints should reinstate them, as for regular retracted literature, except for highly exceptional cases.
Publisher: Emerald Publishing Limited
Keywords: Acceptance and rejection; Biomedicine; Correction of the literature; Open access; Peer review; Preprints; Retractions; SARS-CoV-2 virus; Withdrawals

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

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

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

Social Annotation and an Inclusive Praxis for Open Pedagogy in the College Classroom - Brown, Monica; Croft, Benjamin (Journal of Interactive Media in Education, 2020)
Open social annotation, while offering opportunities for the creation of new knowledge, empowerment, and dynamic dialogue for learning, also contains inherent risk of safety for marginalized student populations navigating open knowledge practices. In this paper, we will explore both the opportunities for subverting traditional knowledge structures offered by open social annotation, while also bringing to the surface the critical tensions that may make engaging in social annotation more dangerous or ineffective for students from historically marginalized backgrounds. Finally, we will offer a framework for constructing social annotation assignments for the college classroom that functions to maximize the potential for equity while taking into account ways to minimize harm in the inevitable tensions of an inherently unsafe online environment. Critical social annotation will be explored as an alternative pedagogical approach.
Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.561 2129771:PPSWWBBA 2447227:42FAJCZM
Keywords: __C:filed:1; annotation; critical social annotation; inclusive; open pedagogical practices; open pedagogy

Social annotation enabling collaboration for open learning - Kalir, Jeremiah H. (Distance Education, 2020)
Collaboration is a conceptually ambiguous aspect of open education. Given inconsistent discussion about collaboration in the open education literature, this article suggests collaboration be defined and studied as a distinct open educational practice. A theoretical stance from the discipline of computer-supported collaborative learning helps conceptualize collaboration as processes of intersubjective meaning-making. Social annotation is then presented as a genre of learning technology that can productively enable group collaboration and shared meaning-making. After introducing an open learning project utilizing social annotation for group dialogue, analysis of interview and annotation data details how social annotation enabled three group-level epistemic expressions delineating collaboration as intersubjective meaning-making and as an open educational practice. A summative discussion considers how the social life of documents encourages collaboration, why attention to epistemic expression is a productive means of articulating open learning, and how to extend the study of collaboration as an open educational practice.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757413
Keywords: annotation; collaboration; computer-supported collaborative learning; open educational practices (OEP); social design experiment

Social Choice, Agency, Inclusiveness and Capabilities - Comim, Flavio; Anand, P. B.; Fennell, Shailaja (Cambridge University Press, 2024)
The capability approach is a versatile framework rooted on issues of justice and multidimensional assessment of quality of life developed in the 1980s as an alternative approach to prevailing mainstream development ideas focused narrowly on economic development. Most closely associated with the work of Amartya Sen, it has become of great interest to development scholars from a variety of different disciplines. Much has already been done exploring the conceptual foundations of the capability approach and discussing Sen's contribution to the field, but few books have explored the links between social choice (another field with rich contributions by Sen) and human development issues. Featuring many of the world's leading experts on social choice theory and capability indicators, Social Choice, Agency, Inclusiveness and Capabilities combines these interrelated themes into one volume and fully explores the relevance of social choice to human development.
Google-Books-ID: PBrxEAAAQBAJ
Keywords: Business & Economics / Development / Economic Development; Social Science / Sociology / General

Social economic impact of COVID-19 outbreak in India - M., Sandeep Kumar; V., Maheshwari; J., Prabhu; M., Prasanna; P., Jayalakshmi; P., Suganya; M.B., Benjula Anbu Malar; Jothikumar, R. (International Journal of Pervasive Computing and Communications, 2020)
Purpose of this study The situations of COVID-19 will certainly have an adverse effect over and above health care on factors of the internet of things (IoT) market. To overcome all the above issues, IoT devices and sensors can be used to track and monitor the movement of the people, so that necessary actions can be taken to prevent the spread of coronavirus disease (COVID-19). Mobile devices can be used for contact tracing of the affected person by analyzing the geomap of the travel history. This will prevent the spread and reset the economy to the normal condition. Design/methodology/approach To respond to the global COVID-19 outbreak, the social-economic implications of COVID-19 on specific dimensions of the global economy are analyzed in this study. The situations of COVID-19 will certainly have an adverse effect over and above health care on factors of the IoT market. To overcome these issues IoT devices and sensors can be used to track and monitor the movement of the people so that necessary actions can be taken to prevent the spread of COVID-19. Mobile devices can be used for contact tracing of the affected person by analyzing the geomap of the travel history. This will prevent the spread and reset the economy to the normal condition. A few reviews, approaches, and guidelines are provided in this article along these lines. Moreover, insights about the effects of the pandemic on various sectors such as agriculture, medical industry, finance, information technology, manufacturing and many others are provided. These insights may support strategic decision making and policy framing activities for the top level management in private and government sectors. Findings With insecurities of a new recession and economic crisis, key moments such as these call for strong and powerful governance in health, business, government, and large society. Instant support measures have to be initiated and adapted for those who can drop through the cracks. Mid- and long-term strategies are required to stabilize and motivate the economy during this recession. Originality/value A comprehensive social-economic development strategy that consists of sector by sector schemes and infrastructure that supports business to ensure the success of those with reliable and sustainable business models is necessary. From the literature analysis and real world observations it is concluded that the IoT, sensors, wearable devices and computational technologies plays major role in preserving the economy of the country by preventing the spread of COVID-19.
KerkoCite.ItemAlsoKnownAs: 10.1108/IJPCC-06-2020-0053 2129771:WKL3YUKK
Keywords: COVID-19; Implication; Industry; IoT and wearable devices; Socio-economic growth

Social Hazards or Helpers?: The Role of Mobile Media in Early Childhood Social Development - Blackwell, Courtney K. (Mobile Learning Applications in Early Childhood Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:SZ22D3PR
Keywords: __C:filed:1

Social Justice and Diversity in Zambia: The Role of Civic Education and Teachers - Chivunda, Kaumba; Kabombwe, Yvonne; Mwanza, Christine; Mupeta, Sydney (Asian Journal of Education and Social Studies, 2023)
This article explores the role civic education plays in social justice and diversity in Zambia from the civic education teacher’s perspective as well as establish the extent to which teacher’s themselves are actively engaged in social justice and diversity. Predicated on the fundamental role civic education plays in teaching and promoting diversity and social justice, it is highly expected that civic education teachers should be the lodestars in undertaking this activity. It is noted that teachers of civic education can bring about social justice in society; this can be achieved through active participation in local communities and consolidating the teaching of democracy, human rights and promotion of participation within people’s local communities and global level for social justice. Therefore, the teaching for diversification is of great significance in the delivery of Civic Education in Zambia both at teacher training and secondary school level. Anchored on the explanatory design as a methodological bedrock, this study found that teachers where not actively engaged with issues of diversity. The study concludes that there is little to no engagement among teachers in diversity and in bringing about social change especially on matters that affect the wider community. This is partly attributed to the impractical nature in which Civic Education is delivered at secondary school or tertiary level. The study recommends that different approaches to the teaching of civic education must be introduced in the civic education curriculum.
Num Pages: 9 Number: 4 KerkoCite.ItemAlsoKnownAs: 2129771:MU56QNIZ 2129771:N73KHN5I 2129771:SRRXRV2D

Social Justice and K-12 Teachers’ Effective Use of OER: A Cross-Cultural Comparison by Nations - Tang, Hengtao; Bao, Yu (Journal of Interactive Media in Education, 2020)
Open educational resources (OER) have the potential to promote social justice imperatives in education, but because of the uneven provision of technical infrastructure across different countries, it remains uncertain whether the people who need OER the most are its primary beneficiaries. In K-12 education, educators play a major role in the effort to incorporate OER into classroom teaching but, even if they are able to source such resources (overcoming the “first-level digital divide”), many lack the practical capacity to effectively use (e.g., adapt) OER (the “second-level digital divide”). This exploratory research paper employs a cross-cultural perspective to interrogate how the second-level digital divide shapes K-12 teachers’ effective use of OER. With the goal of understanding how this divide influences OERs’ potential to enhance social justice, this research attempts to identify the factors accounting for teachers’ effective use of OER – and any reception gap – between different countries by conducting a series of stepwise logistic regressions applied to a largescale survey of K-12 educators. It does so by assessing OER use amongst 675 K-12 educators around the world in relation to their developmental and cultural contexts, as expressed through the Human Development Index, the Gender Development Index, and Hofstede’s six dimensions of national culture. The findings of this exploratory study provide new insights to support OER adoption in K-12 settings worldwide from a cultural perspective.
Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.576 2129771:IBYPRZH5 2129771:LPJM3S8F 2447227:MMDLGMUF
Keywords: K-12 teachers; cultural dimensions; exploratory research; open educational resources; second-level digital divide; social justice; stepwise logistic regression

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

Social mobility landscape review - Summary report - Better purpose (2021)
Keywords: education

Social protection responses to the COVID-19 lockdown in South Africa - Devereux, Stephen (The Conversation, 2020)
Several groups of people are at high risk of hardship, especially those who have effectively become unemployed because of the lockdown.
Library Catalog: theconversation.com KerkoCite.ItemAlsoKnownAs: 2129771:T2BWADVF

Social Studies Curriculum at the Crossroads: Implementation of the Secondary School Social Studies Curriculum in Chingola District of Zambia - Moobola, Larry; Mulenga, Innocent Mutale (European Journal of Education Studies, 2020)
Keywords: ⛔ No DOI found

Socioeconomic inclusion during an era of online education - Garcia, Manuel B. (IGI Global, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:N6RXUJT7

Software tools to support title and abstract screening for systematic reviews in healthcare: an evaluation - Harrison, Hannah; Griffin, Simon J.; Kuhn, Isla; Usher-Smith, Juliet A. (BMC Medical Research Methodology, 2020)
Systematic reviews are vital to the pursuit of evidence-based medicine within healthcare. Screening titles and abstracts (T&Ab) for inclusion in a systematic review is an intensive, and often collaborative, step. The use of appropriate tools is therefore important. In this study, we identified and evaluated the usability of software tools that support T&Ab screening for systematic reviews within healthcare research.
KerkoCite.ItemAlsoKnownAs: 10.1186/s12874-020-0897-3 2129771:7JIHF79S 2129771:7UBSU78W 2405685:DXHLMQY6 2486141:WH85XWT8 2486141:Z5HN3IS3
Keywords: Feature analysis; Screening; Software tools; Systematic reviews; Title and abstract; _Added-ailr-2024

Solid waste recycling within higher education in developing countries: a case study of the University of Lagos - Mbama, Charles A.; Otegbulu, Austin; Beverland, Iain; Beattie, Tara K. (Journal of Material Cycles and Waste Management, 2023)
To create a truly circular economy requires a shift from the traditional view of waste disposal to one of resource management. This is particularly important in developing countries, where municipal waste generation is increasing, and efficient recovery of economic value from waste is rarely achieved. Conducted in the University of Lagos (UoL), Nigeria, this study investigated the efficiency of a recycling scheme with the goal of making recommendations to improve the process. UoL’s recycling policy centers around source segregation of waste into color-coded bins. Waste audit was carried out using the output method and interviews were conducted with staff from the waste management team to understand practices on campus. Substantial contamination of colored bins with non-target material was observed. Organics (30%), mixed plastics (28%) and paper (24%) were the most abundant materials, hence have the greatest potential for recovery, and income generation, if segregation rates could be improved. Despite its recycling policy and infrastructure, 99% of UoL waste was going to landfill. Poor policy implementation results in low recovery rates. Targeted waste reduction and increased material recovery would enhance efficiency. Improved awareness of recycling benefits, in addition to policy enforcement, could serve as tools to increase stakeholder participation in recycling.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10163-022-01569-5 2129771:X8BH3929 2486141:GNQIVMDB
Keywords: Municipal solid waste; Recycling; Waste characterization

Some interesting papers on SEND (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:873M9YX7
Keywords: _r:ImportedToMyEducationEvidence

South Sudan announces schools closure as heatwave deepens (Sudan Tribune, 2024)
March 16, 2024 (JUBA) – South Sudan on Saturday announced an indefinite closure of all schools due to heatwaves characterized by very high temperatures in recent days. The Health minister, Yolanda Awel Deng said the heatwave could last for two weeks, with temperatures ranging between 41 degrees and 45 degrees Celsius. “The government has decided to take the following measures, one, close down all schools with effect from March 18, two, during the closure of the schools, parents are advised to stop their children from playing outdoors for prolonged periods and they should also monitor children, especially the young ones, for signs of heat exhaustion and heatstroke,” Awel told reporters in the capital, Juba. Heatwaves, the minister said, can acutely impact large populations for short periods, often trigger public health emergencies, and result in excess mortality and cascading socioeconomic impacts like loss of work capacity and labor productivity and can also cause loss of health service delivery capacity. Awel said the disease surveillance department at the national Health ministry has put a system in place meant to detect and respond to cases, adding there are already cases of death related to excessive heat being reported in South Sudan. The Undersecretary in the Ministry of Environment, Joseph Africano Bartel said climate change is becoming a global phenomenon in which South Sudan will experience a lot of temperature fluctuations. Africano advised the public to take precaution against rising heatwaves in the country. He urged developed countries to cut emissions, saying South Sudan will soon experience climate change impact, including heavy rains, floods and droughts. A circular from the Environment and Forestry ministry warns of likely illness and deaths among adult and children should they be exposed to the high heatwaves. According to the World Meteorological Organization (WMO), a heatwave can be defined as a period where local excess heat accumulates over a sequence of unusually hot days and nights. As such, heatwaves amplify many risks, such as health-related or economic risks, including increased human mortality, drought and water quality, wildlife and smoke, power shortages and agricultural losses.
KerkoCite.ItemAlsoKnownAs: 2129771:XG4BC8Z7 5072953:VHMEVJNH
Keywords: _z:class:countries

South Sudan shutters all schools as it prepares for an extreme heat wave - Machol, Deng (AP News, 2024)
South Sudan’s government is closing down all schools starting Monday as the country prepares for a wave of extreme heat expected to last two weeks.
Section: World News KerkoCite.ItemAlsoKnownAs: 2129771:F98WG4DI 5072953:MVVSI96A
Keywords: _z:class:countries

Southern Caribbean Fiber - Submarine Cable Map (Submarine Cable Map, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:SRECWPXY 2486141:LKJC6KQD

SparseGPT: Massive Language Models Can be Accurately Pruned in One-Shot - Frantar, Elias; Alistarh, Dan (Proceedings of the 40th International Conference on Machine Learning, 2023)
We show for the first time that large-scale generative pretrained transformer (GPT) family models can be pruned to at least 50% sparsity in one-shot, without any retraining, at minimal loss of accuracy. This is achieved via a new pruning method called SparseGPT, specifically designed to work efficiently and accurately on massive GPT-family models. We can execute SparseGPT on the largest available open-source models, OPT-175B and BLOOM-176B, in under 4.5 hours, and can reach 60% unstructured sparsity with negligible increase in perplexity: remarkably, more than 100 billion weights from these models can be ignored at inference time. SparseGPT generalizes to semi-structured (2:4 and 4:8) patterns, and is compatible with weight quantization approaches. The code is available at: https://github.com/IST-DASLab/sparsegpt.
ISSN: 2640-3498

SPATIAL ANALYSIS OF SCHOOL USING GEOGRAPHIC INFORMATION SYSTEM (GIS) CASE STUDY AL-JIHAD SCOTER - Hussein, Aseel Mezher; Mohameed, Asifa Jasim (2020)
Geographical Information System (GIS) is one of the most important tools in urban planning for analyzing the distribution of educational services. In this study based on assessing the spatial distribution of schools (elementary and junior high) using spatial analysis, these analyzes started from collecting quantitative and spatial data through field survey using GPS, these data were processed using ArcGIS and through six analytical methods. The study found that primary and middle schools in the Jihad neighborhood have no equity in spatial distribution, and if schools are distributed regularly, then they do not need additional schools.
Keywords: ⛔ No DOI found

Special COVID-19 report - Organisation of Eastern Caribbean States (Organisation of Eastern Caribbean States, 2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0264 2129771:S95V5JE9

Special Education in Mainstream Schools: Guidance Report - Davies, Kath; Henderson, Peter (Education Endowment Foundation, 2020)
zotzenLib.CopiedFrom: 2486141:74TYAV9V KerkoCite.ItemAlsoKnownAs: 2129771:AQ2G9F5G 2486141:74TYAV9V

Special Education Teachers Job Satisfaction In Malaysia: A Review - Pazim, Khairul Hanim; Al, Et (Turkish Journal of Computer and Mathematics Education (TURCOMAT), 2021)
Job satisfaction of special education teachers can be enjoyed when the teacher is able to focus on teaching MBK and the student shows the proper development. This job satisfaction if achieved will increase the commitment of teachers in performing their duties. However, if job satisfaction is not achieved, then avoidance and neglect of responsibilities will occur. This job satisfaction is important in producing the work productivity of special education teachers at the best level. This study was conducted to review previous studies related to job satisfaction of special education teachers. It is hoped that the findings of this study can help future researchers to get a clearer picture related to this issue.
Number: 11
Keywords: ⛔ No DOI found

Special Needs Education in Uganda: Sustainable Development Goal (SDG) #4 Concerns Quality and Inclusive Education - World Bank (World Bank, 2020)
About 16% of Ugandan children have a disability, this suggests that most children with disabilities are not able to attend school and that learners with special needs fail to transition from one educational level to another.
KerkoCite.ItemAlsoKnownAs: 2129771:4WCS6A3Q 2486141:BRHGGFCA

Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational Landscape - Bozkurt, Aras; Xiao, Junhong; Lambert, Sarah; Pazurek, Angelica; Crompton, Helen; Koseoglu, Suzan; Farrow, Robert; Bond, Melissa; Nerantzi, Chrissi; Honeychurch, Sarah; Bali, Maha; Dron, Jon; et al. (Asian Journal of Distance Education, 2023)
While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.
Keywords: _r:ImportedToMyEducationEvidence; artificial intelligence (AI); artificial intelligence in education (AIEd); future educational perspectives; generative pre-trained transformer (GPT); natural language processing; speculative methodology; ⛔ No DOI found

Spillover of COVID-19: Impact on the Global Economy - Ozili, Peterson K.; Arun, Thankom (Social Science Research Network, 2020)
How did a health crisis translate to an economic crisis? Why did the spread of the coronavirus bring the global economy to its knees? The answer lies in two methods by which coronavirus stifled economic activities. First, the spread of the virus encouraged social distancing which led to the shutdown of financial markets, corporate offices, businesses and events. Second, the exponential rate at which the virus was spreading, and the heightened uncertainty about how bad the situation could get, led to flight to safety in consumption and investment among consumers, investors and international trade partners. We focus on the period from the start of 2020 through March when the coronavirus began spreading into other countries and markets. We draw on real-world observations in assessing the restrictive measures, monetary policy measures, fiscal policy measures and the public health measures that were adopted during the period. We empirically examine the impact of social distancing policies on economic activities and stock market indices. The findings reveal that the increasing number of lockdown days, monetary policy decisions and international travel restrictions severely affected the level of economic activities and the closing, opening, lowest and highest stock price of major stock market indices. In contrast, the imposed restriction on internal movement and higher fiscal policy spending had a positive impact on the level of economic activities, although the increasing number of confirmed coronavirus cases did not have a significant effect on the level of economic activities.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3562570 2129771:BCYCDRR4
Keywords: COVID-19; Central banks.; Coronavirus; SARS-CoV-2; financial crisis; fiscal policy; global recession; liquidity provision; monetary policy; outbreak; pandemic; public health; social distancing; spillovers

Sprint 6 report - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3638937 2129771:AVQ3ZMRZ
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 6 report - Arabic - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533053 2129771:J8VJDW9U
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 7 report - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4529684 2129771:ZIFHA2QK
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 7 report - Arabic - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533057 2129771:FFQHNWD4
Keywords: Author:Haßler; Author:OpenDevED; _r:ImportedToMyEducationEvidence

Sprint 8 report - Abed, Reema; Alawamleh, Nour; Khalayleh, Abdullah; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4529686 2129771:JK945FM7
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 8 report - Arabic - Abed, Reema; Alawamleh, Nour; Khalayleh, Abdullah; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533059 2129771:87TGCPJX
Keywords: Author:Haßler; Author:OpenDevED; _r:ImportedToMyEducationEvidence

Sprint 9 report - Abed, Reema; Alawamleh, Nour; Khalayleh, Abdullah; Metni, Eliane; Haßler, Björn (Activating EdTech, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4529688 2129771:4Y59Y5AC
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 9 report - Arabic - Abed, Reema; Alawamleh, Nour; Khalayleh, Abdullah; Metni, Eliane; Haßler, Björn (Activating EdTech, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533061 2129771:PGGEA5FQ
Keywords: Author:Haßler; Author:OpenDevED; _r:ImportedToMyEducationEvidence

St. Kitts and Nevis: Safe Education Sector Plan - Villavicencio, Xuzel; Vijil-Morin, Alejandra; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10260201 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1044 ZenodoArchiveConcept: 10260200
Keywords: _internal; _r:AddedByMyEducationEvidence

St. Kitts and Nevis: Safe Education Sector Plan - Villavicencio, Xuzel; Vijil-Morin, Alejandra; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/

St. Lucia: Safe Education Sector Plan - Villavicencio, Xuzel; Vijil-Morin, Alejandra; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10260222 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1045 ZenodoArchiveConcept: 10260221
Keywords: _internal; _r:AddedByMyEducationEvidence

St. Lucia: Safe Education Sector Plan - Villavicencio, Xuzel; Vijil-Morin, Alejandra; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/

St. Vincent and the Grenadines: Safe Education Sector Plan - Villavicencio, Xuzel; Vijil-Morin, Alejandra; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10260231 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1046 ZenodoArchiveConcept: 10260230
Keywords: _internal; _r:AddedByMyEducationEvidence

St. Vincent and the Grenadines: Safe Education Sector Plan - Villavicencio, Xuzel; Vijil-Morin, Alejandra; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/

Stakeholder Participation Planning Tool (for Evaluation) (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:BM5AD4MA

Stand der Gleichstellung von Frauen und Männern in Deutschland - Hobler, Dietmar; Lott, Yvonne; Pfahl, Svenja; Buschoff, Karin (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:EWIPMNQL 2317526:QX6X8SY3

Standards - EdTech Tulna - EdTech Tulna (2021)
The EdTech Tulna standards define a set of expectations for the design of EdTech products
KerkoCite.ItemAlsoKnownAs: 4869029:9V2XED4Y

State of the art and practice in AI in education - Holmes, Wayne; Tuomi, Ilkka (European Journal of Education, 2022)
Recent developments in Artificial Intelligence (AI) have generated great expectations for the future impact of AI in education and learning (AIED). Often these expectations have been based on misunderstanding current technical possibilities, lack of knowledge about state-of-the-art AI in education, and exceedingly narrow views on the functions of education in society. In this article, we provide a review of existing AI systems in education and their pedagogic and educational assumptions. We develop a typology of AIED systems and describe different ways of using AI in education and learning, show how these are grounded in different interpretations of what AI and education is or could be, and discuss some potential roadblocks on the AIED highway.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/ejed.12533 KerkoCite.ItemAlsoKnownAs: 10.1111/ejed.12533 4804264:NING5825 4804264:VVNH9AMG
Keywords: Final_citation; anystyle; existing

State of the Art of Teaching-Learning of Artificial Intelligence at Early Ages - Ojeda-Bazaran, Maria-Jose; Chamba-Eras, Luis; Coronel-Romero, Edison; Labanda-Jaramillo, Milton; Conde-Zhingre, Lorena; Irene-Robalino, Daniel; Fierro-Saltos, Washington; Orellana-Malla, Angel; Romero-Flores, Mabel; Cueva-Alvarado, Gilmar (2021 XVI Latin American Conference on Learning Technologies (LACLO), 2021)

Statement: DFID merged into FCO – ODI Response (ODI, 2020)
ODI’s Chief Executive, Sara Pantuliano, reacts to today’s announcement of the merger between the Department for International Development and the FCO.
Library Catalog: www.odi.org KerkoCite.ItemAlsoKnownAs: 2129771:S65236HP

States and regions of Somalia (Wikipedia, 2021)
Somalia is a federal republic consisting of five federal states as well as the claimed territory of Somaliland. Somalia is further subdivided into thirteen administrative regions (gobollada, singular gobol), and five claimed regions which are in turn subdivided into districts.
Page Version ID: 1008328885

STEM Skills Initiatives for Adolescent Girls in the LAC Region - Villavicencio, Xuzel; Myers, Christina; Coflan, Caitlin Moss (EdTech Hub, 2022)
This report was produced in response to a request from the UNICEF country office of Argentina and presents a curated list of science, technology, engineering, and mathematics (STEM) skills initiatives for adolescent girls in the Latin American and Caribbean (LAC) region. It also provides an introduction to gender equality and background on the participation of women in STEM fields in the LAC region — as well as cross-cutting recommendations based on an analysis of a series of initiatives. Key words: STEM; Gender; Girls; LAC; Argentina; technology; Science An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6402444 10.53832/edtechhub.0085 2129771:74WFDS3C 2405685:I8GTEI7T
Keywords: Author:OpenDevEd; F: Helpdesk response; _r:AddedByZotZen

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

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

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

Steps Towards a 'Dialogic' Grammar - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
In this chapter we look at three ‘grammars’ of educational technology, or ways of using and thinking about education technology, that are informed by the advent of the internet: online mediated communities of practice, educational online multi-user role-play games, and connectivism. Each of these grammars has different strengths and weaknesses. Our critique leads us towards a new way of understanding the role of educational technology which we call a ‘dialogic’ grammar or a dialogic foundation for the design of educational technology.
Num Pages: 14

Strategy for Tanzania — Focus Area: TCPD in primary schools - El-Serafy, Yomna; Khalayleh, Abdullah; Carter, Alice; Haßler, Björn; Proctor, Jamie; Adam, Taskeen (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4742720 2129771:H438X5FW 2129771:MVTX29W5 2405685:BPHSJBH7
Keywords: Author:OpenDevEd

Strengthening Education Management Information Systems (EMIS) and Data for Increased Resilience to Crisis: country case study: Ethopia - UNESCO Digital Library - Szucs, Eszter (UNESCO, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:WH87MCJZ
Keywords: Final_citation; cited; existing

Strengthening Education Management Information Systems (EMIS) and Data for Increased Resilience to Crisis: country case study: South Soudan - Mwaniki, David (UNESCO, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:7D7FDU2K 4804264:C2EZ83CR
Keywords: Final_citation; cited; existing

Strengthening education management information systems for increased resilience to crises: a synthesis of case studies - UNESCO Digital Library - UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 4804264:4YXYPQWM
Keywords: Final_citation; cited; existing

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

Strengthening the Governance of Skills Systems: Lessons from Six OECD Countries - Di Maio, Gina; Seitzl, Lina; Unterweger, Daniel Franz (2020)
Publisher: OECD Publishing KerkoCite.ItemAlsoKnownAs: 4804264:HA632ZLW
Keywords: Final_citation; ⛔ No DOI found

Structured information extraction from scientific text with large language models - Dagdelen, John; Dunn, Alexander; Lee, Sanghoon; Walker, Nicholas; Rosen, Andrew S.; Ceder, Gerbrand; Persson, Kristin A.; Jain, Anubhav (Nature Communications, 2024)
Abstract Extracting structured knowledge from scientific text remains a challenging task for machine learning models. Here, we present a simple approach to joint named entity recognition and relation extraction and demonstrate how pretrained large language models (GPT-3, Llama-2) can be fine-tuned to extract useful records of complex scientific knowledge. We test three representative tasks in materials chemistry: linking dopants and host materials, cataloging metal-organic frameworks, and general composition/phase/morphology/application information extraction. Records are extracted from single sentences or entire paragraphs, and the output can be returned as simple English sentences or a more structured format such as a list of JSON objects. This approach represents a simple, accessible, and highly flexible route to obtaining large databases of structured specialized scientific knowledge extracted from research papers.

Structured Pedagogy — 0a. How-To Guides - Piper, Benjamin (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:EUM85A2U

Structured Pedagogy — 0b. Literature Review - Piper, Benjamin (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:P44Z6UR4
Keywords: _yl:b

Structured Pedagogy — 0c. Structured Pedagogy Can Really Work - Piper, Benjamin (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:3SX48P5C

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

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

Structured Pedagogy — Guide 1. Government Leadership and Program Adoption - Piper, Benjamin (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:AVVNCGG2

Structured Pedagogy — Guide 2. Designing an Effective Structured Pedagogy Program. - Piper, Benjamin (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:PVKV2TCH

Structured Pedagogy — Guide 3. Curriculum and Scope and Sequence Development for Literacy and Numeracy .pdf - Piper, Benjamin (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:PAMSA3IQ

Structured Pedagogy — Guide 4. Materials Development. - Piper, Benjamin (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:N8SWZJHP

Structured Pedagogy — Guide 5. Teacher Professional Development: Teacher Training - Piper, Benjamin (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:YK9GSZTP

Structured Pedagogy — Guide 6. Teacher Professional Development- Ongoing Teacher Support. - Piper, Benjamin (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:453YGTQ4

Structured Pedagogy — Guide 7. Data Systems and Accountability. - Piper, Benjamin (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:QQ2I6RJ4

Structured Pedagogy — Guide 8. Systems Management. - Piper, Benjamin (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:8MKWJFCT

Structured Pedagogy — How-To Guides and Literature Review - Piper, Benjamin (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:754EK7TT
Keywords: _yl:a