Deployment of Offline Learning Management Systems: Comparing the Performance of Selected Micro-servers in Tanzania - Maro, Salome; Kondoro, Aron; Haßler, Björn; Mtebe, Joel; Proctor, Jamie (Journal of Learning for Development, 2023)
Low-powered mobile devices such as Raspberry Pis and tablets can be used as micro-servers to implement offline Learning Management Systems (LMS). Despite their potential, especially for low-income countries, such as Tanzania, no research is available detailing the affordances of these devices for supporting LMS features. This study investigated the suitability of various low-cost micro-servers for deploying LMSs. It compared the performance of the Raspberry Pi, Android tablet, and Chromebook in terms of LMS benchmarking, response time, and resource utilisation. Results showed all devices had sufficient hardware resources to support the LMS, however, software stacks, I/O performance, and platform optimisations affected the micro-servers' performance. The Chromebook had the best performance in terms of response time, followed by the Raspberry Pi and tablets. In terms of cost, the Raspberry PI was the cheapest option.  The installation process for tablets was more cumbersome than the other devices, meaning the devices with better tooling and a more conventional software stack were a better option for deploying offline micro-servers.

Unleashing the potential: transforming technical and vocational education and training - Marope, Priscilla Toka Mmantsetsa; Chakroun, Borhène; Holmes, K. P (2015)
"UNESCO has recently published the third volume of its Education on the Move series, a series dedicated to the analysis of key trends in education with the hope of inspiring dialogue among policy makers, educators and other key stakeholders on the challenges of education for tomorrow. The latest publication, entitled Unleashing the Potential: Transforming Technical and Vocational Education and Training is focused entirely on issues related to technical and vocational education and training (TVET). It takes stock of the steadily increasing demands and expectations on TVET systems around the globe and presents recent policy trends in the field of TVET. In their analysis, the authors provide insights into what it takes to unleash the potential of TVET systems around the world. They propose an integrated analytical approach that takes into consideration such factors as economic growth, social equity and issues related to sustainability so that TVET can contribute more effectively to contemporary policy issues such as youth unemployment, gender disparities and climate change. Overall, the book calls for a transformation of TVET systems to enable them to respond to the demands of their contexts. This transformation should enable TVET systems to acquire agility to stay current and responsive to the rapidly changing demands of the twenty-first century."--Publisher's website.

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

The role of video in teacher professional development - Marsh, Brian; Mitchell, Nick (Teacher Development, 2014)

RobotReviewer: evaluation of a system for automatically assessing bias in clinical trials - Marshall, I.J.; Kuiper, J; Wallace, B.C. (Journal of the American Medical Informatics Association, 2015)
Keywords: _Added-ailr-2024

ijmarshall/robotreviewer - Marshall, Iain (2024)
Automatic synthesis of RCTs
Keywords: bias; clinical-trials; cochrane; icasr; rcts; systematic-reviews; trial

Toward systematic review automation: a practical guide to using machine learning tools in research synthesis - Marshall, Iain J.; Wallace, Byron C. (Systematic Reviews, 2019)
Technologies and methods to speed up the production of systematic reviews by reducing the manual labour involved have recently emerged. Automation has been proposed or used to expedite most steps of the systematic review process, including search, screening, and data extraction. However, how these technologies work in practice and when (and when not) to use them is often not clear to practitioners. In this practical guide, we provide an overview of current machine learning methods that have been proposed to expedite evidence synthesis. We also offer guidance on which of these are ready for use, their strengths and weaknesses, and how a systematic review team might go about using them in practice.
Keywords: Evidence synthesis; Machine learning; Natural language processing; _Added-ailr-2024

El uso de las tabletas y su impacto en el aprendizaje. Una investigación nacional en centros de Educación Primaria1 The use of tablets and their impact on learning. A national research in Primary Education schools - Martí, Mar Camacho; Mon, Francesc Marc Esteve (Revista de educación, 2017)
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

The use of tablets and their impact on learning. A national research in Primary Education schools1 El uso de las tabletas y su impacto en el aprendizaje. Una investigación nacional en centros de Educación Primaria - Martí, Mar Camacho; Mon, Francesc Marc Esteve (Revista de Educación, 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

Creation of bibliometric tools for evaluation based on data from Google Scholar - Martín-Martín, Alberto (2019)
(This is a thesis by compilation of studies. Article co-authors are listed at the beginning of each article) Google Scholar (GS) is a freely-accessible academic search engine that indexes academic literature from a wide range of disciplines, document types, and languages. Unlike Web of Science (WoS) and Scopus, which have a selective approach to document indexing (they only index documents published in certain venues), GS follows an inclusive approach. Apart from being the most frequently used tool by researchers to find scholarly information, what made GS stand out was that it builds its own citation graph by processing the references at the end of each document and matching them to documents already identified in their index. These citation counts are now widely consulted by researchers, because up to the point when GS was launched (2004), the main citation index (WoS) was only accessible via subscription. In subsequent years, GS launched several services based on data from its document base: Google Scholar Citations (an author profile service), Google Scholar Metrics (a journal ranking service), and GSCP (a short-lived service that listed highly-cited documents). Despite its opacity (not much information on the coverage is available officially) and lack of native data exporting capabilities, many studies have tried to analyse the main characteristics of GS, and compare it to WoS and Scopus. These studies show that GS has a much more comprehensive coverage, especially in Arts, Humanities, and Social Sciences (AHSS), although GS also presents errors and limitations that other citation indexes do not have. The general goal of this thesis was to explore whether it is feasible and sustainable to re-use data available in GS to generate data products or tools of a bibliometric nature that provide functionalities that GS does not provide. In order to do this, we followed two approaches that have ran side by side. In our first approach, we endeavored to carry out studies that analysed the general characteristics of Google Scholar as a source of data: its strengths and weaknesses related to size, coverage, errors, bibliometric indicators. In order to do this, we analysed the characteristics of various of samples of GS data (the largest samples of GS data analysed to date), in some cases benchmarking it against the data available in WoS or Scopus. The studies that resulted from this first approach show that GS has an extensive coverage of academic documents. Its coverage includes most of the documents covered in the multidisciplinary citation databases WoS and Scopus, as well as theses, dissertations, books, conference papers, and other unpublished materials (preprints, reports). Spearman correlation coefficients of citation counts between GS and WoS, or between GS and Scopus are generally very high. Thus, if GS is used for research evaluations then its data would be unlikely to produce large changes in the results, despite the additional citations found. It is also shown that, despite the limitations to control which documents are returned for a query, it is possible to identify in GS the most highly-cited documents in a given discipline, given how GS generally presents documents with high citation counts first. Even when considering only highly-cited documents, GS appears to have a more extensive coverage than GS or Scopus, especially in the areas of AHSS. In our second approach, we tested the knowledge obtained in the previous studies in practical real-life situations. These projects took the form of tailored web applications built for a variety of purposes, and open to everyone. The applications display data extracted from Google Scholar (and sometimes also other services) in ways that the native GS, GSC and GSM interfaces do not, thus expanding the range of ways in which users can interact with this information. Three different types of prototype applications were developed and are presented here. The first application presents journal-level bibliometric indicators for a large collection of journals in the Arts, Humanities, and Social Sciences (AHSS): Journal Scholar Metrics (http://www.journal-scholar-metrics.infoec3.es). The second application presents data from a specific academic community at various levels of aggregation (author-, document-, journal-, and publisher-level), combining data not only from GS but from other sources: Scholar Mirrors (http://www.scholar-mirrors.infoec3.es). In the third application, a large sample of data from GS is used to analyse Open Access levels by country, subject category, journal, and publication year. Lastly, we describe the work carried out so far for a fourth, more ambitious application capable of displaying information about all researchers working in Spain with a public GS profile. For the second approach, a new methodology was developed which allowed us to combine information from several scholarly sources: the MADAP method (Multifaceted Analysis of Disciplines through Academic Profiles). The data extracted using this method allowed us to compare a large number of author-level bibliometric indicators from various sources. Author-level indicators in GS (all based on citations) correlated well with other production and citation-based indicators from ResearchGate and ResearcherID, and also with Mendeley’s “Reader” indicator. On the other hand, GS indicators did not correlate well with conectivity-based metrics (followers). The results of this thesis consistently find that GS data, and especially its citation data, can be useful for bibliometric analyses. Nevertheless, throughout all the analyses that have been performed, it has also become clear that there are important limitations that have to be considered when deciding whether to use data from GS for these purposes. Many of these limitations arise from the desire to use this tool for a purpose that falls outside the original scope intended by its creators. errors derived from completely automated processing of documents from a great variety of sources and in a great variety of formats.
Keywords: Google Scholar; Scopus; Web of Science; academic search engines; bibliometrics; citation analysis; coverage; errors; open access; web applications

Evidence of open access of scientific publications in Google Scholar: A large-scale analysis - Martín-Martín, Alberto; Costas, Rodrigo; van Leeuwen, Thed; López-Cózar, Emilio Delgado (Journal of Informetrics, 2018)

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

A two-sided academic landscape: portrait of highly-cited documents in Google Scholar (1950-2013) - Martín-Martín, Alberto; Orduna-Malea, Enrique; Ayllón, Juan M.; López-Cózar, Emilio Delgado (arXiv preprint arXiv:1607.02861, 2016)
Keywords: ⛔ No DOI found

The counting house: Measuring those who count. Presence of bibliometrics, scientometrics, informetrics, webometrics and altmetrics in the Google Scholar citations, Researcherid, ResearchGate, Mendeley & Twitter - Martín-Martín, Alberto; Orduña-Malea, Enrique; Ayllón, Juan M.; Lopez-Cozar, Emilio Delgado (arXiv preprint arXiv:1602.02412, 2016)
Keywords: ⛔ No DOI found

Does Google Scholar contain all highly cited documents (1950-2013)? - Martín-Martín, Alberto; Orduña-Malea, Enrique; Ayllón, Juan Manuel; López-Cózar, Emilio Delgado (arXiv preprint arXiv:1410.8464, 2014)
Keywords: ⛔ No DOI found

Can we use Google Scholar to identify highly-cited documents? - Martín-Martín, Alberto; Orduña-Malea, Enrique; Harzing, Anne-Wil; López-Cózar, Emilio Delgado (Journal of informetrics, 2017)

Coverage of highly-cited documents in Google Scholar, Web of Science, and Scopus: a multidisciplinary comparison - Martín-Martín, Alberto; Orduna-Malea, Enrique; López-Cózar, Emilio Delgado (Scientometrics, 2018)

Google Scholar, Web of Science, and Scopus: A systematic comparison of citations in 252 subject categories - Martín-Martín, Alberto; Orduna-Malea, Enrique; Thelwall, Mike; López-Cózar, Emilio Delgado (Journal of informetrics, 2018)

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

List of references - Martin, Anna; eKitabu; Open Development & Education (Open Development & Education)
A list of references.
Keywords: _r:AddedByMyEducationEvidence

(coming soon) - Martin, Anna; Grace, Macharia; Ombeta, Magwari Charles (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

(coming soon) - Martin, Anna; Grace, Macharia; Ombeta, Magwari Charles (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Exploring the impact of the design of the physical classroom environment on young children with autism spectrum disorder ( ASD ) - Martin, Caren S. (Journal of Research in Special Educational Needs, 2016)
In 2010, the C enters for D isease C ontrol ( CDC ) reported a 1600% increase in the number of individuals between the ages of 6 and 22 years with autism spectrum disorder ( ASD ). Knowledge about educational interventions for children with ASD is substantial; however, less is known about the design of supportive classroom environments where they learn. ASD experts believe that the early years in school, namely preschool through 6th grade, are critical in reaching children and establishing a foundation for their life‐long learning and general well‐being. In context of the human ecosystem theory that models the interaction between people and the natural, social and designed environments, this literature review of refereed sources (2000–2012) documented findings about interventions, that is, design criteria ( DC ) for incorporation into the physical classroom environment used by children with ASD . The majority of the studies was exploratory and presented DC that subsequently were not tested. Due to research method and/or sampling design, efficacy, reliability and validity of findings varied. Limited research (19 articles, 1 conference proceeding) addressing classroom DC leaves designers, teachers and school administrators substantially reliant on anecdotal information in terms of creating optimal learning environments to support inclusion of children with ASD . Additional research is needed to examine this critical design/human behaviour relationship via identification of evidence‐based DC to guide classroom design solutions that support learning by children with ASD .

Women’s Education and Fertility: Results from 26 Demographic and Health Surveys - Martin, Castro; Teresa (Studies in Family Planning, 1995)

Here and now mobile learning: An experimental study on the use of mobile technology - Martin, Florence; Ertzberger, Jeffrey (Computers & Education, 2013)

Telehealth in an Increasingly Virtual World - Martinelli, Katherine; Cohen, Yakira; Kimball, Harry; Sheldon-Dean, Hannah (Child Mind Institute, 2020)

Dimensions of digital literacy in the 21st century competency frameworks - Martínez-Bravo, María Cristina; Sádaba Chalezquer, Charo; Serrano-Puche, Javier (Sustainability, 2022)

Meta-framework of digital literacy: a comparative analysis of 21st-century skills frameworks - Martínez, María Cristina; Sádaba, Charo; Serrano-Puche, Javier (Revista Latina de Comunicacion Social, 2021)
Introduction: Faced with an imminent digital era marked by globalization and technological innovation, different organizations raised the importance of innovating education with the so-called 21st-century competencies. The need for new skills to participate in digital culture is highlighted in the different proposals, where digital competence is fundamental to live, work and participate in Knowledge Society. Methodology: This work aims to generate an integrated proposal of digital literacy through a comparative analysis of digital competence in eight frameworks of 21st-century skills (ATCS, enGauge, Naep, Nets, OECD, P21, UNESCO, European Union), which they are studied in three main thematic blocks: a) definition, b) objectives and vision, c) competencies and abilities. Results: Digital literacy encompasses a holistic approach, nurtured by different literacies, from which a meta-framework with nine competencies is built: three direct competencies, 1) information and data, 2) communication and collaboration, and 3) technical; five transversal competencies, 4) problem solving, 5) global citizenship and multicultural awareness, 6) interpersonal, 7) future thinking, 8) creative thinking and 9) critical thinking; and 53 cognitive, critical, technical, social, emotional and projective digital skills. Conclusions: Multidimensional digital literacy consolidates the techno-social perspective for empowerment and technological appropriation, which exceeds the operational use of tools and guarantees the broad, meaningful, and innovative use of technology for the construction of an equitable society, decent employment, social participation, among other purposes that are connected with the Sustainable Development Goals.
Keywords: ⛔ No DOI found

Preschool and Child Development Under Extreme Poverty: Evidence from a Randomized Experiment in Rural Mozambique. - Martinez, Sebastian; Naudeau, Sophie; Pereira, Vitor (World Bank, 2017)

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

Evaluation of professional learning communities in TVET: Implications for leadership development and teacher motivation in Ecuador - März, Virginie; Lauwers, Ingrid; Moreno, Oscar; Patiño, Isabel; Frenay, Mariane (2018)
Keywords: ⛔ No DOI found

Education as currently provided in Zambia. - Masaiti, Gift (UNZA Press, 2018)

Education in Zambia at fifty years of independence and beyond: history, current status and contemporary issues. - Masaiti, Gift (Unza Press, 2018)

Effectiveness and viability of revenue diversification in sub-saharan africa’s higher education: examining Zambia’s public universities. - Masaiti, Gift (2015)
Keywords: ⛔ No DOI found

Students’ Perceptions of Financing Public Universities in Zambia: Toward a More Sustainable and Inclusive Policy Strategy - Masaiti, Gift (Funding Higher Education in Sub-Saharan Africa, 2013)

Faculty productivity in Zambian higher education in the face of internationalization: Unpacking research, publication and citation at the University of Zambia - Masaiti, Gift Masaiti; Mwila, Kennedy; Kulyambanino, Cecilia; Njobvu, Tommie (Scholarship of Teaching and Learning in the South, 2021)
Keywords: ❓ Multiple DOI

Faculty productivity in Zambian higher education in the face of internationalization: Unpacking research, publication and citation at the University of Zambia - Masaiti, Gift Masaiti; Mwila, Kennedy; Kulyambanino, Cecilia; Njobvu, Tommie (Scholarship of Teaching and Learning in the South, 2021)
Keywords: ❓ Multiple DOI

Zambia: An overview of formal education - Masaiti, Gift; Chita, Joseph (Education in East and Central Africa, 2014)
Keywords: ⛔ No DOI found

THE UNIVERSITY OF ZAMBIA PRE-SERVICE TEACHER EDUCATION PROGRAMME: IS IT RESPONSIVE TO SCHOOLS AND COMMUNITIES’ASPIRATIONS? - Masaiti, Gift; Manchishi, Peter Chomba (European Journal of Educational Studies, 2011)
Keywords: ⛔ No DOI found

The relationship between education, economy and employment: is higher education curriculum an ingredient?. - Masaiti, Gift; Mulenga, Innocent Mutale (Keurkopie, 2014)

Shifting from government bursaries to a loan scheme in higher education: Exploring the Zambian experience in student financial Aid - Masaiti, Gift; Mwelwa, Kapambwe; Mwale, Nelly (International Journal of African Higher Education, 2015)
Keywords: ⛔ No DOI found

Peer-reviewed article Faculty productivity in Zambian higher education in the face of internationalization: unpacking research, publication and citation at the University of Zambia - Masaiti, Gift; Mwila, Kennedy; Kulyambanino, Cecilia; Njobvu, Tommie
Keywords: ⛔ No DOI found

Strategies to retain and motivate employees in Africa: Examining the case of the ministry of education in Zambia - Masaiti, Gift; Naluyele, Pamela Nachona (African Journal of Political Science and International Relations, 2011)
Keywords: ⛔ No DOI found

University education in Zambia in the face of austerity: history, trends and financing. - Masaiti, Gift; Simuyaba, Eunifridah (UNZA Press, 2018)

Teachers' Perceptions and Students' Lived Experiences in Vocational-Technical Subjects in a Rural High School in Zimbabwe - Masinire, Alfred (Gender and Education, 2015)
This paper explores the construction of dominant models of gender among students in the Vocational-Technical. In the backdrop of dominant narratives that structure gender policies and practices in schooling in Zimbabwe, the paper elaborates upon how students' daily experiences in workrooms perpetuate the feminisation and masculinisation of fields of study such as DT and HESs in ways that inhibit the learning and achievement of boys and girls in these subjects. The argument in this paper is that in order to understand gender inequality in the Voc-Tech curriculum, educators need to understand how sociocultural perceptions of gender are constructed and embodied at the level of classroom interaction among students and teachers. Such insights provide a deeper understanding for addressing gender inequality in Voc-Tech subjects that moves beyond current structural and institutional barriers within a rural African context.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Zimbabwe; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:achievement; F:attitude; F:curriculum; F:gender; F:girl; F:learning; F:policy; P:construction; P:environment; P:metal; P:teachers; R:evaluation; R:interview; R:observation; T:TVET; Z:Barriers; Z:Classroom Environment; Z:Critical Theory; Z:Curriculum Evaluation; Z:Educational Practices; Z:Feminism; Z:Foods Instruction; Z:Foreign Countries; Z:Gender Differences; Z:Gender Issues; Z:High School Students; Z:Institutional Characteristics; Z:Interviews; Z:Masculinity; Z:Metallurgy; Z:Nutrition Instruction; Z:Observation; Z:Rural Schools; Z:Sex Fairness; Z:Sex Role; Z:Student Attitudes; Z:Student Experience; Z:Teacher Attitudes; Z:Teacher Student Relationship; Z:Vocational Education; gender; publicImportV1

Qualitative researching - Mason, Jennifer (Sage, 2002)
Keywords: CitedIn:BIBBTVET; CitedIn:eCubed; DL4D cited; Done:ReferenceFixed; TPD@Scale-cited; TPD@Scale_1; eCubed

Devising New Models for School Improvement in Developing Nations: Sierra Leone, a case study - Mason, Miriam Theresa (Durham University, 2019)
Abstract Background and Introduction: This research describes the planning, design, implementation and evaluation of a (Continuous Professional Development & Learning) CPDL-based programme for schools in Sierra Leone, a low-income country with low educational standards. Aims: The research aimed to: (i) assess evidence of EducAid schools’ effectiveness; (ii) identify features of EducAid practice that government schools might adopt; (iii) design a CPDL programme for Sierra Leonean teachers; (iv) report the programme’s impact on students’ progress; (v) explore the possibility of programme delivery by local and largely untrained teachers; (vi) throw light on aspects of the programme that participants saw as strengths and weaknesses. Design and Methods: Within an innovative quasi-experimental design, an impact evaluation drew on data from five intervention and ten comparison schools, and a process evaluation drew on data on information from programme participants and the trainers. The impact evaluation was based on public exam results, literacy test scores and attendance data collected pre- and post-CPDL. Process data included information from lesson observations, semi-structured interviews, focus groups and a post-intervention evaluation workshop. Results: The impact evaluation showed larger improvements in student attendance and literacy test results in the intervention schools than in the comparison schools. The process evaluation identified challenges in embedding changes in pedagogic practice, and in data collection. However, it also identified consistent evidence of improvements in student behaviour. These were supported by head teachers and community groups and were seen as a necessary but not sufficient condition for the literacy score improvements. Discussion and Conclusions: Discussion focuses on how far the six aims were met and on how the research adds to understanding of CPDL and school improvement in a low-income country. The impossibility of randomisation in sample selection prevents any strong causal claims for the CPDL’s impact. The possibility of a larger scale roll-out is considered, subject to changes in the programme suggested by the process evaluation.
Keywords: Must-read; _C:Sierra Leone SLE

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

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

Using Evidence-Informed Practice in Primary School Improvement in an Under-Achieving School System: A Case Study in Sierra Leone - Mason, Miriam; Galloway, David (The Emerald Handbook of Evidence-Informed Practice in Education, 2022)

Catering for Diversity in Psychosocial and Learning Needs in a Low-Income Country - Mason, Miriam; Galloway, David; Joyce-Gibbons, Andrew (Diversifying Learner Experience: A kaleidoscope of instructional approaches and strategies, 2020)
This chapter reviews the work of three largely residential schools run by EducAid, a small NGO in Sierra Leone. Thousands of children had missed out on schooling following the rebel war (1991–2002). Marginalised children included child soldiers, children whose parents had died in the fighting and children returning from refugee camps. The post-conflict context was one in which many students had been exposed to violence, trauma and tragedy. The challenge was to provide a loving, learning community with appropriate teaching and learning methods for a wide range of ages, educational experience, competence and confidence. Some students have missed years of schooling, but others arrive at EducAid having missed little or none of their education. Consequently, some teenagers are illiterate on admission, with attainments below those of much younger children. EducAid, therefore, devised a personalised learning system that encourages children to take responsibility for their own learning, and to learn with and from peers, supported by teachers. Progression depends on reaching a specified standard in each module. The purpose-written modules cover the content of the national exams but provide opportunities for students to interact with each other in ways that challenge their previous negative and violent experiences. In other words, catering for diversity in learning can not be carried out independently of diversity in psychosocial experiences.
Keywords: Low-income country; Marginalised children; Non-government organisation; Personalised learning

Closing the Attainment Gap: Collaboration between Schools in Sierra Leone - Mason, Miriam; Galloway, David; Joyce-Gibbons, Andrew (Educational & Child Psychology, 2018)
Background: UK government policy views collaboration with outstanding schools as a way of helping apparently less successful schools to close the attainment gap. However, there has been little debate about criteria for defining a school's success or failure. Moreover it is unclear which aspects of outstanding schools could readily transfer to other schools. These questions applied when EducAid, an NGO with schools for disadvantaged children in Sierra Leone, was asked to provide a programme of workshops for teachers in neighbouring schools. Aims: (i) To establish whether EducAid's results justified agreeing to the request; (ii) To identify key features of EducAid schools that could be transferable to neighbouring schools; (iii) To propose key features of an evaluation. Methods: Collection of national and local data and analysis of key features of EducAid schools that could, and could not, transfer to other schools. Findings: The limited available data supported a decision that EducAid schools should offer workshops for other schools. Key components of the programme are identified, with a design including an ambitious evaluation framework. Conclusions: To our knowledge, this is the first time that teachers in successful schools have been asked to provide a structured programme of workshops for teachers in neighbouring schools. Discussion focuses on the challenge of inter-school collaboration in a low-income country. This includes the tension between the models of pedagogy and interpersonal relations promoted in the CPD and the constraints imposed by the public examination system.
Keywords: Achievement Gap; Data Collection; Developing Nations; Disadvantaged Youth; Elementary School Teachers; Exit Examinations; Foreign Countries; Institutional Cooperation; Nongovernmental Organizations; Outcomes of Education; Professional Continuing Education; Program Design; Replication (Evaluation); School Closing; School Effectiveness; Workshops; ⛔ No DOI found

Opinion: Remember Pergau - Mason, Phil (Devex, 2019)
For those politicos tempted to kill off the U.K. Department for International Development, this word alone should warn against it, writes DFID veteran Phil Mason.

The role of the household in the social inclusion of children with special needs in Uganda–a photovoice study - Masquillier, Caroline; De Bruyn, Sara; Musoke, David (BMC pediatrics, 2021)

A Framework for Evaluating Appropriateness of Educational Technology Use in Global Development Programs - Massachusetts Institute of Technology (2016)

OpenCitations Meta - Massari, Arcangelo; Mariani, Fabio; Heibi, Ivan; Peroni, Silvio; Shotton, David (2023)
OpenCitations Meta is a new database that contains bibliographic metadata of scholarly publications involved in citations indexed by the OpenCitations infrastructure. It adheres to Open Science principles and provides data under a CC0 license for maximum reuse. The data can be accessed through a SPARQL endpoint, REST APIs, and dumps. OpenCitations Meta serves three important purposes. Firstly, it enables disambiguation of citations between publications described using different identifiers from various sources. For example, it can link publications identified by DOIs in Crossref and PMIDs in PubMed. Secondly, it assigns new globally persistent identifiers (PIDs), known as OpenCitations Meta Identifiers (OMIDs), to bibliographic resources without existing external persistent identifiers like DOIs. Lastly, by hosting the bibliographic metadata internally, OpenCitations Meta improves the speed of metadata retrieval for citing and cited documents. The database is populated through automated data curation, including deduplication, error correction, and metadata enrichment. The data is stored in RDF format following the OpenCitations Data Model, and changes and provenance information are tracked. OpenCitations Meta and its production. OpenCitations Meta currently incorporates data from Crossref, DataCite, and the NIH Open Citation Collection. In terms of semantic publishing datasets, it is currently the first in data volume.
Keywords: Digital Libraries (cs.DL); FOS: Computer and information sciences

Impossible generalisations: meta‐analyses of education interventions in international development. - Masset, Edoardo (RISE Annual Conference, 2019)

Training community healthcare workers on the use of information and communication technologies: a randomised controlled trial of traditional versus blended learning in Malawi, Africa - Mastellos, Nikolaos; Tran, Tammy; Dharmayat, Kanika; Cecil, Elizabeth; Lee, Hsin-Yi; PengWong, Cybele C.; Mkandawire, Winnie; Ngalande, Emmanuel; Tsung-ShuWu, Joseph; Hardy, Victoria; Chirambo, Baxter Griphin; O'Donoghue, John Martin (BMC Medical Education, 2018)
Background: Despite the increasing uptake of information and communication technologies (ICT) within healthcare services across developing countries, community healthcare workers (CHWs) have limited knowledge to fully utilise computerised clinical systems and mobile apps. The ` Introduction to Information and Communication Technology and eHealth' course was developed with the aim to provide CHWs in Malawi, Africa, with basic knowledge and computer skills to use digital solutions in healthcare delivery. The course was delivered using a traditional and a blended learning approach. Methods: Two questionnaires were developed and tested for face validity and reliability in a pilot course with 20 CHWs. Those were designed to measure CHWs' knowledge of and attitudes towards the use of ICT, before and after each course, as well as their satisfaction with each learning approach. Following validation, a randomised controlled trial was conducted to assess the effectiveness of the two learning approaches. A total of 40 CHWs were recruited, stratified by position, gender and computer experience, and allocated to the traditional or blended learning group using block randomisation. Participants completed the baseline and follow-up questionnaires before and after each course to assess the impact of each learning approach on their knowledge, attitudes, and satisfaction. Per-item, pre-post and between-group, mean differences for each approach were calculated using paired and unpaired t-tests, respectively. Per-item, between-group, satisfaction scores were compared using unpaired t-tests. Results: Scores across all scales improved after attending the traditional and blended learning courses. Self-rated ICT knowledge was significantly improved in both groups with significant differences between groups in seven domains. However, actual ICT knowledge scores were similar across groups. There were no significant differences between groups in attitudinal gains. Satisfaction with the course was generally high in both groups. However, participants in the blended learning group found it more difficult to follow the content of the course. Conclusions: This study shows that there is no difference between blended and traditional learning in the acquisition of actual ICT knowledge among community healthcare workers in developing countries. Given the human resource constraints in remote resource-poor areas, the blended learning approach may present an advantageous alternative to traditional learning.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Malawi; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:R; CT:T; D:developing country; F:attitude; F:gender; F:learning; HDR25; P:health; P:service industry; Q:ICT; R:impact; R:questionnaire; R:trial; T:Ausbildung; Z:Blended learning; Z:Community healthcare workers; Z:Developing countries; Z:Information and communication technologies; Z:Traditional learning; Z:eHealth; Z:mLearning; publicImportV1

Secondary Education in Africa - Mastercard Foundation (Mastercard Foundation, 2020)

Teachers’ pedagogical content knowledge for teaching computer studies in rural Zambian secondary schools of North-western province. - Masumba, Collins Kasoka; Mulenga, Innocent Mutale (2019)
Keywords: ⛔ No DOI found

Making Kolibri an All-Around Inclusive EdTech - Matic, Radina (Medium, 2018)
Interactive Components, Documentation and Beyond

Investigating the effectiveness of a comprehensive literacy coaching program in schools with high teacher mobility - Matsumura, L.C.; Garnier, H.E.; Correnti, R.; Junker, B.; Bickel, D.D. (The Elementary School Journal, 2010)

Approaches to providing psycho -social support for children, teachers and other school staff, and social and emotional learning for children in protracted conflict situations - Mattingly, Jacqui (2017)
Whilst the provision of psychosocial activities is regularly mentioned in documents referring to the humanitarian response to education, there is a dearth of literature that refers to exactly what these programmes consist of, and how effective they are. There is, however, widespread recognition of the importance of providing psycho-social interventions to counter the impact of traumatisation on children and youth’s well-being and mental health, which can manifest in depression, shame, withdrawal or aggression.
Keywords: ⛔ No DOI found

Field-based models of primary teacher training; case studies of student support systems form sub-Saharan Africa - Mattson, E (DfID, 2006)

Continuing technology professional development: A technology learning preferences instrument to support teacher educators’ workplace learning - Maurice Schols, B. A. (Roehampton University, 2015)
Keywords: _C:Australia AUS; _C:Belgium BEL; _C:Canada CAN; _C:China CHN; _C:Cuba CUB; _C:France FRA; _C:Georgia GEO; _C:Germany DEU; _C:Greece GRC; _C:Ireland IRL; _C:Luxembourg LUX; _C:Netherlands NLD; _C:New Zealand NZL; _C:Portugal PRT; _C:Spain ESP; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

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

A Quality assessment of education and for Kenya's tour-operating sector - Mayaka, M; King, B (Current Issues in Tourism, 2002)
This study examines the provision of tourism education and training in Kenya in the context of Sub-Saharan Africa and developing countries. Specifically the paper examines the human resource skills needed by Kenya’s tour-operating sector and the extent to which current training provision is adequate. The approach used in the present study is a modified version of WTO’s Tourism Education and Quality (TEDQUAL) methodology. The results indicate considerable convergence between the perceptions of industry operators and education providers concerning quality gaps in the development of skills. A number of systemic training shortcomings are identified including curriculum deficiencies and the inadequate development and enhancement of workplace skills. In view of the resource constraints facing most developing countries, it is argued that tourism trainingandeducation should consciously address the needs of the locally-based industry and that such an approach should result in a more effective education and training system.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Kenya; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:T; D:developing country; F:assessment; P:measurement; P:technology; P:tourism; T:Ausbildung; _C:Algeria DZA; _C:Australia AUS; _C:Canada CAN; _C:Congo XCO; _C:Egypt EGY; _C:France FRA; _C:Ghana GHA; _C:Indonesia IDN; _C:Japan JPN; _C:Kenya KEN; _C:Namibia NAM; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Singapore SGP; _C:United States USA; __C:filed:1; __C:scheme:1; publicImportV1

Systems approach to tourism training and education: The Kenyan case study - Mayaka, Melphon; Akama, John S. (Tourism Management, 2007)
Abstract Kenya's tourism industry is relatively well developed (with first class hospitality establishments and tourist facilities that are juxtaposed in close proximity to pristine glistering tropical sand beaches and world renowned wildlife attractions in protected parks and reserves). Hence the country, in recent years, has become a popular destination for international visitors, especially European and North American tourists, haggling for safari tourism experience combined with relaxation in pristine glistering tropical sand beaches. Thus, Kenya provides a good case study in the examination of deficiencies in tourism training that characterises many countries in Africa and other emerging tourist destinations in different regions of the world. As this study shows Kenya, as the case is with many other Third World countries, lacks a well-coordinated tourism training strategy and educational institutions capable of providing much needed human resource training and capacity building, especially at supervisory and managerial level. This paper identifies existing deficiencies in tourism education and training in Kenya, and provides a framework that can be applied in the development of a well-coordinated national tourism training strategy and initiation of education programmes. Indeed, systems approach can be replicated elsewhere in Africa and other Third World countries where tourism is increasingly gaining momentum as a major socio-economic phenomenon.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Kenya; CA:AandC; CCZ:Kenya; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:P; CT:R; CT:T; D:developing country; P:economy; P:measurement; P:tourism; R:case study; T:Training; Z:Developing countries; Z:Staff training; Z:Tourism education; publicImportV1

A Comparison of National Enterprise Architecture and e-Government Perspectives - Mayakul, Theeraya; Sa-Nga-Ngam, Prush; Srisawat, Wasin; Kiattisin, Supaporn (2019 4th Technology Innovation Management and Engineering Science International Conference (TIMES-iCON), 2019)
Enterprise Architecture (EA) has been adopted as a framework for all tier of the organization to deliver effective IT services and management. E-Government is a public service for all citizens. The basic needs are accessibility, equity and engagement. Thus, EA is relevant to e-Government because it establishes all stakeholder's participation leading to governance. Citizen also requires transparency and participation in monitoring process of the government project. EA ensures the best practices in business alignment with IT implementation and integration. It results in the efficient management of e-Government services including the shared resources/ services and the rational use of technology. This study selected the world front-runners are Denmark, Australia, South Korea, Estonia, and Singapore to compared the EA approach with e-Government perspectives. It found that there is no best approach for all countries. Each nation should develop and customize the specific detail or context to align with the nationwide vision. The EA should be legislated as the digital transformation/ e-Government policy. The fundamental IT initiatives are electronic identification, communication and core infrastructure given as national cloud. The EA approach leads governance and standard of sharing and integration for the entire enterprise including business, data, service and technology across the country.
Keywords: EA; Electronic government; Enterprise Architecture; Final_citation; Indexes; Interoperability; Monitoring; National Enterprise Architecture; Standards; eGov

The Physics Teachers Acceptance of Multimedia Applications-Adaptation of the technology acceptance model to investigate the influence of TPACK on physics teachers acceptance behaviour of multimedia applications. - Mayer, Peter; Girwidz, Raimund (Frontiers, 2019)
Keywords: __C:filed:1

Multimedia learning and games - Mayer, Richard E. (Computer games and instruction, 2011)
Many strong claims are made for the educational value of computer games, but there is little strong empirical evidence to back up those claims. For example, in a recent review, Hannifin and Vermillion observed: "Games are very motivating and have tremendous potential in education, but despite a rapidly growing research base, there is yet insufficient evidence to draw definitive conclusions." Similarly, O'Neil and Perez noted: "Computer games were hypothesized to be potentially useful for instructional purposes [but]... there is almost no guidance for game designers and developers on how to design games that facilitate learning." In order to provide guidance to game developers, it would be useful to have research-based principles for how to design educational computer games (i.e., a science of instruction) and a research-based theory of how people learn from educational computer games (i.e., a science of learning). The goal of this chapter is to examine how best to build a scientifically rigorous research base relevant to the design of effective educational computer games. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
Keywords: Computer Games; Learning; Multimedia; Research and Development

Theory of Change Analysis: Building Robust Theories of Change - Mayne, John (Canadian Journal of Program Evaluation, 2017)
Models for theories of change vary widely as do how they are used. What constitutes a good or robust theory of change has not been discussed much. This article sets out and discusses criteria for robust theories of change. As well, it discusses how these criteria can be used to undertake a vigorous assessment of a theory of change. A solid analysis of a theory of change can be extremely useful, both for designing or assessing the designs of an intervention as well as for the design of monitoring regimes and evaluations. The article concludes with a discussion about carrying out a theory of change analysis and an example.

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

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

The effects of continuing professional development (CPD) though sprint on teacher classroom practices and student learning outcomes - Mazala, Chileya Mbasilu (2009)
This study looked at the effects of Continuing Professional Development (CPD) through School Programmes for In -Service for the Term (SPRINT) on teacher classroom practices and student learning outcomes. The purpose of the study was to find out if SPRINT had any effect on teacher classroom practice and student learning outcomes. The target population was all Ndola high schools. The sample consisted of 196 respondents that is, five head teachers, five deputy heads, fifteen heads of department, five School In- Service Providers (SIP), five Zone INSET Providers (ZIP) and twelve teachers from each of the five schools and one Resource Centre Coordinator. The sample also included one hundred grade twelve pupils, twenty randomly picked from each of the five schools Purposive sampling was used to select the schools, head teachers, heads of department, INSET providers and the subject coordinator. Teachers and pupils were selected using simple random sampling. Questionnaires, observations, interviews, Focus Group Discussions and documentary evidence were the research instruments used to gather information. A review of relevant literature and its implication for CPD was undertaken to provide interrogation framework for this study. Guskey's five levels of evaluation were used to structure the framework Data were analyzed by identifying and categorizing significant themes relevant to research objectives. The data were presented in form of tables, percentages,graphs and charts. Qualitative data from interviews were coded and emerging themes grouped into categories The themes and categories of initial data were compared with those of subsequent interviews. Categories were then regrouped to get the most significant categories and themes.The findings from this study indicated that teachers at all career stages expressed the desire to take part in Continuing Professional Development through SPRINT.Research findings also showed that SPRINT activities did impact on teacher classroom practice basing on the twelve observable skills recommended by The Ministry of Education. The findings from this study further revealed that SPRINT had an impact on student learning outcomes as shown by the average scores of students whose teachers took part in CPD and those whose teachers did not.Average scores for the latter were lower than the former category of students.The findings further revealed that although there was evidence of the effect of CPD through SPRINT on teacher classroom practices and student learning outcomes, this programme was hindered by weak organisational support.The results of the study showed that teachers were not enthusiastic about continuing with the CPD programme as it lacked adequate funding and support from both local administrators and the Ministry of Education. Teachers were not involved in identifying training needs and as such did not feel they were the owners of CPD Teachers also felt that this kind of CPD did not help in career progression as the credit system was not effective. At organizational level, this study found that policies and guidelines on how to organize and manage CPD were lacking.CPD leaders also did not have adequate training to prepare them for their roles. Because of this lack of training, CPD leaders could not carry out assessment of the effects of CPD through SPRINT on teacher classroom practices and student learning outcomes.On the basis of these findings, it is recommended that teachers should be in charge of their own CPD and be involved in needs assessment .Secondly, CPD leaders should be properly trained for their role and they should have clear job specifications. In addition, adequate funding for the programme should be made available by both the Government and the School Administration. The Ministry of Education also needs to formulate national policies and guidelines on management and evaluation of SPRINT .A standardized accreditation system which would enable teachers to experience career progression through SPRINT should also be put in place. Lastly, CPD through SPRINT should be made research based with teachers having access to INTERNET and good library facilities.
Keywords: CitedIn:OER4S-TPE-HHH2; CitedIn:OER4Schools-HHH3; CitedIn:OER4Schools-HHH3-A; CitedIn:OER4Schools-HHH3-A-PREVIOUS; SPRINT

A systematic review of the deployment of indigenous knowledge systems towards climate change adaptation in developing world contexts: implications for climate change education - Mbah, Marcellus; Ajaps, Sandra; Molthan-Hill, Petra (Sustainability, 2021)
Countries in the developing world are increasingly vulnerable to climate change effects and have a lesser capacity to adapt. Consideration can be given to their indigenous knowledge systems for an integrated approach to education, one which is more holistic and applicable to their context. This paper presents a systematic review of the indigenous knowledge systems (IKSs) deployed for climate change adaptation in the developing world and advances implications for climate change education. A set of inclusion criteria was used to screen publications derived from two databases and grey literature searches, and a total of 39 articles constituted the final selection. Postcolonial theory’s lens was applied to the review of the selected publications to highlight indigenous people’s agency, despite IKSs’ marginalization through colonial encounters and the ensuing epistemic violence. The categories of social adaptation, structural adaptation, and institutional adaptation emerged from the IKS-based climate change adaptation strategies described in the articles, with social adaptation being the most recurrent. We discussed how these strategies can be employed to decolonise climate change education through critical, place-based, participatory, and holistic methodologies. The potential outcome of this is a more relatable and effective climate change education in a developing world context.
Keywords: C:Bangladesh; C:Benin; C:Bolivia; C:Brazil; C:Colombia; C:Ethiopia; C:Fiji; C:Ghana; C:India; C:Indonesia; C:Iran; C:Malawi; C:Malaysia; C:Namibia; C:Nepal; C:Nigeria; C:Peru; C:Philippines; C:South Africa; C:Tanzania; C:Uganda; C:Vietnam; C:Zimbabwe; _z:class:countries; _z:class:themes; oa:keyword:climate change; oa:keyword:climate change adaptation; oa:keyword:indigenous knowledge systems; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; oa:topic:T12656 Impact of Climate Change on Human Migration; oa:topic:T14007 Place-Based Education in Rural Communities; openalex:n:1; openalex:yes

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

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

Evaluation in African contexts: The promises of participatory approaches in theory-based evaluations - Mbava, Nombeko P.; Dahler-Larsen, Peter (African Evaluation Journal, 2019)
Keywords: __C:filed:1

The impact of COVID-19 measures on children with disabilities and their families in Uganda - Mbazzi, Femke Bannink; Nalugya, Ruth; Kawesa, Elizabeth; Nimusiima, Claire; King, Rachel; Van Hove, Geert; Seeley, Janet (Disability & Society, 2020)
Keywords: ⛔ No DOI found

Inputs, Incentives, and Complementarities in Education: Experimental Evidence from Tanzania. - Mbiti, Isaac; Muralidharan, Karthik; Romero, Mauricio; Schipper, Youdi; Manda, Constantine; Rajani, Rakesh (The Quarterly Journal of Economics, 2019)

Inputs, Incentives, and Complementarities in Education: Experimental Evidence from Tanzania* - Mbiti, Isaac; Muralidharan, Karthik; Romero, Mauricio; Schipper, Youdi; Manda, Constantine; Rajani, Rakesh (The Quarterly Journal of Economics, 2019)
We present results from a large-scale randomized experiment across 350 schools in Tanzania that studied the impact of providing schools with (i) unconditional grants, (ii) teacher incentives based on student performance, and (iii) both of the above. After two years, we find (i) no impact on student test scores from providing school grants, (ii) some evidence of positive effects from teacher incentives, and (iii) significant positive effects from providing both programs. Most important, we find strong evidence of complementarities between the programs, with the effect of joint provision being significantly greater than the sum of the individual effects. Our results suggest that combining spending on school inputs (the default policy) with improved teacher incentives could substantially increase the cost-effectiveness of public spending on education.

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

Management control system, organizational processes and institutional performance of technical training institutions in Kenya - Mbore, Clement Karani; School of Business and Economics, Moi University, Nairobi, Kenya; Sang, Jane; Komen, Joyce (2019)
The purpose of this study was to determine the Moderating Effect of Management Control System (MCS) in the relationship between Organizational Processes and Institutional Performance of Technical Training Institutions (TTIs) in Kenya. The study was a cross-sectional survey in nature and used explanatory research design with the population obtained from the TTIs that were registered with the Ministry of Education, Science and Technology ßiOEST) and Technical and Vocational Education and Training Authority (TVETA) by 2015. The main research instrument was a closed-ended questionnaire. The hypotheses in this study were tested using Hierarchical Moderated Multiple Regression ĢMMR) and the study found that Organizational Processes had a significant positive influence on the institutional performance of TTIs in Kenya. The study findings indicated that the estimated coefficient was 0.555 indicating that Organizational Processes had a significant influence on institutional performance. Further, the study found evidence that (i) MCS moderates the relationship between organizational processes and institutional performance, (ii)) MCS had a moderating effect on the relationship between organizational processes and institutional performance of Technical Training Institutions (TTIs) in Kenya.

2019 Annual Schools Census Report - MBSSE (Ministry of Basic and Senior Secondary Education, 2019)

Education Data Dictionary - MBSSE

Technology-Supported Professional Development for Teachers: Lessons from Developing Countries. - McAleavy, Tony; Hall-Chen, Alex; Horrocks, Sarah; Riggall, Anna (Education Development Trust, 2018)
Keywords: C:Low- and middle-income countries; _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Botswana BWA; _C:Brazil BRA; _C:China CHN; _C:France FRA; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Kenya KEN; _C:Malawi MWI; _C:Malaysia MYS; _C:Mexico MEX; _C:Nepal NPL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Russian Federation RUS; _C:Senegal SEN; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; _C:Viet Nam VNM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? - McAleavy, Tony; Joynes, Chris; Gibbs, Emma; Sims, Kate (2020)
Keywords: ⛔ No DOI found

Expert Consultation: Radio-based Education in the Philippines - McBurnie, Chris (EdTech Hub Helpdesk Response, 2020)
Keywords: Author:OpenDevEd; C:Philippines; F: Helpdesk response; H:Radio; LP: English; _EdTechHub_Output; _r:ImportedToMyEducationEvidence; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Monitoring and evaluating radio in education - McBurnie, Chris (2020)
Keywords: Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Navigating the ‘Data Revolution’: A Case Study on the One Tablet Per School Programme in Sierra Leone - McBurnie, Chris (EdTech Hub, 2021)
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _cover:v3; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

Outputs Register: The impact of GIS-supported teacher allocation in Sierra Leone - McBurnie, Chris (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

The role of interactive radio instruction in the coronavirus (COVID-19) education response - McBurnie, Chris (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Every week that passes we see the number of classrooms closed due to COVID-19 increase. During these unprecedented times, the Hub’s mission — to increase the use of evidence-based decisions around EdTech — is more important than ever. We must make sure learning goes on. […]
Keywords: Author:OpenDevEd; _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

The Role of Interactive Radio Instruction in the COVID-19 Education Response - McBurnie, Chris (Open Development & Education, 2020)
At a time when the COVID-19 pandemic has forced over 1.5 billion students out of school, governments in resource-constrained countries have looked to interactive radio instruction (IRI) to ensure educational continuity. In the past week, we spoke with the Rising Academy Network to consider what an IRI programme could look like and why policymakers have …
Keywords: Author:OpenDevEd

The use of virtual learning environments and learning management systems during the COVID-19 pandemic - McBurnie, Chris (2020)
Keywords: Author:OpenDevEd; COV:COVID and reopening of schools; COVID-19; Distance learning; EdTech; F: Helpdesk response; H: Distance education; LP: English; Learning management system; Remote learning; Virtual learning environment; _C:Afghanistan AFG; _C:Armenia ARM; _C:Bangladesh BGD; _C:China CHN; _C:Congo XCO; _C:Congo, Democratic Republic COD; _C:France FRA; _C:Germany DEU; _C:Greece GRC; _C:Hungary HUN; _C:India IND; _C:Indonesia IDN; _C:Iraq IRQ; _C:Italy ITA; _C:Japan JPN; _C:Jordan JOR; _C:Kenya KEN; _C:Korea XKOR; _C:Kyrgyzstan KGZ; _C:Mexico MEX; _C:Myanmar MMR; _C:Nigeria NGA; _C:Poland POL; _C:Portugal PRT; _C:Romania ROU; _C:Russian Federation RUS; _C:Rwanda RWA; _C:Senegal SEN; _C:Spain ESP; _C:Syrian Arab Republic SYR; _C:Tajikistan TJK; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; _C:United States USA; _EdTechHub_Output; __C:filed:1; __C:scheme:1; ___duplicate_item; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Using Interactive Radio Instruction to Mitigate the Educational Impact of Covid-19: A curated resource list - McBurnie, Chris (EdTech Hub, 2020)
Keywords: Final_citation; cited; existing

Using Interactive Radio Instruction to mitigate the educational impact of COVID-19: a curated resource list - McBurnie, Chris (2020)
Keywords: Author:OpenDevEd; COV:COVID and reopening of schools; F: Helpdesk response; H:Radio; LP: English; _C:Liberia LBR; _C:Pakistan PAK; _C:Sierra Leone SLE; _C:Sudan SDN; _C:Tanzania TZA; _C:Zambia ZMB; _EdTechHub_Output; __C:filed:1; __C:scheme:1; ___duplicate_item; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Zero-Rating Educational Content in Low- and Middle-Income Countries - McBurnie, Chris; Adam, Taskeen; Kaye, Thomas; Haßler, Björn (EdTech Hub, 2020)
Keywords: Final_citation; cited; existing

Zero-rating educational content in low- and middle-income countries - McBurnie, Chris; Adam, Taskeen; Kaye, Thomas; Haßler, Björn (2020)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; LP: English; _C:Afghanistan AFG; _C:Benin BEN; _C:Botswana BWA; _C:Burkina Faso BFA; _C:Congo XCO; _C:Congo, Democratic Republic COD; _C:Egypt EGY; _C:Ghana GHA; _C:India IND; _C:Jamaica JAM; _C:Jordan JOR; _C:Kenya KEN; _C:Korea (Republic of) KOR; _C:Korea XKOR; _C:Liberia LBR; _C:Malawi MWI; _C:Mozambique MOZ; _C:Nigeria NGA; _C:Paraguay PRY; _C:Rwanda RWA; _C:Senegal SEN; _C:Somalia SOM; _C:South Africa ZAF; _C:Tanzania TZA; _C:Uganda UGA; _C:Zambia ZMB; _C:Zimbabwe ZWE; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _bjoern_cv; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

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

Characteristics of effective teacher education in low- and middle-income countries: an annotated bibliography (HDR10C) - McBurnie, Chris; Allier-Gagneur, Zoe; Haßler, Björn (2020)
Keywords: Author:Haßler; Author:OpenDevEd; E:Pedagogy; E:Teacher education (pre-service and in-service); LP: English; _EdTechHub_Output; __C:filed:1; _cover:v1; _forthcoming; _r:ImportedToMyEducationEvidence; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Advancing Data-driven Decision-making for School Improvement: Findings from the One Tablet Per School User Testing Programme in Sierra Leone - McBurnie, Chris; Beoku-Betts, Iman (MBSSE, EdTech Hub, Leh Wi Lan, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Mapping the education data ecosystem in Sierra Leone - McBurnie, Chris; Beoku-Betts, Iman (EdTech Hub, 2021)
Keywords: _C:Sierra Leone SLE

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

Mapping the education data ecosystem in Sierra Leone - McBurnie, Chris; Beoku-Betts, Iman (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

The impact of GIS-supported teacher allocation in Sierra Leone: High-level findings on teacher preferences in Sierra Leone - McBurnie, Chris; Godwin, Katie; Beoku-Betts, Iman (EdTech Hub, 2022)
Keywords: _C:Sierra Leone SLE

The impact of GIS-supported teacher allocation in Sierra Leone: High-level findings on teacher preferences in Sierra Leone - McBurnie, Chris; Godwin, Katie; Beoku-Betts, Iman (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

What Matters Most for Teacher Deployment? A case study of teacher preferences in Sierra Leone - McBurnie, Chris; Godwin, Katie; Beoku-Betts, Iman; Bernard-Jones, Lydia (EdTech Hub, 2022)
Keywords: _C:Sierra Leone SLE

What Matters Most for Teacher Deployment? A case study of teacher preferences in Sierra Leone - McBurnie, Chris; Godwin, Katie; Beoku-Betts, Iman; Bernard-Jones, Lydia; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

When teachers are asked to deploy other teachers, we learn a lot about teacher preferences - McBurnie, Chris; Godwin, Katie; Bernard-Jones, Lydia (2022)

Understanding Teacher School Choice Preferences: What Matters Most for Teacher Deployment in Sierra Leone? - McBurnie, Chris; Godwin, Katie; Haßler, Björn (2022)
This exploratory mixed-methods study investigates the factors that shape where teachers want to work in Sierra Leone. We identify five dominant factors: monetary incentives, school conditions, opportunities for professional development and support, school location, and relationships with the school and the community. Importantly, these factors combine to push and pull teachers to different locations. Moreover, the factors interact with individual teacher characteristics such as gender, family status, and experience to influence school choice preferences. This set of factors — and their interaction with certain teacher characteristics — continues to shape preferences as teachers move up the career ladder.
Keywords: _C:Sierra Leone SLE; ⛔ No DOI found

Understanding Teacher School Choice Preferences: What Matters Most for Teacher Deployment in Sierra Leone? - McBurnie, Chris; Godwin, Katie; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

Report on research outcomes - McBurnie, Chris; Godwin, Katy; Vijil, Alejandra; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Geodata in Education - an annotated bibliography - McBurnie, Chris; Haßler, Björn (Education Commission GIS in Education Working Group, 2021)
This annotated bibliography summarises uses of geospatial data in education.
Keywords: Author:Haßler; Author:OpenDevEd

Is there learning continuity during the COVID-19 pandemic? Six Lessons - McBurnie, Chris; Haßler, Björn (2020)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; ___duplicate_item; _r:ImportedToMyEducationEvidence

The impact GIS-supported teacher allocation in Sierra Leone: Inception Report - McBurnie, Chris; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

The impact of GIS-supported teacher allocation in Sierra Leone: Inception Report - McBurnie, Chris; Haßler, Björn (EdTech Hub, 2022)
Keywords: _C:Sierra Leone SLE

Empathising with Education Stakeholders - McBurnie, Chris; Hassan, Mustafa Syed; Moustafa, Nariman; Walker, Hannah; Lurvink, Anne-Fleur; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

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

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

User Journey Mapping and Ideation - McBurnie, Chris; Hassan, Mustafa Syed; Moustafa, Nariman; Walker, Hannah; Lurvink, Anne-Fleur; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

EdTech Fellowship Residential: Day 1 - McBurnie, Chris; Hassan, Syed Mustafa (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

LAC Reads Capacity Program: Mid-term report - McBurnie, Chris; Megha-Bongnkar, Ghislaine; Regis, Callista; D’Angelo, Sophia; Haßler, Björn (Open Development & Education, 2021)
Keywords: Author:OpenDevEd

Midterm Report: OECS Learning Hub - McBurnie, Chris; Megha-Bongnkar, Ghislaine; Regis, Callista; D’Angelo, Sophia; Haßler, Björn (2021)
Keywords: Author:OpenDevEd

The use of virtual learning environments and learning management systems during the COVID-19 pandemic - McBurnie, Chris; Megha-Bongnkar, Ghislaine; Regis, Callista; D’Angelo, Sophia; Haßler, Björn (Open Development & Education, 2021)
Keywords: Author:OpenDevEd; ___duplicate_item

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

Continuous professional development in Sierra Leone: Scoping Phase Overview - McBurnie, Chris; Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Sierra Leone series: Plan International and the importance of community support for distance teacher professional development programmes - McBurnie, Chris; Saidu, Arthur; Rincon Casado, Eusebio; Shergill, Maggie (EdTech Hub, 2021)
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _r:AddedByZotZen; _zenodoETH; dode_eth-src-eth

Sierra Leone Series: Plan International and the importance of community support for distance teacher professional development programmes - McBurnie, Chris; Saidu, Arthur; Rincon Casado, Eusebio; Shergill, Maggie (EdTech Hub, 2021)
Keywords: _C:Sierra Leone SLE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:analysis:nopdf; _r:AddedByZotZen

Sierra Leone Series: the Pikin-to-Pikin Movement and its focus on child protection, education, nutrition and health - McBurnie, Chris; Swaray, Abdulai; Kamara, Bai (EdTech Hub, 2021)
Keywords: _C:Sierra Leone SLE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen

Sierra Leone Series: the Pikin-to-Pikin Movement and its focus on child protection, education, nutrition and health - McBurnie, Chris; Swaray, Abdulai; Kamara, Prince (EdTech Hub, 2021)
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _r:AddedByZotZen; _zenodoETH; dode_eth-src-eth

Using technology to improve the equity of teacher allocation in Sierra Leone: the challenge and a way forward - McBurnie, Chris; Vijil, Alejandra; Haßler, Björn (EdTech Hub, 2022)
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE

Using technology to improve the equity of teacher allocation in Sierra Leone: the challenge and a way forward - McBurnie, Chris; Vijil, Alejandra; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

Codebook for Systematic Literature Review: Understanding Quality Characteristics of EdTech Interventions and Implementation for Disadvantaged Pupils - McBurnie, Chris; Walker, Hannah; Haßler, Björn (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
Keywords: Internal; _forthcoming; _r:AddedByMyEducationEvidence; coming soon

Module 3: Case Study Evidence Pack - McBurnie, Chris; Walker, Hannah; Lurvink, Anne-Fleur; Moustafa, Nariman; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Module 3: Case Study Scenarios - McBurnie, Chris; Walker, Hannah; Lurvink, Anne-Fleur; Moustafa, Nariman; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Knowledge is beautiful - McCandless, David (Harper Design, an imprint of HarperCollinsPublishers, 2014)
Keywords: Curiosities and wonders; Pictorial works

Digital transformation in education: A mixed methods study of teachers and systems - McCarthy, Aidan (Murdoch University, 2020)
Keywords: _C:Australia AUS; _C:Finland FIN; _C:Malaysia MYS; _C:Myanmar MMR; _C:New Zealand NZL; _C:Singapore SGP; _C:Spain ESP; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Transforming mobile learning and digital pedagogies: An investigation of a customized professional development program for teachers in a hospital school - McCarthy, Aidan; Maor, Dorit; McConney, Andrew (Contemporary Issues in Technology and Teacher Education, 2019)
Keywords: _C:Australia AUS; _C:New Zealand NZL; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

A breakthrough for Josh: How use of an iPad facilitated reading improvement. - McClanahan, B., Williams, K., Kennedy, E., & Tate, S. (TechTrends, 2012)

Humanitarian-Innovation-Untangling-the-Many-Paths-to-Scale-GAHI.pdf - McClure, Dan; Bourns, Lesley; Obrecht, Alice (2018)

An ROI Ed-Biz Approach for Deploying Mobile Pedagogy - McConatha, Douglas (Mobile Pedagogy and Perspectives on Teaching and Learning, 2014)
An ROI Ed-Biz Approach for Deploying Mobile Pedagogy: 10.4018/978-1-4666-4333-8.ch015: The long history and short past of online distance education is posited as a precursor to the monumental changes revolutionizing global educational activity.

Education and International Development: An Introduction - McCowan, Tristan; Unterhalter, Elaine (Bloomsbury Publishing, 2021)
Education and International Development provides an introduction to the debates on education and international development, giving an overview of the history, influential theories, key concepts, areas of achievement and emerging trends in policy and practice. Written by leading academics from Canada, India, Netherlands, South Africa, UK, USA, and New Zealand, this second edition has been fully updated in light of recent changes in the field, such as the introduction of the Sustainable Development Goals and the increased focus on environmental sustainability and equality. The book includes three new chapters on private providers, decolonisation and learning outcomes as well as a range of pedagogical features including key concept boxes, biographies of influential thinkers and practitioners, further reading lists, questions for reflection and debate, and case studies from around the developing world.
Keywords: Education / Comparative; Education / Multicultural Education

Successes and challenges of implementing a teacher education project in rural Sierra Leone - Mcdermott, Peter; Allen, Nancy (International Journal of Educational Research, 2015)
Keywords: _C:Sierra Leone SLE

Recognizing the Political in Implementation Research - McDonnell, Lorraine M.; Weatherford, M. Stephen (Educational Researcher, 2016)
The widely publicized opposition to the implementation of the Common Core State Standards (CCSS) is in marked contrast to its relatively uncontroversial development and adoption—a contrast that points to the importance of understanding how the politics of enactment differs from the politics of implementation. In this article, we draw on the research literatures on enactment, implementation, and policy feedback to outline the reasons that the politics of policy implementation may look quite different from the politics of enactment, and we argue that education researchers need to pay as much attention to the political sustainability of reforms as to their implementation into school-level practice. This essay is an exercise in retrieval and construction, looking back to early implementation studies that featured political factors as key components of their analytical frameworks but also building on the insights from newer research that uses policy feedback as its theoretical lens. In arguing why the analysis of a policy’s political sustainability should be more systematically integrated into implementation research, we draw illustrative examples from the CCSS.

Improving Learning in Primary Schools of Developing Countries: A Meta-Analysis of Randomized Experiments - McEwan, Patrick J. (Review of Educational Research, 2015)
I gathered 77 randomized experiments (with 111 treatment arms) that evaluated the effects of school-based interventions on learning in developing-country primary schools. On average, monetary grants and deworming treatments had mean effect sizes that were close to zero and not statistically significant. Nutritional treatments, treatments that disseminated information, and treatments that improved school management or supervision, had small mean effect sizes (0.04–0.06) that were not always robust to controls for study moderators. The largest mean effect sizes included treatments with computers or instructional technology (0.15); teacher training (0.12); smaller classes, smaller learning groups within classes, or ability grouping (0.12); contract or volunteer teachers (0.10); student and teacher performance incentives (0.09); and instructional materials (0.08). Metaregressions suggested that the effects of contract teachers and materials were partly accounted for by composite treatments that included training and/or class size reduction. There are insufficient data to judge the relative cost-effectiveness of categories of interventions.
Keywords: _Source:Intuitive

Researching mobile learning-Interim report to Becta - McFarlane, A; Triggs, P; Yee, W (UK: Becta, 2008)

The Integration of Tablet Computers in Preparing Students for the Grade Four Literacy Test: Perception Versus Reality - McGhie-Sinclair, Tracy-Ann S. (Temple University, 2017)
Keywords: __C:filed:1

What if compulsory schooling was a 21st century invention? Weak signals from a systematic review of the literature - McGrath, Jason; Fischetti, John (International Journal of Educational Research, 2019)

Vocational education and training for development: A policy in need of a theory? - McGrath, Simon (International Journal of Educational Development, 2012)
The current decade has seen a significant return of interest in vocational education and training (VET) amongst the international policy community. This rise in policy and programmatic interest in VET's role in development, however, stands in contrast to the state of the academic debate. Whilst there have continued to be both policy and academic developments in VET in OECD countries; in the South there has been a paucity of VET research and little in the way of theoretical exploration. Rather, the academic orthodoxy in the international education and development field is dismissive of VET's possible contribution. Given the return of the policy interest in VET for development, and the possibilities of a broader vision of education–development relations beyond 2015, when the MDGs end, it is time to revisit the role of VET in development from an explicitly theoretical stance. In this article, I argue that the current approach to VET is grounded in an outmoded model of development, whilst the academic critique of VET in developing countries is clearly long outdated. In contrast, I examine the implications for VET of recent trends in thinking about development through the exploration of three particular theoretical approaches: human rights, capabilities and integrated human development. I conclude by considering the purposes, natures and possibilities of VET as a means of human development.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:Q; CT:T; Development theory; F:learning; F:policy; Human development; Q:distance learning; Q:mobile learning; T:Educação profissionalizante; T:TVET; Vocational education and development; publicImportV1

Vocational Education and Training for Sustainability in South Africa: The Role of Public and Private Provision - McGrath, Simon; Akoojee, Salim (International Journal of Educational Development, 2009)
Written in the twilight of the Mbeki Presidency, this paper considers the role that skills development has in the sustainability of the South African political-economic project. It explores some of the disarticulations of public policy and argues that these both undermine public sector delivery and open up opportunities for private provision to be, under certain circumstances, more responsive to the challenges of national development. We argue that there is a possibility that the state could work more smartly with both sets of providers. Crucially, however, this would necessitate working more smartly within itself. This was a major plank of the Mbeki strategy but it has failed conspicuously with regard to the Education-Labour relationship. Whether a new President can achieve a radical reworking of this relationship may be an important indicator of the viability of any new development project. (Contains 1 table.)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:attitude; F:pay; F:policy; P:economy; P:social; T:TVET; Z:Economic Development; Z:Educational Development; Z:Foreign Countries; Z:Political Attitudes; Z:Politics; Z:Presidents; Z:Public Policy; Z:Public Sector; Z:Role; Z:Skill Development; Z:Sustainable Development; Z:Vocational Education; publicImportV1

Handbook of Vocational Education and Training : Developments in the Changing World of Work - McGrath, Simon; Mulder, Martin; Papier, Joy; Suart, Rebecca (Springer International Publishing, 2019)
This handbook brings together and promotes research on the area of vocational education and training (VET). It analyzes current and future economic and labor market trends and relates these to likely implications for vocational education and training. It questions how VET engages with the growing power of human development approaches and with the sustainable development agenda. Equity and inclusion are discussed in a range of ways by the authors and the consideration of the construction of these terms is an important element of the handbook. It further addresses both the overall notion of system reform, at different scales, and what is known about particular technologies of systems reform across a variety of settings. Vocational learning and VET teacher/trainer education are discussed from a comparative perspective. National and comparative experiences are also shared on questions of equity and efficiency in funding in terms of those that fund and are funded, and for a range of funding methodologies. As well as reviewing existing gaps, this handbook is looking forward in identifying promising new directions in research and environment.Areas covered:The Changing World of Work | Editors: Margarita Pavlova and Salim AkoojeeSkills for Sustainable Human Development | Editor: Lesley PowellPlanning and Reforming Skills Systems | Editor: Robert PalmerPrivate Training Markets | Editors: Michael Gessler, Larissa Freund and Susanne PetersVocational Learning | Editors: Karen Evans and Natasha KershCompetence and Excellence | Editor: Kirby BarrickMeasuring Learning and Instructional Performance | Editor: Esther WintherSupporting Learners | Editor: Joy PapierVET Teacher/Trainer Education | Editor: Volker Wedekind

Skills for sustainable development: Transforming vocational education and training beyond 2015 - McGrath, Simon; Powell, Lesley (International Journal of Educational Development, 2016)

Vocational education and training for African development: a literature review - McGrath, Simon; Ramsarup, Presha; Zeelen, Jacques; Wedekind, Volker; Allais, Stephanie; Lotz-Sisitka, Heila (Journal of Vocational Education & Training, 2020)

Vocational education and training for African development: a literature review - McGrath, Simon; Ramsarup, Presha; Zeelen, Jacques; Wedekind, Volker; Allais, Stephanie; Lotz-Sisitka, Heila; Monk, David; Openjuru, George; Russon, Jo-Anna (Journal of Vocational Education & Training, 2020)
The SDGs mark the clearest global acceptance yet that the previous approach to development was unsustainable. In VET, UNESCO has responded by developing a clear account of how a transformed VET must be part of a transformative approach to development. It argues that credible, comprehensive skills systems can be built that can support individuals, communities, and organisations to generate and maintain enhanced and just livelihood opportunities. However, the major current theoretical approaches to VET are not up to this challenge. In the context of Africa, we seek to address this problem through a presentation of literatures that contribute to the theorisation of this new vision. They agree that the world is not made up of atomised individuals guided by a “hidden hand”. Rather, reality is heavily structured within political economies that have emerged out of contestations and compromises in specific historical and geographical spaces. Thus, labour markets and education and training systems have arisen, characterised by inequalities and exclusions. These specific forms profoundly influence individuals’ and communities’ views about the value of different forms of learning and working. However, they do not fully define what individuals dream, think and do. Rather, a transformed and transformative VET for Africa is possible.
Keywords: Africa; Development; VET; _genre:LR-literature_review; interesting

A survey of OER implementations in 13 higher education institutions - McGreal, Rory (The International Review of Research in Open and Distributed Learning, 2019)
Keywords: Final_citation; cited; existing

Youth Employment and Productivity: Medium-term Experimental Evidence from Rwanda - McIntosh, Craig; Zeitlin, Andrew (2022)
Keywords: ⛔ No DOI found

A Literature Overview of Accountability and EdTech: Recommendations for Using Technology to Improve Accountability in Educational Systems from Ghana and Other LMICs. - McIntyre, Nora; Sabates, Ricardo; Eberhardt, Molly Jamieson (2021)
[No description available.]

Constructivist or instructivist: pedagogical concepts practically applied to a computer learning environment - McKenna, Peter; Laycock, Ben (2004)

Educational design research - McKenney, Susan; Reeves, Thomas C. (Handbook of research on educational communications and technology, 2013)
Educational design research is a genre of research in which the iterative development of solutions to practical and complex educational problems provides the setting for scientific inquiry. The solutions can be educational products, processes, programs, or policies. Educational design research not only targets solving significant problems facing educational practitioners but at the same time seeks to discover new knowledge that can inform the work of others facing similar problems. Working systematically and simultaneously toward these dual goals is perhaps the most defining feature of educational design research. This chapter seeks to clarify the nature of educational design research by distinguishing it from other types of inquiry conducted in the field of educational communications and technology. Examples of design research conducted by different researchers working in the field of educational communications and technology are described. The chapter concludes with a discussion of several important issues facing educational design researchers as they pursue future work using this innovative research approach.

Digital trust: Why it matters for businesses | McKinsey - McKinsey (2022)
Keywords: Final_citation; existing

Building Quality in Summer Learning Programs: Approaches and Recommendations - McLaughlin, Brenda; Pitcock, Sarah (The Wallace Foundation, 2009)
Keywords: ⛔ No DOI found

Scaling Impact; Innovation for the Public Good - McLean, Robert; Gargani, John
Keywords: ⛔ No DOI found

Literature Review on Professional Standards for Teaching - McMahon, Margery A (2019)
Keywords: ⛔ No DOI found

Perceptions of caring for children with disabilities: Experiences from Moshi, Tanzania - McNally, Anna; Mannan, Hasheem (African journal of disability, 2013)

ABRA: Online Reading Support. Evaluation Report and Executive Summary - McNally, Sandra; Ruiz-Valenzuela, Jenifer; Rolfe, Heather (Education Endowment Foundation, 2016)
Abracadabra (ABRA) is a 20-week online literacy program composed of phonic fluency and comprehension activities based around a series of age-appropriate texts. Four 15-minute sessions per week are delivered by a teaching assistant (TA) to groups of three to five pupils. This report summarizes the findings of a randomized controlled trial assessing the impact of ABRA on literacy outcomes for Year 1 pupils. The trial also assesses the impact of an offline, paper and pencil version of the same intervention (referred to here at "the non-Information and Communication Technologies (ICT) intervention"). There were 51 participating schools and 2,241 pupils at randomization, and a total of 48 schools and 1,884 pupils were included in the final analysis (84% of the initial pupils at randomization). The trial took place between October 2014 and May 2015. Fifty-one schools were randomly assigned to either receive some version of the intervention or to act as a "control" school delivering business as usual. In the schools receiving the intervention, pupils were randomized to receive one of the following options: (1) ABRA, (2) the non-ICT intervention, and (3) standard literacy provision. The process evaluation involved observing sessions to understand a variety of factors in the intervention. These included an evaluation of which elements contributed to successful implementation, the perceptions and experiences of TAs and project leads, levels of pupil engagement, and the mechanisms behind the estimated impacts. This was an efficacy study, due to the involvement of the developer in the delivery of the program. Key conclusions of this report are: (1) The children who received ABRA, or its offline alternative were found to make two and three months' progress in literacy respectively compared to the children who received standard provision. This positive result would be unlikely to occur by chance; (2) For both ABRA and the offline alternative, the impact for children eligible for free school meals and children with below average pre-test outcomes was larger than for all pupils; (3) Successful implementation contributed to a well-designed and delivered training program which emphasized fidelity and consistency, enforced by ongoing support from the project team; (4) The process evaluation found that both the ICT and non-ICT interventions may be best delivered in groups of similar rather than mixed ability. The process evaluation also suggested minor changes to the intervention to make it more culturally relevant to British pupils, and to remove some repetition in the non-ICT program; and (5) Future research will examine whether ABRA or the non-ICT intervention can be successfully delivered at scale, and will look at longer-term impacts through assessing Key Stage 1 data from this trial.
Keywords: Comparative Analysis; Diagnostic Tests; Educational Technology; Elementary School Students; Foreign Countries; Intervention; Literacy Education; Low Income Groups; Online Courses; Phonics; Pretests Posttests; Program Effectiveness; Program Evaluation; Randomized Controlled Trials; Reading Programs; Reading Tests; Small Group Instruction; Student Characteristics; Technology Uses in Education

INEE_Guidance_Note_on_Psychosocial_Support_ENG_v2.pdf - McNatt, Zaihra

Embedding Social Justice in Teacher Education and Development in Africa - McNaught, Carmel; Gravett, Sarah (Routledge, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; STC-TLC; _bjoern_cv; _yl:a; docs.opendeved.net

Challenging Conventional Wisdom for Multivariate Statistical Models With Small Samples - McNeish, Daniel (Review of Educational Research, 2017)

Action Research: All You Need to Know - McNiff, Jean (SAGE Publications Ltd, 2017)
This practical text supports readers on their journey to becoming self-reflective practitioner-researchers. It provides the ideas and frameworks necessary to understand action research and expertly guides readers through the practicalities and complexities of doing research in their own context. Inside you will find: An action plan to help you embark on your projectGuidance and advice on learning to ask the right questions as you progressA full resource on writing up and communicating your resultsInspiration to explain the significance of what you have achieved, so that other people can learn with and from you Accessible and insightful, this is the complete start to finish guide to doing influential action research. It is the ideal companion for students and researcher-practitioners in any research setting, from education and health to business.
Keywords: Final_citation; cited; existing

Action Research: All You Need to Know - McNiff, Jean (SAGE Publications Ltd, 2017)
This practical text supports readers on their journey to becoming self-reflective practitioner-researchers. It provides the ideas and frameworks necessary to understand action research and expertly guides readers through the practicalities and complexities of doing research in their own context. Inside you will find: An action plan to help you embark on your projectGuidance and advice on learning to ask the right questions as you progressA full resource on writing up and communicating your resultsInspiration to explain the significance of what you have achieved, so that other people can learn with and from you Accessible and insightful, this is the complete start to finish guide to doing influential action research. It is the ideal companion for students and researcher-practitioners in any research setting, from education and health to business.

International distance learning in special education: a program evaluation of a US-Ecuador collaboration - McPherson, Rebekah (University of North Texas, 2010)
The internationalization of distance learning in special education is at a pivotal point in expansion. Even with concerted efforts through traditional means to increase the supply of special educators, shortages persist; therefore, teacher preparation programs are turning to online education. This dissertation study was a formative program evaluation of a bilingual, two-course sequence within a web-based special education master’s program offered at the University of North Texas (UNT), in Denton, Texas, and at the Universidad Casa Grande (UCG) in Guayaquil, Ecuador. The research design was based on the unfolding model of program evaluation, and it included mixed-methods of data collection. The model focused attention on (1) scientific evidence, (2) cost-benefit differential, (3) underlying values, and, (4) unintended consequences. Data came from archived documents as well as six semi-structured interviews with stakeholders and survey data from 23 student participants. The findings for the general-orientation course, Special Education Programs and Practices, revealed mixed results concerning multicultural awareness on the part of student participants. However, it seemed to have influenced their lesson design and made a difference in other areas. Some multicultural awareness concepts frequented the discussion board. The specialized course, Assistive Technology, which had more frequent communication between UNT and UCG on the discussion board, suggested larger increases in students’ multicultural awareness. With respect to both courses, the stakeholders recommended that the structure be strengthened for non-bilingual instructors and students to be able to communicate more freely.
Keywords: 0529:Special education; 0530:Teacher education; 0710:Educational technology; Curriculum Design; Data Collection; Disabilities; Distance Education; Distance learning; ERIC, Resources in Education (RIE); Ecuador; Education; Educational Technology; Educational technology; Evidence; Foreign Countries; Graduate Students; Higher Education; International collaboration; Interviews; Masters Programs; Online instruction; Online learning; Program Evaluation; Program evaluation; Research Design; Special Education; Special education; Surveys; Teacher education; Texas; Unfolding model; United States; __:import:01; __:match:final; __:matched; __:study_id:2098174; __finaldtb

Coronavirus 'could undo 30 years of UK's international development work' - McVeigh, Karen (The Guardian, 2020)
Impact of pandemic could be felt by world’s poorest for years to come, international development secretary tells MPs
Keywords: Aid; Anne-Marie Trevelyan; Department for International Development (DfID); Foreign policy; Global development; Humanitarian response

Leverage points: Places to intervene in a system - Meadows, Donella H. (1999)
Keywords: ⛔ No DOI found

The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature - Means, Barbara; Toyama, Yukie; Murphy, Robert; Baki, Marianne (Teachers College Record: The Voice of Scholarship in Education, 2013)
Background/Context Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K–12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of blended learning models combining web-based and face-to-face classroom instruction have raised expectations for the effectiveness of online learning. Purpose/Objective/Research Question/Focus of Study This meta-analysis was designed to produce a statistical synthesis of studies contrasting learning outcomes for either fully online or blended learning conditions with those of face-to-face classroom instruction. Population/Participants/Subjects The types of learners in the meta-analysis studies were about evenly split between students in college or earlier years of education and learners in graduate programs or professional training. The average learner age in a study ranged from 13 to 44. Intervention/Program/Practice The meta-analysis was conducted on 50 effects found in 45 studies contrasting a fully or partially online condition with a fully face-to-face instructional condition. Length of instruction varied across studies and exceeded one month in the majority of them. Research Design The meta-analysis corpus consisted of (1) experimental studies using random assignment and (2) quasi-experiments with statistical control for preexisting group differences. An effect size was calculated or estimated for each contrast, and average effect sizes were computed for fully online learning and for blended learning. A coding scheme was applied to classify each study in terms of a set of conditions, practices, and methodological variables. Findings/Results The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction. The advantage over face-to-face classes was significant in those studies contrasting blended learning with traditional face-to-face instruction but not in those studies contrasting purely online with face-to-face conditions. Conclusions/Recommendations Studies using blended learning also tended to involve additional learning time, instructional resources, and course elements that encourage interactions among learners. This confounding leaves open the possibility that one or all of these other practice variables contributed to the particularly positive outcomes for blended learning. Further research and development on different blended learning models is warranted. Experimental research testing design principles for blending online and face-to-face instruction for different kinds of learners is needed.
Keywords: Final_citation; cited; existing

Fundamentals of Implementation Research - MEASURE Evaluation (2012)

Fundamentals of Implementation Research - MEASURE Evaluation (2015)

Policy Makers and Girls’ Education in Emergencies in Kenya - Megha-Bongnkar, Ghislaine; Gichuhi, Loise; Khalayleh, Abdullah (2021)

Policy Makers and Girls' Education in Emergencies in Kenya: Initial findings from first round of interviews - Megha-Bongnkar, Ghislaine; Gichuhi, Loise; Khalayleh, Abdullah (2021)

TVET and Digitalization - Literature Review - Megha-Bongnkar, Ghislaine; Haseloff, Gesine; Haßler, Björn (OpenDevEd, 2022)
Keywords: Author:OpenDevEd; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Final report: Beta testing and recommendations for scaling - Megha-Bongnkar, Ghislaine; McBurnie, Chris; Regis, Callista; D’Angelo, Sophia; Gonsalves, Sarah-Lee; Haßler, Björn (Open Development & Education, 2021)
Keywords: Author:OpenDevEd

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

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

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

Inception Report - Megha-Bongnkar, Ghislaine; McBurnie, Chris; Regis, Callista; D’Angelo, Sophia; Haßler, Björn (Open Development & Education, 2021)
Keywords: Author:OpenDevEd

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

Rolling out a national virtual learning environment - Megha-Bongnkar, Ghislaine; McBurnie, Chris; Regis, Callista; D’Angelo, Sophia; Haßler, Björn (Open Development & Education, 2021)
Keywords: Author:OpenDevEd; ___duplicate_item

LIS curriculum in French-speaking West Africa in the age of ICTs: The case of Benin and Senegal - Mêgnigbêto, Eustache (The International Information & Library Review, 2007)
Summary LIS training programme in Africa date from early independence period. In French-speaking West African area, few countries have an LIS school. The existing schools have been created in partnership with either an international organization or a northern country. The curriculum delivered is not always updated as in developed countries. The main objective of this article is to measure the gap between LIS curriculum as actually delivered in developed and developing countries in the age of the information and communication technologies (ICTs). A couple of schools were chosen—English and French-speaking area—from Northern America and Western Europe; their curriculum served as basis for evaluating those in West African French-speaking countries. The conclusion that can be drawn from the study is that LIS curriculum in Africa has changed less since the schools’ first creation and ICTs are not present as in Western countries. This trend brings out the problem of the curriculum pertinence and the competitiveness of the graduate students in the international employment market.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:West Africa; C:Benin; C:Senegal; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:Q; CT:T; D:developing country; F:curriculum; Q:ICT; SpecialTopic:Library; T:Training; publicImportV1

The “Improving learning through classroom experience” study - Megogo Bokamba, Tania (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

The Effect of Technology-mediated Reading Comprehension Tasks on Autonomy and Metacognitive Strategy Use by Iranian EFL Intermediate Learners - Mehri Ghahfarokhi, Marzieh; Tavakoli, Mansoor (Journal of Modern Research in English Language Studies, 2020)
Keywords: _C:Canada CAN; _C:China CHN; _C:Iran IRN; _C:Turkey TUR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

A critical approach to humanizing pedagogies in online teaching and learning - Mehta, Rohit; Aguilera, Earl (The International Journal of Information and Learning Technology, 2020)
Purpose In this paper, the authors draw on theories of critical pedagogy to interrogate recent trends in online education scholarship, calling for more humanizing pedagogies. By using vignettes from their own teaching experiences, the paper illustrates tensions between autonomous and ideological visions of humanizing approaches, particularly how they apply to issues of inclusion in online teaching and learning. Design/methodology/approach The authors draw on critical theory to interrogate the framings of humanizing online teaching. Sharing three illustrative vignettes from their own reflexive teaching practice, the authors demonstrate how a critically framed approach to humanizing digital pedagogies can promote the design and enactment of more inclusive learning environments across online contexts. Findings Based on the pedagogical cases presented, the authors demonstrate (1) how methods promoted in autonomous models of humanizing pedagogy can present challenges for inclusive design, (2) how participatory media production activities can still intersect with issues of racialization, and (3) how humanizing pedagogical commitments by individual instructors can be constrained by material, structural, and institutional realities. Practical implications While critical framings of pedagogy necessarily resist prescriptive recommendations, the authors conclude the article by underscoring the importance of critically interrogating the ideological dimensions of humanizing pedagogies, the need to grapple with social inequities even as educational contexts are increasingly digitized; the importance of considering structural issues of power and privilege that produce and constrain pedagogical possibilities. Originality/value The authors offer a critical framing of humanizing pedagogies in online education that runs counter to the often-autonomous framings of these approaches, highlighting issues of power, privilege, and ideology that can be overlooked in online educational contexts, especially at the level of institutional, instructional design and support.

Early Childhood Intervention: A Continuing Evolution - Meisels, Samuel J; Shonkoff, Jack P (Handbook of Early Childhood Intervention, 2000)

An artificial intelligence based virtual assistant using conversational agents - Mekni, Mehdi (Journal of Software Engineering and Applications, 2021)

Looking to the future: M-learning with the iPad - Melhuish, K. & Falloon, G. (Computers in New Zealand Schools: Learning, Leading, Technology, 2010)
Keywords: ⛔ No DOI found

Using Explainability to Help Children UnderstandGender Bias in AI - Melsión, Gaspar Isaac; Torre, Ilaria; Vidal, Eva; Leite, Iolanda (IDC '21: Interaction Design and Children, 2021)

Private Engagement in Education in Emergencies: Rights and Regulations - Menashy, Francine; Zakharia, Zeena
Keywords: ⛔ No DOI found

Private engagement in refugee education and the promise of digital humanitarianism - Menashy, Francine; Zakharia, Zeena (Oxford Review of Education, 2019)

Environmental Scanning-The Impact of the Stakeholder Concept - Mendelow, A.L. (ICIS 1981 Proceedings, 1981)
The paper discusses the advantages of the use of the stakeholder framework as a basis for focusing an organization's environmental scanning effort. Arising from the discussion, a contingency model for environmental scanning is developed to relate the focus and method used for envrionmental scanning to the dynamism of the environment and the power of the stakeholder related to the organization. Steps for implementing the environmental scanning system are discussed.
Keywords: ⛔ No DOI found

Strengthening Teacher Professional Development: Local and global communities of practice in Kakuma Refugee Camp - Mendenhall, Mary (Columbia University, 2017)
Keywords: C:Kenya; _C:Burundi BDI; _C:Congo XCO; _C:Ethiopia ETH; _C:France FRA; _C:Kenya KEN; _C:Pakistan PAK; _C:Somalia SOM; _C:South Sudan SSD; _C:Sudan SDN; _C:Tanzania TZA; _C:Uganda UGA; __C:filed:1; __C:scheme:1

Expanding Teacher Support through Mobile Mentoring in Kakuma Refugee Camp: Benefits and Challenges. - Mendenhall, Mary; Skinner, Makala; Collas, Sophia; French, Sarah (Current Issues in Comparative Education, 2018)
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425895; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found