Technology in education in low-income countries: Problem analysis and focus of the Hub's work - Hennessy, Sara; Jordan, Katy; Haßler, Björn; Hollow, David; Brugha, Meaghan; Eberhardt, Molly Jamieson; Sabates, Ricardo (EdTech Hub, 2020)
EdTechHub.Source: 2405685:R88UVQZ7 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3352007 2129771:56GZ7UBP 2129771:9VXUZISD 2129771:ADGISTZU 2129771:GYTVIZJV 2129771:MBZLFNDM 2339240:2387P995 2339240:65KP6SVQ 2339240:6FUA4SDV 2339240:85SBE7SC 2339240:8RA9UD7W 2339240:IXIRDBKK 2339240:STPRNPV3 2405685:BBQI3VSA 2405685:CMRISZHV 2405685:F6UAIKKN 2405685:QJTH2UXC 2405685:R88UVQZ7 503888:7EH7BANW 503888:PI9FLM7C
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; __C:filed:1; _r:ImportedToMyEducationEvidence

Technology in education - Burns, Mary (2021)
This think piece was commissioned by the Global Education Monitoring Report (GEM Report) Team to provide initial conceptual framing for the 2023 GEM Report, which focuses on information and communications technologies in education, or educational technology. The topics in this think piece were proposed by the GEM Report Team. As much as space permits, the think piece takes both a close up and wide-angle approachtechnology. The think piece focuses, as much as possible, on research outlining the educational benefits of technology and organises educational technology along three axes: (1) technology as a learning tool; (2) technology to deliver learning; and (3) technology to support learning, outlining the uses, benefits, challenges, and additional areas for research associated with each. It discusses the technology tools associated with each category and poses additional research questions that the GEM Reporting Team may wish to explore for the Global Education Monitoring Report.

Technology-Enabled Learning: OER, MOOCs, and other TEL Designs - Panda, Santosh (Journal of Learning for Development, 2021)
Number: 1
Keywords: MOOC; OER; TEL; ⛔ No DOI found

Technology Enabled Delivery of Medical Programmes through ODL : A Case of Training Medical Doctors in Geriatric Medicine - Kuba, Ruchika (Journal of Learning for Development, 2021)
COVID-19 provided an opportunity to experiment with alternative delivery mechanisms for a medical education programme offered through open and distance learning with face-to-face training as an essential component of the programme. Non-availability of hard copies of the course material (92%) and lack of communication from the university (32%) as well as training centres (42%) were some of the challenges faced by students of the Geriatric Medicine programme of the Indira Gandhi National Open University (IGNOU) during the COVID pandemic. Around 90% were willing to attend online classes and 65% to 77% were willing to present cases online for discussion. A programme-specific web portal containing all resource material and information was visited by 85% of students. Most students attended the online classes and 68% attempted the formative assessments based on the online classes. Online classes were recorded and uploaded and were found useful by 90% of students. The experiment successfully demonstrated the feasibility and acceptance of delivering practical skills using online technological tools. Further integrating technology to complement some of the face-to-face component could be used as a permanent and effective delivery strategy, which could also reduce resource requirements.
Number: 2
Keywords: formative assessments; geriatric medicine; online classes; open and distance learning; ⛔ No DOI found

Technology and School Mapping - Vijil, Alejandra; Godwin, Katie; Mackintosh, Alasdair; Ramirez, Ana; Mcburnie, Chris; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 6974072 ZenodoArchiveConcept: 6974071 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6974072 2405685:IJ2GD927
Keywords: _r:AddedByZotZen

Technology and Learning for Early Childhood and Primary Education - Outhwaite, Laura; Ang, Lynn; Herbert, Elisabeth; Sumner, Emma; Van Herwegen, Jo (UNESCO, 2023)
Educational software and apps offer a potential solution for the global learning crisis in maths and literacy. When designed, implemented, and integrated effectively, these programmes can offer accessible and personalised learning experiences for young children at school and at home. This paper synthesises current evidence evaluating the use of educational software and apps with young children aged 0-8 years in early childhood and primary education, including those from disadvantaged and marginalised groups across a range of low-, middle- and high-income countries. Based on this evidence synthesis, recommendations for system-wide conditions in the EdTech ecosystem to achieve optimal outcomes for all children are discussed, including potential avenues for effective pedagogy, implementation, and integration.
Num Pages: 32 Publication Title: UNESCO Global Education Monitoring Report KerkoCite.ItemAlsoKnownAs: 2129771:FE29X74M 2486141:D6EZSLE9

Technology and Innovation Report - UNCTAD (2023)
KerkoCite.ItemAlsoKnownAs: 2129771:DGTQXTJZ 2486141:G4J2R38V

Technology and Expanding Dialogic Time - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
This chapter explores the concept of ‘dialogic time’ and its potential to offer insights into the design and use of technology in education. Education, we argue, is centrally concerned with drawing students into participation in the longer-term dialogues of culture such as science and the arts. We suggest that the design of educational technology and associated pedagogy can bring different temporal contexts into a dialogic relation. Considering dialogic time as well as dialogic space can help educators design for more effective and expansive learning experiences.
Num Pages: 19

Technology and Expanding Dialogic Space - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
This chapter explores the concept of dialogic space in education and its relationship with technology. We begin by tracing the history of communications technology and its intersection with education, leading up to the emergence of AI chatbots as dialogue partners, arguing that technology has an important role in fostering dialogic spaces. We explore the modern concept of dialogic space, which is rooted in educational research and emphasises the importance of creating a space for open and exploratory dialogue. Specifically, we revisit Martin Buber’s seminal notion of ‘the space between’ as a realm of possibilities within interpersonal relationships. We also highlight the limitations of this theory in not accounting for technology’s materiality in shaping dialogic spaces. Integrating Buber’s ‘space between’ with recent dialogic space theory, we demonstrate how combining pedagogical and technological design can open, widen and deepen dialogic spaces. Two case studies exemplify how designing technology in tandem with pedagogy can project students into an expanded dialogic space. We suggest that expanding dialogic space may be the essence of education and perhaps the most important function of educational technology.
Num Pages: 25

Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape [ZIP Archive] (VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany, 2020)
This is a zip archive of the InDesign Files for Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. DOI: 10.5281/zenodo.4264612. Available from https://docs.opendeved.net/lib/ZEDIHF57
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4343614 2129771:E79M555M
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _yl:ac

Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (updated version) - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Open Development & Education, 2020)
This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3970783 2129771:EHKG4JUL
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; Reviewed

Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany, 2020)
This report provides an in-depth overview about the research on technical and vocational education and training (TVET) in Sub-Saharan Africa, to identify gaps in the research and provide the impetus for further research and the formation of international research networks in TVET in Sub-Saharan Africa. This report (in English) is an expanded and revised version of an earlier report, published in 2019 in German (https://lit.bibb.de/vufind/Record/DS-184013). The present report covers the research design (methodological approach) of the report; the quality and relevance of the publications found on TVET; the concept and practice of TVET; stakeholders in TVET research and their networks; topics, perspectives and current debates of TVET research; a systematic review of reliable studies on TVET in SS; models for the design, development and delivery of TVET; gender issues; key state actors; the importance of non-governmental actors in TVET; national standards, guidelines and quality frameworks; challenges that arise when implementing guidelines and political decisions; influencing institutional framework conditions; networks for research. The final chapter offers a summary and — based on this — directs our attention to possible future developments regarding TVET and TVET research. A number of appendices present additional information, such as an annotated bibliography, the full bibliography for the report, the methodology for the interviews and structured community review, and the results of the structured community review, as well as a list of additional materials for the report.
ConceptDOI: 10.5281/zenodo.3572896 PreviousDOI: 10.5281/zenodo.4264612 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4288831 2129771:6T8PJSXH 2129771:FQDQ7ANF 2129771:ZEDIHF57 2249382:MJH3TPY8 2317526:3VEFAZHH 2317526:D2LPMDJM 2317526:K5A3S7E5 2317526:XAXNF68P 2339240:RBJPBT76 2339240:UPENDI6T 2405685:FR3BLS9E 2405685:VK4LFJNF 2486141:H9THBFZU
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; Reviewed; ___duplicate_item; _bjoern_cv; _genre:LR-literature_review; _r:ImportedToMyEducationEvidence; _yl:a

Tech plus teachers: Did one-on-one phone tutorials help kids learn better during school closures in Sierra Leone? - Crawfurd, L; Evans, D; Guiterrez Bernal, M; Hares, S; Sam-Kpakra, R; Sandefur, J; Shojo, M (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:S5Z2IZTV 2339240:5Z8RBH2S 2405685:TF3CV7CH
Keywords: _C:Sierra Leone SLE

Teaching tech to talk: K-12 conversational artificial intelligence literacy curriculum and development tools - Van Brummelen, Jessica; Heng, Tommy; Tabunshchyk, Viktoriya (Proceedings of the AAAI Conference on Artificial Intelligence, 2021)
Issue: 17
Keywords: ⛔ No DOI found

Teaching Systematic Review - Nind, Melanie (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
This chapter is about teaching systematic review; it is not, however, the product of a systematic review. It combines and builds on insights from two sets of research experiences: being taught about how to conduct systematic reviews ahead of doing this myself, and more recently, conducting study of the Pedagogy of Methodological Learning for the National Centre for Research Methods in the UK. The latter engaged teachers and learners in the process of building capability and capacity in the co-construction of understandings of what is important in teaching and learning advanced social science research methods, including systematic review. The chapter advocates teaching systematic review in ways that support critical thinking, utilising deep knowledge of the method and a willingness to be reflexive and open about its messy realities.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7_4 2129771:IKZS24WN

Teaching Machines: The History of Personalized Learning - Watters, Audrey (2021)

Teaching machine learning in K–12 classroom: Pedagogical and technological trajectories for artificial intelligence education - Tedre, Matti; Toivonen, Tapani; Kahila, Juho; Vartiainen, Henriikka; Valtonen, Teemu; Jormanainen, Ilkka; Pears, Arnold (IEEE access, 2021)
Publisher: IEEE

Teaching Digital Ethics in Information Systems - Paltiel, Minna; Cheong, Marc; Coghlan, Simon; Lederman, Reeva (2022)
Keywords: ⛔ No DOI found

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

Teaching and Learning of Mathematics in the Context of the National Numeracy Programme in Malawi: Findings from a Rapid In-depth Qualitative Study - Correa de Oliveira, André; Kanyoza, Charity; Lurvink, Anne-Fleur; Boilo, Violet; Kadzamira, Esme; Haßler, Björn (EdTech Hub, 2023)
ZenodoArchiveID: 7510031 ZenodoArchiveConcept: 7510030 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7510031 10.53832/edtechhub.0156 2129771:K9HHIYYP 2405685:B8SQMMBA
Keywords: _forthcoming; _r:AddedByZotZen

Teaching and learning of mathematics in the context of the National Numeracy Programme: Finding from a rapid in-depth qualitative study - Oliveira, Andre Correa de; Kanyoza, Charity; Boilo, Violet; Chidothi, Emmanuel; Kadzamira, Esme; Mpoola, Dorothy; McBurnie, Chris; Phiri, Magret; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7568301 ZenodoArchiveConcept: 7568300 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7568301 10.53832/edtechhub.0177 2405685:2AN8XVIA
Keywords: Author:OpenDevEd; _forthcoming; _r:AddedByZotZen

Teaching and Learning Experiences in Medical Education During the COVID-19 Pandemic: The Case of Kilimanjaro Christian Medical University College (KCMUCo), Tanzania - Ibrahim, Glory; Luzinge, Heavenlight; Kapanda, Gibson (Journal of Learning for Development, 2020)
Objective The purpose of this paper was to share teaching and learning experiences during the COVID-19 pandemic and mandated university closure. Methods A cross-sectional study was conducted among all eligible students and faculty members using voluntary anonymous questionnaires. To capture the attitudes and perceptions of respondents, five-point Likert scale questions were used. Results A total of 865 (58%) students and 57 (51%) faculty members participated in the survey. Uptake of e-learning platforms increased by 15.4% for students, 43.0% for faculty and by 22.3% in courses. The overall students’ strength of consensus measure of perception on accessibility of platforms was 65% and support entities 79%. About 70% of students owned a smartphone as a learning device. More than 67% of the students highlighted the cost of Internet bundles as a major challenge. Conclusion Shifting from blended learning to online learning during the lockdown was feasible given the pre-planned e-learning practices.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:8TKI6DKB
Keywords: COVID-19; blended learning; online learning; students and faculty experiences; ⛔ No DOI found

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

Teachers’ Perceptions of Open Educational Resources: The Case of Open Resources for English Language Teaching (ORELT) in Kenya - Orwenjo, Daniel Ochieng; Erastus, Fridah Kanana (Journal of Learning for Development, 2021)
The use of Open Educational Resources (OERs) in the teaching and learning of various subjects is a relatively new innovation in the Kenyan school system. With the advent and subsequent liberalization of ICT, material developers are subsequently shifting away from the traditional modes of material development in the form of textbooks and other “canonical” formats which require the teacher to use them as they are handed down without any input or modification. The Open Resources for English Language Teaching (ORELT) is one such educational innovation. This paper reports the findings of a baseline survey conducted in Kenya with a view to finding out the views and perceptions of Kenyan Junior Secondary School Teachers with regard to the adoption of open resources for the teaching of English language in Kenyan secondary schools. Sixty (60) JSS teachers of English from rural and urban schools and of mixed gender were invited for a four day ORELT in-service induction workshop at the Kenyatta University Conference Centre. The teachers were then given ORELT materials in form of CDs and textbooks for use in teaching English in their schools. They were also registered on the online ORELT platform and each given log in credentials to enable them access freely access the materials and freely interact with fellow teachers throughout the commonwealth. The study reports that whereas teachers are ready to embrace the use of open resources, they have varying perceptions on the suitability and potential efficacy of open resources in Kenyan classrooms. It also emerges that such differing perceptions are constrained by institutional, cultural, pedagogical and personal factors. Accordingly, the study recommends a more structured, inclusive bottoms up approach to any educational innovation as a means of ensuring success.
Number: 3
Keywords: ESL; Education Innovation; Kenya; ORELT; Perceptions; Teacher Education; _genre:PR-primary_research; ⛔ No DOI found

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

Teachers deployment and retention | Education | IIEP Policy Toolbox - UNESCO-IIEP (2021)
The surge in primary school enrolment and the push for improved quality has resulted in an acute shortage of teachers, making proper deployment and retention policies fundamental.
KerkoCite.ItemAlsoKnownAs: 2129771:NY77RCA2 4556019:53D54ZXQ
Keywords: C:LMIC

Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristics - Chocarro, Raquel; Cortiñas, Mónica; Marcos-Matás, Gustavo (Educational Studies, 2021)
Publisher: Taylor & Francis

Teachers and Teaching in Sierra Leone : Teacher Quality and Management Study - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:X6L76LFL 4556019:BHQLRIPR
Keywords: _C:Sierra Leone

Teacherinabox–outside the box - Huth, Katherine (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:6MKVNURY
Keywords: __C:filed:1; ⛔ No DOI found

Teacher turnover in Rwanda - Zeitlin, Andrew (Journal of African Economies, 2021)
Publisher: Oxford University Press KerkoCite.ItemAlsoKnownAs: 10.1093/jae/ejaa013 2129771:WF686ZTQ

Teacher transfers from primary schools in Chama district of Zambia: Causes of the massive teacher exodus and its effects on learner’s academic performance - Phiri, Donald; Mulenga, Innocent Mutale (Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736), 2020)
Keywords: ⛔ No DOI found

Teacher-Student-Relationship Quality in Inclusive Secondary Schools: Theory and Measurement of Emotional Aspects of Teaching - Pastore, Giuliana; Luder, Reto (Frontiers in Education, 2021)
Inclusive healthy schools are committed to provide a learning environment for a healthy development and optimal learning support for all students, regardless of their performance, language, learning and behavior disposition or disability. In order to achieve this goal, the relationship between teacher and students is crucial. Research in this area has shown the importance of emotional aspects as a mark of quality of teacher-student relationships, recognizing them as strong predictors for better achievement, compared to professional and subject-related aspects of teaching. Nevertheless, empirical studies in inclusive schools are seldom considering teacher-student relationships, as a theoretically sound conceptualization is missing in the context of research in inclusive schools. In the present paper, based on the attachment theory and the research on joint attention, two emotional components of teacher-student relationships are examined as key-concepts of high relevance for inclusive schools (emotional resonance and shared intentionality). It is also discussed how to empirically operationalize and measure these emotional components with the intention of analyzing the current situation of inclusive schools in future studies.
KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2021.643617 2129771:SU87934K

Teacher-student relationship as an enabler of holistic learning for SEND students - Open Development & Education (2023)
The programme aims to understanding the effect of teacher-student relationships (TSRs) on the perception of self-efficacy of SEND students in Ugandan primary schools

Teacher-student relationship as a protective factor for socioeconomic status, students’ self-efficacy and achievement: a multilevel moderated mediation analysis - Liu, Hongyun; Liu, Qimeng; Du, Xiaofeng; Liu, Jian; Hoi, Cathy Ka Weng; Schumacker, Randall E. (Current Psychology, 2021)
This study examined whether the teacher-student relationship (TSR) served as a protective factor for students from families of lower socioeconomic status (SES). It was based on data from a standard mathematics assessment and survey using student and teacher questionnaires that were developed by the Collaborative Innovation Center of Assessment toward Basic Education Quality (CICA-BEQ) in China in 2016, which included 8707 fourth-grade Chinese students nested within 164 classes. We used multilevel structural equation models (MSEM) to investigate the mediating role of self-efficacy in mathematics in the relationship between SES and mathematics achievement and the moderating role of TSR in the direct and indirect relationship between SES and mathematics achievement at both the student-level and the class-level. The results suggested that the effect of SES on mathematics achievement was mediated by academic self-efficacy in mathematics both at the student-level and the class-level. The results also demonstrated a significant interaction between TSR and SES for self-efficacy both at the student-level and the class-level. Additionally, statistics indicated that TSR moderated the indirect relationship between SES and achievement via academic self-efficacy in mathematics.
KerkoCite.ItemAlsoKnownAs: 10.1007/s12144-021-01598-7 2129771:48UPHNQV 2486141:YJJW3GXZ

Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety - Zhou, Da; Du, Xiaofeng; Hau, Kit-Tai; Luo, Haifeng; Feng, Pingting; Liu, Jian (Educational Psychology, 2020)
This study investigated the mediating roles of self-efficacy and anxiety on the effects of teacher–student relationship on mathematical problem-solving ability. A total of 1667 fifth graders from central China participated in the large-scale survey. The findings indicated that (1) teacher–student relationship had a direct and positive effect on students’ mathematical problem-solving ability; (2) the positive link between teacher–student relationship and mathematical problem-solving ability was partially mediated through self-efficacy; (3) the teacher–student relationship affected students’ mathematical problem-solving ability through self-efficacy and maths anxiety, but the effect of self-efficacy on mathematical anxiety was smaller. Implications for the importance of teacher–student relationships in education as well as suggestions for future research are discussed.
Publisher: Routledge _eprint: https://doi.org/10.1080/01443410.2019.1696947 KerkoCite.ItemAlsoKnownAs: 10.1080/01443410.2019.1696947 2129771:42N6F9B6 2486141:JD84EFTA
Keywords: Mathematical problem-solving ability; mathematical anxiety; self-efficacy; teacher–student relationship

Teacher Retention and Mobility in Sierra Leone: What factors contribute to teachers' motivation to stay or leave schools? - Lurvink, Anne-Fleur; Mansaray, Kabiru; Kamara, Josephine; Khanu, AlimamyJames; Cameron, Emma; Godwin, Katie; Haßler, Björn (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7966434 ZenodoArchiveConcept: 7966433 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7966434 10.53832/edtechhub.0168 2405685:CQ8JNCH8
Keywords: _r:AddedByZotZen

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

Teacher professional development in sub-Saharan Africa: Equity and scale [preprint] - Haßler, Björn; Bennett, Gemma; Damani, Kalifa (2020)
This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.
EdTechHub.Source: <this> EdTechHub.Source: <this> EdTechHub.Source: 2129771:WMYNLNVK KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3924551 2129771:2N28M8EI 2129771:GIJXZ5UC 2129771:WMYNLNVK 2129771:ZQ6YQRSI 2405685:TRRZUHFS 2486141:HFLTMIZV
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; C:sub-Saharan Africa; STC-TLC; _C:Cameroon CMR; _C:Congo XCO; _C:Ethiopia ETH; _C:Ghana GHA; _C:Jordan JOR; _C:Kenya KEN; _C:New Zealand NZL; _C:Nigeria NGA; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:t; docs.opendeved.net; dode_eth-src-dode; dode_eth-trf2-dode

Teacher professional development in sub-Saharan Africa: Equity and scale - Haßler, Björn; Bennett, Gemma; Damani, Kalifa (Embedding Social Justice in Teacher Education and Development in Africa, 2021)
This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.
KerkoCite.ItemAlsoKnownAs: 2129771:E2Q73NBN 2129771:EPYMVB2W 2405685:SM8RY6F9
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; STC-TLC; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:a; docs.opendeved.net

Teacher Professional Development at Scale in the Global South - Lim, Cher Ping; Tinio, Victoria; Smith, Matthew; Zou, Ellen Wenting; Modesto III, Justin Edward (Anticipating and Preparing for Emerging Skills and Jobs, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:9C3RAH9A

Teacher professional development and coaching in low-income countries: Practical considerations for the use of technology. - Haßler, Björn (EdTech Hub, 2020)
EdTechHub.Source: 2405685:VM6NXYF3 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631749 2129771:5EWDQDIA 2339240:4KQKED7R 2339240:94ZP3EK4 2405685:VM6NXYF3
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _C:Bangladesh BGD; _C:Ghana GHA; _C:India IND; _C:Jordan JOR; _C:Kenya KEN; _C:Liberia LBR; _C:Pakistan PAK; _C:South Africa ZAF; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:o

Teacher professional development and coaching in low-income countries: Overarching considerations for the use of technology - Haßler, Björn (EdTech Hub, 2020)
EdTechHub.Source: 2405685:H9W2X3KM KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631747 2129771:UEUAKMXJ 2339240:94ZP3EK4 2339240:MM2SDXUM 2339240:S4UAH7Q3 2405685:DQWJLRN5 2405685:H9W2X3KM
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _C:Ghana GHA; _C:India IND; _C:Jordan JOR; _C:Kenya KEN; _C:Liberia LBR; _C:South Africa ZAF; _C:United Kingdom GBR; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:n

Teacher professional development and coaching in low-income countries: An evidence-informed conversation - Haßler, Björn; Moss, Caitlin (EdTech Hub, 2020)
EdTechHub.Source: 2405685:SC5NHA65 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631745 2129771:EHFUXJQC 2129771:YHNWVMB3 2339240:94ZP3EK4 2339240:FIDI5TC2 2405685:39DIRNE9 2405685:HH3QKBIF 2405685:I3BV48CX 2405685:ITL9PIC3 2405685:K8BSWYFM 2405685:KF9F48ID 2405685:N68MMAPR 2405685:P5Y5GMFN 2405685:SC5NHA65 2486141:TAY7LNB6
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _C:Ghana GHA; _C:India IND; _C:Jordan JOR; _C:Kenya KEN; _C:Liberia LBR; _C:South Africa ZAF; _C:United Kingdom GBR; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:m

Teacher Performance-Based Incentives and Learning Inequality - Filmer, Deon; Habyarimana, James; Sabarwal, Shwetlena (Rise Programme, 2020)
This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a “discouragement effect” (once incentives were withdrawn, student performance did not fall below prebaseline levels). Rather, impacts on learning were sustained beyond the intervention period. However, these incentives may have exacerbated learning inequality within and across schools. Increases in learning were concentrated among initially better-performing schools and students. At the same time, learning outcomes may have decreased for schools and students that were lower performing at baseline. Finally, the study finds that incentivizing students without simultaneously incentivizing teachers did not produce observable learning gains.
KerkoCite.ItemAlsoKnownAs: 2561267:PWZSY59G zotzenLib.CopiedFrom: 2561267:PWZSY59G
Keywords: _B:important; _G:important; _G:reviewed; _Tanzania; _final_bib; _important

Teacher motivation for online learning: piloting a microlearning support system | VVOB in Rwanda - VVOB (VVOB, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:BE9WSX8W
Keywords: Final_citation; cited; existing

Teacher Monitoring Pilot (Teacher Service Commission (Sierra Leone), 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:M4TVVUBH 2486141:758M8KFE

Teacher Management Policy for Sierra Leone - Teaching Service Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:ILC2GGZX 2129771:XQMFH5JU 2339240:5QZ2N3GQ 2405685:M6F97ARN 4556019:49UIZ3SU
Keywords: _C:Sierra Leone SLE

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

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

Teacher labor markets in developing countries - Crawfurd, Lee; Pugatch, Todd (2020)
Publisher: IZA Discussion Paper

Teacher education versus teacher training: epistemic practices and appropriate application of both terminologies. - Mulenga, Innocent Mutale (2020)
Publisher: Journal of Lexicography and Terminology
Keywords: ⛔ No DOI found

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

Teacher Deployment Algorithm Training Presentation - Inc, Fab; Hub, EdTech (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10458679 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1065 ZenodoArchiveConcept: 10458678
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Teacher Deployment Algorithm - Inc, Fab; Hub, EdTech (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10458692 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1066 ZenodoArchiveConcept: 10458691
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Teacher collaboration in curriculum design teams: prospects and challenges in the Zambian education system - Mwanza, Christine; Changwe, Robert (Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736), 2020)
Keywords: ⛔ No DOI found

Teacher and Parental Perceptions of Performance Pay in Education: Evidence from Tanzania - Mbiti, Isaac; Schipper, Youdi (Research on Improving Systems of Education (RISE), 2020)
This paper presents evidence on teacher opinions regarding performance pay from a large experimental evaluation that included three interventions: a school grants program, a teacher performance pay program, and a combination of both programs. The experimental evaluation was conducted in a nationally representative sample of 350 public primary schools in Tanzania. We report four sets of results. First, approximately 96 percent of teachers support the idea of teacher performance pay, while 61 percent favor at least some performance linked element in a future salary increase. Further, 80 percent of head teachers support performance pay. Second, we find that exposure to a performance pay program has a limited positive impact on teacher support. Third, contrary to arguments from performance pay critics that such programs adversely affect the work environment in schools, we find that teachers in all the experimental arms report higher satisfaction with the work environment and job support. Fourth, we find that a majority of parents (55 percent) prefer performance pay over school grants, but exposure to the experimental programs does not change this preference.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2020/037 2129771:JDTT2BKK

TCPD in Tanzania: Design-Based Implementation Research Cycle 1 Recommendations Policy Brief - Koomar, Saalim; Massam, Winston; Chachage, Kristeen; Anthony, Gervace; Mrope, Winifrida Jacob; Malibiche, Mustafa; Mutura, Emmanuel; Adam, Taskeen; Hennessy, Sara; Mtenzi, Frederick; Komba, Aneth; Mwakabungu, Fika; et al. (EdTech Hub, 2023)
MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teachers’ Continuous Professional Development (TCPD)) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The current and ongoing research project, The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania, using Design-Based Implementation Research (DBIR), closely aligned with the Tanzania National TCPD implementation plan (TIE, 2021), evaluates the initial implementation of MEWAKA at school level. This policy brief presents a summary of the key findings and recommendations from the first cycle of the DBIR carried out between September and December 2022. Keywords: TCPD; teacher professional development; design-based implementation research; primary education; tanzania; communities of learning An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7948836 ZenodoArchiveConcept: 7948835 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7948836 10.53832/edtechhub.0166 2405685:FICAJDR3 2405685:HUR5C9QN
Keywords: _r:AddedByZotZen

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

Tanzania Weather & Climate - Natural habitat adventures (2022)
Tanzania has a generally comfortable climate year-round. Browse this month by month break down of weather and climate in Tanzania.
KerkoCite.ItemAlsoKnownAs: 2129771:6NSGMVM4 4682641:SN6WXZXP

TAIL, a new scheme for rating indoor environmental quality in offices and hotels undergoing deep energy renovation (EU ALDREN project) - Wargocki, Pawel; Wei, Wenjuan; Bendžalová, Jana; Espigares-Correa, Carlos; Gerard, Christophe; Greslou, Olivier; Rivallain, Mathieu; Sesana, Marta Maria; Olesen, Bjarne W.; Zirngibl, Johann (Energy and Buildings, 2021)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.enbuild.2021.111029 2129771:RVZSGIX6 4682641:38G9B7P7 4682641:BQSLQ2B9
Keywords: BE:RELEVANT

Tackling girls dropping out of school in Malawi: Is improving household socio-economic status the solution? - Chikhungu, Lana; Kadzamira, Esme; Chiwaula, Lizzie; Meke, Elizabeth (International Journal of Educational Research, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2020.101578 2129771:8YDAUNAL 4752638:2MZN7U8B 4752638:4BFBMHP4 4752638:F5PC52HW 4752638:JBVVP5S8 4752638:YYDLPADC
Keywords: _C:Malawi MWI

Tackling environmental challenges in pollution controls using artificial intelligence: A review - Ye, Zhiping; Yang, Jiaqian; Zhong, Na; Tu, Xin; Jia, Jining; Wang, Jiade (Science of the Total Environment, 2020)
Publisher: Elsevier

Tackling coloniality and re-storying EdTech - Making your offering inclusive and socially just - Moustafa, Nariman; Adam, Taskeen (OpenDevEd, 2023)
ZenodoArchiveID: 7946855 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0291 ZenodoArchiveConcept: 7946854
Keywords: _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

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

Systems Implications for Core Instructional Support Lessons from Sobral (Brazil), Puebla (Mexico), and Kenya - Crouch, Luis (Research on Improving Systems of Education (RISE), 2020)
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI_2020/020 2129771:VFQQBEFI

Syṡtemic Mixed-Methods Research — a conceptual framework for scalable EdTech research - Haßler, Björn; El-Serafy, Yomna; Khalayleh, Abdullah; McBurnie, Chris (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0001 2129771:QWT92U45 2486141:BSRIR2SM

Syṡtemic Mixed-Methods Research — a conceptual framework for scalable EdTech research - Haßler, Björn; El-Serafy, Yomna; Khalayleh, Abdullah; McBurnie, Chris (EdTech Hub, 2021)
OldDOI: 10.5281/zenodo.4557484 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4557484 2129771:HT9D5C8E 2129771:TP8VC7RE 2339240:S3YSSL2W 2405685:TD2ASC4G 4804264:ZLHCZ3CW
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:n; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Systematic Reviews on Flipped Learning in Various Education Contexts - Lo, Chung Kwan (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
This chapter shares the author's experiences of and reflections on conducting systematic reviews of flipped classroom research. The author first discusses the rationale for conducting systematic reviews and how the reviews contribute to the flipped learning field. After that, he lighlights some possible strategies, regarding literature search, article selection, and research synthesis, to improve the quality of systematic reviews.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7_8 2129771:BZZ9R2S2

Systematic Reviews in Educational Research: Methodology, Perspectives and Application [Chapter] - Newman, Mark; Gough, David (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
This chapter explores the processes of reviewing literature as a research method. The logic of the family of research approaches called systematic review is analysed and the variation in techniques used in the different approaches explored using examples from existing reviews. The key distinctions between aggregative and configurative approaches are illustrated and the chapter signposts further reading on key issues in the systematic review process.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7_1 2129771:Z8JQALXV

Systematic Reviews in Educational Research: Methodology, Perspectives and Application [Book] - Zawacki-Richter, Olaf; Kerres, Michael; Bedenlier, Svenja; Bond, Melissa; Buntins, Katja (Springer Fachmedien Wiesbaden, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7 2129771:4A6ZX2I6

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

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

Systematic Review of the Literature About the Effects of the COVID-19 Pandemic on the Lives of School Children - Cachón-Zagalaz, Javier; Sánchez-Zafra, María; Sanabrias-Moreno, Déborah; González-Valero, Gabriel; Lara-Sánchez, Amador J.; Zagalaz-Sánchez, María Luisa (Frontiers in Psychology, 2020)
Background: The year 2020 has been marked by the emergence of COVID-19, this virus has reached many countries and has paralysed the lives of many people who have been forced to stay at home in confinement. There have been numerous studies that have sought to analyze the impact of this pandemic from different perspectives, however, this study will pay attention to how it has affected and how it may affect children between 0 and 12 years in the future after the closure of schools for months. Objective: The objective of this article is to learn about the research carried out on the child population in times of confinement, especially those dealing with psychological and motor aspects of minors. Methods: To carry out this systematic review, the PRISMA statement has been followed to achieve an adequate and organized structure of the manuscript. The bibliography has been searched in the WOS, SCOPUS and DIALNET databases, using as keywords: "COVID-19" and "Children". The criteria that were established for the selection of the articles were (1) articles focusing on an age of up to 12 years; (2) papers relating COVID-19 to children; (3) studies analysing the psychological and motor characteristics of children during confinement Results: A total of 9 manuscripts related to psychological and motor factors in children under 12 have been found. The table presenting the results includes the authors, title, place of publication and key ideas of the selected manuscripts. Conclusion: After concluding the systematic review, it has been detected that there are few studies that have focused attention on the psychological, motor or academic problems that can lead to minors after a situation of these characteristics. Similarly, a small number of studies have been found that promote actions at the family and school level to reverse this situation when life returns to normal. These results may be useful for future studies that seek to expand the information according to the evolution of the pandemic.
Publisher: Frontiers
Keywords: COVID-19; Children; Coronavirus; Psychology; physical activity

Systematic mapping of global research on climate and health: a machine learning review - Berrang-Ford, Lea; Sietsma, Anne J.; Callaghan, Max; Minx, Jan C.; Scheelbeek, Pauline FD; Haddaway, Neal R.; Haines, Andy; Dangour, Alan D. (The Lancet Planetary Health, 2021)
Background The global literature on the links between climate change and human health is large, increasing exponentially, and it is no longer feasible to collate and synthesise using traditional systematic evidence mapping approaches. We aimed to use machine learning methods to systematically synthesise an evidence base on climate change and human health. Methods We used supervised machine learning and other natural language processing methods (topic modelling and geoparsing) to systematically identify and map the scientific literature on climate change and health published between Jan 1, 2013, and April 9, 2020. Only literature indexed in English were included. We searched Web of Science Core Collection, Scopus, and PubMed using title, abstract, and keywords only. We searched for papers including both a health component and an explicit mention of either climate change, climate variability, or climate change-relevant weather phenomena. We classified relevant publications according to the fields of climate research, climate drivers, health impact, date, and geography. We used supervised and unsupervised machine learning to identify and classify relevant articles in the field of climate and health, with outputs including evidence heat maps, geographical maps, and narrative synthesis of trends in climate health-related publications. We included empirical literature of any study design that reported on health pathways associated with climate impacts, mitigation, or adaptation. Findings We predict that there are 15 963 studies in the field of climate and health published between 2013 and 2019. Climate health literature is dominated by impact studies, with mitigation and adaptation responses and their cobenefits and co-risks remaining niche topics. Air quality and heat stress are the most frequently studied exposures, with all-cause mortality and infectious disease incidence being the most frequently studied health outcomes. Seasonality, extreme weather events, heat, and weather variability are the most frequently studied climate-related hazards. We found major gaps in evidence on climate health research for mental health, undernutrition, and maternal and child health. Geographically, the evidence base is dominated by studies from high-income countries and China, with scant evidence from low-income counties, which often suffer most from the health consequences of climate change. Interpretation Our findings show the importance and feasibility of using automated machine learning to comprehensively map the science on climate change and human health in the age of big literature. These can provide key inputs into global climate and health assessments. The scant evidence on climate change response options is concerning and could significantly hamper the design of evidence-based pathways to reduce the effects on health of climate change. In the post-2015 Paris Agreement era of climate solutions, we believe much more attention should be given to climate adaptation and mitigation options and their effects on human health. FundingForeign, Commonwealth & Development Office.
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S2542-5196(21)00179-0 2129771:IDJZNM3S 2129771:QUG9TZFB 2129771:SXRZDSH6 2486141:TY6XRCLY 5072953:3WUMLRID 5072953:T5HTLW4W
Keywords: selected_for:effects of climate ch...on learning...LMICs 2024

Systematic mapping of global research on climate and health: a machine learning review - Berrang-Ford, Lea; Sietsma, Anne J.; Callaghan, Max; Minx, Jan C.; Scheelbeek, Pauline FD; Haddaway, Neal R.; Haines, Andy; Dangour, Alan D. (The Lancet Planetary Health, 2021)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S2542-5196(21)00179-0 2129771:IDJZNM3S 2129771:SXRZDSH6 openalex: W3181294875
Keywords: openalex:n:1; openalex:yes

Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education - Chiu, Thomas K. F.; Xia, Qi; Zhou, Xinyan; Chai, Ching Sing; Cheng, Miaoting (Computers and Education: Artificial Intelligence, 2023)
Applications of artificial intelligence in education (AIEd) are emerging and are new to researchers and practitioners alike. Reviews of the relevant literature have not examined how AI technologies have been integrated into each of the four key educational domains of learning, teaching, assessment, and administration. The relationships between the technologies and learning outcomes for students and teachers have also been neglected. This systematic review study aims to understand the opportunities and challenges of AIEd by examining the literature from the last 10 years (2012–2021) using matrix coding and content analysis approaches. The results present the current focus of AIEd research by identifying 13 roles of AI technologies in the key educational domains, 7 learning outcomes of AIEd, and 10 major challenges. The review also provides suggestions for future directions of AIEd research.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.caeai.2022.100118 4804264:34NRK3GY 4804264:65UVKU5G 4804264:99ZEJ8Z3 4804264:C6AZIUGH
Keywords: AI; Artificial intelligence; Artificial intelligence in education; Assessment; Final_citation; Learning; Systematic review; Teaching; anystyle; existing

Synergizing education, research, campus operations, and community engagements towards sustainability in higher education: a literature review - Menon, Shalini; Suresh, M. (International Journal of Sustainability in Higher Education, 2020)
Purpose The UN proclamation of 2005–2014 as the decade of education for sustainable development has been instrumental in creating awareness and driving higher education institutions (HEIs) in integrating sustainability into their system. The purpose of this paper is to explore and encapsulate practices adopted by universities and colleges across the globe in integrating sustainability in education (here refers to curriculum and pedagogy), research, campus operations and outreach programs. Design/methodology/approach The review analyzed 229 peer-reviewed research studies in the time period 2005–2018 selected from 44 journals. The literature review was done in phases. The first phase was the selection of the database, the second phase was refining the database by eliminating irrelevant studies and the last phase was distributing selected studies on the basis of the journal, year and country of publication, research paradigm, sustainability integration in higher education, teaching techniques adopted by HEIs and research focus in publications. Findings This study contributes to the literature review of sustainability in higher education. From the literature review, it is evident that sustainability has made inroads into HEIs, but only a few universities have been successful in implementing it holistically, integrating all the triple bottom line dimensions in balance. Practical implications The study has practical implications for HEIs planning to integrate sustainability into teaching and learning and other aspects of educational practices. The findings and the examples of successful implementation of sustainable education by institutions around the world would help universities and colleges in formulating policies, strategies and practices that would promote sustainability on campuses. Originality/value The literature reviews on sustainability in higher education so far have focused either on curricula, pedagogical approaches, assessment and reporting or barriers and solutions. This study attempts to offer a comprehensive view of the initiatives adopted by the institutions in incorporating sustainability in education, research, campus operations and outreach programs.
Publisher: Emerald Publishing Limited
Keywords: Campus operations; Higher education; Outreach programs; Sustainability; Sustainable education and research

Synchronous distance education vs traditional education for health science students: A systematic review and meta-analysis - He, Liyun; Yang, Na; Xu, Lingling; Ping, Fan; Li, Wei; Sun, Qi; Li, Yuxiu; Zhu, Huijuan; Zhang, Huabing (Medical Education, 2021)
Context Synchronous distance education (SDE) has been widely used for health science students in recent years. This study examined the effectiveness and acceptance of SDE compared with traditional education for health science students and explored the potential moderators that could impact the pooled results. Methods A systematic review and meta-analysis was conducted of randomised controlled trials (RCTs) from January 2000 to March 2020 searched on nine electronic databases, including Web of Science, PubMed, Cochrane Library, Scopus, EMBASE, CINAHL, ERIC, PsycINFO, and ProQuest Dissertations and Theses. The outcomes measured were knowledge, skills with objective assessments and overall satisfaction with subjective evaluations. The pooled results were calculated using random-model effects, and moderators were explored through meta-regression. Results A total of seven RCTs with 594 participants were included. At the post-test level, the pooled effect size of knowledge acquisitions (SMD 0.12, 95% CI −0.07-0.32) showed insignificant difference between the SDE and traditional education groups (P = .207), with low heterogeneity (I2 = 17.6%). Subgroup analyses observed no factors that significantly impacted the pooled results of knowledge acquisition at the post-test levels (P for interaction > 0.05). Knowledge gains from pretest to post-test in SDE groups also did not differ significantly between groups (SMD 0.15, 95% CI −0.22-0.53; P = .428). The pooled effect size of skills (SMD 0.02, 95% CI −0.24-0.28; P = .735) was similarly insignificant. The pooled effect size of overall satisfaction (SMD 0.60, 95% CI 0.38-0.83; P < .001) significantly favoured SDE over traditional education. Incorporating two-group studies without randomisations did not significantly change the overall results of knowledge acquisition at the post-test level (SMD −0.002, 95% CI −0.11-0.10; P = .994), with moderate heterogeneity (I2 = 61.9%). Conclusions Synchronous distance education was not significantly different from traditional education in effectiveness and had higher satisfaction ratings. Our findings might provide indications for adoptions of online remote education in health science education centres.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/medu.14364 KerkoCite.ItemAlsoKnownAs: 10.1111/medu.14364 2129771:9HBD6YC4
Keywords: _genre:LR-literature_review; health science students; meta-analysis; synchronous distance education; the COVID-19 pandemic; traditional education

Symbiosis: The Curriculum and the Classroom - Howard, Kat; Hill, Claire (John Catt, 2020)
When the teaching profession places the curriculum at the heart of what it does, transformative change can take place. Curriculum reform is now at the forefront of every school agenda; in spite of this, there is a danger that its message may become lost in translation. When curricular change is poorly implemented, teachers experience a complete detachment from their sense of purpose, autonomy, and capacity to become curriculum designers of the future. Employing an astute blend of theory and practice, Claire Hill and Kat Howard offer a methodical approach to designing and delivering a curriculum, to ensure that all feel part of a collective curricular journey. At a time when work on the curriculum can be politicised, monetised and overcomplicated, Symbiosis: The Curriculum and the Classroom provides a series of practical strategies for curriculum designers at every level, in order to not only keep and develop the skilled and professional teachers desperately needed in schools, but also to provide a world-class curriculum to students.

SWOT Analysis of the Kenya Education Cloud - Groeneveld, Caspar; Kimenyi, Eric; Kaye, Tom (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:I6AV5KMC
Keywords: Final_citation; cited; existing

SWOT Analysis of the Kenya Education Cloud - Groeneveld, Caspar; Kimenyi, Eric; Kaye, Tom (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:LSCJ2AJX 2405685:UMJTLGUE DOI:10.5281/zenodo.4486279 2339240:WW642LX9
Keywords: _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

Sustaining Work-based Learning During COVID 19 Pandemic: - Namjoshi, Revati; Pani, Soumya; Despande, Ujjwala; Ranade, Amit (Journal of Learning for Development, 2021)
Sustaining Work-based Learning during the COVID-19 pandemic became a challenge since access to working-cum-learning places for students of a work-based degree programme was depleted. Socio-economic challenges needed to be addressed as students came from economically weaker sections of society. Also critical were the pedagogic challenges in terms of validating the sustenance and spirit of the work-based learning (WBL) model. This case study presents a special initiative of digital freelancing offering virtual workplaces as well as livelihoods to work-based learning students during the pandemic. Merits, limitations, potential spinoffs of the WBL model for higher education and learning for development are discussed.
Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:QWC8THSL
Keywords: Digital Freelancing; Livelihoods; Nai Talim; Pedagogy; WBL; Work-based Learning; _genre:PR-primary_research; sustainability; ⛔ No DOI found

Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana - Carter, Emma; Sabates, Ricardo; Rose, Pauline; Akyeampong, Kwame (International Journal of Educational Development, 2020)
This paper presents evidence on literacy trajectories for children in Ghana who enrolled in a Complementary Basic Education programme taught in mother tongue and transitioned into government schools. At the point of transition, we find that children who enrolled in government schools where the language of instruction differed from instruction in their mother tongue did not perform as well in literacy. After a year in government schools, those taught in another local language caught up. By contrast, those who transitioned into English did not. Our evidence reinforces the benefits of mother tongue and local language instruction for progress in literacy.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2020.102195 2129771:E8FLSTF2
Keywords: Alternative education; Ghana; Literacy; Mother tongue; Out of school

Sustainable curriculum planning for artificial intelligence education: A self-determination theory perspective - Chiu, Thomas KF; Chai, Ching-sing (Sustainability, 2020)
Publisher: MDPI

Sustainability in engineering education: A review of learning outcomes - Gutierrez-Bucheli, Laura; Kidman, Gillian; Reid, Alan (Journal of Cleaner Production, 2022)
Although UNESCO and the UN's Sustainable Development Goals have articulated the critical role of engineering in achieving sustainable forms of development, there remains the need to analyze the design, features, and nature of sustainability-focused initiatives in engineering education. To date, few studies have identified the main knowledge gaps in this sector of higher education. At the same time, there is no known research exploring student and graduate learning outcomes in particular contextual settings. To address these gaps, this article uses a realist scoping review to map and analyze how engineering education has approached sustainability in higher education institutions since the 1990s. Our study explores the approaches of curricula, teaching, and learning renewals promoted in higher education engineering programs identifying critical differences between the expected and actual learning outcomes. Key findings drawn from a range of international contexts include broad evidence that engineering education providers desire to approach sustainability from an integrative perspective. However, this approach typically demands more administrative resources to develop formal and hidden curriculum mechanisms. As a result, engineering education struggles to foster the associated intra- and inter-cultural learning characteristics expected within integrated sustainability education. Findings also suggest re-evaluating the connotation and senses of ‘being and becoming an engineer’, including social responsibilities in engineering education, to empower students as active agents of change. Implications for practice, policy, and curriculum development of nine approaches to engineering education for sustainability are also offered, alongside possibilities and priorities for future research.
Keywords: Education for sustainable development; Engineering education; Learning outcomes; Realist review; Scoping review; Sustainable development

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

Survey on Vietnamese teachers’ perspectives during COVID-19 - Hoang, Anh-Duc; Pham, Hiep-Hung; Le, Quynh-Anh Thi; Dinh, Viet-Hung; Le, Thu-Trang Thi; Nguyen, Yen-Chi (Harvard Dataverse, 2020)
This dataset was constructed by 294 Vietnamese teachers' perspectives on the teaching profession, as well as the support they received from differe...
Publisher: Harvard Dataverse KerkoCite.ItemAlsoKnownAs: 10.7910/DVN/FOCPKH 2129771:6EG76WM5

Supporting Teaching to Improve Teaching and Learning: A GPE KIX Scoping Study Working Paper - D'Angelo, Sophia; Cameron, L; Assane Igodoe, A; Sheria Nfundiko, J (Global Partnership for Education Knowledge and Innovation Exchange, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:3W8GWRZF

Supporting Teachers Moving Online, Using a MOOC, During the COVID-19 Pandemic - Mays, Tony John; Ogange, Betty; Naidu, Som; Perris, Kirk (Journal of Learning for Development, 2021)
Following campus closures due to the COVID-19 pandemic, many Ministries of Education around the world requested teachers to move their teaching online. This case study reflects on how the Commonwealth of Learning responded to requests from two countries to provide support in pedagogical and curricular change for online learning in this process. A Massive Open Online Course (MOOC) platform was used to upskill 11,568 teachers in two regions of the Commonwealth. Analytics from within the course, together with pre-, mid- and end- course surveys of participants’ perceptions indicated that while there was, and is scope for improvement, the short course largely reached its objective of providing immediate support on an introductory level and that the approach adopted was largely appropriate for the purpose.
Number: 1
Keywords: COVID-19; MOOC; OER; online; teaching; ⛔ No DOI found

Supporting Teachers in the Transition towards Distance Education: Challenges and Means - Papi, Cathia (Journal of Learning for Development, 2020)
During the lockdown as a result of the pandemic, it became necessary to deploy distance education in many countries, at all levels of education. This article presents the creation of a training course aimed at helping teachers to shift from in-person classes to distance learning. It highlights the issues and challenges encountered and pinpoints the first observable impacts of this course, as well as in-progress and upcoming developments
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:WWNSMFD4
Keywords: distance education; online learning; pandemic; transition; ⛔ No DOI found

Supporting Refugee Distance Education: A Review of the Literature - Taftaf, Randa; Williams, Christy (American Journal of Distance Education, 2020)
The sudden influx of refugees into countries around the world has caused a complicated, multi-faceted, international refugee crisis. Refugees, whether in camps or urban areas, face a myriad of problems and obstacles, yet one of the most critical issues young refugees face is the lack of educational opportunities and/or resources. United Nations International Children’s Emergency Fund warns that this lack of education could potentially create a “lost generation” which may lead to serious implications, not only for these young refugees but also to surrounding, nearby societies. This paper seeks to understand if and how Information and Communication Technology (ICTs) have been reported in the literature as being used in different contexts to connect young refugees with high quality educational opportunities, and whether the urban or camp contexts impact these opportunities. The results of this review of the literature indicate that a number of different ICTs have successfully been used in a variety of different educational settings and for a variety of purposes. Additionally, where a refugee lives could impact the accessibility and nature of the ICT tools available to provide an education.
Publisher: Routledge _eprint: https://doi.org/10.1080/08923647.2020.1691411 KerkoCite.ItemAlsoKnownAs: 10.1080/08923647.2020.1691411 2129771:7PNWHCSL
Keywords: _genre:LR-literature_review

Supporting open educational practices through open textbooks - Pitt, Rebecca (Beck); Jordan, Katy; Arcos, Beatriz de los; Farrow, Robert; Weller, Martin (Distance Education, 2020)
There has been little research into the impact of textbook costs on higher education in the United Kingdom. To better understand textbook use patterns and the issues faced by UK students and educators the UK Open Textbooks Project (2017–2018, http://ukopentextbooks.org/)) conducted quantitative survey research with United Kingdom educators in September 2018. This article reports on the findings of this survey, which focussed on awareness of open educational resources; textbook use and rationale; awareness and use of open textbooks; and open licensing. Results reveal fertile ground for open textbook adoption with potential to support a wide range of open educational practices. The findings indicate strategies for supporting pedagogical innovation and student access through the mainstream adoption of open textbooks.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757411
Keywords: United Kingdom; higher education; open educational practices (OEP); open educational resources (OER); open pedagogy; open textbooks

Supporting Intra-Sectoral Collaboration in the Primary Education Sector in Northern Nigeria - Watts, Michael; Akogun, Oladele; Allsop, Terry; Waziri, Nafisa (Africa Education Review, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:MAK4WYR2 2129771:N2XZXYHV 2129771:YLANDWDQ 2486141:5NGJW7SK
Keywords: ⚠️ Invalid DOI

Supporting Intra-Sectoral Collaboration in the Primary Education Sector in Northern Nigeria - Watts, Michael; Akogun, Oladele; Allsop, Terry; Waziri, Nafisa (Africa Education Review, 2023)

Supporting communities of practice – A Journey to effective problem-solving - Hanschke, Christina; Baer, James; Gangaramany, Alok; Verheijen, Janneke; Kilonzo, Nduku; Okiya, Bryan; Ranji, Leonard Kibe; Amolo, Stephen Amolo; Zwane, Simon; Nkambule, Rejoice; Buluma, Violet; Ojoo, Sylvia; et al. (Gates Open Research, 2021)
In contexts of scarce resources, varied assets, and diverse communities, engaging local stakeholders in the problem-solving process is critical to develop interventions for HIV prevention and treatment. Communities of practice (CoPs) – groups of people organized around a key purpose and a delivery point – can develop expertise in identifying their local community’s key challenges and selecting viable solutions. We propose a framework, adapted from the CoP model developed by Etienne Wenger, for systematically understanding the stages a CoP may go through as it develops its capacity to identify and solve problems and implement good practices. Our framework is based on the experience of practitioners of the LISTEN model (Local Initiatives Scaled Through Enterprise Networks) in eight local-level CoPs in Kenya and Eswatini. LISTEN seeks to help CoPs integrate continuous improvement processes, data, and human-centered design into their development and solutioning activities. The four stages in our framework for a CoP’s problem-solving journey are: 1) Community Identity: Identify and understand the CoP’s purpose and goals, and build rapport with its members and leaders; 2) Quick Win: Use a process of human-centered design to obtain a rapid and clear success in addressing a problem that the CoP has identified for itself and which it can tackle with its own resources; 3) Stewardship: Support the CoP in addressing more complex or long-term issues, including links to other CoPs at the local-community or higher levels to disseminate knowledge and obtain resources and support, where needed; and 4) Evolution: Support the CoP as it transitions into potentially new structures or functions. For each stage of the framework, we describe the kinds of support that may be provided to the CoP in the LISTEN model, and the types of tools that could be developed to assist them in problem-solving and in disseminating sustainable solutions.

Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review [JRTE] - Crompton, Helen; Burke, Diane; Jordan, Katy; Wilson, Samuel (Journal of Research on Technology in Education, 2021)
Emergencies can cause disruption to education. This study is unique in providing the first empirical systematic review on teacher support for Emergency Remote Education (ERE) from 2010 to 2020. A total of 57 studies emerged from the PRISMA search. This mixed-method study used deductive and inductive iterative methods to examine the data. The data reveal teacher support strategies from across 50 different high and low-income countries. Few studies focused on a teacher’s subject and the age range taught. In the examination of professional development provided to prepare K-12 teachers to conduct ERE, eight codes emerged from the grounded coding as; 1) prior preparation, 2) understanding ERE, 3) needs analysis, 4) digital pedagogical strategies, 5) technology tools, 6) frameworks, 7) digital equity, and 8) mental wellness.
Publisher: Routledge _eprint: https://doi.org/10.1080/15391523.2021.1899877 KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2021.1899877 2129771:YQAWM35J 2339240:258WF4VH 2405685:IA5XF32V 2405685:SU6FMBKT 2405685:XERPP4G9 2534379:UVB8PHFN
Keywords: COVID-19; Teacher education; _EdTechHub_Output; _GS:indexed; _cover:analysis:nopdf; _genre:LR-literature_review; _r:CopiedFromEvLib; _yl:a; emergencies; emergency remote education; remote education

Support for teachers in challenging situations as a factor of change: reflections from a continuing professional development programme in Guinea-Bissau - da Silva, Rui; Oliveira, Joana (FIRE: Forum for International Research in Education, 2020)
Issue: 2 KerkoCite.ItemAlsoKnownAs: 10.32865/fire202062181 2129771:Y7BYB9WA
Keywords: _C:Angola AGO; _C:Canada CAN; _C:Cape Verde CPV; _C:Guinea-Bissau GNB; _C:Kenya KEN; _C:Namibia NAM; _C:Netherlands NLD; _C:Portugal PRT; _C:South Africa ZAF; _C:South Sudan SSD; _C:Sweden SWE; _C:Tanzania TZA; _C:Uganda UGA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Supervised Machine Learning Approaches for Predicting Key Pollutants and for the Sustainable Enhancement of Urban Air Quality: A Systematic Review - Essamlali, Ismail; Nhaila, Hasna; Khaïli, Mohamed El (Sustainability, 2024)
Urban air pollution is a pressing global issue driven by factors such as swift urbanization, population expansion, and heightened industrial activities. To address this challenge, the integration of Machine Learning (ML) into smart cities presents a promising avenue. Our article offers comprehensive insights into recent advancements in air quality research, employing the PRISMA method as a cornerstone for the reviewing process, while simultaneously exploring the application of frequently employed ML methodologies. Focusing on supervised learning algorithms, the study meticulously analyzes air quality data, elucidating their unique benefits and challenges. These frequently employed ML techniques, including LSTM (Long Short-Term Memory), RF (Random Forest), ANN (Artificial Neural Networks), and SVR (Support Vector Regression), are instrumental in our quest for cleaner, healthier urban environments. By accurately predicting key pollutants such as particulate matter (PM), nitrogen oxides (NOx), carbon monoxide (CO), and ozone (O3), these methods offer tangible solutions for society. They enable informed decision-making for urban planners and policymakers, leading to proactive, sustainable strategies to combat urban air pollution. As a result, the well-being and health of urban populations are significantly improved. In this revised abstract, the importance of frequently employed ML methods in the context of air quality is explicitly emphasized, underlining their role in improving urban environments and enhancing the well-being of urban populations.
openalex: W4391131339 KerkoCite.ItemAlsoKnownAs: 10.3390/su16030976 2129771:THFFNCYM 5072953:5TPJXCNX
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Summary Report: Evaluation of the Rapid Teacher Training - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe),; UNESCO Regional Office for Southern Africa; Open Development and Education (OpenDevEd, 2022)
ZenodoArchiveID: 6323508 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6323508 ZenodoArchiveConcept: 6323507
Keywords: _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

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

Style Guide - The HP Cambridge Partnership for Education EdTech Fellowship (Open Development & Education, 2023)
ZenodoArchiveID: 8052087 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0292 ZenodoArchiveConcept: 8052086
Keywords: _comingsoon; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Studying How to Apply Chatbots Technology in Higher-Education: First Results and Future Strategies - Mora, Antonio M.; Guillén, Alberto; Barranco, Francisco; Castillo, Pedro A.; Merelo, Juan J. (International Conference on Human-Computer Interaction, 2021)
Keywords: ⛔ No DOI found

Studying dilemmas of mathematics teaching in Southern Africa - Gobede, Fraser; Mosvold, Reidar (African Journal of Teacher Education and Development, 2022)
Publisher: AOSIS (Pty) Ltd.

Study on the Use of Ict in Education and Remote Learning During Crises and the Required Investment for Digital Transformation for African Countries (Association for the Development of Education in Africa, 2022)

Study Behavior in Computing Education—A Systematic Literature Review - Lorås, Madeleine; Sindre, Guttorm; Trætteberg, Hallvard; Aalberg, Trond (ACM Transactions on Computing Education, 2021)
As the field of computing education grows and matures, it has become essential to unite computing education and higher education research. Educational research has highlighted that how students study is crucial to their learning progress, and study behaviors have been found to play an important role in students’ academic success. This article presents the main results of a systematic literature review intended to determine what we know about the study behaviors of computing students and the role of educational design in shaping them. A taxonomy of study behaviors was developed and used to clarify and classify the definitions of study behavior, process, strategies, habits, and tactics as well as to identify their relationship to the educational context. The literature search resulted in 107 included papers, which were analyzed according to defined criteria and variables. The review of study behavior terminology found that the same terms are used to describe substantially different study behaviors, and the lack of standard terminology makes it difficult to compare findings from different papers. Furthermore, it was more common for papers to use study behaviors to explain other aspects of students rather than exploring and understanding them. Additionally, the results revealed a tendency to focus on specific educational contexts, predominantly introductory programming courses. Although computing education as a field is well equipped to expand the knowledge about both study behaviors and their connection to the educational context, the lack of common terminology and theories limits the impact. The taxonomy of study behaviors in computing education proposed in this article can contribute to contextualizing the research in such a way that researchers and educators across institutional borders can compare and utilize results. Last, the article outlines some areas for future research and recommendations for practice.
Keywords: Computing education; educational context; study behavior; study habits; study process; study strategies; study tactics

Students’ online information use and learning progress in higher education – A critical literature review - Zlatkin-Troitschanskaia, Olga; Hartig, Johannes; Goldhammer, Frank; Krstev, Jan (Studies in Higher Education, 2021)
Learning using the Internet has become a vital factor for academic success in higher education. Students increasingly rely on the Internet as their main information source. However, related research is still an emerging and highly fragmented field. Therefore, this study aims to provide a comprehensive and integrative review of research literature on student learning vis-à-vis using the Internet. The review encompasses research on students' strategies for searching, evaluating, and selecting online information, the use of this information for domain-specific learning, and the influence of the characteristics of both online information sources and learners on searching, evaluating, and selecting online information. Moreover, research on how this information-related behavior develops and affects learning outcomes is considered. The literature research, conducted in 2020, employed the database Education Resources Information Center (ERIC) and the search engine Google Scholar. Based on relevant search phrases and keywords, over 500 publications were found. After a second search, 55 fitting publications from 2009 onwards were identified. The review reveals a lack of research on the characteristics of online information, how these characteristics affect student learning in higher education, and how student learning can be fostered by improving students' information-related strategies. Research integrating these different perspectives is even scarcer.
Publisher: Routledge _eprint: https://doi.org/10.1080/03075079.2021.1953336
Keywords: Online learning; higher education; meta-analysis; online media use

Students’ behavioral intention to use and achievements in ICT-Integrated mathematics remedial instruction: Case study of a calculus course - Chen, C.-L.; Wu, C.-C. (Computers and Education, 2020)
Mathematics remedial instruction is a mathematics education topic worthy of attention; therefore, studying how to effectively implement remedial instruction is essential. A Grade 12 calculus course was used as a case study for exploring the effects of information and communication technology (ICT)-integrated mathematics remedial instruction and factors affecting students' intention to use. A within-group design was adopted to examine whether students' grades on the same type of question in a posttest were significantly higher than in a pretest using a paired samples t-test. Results showed that when ICT-integrated mathematics remedial instruction was not implemented, students' scores in the posttest were not significantly higher; however, after implementing ICT-integrated mathematics remedial instruction, the grades in the posttest were significantly higher. Regarding students' intention to use ICT-integrated mathematics remedial instruction, the research model was developed from the technology acceptance model. This study analyzed data collected from questionnaires using the partial-least-squares structural equation modeling multivariate data analysis method. The results indicated that (1) perceived usefulness significantly affected attitude toward use and behavioral intention to use; (2) attitude toward use significantly affected behavioral intention to use; and (3) attitude toward use exhibited significant mediating effects between perceived usefulness and behavioral intention to use, indicating that perceived usefulness primarily affected students’ behavioral intention to use through attitude toward use. The results may facilitate the application of technology to implement mathematics remedial instruction. © 2019 Elsevier Ltd
Publisher: Elsevier Ltd KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2019.103740 2129771:97FQ64AP 2339240:ZSKRWZNN 2486141:AEJU8IX4
Keywords: Applications in subject areas; Applications in subject areas ∙; Calculations; Computer aided instruction; Edtech; Education computing; Improving classroom teaching; Improving classroom teaching ∙; Information and Communication Technologies; Integration; Interactive learning environment; Interactive learning environments ∙; Knowledge acquisition; Least squares approximations; Marginalised; Multivariant analysis; Multivariate data analysis method; Pedagogy; Structural equation modeling; Students; Surveys; Teaching; Teaching/learning strategies; Teaching/learning strategy; Technology acceptance model; _AcademicRecoveryOECS

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

Student Teachers School Experience in Zambia: Experiences and Challenges - Mulenga, Innocent Mutale; Bwalya, Katongo (East African Journal of Education and Social Sciences, 2022)

Student Teachers School Experience in Zambia: Experiences and Challenges - Mutale Mulenga, Innocent; Bwalya, Katongo (EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES, 2022)
The purpose of this study was to establish challenges and experiences faced by student teachers during teaching practice in Zambia. The study employed the concurrent embedded design. Data was collected from 280 respondents including 200 student teachers, 30 host school deputy head teachers and 50 lecturers. The study employed a questionnaire, focus group discussion and an interview to collect data from the respondents. The study established some challenges which can serve as learning points for teacher educators and administrators in institutions of higher learning that are running teacher education programs. The challenges include the struggle of maintaining low costs while having a high quality school experience, lecturers hurrying through the supervision process, the tendency to involve non-lecturers to supervise students and students lack of adequate support during the school experience period. The school experience period was adequate and students had a number of benefits from it although some institutions had it at the end of the program. It was therefore recommended that school experience be continually evaluated by both the Ministry of Education and institutions that provide teacher education programs in Zambia and that the length of the school experience period be maintained so as to enhance the benefits that student teacher drew from it. It was further recommended that institutions preparing teachers should make sure that school experience is done during the teacher education period and not at the end of it so that students and their lecturers evaluate the experience before the end of the program.

Student participation in private supplementary education: A comparative analysis of Japan, Korea, Shanghai, and the USA - Park, H.; Lim, Y. (Chinese Journal of Sociology, 2020)
Private supplementary education, which refers to private lessons and learning outside of formal schooling purchased by families, has been widely practiced in East Asia. Its demand has grown even beyond East Asia, however, as educational competition for social mobility has intensified in many parts of the world. This global trend makes it important to determine who has greater access to private supplementary education and address the implications of the differential access for educational inequality. The current study compares how family socioeconomic status (SES) and students’ prior academic performance are related to their participation in private supplementary education in three East Asian societies—Japan, Korea, and Shanghai (China)—and the USA. Private supplementary education has existed on a substantial scale in Japan and Korea. The public and scholars have increased their concerns regarding the growing prevalence of private supplementary education in China. Although it has not been a major educational strategy, the demand for private supplementary education is rising in the USA as well, which can offer a useful insight into the global application of private supplementary education in contemporary educational systems. The focused comparisons across a small number of societies allow analyses of detailed patterns in each society in comparative perspective, thus moving beyond both single-country research and large-scale cross-national studies. The data for the current study come from 15-year-old students who participated in an international survey of student achievement, Programme for International Student Assessment (PISA) 2012. With a clearly defined measure of private supplementary education, PISA 2012 provides an exceptional opportunity for comparison. Drawing on data for 15-year-old students in four societies from PISA 2012, the linear probability models highlight heterogeneity among three East Asian societies. Japan is distinctive from Korea and Shanghai in terms of the influences of family SES on student participation in private supplementary education. Once school-fixed effects are taken into account, the strength of the relationship between family SES and private supplementary education in Japan is similar to the strength in the USA, which is weaker than the strength in Korea and Shanghai. Japan and the USA are also similar in that family structure is not significantly associated with private supplementary education, while students in non-two-parent families are significantly less likely to receive private supplementary education in Korea and Shanghai. The school-fixed-effects models also show that the within-school relationship between students’ prior academic performance and their participation in private supplementary education is generally negative. Japan, Shanghai, and the USA show a significantly negative relationship, while only Korea shows no significant relationship. Future research directions are suggested in the conclusion. © The Author(s) 2020.
Publisher: SAGE Publications Ltd KerkoCite.ItemAlsoKnownAs: 10.1177/2057150X20916011 2129771:594JDC7P 2339240:YXRZRQFL 2486141:5SUGACY5
Keywords: Children; East Asia; Supplementary Education; _AcademicRecoveryOECS; education; inequality; stratification

Student Learning Outcomes Assessment in Higher Education and in Academic Libraries: A Review of the Literature - Goss, Harold (The Journal of Academic Librarianship, 2022)
Conducting effective assessment toward evaluating student learning outcomes (SLO) is a difficult and complex process for all higher education professionals. University-level conversations are increasingly centered on student learning outcomes as they pertain to issues such as students' skills competence, continuous improvement, retention, etc. In response to the increasing demand for units on campus (including academic libraries) to contribute to these conversations, an understanding of how to assess student learning outcomes becomes essential. This paper reviews recent academic literature pertaining to assessing student learning outcomes in higher education and academic libraries. The objective is to use both to create a starting point for academic librarians looking to embark on a SLO-based program of assessment at their academic libraries.
Keywords: Academic libraries; Assessment; Information literacy; Librarians; Student learning outcomes; Student success

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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