Future of Testing in Education: Artificial Intelligence (Center for American Progress, 2021)
Technology and artificial intelligence can vastly improve the types of assessments teachers use to guide students in their learning.
KerkoCite.ItemAlsoKnownAs: 2486141:NMMPJJBP

Future opportunities for education technology in England - Vicentini, Letizia; Day, Laurie; Gill, Valdeep; Lillis, Johnny; Komers, Selina; Olausson, Niklas (Department for Education, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:E7LUZE5F 2486141:DNXF9YVY

Future-Proofing Teacher Education: Voices from South Africa and Beyond - Gravett, Sarah; Petersen, Nadine (Routledge, 2022)
KerkoCite.ItemAlsoKnownAs: 10.4324/9781003185499 2129771:CV5DTCQE

Gamification for climate change engagement: review of corpus and future agenda - Fernández Galeote, Daniel; Rajanen, Mikko; Rajanen, Dorina; Legaki, Nikoletta-Zampeta; Langley, David J; Hamari, Juho (Environmental Research Letters, 2021)
Abstract Both bottom-up and top-down initiatives are essential for addressing climate change effectively. These include initiatives aiming to achieve widespread behavioral change towards reduction of greenhouse gas emissions as well as pursuing education regarding adaptation measures. While awareness of the issue of climate change is now pervasive, and actions are being taken at all levels of society, there is still much to do if international goals are to be met. Games and gamification offer one approach to foster both behavioral change and education. In this paper, we investigate the state-of-the-art of game-based climate change engagement through a systematic literature review of 64 research outputs comprising 56 different gamified approaches. Our analysis of the literature reveals a trend of promising findings in this nascent and growing area of research, suggesting the potential to impact multiple engagement dimensions simultaneously, as well as create an engaging gameful experience. Overall, the corpus appears to offer a fruitful balance in foci between climate science, mitigation, and adaptation, as well as a variety of formats in game-based approaches (i.e. digital, analog, and hybrid). However, shortcomings were also observed, such as geographic and demographic imbalances and the short duration of interventions. The reviewed studies yield a large number of results indicating climate change engagement through gamification, especially in the form of cognitive engagement, affect towards climate change-related topics, and in-game behavioral engagement with others. Nevertheless, heterogeneity in terms of contexts, designs, outcomes, and methods, as well as limited rigor in research designs and reporting, hinders drawing overall conclusions. Based on our review, we provide guidelines regarding contexts, interventions, results, and research quality and internal validity for advancing the space of game-based interventions for climate change engagement.
KerkoCite.ItemAlsoKnownAs: 10.1088/1748-9326/abec05 2129771:CRHY4NSC

Gamification in Science Education. A Systematic Review of the Literature - Kalogiannakis, Michail; Papadakis, Stamatios; Zourmpakis, Alkinoos-Ioannis (Education Sciences, 2021)
The implementation of gamification in education has attracted many researchers to increase engagement and achieve learning more effectively. Implementing technology in science curricula has seen a massive influx over the past years to stop the decline in students’ motivation towards science learning and promote scientific thinking. This study’s objective is to present the empirical findings of the state-of-the-art literature on the use of gamification in science education. Therefore, we performed a systematic literature review of 24 empirical research papers published in various electronic databases and the web search engine for scholarly literature and academic resources, Google Scholar, between 2012 and 2020. This review reveals the latest emerging trends of gamification in science education while revealing the literature gap, challenges, impediments, and extending the possibilities for future research directions. It examines the conflicting findings of other studies and provides a framework and insight for future researchers regarding content areas, educational levels, theoretical models, outcomes, methodologies, game elements, and assessment tools.
Number: 1 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/educsci11010022 2129771:Z34JUTII
Keywords: _genre:LR-literature_review; engagement; gamification; motivation; science education; systematic literature review

Gamification of health professions education: a systematic review - van Gaalen, A. E. J.; Brouwer, J.; Schönrock-Adema, J.; Bouwkamp-Timmer, T.; Jaarsma, A. D. C.; Georgiadis, J. R. (Advances in Health Sciences Education, 2021)
Gamification refers to using game attributes in a non-gaming context.Health professions educators increasingly turn to gamification to optimize students’ learning outcomes. However, little is known about the concept of gamification and its possible working mechanisms. This review focused on empirical evidence for the effectiveness of gamification approaches and theoretical rationales for applying the chosen game attributes. We systematically searched multiple databases, and included all empirical studies evaluating the use of game attributes in health professions education. Of 5044 articles initially identified, 44 met the inclusion criteria. Negative outcomes for using gamification were not reported. Almost all studies included assessment attributes (n = 40), mostly in combination with conflict/challenge attributes (n = 27). Eight studies revealed that this specific combination had increased the use of the learning material, sometimes leading to improved learning outcomes. A relatively small number of studies was performed to explain mechanisms underlying the use of game attributes (n = 7). Our findings suggest that it is possible to improve learning outcomes in health professions education by using gamification, especially when employing game attributes that improve learning behaviours and attitudes towards learning. However, most studies lacked well-defined control groups and did not apply and/or report theory to understand underlying processes. Future research should clarify mechanisms underlying gamified educational interventions and explore theories that could explain the effects of these interventions on learning outcomes, using well-defined control groups, in a longitudinal way. In doing so, we can build on existing theories and gain a practical and comprehensive understanding of how to select the right game elements for the right educational context and the right type of student.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10459-020-10000-3 2129771:2JUKSFPJ
Keywords: _genre:LR-literature_review

Gamification of student peer review in education: A systematic literature review - Indriasari, Theresia Devi; Luxton-Reilly, Andrew; Denny, Paul (Education and Information Technologies, 2020)
We present the first systematic review of the use of gamification in educational peer review activities. The goal of this work is to understand how gamification has been used to engage students in peer review activities and to summarize the empirical evidence for its effectiveness. Our main contribution is the presentation of a general model of the peer review process that captures the students’ activities and an examination of the specific actions within this model that have been gamified in the current literature. We also summarize the commonly used game mechanics and the context and year level of courses in which prior research has been conducted, along with the reported effects on student behavior. We find that artifact assessment and artifact creation are the two most commonly gamified actions with respect to our peer review model and that the quantity and quality of both the artifacts and the generated feedback are the most popular reward criteria. In addition, Science, Technology, Engineering and Mathematics (STEM) are the discipline areas in which gamified peer review activities are most often reported. In general, while the existing peer review literature reports mostly positive effects of gamification on student engagement, the range of student actions which have been incentivized remains narrow. Key activities, such as student reflection on the feedback received, have been largely unexplored with respect to gamification and thus present useful avenues for future work.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10228-x 2129771:QFY2VZ28
Keywords: _genre:LR-literature_review

GDP per capita cCurent US$) - Sierra Leone - World Bank (World Bank Data, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:C7JAZE66 2486141:2NMYL78H
Keywords: _C:Sierra Leone SLE

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

Gender & Climate Change: Local Perspectives on Education Indicators in Malawi, Technical meeting on gender, education and indicators: complex conditions and crises, 23-24 June 2021, hosted by Accountability for Gender Equality in Education (AGEE - Kadzamira, Esme (Centre for Education and International Development, Institute of Education, University College London (UCL, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:R6AK5CN5 4752638:KVHKH7SC 4752638:M4LIHFV3
Keywords: _C:Malawi MWI; ⛔ No DOI found

Gender equality and edtech: what are the barriers and enablers to enhance equity in and through edtech? - Myers, Christina; Jordan, Katherine; Zubairi, Asma (2023)
Publisher: UNESCO
Keywords: ⛔ No DOI found

Gender gaps in education: The long view - Evans, David; Akmal, Maryam; Jakiela, Pamela (Centre for Global Development, 2020)
Many countries remain far from achieving gender equality in the classroom. Using data from 126 countries between 1960 and 2010, we document four facts. First, women are more educated today than fifty years ago in every country in the world. Second, they remain less educated than men in the vast majority of countries. Third, in many countries with low levels of education for both men and women in 1960, gender gaps widened as more boys went to school, then narrowed as girls enrolled; thus, gender gaps got worse before they got better. Fourth, gender gaps rarely persist in countries where boys are attaining high levels of education. Most countries with large, current gender gaps have low levels of male educational attainment. Many also perform poorly on other measures of development such as life expectancy and GDP per capita. Improving girls’ education is an important goal in its own right, but closing gender gaps in education will not be sufficient to close critical gaps in adult life outcomes.
KerkoCite.ItemAlsoKnownAs: 2339240:BQ8UTLGC 2405685:JWT48RW7

GENERAL MATHEMATICS OR MATHEMATICS (CORE) - 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.3745446 2129771:J5DMLP64
Keywords: SSEIP; _C:Sierra Leone SLE

Geodata in Education - an annotated bibliography - McBurnie, Chris; Haßler, Björn (Education Commission GIS in Education Working Group, 2021)
This annotated bibliography summarises uses of geospatial data in education.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4482766 2129771:8B68G7IK
Keywords: Author:Haßler; Author:OpenDevEd

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

Geospatial Analysis: A New Window Into Educational Equity, Access, and Opportunity - Cobb, Casey D. (Review of Research in Education, 2020)
A robust body of geographic education policy research has been amassing over the past 25 years, as researchers from a variety of disciplinary backgrounds have recognized the value of examining education phenomena from a spatial perspective. In this chapter, I synthesize 42 studies that examine education issues using a geographic information system, or GIS. The review is framed by the major thread that runs through this body of research: educational equity, access, and opportunity. I summarize the research within seven theme-based research topics and offer examples of geospatial analysis as applied to education. The chapter includes a discussion of the major barriers and limitation facing GIS researchers and offers thoughts about the future.
Publisher: American Educational Research Association
Keywords: Lebanon_event_2021; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:Japan JPN; _C:Netherlands NLD; _C:New Zealand NZL; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Geospatial variation in measles vaccine coverage through routine and campaign strategies in Nigeria: Analysis of recent household surveys - Utazi, C. Edson; Wagai, John; Pannell, Oliver; Cutts, Felicity T.; Rhoda, Dale A.; Ferrari, Matthew J.; Dieng, Boubacar; Oteri, Joseph; Danovaro-Holliday, M. Carolina; Adeniran, Adeyemi; Tatem, Andrew J. (Vaccine, 2020)
Measles vaccination campaigns are conducted regularly in many low- and middle-income countries to boost measles control efforts and accelerate progress towards elimination. National and sometimes first-level administrative division campaign coverage may be estimated through post-campaign coverage surveys (PCCS). However, these large-area estimates mask significant geographic inequities in coverage at more granular levels. Here, we undertake a geospatial analysis of the Nigeria 2017–18 PCCS data to produce coverage estimates at 1 × 1 km resolution and the district level using binomial spatial regression models built on a suite of geospatial covariates and implemented in a Bayesian framework via the INLA-SPDE approach. We investigate the individual and combined performance of the campaign and routine immunization (RI) by mapping various indicators of coverage for children aged 9–59 months. Additionally, we compare estimated coverage before the campaign at 1 × 1 km and the district level with predicted coverage maps produced using other surveys conducted in 2013 and 2016–17. Coverage during the campaign was generally higher and more homogeneous than RI coverage but geospatial differences in the campaign’s reach of previously unvaccinated children are shown. Persistent areas of low coverage highlight the need for improved RI performance. The results can help to guide the conduct of future campaigns, improve vaccination monitoring and measles elimination efforts. Moreover, the approaches used here can be readily extended to other countries.
Keywords: Geospatial analysis; Measles vaccine; Post-campaign coverage survey; Routine immunization; Supplementary immunization activities

Gerrymandering (Wikipedia, 2021)
Gerrymandering () is a practice intended to establish an unfair political advantage for a particular party or group by manipulating district boundaries, which is most commonly used in first-past-the-post electoral systems. Two principal tactics are used in gerrymandering: "cracking" (i.e. diluting the voting power of the opposing party's supporters across many districts) and "packing" (concentrating the opposing party's voting power in one district to reduce their voting power in other districts). The top-left diagram in the graphic is a form of cracking where the majority party uses its superior numbers to guarantee the minority party never attains a majority in any district. In addition to its use achieving desired electoral results for a particular party, gerrymandering may be used to help or hinder a particular demographic, such as a political, ethnic, racial, linguistic, religious, or class group, such as in Northern Ireland where boundaries were constructed to guarantee Protestant Unionist majorities. Gerrymandering can also be used to protect incumbents. Wayne Dawkins describes it as politicians picking their voters instead of voters picking their politicians; Thomas Hofeller, the Redistricting Chair of the Republican National Committee, stated "Redistricting is like an election in reverse. It's a great event. Usually the voters get to pick the politicians. In redistricting, the politicians get to pick the voters." in reference to the 2000 Census.The term gerrymandering is named after American politician Elbridge Gerry (pronounced with a hard "g"; "Gherry", Vice President of the United States at the time of his death, who, as Governor of Massachusetts in 1812, signed a bill that created a partisan district in the Boston area that was compared to the shape of a mythological salamander. The term has negative connotations and gerrymandering is almost always considered a corruption of the democratic process. The resulting district is known as a gerrymander (). The word is also a verb for the process.
Page Version ID: 1009681363

GETN Tenets & Principles of EdTech Trialing Networks & Environments within the US - Global EdTech Trialing Network (United States); Boody Adorno, Katie; Mote, Erin (Global EdTech Testbeds Network, 2023)
ZenodoArchiveID: 10026765 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1023 ZenodoArchiveConcept: 10026764
Keywords: _r:AddedByMyEducationEvidence

Getting all children into school: The Sierra Leone story (ArcGIS StoryMaps, 2021)
Harness the power of maps to tell stories that matter. ArcGIS StoryMaps has everything you need to create remarkable stories that give your maps meaning.
Keywords: _C:Sierra Leone SLE

Getting evidence into education: Evaluating the routes to policy and practice - Gorard, Stephen (Routledge, 2020)

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

Ghana RECOVR Survey Analysis - Innovations for Poverty Action (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:A8IY7D4K 2339240:MW6JRU38

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

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

Girls’ education and climate change: A critical review of the literature - Pankhurst, Camilla (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:CBWZTHE2 5072953:H8GVVHIV
Keywords: selected_for:effects of climate ch...on learning...LMICs 2024

Girls' education and COVID-19 in Pakistan - Malala Fund (Malala Fund, 2020)
In Girls’ education and COVID-19 in Pakistan, Malala Fund and our Education Champions highlight the impact of school closures on students in all four provinces with an emphasis on girls’ experiences.
KerkoCite.ItemAlsoKnownAs: 2339240:DG6S3PKT 2405685:AYKYWR8J

Girls’ Education and EdTech: A Rapid Evidence Review - Webb, Daniel; Barringer, Katie; Torrance, Rebecca; Mitchell, Joel (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:EZB37W4S
Keywords: Final_citation; cited; existing

Girls’ Education and EdTech: A Rapid Evidence Review - Webb, Daniel; Barringer, Katie; Torrance, Rebecca; Mitchell, Joel (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of technology in supporting girls’ education in low and middle-income countries (LMICs). The RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread global shutdown of schools. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations to the continuation of schooling caused by COVID-19. Established approaches to maintaining continuity of education for the most marginalised have particular salience during this period because of the significant increase in the number of students at risk of disruption. Research consistently shows that while education across the board is negatively affected by crisis situations, the schooling of girls is disproportionately impacted. The RER aims neither to advocate nor discourage the use of technology in girls’ education in response to the present COVID-19 pandemic, but rather to provide an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential role of technology in delivering education for girls.
PreviousDOI: 10.5281/zenodo.3958002 PreviousDOI: 10.5281/zenodo.4477168 PreviousShortDOI: 10/ghgnfc Publisher: Zenodo Version Number: 1 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3958002 10.5281/zenodo.3958002 10.5281/zenodo.4477168 10.5281/zenodo.4556939 10.5281/zenodo.4737460 2259720:36F6CWBU 2339240:23GW5XQ8 2339240:9CAC5BI5 2339240:ABKFKG4Q 2339240:GZYWFIHI 2339240:L326GM9E 2339240:MQ8QSK5B 2339240:PB295ID7 2339240:TIVTGHAA 2339240:TYYDMDPR 2339240:VFBZXUEM 2339240:VFBZXUEM; 2339240:WVUDHTHF 2405685:6PE7ANUL 2405685:ALEXQL2P 2405685:BLT5KKXG 2405685:CZBRW85R 2405685:E4TFYPYP 2405685:NMXFFTIB 2405685:RTIHY6H8 2405685:V7VESTKX 2405685:WR37F768 2405685:YHERHZKV 2405685:YNMUHK9S 2534378:5794CXFP 2534378:5GTJL9K7
Keywords: L:Gender and education; LP: English; _EdTechHub_Output; _L:English UXZJW5DR; _P:Evidence review VCMFM9ZD; _T:E:Primary education QIVZD2B2; _T:E:Secondary education JS5BG2RE; _T:F:Access W8TZWAGE; _T:P:Girls ED5GMBNU; ___working_potential_duplicate; _cover:v3; _zenodoETH; _zenodoETH:submitted; ⛔ No DOI found

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

GIS for Education Working Group - the Education Commission (the Education Commission, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:PEEHJ6D6
Keywords: _yl:a

GIS for Education Working Group launches to promote data-driven decision-making - the Education Commission (the Education Commission, 2021)
Around the world, individuals are using maps to power everyday decisions: how do I navigate from my home to the nearest hospital? How many supermarkets are in my community? What public transportation is available for me to take to work?
Section: Updates KerkoCite.ItemAlsoKnownAs: 2129771:5XRHZSJ4
Keywords: _yl:b

Global Education Learning Series: Disability Inclusive Education Successes and Lessons Learned - USAID (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:MBBPT8HG

Global education monitoring report, 2020: Inclusion and education: all means all - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CHMAUW76 2405685:WZKDEGGG 2534378:5ZB7EYDJ

Global Education Monitoring Report 2023: Technology in education: A tool on whose terms? - GEM Report UNESCO (GEM Report UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 10.54676/UZQV8501 4804264:XMSIAXMR
Keywords: Final_citation

Global Education Monitoring Report 2023: Technology in education: A tool on whose terms? - GEM Report UNESCO (GEM Report UNESCO, 2023)

Global education trends and research to follow in 2022 - Gustafsson-Wright, Emily; Hadani, Helen Shwe; Hirsh-Pasek, Kathy; Jalbout, Maysa; King, Elizabeth M.; ODonoghue, Jennifer L.; Olsen, Brad; Shapiro, Jordan; Vegas, Emiliana; Winthrop, Rebecca (2022)
Publisher: Brookings Institution KerkoCite.ItemAlsoKnownAs: 4804264:H5U6GHQI
Keywords: Final_citation; ⛔ No DOI found

Global emergency remote education in secondary schools during the COVID-19 pandemic - Bond, Melissa; Bergdahl, Nina; Mendizabal-Espinosa, Rosa; Kneale, Dylan; Bolan, Faye; Hull, Poppy; Ramadani, Fjolla (Open Science Framework, 2021)
Global emergency remote education in secondary schools during the COVID-19 pandemic
KerkoCite.ItemAlsoKnownAs: 10.31219/osf.io/7k59g 2129771:RLYLQR4X
Keywords: _genre:LR-literature_review; stress

Global Report on Teachers - Addressing teacher shortages and transforming the profession - UNESCO; Education 2030 (2024)

Global Risks Report 2022 - World Economic Forum (World Economic Forum, 2022)
World Economic Forum: This year's Report, shares the results of the latest Global Risks Perception Survey (GRPS) in the context of the current global outlook, followed by an analysis of growing divergences in the areas of climate transition, cybersecurity, mobility, and outer space.
KerkoCite.ItemAlsoKnownAs: 4804264:AA3QVUGS
Keywords: Final_citation; existing

Going digital: How learning and employment records shape access to quality education and jobs - Milman, Allyson Parco, Rohan Carter-Rau, Jessa Henderson, Kazumi Homma, Ani Meliksetyan, and Natalie, Annelies Goger (Brookings, 2022)
New research draws from three case studies on implementing and governing new digital education assets to help create more equitable learning and employment pathways.
KerkoCite.ItemAlsoKnownAs: 4804264:LIBGEPIZ
Keywords: Final_citation; existing

Google Scholar, Microsoft Academic, Scopus, Dimensions, Web of Science, and OpenCitations’ COCI: a multidisciplinary comparison of coverage via citations - Martín-Martín, Alberto; Thelwall, Mike; Orduna-Malea, Enrique; Delgado López-Cózar, Emilio (Scientometrics, 2021)
New sources of citation data have recently become available, such as Microsoft Academic, Dimensions, and the OpenCitations Index of CrossRef open DOI-to-DOI citations (COCI). Although these have been compared to the Web of Science Core Collection (WoS), Scopus, or Google Scholar, there is no systematic evidence of their differences across subject categories. In response, this paper investigates 3,073,351 citations found by these six data sources to 2,515 English-language highly-cited documents published in 2006 from 252 subject categories, expanding and updating the largest previous study. Google Scholar found 88% of all citations, many of which were not found by the other sources, and nearly all citations found by the remaining sources (89–94%). A similar pattern held within most subject categories. Microsoft Academic is the second largest overall (60% of all citations), including 82% of Scopus citations and 86% of WoS citations. In most categories, Microsoft Academic found more citations than Scopus and WoS (182 and 223 subject categories, respectively), but had coverage gaps in some areas, such as Physics and some Humanities categories. After Scopus, Dimensions is fourth largest (54% of all citations), including 84% of Scopus citations and 88% of WoS citations. It found more citations than Scopus in 36 categories, more than WoS in 185, and displays some coverage gaps, especially in the Humanities. Following WoS, COCI is the smallest, with 28% of all citations. Google Scholar is still the most comprehensive source. In many subject categories Microsoft Academic and Dimensions are good alternatives to Scopus and WoS in terms of coverage.
arXiv: 2004.14329 KerkoCite.ItemAlsoKnownAs: 10.1007/s11192-020-03690-4 2129771:G3H58PSL 2129771:IWZPRDY7 2129771:XUN8HY6M 2129771:Z9YDWKR6
Keywords: Computer Science - Digital Libraries

Government Decision-Making on Education in Low- and Middle-Income Countries: Understanding the Fit among Innovation, Scaling Strategy, and Broader Environment - Olsen, B. (2023)
Place: Brookings KerkoCite.ItemAlsoKnownAs: 4804264:4XT9HE46
Keywords: Final_citation; anystyle; existing

Government of Sierra Leone Education Data Hub: A User Research Report - Freiermuth, Sophie; Bedoui, Claire; Middleton, Emily; Taddese, Abeba (EdTech Hub, 2020)
Report on the Government of Sierra Leone Education Data Hub
previousDOI: 10.5281/zenodo.3960140 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3960140 10.53832/edtechhub.0027 2129771:V823UWZQ 2339240:6E8ZDLYB 2339240:Z28GJH3E 2405685:6TJ92NFH 2405685:6XEEQHVU 2405685:8CB5PTUQ 2405685:EERE25UX 2405685:K4DEZSCM 2405685:L4ULUSCB 2405685:NTMUHEW9 2405685:S4VEIC5W 2405685:W7SY73AT
Keywords: C:Sierra Leone; ES:Educational data; LP: English; _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH

Government of St Lucia deprives 8,000 students ‘one-laptop-per child programme’ - Editorma (Caribbean News Global, 2020)
Section: Technology KerkoCite.ItemAlsoKnownAs: 2129771:ZJI2E8S8 2486141:F9WU5468

Government spending €500m for TVET projects (2020)
The government is investing over 500 million Euros to promote Technical and Vocational Education and Training (TVET) in the country.
KerkoCite.ItemAlsoKnownAs: 2129771:7N4WBFYB

GPT-4 Technical Report - OpenAI; Achiam, Josh; Adler, Steven; Agarwal, Sandhini; Ahmad, Lama; Akkaya, Ilge; Aleman, Florencia Leoni; Almeida, Diogo; Altenschmidt, Janko; Altman, Sam; Anadkat, Shyamal; Avila, Red; et al. (arXiv, 2023)
We report the development of GPT-4, a large-scale, multimodal model which can accept image and text inputs and produce text outputs. While less capable than humans in many real-world scenarios, GPT-4 exhibits human-level performance on various professional and academic benchmarks, including passing a simulated bar exam with a score around the top 10% of test takers. GPT-4 is a Transformer-based model pre-trained to predict the next token in a document. The post-training alignment process results in improved performance on measures of factuality and adherence to desired behavior. A core component of this project was developing infrastructure and optimization methods that behave predictably across a wide range of scales. This allowed us to accurately predict some aspects of GPT-4's performance based on models trained with no more than 1/1,000th the compute of GPT-4.
arXiv:2303.08774 [cs]
Keywords: Computer Science - Artificial Intelligence; Computer Science - Computation and Language

GPT-NeoX-20B: An Open-Source Autoregressive Language Model - Black, Sid; Biderman, Stella; Hallahan, Eric; Anthony, Quentin; Gao, Leo; Golding, Laurence; He, Horace; Leahy, Connor; McDonell, Kyle; Phang, Jason; Pieler, Michael; Prashanth, USVSN Sai; et al. (arXiv, 2022)
We introduce GPT-NeoX-20B, a 20 billion parameter autoregressive language model trained on the Pile, whose weights will be made freely and openly available to the public through a permissive license. It is, to the best of our knowledge, the largest dense autoregressive model that has publicly available weights at the time of submission. In this work, we describe \model{}'s architecture and training and evaluate its performance on a range of language-understanding, mathematics, and knowledge-based tasks. We find that GPT-NeoX-20B is a particularly powerful few-shot reasoner and gains far more in performance when evaluated five-shot than similarly sized GPT-3 and FairSeq models. We open-source the training and evaluation code, as well as the model weights, at https://github.com/EleutherAI/gpt-neox.
arXiv:2204.06745 [cs]
Keywords: Computer Science - Computation and Language

GPTeach: Interactive TA Training with GPT-based Students - Markel, Julia Mae; Opferman, Steven G.; Landay, James A.; Piech, Chris (EdArXiv, 2023)
Interactive and realistic teacher training is hard to scale. This is a key issue for learning at scale, as inadequate preparation can negatively impact both students and teachers. What if we could make the teacher training experience more engaging and, as a downstream effect, reduce the potential for harm that teachers-in-training could inflict on students? We present GPTeach, an interactive chat-based teacher training tool that allows novice teachers to practice with simulated students. We performed two studies to evaluate GPTeach: one think-aloud study and one A/B test between our tool and a baseline. Participants took the role of a teaching assistant conducting office hours with two GPT-simulated students. We found that our tool provides the opportunity for teachers to get valuable teaching practice without the pressures of affecting real students, allowing them to iterate their responses both during and across sessions. Additionally, participants enjoyed flexibility in tailoring their responses according to the varied personas, needs, and learning goals. In this paper, we provide quantitative results and qualitative observations to inform future work in this area. We conclude with a discussion of actionable design ideas for such systems, as well as other ways to use this tool for evaluating teachers and students. GPTeach has recently been deployed into the teacher training component of an online course with over 800 novice teachers.
KerkoCite.ItemAlsoKnownAs: 2129771:HGU76IFB 2129771:ZBGCDHK7

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

Guidance Note 10 Prioritising effective and appropriate teacher training From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 5652081 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652081 10.5281/zenodo.4706041 10.5281/zenodo.4684335 2339240:FX4YE46B 2339240:GHL6MEA3 2339240:LB4BCD79 2405685:7E62A3FM 2405685:JBRS94SA 2405685:UKL5P7WM 2534378:35MTF3B9 previousDOI: 10.5281/zenodo.4706041 previousZenodoArchiveID: 4706041
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

Guidance Note 3 Digital technologies and girls’ education From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:QSPCTJDI 2339240:4SBZJHY4
Keywords: _EdTechHub_Output; _cover:other:ok; _zenodoETH

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

Guidance Note on Qualitative Research in Education: Considerations for Best Practice - DeJaeghere, J; Morrow, V; Richardson, D; Schowengerdt, B; Hinton, R; Muñoz Boudet, A (Department for International Development, prepared for Building Evidence in Education (BE2), 2020)
This guidance note presents examples of qualitative research on education, privileging those from low and middle-income countries when available; however, the content of the note is not exclusive to research in one sector or income level, and the main principles and processes outlined apply across research topics and locations. The research examples provided in this note meet the criteria for strong evidence and present evidence-based guidance based on qualitative research. These studies included at minimum: a solid explanation of the study purpose and the methodology used; a detailed account of the data collection process, including sampling and/or selection of participants; an explanation of the analysis process and how data were analyzed to arrive at findings; and findings that are supported by a detailed description of data.
KerkoCite.ItemAlsoKnownAs: 2129771:4JZZY8T9 2129771:B8MUAHU7 2129771:DPDRQ3LD 2129771:VIA7PZ9F

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

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

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

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

Guide for Learning Recovery and Acceleration: Using the RAPID Framework to Address COVID-19 Learning Losses and Build Forward Better - World Bank; Bill and Melinda Gates Foundation; FCDO; UNESCO; UNICEF; USAID (2022)
KerkoCite.ItemAlsoKnownAs: 4804264:BF3KNNSC
Keywords: Final_citation; cited; existing

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

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

Guidelines, recommendations and tool for non-formal learning methods - Hassinen, Sirje (Quaderni di Comunità: persone, educazione e welfare nella società 5.0: 1, 2023, 2023)
Publisher: Eurilink KerkoCite.ItemAlsoKnownAs: 4804264:46X6H7PL
Keywords: Final_citation; ⛔ No DOI found

Guthrie FOUNDATIONS OF CLASSROOM CHANGE IN DEVELOPING COUNTRIES Vol.1 Evidence 2021 - Guthrie, Gerard (2021)

Handbook of Social Justice Interventions in Education - Mullen, Carol A. (Springer International Publishing, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-35858-7 2129771:AI5F7IND

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

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

Health impact studies of climate change adaptation and mitigation measures – A scoping review - Luyten, Axel; Winkler, Mirko S.; Ammann, Priska; Dietler, Dominik (The Journal of Climate Change and Health, 2023)
Climate change affects both mental and physical health. Besides limiting the extent and consequences of climate change, mitigation and adaptation measures can have additional and potentially unintended health impacts. This scoping review outlines how health effects of climate mitigation and adaptation measures have been studied in the scientific literature. We conducted a systematic literature search in the databases PubMed, Scopus and Web of Science without time restriction. All peer-reviewed articles reporting quantified health impacts linked to specific climate change adaptation and mitigation measures were included. Overall, the 89 included articles considered only a narrow range of health determinants and health outcomes. Adaptation- and mitigation-related articles most frequently investigated the environmental health determinants air temperature and air pollution, respectively. Non-communicable diseases were predominantly studied while other relevant health outcome categories, such as mental health, food- and nutrition-related issues, and communicable diseases were rarely reported. The scarcity of studies focusing on the social health determinants and providing stratified health impacts among vulnerable population groups in assessments points to an inadequate consideration of health equity aspects. Increased efforts to quantify health impacts more comprehensively and to identify underlying vulnerability factors among specific population groups seem needed. This information could provide policymakers with more accurate evidence to address health equity aspects, limit adverse health impacts and promote health co-benefits of climate change adaptation and mitigation measures.
openalex: W4308629203 KerkoCite.ItemAlsoKnownAs: 10.1016/j.joclim.2022.100186 2129771:2CP88CBV 5072953:E5467XAS
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Heidegger's Hammer - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
Heidegger’s discussion of the way that tools and technology enter into experience has had a profound impact on the philosophy of technology. In this chapter, we look at the implications for design that follow from his account. We interrogate Heidegger’s criticism of modern technology, which he argues ‘enframes’ us and cuts us off from a more authentic and nourishing relationship with ‘Being’. We find that while Heidegger described modern technology as a danger, he also recognised it as an opportunity for a different kind of human future. Heidegger’s analysis of how technologies can shape our world and our understanding of it is relevant to understanding not only how we use everyday craft tools like hammers, but also to understanding the educational potential of networked digital technologies like global social media and Generative AI.
Num Pages: 14

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

Helping teachers to respond to COVID-19 in the Eastern Caribbean: issues of readiness, equity and care - Leacock, Coreen J.; Warrican, S. Joel (Journal of Education for Teaching, 2020)
Education in the Eastern Caribbean has been heavily influenced by the colonial history of the sub-region. In recent years though, in recognition of the fact that the traditional approaches to teaching and learning are no longer meeting the needs of present-day students, there have been calls for change to more student-friendly ones, with electronic technology playing a significant role. However, the resistance to certain types of devices in the classroom has contributed to the slow uptake of widespread use of electronic technology and the online environment as a mode for teaching and learning. The closure of schools due to the advent of COVID-19 pandemic forced education systems in the region to turn to the online environment to engage students in educational activities. Students, teachers and other education officials had to face their apprehensions and venture into this space for schooling. This paper describes actions taken by the Eastern Caribbean Joint Board of Teacher Education to help teachers cope with this different learning environment, guided by the concepts of teacher readiness, equity relating to access of resources and providing caring support for all affected.
Publisher: Routledge _eprint: https://doi.org/10.1080/02607476.2020.1803733 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1803733 2129771:BQNUYWX4 2486141:U6I5ICMK
Keywords: Covid-19; Eastern Caribbean; _Added to LR; _G:reviewed; equity; readiness; teacher education

High fidelity simulation evaluation studies in nursing education: A review of the literature - Hanshaw, Shannon L.; Dickerson, Suzanne S. (Nurse Education in Practice, 2020)
Simulation is an experiential learning process which provides a safe environment for learning, preventing the risk of patient harm. A review of the literature was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses approach to explore the question: What is the state of the science on the evidence of learning outcomes in high-fidelity simulation in undergraduate nursing education? This synthesis included 20 research studies focusing on evaluating outcomes of high-fidelity simulation in undergraduate pre-licensure baccalaureate nursing students. Studies were excluded if they did not use high-fidelity simulation for the intervention group, or they evaluated faculty outcomes. Simulation design and practices are identified and discussed regarding dose and fidelity. Outcome measures reviewed include increasing levels of thinking: Remembering/Understanding/Applying (knowledge/skills), Analyzing/Perception, and Evaluating/Creating outcomes. Design of high-fidelity simulation in the nursing literature is being grounded in outcome variables with increasing levels of thinking (Bloom's Taxonomy) and based in pedagogical and nursing judgment theoretical frameworks. Reliable measurement tools are used. There is a need for a more comprehensive measurement of clinical competence that extends evaluation to clinical practice outcomes. Additional research is needed on retention of simulation learning over time and assessing transference of simulation learning into clinical nursing practice.

Higher education institutions and the use of online instruction and online tools and resources during the COVID-19 outbreak - An online review of selected U.S. and SA's universities - Chaka, Chaka (In Review, 2020)
Abstract This online quasi-scoping review set out to review how 64 U.S. and 21 South African universities pivoted to online course delivery and used online tools and resources as one of their collective responses to continue their teaching and learning activities during the COVID-19 pandemic. The review was conducted on five online search engines, six online databases and two online social networking sites. Generally, all of the U.S and South African universities investigated transitioned to online classes and temporarily relinquished their in-person, campus-based classes. Additionally, all of these universities transiently opted for a strong form of social distancing and embraced emergency remote online pedagogy. Moreover, four online delivery typologies, with their attendant multiple permutations, emerged from these two sets of universities. Furthermore, when both U.S. and South African universities temporarily pivoted their classes to online delivery during the COVID-19 pandemic outbreak, they embraced and adopted certain online tools and resources more than the others. For instance, pertaining to 64 U.S. universities, Zoom was the most preferred tool, with video conferencing and LMS platforms emerging as the two dominant platforms. As regards the 21 South African universities, Blackboard (Collaborate) emerged as the most preferred tool, with both LMS and video conferencing platforms emerging as the two dominant platforms. Overall, Zoom, Blackboard (Collaborate) and institutional LMSes were the three common tools to which both sets of universities pivoted during the pandemic. Finally, the two sets of universities only embraced low-tech versions of the 4IR technologies such as video-conferencing, social media technologies, and cloud computing.

Hindrance to Technologically Guided Education in Kenya Secondary Schools: A Case Study of Embakasi Girls’ School: - Onesmus, Gicheru (Journal of Learning for Development, 2020)
Covid-19 epidemic has forced education managers and teachers to begin or enhance e-learning mode of education across the world. Kenya have not been left behind. This article is geared towards identification of challenges that face technologically based / supported education. First is the accessibility question. The availability and actual use of ICT tools/ system for learning is a mirage to many. Availability of ICT system and devices is limited to most learners, teachers, and parents due to their socioeconomic status. Even for the cases where gadgets and platforms are availability, the drive and preference of the owners of devices / system towards the education material is not guaranteed. There is also a question of digital divide, most of Kenya parents and schools do not have internet or smart phones for the same. Secondly, is the issue of pedagogy –this implies practice and methodology that best fit the teaching of youthful students. Use of technologies in teaching should be done in a professional way by adhering to how instructional materials are prepared, dissemination of the same materials and then fusing it to technology for effective teaching and learning. There are few programs that are professional done towards this aspect in Africa. The screenshot below is an indication of factors that may hinder the eLearning education. It was taken from online training of Machakos University tutors. A survey was done where the participants indicated challenges that they may face in their teaching. Clearly, pedagogy and access was their main concern as shown from the percentages of each challenges.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:HRSTQISU
Keywords: Accessibility; Availability; Blended Education; Digital; Pedagogy; Professional; Technological; ⛔ No DOI found

HLAEquity: Examining biases in pan-allele peptide-HLA binding predictors - Conev, Anja; Fasoulis, Romanos; Hall-Swan, Sarah; Ferreira, Rodrigo; Kavraki, Lydia E. (iScience, 2024)
Publisher: Elsevier
Keywords: Computational bioinformatics; Human Geography; Immune system; Machine learning

Holistic Design of a Mobile Peer Tutoring Application based on Learning and User Needs Analysis - Tan, Seng Chee; Chung, Sheng Hung; Cheung, Yin Ling; Looi, Chee Kit; Wong, Wai Hoe (Association for the Advancement of Computing in Education (AACE), 2020)
Research has shown that peer tutoring at the university level could improve students’ performance and, enhance their motivation and learning, increase self-determination and learner autonomy, and reinforce conceptual knowledge by providing opportunities for reapplication of concepts. This paper describes the development of a mobile peer tutoring application – Mobile Education Networked Tutoring On Request (MENTOR). We start with a review of literature to identify the relevant affordances that this mobile app should possess. In addition, questionnaires were administered with students...
KerkoCite.ItemAlsoKnownAs: 4804264:ZTMYQUEG
Keywords: Final_citation; cited; existing

Holistic Learning Versus Instrumentalism in Teacher Education: Lessons from Values Pedagogy and Related Research - Lovat, Terence (Education Sciences, 2020)
This article constitutes a literature review, focusing on the idea of holistic learning, as found in key sources, and its essential contrasting with instrumentalist approaches to learning. It will move to explore updated research on holistic learning factors, with special attention to insights gleaned from values pedagogy and the research that underpins it. The article will juxtapose those insights with the instrumentalism that, it will allege, too often dictates teacher education directions. The article will conclude with an argument that teacher education has become, in modern times, a service industry, too often serving the agendas of governments and teacher unions, rather than preparing teachers to follow the guidelines provided by the latest research into student wellbeing and societal betterment. The article will focus especially on a number of Australian examples to mount the argument that nonetheless applies more generally across Western domains.
Number: 11 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/educsci10110341 2129771:KPBHQ2YF 2486141:2MRH4T2C
Keywords: Australian education; holistic learning; instrumentalism; teacher education; values pedagogy

Holistic Model for Designing a Climate Service Application on the KaiOS Platform - Myllynpää, Ville; Haakana, Jani; Virtanen, Julius; Sutinen, Erkki (Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, 2020)
Interest towards building and operating climate services is constantly growing globally, especially regarding utilization of mobile technologies in those services in the Global South, in order to reach rural farmers effectively. However, multiple issues are currently limiting the design and development of these services for reaching their full impact. Based on a recent field study, we present the criteria for a mobile climate service app for small-scale farmers in Namibia. It will be based on the KaiOS "smart feature phone" platform, and combines holistically climate, weather and agricultural information in a form that guides the farmer through the agricultural cycle. The app is currently in its early development phase, with a set of pre-selected features being built. Further field work with the local farmers will define the final set of features and the eventual user interface (UI) design of the app.
Keywords: agriculture; climate services; co-design; global south; hci4d; ictd; mobile applications

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

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

How Big Are Effect Sizes in International Education Studies? - Evans, David K.; Yuan, Fei (Educational Evaluation and Policy Analysis, 2022)
A growing literature measures the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But how should one contextualize the size of impacts? This article provides the distribution of standardized effect sizes on learning and access from 234 studies in low- and middle-income countries. We identify a median effect size of 0.10 standard deviations on learning and 0.07 standard deviations on access among randomized controlled trials. Effect sizes are similar for quasi-experimental studies. Effects are larger and demonstrate higher variance for small-scale studies than for large-scale studies. The distribution of existing effects can help researchers and policymakers to situate new findings within current knowledge and design new studies with sufficient statistical power to identify effects.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/01623737221079646 4804264:JU9GBCXN
Keywords: Final_citation; cited; existing

How Big Are Effect Sizes in International Education Studies? - Evans, David K.; Yuan, Fei (Educational Evaluation and Policy Analysis, 2022)
A growing literature measures the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But how should one contextualize the size of impacts? This article provides the distribution of standardized effect sizes on learning and access from 234 studies in low- and middle-income countries. We identify a median effect size of 0.10 standard deviations on learning and 0.07 standard deviations on access among randomized controlled trials. Effect sizes are similar for quasi-experimental studies. Effects are larger and demonstrate higher variance for small-scale studies than for large-scale studies. The distribution of existing effects can help researchers and policymakers to situate new findings within current knowledge and design new studies with sufficient statistical power to identify effects.
KerkoCite.ItemAlsoKnownAs: 10.3102/01623737221079646 2129771:7ITFXBL2 2129771:ZLMTIUI7 4426965:WXRZL6EX 4804264:JU9GBCXN

How big are effect sizes in international education studies? - Evans, David; Yuan, Fei (Center for Global Development, 2020)
In recent years, a growing literature has measured the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But interpretation of those effect sizes as large or small tends to rely on benchmarks developed by a psychologist in the United States in the 1960s. In this paper, we demonstrate the distribution of standardized effect sizes on learning and access from hundreds of studies from low- and middle-income countries.
KerkoCite.ItemAlsoKnownAs: 2339240:XIF4HX7N 2405685:E288WQPR

How Can EdTech Support Primary School Learners with Disabilities in LMICs? Recommendations for Policy - Lynch, Paul; Singal, Nidhi; Francis, Gill A. (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 2129771:2PXIXEEE 2129771:K4IQ4CKF 2405685:UXWEBRCC
Keywords: _EdTechHub_Output; _cover:v3; _r:AddedByZotZen; _yl:b; _zenodoETH

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

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

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

How Can Middle-income Countries Improve Their Skills Systems Post- COVID-19? - Herbert, George (2021)
Vocational training systems in middle-income countries are going to face multiple challenges in the post-COVID era, notably, challenges related to (1) automation; (2) the transition to a green economy, and (3) demographic pressures. Of these, automation - linked to the burgeoning ‘fourth industrial revolution’ that is set to transform the global economy - represents the most serious challenge and is the only one of the three challenges discussed in any depth in this paper. Whilst estimates of the likely scale of automation in the coming years and decades vary widely, it appears likely that waves of automation will lead to a dramatic decline in many kinds of jobs that largely involve routine, repetitive tasks. These trends pre-date COVID-19, but the disruption caused by the pandemic provides an opportunity to prepare for these challenges by implementing vocational training system reforms as part of the Build Back Better agenda. Reforms to vocational training systems will be crucial to ensuring middle-income countries respond appropriately to accelerating labour market changes. However, they should only form a limited part of that response and need to be integrated with a wide range of other policy measures. Vocational training reform will need to occur in the context of major reforms to basic education in order to ensure that all workers are equipped with the cross-cutting cognitive and socio-emotional skills they will require to perform hard-to-automate tasks and to be able to learn and adapt rapidly in a changing economy. Middle-income countries will also likely need to progressively expand social protection schemes in order to provide a safety net for workers that struggle to adapt to changing labour market requirements.
Accepted: 2021-05-20T07:54:32Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.082 2129771:LM98FBGS 4869029:E7VULX5A

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

“How Dare They Peep into My Private Life?” - Han, Hye Jung (Human Rights Watch, 2022)
The 99-page report, “’How Dare They Peep into My Private Life?’: Children’s Rights Violations by Governments that Endorsed Online Learning during the Covid-19 Pandemic,” is grounded in technical and policy analysis conducted by Human Rights Watch on 165 education technology (EdTech) products endorsed by 49 countries. It includes an examination of 294 companies found to have collected, processed, or received children’s data since March 2021, and calls on governments to adopt modern child data protection laws to protect children online.
KerkoCite.ItemAlsoKnownAs: 4804264:CDT7V2T6 4804264:SXRGHWRZ
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

How do higher education institutions promote sustainable development? A literature review - Berchin, Issa Ibrahim; de Aguiar Dutra, Ana Regina; Guerra, José Baltazar Salgueirinho Osório de Andrade (Sustainable Development, 2021)
Higher education institutions (HEIs) have a fundamental role in transforming societies aimed at a more sustainable future. Through knowledge creation and dissemination, research, education and outreach, institutions of higher education lead the path towards sustainable development. The aim of this paper is to identify, based on a review of the literature, how HEIs promote sustainable development. An analysis of both international declarations and the scientific literature on education for sustainable development shows that emphasis is given to discussions on development, education, research, and training. This highlights the need for a stronger role of universities to promote sustainable development paths, expanding and disseminating knowledge, building capacity through training, and working with local communities to increase their resilience.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/sd.2219
Keywords: education for sustainable development; environmental education; higher education institutions; sustainable development

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

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

How Finland Is Teaching a Generation to Spot Misinformation - Gross, Jenny (The New York Times, 2023)
The Nordic country is testing new ways to teach students about propaganda. Here’s what other countries can learn from its success.
KerkoCite.ItemAlsoKnownAs: 10.2307/jj.1357298 4804264:9A36QEXF 4804264:ZLHHYTMK
Keywords: Education (K-12); Europe; Final_citation; Finland; News and News Media; Open Society Foundations; Rumors and Misinformation; Social Media; Teachers and School Employees; anystyle; existing

How learning and employment records shape access to quality education and jobs - Goger, Annelies; Parco, Allyson; Carter-Rau, Rohan; Homma, Kazumi; Meliksetyan, Ani; Milman, Natalie (2022)
KerkoCite.ItemAlsoKnownAs: 4804264:CA5WC9QJ 4804264:QVG49FYU
Keywords: Final_citation; existing; ⛔ No DOI found

How Much Can We Generalize From Impact Evaluations? - Vivalt, Eva (Journal of the European Economic Association, 2020)
Impact evaluations can help to inform policy decisions, but they are rooted in particular contexts and to what extent they generalize is an open question. I exploit a new data set of impact evaluation results and find a large amount of effect heterogeneity. Effect sizes vary systematically with study characteristics, with government-implemented programs having smaller effect sizes than academic or non-governmental organization-implemented programs, even controlling for sample size. I show that treatment effect heterogeneity can be appreciably reduced by taking study characteristics into account.
KerkoCite.ItemAlsoKnownAs: 10.1093/jeea/jvaa019 2129771:MKXH9PU3 2486141:A7KW6QEX

How much can we remedy very low learning levels in rural parts of low-income countries? Impact and generalizability of a multi-pronged para-teacher intervention from a cluster-randomized trial in The Gambia - Eble, Alex; Frost, Chris; Camara, Alpha; Bouy, Baboucarr; Bah, Momodou; Sivaraman, Maitri; Hsieh, Pei-Tseng Jenny; Jayanty, Chitra; Brady, Tony; Gawron, Piotr (Journal of Development Economics, 2021)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 2129771:5HVYCDL5 2129771:PBZ93585 2129771:QCETCC5P

How much electricity does AI consume? - Vincent, James (The Verge, 2024)
How many watts and joules does it actually take to generate a single Balenciaga pope?

How much learning may be lost in the long-run from COVID-19 and how can mitigation strategies help? - Kaffenberger, Michelle (Brookings, 2020)
Library Catalog: www.brookings.edu KerkoCite.ItemAlsoKnownAs: 2129771:68DMTZRP

How physical and built environments impact learning and inclusivity in educational settings: supporting evidence-based practice - Twiss, Trisha Ann (Electronic version published by Vancouver Island University, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:TRUKBTF6 4682641:FKZDRNG7
Keywords: BE:RELEVANT

How plasterboard ceilings improve the comfort of a home - zilla (Knauf Tanzania, 2021)
The materials we use to build our homes can impact their safety and comfort. This is especially true when it comes to weather conditions and the level of

How Sierra Leone is betting on data to fight the impact of climate change on schools - Momoh, A; Atherton, Paul (Global Partnership for Education, 2022)
Data can significantly improve decision-making and allow for prioritizing interventions to benefit the most vulnerable populations. That’s why the ministry of Education in Sierra Leone is working with Fab Inc. to develop a web-based data tool that helps estimate and prioritize where new schools are really needed.
KerkoCite.ItemAlsoKnownAs: 2129771:AT8FP8ZI 2405685:AVDJP4T3 4042040:AJHHQGBH
Keywords: _C:Sierra Leone SLE

How stop and search is failing black people (2020)
There has been renewed criticism over stop and search in the UK after research found that BAME people are 54% more likely to be fined under coronavirus rules than white people. The subsequent death of George Floyd in the US and the support for the Black Lives Matter movement has brought more scrutiny to the disproportionatality. Black people are 9.7 times more likely than white people to be stopped and searched and 40 times more likely under the controversial section 60 power, which has risen as the government has tried to crack down on knife crime. Some say this points to racism within the police. Does stop and search need reform? The Guardian's crime correspondent, Vikram Dodd, discusses stop and search with 4Front's Temi Mwale and Katrina Ffrench from StopWatch UK Subscribe to Guardian News on YouTube ► http://bit.ly/guardianwiressub Support the Guardian ► https://support.theguardian.com/contr... Today in Focus podcast ► https://www.theguardian.com/news/seri... The Guardian YouTube network: The Guardian ► http://www.youtube.com/theguardian Owen Jones talks ► http://bit.ly/subsowenjones Guardian Football ► http://is.gd/guardianfootball Guardian Sport ► http://bit.ly/GDNsport Guardian Culture ► http://is.gd/guardianculture
KerkoCite.ItemAlsoKnownAs: 2129771:S7I3NDIV

How the Education System Exacerbates Inequality - The Chronicle (The Chronicle of Higher Education, 2020)
A discussion hosted by The Chronicle explored the education system’s underlying assumptions, what counts as high-status knowledge and who has access to it, and what approaches to increasing equity hold promise.
KerkoCite.ItemAlsoKnownAs: 4804264:253ZNVC4 4804264:63JL4YIV
Keywords: Final_citation; anystyle; existing

How the Government of Sierra Leone is improving its Education Data Hub - EdTech Hub (EdTech Hub, 2020)
Sierra Leone’s Education Data Hub, is designed to make school-level data more useful in decision making. Nine months into its launch, MBSSE and DSTI were keen to understand who was using the Data Hub, the kinds of decisions it informed, and where improvements were needed to ensure that non-technical users, including policymakers, teachers, parents, and […]
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707884 10.5281/zenodo.4707888 2129771:E6F3I5MG 2129771:S4SM32SK 2339240:6XDHWICN 2405685:7FQR6GZK 2405685:E2KWWHCK 2405685:LND4UENT 2405685:Y22H6PQD
Keywords: _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _zenodoETH

How to build an IoT device with low-power sleep - Haßler, Björn (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 7881014 ZenodoArchiveConcept: 7881013 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1011 2129771:3SCPTDDX 2129771:HUZFX6PG
Keywords: _r:AddedByMyEducationEvidence; _r:AddedByZotZen

How to develop and frame impactful review articles: key recommendations - Paré, Guy; Wagner, Gerit; Prester, Julian (Journal of Decision Systems, 2023)
KerkoCite.ItemAlsoKnownAs: 10.1080/12460125.2023.2197701 5440726:974IQMHR

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

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

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

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

How to Improve Teaching Practice?: An Experimental Comparison of Centralized Training and In-Classroom Coaching - Cilliers, Jacobus; Fleisch, Brahm; Prinsloo, Cas; Taylor, Stephen (Journal of Human Resources, 2020)
KerkoCite.ItemAlsoKnownAs: 10.3368/jhr.55.3.0618-9538R1 2129771:FK6VLIGX

How-To Note: Addressing the Principles for Digital Development in Project and Activity Design | Document | USAID (U.S. Agency for International Development, 2022)
The How-to Note: Addressing the Principles for Digital Development in Project and Activity Design is a brief, user-friendly guide that helps program design teams understand and prioritize the Digital Principles most relevant to their work.

How to Note - Preparing Evaluation Reports - USAID (2021)
Main Body Text, and Annexes. The Main Body Text of the report should include the evaluation purpose and questions, background, methods and limitations, and findings, conclusions, and recommendations (if requested). Reports may include additional content, split the sections up differently, or present the sections in a different order.
KerkoCite.ItemAlsoKnownAs: 2129771:PEEXLIEG

How to Support Students When Schools Reopen? - Cilliers, Jacobus (Research on Improving Systems of Education (RISE), 2020)
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI_2020/018 2129771:7ADYP6QB 2129771:9YCMA4T4

HP Cambridge Partnership for Education EdTech Fellowship - Open Development & Education (2023)
Educational technology has the potential to significantly improve the effectiveness, sustainability, and equity of education worldwide, including in low- and middle-income countries. But to achieve these benefits while avoiding its risks and potential pitfalls, strong leadership is required in leading the incorporation of EdTech into education systems.

Human-AI Collaboration to Identify Literature for Evidence Synthesis - Spillias, Scott; Tuohy, Paris; Andreotta, Matthew; Annand-Jones, Ruby; Boschetti, Fabio; Cvitanovic, Christopher; Duggan, Joe; Fulton, Elizabeth; Karcher, Denis; Paris, Cecile (2023)
Systematic approaches to evidence synthesis can improve the rigour, transparency, and replicability of a traditional literature review. However, these systematic approaches are time and resource intensive. We evaluate the ability of OpenAI’s ChatGPT to undertake two initial stages of evidence syntheses (searching peer-reviewed literature and screening for relevance) and develop a novel collaborative framework to leverage the best of both human and AI intelligence. Using a scoping review of community-based sheries management as a case study, we nd that with substantial prompting, the AI can provide critical insight into the construction and content of a search string. Thereafter, we evaluate ve strategies for synthesising AI output to screen articles based on prede ned inclusion criteria. We nd low omission rates (< 1%) of relevant literature by the AI are achievable, which is comparable to that of human screeners. These ndings show that generalised AI tools can assist reviewers with evidence synthesis to accelerate the implementation and improve the reliability of a review.
KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-3099291/v1 2129771:2PFTLKE9 2129771:6TA589LG 2129771:DZIX2DGB 2405685:CCUCADRD 2486141:AHW2MJ6E 5404066:LI6W5SFH 5440726:VZS3DH4S
Keywords: _Added-ailr-2024

Human Capital Project - October 2020 - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:X3RGDTJR 2486141:R2E2GJQ3
Keywords: ⛔ No DOI found

Human Firewall: Cyber Awareness using WhatApp AI Chatbot - El Hajal, Georges; Daou, Roy Abi Zeid; Ducq, Yves (2021 IEEE 3rd International Multidisciplinary Conference on Engineering Technology (IMCET), 2021)

Human Rights Impact Assessment and AI - Mantelero, Alessandro (Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI, 2022)
The recent turn in the debate on AI regulation from ethics to law, the wide application of AI and the new challenges it poses in a variety of fields of human activities are urging legislators to find a paradigm of reference to assess the impacts of AI and to guide its development. This cannot only be done at a general level, on the basis of guiding principles and provisions, but the paradigm must be embedded into the development and deployment of each application. To this end, this chapter suggests a model for human rights impact assessment (HRIA) as part of the broader HRESIA model. This is a response to the lack of a formal methodology to facilitate an ex-ante approach based on a human-oriented design of AI. The result is a tool that can be easily used by entities involved in AI development from the outset in the design of new AI solutions and can follow the product/service throughout its lifecycle, providing specific, measurable and comparable evidence on potential impacts, their probability, extension, and severity, and facilitating comparison between possible alternative options.
Keywords: Data ethics; Democracy; Human Rights Impact Assessment; Human rights by design; Participation; Precautionary principle; Smart cities; Smart toys; Transparency

Hybrid learning International experiences with multimodal approaches - Villavicencio, Xuzel; Coflan, Caitlin (2022)
This slide deck was originally developed for a webinar series on blended and hybrid learning for UNICEF El Salvador and the El Salvador Ministry of Education. The online workshops were delivered in two sessions, with the teachers from El Salvador as a key part of the audience. Along with the lessons learnt from the various international initiatives mapped, subjects like the country's ICT infrastructure and the relevance of a Socio Emotional Learning (SEL) approach were also covered. Keywords: hybrid; blended; El Salvador; multimodal; teacher training; socio-emotional learning. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7023344 ZenodoArchiveConcept: 7023343 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7023344 10.53832/edtechhub.0112 2405685:C2SK9SF9
Keywords: _r:AddedByZotZen

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

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

ICT4D 3.0? Part 1—The components of an emerging “digital‐for‐development” paradigm - Heeks, Richard (The Electronic Journal of Information Systems in Developing Countries, 2020)
What has changed in the decade or so since the ideas of a new “ICT4D 2.0” phase were first mooted? This paper reviews those changes, based on a new framework model. At a foundational level, it looks at recent and current trends in digital technologies, data, processes and the implications these have for the user demographics and network structures that underpin the role of digital ICTs in international development. It then summarises some of the new building blocks of development: digital roles, digital products and digital business models. We could call what is emerging “ICT4D 3.0.” However, this paper argues that the changes are such that we could talk of a paradigmatic shift and suggests that the elements could be collated as a new “digital-for-development” paradigm. Part 2 of this paper explores the patterns of change in the economy and in politics that may be associated with this paradigm.
KerkoCite.ItemAlsoKnownAs: 10.1002/isd2.12124 2129771:W7CAGF8H

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

Identifying Effective Teachers: Lessons from Four Classroom Observation Tools - Filmer, Deon; Molina, Ezequiel; Wane, Waly (Research on Improving Systems of Education (RISE), 2020)
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISEWP_2020/045 2129771:4Y4HBPJR 2129771:QWN9WJMJ

Identifying gaps on health impacts, exposures, and vulnerabilities to climate change on human health and wellbeing in South America: a scoping review - Palmeiro-Silva, Yasna K.; Lescano, Andrés G.; Flores, Elaine C.; E, Yamileth Astorga; Rojas, Luis; Chavez-Hermosilla, Mario; Mora-Rivera, Wendel; Hartinger, Stella M. (The Lancet Regional Health - Americas, 2023)
There is an important gap in regional information on climate change and health, limiting the development of science-based climate policies in South American countries. This study aims to identify the main gaps in the existing scientific literature on the impacts, exposure, and vulnerabilities of climate change on population health. A scoping review was performed guided by four sub-questions focused on the impacts of climate change on physical and mental health, exposure and vulnerability factors of population to climate hazards. The main findings showed that physical impacts mainly included infectious diseases, while mental health impacts included trauma, depression, and anxiety. Evidence on population exposure to climate hazards is limited, and social determinants of health and individual factors were identified as vulnerability factors. Overall, evidence on the intersection between climate change and health is limited in South America and has been generated in silos, with limited transdisciplinary research. More formal and systematic information should be generated to inform public policy.None.
openalex: W4386122878 KerkoCite.ItemAlsoKnownAs: 10.1016/j.lana.2023.100580 2129771:34CUXJBZ 5072953:9I4GQHIZ
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Identifying publication bias in meta-analyses of continuous outcomes - Freeman, Suzanne; Sutton, Alex (2020)

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

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

IIMC Conference Paper - Haßler, Björn (OpenDevEd, 2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0274 10.53832/opendeved.274 2129771:762F7TTW 2129771:84MGW28K
Keywords: Author:OpenDevEd; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

ijmarshall/robotreviewer - Marshall, Iain (2024)
Automatic synthesis of RCTs
original-date: 2016-07-21T19:23:35Z KerkoCite.ItemAlsoKnownAs: 2129771:Z8B2T5B9 2405685:PQL34IN7 2486141:K5QNVJ2N
Keywords: bias; clinical-trials; cochrane; icasr; rcts; systematic-reviews; trial

ILCE: Conducting surveys in Tanzanian Schools – Second pilot - Haßler, Björn; Villavicencio Peralta, Xuzel; Toyinbo, Oluyemi (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8402861 ZenodoArchiveConcept: 8402860 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1021 2129771:EASK7UAW
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

ILCE: Trialling environmental sensors in Tanzanian Schools – First pilot - Hassler, Bjoern; Villavicencio Peralta, Xuzel; Toyinbo, Oluyemi (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8402851 ZenodoArchiveConcept: 8402850 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1019 2129771:IT8RD5H2
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

ILCE: Trialling environmental sensors in Tanzanian Schools – First pilot - Hassler, Bjoern; Villavicencio Peralta, Xuzel; Toyinbo, Oluyemi (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8402855 ZenodoArchiveConcept: 8402854 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1020 2129771:HHH8MWN3
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

ILCE: Trialling environmental sensors in Tanzanian Schools – First pilot - Open Development & Education - Haßler, Björn; Peralta, Xuzel Villavicencio; Toyinbo, Oluyemi; Toyinbo, Xuzel Villavicencio Peralta and Oluyemi Toyinbo, Björn Haßler, Xuzel Villavicencio Peralta and Oluyemi, Björn Haßler (2023)
Funded by the UK Foreign, Commonwealth and Development Office, the Improving Learning Through Classroom Experience (ILCE) programme focuses on investigating whether modification of the built environment (temperature, light intensity, and acoustics) can positively impact the classroom experience to improve learning. This blog post is about the first pilot, where we tested the sensors in preparation
KerkoCite.ItemAlsoKnownAs: 2129771:4LNSAIW8 2486141:ZY9ZRWMD

Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design - Hamilton, D.; McKechnie, J.; Edgerton, E.; Wilson, C. (Journal of Computers in Education, 2021)
The adoption of immersive virtual reality (I-VR) as a pedagogical method in education has challenged the conceptual definition of what constitutes a learning environment. High fidelity graphics and immersive content using head-mounted-displays (HMD) have allowed students to explore complex subjects in a way that traditional teaching methods cannot. Despite this, research focusing on learning outcomes, intervention characteristics, and assessment measures associated with I-VR use has been sparse. To explore this, the current systematic review examined experimental studies published since 2013, where quantitative learning outcomes using HMD based I-VR were compared with less immersive pedagogical methods such as desktop computers and slideshows. A literature search yielded 29 publications that were deemed suitable for inclusion. Included papers were quality assessed using the Medical Education Research Study Quality Instrument (MERSQI). Most studies found a significant advantage of utilising I-VR in education, whilst a smaller number found no significant differences in attainment level regardless of whether I-VR or non-immersive methods were utilised. Only two studies found clear detrimental effects of using I-VR. However, most studies used short interventions, did not examine information retention, and were focused mainly on the teaching of scientific topics such as biology or physics. In addition, the MERSQI showed that the methods used to evaluate learning outcomes are often inadequate and this may affect the interpretation of I-VR’s utility. The review highlights that a rigorous methodological approach through the identification of appropriate assessment measures, intervention characteristics, and learning outcomes is essential to understanding the potential of I-VR as a pedagogical method.
KerkoCite.ItemAlsoKnownAs: 10.1007/s40692-020-00169-2 2129771:7MECHBIA
Keywords: _genre:LR-literature_review

Immersive Virtual Reality in K-12 and Higher Education: A systematic review of the last decade scientific literature - Pellas, Nikolaos; Mystakidis, Stylianos; Kazanidis, Ioannis (Virtual Reality, 2021)
There has been an increasing interest in applying immersive virtual reality (VR) applications to support various instructional design methods and outcomes not only in K-12 (Primary and Secondary), but also in higher education (HE) settings. However, there is a scarcity of studies to provide the potentials and challenges of VR-supported instructional design strategies and/or techniques that can influence teaching and learning. This systematic review presents a variety of studies that provide qualitative and/or quantitative data to investigate the current practices with VR support focusing on students’ outcomes, performance, alongside with the benefits and challenges of this technology concerning the analysis of visual features and design elements with mobile and desktop computing devices in different learning subjects. During the selection and screening process, forty-six (n = 46) articles published from the middle of 2009 until the middle of 2020 were finally included for a detailed analysis and synthesis of which twenty-one and twenty-five in K-12 and HE, respectively. The majority of studies were focused on describing and evaluating the appropriateness or the effectiveness of the applied instructional design processes using various VR applications to disseminate their findings on user experience, usability issues, students’ outcomes, and/or learning performance. This study contributes by reviewing how instructional design strategies and techniques can potentially benefit students’ learning performance using a wide range of VR applications. It also proposes some recommendations to guide and lead effective instructional design settings in several teaching and learning contexts to outline a more accurate and up-to-date picture of the current state of literature.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10055-020-00489-9 4804264:YA75UGAS
Keywords: Final_citation; Human–computer interface; Immersive technologies; Simulations; Systematic review; Virtual reality; cited; existing

Impact Network eSchool 360 Model (2021)
Even though more children are attending school, learning outcomes are not drastically improving. The eSchool 360, is a holistic education program centered on empowering teachers with tablets, activity-based lessons, support and weekly coaching. And it’s working! From an RCT, after one year in our program, students showed impressive results in math & literacy.

Impact Network eSchool 360 Model - Hundred.org (2021)
Even though more children are attending school, learning outcomes are not drastically improving. The eSchool 360, is a holistic education program centered on empowering teachers with tablets, activity-based lessons, support and weekly coaching. And it’s working! From an RCT, after one year in our program, students showed impressive results in math & literacy.
Section: innovation KerkoCite.ItemAlsoKnownAs: 2129771:8NPDRZNG

Impact of Climate Change and Environmental Risks on Learning Outcomes - Haßler, Björn; Eso, Olamide; Villavicencio Peralta, Xuzel Ana; Waziri, Nafisa (Commonwealth Secretariat, 2024)
An output of the Open Development & Education (https://opendeved.net/), developed for 22CCEM.
ZenodoArchiveID: 10719044 ZenodoArchiveConcept: 10719043 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1079 2129771:R8TU4GMW
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

Impact of Coronavirus Pandemic on Education (Journal of Education and Practice, 2020)
Coronavirus Disease (COVID-19) outbreak poses serious concerns to global education systems. Efforts to contain COVID-19 prompted unscheduled closure of schools in more than 100 countries worldwide. COVID-19 school closures left over one billion learners out of school. The study investigates the impact of COVID-19 on education. Data were collected through structured questionnaires administered to 200 respondents that consist of teachers, students, parents, and policy makers selected from different countries. The collected data were analyzed using STATA/Regression. The results show that COVID-19 has adverse effects on education including, learning disruptions, and decreased access to education and research facilities, Job losses and increased student debts. The findings also show that many educators and students relied on technology to ensure continued learning online during the Coronavirus pandemic. However, online education was hindered by poor infrastructures including, network, power, inaccessibility and unavailability issues and poor digital skills. The study underscores the damaging effects of COVID-19 on education sector and the need for all educational institutions, educators, and learners to adopt technology, and improve their digital skills in line with the emerging global trends and realities in education.
KerkoCite.ItemAlsoKnownAs: 10.7176/JEP/11-13-12 2129771:DN6493L6
Keywords: __C:filed:1

Impact of e-Learning Technology and Activity-Based Learning on Learning Outcomes: Experimental Evidence from Community Schools in Rural Zambia - Hoop, Thomas; Ring, Hannah; Siwach, Garima; Dias, Paula; Tembo, Gelson; Rothbard, Victoria; Toungui, Anaïs (2020)
We present experimental evidence on the impact of a multi-faceted program that integrates technology into education, provides ongoing teacher training and professional development, includes community ownership, and offers free primary education. Our setting is three districts in relatively impoverished areas of rural Zambia, where we randomly assigned the program across 30 treatment and 33 control schools. We compared all children who were eligible to enroll in first grade living near the 30 treatment schools with eligible children who lived near the 33 control schools 14 months after the program start. The results show that the program, on average, increased early grade reading scores with 0.40 standard deviations or 3.5 percentage points, early grade math scores with 0.22 standard deviations or 4.9 percentage points, the Zambian achievement test scores with 0.16 standard deviations or 3.1 percentage points, and oral vocabulary scores with 0.25 standard deviations or 6.0 percentage points for all children who were eligible to enroll in first grade during the baseline survey. Treatment Effects on the Treated showed substantially larger impacts on test scores of students who enrolled in Grade 1 (ranging from 0.26 to 0.68 standard deviations) and students who regularly attended the schools in Grade 1 (ranging from 0.32 to 0.83 standard deviations). Mixed-methods evidence suggested the positive effects were primarily driven by increase in school enrolment, improvements in the quality of education, increases in school attendance for both teachers and children, and strong fidelity of program implementation. Our results indicate that well-designed multi-faceted technology-aided instruction programs can improve learning outcomes even in the poorest areas of rural sub-Saharan Africa.
KerkoCite.ItemAlsoKnownAs: 2129771:KYR9XH8I

Impact of Educational Technology on Teacher Stress and Anxiety: A Literature Review - Fernández-Batanero, José-María; Román-Graván, Pedro; Reyes-Rebollo, Miguel-María; Montenegro-Rueda, Marta (International Journal of Environmental Research and Public Health, 2021)
Educational technology has become an increasingly important element for improving the teaching and learning process of students. To achieve these goals, it is essential that teachers have the skills they need to be able to introduce technology into their teaching practice. However, this is often overwhelming and stressful for many of them. The aim of this review was to find out how research on teacher stress and anxiety associated with the use of educational technology was proceeding. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines through the following bibliographic databases: PubMed, Web of Science, and Scopus. Sixteen articles were found from the review. The main findings show that teachers present high levels of anxiety or stress due to their use of educational technology in the classroom. Among the conclusions, the need for research on different strategies to prevent the emergence of these anxiety and stress symptoms in teachers stands out.
Number: 2 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph18020548 4804264:8SC6J36Q 4804264:B89GXU33
Keywords: Final_citation; anxiety disorders; anystyle; cited; educational technology; existing; mental health; review; teacher burnout

Impact of Living Conditions on Online Education: Evidence from China - Gu, Jiafeng (Sustainability, 2022)
Publisher: MDPI KerkoCite.ItemAlsoKnownAs: 10.3390/su14063231 2129771:PWJFE7P8

Impact of Living Conditions on Online Education: Evidence from China. Sustainability 2022, 14, 3231 - Gu, J. (s Note: MDPI stays neu-tral with regard to jurisdictional claims in …, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:8YP8Q36V

Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India - Kapasia, Nanigopal; Paul, Pintu; Roy, Avijit; Saha, Jay; Zaveri, Ankita; Mallick, Rahul; Barman, Bikash; Das, Prabir; Chouhan, Pradip (Children and Youth Services Review, 2020)
To assess the impact of lockdown amidst COVID-19 on undergraduate and postgraduate learners of various colleges and universities of West Bengal. An online survey was conducted from 1 May to 8 May 2020 to collect the information. A structural questionnaire link using ‘Google form’ was sent to students’ through WhatsApp and E-mail. A total of 232 students provided complete information regarding the survey. The simple percentage distribution was used to assess the learning status of the study participants. During the lockdown period, around 70% of learners were involved in e-learning. Most of the learners were used android mobile for attending e-learning. Students have been facing various problems related to depression anxiety, poor internet connectivity, and unfavorable study environment at home. Students from remote areas and marginalized sections mainly face enormous challenges for the study during this pandemic. This study suggests targeted interventions to create a positive space for study among students from the vulnerable section of society. Strategies are urgently needed to build a resilient education system in the state that will ensure to develop the skill for employability and the productivity of the young minds.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.childyouth.2020.105194 2129771:ZQEYBT8E 2405685:Q7MA9TN9
Keywords: COVID-19; E-learning; Lockdown; Undergraduate and postgraduate learners; West Bengal; _COVID_DEAA-List; __C:filed:1

Impact of Pandemic COVID-19 on Education in India - Jena, Pravat (International Journal of Current Research, 2020)
The impact of pandemic COVID-19 is observed in every sector around the world. The education sectors of India as well as world are badly affected by this. It has enforced the world wide lock down creating very bad effect on the students' life. Around 32 crore learners stopped to move schools/colleges, all educational activities halted in India. The outbreak of COVID-19 has advised us that change is inevitable. It has worked as a catalyst for the educational institutions to grow and opt for platforms and techniques, which have not been used before. The education sector has been fighting to survive the crises with a different approach and digitising the challenges to wash away the threat of the pandemic. This paper highlights some measures taken by Govt. of India to provide seamless education in the country. Both the positive and negative impacts of COVID-19 are discussed and some fruitful suggestions are pointed to carry out educational activities during the pandemic situation.
KerkoCite.ItemAlsoKnownAs: 10.24941/ijcr.39209.07.2020 2129771:TLWP9LYQ
Keywords: __C:filed:1; ⚠️ Invalid DOI

Impact of Technology-Aided Activity-Based Learning Approaches on Learning Outcomes: Experimental Evidence from Community Schools in Rural Zambia - Hoop, Thomas; Ring, Hannah; Siwach, Garima; Dias, Paula; Tembo, Gelson; Rothbard, Victoria; Toungui, Anaïs (Journal of Research on Educational Effectiveness, 2023)

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

Impact Report - Save Our Future (2020)

Impacts of Extreme Weather Events on Education Outcomes: A Review of Evidence - Venegas Marin, Sergio; Schwarz, Lara; Sabarwal, Shwetlena (The World Bank Research Observer, 2024)
Extreme weather events are increasingly disrupting schooling. Yet, these are underrepresented in the climate change literature. Of 15 review articles on the economic impacts of climate change published since 2010, only three mention the impacts of climate change on education. We review available literature on the effects of weather extremes on education. We outline key pathways through which these events impact education outcomes, as well as the magnitude of those impacts. Evidence implies a significant and adverse relationship between heat and learning. Studies suggest surpassing a high temperature threshold makes learning difficult and results in learning losses. Across studies, each additional day subject to extreme heat reduces learning. Tropical cyclones, floods, and wildfires precipitate school closures, which halt learning. Evidence suggests that one day of school closures leads to one day of learning lost. Weather extremes also negatively impact education outcomes through health, nutrition, poverty, and fragility, among other distal pathways. We discuss the implications of this evidence for policy, including the need to adapt education systems to climate change. Mitigation and adaptation are both urgently needed as extreme weather events become more frequent and severe in the context of climate change.

Implementation Guidance: Slide Deck for Teacher Professional Development - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:7URGGP44
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _yl:o4b

Implementation Guidance: Slide Deck for Teacher Professional Development - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4603116 2129771:3TJE6CMI Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _r:ImportedToMyEducationEvidence; _yl:j

Implementation Guidance: Teacher Professional Development [Facilitators Version] - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:3MRBXTPD
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _yl:o4a

Implementation Guidance: Teacher Professional Development [Facilitators Version] - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555958 2129771:M9WXRHE7 2129771:TR2PTQAY
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _r:ImportedToMyEducationEvidence; _yl:h

Implementation Guidance: Teacher Professional Development [Teachers Version] - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555960 2129771:P2D5IJBC Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:i

Implementation of education technology in schools and colleges - CooperGibson Research (Department for Education, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:RKULTIRG 2486141:P72TJ342

Implementation of learner support services in distance teacher education programmes in selected public colleges of education in Zambia - Jere, Getrude; ManchishI, Peter Chomba; Mulenga, Innocent Mutale (The Zambia Journal of Distance Education (Online ISSN 2789-052X), 2021)
Keywords: ⛔ No DOI found

Implementation of Problem Based Learning to Increase Scientific Explanation Skill in Biology Learning about the Environment - Laksmi, Monika Lintang; Sari, Dewi Puspita; Rinanto, Yudi; Sapartini, Raden Rara (Journal of Learning for Development, 2021)
This research aimed to describe and find out whether implementation of Problem-Based Learning can improve scientific explanation skills in biology learning about the environment. The research method was Classroom Action Research through the implementation of Problem-Based Learning. This classroom action research consisted of two cycles, which were concluded by planning, acting, observing and reflecting. The research subject was a natural science class consisting of thirty four students. Data were collected by essay test, observation method, interviews and documentation. Data were validated by the triangulation technique consisting of three components: data reduction, data presentation and conclusion. The research results showed improvement in the scientific explanation skills of students on the implementation of Problem Based Learning. The percentage improvement of students' scientific explanation was 61% in claim, 53% in evidence, and 51% in reasoning.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:Z42TTNWE
Keywords: Biology Education; Classroom Action Research; Problem Based Learning; Scientific Explanation; _genre:PR-primary_research; ⛔ No DOI found

Implementation of the Free Education Policy in Primary Schools in Kafue District: Is It a Compromise on Quality of Education in Zambia? - Mwanza, Christine; Silukuni, Darious (European Journal of Education Studies, 2020)

Implementation Planning: Parental Support for the Academic Recovery Programme - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:YR6P5KA7
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _yl:o8a; _zenodoETH:submitted

Implementation Planning: Parental Support for the Academic Recovery Programme - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555966 2129771:VK5QH5Q7
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; ___duplicate_item; _r:ImportedToMyEducationEvidence; _yl:fb; _zenodoETH:submitted

Implementation Planning: SPED Internal Referral Form - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:996H993E
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _yl:o6b; _zenodoETH:submitted

Implementation Planning: SPED Internal Referral Form - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4743615 2129771:TEACS38K
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; ___duplicate_item; _r:ImportedToMyEducationEvidence; _yl:fd; _zenodoETH:submitted

Implementation Planning: SPED Referral Flowchart - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:69CMFWEU
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _yl:o6a; _zenodoETH:submitted

Implementation Planning: SPED Referral Flowchart - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4743613 2129771:TJZEP4QS
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; ___duplicate_item; _r:ImportedToMyEducationEvidence; _yl:fc; _zenodoETH:submitted

Implementation Planning: SPED Support Plan Template - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:9XKXEUN2
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _yl:o6c; _zenodoETH:submitted

Implementation Planning: SPED Support Plan Template - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4743617 2129771:D3BT2TVI
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; ___duplicate_item; _r:ImportedToMyEducationEvidence; _yl:fe; _zenodoETH:submitted

Implementation Planning Tool - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
previousDOI: 10.5281/zenodo.4726114 Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. previousDOI: 10.5281/zenodo.4779883 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4726114 10.5281/zenodo.4779907 2129771:EM6IJ327
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; _r:ImportedToMyEducationEvidence; _yl:fa; _zenodo:submitted; _zenodoETH:submitted

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

Implementation Research Overview.pdf (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:IXVQ7MM3

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

Implementation science made too simple: a teaching tool - Curran, Geoffrey M. (Implementation Science Communications, 2020)
Publisher: BioMed Central KerkoCite.ItemAlsoKnownAs: 10.1186/s43058-020-00001-z 2129771:BPXUWS3F

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

Implementing a Virtual Learning Environment: A Short Guide for Zanzibar - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:JAJ7XNRW 2339240:WYT4QCIW 2405685:I86XXKMH
Keywords: _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

Implications of COVID-19 for Educational Research (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:L599VHGS

Improv Theater and Whiteness in Education: A Systematic Literature Review - Tanner, Samuel J.; McCloskey, Andrea (Review of Educational Research, 2022)
Improv theater has expanded beyond a popular American form of entertainment into an educational experience for students and teachers. It may be difficult to imagine that an interactive, joyful, and collaborative improv workshop might be harmful, but our own experiences as professional improvisers led us to observe that even well-intentioned, antiracist improv theater interventions tend to reflect Whiteness more than democratic values. We investigate this observation through a systematic review of education research articles. Our review of 30 studies reveals that, to varying degrees, researchers have regarded improvisation as an instrumental practice to improve some other activity or as metaphor for the activity of teaching. We found that Whiteness has been central to the use of improvisation in educational contexts. Finally, this study illustrates that a turn toward disciplined improvisation or an improvisational ethos offers one way to practice the ideals of democratic education.
Publisher: American Educational Research Association
Keywords: arts education; qualitative research; race; social justice

Improving Early-Childhood Human Development: Experimental Evidence from India - Ganimian, Alejandro; Muralidharan, Karthik; Walters, Christopher R. (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:FBRRXQ2A 2129771:QB3V75S7 2129771:VE37AKHE
Keywords: ⛔ No DOI found

Improving Education Outcomes in Low- and Middle-Income Countries: Outcomes-Based Contracting and Early Grade Literacy - Mawoyo, Monica; Vally, Zaahedah (Journal of Learning for Development, 2020)
Fifty-three percent of Grade 4 learners cannot read for meaning in low- and middle-income countries despite an investment of between 33-49% of education expenditure on primary education. Teaching children to read in the early grades is fundamental to building resilient education systems, as the ability to read early in life is a great predictor for education success, and will minimise learning loss during education emergencies similar to COVID-19 school closures, for children who can read for meaning can carry on learning outside of school buildings. Further, the predicted financing gaps in the next few years, as a result of COVID-19, will require governments to utilise limited financial resources effectively and efficiently by implementing literacy programmes proven to be impactful, using financial instruments like outcomes-based contracting that can mobilise and coordinate non-traditional educational finance and incentivise service providers to improve results by paying for achievement of agreed outcomes.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:JWGN3MRW
Keywords: early grade literacy; education outcomes; outcomes-based contracting; ⛔ No DOI found

Improving Enrollment and Learning Through Videos and Mobiles: Experimental Evidence from Northern Nigeria - Orozco-Olvera, Victor; Rascon-Ramirez, Ericka G. (2022)
School enrollment and learning outcomes often lag far behind in settings where traditional social norms prevail. We present the main findings of a cluster randomized control trial that tested two components of a five-day intervention targeting 6-9-year-old children and their parents in northern Nigeria. These components consisted of community video screenings to reshape parental aspirations and attitudes towards education, and mobile literacy apps. After 12 months, community screenings decreased out-of-school children by 42 percent though did not improve learning outcomes. In half of the treatment communities, we provided an add − on where a third of attending households received a smartphone pre-loaded with gamified and digital library apps. This combined intervention increased literacy and numeracy skills by 0.46 and 0.63σ respectively. Learning impacts on boys and girls were similar in magnitude. The combined intervention had spillovers on non-targeted older children, where we observe an increase in literacy and numeracy skills of 0.34 and 0.47σ, and on adolescents a decrease in parenthood (13%) and early entry into the labor market (14%). Finally, using a standarized metric for reporting gains from education interventions, our results suggest that combining aspirational videos with engaging apps is a highly effective and cost-effective tool, a relevant finding for home-learning interventions targeting rural, low-literate communities that are governed by traditional social norms, where the evidence base remains scarce.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4221220 4804264:933U56Q9
Keywords: Final_citation; aspirations; cited; disruptive technologies; early marriage; early parenthood; existing; learning; school enrollment; self-efficacy

Improving Learning Through Classroom Experience in East Africa: Temperature, Lighting, and Sound Quality – Inception report - Haßler, Björn; Villavicencio Peralta, Xuzel Ana; Macharia, Grace; Toyinbo, Oluyemi; Nambatya, Mauricia; Mtebe, Joel; Schaffer, Jens; Wargocki, Pawel; Adam, Taskeen (Open Development & Education, 2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0286 2129771:44YQ4VEG 2129771:GSFGV6IU
Keywords: Author:OpenDevEd; _publish; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Improving learning through classroom experience in Tanzania - Pattni, Ravina; Villavicencio Peralta, Xuzel; Toyinbo, Oluyemi; Proctor, Jamie; Forbes, Catriona; Atherton, Paul; Haßler, Björn (Laterite, Fab Inc, Open Development & Education, 2023)
This conference paper was delivered at UKFIET 2023 (Oxford). IT was a joint presentation between Laterite, Fab Inc, and Open Development & Education, as well as FCDO.
ZenodoArchiveID: 10044115 ZenodoArchiveConcept: 10044114 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1025 2129771:ICBNFIUW 2129771:JNMJ2AAW 2129771:U5GXRKUD
Keywords: _r:AddedByMyEducationEvidence

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

Improving machine learning performance using conceptual modeling - Castellanos, A.; Castillo, A.; Tremblay, M.C. (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:8GAGJ9AN 2486141:TIA34BZE

Improving Motivation in Arabic Language Arts Classrooms Through Technology Integration - Chamout, Rima (Walden University, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:WRYY9UFL
Keywords: _C:Algeria DZA; _C:China CHN; _C:Croatia HRV; _C:France FRA; _C:Indonesia IDN; _C:Japan JPN; _C:Jordan JOR; _C:Kurdistan XKRDN; _C:Lebanon LBN; _C:Malaysia MYS; _C:Nigeria NGA; _C:Oman OMN; _C:Pakistan PAK; _C:Saudi Arabia SAU; _C:Spain ESP; _C:State of Palestine PSE; _C:Sudan SDN; _C:Switzerland CHE; _C:Syrian Arab Republic SYR; _C:Turkey TUR; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Improving Resilience, Adaptation and Mitigation to Cimate Change Through Education in Low- and Lower-middle Income Countries - Fitzpatrick, Rachael; West, Helen (2022)
Climate resilience is the ability to anticipate, prepare for, and respond to hazardous events, trends, or disturbances related to climate (C2ES, 2022). Mitigation focuses on reducing the human impacts contributing to climate change (Burton, 2007, cited in Rousell & Cutter-Mackenzie-Knowles, 2020). Adaptation is about increasing people’s adaptive capacity, reducing the vulnerability of communities and managing risks (Anderson, 2012). Anderson further defines adaptation as not just being able to adapt from one stable climate to another but having the skills to adapt to uncertainty and make informed decisions in a changing environment. While ‘climate change’ is the term used throughout these briefs, it should be read as a shorthand for a more inclusive approach, which also captures associated environmental degradation. The Intergovernmental Panel on Climate Change (IPCC) warned, in their latest report, that global surface temperatures will continue to increase until 2050 (IPCC, 2021, p. 17). This will take place regardless of human intervention to reduce greenhouse gas emissions. The report also warns that the traditional technocratic approaches are insufficient to tackle the challenge of climate change, and that greater focus on the structural causes is needed. High- and upper-middle-income countries have been persistently shown to be the biggest contributors to the global carbon dioxide emissions, with lower income countries facing the most disruptive climate hazards, with Africa countries particularly vulnerable (CDP, 2020; IPCC, 2021). The vulnerability of low-income contexts exacerbates this risk, as there is often insufficient infrastructure and resources to ensure resilience to climate hazards (IPCC, 2021). For decades, advocates of climate change education have been highlighting the potential of education to help mitigate against climate change, and support adaptation efforts. However, implementation has been patchy, with inconsistent approaches and a lack of evidence to help determine the most effective way forward.This paper is divided into three sections, drawing together evidence on the key aspects of system reform,green and resilient infrastructure and Curriculum, pedagogy, assessment and teacher development.
Accepted: 2022-08-22T10:47:53Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.083 2129771:M82NIZUH 4869029:CYEDSCWA

Improving Results In Secondary Education (IRISE) - Open Development & Education (2022)
The IRISE project aims is to assist the Government of Liberia to improve the senior secondary education through “innovative approaches”.

Improving the Impact of Educational Technologies on Learning Within Low-Income Contexts - Castillo, Nathan; Adam, Taskeen; Haßler, Björn (Learning, Marginalization, and Improving the Quality of Education in Low-income Countries, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:NI5R2XAN 2129771:UEHRQHHH 2339240:9KYUHTMU 2405685:QVX4XRJF 2486141:DIQK58J6
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

Improving the teaching of English as a first additional language in South Africa. - Cilliers, Jacobus; Fleisch, Brahm; Kotze, Janeli; Mohohlwane, Nompumelelo; Taylor, Stephen; Thulare, Tshegofatso (American Economic Association, 2020)
We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proficiency (0.12 SD), had no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude effectiveness, but rather that in-person contact enabled more accountability and support.
Trial registration: 10.1257/rct.5148-1.0 KerkoCite.ItemAlsoKnownAs: 2129771:8M4KYKZ8 2486141:VVJ6LX89
Keywords: C:South Africa; __C:filed:1

Improving the teaching of FLN: Insights from behavioral sciences - Better purpose (2022)
The Bill & Melinda Gates Foundation (BMGF) commissioned this report to draw insights on how the behavioral sciences could provide a lens to help us (1) better understand the problem of low foundational learning levels in low- and middle-income countries (LMICs) by shedding light on what influences teachers’ decision-making in the classroom, and (2) help shape solutions to improve foundational learning by supporting teachers to implement effective instructional practices.
Keywords: education

In a time of COVID-19 pandemic, stay healthy, connected, productive, and learning: words from the editorial team of HRDI - Li, Jessica; Ghosh, Rajashi; Nachmias, Stefanos (Human Resource Development International, 2020)
Publisher: Routledge _eprint: https://doi.org/10.1080/13678868.2020.1752493 KerkoCite.ItemAlsoKnownAs: 10.1080/13678868.2020.1752493 2129771:J2FXNHAT
Keywords: __C:filed:1

Incentivizing Textbooks for Self-Study: Experimental Evidence from the Democratic Republic of Congo - Falisse, Jean-Benoit; Huysentruyt, Marieke; Olofsgård, Anders (Academy of Management Proceedings, 2020)
We use a randomized field experiment to study the impact of a simple “textbooks for self-study” incentive scheme targeting primary school students in South Kivu. Students in the treatment schools scored 0.320s higher in French but did no better in math. They were more likely to take the high-stakes end-of-6th-grade national exam and to aspire to a non-manual profession.. The largest positive impact was found in schools with lower-quality teaching performance and for lower-ability students. Our results demonstrate that programs designed to intensify and diversify students’ use of existing school resources can sharply improve student achievement and career aspirations.
Publisher: Academy of Management KerkoCite.ItemAlsoKnownAs: 10.5465/AMBPP.2020.19578abstract 2129771:LKY4CXZH 2129771:NGPXC4TF
Keywords: AOM Annual Meeting Proceedings 2020

Inception Report - Megha-Bongnkar, Ghislaine; McBurnie, Chris; Regis, Callista; D’Angelo, Sophia; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0207 2129771:N8NT47NN
Keywords: Author:OpenDevEd

Inception Report - Digital Literacy (Smart Africa) - Macharia,, Grace; Haßler, Björn; Martin,, Anna; Omboto,, Charles (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8392536 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1015 ZenodoArchiveConcept: 8392535
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Incidence of HIV, all (per 1,000 uninfected population) - Sierra Leone | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:RSRU6YLV 4556019:CI8YJ5UC

Inclusion and Independence: The impact of Mobile Technology on the Lives of Persons with Disabilities in Kenya and Bangladesh - Jahan, Nusrat; Barbareschi, Giulia; Jan, Clara Aranda; Mutuku, Charles Musungu; Rahman, Naemur; Austin, Victoria; Holloway, Catherine (2020 IEEE Global Humanitarian Technology Conference (GHTC), 2020)
Globally, mobile technology plays a significant role connecting and supporting people with disabilities. However, there has been limited research focused on understanding the impact of mobile technology in the lives of persons with disabilities in low or middle- income countries. This paper presents the findings of a participatory photovoice study looking at the role that mobile phones play in the daily lives of 16 persons with disabilities in Kenya and Bangladesh. Participants used a combination of pictures and voice recordings to capture their own stories and illustrate the impact that mobile phone use has on their lives. Through thematic analysis, we categorized the benefits of mobile phones captured by participants as 1) Improved social connection; 2) Increased independence and 3) Access to opportunities. While mobile phones are ubiquitously used for communication, for persons with disabilities they become essential assistive technologies that bridge barriers to opportunities which are not accessible otherwise. Our paper adds evidence to the need for mobile phones for persons with disabilities to enable communication and connectivity in support of development.
KerkoCite.ItemAlsoKnownAs: 10.1109/GHTC46280.2020.9342934 2129771:II9GQAQR 5242966:ZXL6HN5K

Inclusion in Practice: An explanatory study of how patterns of classroom discourse shape processes of educational inclusion in Tanzanian secondary school classrooms - Walker, Lisa Beth (University of Cambridge, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:MK7VDX9J 2129771:PHE2UR36
Keywords: _C:Albania ALB; _C:Australia AUS; _C:Austria AUT; _C:Botswana BWA; _C:Brunei Darussalam BRN; _C:Germany DEU; _C:India IND; _C:Israel ISR; _C:Jordan JOR; _C:Kenya KEN; _C:Lesotho LSO; _C:Malaysia MYS; _C:Malta MLT; _C:Morocco MAR; _C:Mozambique MOZ; _C:Netherlands NLD; _C:Peru PER; _C:Russian Federation RUS; _C:Seychelles SYC; _C:South Africa ZAF; _C:Syrian Arab Republic SYR; _C:Tanzania TZA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Inclusion of GIS in student teacher training and its significance in higher education in southern African countries - Mzuza, Maureen Kapute; Westhuizen, Christo Van der (International Research in Geographical and Environmental Education, 2020)
Studies have been carried out on the use of geographical information systems (GIS) in teacher training, especially in the developed countries. In southern African countries, nevertheless, the scenario is different because GIS education appears to be a rather new field of study. This study therefore used systematic review to collect data. This method assists in finding and understanding the outcomes of other research conducted within the same field of study. The results reveal that only three countries (South Africa, Botswana and Malawi) teach GIS at their teacher-training universities and secondary schools. In Lesotho, GIS are only taught in secondary schools. In other countries, such as Zambia, Namibia and Zimbabwe, GIS are not taught at all at teacher-training universities and secondary schools but only at universities or departments that do not train teachers. There is no inclusion of GIS at the universities in Angola, Mozambique, Swaziland and Lesotho. Countries that use GIS have demonstrated that the course helps with decision-making, critical thinking and inquiry-based and learner-centred learning, which have the ability to improve the quality of education. Educators and policy-makers are encouraged to reinforce the inclusion of GIS and use of relevant pedagogical skills in teacher-training universities.
Publisher: Routledge _eprint: https://doi.org/10.1080/10382046.2019.1684660
Keywords: Southern Africa; _C:Angola AGO; _C:Botswana BWA; _C:Canada CAN; _C:Finland FIN; _C:India IND; _C:Italy ITA; _C:Kenya KEN; _C:Lesotho LSO; _C:Malawi MWI; _C:Malaysia MYS; _C:Mozambique MOZ; _C:Namibia NAM; _C:Netherlands NLD; _C:Portugal PRT; _C:Rwanda RWA; _C:South Africa ZAF; _C:Tanzania TZA; _C:Turkey TUR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1; geographical information systems (GIS); geography; motivation tool; technology

Inclusive Design Toolkit - University of Cambridge (2023)
KerkoCite.ItemAlsoKnownAs: 2129771:7WQ6BY7F 5242966:ZR4Y3664

Inclusive open education: presumptions, principles, and practices - Croft, Benjamin; Brown, Monica (Distance Education, 2020)
Open education has long been forwarded as a producer of equity. However, there currently exists a lack of critical engagement with issues of justice in open educational practices (OEP). Although the affordances of open education have potential for increasing equity, creating knowledge alongside learners is inherently rife with complexities for inclusion and diversity. As online faculty build relationships with and between students and engage in unconventional but authentic instruction, they must be cognizant of the ways in which historically underrepresented populations are systematically marginalized and might be excluded from full participation. This article seeks to investigate tensions at the nexus of OEP and social justice, identify underlying principles of inclusive OEP, and offer initial strategies on using OEP inclusively and in alignment with a social justice framework.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757410
Keywords: marginalization; open education; open educational practices; open pedagogy; social identity; social justice