Digital game-based learning for K-12 mathematics education: A meta-analysis - Byun, JaeHwan; Joung, Eunmi (School Science and Mathematics, 2018)
Keywords: Final_citation; cited; existing

Impacto del Programa “Computadores para Educar” en la deserción estudiantil, el logro escolar y el ingreso a la educación superior [Impact of the Programme Computers to Educate on Student Dropout, School Achievement and Admission to Higher Education - C., Rodriguez; F., Sánchez; J, Márquez Zuñiga (Serie Documentos CEDe, 2011)
Keywords: Final_citation; ⚠️ Invalid DOI

Políticas públicas em educação: um apanhado histórico - Cá, Lourenço Ocuni; Ocuni Cá, Cristina Mandu (2015)
Este trabalho pretende documentar e analisar as estruturas educacionais da Guiné-Bissau, a falta de infraestrutura deixada pelo colonialismo português e a implementação do novo sistema educacional pelo Partido Africano para Independência da Guiné e Cabo Verde (PAIGC). A análise é feita por meio de avaliação do desempenho de sucessivos períodos que fizeram parte da história educacional do país. Nesta análise, destaca-se, em primeiro momento, a ausência de instituições escolares na sociedade linhageira africana, não que isto significasse a inexistência de ensino-aprendizagem, pois se tratava de uma cultura oral que veio a ser sobreposta pela cultura escrita europeia. Nesse sentido, no ensino colonial, a Igreja Católica desempenhou o papel fundamental na docilização dos guineenses. A igreja não só ajudou na implantação da política educacional, como também participou na legitimação do colonialismo português, sancionando e santificando a missão civilizadora e função histórica de Portugal. Paralelamente a essa educação, o movimento de libertação nacional da Guiné e Cabo Verde (PAIGC) idealizou e instaurou a educação nas Zonas Libertadas (1963-1973) esta educação era mais aberta e mais dinâmica em relação ao mundo exterior. Ela não tinha mais como objetivo principal produzir uma situação de equilíbrio e de estagnação e sim procurava apoiar-se e favorecer o processo geral da luta de libertação nacional em que se inseria.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Cape Verde; C:Guinea; C:Guinea-Bissau; CA:AandC; CL:en; CL:fr; CL:pt; CLL:pt; CLS:en; CT:A; CT:C; CT:P; CT:T; P:culture; P:health; T:apprenticeship; publicImportV1

AMREF's Stand Up For African Mothers Campaign: Training Midwives to Reduce Maternal Mortality in Africa - Cabridens, M; Tolve, S (The Journal of Field Actions: Field Actions Science Reports, 2012)
Abstract. AMREF is the African Medical and Research Foundation, a uniquely African organization, created in 1957 which runs 145 health programmes a year to help around 7 million people in Africa. Headquartered in Nairobi and with offices around the world, AMREF ensures access to health care for the most vulnerable and marginalized people in Africa, with a focus on women and children. AMREF works within the communities, and works with and for women as they are the heart of the communities. Indeed, by focusing on midwives training in the Stand Up For African Mothers campaign, AMREF is able to talk about the key role of women and mothers for a healthy Africa and the needs of health workers to reduce mortality rates for mothers but also for children. Keywords. Health care, Africa, women, children, poverty, social work, midwifes, pregnancy.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:West Africa; C:Ethiopia; C:South Sudan; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:Q; CT:T; Q:ICT; Q:e-learning; T:Ausbildung; T:TVET; T:Training; _C:Uganda UGA; publicImportV1; ⛔ No DOI found

Factors Affecting Students' Acceptance of Tablet PCs: A Study in Italian High Schools - Cacciamani, Stefano; Villani, Daniela; Bonanomi, Andrea; Carissoli, Claudia; Olivari, Maria Giulia; Morganti, Laura; Riva, Giuseppe; Confalonieri, Emanuela (Journal of Research on Technology in Education, 2018)
Keywords: __C:filed:1

Surveillance training for ebola preparedness in Côte d’Ivoire, Guinea-Bissau, Senegal, and Mali - Cáceres, Victor M.; Sidibe, Sekou; Andre, McKenzie; Traicoff, Denise; Lambert, Stephanie; King, Melanie E.; Kazambu, Ditu; Lopez, Augusto; Pedalino, Biagio; Herrera Guibert, Dionisio J.; Wasswa, Peter; Cardoso, Placido; et al. (Emerging Infectious Diseases, 2017)
© 2017, Centers for Disease Control and Prevention (CDC). All rights reserved. The 2014–2015 epidemic of Ebola virus disease in West Africa primarily affected Guinea, Liberia, and Sierra Leone. Several countries, including Mali, Nigeria, and Senegal, experienced Ebola importations. Realizing the importance of a trained field epidemiology workforce in neighboring countries to respond to Ebola importations, the Centers for Disease Control and Prevention Field Epidemiology Training Program unit implemented the Surveillance Training for Ebola Preparedness (STEP) initiative. STEP was a mentored, competency-based initiative to rapidly build up surveillance capacity along the borders of the at-risk neighboring countries Côte d’Ivoire, Mali, Senegal, and Guinea-Bissau. The target audience was district surveillance officers. STEP was delivered to 185 participants from 72 health units (districts or regions). Timeliness of reporting and the quality of surveillance analyses improved 3 months after training. STEP demonstrated that mentored, competency-based training, where learners attain competencies while delivering essential public health services, can be successfully implemented in an emergency response setting.
Keywords: -FullBiblioUHMLgen; -RRQ:M:final; -missingHU; A:West Africa; C:Guinea; C:Guinea-Bissau; C:Liberia; C:Mali; C:Nigeria; C:Senegal; C:Sierra Leone; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:health; P:services; R:survey; T:Training; T:competency-based training; T:trainee; _C:Sierra Leone SLE; publicImportV1

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.
Keywords: COVID-19; Children; Coronavirus; Psychology; physical activity

Effects of Scaffolding in Digital Game-Based Learning on Student’s Achievement: a Three-Level Meta-analysis - Cai, Zhihui; Mao, Peipei; Wang, Dandan; He, Jinbo; Chen, Xinjie; Fan, Xitao (Educational Psychology Review, 2022)
Keywords: Final_citation; cited; existing

Back Doors, Trap Doors, and Fourth-Party Deals: How You End up with Harmful Academic Surveillance Technology on Your Campus without Even Knowing - Caines, Autumm; Silverman, Sarah (The Journal of Interactive Technology and Pedagogy, 2021)
Keywords: Final_citation; Issue Twenty; anystyle; existing; ⛔ No DOI found

How Charts Lie: Getting Smarter about Visual Information - Cairo, Alberto (W. W. Norton & Company, 2019)

Increasing student involvement in their own learning - Calay, P.; Chambers, P.; Edwards, P.; Haßler, Björn; C. Hill,; P. Kahn (Undergraduate Mathematics Teaching Conference, 1999)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; ⛔ No DOI found

A topography of climate change research - Callaghan, Max; Minx, Jan C.; Forster, Piers M. (Nature Climate Change, 2020)
The massive expansion of scientific literature on climate change1 poses challenges for global environmental assessments and our understanding of how these assessments work. Big data and machine learning can help us deal with large collections of scientific text, making the production of assessments more tractable, and giving us better insights about how past assessments have engaged with the literature. We use topic modelling to draw a topic map, or topography, of over 400,000 publications from the Web of Science on climate change. We update current knowledge on the IPCC, showing that compared with the baseline of the literature identified, the social sciences are in fact over-represented in recent assessment reports. Technical, solutions-relevant knowledge—especially in agriculture and engineering—is under-represented. We suggest a variety of other applications of such maps, and our findings have direct implications for addressing growing demands for more solution-oriented climate change assessments that are also more firmly rooted in the social sciences2,3. The perceived lack of social science knowledge in assessment reports does not necessarily imply an IPCC bias, but rather suggests a need for more social science research with a focus on technical topics on climate solutions. The rapid growth of climate change research presents challenges for IPCC assessments and their stated aim of being comprehensive, objective and transparent. Here the authors use topic modelling to map the climate change literature, and assess how well it is represented in IPCC reports.
Keywords: openalex:cites; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

El uso de las tabletas y su impacto en el aprendizaje. Una investigación nacional en centros de Educación Primaria - Camacho Martí, Mar; Esteve-Mon, Francesc M. (2018)
Keywords: _C:Dominican Republic DOM; _C:Finland FIN; _C:France FRA; _C:India IND; _C:Iran IRN; _C:Lebanon LBN; _C:Malaysia MYS; _C:Netherlands NLD; _C:Spain ESP; _C:Thailand THA; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Leh wi Lan - Sierra Leone Secondary Education Improvement programme - Camb-Ed - Cambridge Education
Keywords: _C:Sierra Leone SLE

Evaluating service quality and performance of higher education institutions: a systematic review and a post-COVID-19 outlook - Camilleri, Mark Anthony (International Journal of Quality and Service Sciences, 2021)
Purpose This study aims to present a systematic review on service quality in higher education. It discusses about the latest opportunities and challenges facing higher educational institutions (HEIs) following the outbreak of the coronavirus (COVID-19) pandemic. Design/methodology/approach The study relied on the grounded theory’s inductive reasoning to capture, analyze and synthesize the findings from academic and non-academic sources. The methodology involved a systematic review from Scopus-indexed journals, from intergovernmental and non-governmental policy documents, as well as from university ranking sites and league tables. Findings The comprehensive review suggests that HEIs can use different performance indicators and metrics to evaluate their service quality in terms of their resources, student-centered education, high-impact research and stakeholder engagement. Moreover, this paper sheds light about the impact of an unprecedented COVID-19 on higher education services. Practical implications During the first wave of COVID-19, the delivery of higher educational services migrated from traditional and blended learning approaches to fully virtual and remote course delivery. In the second wave, policy makers imposed a number of preventative measures, including social distancing and hygienic practices, among others, on HEIs. Originality/value This timely contribution has synthesized the findings on service quality and performance management in the higher education context. Furthermore, it investigated the effect of COVID-19 on higher education services. It deliberates on the challenges and responses in the short/medium term and provides a discussion on the way forward. In conclusion, it implies that HEI leaders ought to embrace online teaching models and virtual systems, as they are here to stay in a post-COVID-19 era.
Keywords: COVID-19; Education technology; Higher education; Higher education institutions; Higher education performance; Higher education service quality; Performance evaluation; Performance indicators; Service quality; Universities

The landscape of research on learning in low-tech environments - Campana, Kathleen; Agarwal, Naresh Kumar (Information and Learning Sciences, 2019)
Keywords: __C:filed:1

Participatory rural appraisal as qualitative research: distinguishing methodological issues from participatory claims - Campbell, John R. (Human Organization, 2001)

Procesos y condiciones en el aprendizaje de adultos. Jornada Nacional de Supervisores. Supervisión para aprendizajes de calidad y oportunidades para todos. Educación Rural - Cardemil, C. (Ministerio de, 2001)

'Early Childhood Benefits at Low Cost: Evidence from a Randomized Trial in Mexico ', Unpublished Manuscript - Cárdenas, Sergio; Evans, David K.; Holland, Peter (2015)
Keywords: ⛔ No DOI found

The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — A Roadmap for IGOs - Caribbean Development Bank; CARICOM; Organisation of Eastern Caribbean States (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _yl:r; _zenodo:submitted; _zenodoETH:submitted

The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — A Roadmap for Ministries - Caribbean Development Bank; CARICOM; Organisation of Eastern Caribbean States (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; _yl:s; _zenodo:submitted; _zenodoETH:submitted

The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — Overview - Caribbean Development Bank; CARICOM; Organisation of Eastern Caribbean States (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; ___duplicate_item; _yl:u; _zenodo:submitted; _zenodoETH:submitted

The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — Overview - Caribbean Development Bank; CARICOM; Organisation of Eastern Caribbean States (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _yl:u; _zenodo:submitted; _zenodoETH:submitted

The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — Roadmap for Principals - Caribbean Development Bank; CARICOM; Organisation of Eastern Caribbean States (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; _yl:t; _zenodo:submitted; _zenodoETH:submitted

The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — Roadmap Poster - Caribbean Development Bank; CARICOM; Organisation of Eastern Caribbean States (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; _yl:t; _zenodo:submitted; _zenodoETH:submitted

Apart but Connected: Online Tutoring and Student Outcomes during the COVID-19 Pandemic - Carlana, Michela; Ferrara, Eliana (2021)
Keywords: Final_citation

First-grade teachers’ response to three models of professional development in reading - Carlisle, J.F.; Cortina, K.A.; Katz, L.A. (Reading & Writing Quarterly: Overcoming Difficulties, 2011)

​Using technology to deliver educational services to children and youth in environments affected by crisis and/or conflict - Carlson, S, (USAID, 2013)

Using Technology to Deliver Educational Services to Children and Youth in Environments Affected by Crisis and/or Conflict - Carlson, Samuel (USAID, 2013)
Keywords: Screened; ___working_potential_duplicate; ⛔ No DOI found

Broadening borders to build better schools: Virtual professional learning communities - Carpenter, Daniel; Munshower, Paul (International Journal of Educational Management, 2019)
Purpose The purpose of this paper is to explore how rural teachers provided a PLC by leveraging virtual technologies to connect educators of like subject disciplines from several schools, foreign and domestic. Design/methodology/approach A phenomenological case study-based approach was leveraged to investigate established vPLCs at schools (Creswell, 2013; Stake, 2010). Qualitative data were collected from multiple sources to obtain rural teacher perceptions on the impact vPLCs had on their practice (Creswell, 2013). Findings Teacher collaborative teams build relationships comparable to teams that met face to face as part of a similar PLC and PD experience. Participant reflections in this investigation showed that rural educators favored face-to-face meetings; however, vPLCs provided similar teacher experiences to that of the face-to-face PBL model. Results indicated that educators recognized virtual collaboration just as valuable a tool for enabling PLCs than face-to-face collaborations while still offering similarities to improved teacher practice. Research limitations/implications The research was limited to teachers in rural settings in the USA (Texas) and in the Dominican Republic. The research was limited to teacher perceptions of change, and observed changes as part of their participation in a research-based virtual PLC model. The research was limited to the school setting over an academic year. Practical implications The findings from this study have practical implications for rural teachers and school implementation of a professional learning community model. Originality/value The promise provided by this study is that vPLCs may provide opportunity for rural schools to provide a job-embedded professional development model (Croft et al., 2010) for otherwise isolated teachers (Barrett et al., 2015).
Keywords: Collaboration; Communities of Practice; Computer Mediated Communication; ERIC, Current Index to Journals in Education (CIJE); Education; Educational technology; Faculty Development; Learning; Meetings; Preferences; Professional development; Professional learning communities; Rural Schools; Rural schools; School districts; Teacher Attitudes; Teacher Collaboration; Teacher collaboration; Teachers; Teaching; Virtual professional learning communities; __:import:01; __:match:final; __:matched; __:study_id:2095794; __finaldtb

Does Math Achievement h'APP'en when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction? - Carr, Jennie M (Journal of Information Technology Education, 2012)
Keywords: ⛔ No DOI found

Pre-service teacher training in Malawi: findings of a pilot study on the viability of media players for teacher development - Carrier, Carol; Finholt-Daniel, Matt; Sales, Gregory C (International Journal of Education and Development using Information and Communication Technology, 2012)
As part of the United States Agency for International Development (USAID funded Malawi Teacher Professional Development Support project, a sub-task was the piloting of an alternative technology that could be used for improving the quality and consistency of teacher continued professional development (CPD). The pilot, which included 26 open and distance learning (ODL) student teachers, was launched in the spring of 2011 using a low-cost portable MP3 multi-purpose device. A short course on numeracy, containing 5 weekly lessons, was piloted. Each lesson consisted of one or two readings, two videos, and an assignment that directed the learner to complete tasks and document their completion using the camera and audio recorder features of the media player. The viability of using the media player for CPD was evaluated on the ease of use, effectiveness of instruction, and potential for long-term scalability. The evaluation results demonstrated that, with a small amount if initial training, the devices were easy to use and they effectively deliver instruction. Scalability, however, is critical to the long-term success of an initiative based on these or similar devices. An analysis suggests that an affordable option worth considering is the systematic, shared use of media player devices within schools. This approach could dramatically reduce the cost of using this alternative technology for ODL training to pennies per lesson. [PUBLICATION ABSTRACT]
Keywords: Distance learning; Education; Learning; Malawi; Software; Student teachers; Teacher education; Teaching; __:import:01; __:match:final; __:matched; __:study_id:2096523; __finaldtb; ⛔ No DOI found

COVID-19 and teacher education: a literature review of online teaching and learning practices - Carrillo, Carmen; Flores, Maria Assunção (European Journal of Teacher Education, 2020)
The COVID-19 pandemic has impacted education at all levels in various ways. Institutions and teacher educators had to quickly respond to an unexpected and ‘forced’ transition from face-to-face to remote teaching. They also had to create learning environments for student teachers doing their preparation in the light of the requirements of teacher education programmes and the conditions in which both universities and schools had to operate. This paper provides a review of the literature on online teaching and learning practices in teacher education. In total, 134 empirical studies were analysed. Online teaching and learning practices related to social, cognitive and teaching presence were identified. The findings highlighted the need for a comprehensive view of the pedagogy of online education that integrates technology to support teaching and learning. The implications of this study for the development of online teaching and learning practices are discussed. Suggestions for further research are also examined.
Keywords: Covid-19; Online learning; online practices; teacher education

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

Use of invented algorithms by second graders in a reform mathematics curriculum - Carroll, W. M. (Journal of Mathematical Behavior, 1996)

Engaging parents in their children’s education - Carter, Becky (2017)
In general systematic and rigorous reviews find limited (and little robust) evidence on the effectiveness of interventions to engage parents in their children’s learning in resource-constrained countries – when looking at parental participation in their children’s literacy development and parental engagement with schools. Effects tend to be mixed, with scarce evidence making it hard to come to firm conclusions on findings, including on the effects of the way parents engage in supporting their children’s learning. Reviews report more, and more consistent, evidence showing significant benefits from interventions supporting parental engagement with their children’s early childhood development (ECD). There are recommendations in the literature on the way parents are engaged in ECD interventions. In general the literature tends not to provide gender analysis, presumably because many interventions do not incorporate a gender focus (although some do). This rapid review has found limited evidence on the impact of interventions supporting parent engagement specifically for girls or for children with disabilities in resource constrained countries.
Keywords: ⛔ No DOI found

Girls’ Educational Needs in Libya - Carter, Becky (2018)
Girls’ – and boys’ – education in Libya has been affected by the ongoing conflict. Seven years on from the 2011 crisis, three governments compete for power, with deep divisions along political, geographic, religious and ethnic lines (Freedom House, 2018; OCHA, 2017, pp. 7-8). Fighting continues in populated areas, and there is an environment of deepening vulnerability for the population at large with a proliferation of weapons and autonomous militias, and a rapidly deteriorating economy and public sector (Freedom House, 2018; OCHA, 2017, p. 7). The protracted crisis has damaged vital education infrastructure, and impacted on the education system’s delivery, outreach, coverage, retention and quality. In 2017 the majority of households with school-aged children (87.3%) reported facing no barrier to accessing education; IDP households were more likely to report barriers. For those that did report barriers, the most common challenges were the distance to school and not being able to afford educational services. Girls are particularly vulnerable to violence and insecurity in Libya. Their educational needs are shaped by multiple, intersecting factors such as location, tribal affiliation, presence of armed militias and organised crime, social norms driving gendered experiences including harmful practices such as child marriage, and the lack of adequate school WASH facilities, among others (Larsson and Mannergren, 2014, p. 21).
Keywords: ⛔ No DOI found

Linkages Between Poverty, Inequality and Exclusion in Rwanda - Carter, Becky (2018)
This review summarises analysis in the literature that provides more detail behind the quantitative data, exploring the nature of inequalities and exclusion in Rwanda, the drivers of these, and how this shapes Rwandans’ vulnerability to poverty. Undertaken in six days, this review draws largely on academic studies as well as reports by international development agencies (most notably the World Bank). Many of the poverty and development studies include some form of gender analysis; there is also work that focuses solely on women and girl’s situations in Rwanda. There are a few studies looking at the linkages between poverty, exclusion and disabilities in Rwanda. Key findings of this review include few studies looking in-depth at the relationship between poverty and inequality in Rwanda, with a lack of disaggregated analyses or detailed case studies (Dawson 2018). Whilst Rwanda has achieved impressive sustained economic growth since the 1990s, poverty in Rwanda is widespread and Rwanda remains the most unequal country in East Africa. Furthermore, The World Bank’s 2015 poverty assessment finds Rwanda’s high inequality driven by location, education and occupation (Bundervoet et al, 2015) whereby there is a deep rural-urban divide, with those most at risk of poverty dependent on agricultural waged labour or smaller/less productive farms, and household heads with no secondary education. The same assessment finds improvements in agricultural productivity and diversification into non-farm activities the main drivers of consumption growth and poverty reduction for 2006-2011. In contrast, other studies highlight how rapid social transformation leads to winners and losers (in absolute or relative terms), and explores the difficulties faced by many in attempting to escape poverty (Verpoorten, 2014: 4; Abbott et al, 2015). Abbott et al (2015: 932) highlight that about a third of the population face a daily struggle for survival, making it difficult to take advantage of opportunities for empowerment. Finally, Rwanda’s path to development remains controversial, with a sharp contrast between the impressive economic progress and standstill in ‘voice and accountability’ (McKay and Verpoorten, 2016).
Keywords: ⛔ 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.
Keywords: Alternative education; Ghana; Literacy; Mother tongue; Out of school

Qualité de l’air à l’intérieur des écoles - Cartieaux, E.; Rzepka, M.-A.; Cuny, D. (Archives de Pédiatrie, 2011)

Cross-Border Higher Education and Quality Assurance. Results from a Systematic Literature Review - Carvalho, Nathan; Rosa, Maria J.; Amaral, Alberto (Journal of Studies in International Education, 2022)
Internationalisation has gained prominence in debates on higher education and can be analysed from different perspectives, including cross-border higher education. Cross-border higher education entails relevant challenges, namely regarding its quality. This paper intends to discuss, based on a literature review, the link between cross-border higher education and quality assurance, namely the role quality assurance may have in contributing to a quality cross-border educational offer. 79 documents (indexed in Scopus or Web of Science) published between 1998 and 2019 were content analysed. The results show that both internal and external quality assurance are relevant topics when discussing cross-border higher education and a means to stimulate the overall quality of this educational offer. Moreover, to be effective, quality assurance must rely on cooperation and mutual trust between importing and exporting countries, including their quality assurance agencies.
Keywords: agencies; cooperation; cross-border higher education; higher education institutions; internationalisation; quality assurance; transnational education

Planning for School Reopening and Recovery After COVID-19 - Carvalho, Shelby; Rossiter, Jack; Angrist, Noam; Hares, Susannah; Silverman, Rachel (Centre for Global Development, 2020)
Keywords: ⛔ No DOI found

Identifying barriers to the systematic literature review process - Carver, J.C.; Hassler, E.; Hernandes, E. (International symposium on empirical software engineering and measurement, 2013)
Keywords: ⛔ No DOI found

Learning Gains From the KinderTEK® iPad Math Program: Does Timing of a Preventative Intervention Matter? - Cary, Mari Strand; Kennedy, Patrick C.; Shanley, Lina; Clarke, Ben (Journal of Special Education Technology, 2020)
Keywords: _C:Jordan JOR; _C:United States USA; __C:filed:1; __C:scheme:1

Play in Crisis: support for parents and carers - Casey, Theresa (International Play Association, 2020)

Parental involvement in low-achieving children’s learning: The role of household wealth in rural India - Cashman, Laura; Sabates, Ricardo; Alcott, Benjamin (International Journal of Educational Research, 2021)
Existing research recognises that while parents often aspire to be involved in their children’s education, some face barriers that prevent this. Studies situated in the Global North recognise economic constraints as a barrier, presenting a steep gradient whereby the richer households are, the higher their parental involvement levels. This paper analyses the influence of household wealth on parental involvement in low-achieving children's education in a resource-constrained area in rural Uttar Pradesh, India. Based on regression models from a sample of 13,558 households, we corroborate evidence from wealthier contexts: wealthier parents are consistently more likely to be involved in low-achieving children’s learning. This suggests that stakeholders should be aware of the potential influence of household wealth on parental involvement in rural India.
Keywords: Asset ownership; India; Parental involvement; Principal component analysis; Wealth

Global Proficiency Framework for Reading - Cason, Crystal
Keywords: ⛔ No DOI found

Improving machine learning performance using conceptual modeling - Castellanos, A.; Castillo, A.; Tremblay, M.C. (2021)

Can we open the black box of AI? - Castelvecchi, D. (Nature, 2016)
Keywords: ❓ Multiple DOI

Trends in Digital Personalized Learning: Landscape Review of Personalized Learning Solutions in Low and Middle-Income Countries - Castillo, Nathan M.; Adam, Taskeen; Alam, Andaleeb; Alrawashdeh, Ghaida S; Tiwari, Priyamvada (UNICEF Office of Global Insight & Policy, 2022)
Digital Personalized Learning (DPL) - tech solutions and products that tailor learning to individuals and their specific learning needs - have the potential to improve learning outcomes and close gaps for students who have fallen behind. However, there is a limited of evidence from digital personalized learning interventions deployed across the developing world. This landscape review identifies trends and gaps in DPL implementation in low- and middle-income country (LMIC) contexts. This research report presents data on DPL effectiveness in LMICs from over 40 interventions worldwide by to classifying and categorizing design features, implementation models, and scalability factors. Implications for future research and design are discussed from a multi-stakeholder perspective.
Keywords: Global studies; Learning; Policy action; Quality of education; technology in education

MOOCs for development: trends, challenges, and opportunities - Castillo, Nathan M.; Lee, Jinsol; Zahra, Fatima T.; Wagner, Daniel A. (Information Technologies & International Development, 2015)
Keywords: Final_citation; cited; existing; ⛔ No DOI found

MOOCs for development: trends, challenges, and opportunities - Castillo, Nathan M; Lee, Jinsol; Zahra, Fatima T; Wagner, Daniel A (Information Technologies & International Development, 2015)
The recent rise of massive open online courses (MOOCs) has generated significant media attention for their potential to disrupt the traditional modes of education trough ease of access and free or low-cost content delivery. MOOCs offer the potential to enable access to high-quality education to students, even in the most underserved regions of the world. However, much of the excitement surrounding opportunities for MOOCs in non-OECD contexts remains unproven. Challenges with regard to infrastructure, sustainability, and evaluation have disrupted early attempts to expand inclusion for those least educated. Drawing on proceedings from a recent international conference on MOOCs for Development held at the University of Pennsylvania, this report synthesizes trends, challenges, and opportunities within the growing subfield.
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Improving the Impact of Educational Technologies on Learning Within Low-Income Contexts - Castillo, Nathan; Adam, Taskeen; Haßler, Björn (Learning, Marginalization, and Improving the Quality of Education in Low-income Countries, 2022)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

Do Large Language Models Understand Chemistry? A Conversation with ChatGPT - Castro Nascimento, Cayque Monteiro; Pimentel, André Silva (Journal of Chemical Information and Modeling, 2023)
Large language models (LLMs) have promised a revolution in answering complex questions using the ChatGPT model. Its application in chemistry is still in its infancy. This viewpoint addresses the question of how well ChatGPT understands chemistry by posing five simple tasks in different subareas of chemistry.

Issues and Challenges in the Design of Culturally Adapted Evidence-Based Interventions - Castro, Felipe González; Barrera, Manuel; Holleran Steiker, Lori K. (Annual review of clinical psychology, 2010)
This article examines issues and challenges in the design of cultural adaptations that are developed from an original evidence-based intervention (EBI). Recently emerging multistep frameworks or stage models are examined, as these can systematically guide the development of culturally adapted EBIs. Critical issues are also presented regarding whether and how such adaptations may be conducted, and empirical evidence is presented regarding the effectiveness of such cultural adaptations. Recent evidence suggests that these cultural adaptations are effective when applied with certain subcultural groups, although they are less effective when applied with other subcultural groups. Generally, current evidence regarding the effectiveness of cultural adaptations is promising but mixed. Further research is needed to obtain more definitive conclusions regarding the efficacy and effectiveness of culturally adapted EBIs. Directions for future research and recommendations are presented to guide the development of a new generation of culturally adapted EBIs.

A literature review: efficacy of online learning courses for higher education institution using meta-analysis - Castro, Mayleen Dorcas B.; Tumibay, Gilbert M. (Education and Information Technologies, 2021)
The Internet has made online learning possible, and many educators and researchers are interested in online learning courses to enhance and improve the student learning outcomes while battling the shortage in resources, facilities and equipment particularly in higher education institution. Online learning has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place. It is imperative that the researchers consider, and examine the efficacy of online learning in educating students. For this study, the researchers reviewed literature through meta-analysis as the method of research concerning the use of ADDIE (Analysis, Design, Development, Implementation and Evaluation) framework for designing and developing instructional materials that can provide wider access to quality higher education. This framework can be used to list generic processes that instructional designers and training developers use (Morrison et al., 2010). It represents a descriptive guideline for building effective training and performance support tools in five phases, as follows: 1.) Analysis, 2.) Design, 3.) Development, 4.) Implementation, and 5.) Evaluation. The researchers collected papers relating to online learning courses efficacy studies to provide a synthesis of scientifically rigorous knowledge in online learning courses, the researchers searched on ERIC (Education Resources Information Center), ProQuest databases, PubMed, Crossref, Scribd EBSCO, and Scopus. The researchers also conducted a manual search using Google Scholar. Based on the analysis, three main themes developed: 1.) comparison of online learning and traditional face-to-face setting, 2.) identification of important factors of online learning delivery, and 3.) factors of institutional adoption of online learning. Based on the results obtained 50 articles. The researchers examine each paper and found 30 articles that met the efficacy of online learning courses through having well-planned, well-designed courses and programs for higher education institution. Also, it highlights the importance of instructional design and the active role of institutions play in providing support structures for educators and students. Identification of different processes and activities in designing and developing an Online Learning Courses for Higher Education Institution will be the second phase of this study for which the researchers will consider using the theoretical aspect of the ADDIE framework.

Efficacy of Social Networking Sites for Sustainable Education in the Era of COVID-19: A Systematic Review - Cavus, Nadire; Sani, Abdullahi S.; Haruna, Yusuf; Lawan, Abdulmalik A. (Sustainability, 2021)
The sudden advent of the COVID-19 pandemic and the associated containment measures require educational institutions of all sizes to adopt eLearning as the only option for sustainable education. Despite the numerous Learning Management Systems, the rapid migration to eLearning posed numerous challenges that negatively affect the effectiveness and sustainability of the educational activities. The current study systematically reviewed recent articles that recognized the value and feasibility of using Social Networking Sites (SNSs) in education. The study highlighted the current eLearning challenges and illustrated effective strategies for the sustainable educational use of SNSs by both institutions, teachers, and students. Thus, solutions to the problems experienced in education during the COVID-19 period were highlighted based on SNS-supported strategies.
Keywords: COVID-19; _genre:LR-literature_review; eLearning; education; social media; social networking sites

Exploring first-year students’ experiences of using Moodle in learning an accounting undergraduate module at a South African University - Cele, Siyabonga Alpheos (2019)
Keywords: _C:Australia AUS; _C:Georgia GEO; _C:Greece GRC; _C:India IND; _C:Korea XKOR; _C:Malawi MWI; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Poland POL; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Embracing digital skills: Now and tomorrow (Policy Brief) - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe),; UNESCO Regional Office for Southern Africa; Education, Open Development and (OpenDevEd, 2022)
Keywords: _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Embracing digital skills: Now and tomorrow (infographic) - 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)
Keywords: _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Final Report for Evaluation of RTT - 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)
Keywords: _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Research Methods for Education - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe); UNESCO Regional Office for Southern Africa; Open Development and Education (OpenDevEd, 2021)
Keywords: _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Research Methods for Education: Reading List - 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)
Keywords: _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

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)
Keywords: _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Implementation Research: Finding Common Ground on What, How, Why, Where, and Who - Century, Jeanne; Cassata, Amy (Review of Research in Education, 2016)
Over many decades, educators have developed countless interventions and theories about how to create lasting change. Implementation research is the study of these efforts with a set of basic questions: What are we doing? Is it working? For whom? Where? When? How? And, Why? In other words, implementation research is an endeavor to understand if and how educational efforts are accomplishing their goals. This chapter describes the landscape of implementation research, tracing it back to its historical roots and connecting it to other fields with the aim of identifying common threads across diverse efforts. The authors survey where the field is today and highlight different perspectives on complex questions that have long troubled researchers. They outline some of the sticky issues ahead and make a case for shared conceptual clarity and clearly communicated and understood language that will help researchers understand how various bodies of implementation research work are related. The authors conclude by describing the opportunity presented to the education research community in this moment: to capitalize on and learn from historical and contemporary work in education and other fields, and to identify connections across theories and approaches and find ways to collectively move forward toward the shared goal of making education better.

Emergent practices and material conditions in tablet-mediated collaborative learning and teaching - Cerratto-Pargman, Teresa; Jahnke, Isa; Damsa, Crina; Nussbaum, Miguel; Säljö, Roger (Making a Difference: Prioritizing Equity and Access in CSCL, 2017)
Keywords: __C:filed:1; ⛔ No DOI found

ChatGPT Pricing, Explained: Plus & Tokens (2024) - Ch, David (Guides.ai, 2023)
ChatGPT Plus costs $20 per month ($23.80/month for EU + UK). The ChatGPT API costs $0.002 for every 1000 tokens.

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

Ideas for Development - Chambers, Robert (Earthscan)

Inclusive rigour for complexity - Chambers, Robert (Journal of Development Effectiveness, 2015)

Paradigm shifts and the practice of participatory research and development - Chambers, Robert (1994)
Keywords: ⛔ No DOI found

Rural development: Putting the last first - Chambers, Robert (Routledge, 2014)

The origins and practice of participatory rural appraisal - Chambers, Robert (World development, 1994)

Shifting power to make a difference - Chambers, Robert; Pettit, Jethro (Inclusive aid, 2004)

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

Learning at home: home schooling resources and children’s learning during the COVID-19 lockdown in France and Italy - Champeaux, Hugues; Mangiavacchi, Lucia; Marchetta, Francesca; Piccoli, Luca
School closures, forced by the COVID-19 crisis in many countries, impacted on children’s lives and their learning process. There will likely be substantial and persistent disparities between families in terms of education outcomes. Distant learning solutions adopted by schools have been heterogeneous over countries, within countries and between school levels. As a consequence, most of the burden of children’s learning fell on their parents, with likely uneven results depending on the socio-economic characteristics of the family. Using a real time survey data collected in April 2020 and early May in France and Italy on children’s use of time, distance learning resources and emotional status, we analyse how the lockdown has aﬀected children’s use of time, their emotional wellbeing and their home learning process. We also estimate child ﬁxed eﬀects models to identify the main contributors of children’s status during the lockdown. The analysis focuses on the role played by online classes or other interactive methods on children’s home learning and emotional status. We ﬁnd that the lockdown had a stronger impact on Italian families, both in terms of educational progress evaluation and of children’s emotional status, but attending online classes strongly reduced the negative impact in Italy, highlighting the major role played by teachers and children’s interaction with them in the Italian educational system. The less rigidly structured French classes, changing often teachers and classmates, may have contributed to build children’s independence from teachers and peer interactions, increasing their educational resilience during the COVID-19 lockdown.
Keywords: __C:filed:1; ⛔ No DOI found

Design archaeology: Generating design knowledge from real-world artifact design - Chandra Kruse, L; Seidel, S; Brocke, J (2019)
Keywords: ⛔ No DOI found

Participatory rural appraisal - Chandra, Ganesh (Katiha, PK, Vaas, KK, Sharma, AP, Bhaumik, U. & Chandra Ganesh (Eds). Issues and tools for social science research in inland fisheries. Central Inland Fisheries Research Institute, Barrackpore, Kolkata, India. Bulletin, 2010)
Keywords: ⛔ No DOI found

Why the World Needs a Curriculum Alignment Hub - Chandra, Shivi (Learning Equality, 2020)
Keywords: Final_citation; cited; existing

Why the World Needs a Curriculum Alignment Hub - Chandra, Shivi (Learning Equality, 2020)
Keywords: _zenodoETH

Equitable learning with ICT: study of an intervention at scale for underserved students in India - Chandran, M.G.; Sarangapani, P. (Comparative and International Education Society 65th Annual Meeting, 2021)

Pre-pilot findings on developing a literacy tablet - Chang, Angela; Nunez, David; Roberts, Tom; Sengeh, David; Breazeal, Cynthia (ACM, 2013)
We report observations on how children in a developing country respond to a literacy tablet that is designed to initiate and scaffold literacy learning toward self-sufficiency. This paper describes our first lessons from developing an educational system for enabling children who have no access to schooling to read with minimal outside intervention. We share lessons learned from challenges in the design process, discuss implementation considerations for deploying in remote developing areas, and discuss observations of how children use the technology. We reflect how this experience impacts ongoing work on developing countries regarding collaboration and literacy learning.
Keywords: developing countries; literacy tablet; tablet interaction; technology implementation

Lean Impact: How to Innovate for Radically Greater Social Good - Chang, Ann Mei (John Wiley & Sons, 2018)
Despite enormous investments of time and money, are we making a dent on the social and environmental challenges of our time? What if we could exponentially increase our impact? Around the world, a new generation is looking beyond greater profits, for meaningful purpose. But, unlike business, few social interventions have achieved significant impact at scale. Inspired by the modern innovation practices, popularized by bestseller The Lean Startup, that have fueled technology breakthroughs touching every aspect of our lives, Lean Impact turns our attention to a new goal - radically greater social good. Social change is far more complicated than building a new app. It requires more listening, more care, and more stakeholders. To make a lasting difference, solutions must be embraced by beneficiaries, address root causes, and include an engine that can accelerate growth to reach the scale of the need. Lean Impact offers bold ideas to reach audacious goals through customer insight, rapid experimentation and iteration, and a relentless pursuit of impact. Ann Mei Chang brings a unique perspective from across sectors, from her years as a tech executive in Silicon Valley to her most recent experience as the Chief Innovation Officer at USAID. She vividly illustrates the book with real stories from interviews with over 200 organizations across the US and around the world. Whether you are a nonprofit, social enterprise, triple bottom line company, foundation, government agency, philanthropist, impact investor, or simply donate your time and money, Lean Impact is an essential guide to maximizing social impact and scale.
Keywords: Business & Economics / Development / Sustainable Development; Business & Economics / General; Business & Economics / Nonprofit Organizations & Charities / Management & Leadership; Social Science / Philanthropy & Charity

Lean Impact: How to Innovate for Radically Greater Social Good - Chang, Ann Mei (Wiley, 2018)

Chatbot-facilitated Nursing Education - Chang, Ching-Yi; Kuo, Shu-Yu; Hwang, Gwo-Haur (Educational Technology & Society, 2022)
Keywords: ⛔ No DOI found

Battle for the thermostat: Gender and the effect of temperature on cognitive performance - Chang, Tom Y.; Kajackaite, Agne (PLoS ONE, 2019)
This paper studies differences in the effect of temperature on cognitive performance by gender in a large controlled lab experiment (N = 543). We study performance in math, verbal and cognitive reflection tasks and find that the effects of temperature vary significantly across men and women. At higher temperatures, women perform better on a math and verbal task while the reverse effect is observed for men. The increase in female performance in response to higher temperature is significantly larger and more precisely estimated than the corresponding decrease in male performance. In contrast to math and verbal tasks, temperature has no impact on a measure of cognitive reflection for either gender. Our findings suggest that gender mixed workplaces may be able to increase productivity by setting the thermostat higher than current standards.

Mathematics teacher education curriculum at a university in Zambia: student teachers’ acquisition of appropriate competencies for teaching mathematics in secondary school. - Changwe, Robert; Mulenga, Innocent Mutale (2018)
Keywords: ⛔ No DOI found

Curriculum Implementation in Zambia: Best Practices of Bridging the Gap between the Intended and the Achieved School Curriculum - Changwe, Robert; Mwanza, Christine (International Journal of Research and Innovation in Social Science, 2022)

Advancing Social Justice for Asylum Seekers and Refugees in the UK: An Open Education Approach to Strengthening Capacity through Refugee Action’s Frontline Immigration Advice Project - Charitonos, Koula; Rodriguez, Carolina Albuerne; Witthaus, Gabi; Bossu, Carina (Journal of Interactive Media in Education, 2020)
Britain’s asylum system fails the most vulnerable; it cannot ensure that people who are least able to protect themselves are provided with the legal assistance that they require to cope with the challenges with which they are inevitably faced. Against this background, the charity Refugee Action developed the Frontline Immigration Advice Programme (FIAP), a technology-supported capacity strengthening programme that aims to increase access to justice for those going through the asylum system in the UK. This paper is concerned with the design and implementation of the FIAP as a free digitally enabled programme that provides learning opportunities for organisations and frontline workers in the refugee sector and supports them in developing new forms of legal practice. It provides empirical data from interviews with members of staff from six participating organisations in the FIAP, and from Refugee Action and the Office of the UK’s Immigration Services Commissioner1 (n = 21). The paper adopts a view on social justice, which according to Fraser (2005) is understood as ‘parity of participation’. We draw on Fraser’s work, as well as work of other scholars such as Lambert (2018) and Hodgkinson-Williams and Trotter (2018) to explore the relationship between social justice and open education by taking into consideration the context within which organisations and professionals operate. The analysis highlights six dimensions for social justice approaches for professional learning as demonstrated through the case of the FIAP: i. deliberate iterative design; ii. access to provision; iii. flexibility of provision; iv. development of resources; v. support and vi. advancing knowledge and skills whilst adapting the workplace. All these dimensions are discussed in the paper in relation to the concept of openness and are critical in developing open socially just programmes that aim to change work practice and address the needs of the most vulnerable.
Keywords: Refugee Action; access to justice; open education; professional learning; refugee sector; social justice; technology-enhanced learning

Organisation of Eastern Caribbean States (OECS) Education Reform Strategy: Report on Country Consultations and Work Plan. - Charles, Hubert J. (1992)
Keywords: ⛔ No DOI found

Stepwise organization of the β-structure identifies key regions essential for the propagation and cytotoxicity of insulin amyloid fibrils - Chatani, Eri; Imamura, Hiroshi; Yamamoto, Naoki; Kato, Minoru (The Journal of Biological Chemistry, 2014)
Amyloid fibrils are supramolecular assemblies, the deposition of which is associated with many serious diseases including Alzheimer, prion, and Huntington diseases. Several smaller aggregates such as oligomers and protofibrils have been proposed to play a role in early stages of the fibrillation process; however, little is known about how these species contribute to the formation of mature amyloid fibrils with a rigid cross-β structure. Here, we identified a new pathway for the formation of insulin amyloid fibrils at a high concentration of salt in which mature fibrils were formed in a stepwise manner via a prefibrillar intermediate: minute prefibrillar species initially accumulated, followed by the subsequent formation of thicker amyloid fibrils. Fourier transform infrared spectra suggested the sequential formation of two types of β-sheets with different strength hydrogen bonds, one of which was developed concomitantly with the mutual assembly of the prefibrillar intermediate to form mature fibrils. Interestingly, fibril propagation and cellular toxicity appeared only after the later step of structural organization, and a comparison of β-sheet regions between the prefibrillar intermediate and mature fibrils using proteolysis led to the proposal of specific regions essential for manifestation of these properties.
Keywords: Amino Acid Sequence; Amyloid; Animals; Cytotoxicity; Hot Temperature; Hydrogen Bonding; Insulin; Mass Spectrometry; Microscopy, Atomic Force; Molecular Sequence Data; PC12 Cells; Prefibrillar Intermediate; Propagation; Protein Aggregation; Protein Misfolding; Protein Structure; Protein Structure, Secondary; Rats; Salts; Sodium Chloride; Spectrometry, Mass, Matrix-Assisted Laser Desorption-Ionization; Spectroscopy, Fourier Transform Infrared; Temperature; Time Factors

What do we know about indoor air quality in school classrooms? A critical review of the literature - Chatzidiakou, Lia; Mumovic, Dejan; Summerfield, Alex James (Intelligent Buildings International, 2012)
The increasing interest in indoor environmental quality of educational buildings has been underpinned by the rising incidence of asthma and respiratory disease among children, who spend a substantial amount of their lives on the school premises. The susceptibility of children to respiratory disease compared with adults has led to the formulation of regulatory frameworks for the school environment, which specifies maximum CO2 concentrations and minimum airflow rates. This article reviews the evidence that school buildings provide a healthy and satisfactory indoor environment for the occupants. It summarized air pollution levels reported from indoor air quality (IAQ) monitoring surveys and evidence linking school exposure with health responses from the occupants. In addition, environmental and behavioural factors affecting pollution levels in school buildings were examined. The analysis has highlighted the degraded IAQ in some schools that often exceed WHO guidelines, while health impacts of school exposure were reported for concentrations below current guidelines.
Keywords: _z:class:countries; _z:class:themes; allergens; bacteria; carbon dioxide (CO2); fungi; health impacts; nitrogen dioxide (NO2); oa:keyword:indoor air quality; oa:topic:T10190 Health Effects of Air Pollution; oa:topic:T11002 Indoor Air Quality and Health Effects; oa:topic:T11692 Effects of Noise Pollution on Health and Well-being; openalex:n:1; openalex:yes; ozone (O3); particulate matter (PM); schools; ventilation rates; volatile organic compounds (VOCs)

Oster and Thornton - Chaudhury (2013)

Philippines conditional cash transfer program impact evaluation 2012 - Chaudhury, Nazmul; Friedman, Jed; Onishi, Junko (World Bank Report, 2013)

Conversational AI Applications in Ed‐Tech Industry: An Analysis of Its Impact and Potential in Education - Chauhan, Deepika; Singh, Chaitanya; Rawat, Romil; Chouhan, Mukesh (Conversational Artificial Intelligence, 2024)

The Impact of HIV/AIDS on the Education Sector in Malawi: Study 2; Examining the Impact of HIV/AIDS on Governance in the Education Sector - Chawani, Brenner S.; Kadzamira, Esme (Ministry of Education Science and Technology (MoEST)/IIEP-UNESCO, Lilongwe, Malawi, 2004)
Keywords: _C:Malawi MWI; ⛔ No DOI found

The impact of HIV/AIDS on the education sector in Malawi - Chawani, Brenner Samuel; Kadzamira, Esme C. (Ministry of Education, Science and Technology (MoEst), Government of Malawi, 2003)
Keywords: _C:Malawi MWI

Technical and Vocational Education in Cameroon and Critical Avenues for Development - Che, S. Megan (Research in Comparative and International Education, 2007)
Technical and vocational education (TVE) can influence development and economic progress for post-colonial societies. Some newly independent sub-Saharan African countries attempted curricular transformation that might produce a skilled workforce through widespread access to versions of TVE. In Cameroon, no such post-colonial curricular revolution was enacted. This article qualitatively analyzes fourteen Cameroonian secondary mathematics teachers' spontaneous discussions about the possibilities and perceived necessity for increased TVE avenues in Cameroon. Relationships between TVE, the problem of educated unemployed, the public and private sectors, and development are explored. This article views teachers' discussions from a lens of critical theory.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Cameroon; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:developing nation; F:access; F:attitude; F:curriculum; P:economy; P:teachers; R:qualitative; T:TVET; Z:Critical Theory; Z:Curriculum Development; Z:Developing Nations; Z:Economic Development; Z:Economic Progress; Z:Foreign Countries; Z:Job Skills; Z:Labor Force Development; Z:Labor Market; Z:Mathematics Teachers; Z:Secondary School Mathematics; Z:Secondary School Teachers; Z:Teacher Attitudes; Z:Technical Education; Z:Unemployment; Z:Vocational Education; publicImportV1

Cambodian Secondary School Teachers' Readiness for Online Teaching During the Covid-19 Pandemic - Chea, Phal; Chankoulika, Bo; Minami, Ryuto (2022)
This study intends to review alternative teaching methods during the Covid-19 pandemic and examine teacher readiness in adopting educational technology (edtech) for online teaching as well as factors associated with readiness in the context of secondary schools in Cambodia. To assess teacher readiness, we adopted the Technological Pedagogical Content Knowledge (TPACK), a framework developed by Mishra and Koehler (2006). Data analysis draws on the surveys of 687 teachers at 43 secondary schools in 10 Cambodian provinces collected in November 2021. The findings show that nearly all the sampled teachers experienced teaching online during the school closure, although about a third of them had completely returned to physical in-person teaching at the time of the interview. Although a good share of teachers adopted both synchronous and asynchronous teaching approaches for their online teaching, more than half of teachers who taught online used only one approach (either synchronous or asynchronous). Cambodian secondary teachers think their pedagogical and content knowledge is relatively high at 3.92 and 3.88 respectively. However, their technological knowledge is low at 2.87. The regression analysis suggests that at the individual level, factors that influence teacher readiness include gender, age, perceived challenge and perceived effectiveness of online teaching. Experience teaching at private schools and level of student-teacher interaction are also found to be positively associated with teacher readiness, while initial pre-service and in-service training are found to have little to no influence on teacher readiness. Teachers with access to computers seem to demonstrate a higher level of readiness for online teaching. As expected, teachers in Phnom Penh are likely to be more ready for online teaching, but to our surprise, teachers at resource schools exhibit a lower level of readiness than their peers at general schools.

Education for all in the time of COVID-19: how EdTech can be part of the solution - Chebib, Kinda (GSMA, 2020)

School Policies as a Determinant for Selection of Home Science Subject: The Belvedere of the Kenyan Secondary School - Chelagat, Abigael; Kitainge, Kisilu; Were, Gertrude (African Journal of Education,Science and Technology, 2018)
Home Science is a subject that facilitates acquisition of knowledge, skills and attitudes meant to improve lives of everyone yet very few students choose to pursue it in secondary school. This study sought to establish the influence of school policies on enrolment in Home Science subject in secondary school in 3 Sub-Counties of Elgeyo Marakwet County. It was guided by the following specific objectives: to identify the various school policies on subject selection in secondary schools in Elgeyo Marakwet County and to investigate how school policies on subject selection influenced enrolment of Home Science in secondary schools. The research design adopted was a descriptive survey. Purposive sampling technique was used to select all the six (6) county secondary schools offering Home Science subject at Kenya Certificate of Secondary Education (KCSE) level. This was to ensure a homogenous group for the study with the aim of curbing extraneous variables. Six (6) Home Science teachers were also purposively selected together with the six (6) Principals of all the purposively sampled county secondary schools. This study had a total of twelve (12) respondents. Data from the Home Science teachers was collected using questionnaires and interview schedules were used to collect data from the Principals. The sample size was deemed adequate due to their respective positions in the sampled schools. Data was analyzed descriptively. The study established that most schools did not have policies thus low enrolment in Home Science subject. Also, schools had streaming practices with a class being set specifically for Home Science thus limiting number of students choosing the subject. The study recommends that Home Science related professionals should market the subject through career talks and curriculum developers should review the curriculum for the sake of re-introducing the Home Science subject at primary school for learners to have prior knowledge to undertake the subject at Secondary school. These interventions will increase student enrolment in Home Science subject.
Keywords: ⛔ No DOI found

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
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

Review of Learning Tools for Effective Radiology Education During the COVID-19 Era - Chen, David; Ayoob, Andres; Desser, Terry S.; Khurana, Aman (Academic Radiology, 2022)
Coronavirus disease 2019 (COVID-19) has significantly disrupted medical education around the world and created the risk of students missing vital education and experience previously held within actively engaging in-person activities by switching to online leaning and teaching activities. To retain educational yield, active learning strategies, such as microlearning and visual learning tools are increasingly utilized in the new digital format. This article will introduce the challenges of a digital learning environment, review the efficacy of applying microlearning and visual learning strategies, and demonstrate tools that can reinforce radiology education in this constantly evolving digital era such as innovative tablet apps and tools. This will be key in preserving and augmenting essential medical teaching in the currently trying socially and physically distant times of COVID-19 as well as in similar future scenarios.
Keywords: Coronavirus; Electronic teaching tools; Medical education; Online education; Radiology; SARS-Cov-2; _genre:LR-literature_review

Visual learning analytics to support classroom discourse analysis for teacher professional learning and development - Chen, Gaowei (The Routledge International Handbook of Research on Dialogic Education, 2019)
Keywords: __C:filed:1

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

Artificial Intelligence in Education: A Review - Chen, Lijia; Chen, Pingping; Lin, Zhijian (IEEE Access, 2020)
The purpose of this study was to assess the impact of Artificial Intelligence (AI) on education. Premised on a narrative and framework for assessing AI identified from a preliminary analysis, the scope of the study was limited to the application and effects of AI in administration, instruction, and learning. A qualitative research approach, leveraging the use of literature review as a research design and approach was used and effectively facilitated the realization of the study purpose. Artificial intelligence is a field of study and the resulting innovations and developments that have culminated in computers, machines, and other artifacts having human-like intelligence characterized by cognitive abilities, learning, adaptability, and decision-making capabilities. The study ascertained that AI has extensively been adopted and used in education, particularly by education institutions, in different forms. AI initially took the form of computer and computer related technologies, transitioning to web-based and online intelligent education systems, and ultimately with the use of embedded computer systems, together with other technologies, the use of humanoid robots and web-based chatbots to perform instructors' duties and functions independently or with instructors. Using these platforms, instructors have been able to perform different administrative functions, such as reviewing and grading students' assignments more effectively and efficiently, and achieve higher quality in their teaching activities. On the other hand, because the systems leverage machine learning and adaptability, curriculum and content has been customized and personalized in line with students' needs, which has fostered uptake and retention, thereby improving learners experience and overall quality of learning.
Keywords: Education; Learning (artificial intelligence); Microcomputers; Robots; Technological innovation; artificial intelligence; leaner

The Effectiveness of Digital Game-Based Vocabulary Learning: A Framework-Based View of Meta-Analysis - Chen, Meng-Hua; Tseng, Wen-Ta; Hsiao, Tsung-Yuan (British Journal of Educational Technology, 2018)
This study presents the results of a meta-analytic study about the effects of digital game-based learning (DGBL) on vocabulary. The results of the study showed that the effects of DGBL on vocabulary learning may vary with game design features (Q = 5.857, df = 1, p = 0.016), but not with learners' age (Q = 0.906, df = 1, p = 0.341) or linguistic background (Q = 0.0001, df = 1, p = 0.994). In light of the research findings, Csikszentmihalyi's (1990) Flow Theory was adopted to theorize the role of game design in DGBL. It is proposed that a hierarchy should exist on the "challenge" axis in the Flow Theory, with adventure-oriented games above non-adventure-based games along the "challenge" axis. The theoretical underpinning is that the dynamic equilibrium between challenge and abilities can function independently of the effects of learners' age and linguistic background.
Keywords: Age Differences; Computer Games; Design; Instructional Effectiveness; Meta Analysis; Native Language; Role; Statistical Analysis; Theories; Vocabulary Development

Assessing student–teacher relationship quality in cross-cultural contexts: Psychometric properties of student–teacher relationship drawings - Chen, Mengdi; Zee, Marjolein; Roorda, Debora L. (European Journal of Developmental Psychology, 2021)
The present study examined the psychometric properties of Student–Teacher Relationship Drawings (STRDs) to assess student–teacher relationship quality in a cross-cultural context. A sample of upper elementary school students from both the Netherlands (N = 752) and China (N = 574) was included. Results showed sufficient inter-rater reliabilities of all drawing dimensions for both the Dutch (.68 < ICC < .84) and Chinese samples (.72 < ICC < .85). Multiple group analyses supported partially strong invariance of STRD-dimensions across the Dutch and Chinese samples. Relationship drawing dimensions also showed moderate associations with student-reported relationship quality and engagement across both the Dutch and Chinese sample. Future cross-cultural research may therefore employ STRDs to assess students’ relationship experiences.
Keywords: Cross-cultural research; measurement invariance; student–teacher relationship drawings; student–teacher relationships

An AI-Powered Teacher Assistant for Student Problem Behavior Diagnosis - Chen, Penghe; Lu, Yu (AI in Learning: Designing the Future, 2023)
Student problem behavior refers to the students’ undesirable conducts and actions in schools. These behaviors severely affect students’ growth and development. In many cases, student problem behaviors are caused by the unsatisfied psychological needs, which are defined as the need deficiency. Hence, diagnosing students’ need deficiencies and regulating their problem behaviors are important educational tasks. The previous psychological studies have analyzed how distinct factors might affect student’s problem behaviors. However, the school teachers without such expertise may still encounter difficulties in applying these findings. Hence, this chapter describes the process of designing and implementing an intelligent teacher assistant, which could advise teachers and help them to handle the student problem behavior. Technically, it utilizes a task-oriented dialogue system to help identify the underlying reasons (i.e., the student need deficiency) behind their problem behaviors, and accordingly relies on a community question answering system to provide the advice. It also employs the semantic search technology to find the similar cases that have been well resolved by the experienced teachers.
Keywords: Assistant; Dialogue system; Need deficiency; Problem behavior; Question answering

Applying the flipped classroom instructional model to rural online tutoring program in upper elementary mathematics - Chen, Q.; Kao, T.-C. (Contemporary Educational Research Quarterly, 2019)
Purpose The purpose of the study is to investigate the effectiveness of applying the Flipped Classroom Instructional Model to the rural online tutoring program for Upper Elementary Mathematics. Design/methodology/approach The study took the unequal-group pretest-posttest quasiexperimental design to conduct the teaching experiment. The research setting was the Digital Partner Online Tutoring Program of National Dong-Hwa University, which was supported by the Ministry of Education of Taiwan government. The participants consist of 54 upper grade students from rural elementary schools, with 25 students in the experimental group and 29 students in the control group. The effectiveness of the experiment was detected by the factorial design of covariance with pretest as covariate and grade level as moderator. Findings The results of the study indicated that the experimental group's overall learning performance on posttests was significantly better than the control group's after the effect of pretests had been controlled. And the differences all achieved medium effect size. Among the four mathematical concepts, the differences on the two more advanced ones, "Common Factor" and "Common Multiple" even achieved large effect size. Originality/value The application of "Flipped classroom model" in various fields provides a prospective possibility for teaching innovation. Its critical factors, "using technology" and "participatory interaction", exactly match the characteristics of the on-line tutoring program, including the on-line learning environment and the one-on-one interaction. The study provides empirical evidence for the effectiveness of applying the Flipped Classroom Model to the online tutoring program. © Centre for Educational Research and Evaluation 2019.
Keywords: Flipped classroom instructional model; On-line tutoring; Remedial instruction; Upper elementary mathematics; _AcademicRecoveryOECS

Artificial intelligence (AI) student assistants in the classroom: Designing chatbots to support student success - Chen, Yu; Jensen, Scott; Albert, Leslie J.; Gupta, Sambhav; Lee, Terri (Information Systems Frontiers, 2023)
Keywords: _z:no_pdf

Using machine learning to advance synthesis and use of conservation and environmental evidence - Cheng, S. H.; Augustin, C.; Bethel, A.; Gill, D.; Anzaroot, S.; Brun, J.; DeWilde, B.; Minnich, R. C.; Garside, R.; Masuda, Y. J.; Miller, D. C.; Wilkie, D.; et al. (Conservation Biology, 2018)
Article impact statement: Machine learning optimizes processes of systematic evidence synthesis and improves its utility for evidence-based conservation.

Back to Business and (Re)employing Workers? Labor Market Activity During State COVID-19 Reopenings - Cheng, Wei; Carlin, Patrick; Carroll, Joanna; Gupta, Sumedha; Rojas, Felipe Lozano; Montenovo, Laura; Nguyen, Thuy; Schmutte, Ian; Scrivner, Olga; Simon, Kosali; Wing, Coady; Weinberg, Bruce (National Bureau of Economic Research, 2020)
In the early phases of the COVID-19 epidemic labor markets exhibited considerable churn, which we relate to three primary findings. First, reopening policies generated asymmetrically large increases in reemployment of those out of work, compared to modest decreases in job loss among those employed. Second, most people who were reemployed appear to have returned to their previous employers, but the rate of reemployment decreases with time since job loss. Lastly, the groups that had the highest unemployment rates in April also tended to have the lowest reemployment rates, potentially making churn harmful to people and groups with more and/or longer job losses. Taken together, these estimates suggest that employment relationships are durable in the short run, but raise concerns that employment gains requiring new employment matches may not be as rapid and may be particularly slow for hard-hit groups including Hispanic and Black workers, youngest and oldest workers, and women.

An investigation of mobile learning readiness in higher education based on the theory of planned behavior - Cheon, Jongpil; Lee, Sangno; Crooks, Steven M.; Song, Jaeki (Computers & Education, 2012)
This study investigated the current state of college students' perceptions toward mobile learning in higher education. Mobile learning is a new form of learning utilizing the unique capabilities of mobile devices. Although mobile devices are ubiquitous on college campuses, student readiness for mobile learning has yet to be fully explored in the United States. The paper describes a conceptual model, based on the theory of planned behavior (TPB), which explains how college students' beliefs influence their intention to adopt mobile devices in their coursework. Structural equation modeling was used to analyze self-report data from 177 college students. The findings showed that the TPB explained college students' acceptance of m-learning reasonably well. More specifically, attitude, subjective norm, and behavioral control positively influenced their intention to adopt mobile learning. The results provide valuable implications for ways to increase college students' acceptance of mobile learning.
Keywords: Higher education; Mobile learning; m-learning; m-learning adoption

Artificial intelligence for climate change adaptation - Cheong, So‐Min; Sankaran, Kris; Bastani, Hamsa (WIREs Data Mining and Knowledge Discovery, 2022)
Abstract Although artificial intelligence (AI; inclusive of machine learning) is gaining traction supporting climate change projections and impacts, limited work has used AI to address climate change adaptation. We identify this gap and highlight the value of AI especially in supporting complex adaptation choices and implementation. We illustrate how AI can effectively leverage precise, real‐time information in data‐scarce settings. We focus on supervised learning, transfer learning, reinforcement learning, and multimodal learning to illustrate how innovative AI methods can enable better‐informed choices, tailor adaptation measures to heterogenous groups and generate effective synergies and trade‐offs. This article is categorized under: Application Areas > Government and Public Sector

Impacts of climate change on health and wellbeing in South Africa - Chersich, Matthew F.; Wright, Caradee Y.; Venter, Francois; Rees, Helen; Scorgie, Fiona; Erasmus, Barend (International journal of environmental research and public health, 2018)
Keywords: BE:LMIC; BE:RELEVANT

Chesterton Tablet Learning Scheme - Evaluation Report - Chesterton Community College (2014)

Measuring the impacts of teachers II: Teacher valueadded and student outcomes in adulthood - Chetty, R.; Friedman, J.N.; Rockoff, J.E. (The American Economic Review, 2014)

The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis - Cheung, Alan C. K.; Slavin, Robert E. (Educational Research Review, 2013)
The present review examines research on the effects of educational technology applications on mathematics achievement in K-12 classrooms. Unlike previous reviews, this review applies consistent inclusion standards to focus on studies that met high methodological standards. In addition, methodological and substantive features of the studies are investigated to examine the relationship between educational technology applications and study features. A total of 74 qualified studies were included in our final analysis with a total sample size of 56,886 K-12 students: 45 elementary studies (N=31,555) and 29 secondary studies (N=25,331). Consistent with the more recent reviews, the findings suggest that educational technology applications generally produced a positive, though modest, effect (ES=+0.15) in comparison to traditional methods. However, the effects may vary by educational technology type. Among the three types of educational technology applications, supplemental CAI had the largest effect with an effect size of +0.18. The other two interventions, computer-management learning and comprehensive programs, had a much smaller effect size, +0.08 and +0.07, respectively. Differential impacts by various study and methodological features are also discussed.
Keywords: Educational technology applications; K-12; Mathematics achievement; Meta-analysis

Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers: A Best-Evidence Synthesis - Cheung, Alan C.K.; Slavin, Robert E. (Reading Research Quarterly, 2013)
This review examines the effectiveness of educational technology applications in improving the reading achievement of struggling readers in elementary schools. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 20 studies based on about 7,000 students in grades 1–6 were included in the final analysis. Findings indicate that educational technology applications produced a positive but small effect on the reading skills of struggling readers (ES = .14) in comparison with “business as usual” methods. Among four types of educational technology applications, small-group integrated applications such as Read, Write & Type and the Lindamood Phoneme Sequence Program produced the largest effect sizes (ES = .32). These are tutorial educational technology applications that use small-group interaction tightly integrated with reading curriculum. Supplementary models, such as Jostens and Lexia, had a larger number of studies (N = 12) and a more modest effect size (ES = .18). Comprehensive models, such as READ 180 and ReadAbout (ES = .04) and Fast ForWord (ES = .06), did not produce meaningful positive effect sizes. However, the results of these two categories of programs should be interpreted with extreme caution due to the small number of studies involved. More studies are required to validate the effectiveness of all technology applications. Policy implications are discussed.
Keywords: Assistive technologies; Childhood; Comprehension; Early childhood; Evidence-based; Experimental; Final_citation; Instructional intervention; Instructional technology; Program evaluation; Research methodology; Strategies; Struggling learners; To learners in which of the following categories does your work apply?; and materials; existing; methods; quasi-experimental

A systematic review of ambient heat and sleep in a warming climate - Chevance, Guillaume; Minor, Kelton; Vielma, Constanza; Campi, Emmanuel; O’Callaghan-Gordo, Cristina; Basagaña, Xavier; Ballester, Joan; Bernard, Paquito (medRxiv (Cold Spring Harbor Laboratory), 2023)
Abstract Background Earlier reviews documented the effects of a broad range of climate change outcomes on sleep but have not yet evaluated the effect of ambient temperature. This systematic review aims to identify and summarize the literature on ambient temperature and sleep outcomes in a warming world. Methods For this systematic review, we searched online databases (PubMed, Scopus, JSTOR, GreenFILE, GeoRef and PsycARTICLES) together with relevant journals for studies published before February 2023. We included articles reporting associations between objective indicators of ambient temperature and valid sleep outcomes measured in real-life environments. We included studies conducted among adults, adolescents, and children. A narrative synthesis of the literature was then performed. Findings The present systematic review shows that higher outdoor or indoor ambient temperatures, expressed either as daily mean or night-time temperature, are negatively associated with sleep quality and quantity worldwide. The negative effect of higher ambient temperatures on sleep is stronger in the warmest months of the year, among vulnerable populations and in the warmest areas of the world. This result appears consistent across several sleep indicators and measures. Interpretation Although this work identified several methodological limitations of the extant literature, a strong body of evidence from both this systematic review and previous experimental studies converge on the negative impact of elevated temperatures on sleep quality and quantity. In absence of solid evidence on fast adaptation to the effects of heat on sleep, rising temperatures induced by climate change pose a planetary threat to human sleep and therefore human health, performance and wellbeing.
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

A systematic review of ambient heat and sleep in a warming climate - Chevance, Guillaume; Minor, Kelton; Vielma, Constanza; Campi, Emmanuel; O’Callaghan-Gordo, Cristina; Basagaña, Xavier; Ballester, Joan; Bernard, Paquito (Sleep Medicine Reviews, 2024)
Climate change is elevating nighttime and daytime temperatures worldwide, affecting a broad continuum of behavioral and health outcomes. Disturbed sleep is a plausible pathway linking rising ambient temperatures with several observed adverse human responses shown to increase during hot weather. This systematic review aims to provide a comprehensive overview of the literature investigating the relationship between ambient temperature and valid sleep outcomes measured in real-world settings, globally. We show that higher outdoor or indoor temperatures are generally associated with degraded sleep quality and quantity worldwide. The negative effect of heat persists across sleep measures, and is stronger during the hottest months and days, in vulnerable populations, and the warmest regions. Although we identify opportunities to strengthen the state of the science, limited evidence of fast sleep adaptation to heat suggests rising temperatures induced by climate change and urbanization pose a planetary threat to human sleep, and therefore health, performance, and wellbeing.
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

The withdraw of european missionaries from St. Anthony's Catholic secondary school: what are the implications?. - Cheyeka, Austin; Masaiti, Gift; Mulenga, Innocent Mutale (2011)
Keywords: ⛔ No DOI found

Driving the process or driven by the process? The transformation of Nkrumah college of education into Nkrumah university college. - Cheyeka, Austin; Mulenga, Innocent Mutale; Masaiti, Gift (2010)
Keywords: ⛔ No DOI found

Assessment-Informed Instruction: Systems Level - Chiappetta, Melissa; Piper, Benjamin; Ralaingita, Wendi; Norman, Julianne

Challenges of Using Icibemba in the Learning of Initial Literacy in Selected Primary Schools in Serenje District of Zambia: An Analysis of Views of Teachers and Learners - Chibesakunda, Mwimba; Mulenga, Innocent Mutale (Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736), 2019)
The purpose of this study was to establish views and investigate challenges faced by teachers and learners in the use of Icibemba in teaching initial literacy in primary schools in Serenje district. A descriptive research design supported by qualitative data collection techniques was employed. A purposive sampling procedure was used to select all the participants giving the study a sample size of 56 comprising of 40 grade four learners and 16 of their teachers sampled from 10 primary schools. Researchers decided to have more learners in this study since they were the direct beneficiaries of the curriculum. And thus the need to have a wider view from them. This was also done so as to have enough participants from each school. Data was collected through interviews, focus group discussions and classroom observations of literacy lessons. Lesson observation was used to get first hand information on the learning experiences and helped the researchers to triangulate with what participants expressed during interviews and focus group discussions. Focus group discussions and interviews enabled participants to provide their detailed views of the exact situation learners and teachers encountered. Thematic analysis was used to analyze all the data. It involved organizing data through use of open, axial and selective coding before presenting the emerging themes. The findings revealed that although the Ministry of General Education zoned Serenje district under Icibemba instead of Icilala in teaching initial literacy, learners’ performance was low because the language used in school was unfamiliar to learners. Additionally, findings also showed that there was a lack of teacher’s guide books and learners’ text books to use in teaching initial literacy hence teacher’s delivery of lessons was negatively affected. Researchers concluded that learners performed poorly in literacy due to the fact that the zoned language was unfamiliar to learners in that area where it was used as a medium of teaching literacy. It is therefore recommended that the Ministry of General Education through the Curriclum Development Center should develop and produce and distribute learning materials for the teaching of literacy in grades one to four. Furthermore, lessons for literacy should be taught using concrete and real teaching and learning resources that can enhance learning. Additionally, there is a need to start thinking about the possibility of rezoning the whole country.
Keywords: Familiar language; Initial literacy; Language of Instruction; Local language; ⛔ No DOI found

Teachers' views about technical education: implications for reforms towards a broad based technology curriculum in Malawi - Chikasanda, VK; K Otrel-Cass, K; Jones, A (International Journal of Technology and Design Education, 2011)
Internationally there has been concern about the direction of technical education and how it is positioned in schools. This has also been the case in Malawi where the curriculum has had a strong focus on skills development. However, lately there has been a call for enhancing technological literacy of students, yet little support has been provided for teachers to achieve this goal. This paper reports from a wider study that looked at teachers’ existing views and practices in technical education in Malawi. The article focuses on the findings from interviews that were conducted with six secondary school teachers to find out about their understanding of the meaning and rationale for technical education. It is also discussed how the teachers view technical education as involving skills development for making things and their thoughts on the benefits of such knowledge. It is argued that teachers’ views about technical education were strongly linked to the goals of the curriculum vacationalization policies adopted at the dawn of political independence. Besides skills training they saw the potential to impart thinking skills related to design and problem solving, and the need for essential pedagogical techniques to support learning in technical education. Examination requirements, inadequate opportunities to conduct practical activities and a lack of supportive policy were seen as limiting factors. This article claims that teachers’ views were shaped by their expectations and beliefs about the nature of technical education and what they perceived students may gain from such learning. Their views were also influenced by contextual factors which may have implications on reforms towards broader notions of technology education.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Malawi; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:curriculum; P:teachers; P:technology; Q:educational technology; T:TVET; publicImportV1

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)
Keywords: _C:Malawi MWI

A Survey on Impacts of COVID-19 Pandemic on Children and Young People and Their Needs: Online Survey Conducted between 28 March and 10 April 2020 - Children and Youth Council of Thailand; UNICEF; The United Nations Development Programme (UNDP); The United Nations Populations Fund (UNFPA) (2020)
Keywords: _COVID_DEAA-List

Community Sensitization and Mobilization Study - Chimombo, J. P. G.; Kadzamira, Esme C. (Centre for Educational Research and Training, 2002)
Keywords: _C:Malawi MWI

Classroom, school and home factors that negatively affect girls’ education in Malawi - Chimombo, Joseph; Chibwanna, Mike; Dzimadzi, Chris; Kadzamira, Esme; Kunkwenzu, Esther; Kunje, Demis; Namphota, Dorothy (UNICEF, New York, 2000)
Keywords: _C:Malawi MWI; ⛔ No DOI found

A Systematic Review On Education for Sustainable Development: Enhancing TVE Teacher Training Programme - Chinedu C.C.; Wan Mohamed W.A.; Ajah A.O. (Journal of Technical Education and Training, 2018)
As the call for the advancement of TVET deepens, and as skill requirement for vocations transcends traditional job requirements due to technological advancement and innovation. It becomes imperative that workers in the industrial and vocational ambits of nations develop the requisite skills and capacities for work in the 21st century that adheres to sustainable standards and meets market needs also. Thereby, contributing to societal wellbeing and community development. To achieve this goal, teachers in Technical and Vocational Education (TVE) have a crucial to play as they will be responsible for the training of workers and developing their skills and capacities for work necessary to improving societal well-being and community development. The challenge is that technical and vocational teachers are not being trained to develop capabilities for Sustainability. Using a systematic literature review, this paper critically examines the extant literature on education for sustainable development and provides a synthesis of the literature in identifying the shared message that SD and ESD models attempt to represent. Furthermore, the paper discusses the factors that foster societal well-being and community development through an ESD perspective. Conclusively emphasis is paid on the unique and significant role that technical and Vocational teachers can play in contributing towards the transition to sustainable development. Consequently, this paper culminates with an analysis of the various ways TVE can help contribute towards societal wellbeing and community development if SD is rightly integrated within TVE teacher training programs.
Keywords: _genre:LR-literature_review

Impact Evaluation of the Save the Children Early Childhood Stimulation Program in Bangladesh: Final Report. - Chinen, Marjorie; Bos, Johannes M. (American Institutes for Research, 2016)

Evaluation of the transformative potential of positive gender socialization in education for peace building - Chinen, Marjorie; Elmeski, Mohammed (Society for Research on Educational Effectiveness, 2016)
American Institutes for Research (AIR) is conducting an impact evaluation of The United Nations Children's Emergency Fund's (UNICEF's) teacher-training program and reinforcing text messages that aim to provide meaningful knowledge regarding the transformative potential of positive gender socialization in education for peace building in the region of Karamoja, Uganda. The impact evaluation assesses the effects of the teacher-training program, with an emphasis on gender socialization, on teachers' knowledge, attitudes, and practices concerned with gender equity, and positive gender socialization. The authors implemented a mixed-methods research design for the impact evaluation, using quantitative and qualitative methods. They compared the outcomes of interest among the teachers who benefit from the program with the outcomes of interest of comparable teachers in different schools who do not benefit from the program. The impact evaluation is based on an eight-month intervention, with baseline data collected in March 2015 and endline data collected in November 2015. One hundred five schools from eight Coordinating Centre Tutors (CCTs) located in the districts of Abim, Kaabong, and Napak are participating in the study, with a third of the schools receiving the training plus reinforcing text messages (the "complete intervention" group), another third receiving the teacher training only (the "limited intervention" group), and the other third not receiving any of the interventions (the control or "business as usual" group). A total of 916 teachers working in the 105 schools at the time of baseline data collection were surveyed. Provided that the various stakeholders respond in the manner anticipated, the trainings--and potentially the active teacher support and engagement delivered using the mobile SMS platform--should lead to a set of initial effects or intermediate outcomes. Tables and figures are appended.
Keywords: Comparative Analysis; ERIC, Resources in Education (RIE); Educational Practices; Elementary Education; Elementary School Teachers; Foreign Countries; Inservice Teacher Education; Intervention; Mixed Methods Research; Outcome Measures; Peace; Program Effectiveness; Randomized Controlled Trials; Sex Fairness; Socialization; Synchronous Communication; Teacher Attitudes; Teacher Characteristics; Telecommunications; Uganda; __:import:01; __:match:final; __:matched; __:study_id:2097972; ___working_potential_duplicate; __finaldtb

Improvement needs of Nigerian technical college teachers in teaching vocational and technical subjects - Chinonso Okolie, Ugochukwu; Nwonu Elom, Elisha; Uchechukwu Osuji, Catherine; Agu Igwe, Paul (International Journal of Training Research, 2019)
© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. This study examined key areas in which Nigerian technical college teachers need improvements to effectively teach vocational and technical subjects to foster skills acquisition and improve the quality of graduates. The study was conducted in nine technical colleges in the south-eastern region of Nigeria. It adopted a mixed methods approach and data were collected through a structured questionnaire administered to 87 teachers and two focus groups with 14 of the teachers. The quantitative data were analysed using simple percentages, while the qualitative data were analysed thematically. Patterns of responses among respondents suggested that technical teachers need improvements in instructional planning, workshop management, student management, facilities and equipment management for effective teaching of vocational and technical subjects, and for improved learners’ experience to acquire relevant skills to be either paid or self-employed.

The State of Inclusive Education in Zimbabwe: Bachelor of Education (Special Needs Education) Students’ Perceptions - Chireshe, Regis (Journal of Social Sciences, 2013)
The study sought to establish the current state of inclusive education in Zimbabwe. Focus was on the perceived gains of inclusive education, challenges in its implementation and how the challenges could be addressed. A survey design which was fundamentally qualitative in nature was used. Forty-two Bachelor of Education (Special Needs Education)(BEd SNE) purposefully selected students from Great Zimbabwe University participated in the study. The data were collected using an open ended questionnaire and were content analysed. The results revealed that the participants perceived inclusive education as having resulted in social acceptance of children with special educational needs. They perceived inclusion as having promoted positive attitudes among children without disabilities and in communities. Stigmatisation and discrimination were perceived as having been reduced. The challenges that were still perceived to be experienced included: lack of specific policy on inclusive education; scarcity of resources such as special needs education trained teachers and assistive devices; existence of negative attitudes among some stakeholders and lack of understanding of the meaning of inclusive education. The participants suggested several ways to address some of the above challenges. These included enacting a specific policy on inclusive education, training more teachers in special needs education, implementing more community awareness programmes, having itinerant specialist teachers, sufficient funding of the education system as a whole and availing more resources for inclusion.
Keywords: Bachelor of Education; Disability; Inclusion; Mainstreaming; Perceptions; Students; Students with Special Needs; Zimbabwe

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

Harmonisation of curricula and qualifications in higher education in africa: challenges and prospects. - Chishimba, P. Chanda; Kalimaposo, Kalisto; Mulenga, Innocent Mutale (2013)
Keywords: ⛔ No DOI found

A South African Curriculum for the twenty-first Century: Report of the Review Committee on Curriculum 2005 - Chisholm, L.; Volmink, J.; Ndhlovu, T.; Potenza, E.; Muller, J.; Lubisi, C.; Vinjevold, P.; Ngozi, L.; Malan, B.; Mphahlele, L. (2000)

Bandwidth management in universities in Zimbabwe: Towards a responsible user base through effective policy implementation - Chitanana, Lockias (International Journal of Education and Development using Information and Communication Technology; Bridgetown, 2012)
This research was undertaken to investigate the issue of how to maximise or make efficient use of bandwidth. In particular, the research sought to find out about what universities in Zimbabwe are doing to manage their bandwidth. It was, therefore, appropriate to survey a sample of five universities and to catalogue their experiences. Results show that most universities in our sample did not have an official Acceptance Use Policy (AUP) to assist with bandwidth management. Successful provision of managed network bandwidth within a university is likely to involve the application of many tools encompassing a number of different techniques. These products are often expensive and are rarely available for loan. Fortunately, a cost-effective solution exists for all universities that can be deployed regardless of the campus' existing network configuration or installed devices. The authors recommend that using Quality of Service (QoS) and Bandwidth management will enable network administrators to control network traffic flow so that appropriate users and applications get priority during the allocation of network resources. Also, universities must contain in their IT policies a meaningful AUP which will help universities to develop and refine usage and access as well as plan for network resource allocation. [PUBLICATION ABSTRACT]
Keywords: Bandwidths; College campuses; Computers; Education; Internet access; Internet resources; Product introduction; Research; __C:filed:1; ⛔ No DOI found

The current state of e-learning at universities in Zimbabwe: Opportunities and challenges - Chitanana, Lockias; Makaza, Daga; Madzima, Kudakwashe (International Journal of Education and Development using ICT, 2008)
Keywords: ⛔ No DOI found

An analysis of the integration of instructional technology in pre-service teacher education in Zimbabwe - Chitiyo, Rodwell; Harmon, Stephen W. (Educational Technology Research and Development, 2009)

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.
Keywords: AI; Artificial intelligence; Artificial intelligence in education; Assessment; Final_citation; Learning; Systematic review; Teaching; anystyle; existing

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

Creation and evaluation of a pretertiary artificial intelligence (AI) curriculum - Chiu, Thomas KF; Meng, Helen; Chai, Ching-Sing; King, Irwin; Wong, Savio; Yam, Yeung (IEEE Transactions on Education, 2021)

School Participation And Pupil Performance: Baseline Survey - Chiuye, Grace; Selemani-Meke, Elizabeth; Kadzamira, Esme (2012)
Keywords: _C:Malawi MWI; ⛔ No DOI found

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.

The Impact of COVID-19 on Primary Education in Malawi: Exploring Policy Responses and Practices - Chiwaula, Lizzie W.; Kadzamira, Esme Chipo; Meke, Elizabeth Selemani (Journal of international cooperation in education, 2021)
Keywords: _C:Malawi MWI; ⛔ No DOI found

An Integrative Literature Review on Pain Alleviation Interventions for Hospitalized Children - Cho, Haeryun; Lee, Jungmin; Kim, Shin-Jeong (Child Health Nursing Research, 2020)
Keywords: __C:filed:1

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)

Understanding the impact of district-level decision -making on the distribution of highly qualified teachers: A multi-method and geo -spatial approach - Choi, Daniel S. (Arizona State University, 2007)
June 30, 2006 was the deadline under the No Child Left Behind (NCLB) Act for ensuring “...that poor and minority children were not taught at higher rates than other children by inexperienced, unqualified, or out-of-field teachers...” In the weeks after the deadline, the US Department of Education informed state departments of education that while no extension had been declared, states can still be in good standing if they show a “good faith” effort. Though states bear this responsibility, districts have the most direct influence on the distribution of “highly qualified” teachers. It is the district that directly recruits, selects, hires, and places teachers in all its schools. Therefore, the district makes the final decisions that control, in many ways, the balance of the distribution. This study, therefore, takes a district-level perspective for understanding the distribution of highly qualified teachers (HQTs) across schools. A multiple methods study approach was used to understand the various influences on the distribution of highly qualified teachers. In particular, I used three distinct, yet related methods in this study. They were: (1) Quantitative Analysis; (2) Geographical Analysis; and (3) Qualitative Analysis. The quantitative analyses revealed that weaker definitions of teacher quality mask the teacher quality shortage and gap that exists between local districts and between schools of varying demographic characteristics---particularly those with high concentrations of poor and minority students. The geographical analyses suggested that quality of geographical space influenced the presence of teacher quality in schools. Lastly, the qualitative analyses revealed that the district plays a mediating role as it enacts its own policy. In this process, the district is both influenced and is itself an influence on the final distribution of HQTs. The interviews with district and school staff revealed that the district's definition of teacher quality becomes stronger as the process moves closer to an actual hiring decision. It is at the school site where they seem to apply or screen for the fuller range of characteristics consistent with what the literature has identified as a HQT. In the end, these findings contribute to understanding the distribution of teacher quality more fully.
Keywords: Decision-making; Education; Highly qualified teachers; School districts; _C:India IND; _C:Philippines PHL; _C:Spain ESP; _C:United States USA; __C:filed:1; __C:scheme:1

L’avenir du travail en Afrique - Choi, Jieun; Dutz, Mark Andrew; Usman, Zainab (Africa Development Forum series, 2020)
Keywords: _yl:b

The future of work in Africa: harnessing the potential of digital technologies for all - Choi, Jieun; Dutz, Mark Andrew; Usman, Zainab (Africa Development Forum series, 2020)
Keywords: _yl:a

The use of AI chatbot as an assistant tool for SW education - Choi, Seo-Won; Nam, Jae-Hyun (Journal of the Korea Institute of Information and Communication Engineering, 2019)
Keywords: ⛔ No DOI found

The building block thesis - Choudary, Sangeet Paul; Maruwada, Shankar (2022)
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Developing theory using machine learning methods - Choudhury, P.; Allen, R; Endres, M. (2018)

The MOOC Phenomenon: Who Takes Massive Open Online Courses and Why? - Christensen, Gayle; Steinmetz, Andrew; Alcorn, Brandon; Bennett, Amy; Woods, Deirdre; Emanuel, Ezekiel (Social Science Research Network, 2013)
Massive open online courses (MOOCs) have commanded considerable public attention due to their sudden rise and disruptive potential. But there are no robust, published data that describe who is taking these courses and why they are doing so. As such, we do not yet know how transformative the MOOC phenomenon can or will be. We conducted an online survey of students enrolled in at least one of the University of Pennsylvania’s 32 MOOCs offed on the Coursera platform. The student population tends to be young, well educated, and employed, with a majority from developed countries. There are significantly more males than females taking MOOCs, especially in BRIC and other developing countries. Students’ main reasons for taking a MOOC are advancing in their current job and satisfying curiosity. The individuals the MOOC revolution is supposed to help the most — those without access to higher education in developing countries — are underrepresented among the early adopters.
Keywords: C: International; Distance Education; MOOCs; Massive Open Online Courses; Online Education

Open Data Readiness Assessment: Prepared for the Government of Sierra Leone - Chrzanowski, Pierre; Holm, Jeanne; Manley, Laura; Dodds, Elizabeth; Baker, Rob (World Bank Group; Open Aid Partnership, 2016)
Keywords: _C:Sierra Leone SLE

Cost-Effectiveness and EdTech: Considerations and case studies - Chuang, Rachel; Burnett, Nicholas; Robinson, Elizabeth (EdTech Hub, 2021)

Back-to-School Campaigns Following Disruptions to Education - Chuang, Rachel; Kaye, Tom; Moss Coflan, Caitlin; Haßler, Björn (2020)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; COV:COVID and reopening of schools; F: Helpdesk response; LP: English; _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Bolivia BOL; _C:Congo XCO; _C:Congo, Democratic Republic COD; _C:Ghana GHA; _C:Guinea GIN; _C:India IND; _C:Lebanon LBN; _C:Liberia LBR; _C:Malawi MWI; _C:Mozambique MOZ; _C:Nigeria NGA; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Zambia ZMB; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Low-Tech Devices and Connectivity for Learning in Lebanon - Chuang, Rachel; Khalayleh, Abdullah (EdTech Hub, 2021)
Keywords: _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Nine takeaways from our reviews of COVID-19 education responses - Chuang, Rachel; Moss Coflan, Caitlin; Kaye, Thomas; Koomar, Saalim; McBurnie, Chris (2020)

Protecting Student Data in a Digital World - Chui, M.; Sarakatsannis, J. (2015)
Keywords: Final_citation; anystyle; existing

Information and communication technology: The pivot of teaching and learning of skills in electrical and electronics technology programme in Nigeria - Chukwuedo (International Journal of Vocational and Technical Education, 2013)
The polymorphous nature of teaching and learning has contributed to the quest for skills delivery and acquisition at any place and pace. Teaching and learning of skills in electrical and electronics programme cannot be restricted to the traditional classroom settings, but should adopt favourable and acceptable technological dynamism. The inadequacy in the supply of facilities and qualified manpower perhaps has contributed to the need for skills delivery and acquisition in electrical and electronics programme through other technological means. One of such means found achievable is information and communication technologies (ICTs). This paper therefore reviewed ICTs as the pivot of globalizing teaching and learning of skills in electrical and electronics technology programme. The paper identified some of the skills in this programme, and ICTs that can be used to teach and learn the skills, by both normal and impaired teachers and learners. The findings from the survey questioning revealed that learners unavoidably support their teaching-learning situation with ICTs. It was therefore concluded that ICTs are pivot of teaching and learning of electrical and electronic skills.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; F:teaching; P:electro; P:technology; Q:ICT; Q:distance learning; T:Educação profissionalizante; T:TVET; publicImportV1

Mobile Technologies and Digital Resources for Learning - Churchill, Daniel (Digital Resources for Learning, 2017)
Keywords: __C:filed:1

Learning in a mobile age: an investigation of student motivation: Learning in a mobile age - Ciampa, K. (Journal of Computer Assisted Learning, 2014)

Artificial intelligence for strengthening healthcare systems in low- and middle-income countries: a systematic scoping review - Ciecierski-Holmes, Tadeusz; Singh, Ritvij; Axt, Miriam; Brenner, Stephan; Barteit, Sandra (npj Digital Medicine, 2022)
In low- and middle-income countries (LMICs), AI has been promoted as a potential means of strengthening healthcare systems by a growing number of publications. We aimed to evaluate the scope and nature of AI technologies in the specific context of LMICs. In this systematic scoping review, we used a broad variety of AI and healthcare search terms. Our literature search included records published between 1st January 2009 and 30th September 2021 from the Scopus, EMBASE, MEDLINE, Global Health and APA PsycInfo databases, and grey literature from a Google Scholar search. We included studies that reported a quantitative and/or qualitative evaluation of a real-world application of AI in an LMIC health context. A total of 10 references evaluating the application of AI in an LMIC were included. Applications varied widely, including: clinical decision support systems, treatment planning and triage assistants and health chatbots. Only half of the papers reported which algorithms and datasets were used in order to train the AI. A number of challenges of using AI tools were reported, including issues with reliability, mixed impacts on workflows, poor user friendliness and lack of adeptness with local contexts. Many barriers exists that prevent the successful development and adoption of well-performing, context-specific AI tools, such as limited data availability, trust and evidence of cost-effectiveness in LMICs. Additional evaluations of the use of AI in healthcare in LMICs are needed in order to identify their effectiveness and reliability in real-world settings and to generate understanding for best practices for future implementations.
Keywords: Health policy; Translational research

Is assessment good for learning or learning good for assessment? A. Both? B. Neither? C. It depends? - Cilliers, Francois J. (Perspectives on Medical Education, 2015)
Newman JH. Discourses on the scope and nature of university education, addressed to the Catholics of Dublin. Dublin: James Duffy; 1852. Osler W. Examinations, examiners and examinees. Lancet. 1913;1047–59. Deng F, Gluckstein JA, Larsen DP. Student-directed retrieval practice is a predictor of medical licensing examination performance. Perspect Med Educ. 2015;4. DOI: 10.1007/s40037-015-0220-x Cilliers FJ, Schuwirth LWT, Adendorff HJ, Herman N, Vleuten CPM van der. The mechanism of impact of summative assessment on medical students’ learning. Adv Health Sci Educ. 2010;15:695–715. Article Google Scholar Dochy F, Segers M, Gijbels D, Struyven K. Assessment engineering: breaking down barriers between teaching and learning, and assessment. In: Boud D, Falchikov N, editors. Rethinking assessment in higher education: learning for the longer term. Oxford: Routledge; 2007. pp. 87–100. Cilliers FJ, Schuwirth LWT, Herman N, Adendorff H, Vleuten CPM van der. A model of the pre-assessment learning effects of summative assessment in medical education. Adv Health Sci Educ. 2012;17:39–53. Article Google Scholar Roediger HL, Butler AC. The critical role of retrieval practice in long-term retention. Trends Cogn Sci. 2011;15:20–7. Article Google Scholar Watling C. Cognition, culture, and credibility: deconstructing feedback in medical education. Perspect Med Educ. 2014;3:124–8. Article Google Scholar Saville BK, Pope D, Lovaas P, Williams J. Interteaching and the testing effect: a systematic replication. Teach Psychol. 2012;39:280–3. Article Google Scholar Lundeberg MA, Fox PW. Do laboratory findings on test expectancy generalize to classroom outcomes? Rev Educ Res. 1991;61:94–106. Article Google Scholar Watling CJ. Unfulfilled promise, untapped potential: feedback at the crossroads. Med Teacher. 2014;36(8):692–7. Article Google Scholar Sundre DL, Kitsantas A. An exploration of the psychology of the examinee: can examinee self-regulation and test-taking motivation predict consequential and non-consequential test performance? Contemp Educ Psychol. 2004;29:6–26. Article Google Scholar Cilliers FJ, Schuwirth LWT, Vleuten CPM van der. A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context. BMC Med Educ. 2012;12. Download references Department of Health Sciences Education, Faculty of Health Sciences, University of Cape Town, Anzio Road, 7925, Observatory, South Africa Francois J Cilliers You can also search for this author in PubMed Google Scholar Correspondence to Francois J Cilliers. This article is published under an open access license. Please check the 'Copyright Information' section for details of this license and what re-use is permitted. If your intended use exceeds what is permitted by the license or if you are unable to locate the licence and re-use information, please contact the Rights and Permissions team. Cilliers, F. Is assessment good for learning or learning good for assessment? A. Both? B. Neither? C. It depends?. Perspect Med Educ 4, 280–281 (2015). https://doi.org/10.1007/s40037-015-0229-1 Download citation Published: 23 October 2015 Issue Date: December 2015 DOI: https://doi.org/10.1007/s40037-015-0229-1
Keywords: __C:filed:1

Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa - Cilliers, J; Fleisch, B; Kotze, J; Mohohlwane, N; Taylor, S; Thulare, T (2021)
We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proﬁciency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proﬁciency (0.12 SD), had no impact on English reading proﬁciency, and an unintended negative eﬀect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude eﬀectiveness, but rather that in-person contact enabled more accountability and support.

Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa - Cilliers, J.; Fleischz, B.; Kotze, J.; Mohohlwanex, N.; Taylor, S.; Thulare, T. (2020)
We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proﬁciency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proﬁciency (0.12 SD), had no impact on English reading proﬁciency, and an unintended negative eﬀect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude eﬀectiveness, but rather that in-person contact enabled more accountability and support.
Keywords: Final_citation; cited; existing

Can virtual replace in-person coaching? Experimental evidence on teacher professional development and student learning - Cilliers, J; Fleischz, B; Kotzex, J; Mohohlwanex, N; Taylor, S; Thulare, T (2020)
We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proﬁciency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proﬁciency (0.12 SD), had no impact on English reading proﬁciency, and an unintended negative eﬀect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude eﬀectiveness, but rather that in-person contact enabled more accountability and support.
Keywords: Important; Read; ⛔ No DOI found

How to Support Students When Schools Reopen? - Cilliers, Jacobus (Research on Improving Systems of Education (RISE), 2020)

Alternative forms of early grade instructional coaching: Emerging evidence from field experiments in South Africa - Cilliers, Jacobus; Fleisch, Brahm; Kotze, Janeli; Mohohlwane, Nompumelelo; Taylor, Stephen; Thulare, Tshegofatso (2020)

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

How to Improve Teaching Practice?: An Experimental Comparison of Centralized Training and In-Classroom Coaching - Cilliers, Jacobus; Fleisch, Brahm; Prinsloo, Cas; Taylor, Stephen (Journal of Human Resources, 2020)

How to Improve Teaching Practice? Experimental Comparison of Centralized Training and In-classroom Coaching - Cilliers, Jacobus; Fleisch, Brahm; Prinsloo, Cas; Taylor, Stephen (Research on Improving Systems of Education (RISE), 2018)
We experimentally compare two modes of in-service professional development for South African public primary school teachers. In both programs teachers received the same learning material and daily lesson plans, aligned to the ofﬁcial literacy curriculum. Pupils exposed to two years of the program improved their reading proﬁciency by 0.12 standard deviations if their teachers received centralized Training, compared to 0.24 if their teachers received in-class Coaching. Classroom observations reveal that teachers were more likely to split pupils into smaller reading groups, which enabled individualized attention and more opportunities to practice reading. Results vary by class size and baseline pupil reading proﬁciency.
Keywords: C: South Africa; _C:South Africa ZAF; _C:United States USA; __C:filed:1; __C:scheme:1

Can Public Rankings Improve School Performance? Evidence from a Nationwide Reform in Tanzania - Cilliers, Jacobus; Mbiti, Isaac; Zeitlin, Andrew (Research on Improving Systems of Education (RISE), 2019)
In 2013, Tanzania introduced “Big Results Now in Education”, a low-stakes accountability program that published both nationwide and within-district school rankings. Using data from the universe of school performance from 2011-2016, we identify the impacts of the reform using a diﬀerence-in-diﬀerences estimator that exploits the diﬀerential pressure exerted on schools at the top and bottom of their respective district rankings. We ﬁnd that BRN improved learning outcomes for schools in the bottom two deciles of their districts. However, the program also led schools to strategically exclude students from the terminal year of primary school.

2020 Remote Teaching Guide (Web-linked) - CILT (Centre for Innovation in Learning and Teaching, 2020)
Please note: This is a live doc and will change from time to time. You can access this document from http://bit.ly/cilt-remote-teaching UCT Remote Teaching - Quick Guide Lecturers and academic support staff should prepare for remote teaching. Undertaking remote teaching and learning activit...

UCT Low Tech Remote Teaching Guidelines - CILT (Centre for Innovation in Learning and Teaching, 2020)
University of Cape Town Low Tech Remote Teaching Principles Teaching and learning remotely during a global pandemic is a challenging task for everyone. Keep it simple for you and your students. CILT will help you move your course online: reach out to us at help@vula.uct.ac.za, use the rem...

Chatbot: An education support system for student - Clarizia, Fabio; Colace, Francesco; Lombardi, Marco; Pascale, Francesco; Santaniello, Domenico (Springer, 2018)

A Theory of Change for Parents and Caregivers Towards a Technology-Enhanced Education System in Bangladesh - Clark-Wilson, Alison; Bashir, Amreen; Ahmed, Shakil; Mazari, Haani; Kaye, Tom; Radford, Kate; Otieno, Jennifer (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org

A Theory of Change for a Technology-Enhanced Education System in Bangladesh - Clark-Wilson, Alison; Bashir, Amreen; Kaye, Tom (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted

Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis - Clark, Douglas B.; Tanner-Smith, Emily E.; Killingsworth, Stephen S. (Review of Educational Research, 2016)
In this meta-analysis, we systematically reviewed research on digital games and learning for K-16 students. We synthesized comparisons of game versus nongame conditions (i.e., media comparisons) and comparisons of augmented games versus standard game designs (i.e., value-added comparisons). We used random-effects meta-regression models with robust variance estimates to summarize overall effects and explore potential moderator effects. Results from media comparisons indicated that digital games significantly enhanced student learning relative to nongame conditions ([Formula: see text] = 0.33, 95% confidence interval [0.19, 0.48], k = 57, n = 209). Results from value-added comparisons indicated significant learning benefits associated with augmented game designs ([Formula: see text] = 0.34, 95% confidence interval [0.17, 0.51], k = 20, n = 40). Moderator analyses demonstrated that effects varied across various game mechanics characteristics, visual and narrative characteristics, and research quality characteristics. Taken together, the results highlight the affordances of games for learning as well as the key role of design beyond medium.
Keywords: digital games; learning; meta-analysis; systematic review; ⛔ No DOI found

Climate Responsive Design - Clegg, Peter; Sandeman, Isabel (Enabel, 2019)
Although countries in East-Africa seem to have a perfect climate, people are not fully benefiting or making efficient use of its potential. They suffer from insufficient daylight or overheating and live on sites that are not coherently organized nor efficiently utilised. Energy is wasted. Trees are considered an abundant energy provider, especially for cooking purposes or for burning bricks. The Forum on ‘Raising Awareness for Climate Responsive Design in East Africa’ took place in Kampala (Uganda) on 27th and 28th February 2019. It was organized by Enabel, the Belgian development agency, and the Construction Management Unit of the Ministry of Education and Sports. Enabel (until 2018 called ‘BTC’ or Belgian Technical Cooperation) has been active in Uganda since 2005 mainly in the Education and Healthcare sectors. The group of organizers and speakers at the Forum decided to sustain momentum and set up a platform that would bring together a community of professionals from private and public sectors, to work towards a higher positive impact on our environment and communities. This document is the first step in this process. The topics of the Forum cover both hard and soft issues that contribute to improving people’s living conditions and environment. They include participation, using local and durable materials, passive ventilation and natural daylighting, sustainable landscapes, and water and waste-management. Architects and engineers must learn to identify the constraints and opportunities of each project site and help local communities to develop their full potential. We hope this document will achieve the critical mass necessary to instigate lasting behavioural change in the way we are living in our environment.

Global Skill Partnerships: a proposal for technical training in a mobile world - Clemens, Michael A. (IZA Journal of Labor Policy, 2015)
Skilled workers emigrate from developing countries in rising numbers, raising fears of a drain on the human and financial resources of the countries they leave. This paper critiques existing policy proposals to address the development effects of skilled migration. It then proposes a new kind of ex ante public-private agreement to link skill formation and skilled migration for the mutual benefit of origin countries, destination countries, and migrants: ‘Global Skill Partnerships’. The paper describes how such an agreement might work in one profession (nursing) and one region (North Africa), and offers design lessons from related initiatives around the world.
Keywords: Aging; Brain drain; Development; Education; Eldercare; Finance; Health; Migration; Mobility; Nurse

Maximizing the Shared Benefits of Legal Migration Pathways: Lessons from Germany’s Skills Partnerships - Clemens, Michael; Dempster, Helen; Gough, Kate (2019)
Germany is one country piloting and implementing projects that can help alleviate such demographic pressures and maximize the potential mutual benefits of legal labor migration.

Open Pedagogy: A Systematic Review of Empirical Findings - Clinton-Lisell, Virginia (Journal of Learning for Development, 2021)
Open licensing used in open educational resources allows for teaching and learning practices that are not possible with traditional copyright. There is a growing body of empirical research on open pedagogy. However, definitions and instantiations of open pedagogy vary in the literature. The purpose of this review was to systematically search and synthesize empirical findings on open pedagogy. In this, the definitions of open pedagogy across empirical reports were examined. Generally, open pedagogy was defined in the context of open licensing affordances; however, there were exceptions particularly when examining faculty experiences with open pedagogy. Synthesized findings may be used by faculty to inform use of open pedagogy especially when considering issues with student confusion and changing power dynamics.
Keywords: open education; open pedagogy; systematic review; ⛔ No DOI found

Drone Delivery Start-Up Zipline Beats Amazon, UPS And FedEx To The Punch - CNBC (2018)

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

Design Experiments in Educational Research - Cobb, Paul; Confrey, Jere; diSessa, Andrea; Lehrer, Richard; Schauble, Leona (Educational Researcher, 2003)
In this article, the authors first indicate the range of purposes and the variety of settings in which design experiments have been conducted and then delineate five crosscutting features that collectively differentiate design experiments from other methodologies. Design experiments have both a pragmatic bent??engineering? particular forms of learning?and a theoretical orientation?developing domain-specific theories by systematically studying those forms of learning and the means of supporting them. The authors clarify what is involved in preparing for and carrying out a design experiment, and in conducting a retrospective analysis of the extensive, longitudinal data sets generated during an experiment. Logistical issues, issues of measure, the importance of working through the data systematically, and the need to be explicit about the criteria for making inferences are discussed.

Relationships of knowledge and practice: Teacher learning in communities - Cochran-Smith, M.; Lytle, S.L. (Review of Research in Education, 1999)

Great Teaching Toolkit: Evidence Review - Coe, Rob; Rauch, C.J.; Kime, Stuart; Singleton, Dan (Evidence Based Education, 2019)
Keywords: C:England/International

Using education technology to support learners with special educational needs and disabilities in low- and middle-income countries - Coflan, Caitlin Moss; Kaye, Thomas (EdTech Hub, 2020)
Keywords: L:Special education needs and disabilities (SEND); LP: English; _C:Brazil BRA; _C:Ghana GHA; _C:India IND; _C:Kenya KEN; _C:Lesotho LSO; _C:Pakistan PAK; _C:Portugal PRT; _C:South Africa ZAF; _C:Spain ESP; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-dode

Using education technology to support learners with special educational needs and disabilities in low- and middle-income countries - Coflan, Caitlin Moss; Kaye, Tom (Zenodo, 2020)
Keywords: Final_citation; cited; existing

Developing a national EdTech strategy - Coflan, Caitlin; Wyss, Natalie; Thinley, Sangay; Roland, Mark (EdTech Hub, 2022)
Keywords: Final_citation; cited; existing

Statistical power analysis for the behavioral sciences - Cohen, J. (Lawrence Erlbaum Associates, 1988)

Action research - Cohen, Louis; Manion, Lawrence; Morrison, Keith (Research methods in education, 2017)

Research Methods in Education - Cohen, Louis; Manion, Lawrence; Morrison, Keith (Routledge, 2017)
This thoroughly updated and extended eighth edition of the long-running bestseller Research Methods in Education covers the whole range of methods employed by educational research at all stages. Its five main parts cover: the context of educational research; research design; methodologies for educational research; methods of data collection; and data analysis and reporting. It continues to be the go-to text for students, academics and researchers who are undertaking, understanding and using educational research, and has been translated into several languages. It offers plentiful and rich practical advice, underpinned by clear theoretical foundations, research evidence and up-to-date references, and it raises key issues and questions for researchers planning, conducting, reporting and evaluating research. This edition contains new chapters on: Mixed methods research The role of theory in educational research Ethics in Internet research Research questions and hypotheses Internet surveys Virtual worlds, social network software and netography in educational research Using secondary data in educational research Statistical significance, effect size and statistical power Beyond mixed methods: using Qualitative Comparative Analysis (QCA) to integrate cross-case and within-case analyses. Research Methods in Education is essential reading for both the professional researcher and anyone involved in educational and social research. The book is supported by a wealth of online materials, including PowerPoint slides, useful weblinks, practice data sets, downloadable tables and figures from the book, and a virtual, interactive, self-paced training programme in research methods. These resources can be found at: www.routledge.com/cw/cohen.
Keywords: Education / Experimental Methods; Education / General; Education / Research

Research Methods in Education - Cohen, Louis; Manion, Lawrence; Morrison, Keith (Routledge, 2017)
This thoroughly updated and extended eighth edition of the long-running bestseller Research Methods in Education covers the whole range of methods employed by educational research at all stages. Its five main parts cover: the context of educational research; research design; methodologies for educational research; methods of data collection; and data analysis and reporting. It continues to be the go-to text for students, academics and researchers who are undertaking, understanding and using educational research, and has been translated into several languages. It offers plentiful and rich practical advice, underpinned by clear theoretical foundations, research evidence and up-to-date references, and it raises key issues and questions for researchers planning, conducting, reporting and evaluating research. This edition contains new chapters on: Mixed methods research The role of theory in educational research Ethics in Internet research Research questions and hypotheses Internet surveys Virtual worlds, social network software and netography in educational research Using secondary data in educational research Statistical significance, effect size and statistical power Beyond mixed methods: using Qualitative Comparative Analysis (QCA) to integrate cross-case and within-case analyses. Research Methods in Education is essential reading for both the professional researcher and anyone involved in educational and social research. The book is supported by a wealth of online materials, including PowerPoint slides, useful weblinks, practice data sets, downloadable tables and figures from the book, and a virtual, interactive, self-paced training programme in research methods. These resources can be found at: www.routledge.com/cw/cohen.

Research Methods in Education - Cohen, Louis; Manion, Lawrence; Morrison, Keith (Routledge, 2017)
This thoroughly updated and extended eighth edition of the long-running bestseller Research Methods in Education covers the whole range of methods employed by educational research at all stages. Its five main parts cover: the context of educational research; research design; methodologies for educational research; methods of data collection; and data analysis and reporting. It continues to be the go-to text for students, academics and researchers who are undertaking, understanding and using educational research, and has been translated into several languages. It offers plentiful and rich practical advice, underpinned by clear theoretical foundations, research evidence and up-to-date references, and it raises key issues and questions for researchers planning, conducting, reporting and evaluating research.This edition contains new chapters on:Mixed methods researchThe role of theory in educational researchEthics in Internet researchResearch questions and hypothesesInternet surveysVirtual worlds, social network software and netography in educational research Using secondary data in educational researchStatistical significance, effect size and statistical powerBeyond mixed methods: using Qualitative Comparative Analysis (QCA) to integrate cross-case and within-case analyses.Research Methods in Education is essential reading for both the professional researcher and anyone involved in educational and social research. The book is supported by a wealth of online materials, including PowerPoint slides, useful weblinks, practice data sets, downloadable tables and figures from the book, and a virtual, interactive, self-paced training programme in research methods. These resources can be found at: www.routledge.com/cw/cohen.