TY - GEN
ER -
TY - GEN
ER -
TY - GEN
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TY - GEN
UR - https://www.culandsoc.com/about/culs-magazine/
ER -
TY - GEN
UR - https://www.culandsoc.com/about/culs-magazine/
ER -
TY - GEN
ER -
TY - GEN
UR - http://issuu.com/thewritersblock/docs/issuenumberseven
ER -
TY - GEN
UR - http://www.bostonliterarymagazine.com/winter11poetry.html
ER -
TY - GEN
LA - ha
ER -
TY - STAT
TI - General Data Protection Regulation (GDPR) – Official Legal Text
AB - General Data Protection Regulation (EU GDPR) – The official PDF of the Regulation (EU) 2016/679, its recitals & key issues as a neatly arranged website.
LA - en-US
UR - https://gdpr-info.eu/
Y2 - 2024/03/19/21:56:32
KW - Final_citation
ER -
TY - ELEC
UR - https://zenodo.org/record/3745244/preview/Junior%20Secondary%20I-II-III%20English.pdf
Y2 - 2020/06/28/13:49:48
ER -
TY - ELEC
UR - https://zenodo.org/record/3745246/preview/Junior%20Secondary%20I-III-III_%20Mathematics.pdf
Y2 - 2020/06/28/13:49:51
ER -
TY - BLOG
ER -
TY - CHAP
KW - Björn-CV-OECS
KW - auto_merged
ER -
TY - RPRT
KW - auto_merged
ER -
TY - GEN
KW - auto_merged
ER -
TY - THES
ER -
TY - NEWS
ER -
TY - ELEC
TI - 1.-FINAL-EdTechGenomeProject-FinalReport_July2021-2.pdf
UR - https://edtechevidence.org/wp-content/uploads/2021/07/1.-FINAL-EdTechGenomeProject-FinalReport_July2021-2.pdf
Y2 - 2023/08/24/21:33:13
ER -
TY - ELEC
TI - 10 Insights from the Mobile Internet Connectivity Report 2022
UR - http://www.ictworks.org/mobile-internet-connectivity-report-2022/#.Y5rve9LP28Q
Y2 - 2022/12/15/09:59:20
ER -
TY - ELEC
TI - 10. UCOPS Vol 1_Iss 2.pdf
UR - http://mail.uc.edu.kh/userfiles/image/2017/10.%20UCOPS%20Vol%201_Iss%202.pdf#page=46
Y2 - 2022/07/13/08:57:07
ER -
TY - RPRT
TI - 1635838819_cpd_handbook_30_august_2021_final_en_approved.pdf
UR - http://cpd.moeys.gov.kh/documents/1635838819_cpd_handbook_30_august_2021_final_en_approved.pdf
Y2 - 2022/07/13/09:21:10
ER -
TY - GEN
TI - 2015-07-Bridging-the-Gap-Report.pdf
KW - Author:OpenDevEd
ER -
TY - ELEC
TI - 2019 GEM Report | Migration, displacement and education
UR - https://gem-report-2019.unesco.org/
Y2 - 2021/02/11/16:37:31
ER -
TY - ELEC
TI - 2020_ICAN-Tool_Brochure_EN.pdf
UR - https://palnetwork.org/wp-content/uploads/2020/06/2020_ICAN-Tool_Brochure_EN.pdf
Y2 - 2021/05/15/11:52:10
ER -
TY - RPRT
TI - 2020_Kanwar_COMSEC_Board_Meeting.pdf
UR - http://oasis.col.org/bitstream/handle/11599/3577/2020_Kanwar_COMSEC_Board_Meeting.pdf?sequence=1
Y2 - 2020/07/25/14:37:50
ER -
TY - ELEC
TI - 34428351.pdf
UR - https://www.oecd.org/dac/effectiveness/34428351.pdf
Y2 - 2021/06/07/16:58:48
ER -
TY - ELEC
TI - 3797.pdf
UR - https://www.odi.org/sites/odi.org.uk/files/odi-assets/events-documents/3797.pdf
Y2 - 2020/09/06/16:49:04
ER -
TY - ELEC
TI - 4.-Efficient-School-Siting-Using-GIS-Modelling.pdf
UR - https://keithlewin.net/wp-content/uploads/2016/05/4.-Efficient-School-Siting-Using-GIS-Modelling.pdf
Y2 - 2022/04/18/18:17:51
ER -
TY - ELEC
TI - 4 questions to help you avoid a CPD image problem (sponsored)
T2 - Tes
AB - Empty CPD courses and disinterested attendees are clear signs you need to rethink CPD delivery
LA - en
UR - https://www.tes.com/news/4-questions-help-you-avoid-cpd-image-problem
Y2 - 2020/07/25/18:28:13
ER -
TY - RPRT
TI - 6 Out of 10 Children and Adolescents Are Not Learning a Minimum in Reading and Math
AB - New data from the UNESCO Institute for Statistics show that 617 million children and adolescents worldwide are not achieving minimum proficiency levels in reading and mathematics. The figure signals “a learning crisis” according to the UIS, which could threaten progress towards the Sustainable Development Goals (SDGs)....
DA - 2017/09/20/
PY - 2017
DP - uis.unesco.org
LA - eng
UR - http://uis.unesco.org/en/news/6-out-10-children-and-adolescents-are-not-learning-minimum-reading-and-math
Y2 - 2020/07/01/10:45:55
ER -
TY - ELEC
TI - 72_Edtech_in_Developing_Countries.pdf
UR - https://curry.virginia.edu/sites/default/files/uploads/epw/72_Edtech_in_Developing_Countries.pdf
Y2 - 2020/08/17/16:06:38
ER -
TY - ELEC
TI - 810_CIPRolesandResponsibilitiesFINAL.pdf
UR - https://www.healthpolicyproject.com/pubs/810_CIPRolesandResponsibilitiesFINAL.pdf
Y2 - 2022/02/23/22:11:59
ER -
TY - GEN
TI - 9781464809507.pdf
ER -
TY - ELEC
TI - A Lifeline to learning: leveraging mobile technology to support education for refugees - UNESCO Digital Library
UR - https://unesdoc.unesco.org/ark:/48223/pf0000261278
Y2 - 2021/05/27/20:35:46
ER -
TY - ELEC
TI - A lifeline to learning: leveraging technology to support education for refugees | VOCEDplus, the international tertiary education and research database
UR - https://www.voced.edu.au/content/ngv:81000
Y2 - 2021/05/27/20:38:29
ER -
TY - JOUR
TI - A manual for writers of research papers, theses, and dissertations
T2 - Choice Reviews Online
DA - 2007/10/01/
PY - 2007
DO - 10.5860/CHOICE.45-0587
DP - DOI.org (Crossref)
VL - 45
IS - 02
SP - 45
EP - 0587-45-0587
J2 - Choice Reviews Online
LA - en
SN - 0009-4978, 1523-8253
UR - http://choicereviews.org/review/10.5860/CHOICE.45-0587
Y2 - 2022/03/31/15:23:11
ER -
TY - RPRT
TI - A new solution for the roommate problem: The Q-stable matchings
DA - 2014///
PY - 2014
UR - http://econ.core.hu/file/download/mtdp/MTDP1422.pdf
Y2 - 2021/03/07/13:55:42
KW - _C:Hungary HUN
KW - _C:Spain ESP
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - ELEC
TI - A review of research on the impact of professional learning communities on teaching practice and student learning - ScienceDirect
UR - https://www.sciencedirect.com/science/article/abs/pii/S0742051X07000066
Y2 - 2021/03/12/10:50:47
ER -
TY - RPRT
TI - A Survey of ICT Capacity in Ghana's Public Colleges of Education
AB - The survey of ICT capacity at 40 colleges of education (CoEs) reflects a considerable amount of work, by many people.
The National Council for Tertiary Education (NCTE) acknowledges with thanks, Consumer Insights Consult (CiC) research team, Cyprian Ekor, Elvis Akpabli, Emmanuel Mireku, George Asare, Kennedy Amedume, Daniel Amewuda, Philemon Opoku. NCTE staff, Jacob T. Akunor, Anthony Dzidzornu, Emmanuel Attey Yebuah, Ebenezer Osei Adu, Nicholas Ameyaw and Kwaku Gyampoh.
Transforming Teaching and Learning in Ghana (T-TEL) staff, Dr. Björn Haßler, Dr. Rosie Lugg, Mr. Charlie Gordon, Ms. Beryl Opong-Agyei, Dr. Rich Tobin and Ms. Caroline Jordan.
Particular thanks is extended to Jacob Tetteh Akunor, who led this exercise on behalf of the NCTE and to the Senior managers, ICT tutors, ICT technicians and student teacher participants at all 40 CoE that participated, and gave so generously of their time and expertise.
CY - Ghana
DA - 2017/10/23/
PY - 2017
PB - Transforming Teacher Education and Learning
KW - Author:Haßler
KW - _r:ImportedToMyEducationEvidence
KW - _zenodoODE
KW - docs.opendeved.net
ER -
TY - ELEC
TI - A typology and framework for professional learning communities (PLCs) in LMICs
T2 - R&E Search for Evidence
AB - Professional learning communities (PLCs) are an alternative approach to teacher professional development, especially in low-and-middle income countries (LMICs). Existing conceptualizations of PLCs in Western literature, however, don’t recognize that PLCs in LMICs may operate differently to reflect local contexts. In fact, much of the literature considers PLCs only school-based, organic initiatives and doesn’t acknowledge that PLCs in LMICs are often purposeful and part of broad educational reforms. A previous post describes this lack of evidence.
In order to address this lack of evidence, we realized we first needed a conceptual understanding of PLCs, grounded in the realities of LMICs. So we conducted a study in Equatorial Guinea, Ghana and Nigeria to create a typology of PLCs in sub-Saharan Africa. We then combined our typology with existing conceptualizations to inform the design of a PLC framework. Our framework establishes conceptual foundations for future research and equips practitioners with guidance for designing and promoting PLCs. We describe our findings and the integrated conceptual framework we created in this post.
DA - 2020/12/16/T09:56:20+00:00
PY - 2020
LA - en-US
UR - https://researchforevidence.fhi360.org/a-typology-and-framework-for-professional-learning-communities-plcs-in-lmics
Y2 - 2021/03/02/16:30:28
ER -
TY - GEN
TI - A UNESCO_AU Report on Education in Africa_.pdf
ER -
TY - ELEC
TI - A year's worth of education for 30¢, & other 'best buys'
T2 - 80,000 Hours
AB - "In developing countries, more teachers or books seem to have no impact."
LA - en-US
UR - https://80000hours.org/podcast/episodes/rachel-glennerster-best-buys-in-international-development/
Y2 - 2020/07/29/20:54:18
ER -
TY - SLIDE
TI - Abdullah's presentation(s)
KW - _
ER -
TY - CONF
TI - Actes du colloque international RAIFFET de Hammamet en Tunisie
AB - Éducation technologique, formation professionnelle et lutte contre la pauvreté Adel Bouras, Jean Sylvain Bekale Nze, Jacques Ginestié, Bernard Hostein éditeurs Sous le patronage de Monsieur le Ministre de l’Enseignement Supérieur, de la Recherche Scientifique et de la Technologie de la République Tunisienne; Organisation des Nations Unies pour l’Éducation, la Science et la Culture United Nations for Éducation, Science and Culture Organisation Partenaires Il a été …
C3 - RAIFFET
DA - 2008///
PY - 2008
LA - fr
UR - https://raiffet.org/actes-colloque-international-raiffet-de-hammamet-tunisie-15-18-avril-2008/
Y2 - 2020/02/02/11:12:23
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Actes du colloque international RAIFFET de Saly Portudal – Mbour au Sénégal
AB - Éducation technologique, formation professionnelle et égalité des chances Ibrahima Wade, Jacques Ginestié, Alioune Diagne, Jean Sylvain Bekale Nze éditeurs Sous le patronage de Monsieur le Ministre de l’Enseignement Technique et de la Formation Professionnelle de la République du Sénégal Partenaires Le troisième colloque du RAIFFET a eu lieu à Saly Portudal (Sénégal) du 24 au 26 octobre 2011, sous le haut …
C3 - RAIFFET
DA - 2011///
PY - 2011
LA - fr-FR
UR - https://raiffet.org/actes-colloque-international-raiffet-de-saly-portudal-mbour-senegal-octobre-2011/
Y2 - 2020/02/02/11:20:59
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Activating EdTech - Agile Service Manual
ER -
TY - BLOG
TI - Activating EdTech Jordan: Sprint 6 – Open Development & Education
DA - 2020/02/09/
PY - 2020
LA - en-GB
ST - Activating EdTech Jordan
UR - https://opendeved.net/2020/02/09/activating-edtech-jordan-sprint-6/
Y2 - 2020/04/03/20:52:32
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Activating EdTech: Outputs register
CN - 0250
ER -
TY - ELEC
TI - Adobe Acrobat for Google Drive
UR - https://documentcloud.adobe.com/gsuiteintegration/index.html?state=%7B%22ids%22%3A%5B%221-NkOfTzx5rdNasX47dFVWSyN0ysoA0ev%22%5D%2C%22action%22%3A%22open%22%2C%22userId%22%3A%22115228383718146862758%22%2C%22resourceKeys%22%3A%7B%7D%7D
Y2 - 2021/03/17/22:18:44
ER -
TY - ELEC
TI - ADS1015 analog to digital converter (ADC)
UR - https://www.ti.com/lit/ds/symlink/ads1015.pdf
Y2 - 2022/06/01/20:10:26
ER -
TY - RPRT
TI - AEWG Catch-up Programmes - 10 Principles_screen.pdf
UR - https://inee.org/system/files/resources/AEWG%20Catch-up%20Programmes%20-%2010%20Principles_screen.pdf
Y2 - 2021/04/17/14:17:46
ER -
TY - ELEC
TI - Africa-EU Partnership | Home
UR - https://www.africa-eu-partnership.org/en
Y2 - 2018/12/07/16:09:02
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - Networks
KW - publicImportV1
ER -
TY - ELEC
TI - African Development Bank
UR - https://www.afdb.org/en
Y2 - 2020/08/07/16:53:06
ER -
TY - ELEC
TI - African Development Bank | Home
AB - The African Development Bank is a regional multilateral development bank, engaged in promoting the economic development and social progress of its Regional...
LA - English
UR - https://www.afdb.org/en/
Y2 - 2018/11/28/21:18:02
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Ghana
KW - Networks
KW - publicImportV1
ER -
TY - ELEC
TI - African Education Research Database
AB - African Education Research Database
LA - en
UR - https://essa-africa.org/AERD
Y2 - 2022/04/18/11:18:51
ER -
TY - ELEC
TI - African Journal of Education,Science and Technology | Home
UR - http://www.ajest.info/index.php/ajest
Y2 - 2020/05/28/13:50:20
ER -
TY - ELEC
TI - African Storybook
UR - https://www.africanstorybook.org/
Y2 - 2020/08/05/09:15:08
ER -
TY - ELEC
TI - African Union | Home
AB - The African Union (AU) is a continental union consisting of all 55 countries on the continent of Africa. It was established on 26 May 2001 in Addis Ababa, Ethiopia and launched on 9 July 2002 in South Africa[7] with the aim of replacing the Organisation of African Unity (OAU).
LA - English
UR - https://au.int/
Y2 - 2018/11/05/12:40:47
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - Networks
KW - publicImportV1
ER -
TY - ELEC
TI - Alliance for action on climate change and health (ATACH)
AB - WHO-led programme for action on climate and health to create climate resilient and low carbon sustainable health systems.
LA - en
UR - https://www.who.int/initiatives/alliance-for-transformative-action-on-climate-and-health
Y2 - 2024/03/24/22:34:33
ER -
TY - BLOG
TI - Announcement of the EdTech Hub: UK aid funds world’s biggest educational technology research project – Open Development & Education
DA - 2019/06/18/
PY - 2019
LA - en-GB
ST - Announcement of the EdTech Hub
UR - https://opendeved.net/2019/06/18/announcement-of-the-edtech-hub-uk-aid-funds-worlds-biggest-educational-technology-research-project/
Y2 - 2020/04/03/20:52:41
KW - __C:filed:1
KW - _r:ImportedToMyEducationEvidence
ER -
TY - GEN
TI - Antigua & Barbuda Education Statistical Digest 2012.pdf
ER -
TY - JOUR
TI - Application of Multitemporal Landsat Data in Mapping of Saline Soils in Kano River Irrigation Scheme (KRIS
T2 - FUDMA Journal of Sciences (FJS) ISSN online: 2616-1370 ISSN print
DA - 2023///
PY - 2023
DO - 10.33003/fjs-2023-0701-1280
VL - 7
IS - 1
SP - 2645
EP - 2944
LA - en
UR - https://doi.org/10.33003/fjs-2023-0701-1280.
ER -
TY - RPRT
TI - aptivatebmopositionpaper.pdf
UR - http://aptivate.org/uploads/filer/2012/12/03/aptivatebmopositionpaper.pdf
Y2 - 2020/08/15/11:24:28
ER -
TY - ELEC
TI - ASER, UWEZO and Beekungo – PAL Network
UR - https://palnetwork.org/aser-uwezo-and-beekungo/
Y2 - 2021/05/15/11:52:16
ER -
TY - ELEC
TI - asksource.info - Education
T2 - Source- International online resource centre on disability and inclusion
AB - Inclusive Education is a process for increasing participation and reducing exclusion, in a way that effectively responds to the diverse needs of all learners. This means adapting the educational system to meet the needs of individuals, rather than changing the individual to fit the system. This section of Source places a focus on disability-inclusive education and is organised to reflect the concept that education is something much broader than school for children.
DA - 2014/01/21/T11:26:21+00:00
PY - 2014
LA - en
UR - https://asksource.info/topics/education
Y2 - 2020/08/17/14:43:57
ER -
TY - ELEC
TI - ASReview - Active learning for Systematic Reviews
T2 - ASReview
AB - Our software ASReview is designed to accelerate the step of screening abstracts and titles with a minimum of papers to be read.
LA - en-US
UR - https://asreview.nl/
Y2 - 2024/01/20/09:41:45
KW - _Added-ailr-2024
ER -
TY - BLOG
TI - ASSESS TOOLS
T2 - Schools2030
AB - Tools
DA - 2021/12/16/T15:37:11+00:00
PY - 2021
LA - en-US
UR - https://schools2030.org/assessment/assess-tools/
Y2 - 2022/03/31/17:51:33
ER -
TY - ELEC
TI - Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania
AB - R Sabates, P Rose, B Alcott, M Delprato, Journal of Development Effectiveness, 2021 - Cited by 14
UR - https://scholar.google.co.uk/citations?view_op=view_citation&hl=en&user=7KQR9rYAAAAJ&sortby=pubdate&citation_for_view=7KQR9rYAAAAJ:XD-gHx7UXLsC
Y2 - 2023/01/07/20:46:39
ER -
TY - ELEC
TI - Assessment & Certification | Directorate of Industrial Training
UR - http://dituganda.org/assessment-certification-2/
Y2 - 2020/05/31/15:38:55
ER -
TY - GEN
TI - Assessment Report and Snag List on the Completion of Bayero University Senate Building
LA - en
ER -
TY - ELEC
TI - Association for the Development of Education in Africa
UR - http://www.adeanet.org/
Y2 - 2020/05/27/17:06:16
ER -
TY - ELEC
TI - Association of Ethiopians Educated in Germany
LA - en-US
UR - https://aeeg-ethiopia.org/
Y2 - 2020/02/02/13:05:31
ER -
TY - ELEC
TI - ATLAS.ti | The #1 Software for Qualitative Data Analysis
T2 - ATLAS.ti
AB - ATLAS.ti helps you uncover actionable insights with intuitive research tools and best-in-class technology. Try it for free today!
LA - en
UR - https://atlasti.com
Y2 - 2024/01/20/20:12:44
ER -
TY - ELEC
TI - AusbEignV 2009 - nichtamtliches Inhaltsverzeichnis
DA - 2009///
PY - 2009
UR - https://www.gesetze-im-internet.de/ausbeignv_2009/index.html
Y2 - 2020/08/08/13:56:55
ER -
TY - ELEC
TI - Automation tools in EPPI-Reviewer
UR - https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=3772#openalex
Y2 - 2024/01/20/16:16:41
KW - _Added-ailr-2024
ER -
TY - SOUND
TI - BBC World Service - People Fixing the World, Pedal power: How bicycles can change lives
T2 - BBC
AB - One man’s mission to transform millions of lives by selling them bicycles
LA - en-GB
ST - BBC World Service - People Fixing the World, Pedal power
UR - https://www.bbc.co.uk/programmes/p09f3dym
Y2 - 2021/05/29/12:47:10
ER -
TY - ELEC
TI - BBiG - nichtamtliches Inhaltsverzeichnis
DA - 2005///
PY - 2005
UR - https://www.gesetze-im-internet.de/bbig_2005/index.html
Y2 - 2020/08/08/13:58:41
ER -
TY - JOUR
TI - Berufsbildungsgesetz (BBiG)
DA - 2020///
PY - 2020
DP - Zotero
SP - 66
LA - de
KW - __C:filed:1
ER -
TY - VIDEO
TI - "Beyond Free Textbooks" - Jasmine Roberts live from University of Illinois Urbana-Champaign Library
AB - Jasmine Roberts [Ohio State University] presents "Beyond Free Textbooks: How OER Addresses Access, Inclusion, and Academic Excellence" in a talk given in Main Library 220 at the University of Illinois Urbana-Champaign
DA - 2020/03/03/
PY - 2020
DP - YouTube
UR - https://www.youtube.com/watch?v=ZXynJXVRIJ0
Y2 - 2020/07/11/18:47:58
ER -
TY - ELEC
TI - BIBB / Stellenangebote
T2 - BIBB - Stellenangebote
AB - Das Bundesinstitut für Berufsbildung (BIBB) ist das anerkannte Kompetenzzentrum zur Erforschung und Weiterentwicklung der beruflichen Aus- und Weiterbildung in Deutschland.
LA - de
UR - https://www.bibb.de/de/473.php
Y2 - 2022/05/06/09:00:05
ER -
TY - ELEC
TI - Bildungszentrum Butzweilerhof
AB - Schwerpunktmäßig dient das Bildungszentrum der überbetrieblichen Unterweisung (ÜLU) in den Bereichen Stufenausbildung Bau (STABA) sowie Nicht-Bau. Daneben werden Fortbildungslehrgängesowie wie eine Vielzahl von Weiterbildungskursen angeboten.
LA - de
UR - https://www.hwk-koeln.de/artikel/bildungszentrum-butzweilerhof-32,935,405.html
Y2 - 2020/02/01/16:09:59
ER -
TY - ELEC
TI - BIRD-E
T2 - BIRD-E
LA - en-US
UR - https://www.bird-e.org
Y2 - 2023/02/02/21:03:49
ER -
TY - RPRT
TI - BIT-Behavioural-Government-Report-2018.pdf
UR - https://www.bi.team/wp-content/uploads/2018/08/BIT-Behavioural-Government-Report-2018.pdf
Y2 - 2022/05/09/18:21:35
ER -
TY - ELEC
TI - BMAS - Startseite der Internet-Plattform des Bundesministeriums für Arbeit und Soziales
T2 - www.bmas.de
AB - Auf seinem Internet-Portal informiert das Bundesministerium für Arbeit und Soziales (BMAS) über sozial- und arbeitspolitische Themen.
LA - de
UR - https://www.bmas.de/DE/Startseite/start.html
Y2 - 2022/05/06/08:42:41
ER -
TY - ELEC
TI - BME280 temperature, pressure, humidity sensor
UR - https://ae-bst.resource.bosch.com/media/_tech/media/datasheets/BST-BME280-DS002.pdf
Y2 - 2022/06/01/20:10:11
ER -
TY - ELEC
TI - BMWK - Bundesministerium für Wirtschaft und Klimaschutz
UR - https://www.bmwk.de/Navigation/DE/Home/home.html
Y2 - 2022/05/06/08:43:49
ER -
TY - ELEC
TI - Botswana Education Hub
UR - http://www.beh.gov.bw/
Y2 - 2020/08/04/12:45:12
ER -
TY - BOOK
TI - Brazil : The SOL-ution for Smart Community Procurement
T2 - Other Public Sector Study
DA - 2022/01//
PY - 2022
DP - elibrary.worldbank.org (Atypon)
SP - -1
PB - World Bank
ST - Brazil
UR - https://elibrary.worldbank.org/doi/abs/10.1596/37687
Y2 - 2024/02/29/15:02:59
KW - Final_citation
ER -
TY - BLOG
TI - Bringing Learning to Light: The Role of Citizen-Led Assessments in Shifting the Education Agenda
T2 - Results for Development
AB - "Are children learning?" is a question that should inform all education policymaking. Yet in many countries, the answer to this question has remained
LA - en-US
ST - Bringing Learning to Light
UR - https://r4d.org/resources/bringing-learning-light-role-citizen-led-assessments-shifting-education-agenda/
Y2 - 2020/07/01/16:18:33
ER -
TY - ELEC
TI - Build Back Better: The UK Coronavirus Recovery Campaign
AB - The campaign for a coronavirus recovery plan that builds back better for the UK. It's time for a new deal. Get involved today
ST - Build Back Better
UR - https://www.buildbackbetteruk.org/
Y2 - 2022/04/17/13:36:33
ER -
TY - ELEC
TI - Building State Capability: Evidence, Analysis, Action
AB - "Building State Capability: Evidence, Analysis, Action" provides evidence of the capability shortfalls that currently exist in many countries, analyses this evidence and identifies capability traps that hold many governments back—particularly related to isomorphic mimicry and premature load-bearing.
LA - en
ST - Building State Capability
UR - https://bsc.cid.harvard.edu/building-state-capability-evidence-analysis-action
Y2 - 2020/09/06/17:13:39
ER -
TY - ELEC
TI - Building State Capability - The DDD Manifesto
UR - https://buildingstatecapability.com/the-ddd-manifesto/
Y2 - 2020/05/28/13:52:51
ER -
TY - ELEC
TI - Bundesministerium für Gesundheit (BMG)
AB - Offizielle Internetseite des Bundesgesundheitsministeriums (BMG). Hier finden Sie aktuelle Informationen zu Gesundheitsthemen und Gesundheitspolitik.
LA - de
UR - https://www.bundesgesundheitsministerium.de/index.html
Y2 - 2022/05/06/08:47:04
ER -
TY - ELEC
TI - Bundesministerium für wirtschaftliche Zusammenarbeit und Entwicklung
T2 - Bundesministerium für wirtschaftliche Zusammenarbeit und Entwicklung
AB - Das BMZ ist zuständig für die Planung und Umsetzung der deutschen Entwicklungspolitik.
LA - de
UR - https://www.bmz.de/de
Y2 - 2022/05/06/08:47:42
ER -
TY - ELEC
TI - Burkina Faso: Why some West African architects are choosing mud over concrete (National Geographic)
T2 - Barza Wire
AB - A group of architects in West Africa are pushing to use mud over concrete to build houses. In countries such as Burkina Faso, as people have become wealthier, they have transitioned to using …
DA - 2021/12/06/T14:06:37+00:00
PY - 2021
LA - en-CA
ST - Burkina Faso
UR - https://wire.farmradio.fm/farmer-stories/burkina-faso-why-some-west-african-architects-are-choosing-mud-over-concrete-national-geographic/
Y2 - 2022/06/02/21:37:59
ER -
TY - GEN
TI - BVI Digest 2014.pdf
ER -
TY - ELEC
TI - CALLIOPE | Home
UR - https://calliope.cc/
Y2 - 2020/05/27/08:55:40
ER -
TY - ELEC
TI - Can technology help mitigate the impact of COVID-19 on education systems in Europe and Central Asia?
AB - With the need to contain the virus, many countries are implementing measures to reduce gatherings of large crowds.
LA - en
UR - https://blogs.worldbank.org/europeandcentralasia/can-technology-help-mitigate-impact-covid-19-education-systems-europe-and
Y2 - 2020/08/21/12:38:31
ER -
TY - GEN
TI - Caricom report v2 final.pdf
ER -
TY - ENCYC
TI - Causal loop diagram
T2 - Wikipedia
AB - A causal loop diagram (CLD) is a causal diagram that aids in visualizing how different variables in a system are causally interrelated. The diagram consists of a set of words and arrows. Causal loop diagrams are accompanied by a narrative which describes the causally closed situation the CLD describes. Closed loops, or causal feedback loops, in the diagram are very important features of CLDs.
The words with arrows coming in and out represent variables, or quantities whose value changes over time and the links represent a causal relationship between the two variables (i.e., they do not represent a material flow). A link marked + indicates a positive relation where an increase in the causal variable leads, all else equal, to an increase in the effect variable, or a decrease in the causal variable leads, all else equal, to a decrease in the effect variable. A link marked - indicates a negative relation where an increase in the causal variable leads, all else equal, to a decrease in the effect variable, or a decrease in the causal variable leads, all else equal, to an increase in the effect variable. A positive causal link can be said to lead to a change in the same direction, and an opposite link can be said to lead to change in the opposite direction, i.e. if the variable in which the link starts increases, the other variable decreases and vice versa.
The words without arrows are loop labels. As with the links, feedback loops have either positive (i.e., reinforcing) or negative (i.e., balancing) polarity. CLDs contain labels for these processes, often using numbering (e.g., B1 for the first balancing loop being described in a narrative, B2 for the second one, etc.), and phrases that describe the function of the loop (i.e., "haste makes waste"). A reinforcing loop is a cycle in which the effect of a variation in any variable propagates through the loop and returns to reinforce the initial deviation (i.e. if a variable increases in a reinforcing loop the effect through the cycle will return an increase to the same variable and vice versa). A balancing loop is the cycle in which the effect of a variation in any variable propagates through the loop and returns to the variable a deviation opposite to the initial one (i.e. if a variable increases in a balancing loop the effect through the cycle will return a decrease to the same variable and vice versa). Balancing loops are typically goal-seeking, or error-sensitive, processes and are presented with the variable indicating the goal of the loop. Reinforcing loops are typically vicious or virtuous cycles.
Example of positive reinforcing loop:
The amount of the Bank Balance will affect the amount of the Earned Interest, as represented by the top blue arrow, pointing from Bank Balance to Earned Interest.
Since an increase in Bank balance results in an increase in Earned Interest, this link is positive, which is denoted with a "+".
The Earned interest gets added to the Bank balance, also a positive link, represented by the bottom blue arrow.
The causal effect between these variables forms a positive reinforcing loop, represented by the green arrow, which is denoted with an "R".
DA - 2023/12/28/T16:33:35Z
PY - 2023
DP - Wikipedia
LA - en
UR - https://en.wikipedia.org/w/index.php?title=Causal_loop_diagram&oldid=1192291490
Y2 - 2024/03/10/15:07:52
ER -
TY - ELEC
TI - CBETA Standards and guidelines
UR - http://www.tvetauthority.go.ke/wp-content/uploads/2018/06/CBETA-Standards-and-Guidelines-20180610.pdf
ER -
TY - ELEC
TI - CEEOL - Error
UR - https://www.ceeol.com/search/chapter-detail?id=885687
Y2 - 2020/08/12/17:25:32
ER -
TY - ELEC
TI - Charity
T2 - The Next Smile
AB - Charity The Next Smile is there for the 152 million children aged 5-17 years old who have to work across the world. We make sure that those children can go to school, study and graduate.
LA - en
UR - https://www.thenextsmile.org/
Y2 - 2022/06/01/19:02:23
ER -
TY - ELEC
TI - ChatGPT-and-Artificial-Intelligence-in-higher-education-Quick-Start-guide_EN_FINAL.pdf
UR - https://www.iesalc.unesco.org/wp-content/uploads/2023/04/ChatGPT-and-Artificial-Intelligence-in-higher-education-Quick-Start-guide_EN_FINAL.pdf
Y2 - 2023/04/30/15:11:35
ER -
TY - RPRT
TI - ChatGPT-and-Artificial-Intelligence-in-higher-education-Quick-Start-guide_EN_FINAL.pdf
UR - https://www.iesalc.unesco.org/wp-content/uploads/2023/04/ChatGPT-and-Artificial-Intelligence-in-higher-education-Quick-Start-guide_EN_FINAL.pdf
Y2 - 2023/05/15/11:34:36
ER -
TY - ELEC
TI - Child disability overview
T2 - UNICEF DATA
AB - The 2006 UN Convention on the Rights of Persons with Disabilities establishes that children with “long-term physical, mental, intellectual or sensory impairments” should enjoy the same human rights and freedoms as other children. The Convention goes on to say: “In all actions concerning children with disabilities, the best interests of the child shall be a primary consideration,” and “…children with disabilities have the right to express their views freely on all matters affecting them.” Discrimination against children with disabilities often leads to reduced access to basic social services, especially education, and general lack of recognition. Addressing discrimination and promoting inclusion is an issue of concern in all sectors, and can be accomplished through information and advocacy, strengthening policy and facilitating access to services. The development of relevant policies and programmes, however, has been constrained by a lack of accurate data. This is due mainly to inadequate data collection and research on the subject, especially in low- and middle-income countries. No reliable global estimates on child disability are therefore currently available, although efforts to remedy the situation are well under way.
LA - en-US
UR - https://data.unicef.org/topic/child-disability/overview/
Y2 - 2020/08/18/09:38:30
ER -
TY - ELEC
TI - Child rights impact assessment
T2 - European Union Agency for Fundamental Rights
DA - 2014/11/24/T14:11:44+01:00
PY - 2014
LA - en
UR - http://fra.europa.eu/en/content/child-rights-impact-assessment
Y2 - 2024/03/20/00:02:22
KW - Final_citation
ER -
TY - BLOG
TI - Children’s Home – Sovereign House GH
LA - en-US
UR - https://sovereignhousegh.com/childrens-home/
Y2 - 2022/06/01/19:02:16
ER -
TY - SLIDE
TI - CIES Cost Guidance
UR - https://www.youthpower.org/sites/default/files/YouthPower/files/resources/CIES_CostGuidance_finalslides.pdf
Y2 - 2022/12/17/22:30:57
ER -
TY - ELEC
TI - Classroom of Hope
T2 - Classroom of Hope
AB - Classroom of Hope is a non-profit organisation that builds schools and distributes scholarships in rural parts of developing countries.
LA - en-US
UR - https://classroomofhope.org/
Y2 - 2022/06/01/19:02:33
ER -
TY - GEN
TI - Coaching at Scale v3.pdf
ER -
TY - ELEC
TI - Codesign Framework
T2 - codesign
LA - en-US
UR - https://www.codesignframework.com
Y2 - 2023/02/02/21:07:38
ER -
TY - RPRT
TI - Codesigning Schools Toolkit
UR - https://www.codesigningschools.com/
Y2 - 2021/06/06/15:06:53
ER -
TY - ELEC
TI - Codesigning Schools Toolkit - Phase 1
UR - https://www.codesigningschools.com/toolkit-phase-one
Y2 - 2021/06/06/15:08:23
ER -
TY - ELEC
TI - colandr
UR - https://www.colandrapp.com/signin
Y2 - 2024/01/20/09:00:20
KW - _Added-ailr-2024
ER -
TY - RPRT
TI - Collection
ER -
TY - ELEC
TI - Collective action and the deployment of teachers in Niger: a political economy analysis
T2 - ODI: Think change
AB - This briefing paper explores causes of inequitable teacher deployment in Niger and asks whether collective action might be the solution.
LA - en-gb
ST - Collective action and the deployment of teachers in Niger
UR - https://odi.org/en/publications/collective-action-and-the-deployment-of-teachers-in-niger-a-political-economy-analysis/
Y2 - 2022/01/05/20:44:11
ER -
TY - GEN
TI - College Improvement Advisors Manual
ER -
TY - CONF
TI - Colloque de Libreville au Gabon Éducation technologique, formation professionnelle et développement durable
AB - Dans notre série “Médiatisation des communications des membres du RAIFFET”, nous ouvrons aujourd’hui le livre d’histoire pour publier les actes du premier colloque qui s’est tenu en 2005 à LIBREVILLE au GABON . Bonne lecture… Jean Sylvain Bekale Nze, Jacques Ginestié, Bernard Hostein, Christian Mouity éditeurs Sous le haut patronage de son Excellence, Monsieur le Président de la République Gabonaise, Chef …
C3 - RAIFFET
DA - 2005///
PY - 2005
LA - fr-FR
ST - 2005
UR - https://raiffet.org/2005-colloque-de-libreville-au-gabon-education-technologique-formation-professionnelle-et-developpement-durable/
Y2 - 2020/02/02/11:19:58
KW - ⛔ No DOI found
ER -
TY - ELEC
TI - Commonwealth education ministers to discuss post-COVID-19 recovery at Nairobi conference
T2 - Commonwealth
AB - Top policymakers are set to meet in Kenya for the 21st Conference of Commonwealth Education Ministers to discuss pressing education challenges at a time the world is recovering from the negative impacts of the pandemic.
LA - en
UR - https://thecommonwealth.org/press-release/commonwealth-education-ministers-discuss-post-covid-19-recovery-nairobi-conference
Y2 - 2022/04/18/13:14:33
KW - auto_merged
ER -
TY - ELEC
TI - Competency-Based Education and Training and Assessment Standards & Guidelines
UR - http://www.tvetauthority.go.ke/wp-content/uploads/2018/06/CBETA-Standards-and-Guidelines-20180610.pdf
ER -
TY - ELEC
TI - Complement or Substitute? The Effect of Technology on Student Achievement in India | The Abdul Latif Jameel Poverty Action Lab
T2 - The Abdul Latif Jameel Poverty Action Lab (J-PAL)
LA - en
ST - Complement or Substitute?
UR - https://www.povertyactionlab.org/evaluation/complement-or-substitute-effect-technology-student-achievement-india
Y2 - 2021/05/19/15:15:55
ER -
TY - ELEC
TI - Comprehensive School Safety Framework 2022-2030 for Child Rights and Resilience in the Education Sector.pdf
UR - https://www.edu-links.org/sites/default/files/media/file/Comprehensive%20School%20Safety%20Framework%202022-2030%20for%20Child%20Rights%20and%20Resilience%20in%20the%20Education%20Sector.pdf
Y2 - 2022/12/29/22:45:13
ER -
TY - ELEC
TI - Comprehensive School Safety Targets and Indicators.pdf
UR - https://www.edu-links.org/sites/default/files/media/file/Comprehensive%20School%20Safety%20Targets%20and%20Indicators.pdf
Y2 - 2022/12/29/22:45:12
ER -
TY - ELEC
TI - Concept-Note-Gender-environment-nexus-in-national-policies-The-case-of-Greece.pdf
UR - https://www.oecd.org/environment/Concept-Note-Gender-environment-nexus-in-national-policies-The-case-of-Greece.pdf
Y2 - 2024/03/24/21:50:02
ER -
TY - RPRT
TI - Concurrent Validity and Inter-rater Reliability
DA - 2015/06//
PY - 2015
PB - R4D
UR - https://www.acer.org/gb/gem/key-areas/reviews-and-analysis/assessment-reviews/citizen-led-assessments-evaluation-reports
ER -
TY - ELEC
TI - Connected Papers | Find and explore academic papers
AB - A unique, visual tool to help researchers and applied scientists find and explore papers relevant to their field of work.
LA - en
UR - https://www.connectedpapers.com/
Y2 - 2024/01/19/22:50:33
ER -
TY - ELEC
TI - Consensus: AI Search Engine for Research
T2 - Consensus: AI Search Engine for Research
AB - ChatGPT for Research. Consensus is an AI-powered search engine that finds and summarizes scientific research papers. Just ask a question!
LA - en
ST - Consensus
UR - https://consensus.app/
Y2 - 2024/01/19/20:47:37
KW - _Added-ailr-2024
ER -
TY - ELEC
TI - Consensus & GPTs for Academic Research Like Consensus (2024)
UR - https://www.whatplugin.ai/gpts/researchgpt
Y2 - 2024/01/21/21:49:37
ER -
TY - BLOG
TI - Continuous and Accelerated Learning (CAL)
T2 - World Bank
AB - Joint initiative for Continuity and Accelerated Learning in response to COVID-19
LA - en
M3 - Text/HTML
UR - https://www.worldbank.org/en/topic/education/brief/joint-initiative-for-continuous-accelerated-learning-in-response-to-covid-19
Y2 - 2022/01/18/22:50:52
ER -
TY - GEN
TI - COP publication.pdf
ER -
TY - GEN
TI - Cordingley et al_2015_Developing Great Teaching.pdf
KW - TL:Arabic
KW - TL:English
KW - TL:Translated
KW - TranslationNOTgoingAhead
KW - TranslationQuestioned
KW - _r:ImportedToMyEducationEvidence
ER -
TY - CHAP
TI - Corruption and its Threat to the Consolidation of Democracy in Nigeria: The Sharia’ah Perspective
T2 - Bako,S.(ed), Socio-Economic Reforms and Political Development in Nigeria, Vol.2,Political Science Association
DA - 2008///
PY - 2008
SP - 78
EP - 88
LA - en
ER -
TY - ELEC
TI - Cost efficiency: teacher professional development
T2 - International Rescue Committee (IRC)
AB - This brief explores the relative costs of running these different professional development activities across nine programs in Afghanistan, Iraq, Lebanon, and Pakistan.
DA - 2016/09/09/T10:02:25-04:00
PY - 2016
LA - en
ST - Cost efficiency
UR - https://www.rescue.org/report/cost-efficiency-teacher-professional-development
Y2 - 2021/02/11/15:14:59
ER -
TY - GEN
TI - Costed Implementation Plan (Spreadsheet)
ER -
TY - BLOG
TI - Council for Technical and Vocational Education
LA - en-US
UR - https://cotvet.gov.gh/
Y2 - 2020/07/13/13:23:45
ER -
TY - ELEC
TI - Council for technical and vocational education and training
LA - en-US
UR - https://cotvet.gov.gh/
Y2 - 2020/08/04/12:51:55
ER -
TY - RPRT
TI - Council for Technical and Vocational Education and Training Act No. 718
UR - https://www.dhet.gov.za/Archive%20Manuals/Ghana/Appendix%201_COTVET%20Act.pdf
ER -
TY - RPRT
TI - Covid-19_Practice_in_Primary_Schools_Report.pdf
UR - http://www.ippn.ie/images/PDFs/Covid-19_Practice_in_Primary_Schools_Report.pdf
Y2 - 2020/08/12/17:11:42
ER -
TY - ELEC
TI - Covidence - Better systematic review management
UR - https://www.covidence.org/
Y2 - 2024/01/20/08:58:46
ER -
TY - ELEC
TI - DBIR: aacte-jte-major-forum-presentations-on-design-research-for-improvement
T2 - DBIR
LA - en-us
UR - http://learndbir.org/talks-and-papers/aacte-jte-major-forum-presentations-on-design-research-for-improvement
Y2 - 2022/12/25/00:35:49
ER -
TY - ELEC
TI - DBIR: analysing-curriculum-implementation-from-integrity-and-actor-oriented-perspectives
T2 - DBIR
LA - en-us
UR - http://learndbir.org/talks-and-papers/analysing-curriculum-implementation-from-integrity-and-actor-oriented-perspectives
Y2 - 2022/12/25/00:37:39
ER -
TY - ELEC
TI - DBIR: december-2015-rpp-forum-roles-in-partnerships-2
T2 - DBIR
DA - 2015///
PY - 2015
LA - en-us
UR - http://learndbir.org/talks-and-papers/december-2015-rpp-forum-roles-in-partnerships-2
Y2 - 2022/12/25/00:36:00
ER -
TY - ELEC
TI - DBIR: february-2016-rpp-forum-measuring-results-of-partnerships-2
T2 - DBIR
DA - 2016///
PY - 2016
LA - en-us
UR - http://learndbir.org/talks-and-papers/february-2016-rpp-forum-measuring-results-of-partnerships-2
Y2 - 2022/12/25/00:33:55
ER -
TY - ELEC
TI - DBIR: hoctober-2015-rpp-forum-getting-a-partnership-started-2
T2 - DBIR
DA - 2015///
PY - 2015
LA - en-us
UR - http://learndbir.org/talks-and-papers/october-2015-rpp-forum-getting-a-partnership-started-2
Y2 - 2022/12/25/00:37:36
ER -
TY - ELEC
TI - DBIR: infrastructuring-as-a-practice-for-promoting-transformation-and-equity-in-design-based-implementation-research
T2 - DBIR
LA - en-us
UR - http://learndbir.org/resources/infrastructuring-as-a-practice-for-promoting-transformation-and-equity-in-design-based-implementation-research
Y2 - 2022/12/25/00:37:19
ER -
TY - ELEC
TI - DBIR: january-2016-rpp-forum-addressing-challenges-in-partnerships-2
T2 - DBIR
DA - 2016///
PY - 2016
LA - en-us
UR - http://learndbir.org/talks-and-papers/january-2016-rpp-forum-addressing-challenges-in-partnerships-2
Y2 - 2022/12/25/00:33:59
ER -
TY - ELEC
TI - DBIR: november-2015-rpp-forum-defining-the-focus-of-partnership-work-2
T2 - DBIR
DA - 2015///
PY - 2015
LA - en-us
UR - http://learndbir.org/talks-and-papers/november-2015-rpp-forum-defining-the-focus-of-partnership-work-2
Y2 - 2022/12/25/00:37:24
ER -
TY - ELEC
TI - DBIR: nsela-2015-workshop-ihub-a-research-practice-partnership-to-design-new-ngss-curriculum-2
T2 - DBIR
DA - 2015///
PY - 2015
LA - en-us
UR - http://learndbir.org/talks-and-papers/nsela-2015-workshop-ihub-a-research-practice-partnership-to-design-new-ngss-curriculum-2
Y2 - 2022/12/25/00:37:28
ER -
TY - ELEC
TI - DBIR: nsta-2015-pdi-developing-next-generation-science-assessments-2
T2 - DBIR
DA - 2015///
PY - 2015
LA - en-us
UR - http://learndbir.org/talks-and-papers/nsta-2015-pdi-developing-next-generation-science-assessments-2
Y2 - 2022/12/25/00:37:32
ER -
TY - ELEC
TI - DBIR: nsta-2016-workshop-how-to-assess-three-dimensional-learning-in-your-classroom-building-tasks-that-work-2
T2 - DBIR
DA - 2016///
PY - 2016
LA - en-us
UR - http://learndbir.org/talks-and-papers/nsta-2016-workshop-how-to-assess-three-dimensional-learning-in-your-classroom-building-tasks-that-work-2
Y2 - 2022/12/25/00:34:14
ER -
TY - ELEC
TI - DBIR: sss-2016-workshop-adapting-curriculum-for-3-dimensional-learning-2
T2 - DBIR
DA - 2016///
PY - 2016
LA - en-us
UR - http://learndbir.org/talks-and-papers/csss-2016-workshop-adapting-curriculum-for-3-dimensional-learning-2
Y2 - 2022/12/25/00:33:42
ER -
TY - ELEC
TI - DBIR: utah-seed-professional-development
T2 - DBIR
LA - en-us
UR - http://learndbir.org/talks-and-papers/utah-seed-professional-development
Y2 - 2022/12/25/00:35:31
ER -
TY - RPRT
TI - de_tablet_voor_vrij_lezen_digitaal.pdf
UR - https://www.lezen.nl/sites/default/files/de_tablet_voor_vrij_lezen_digitaal.pdf
Y2 - 2020/08/12/10:37:46
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - NEWS
TI - Deep-diving robots checking for climate collapse in our oceans
T2 - BBC News
AB - Scientists in Scotland are monitoring the North Atlantic for signs of weakening warm water currents.
DA - 2023/11/23/
PY - 2023
DP - www.bbc.co.uk
LA - en-GB
SE - Scotland
UR - https://www.bbc.com/news/uk-scotland-67359467
Y2 - 2023/11/24/22:26:32
ER -
TY - RPRT
TI - Delivering distance learning in emergencies: A review of evidence and best practice
DA - 2020///
PY - 2020
PB - USAID
ER -
TY - ELEC
TI - Delivering Distance Learning in Emergencies An Overview.pdf
UR - https://www.edu-links.org/sites/default/files/media/file/Delivering%20Distance%20Learning%20in%20Emergencies%20An%20Overview.pdf
Y2 - 2020/08/14/19:42:37
ER -
TY - ELEC
TI - Delivering Distance Learning in Emergencies Recommendations.pdf
UR - https://www.edu-links.org/sites/default/files/media/file/Delivering%20Distance%20Learning%20in%20Emergencies%20Recommendations.pdf
Y2 - 2020/08/14/19:42:40
ER -
TY - ELEC
TI - DELIVERING DISTANCE LEARNING IN EMERGENCIES.pdf
UR - https://www.edu-links.org/sites/default/files/media/file/DELIVERING%20DISTANCE%20LEARNING%20IN%20EMERGENCIES.pdf
Y2 - 2020/08/14/19:42:35
ER -
TY - ELEC
TI - Department for International Development
T2 - DFID UK
AB - The Department for International Development (DFID) leads the UK’s work to end extreme poverty. We are tackling the global challenges of our time including poverty and disease, mass migration, insecurity and conflict. Our work is building a safer, healthier, more prosperous world for people in developing countries and in the UK too. DFID is a ministerial department, supported by 2 agencies and public bodies .
LA - en
UR - https://www.gov.uk/government/organisations/department-for-international-development
Y2 - 2020/05/27/17:35:42
ER -
TY - ELEC
TI - Department of Higher Education and Training
UR - https://www.dhet.gov.za/
Y2 - 2020/07/14/07:15:53
ER -
TY - ELEC
TI - Design Perspectives: Design Skills
AB - In March 2020 Design Council launched its strategy which set the direction of work for the next four years. It has identified three strategic prior...
LA - en
ST - Design Perspectives
UR - https://www.designcouncil.org.uk/our-resources/archive/reports-resources/design-perspectives-design-skills/
Y2 - 2023/08/24/21:51:36
ER -
TY - GEN
TI - Design Report on the Nigerian Shippers Council’s Maritime Resource Centre
LA - en
ER -
TY - ELEC
TI - DesignBuilder Software Ltd - Buy DesignBuilder
UR - https://designbuilder.co.uk/software/buy-designbuilder
Y2 - 2022/06/01/19:03:19
ER -
TY - ELEC
TI - DesignCouncil_Design%20methods%20for%20developing%20services.pdf
UR - https://www.designcouncil.org.uk/fileadmin/uploads/dc/Documents/DesignCouncil_Design%2520methods%2520for%2520developing%2520services.pdf
Y2 - 2023/08/24/21:43:37
ER -
TY - RPRT
TI - Designing a Comprehensive Distance Learning Strategy
AB - Distance learning is broadly defined as teaching and learning where educators and learners are in different physical spaces. The instructional goals of distance learning can range from serving as the main form of instruction to providing supplementary, complementary, or additional teaching and learning support.
LA - en
UR - http://www.edu-links.org/resources/designing-comprehensive-distance-learning-strategy
Y2 - 2022/04/25/15:57:43
ER -
TY - ELEC
TI - Designing-and-Building-Infrastructures-to-Support-Equitable-STEM-Learning-Across-Settings-062616.pdf
UR - http://learndbir.org/uploads/Resources/Designing-and-Building-Infrastructures-to-Support-Equitable-STEM-Learning-Across-Settings-062616.pdf
Y2 - 2022/12/25/00:33:53
ER -
TY - BLOG
TI - Desktop vs Mobile vs Tablet Market Share Africa
DA - 2023///
PY - 2023
M3 - statcounter
UR - https://gs.statcounter.com/platform-market-share/desktop-mobile-tablet/africa
Y2 - 2024/01/12/00:00:00
ER -
TY - BOOK
TI - Despite the Odds
DA - 2004/07/26/Mon, - 12:00
PY - 2004
DP - press.princeton.edu
LA - en
SN - 978-0-691-11800-0
UR - https://press.princeton.edu/books/paperback/9780691118000/despite-the-odds
Y2 - 2020/09/06/16:40:26
ER -
TY - RPRT
TI - DFID Digital Strategy 2018 to 2020: Doing Development in a Digital World - GOV.UK (Arabic/English)
AB - DFID’s Digital Strategy 2018 to 2020 sets out a vision and approach for doing development in a digital world.
LA - en
M3 - policy
ST - DFID Digital Strategy 2018 to 2020
UR - https://www.gov.uk/government/publications/dfid-digital-strategy-2018-to-2020-doing-development-in-a-digital-world
Y2 - 2018/03/28/08:55:52
KW - TL:Arabic
KW - TL:English
KW - TL:Translated
KW - TranslationQuestioned
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - DFID Education Policy 2018: Get Children Learning - GOV.UK (Arabic/English)
AB - DFID calls for action to tackle the learning crisis; prioritising effective teaching and education systems, and renewed focus on poor and marginalised children.
LA - en
M3 - policy
ST - DFID Education Policy 2018
UR - https://www.gov.uk/government/publications/dfid-education-policy-2018-get-children-learning
Y2 - 2018/03/28/08:57:32
KW - TL:Arabic
KW - TL:English
KW - TL:Translated
KW - TranslationQuestioned
KW - _r:ImportedToMyEducationEvidence
ER -
TY - BOOK
TI - Di Gropello &
DA - 2011///
PY - 2011
PB - Marshall
ER -
TY - RPRT
TI - Digital accesibility toolkit
AB - CBM publications. Download our reports, policies, guidelines, evaluation summaries, and more here. Search by topic, year & type.
DA - 2018///
PY - 2018
LA - en
PB - Christian Blind Mission
UR - https://www.cbm.org/get-involved/search-resources-publications/?tx_wwt3site_list%5B__referrer%5D%5B%40extension%5D=Wwt3Site&tx_wwt3site_list%5B__referrer%5D%5B%40controller%5D=Publication&tx_wwt3site_list%5B__referrer%5D%5B%40action%5D=list&tx_wwt3site_list%5B__referrer%5D%5Barguments%5D=YTowOnt97a70dc1eec8c27f56c58e2b900cef02d68011f1e&tx_wwt3site_list%5B__referrer%5D%5B%40request%5D=a%3A3%3A%7Bs%3A10%3A%22%40extension%22%3Bs%3A8%3A%22Wwt3Site%22%3Bs%3A11%3A%22%40controller%22%3Bs%3A11%3A%22Publication%22%3Bs%3A7%3A%22%40action%22%3Bs%3A4%3A%22list%22%3B%7D13f1a9698cd594b129675b8ce62c64286924033e&tx_wwt3site_list%5B__trustedProperties%5D=a%3A0%3A%7B%7D75e6f8c6217790a6d75e6c070ade464ccdde848d&tx_wwt3site_list%5Bfilter%5D%5Byear%5D=0&tx_wwt3site_list%5Bfilter%5D%5Bcategory%5D=71&tx_wwt3site_list%5Bfilter%5D%5Btype%5D=0&cHash=abc21055f49433fdb72918ff6e599d18
Y2 - 2020/08/18/09:54:18
ER -
TY - GEN
TI - Digital Literacy Program
PB - Ministry of Information, Communication and the Digital Economy
UR - https://ict.go.ke/digital-literacy-programmedlp/
Y2 - 2024/01/12/00:00:00
ER -
TY - ELEC
TI - Digital Promise
T2 - Digital Promise
AB - Digital Promise shapes the future of learning and advances equitable education systems by bringing together solutions across research, practice, and technology.
We work at the intersection of education leaders, researchers, and technology developers to improve learning opportunities...
LA - en-US
UR - https://digitalpromise.org/
Y2 - 2023/02/02/18:45:41
ER -
TY - ELEC
TI - Digital Promise – Research Map
T2 - Research Map
AB - The Research Map connects education practitioners to relevant and accessible learning sciences research findings that can help them shape powerful learning solutions for all students.
LA - en-US
UR - https://researchmap.digitalpromise.org/
Y2 - 2023/02/02/18:47:02
ER -
TY - ELEC
TI - Digital School Census in 10 Weeks? How it was done in Sierra Leone
AB - Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request.
LA - en
ST - Digital School Census in 10 Weeks?
UR - https://blogs.worldbank.org/education/digital-school-census-10-weeks-how-it-was-done-sierra-leone
Y2 - 2020/06/08/15:48:56
KW - _C:Sierra Leone SLE
ER -
TY - GEN
TI - Dignitas by Design 2021.pdf
ER -
TY - ELEC
TI - DIHK - Deutscher Industrie- und Handelskammertag
LA - de
UR - https://www.dihk.de/de
Y2 - 2022/05/06/08:35:01
ER -
TY - ELEC
TI - Directory of accredited programmes offered in polytechnics, technical and vocational institutions in Nigeria
UR - https://net.nbte.gov.ng/sites/default/files/2018-02/2017%20DIRECTORY%20OF%20INSTITUTIONS%20UNDER%20THE%20PURVIEW%20OF%20NBTE.pdf
Y2 - 2020/08/04/13:44:41
ER -
TY - ELEC
TI - disabilityevidence.org - Education
T2 - Disability Evidence Portal
UR - https://www.disabilityevidence.org/themes/education
Y2 - 2020/08/17/14:54:22
ER -
TY - BLOG
TI - Discover Scholarcy Features - Try it now!
T2 - Scholarcy | The long-form article summariser
AB - Discover the innovative features of our cutting-edge tool designed to revolutionize the way students researcher study and summarize articles.
LA - en-GB
UR - https://www.scholarcy.com/scholarcy-features/
Y2 - 2024/01/22/14:42:10
ER -
TY - GEN
TI - Distance_Learning_Toolkit_10Aug2021-508.pdf
ER -
TY - ELEC
TI - DistillerSR | Systematic Review Software | Literature Review Software
T2 - DistillerSR
AB - DistillerSR is the leading systematic review software that automates every stage of your review to produce evidence-based research faster and more accurately.
LA - en-US
UR - https://www.distillersr.com/products/distillersr-systematic-review-software
Y2 - 2024/01/20/09:41:56
KW - _Added-ailr-2024
ER -
TY - ELEC
TI - dmetar - Companion R Package for the Guide Doing Meta-Analysis in R
AB - Serves as the companion R package for the open-source guide Doing Meta Analysis in R. Aimed at beginners, the package contains complementary functions to facilitate performing meta-analysis using the meta, metafor, netmeta and gemtc packages.
LA - en
UR - https://dmetar.protectlab.org/
Y2 - 2024/01/20/20:34:53
KW - _Added-ailr-2024
ER -
TY - ELEC
TI - Does Edtech Scale?
T2 - Center for Global Development | Ideas to Action
AB - School closures during the COVID crisis led many to hope that edtech could help to keep children learning. But does it work at scale?
LA - en
UR - https://www.cgdev.org/blog/does-edtech-scale
Y2 - 2023/01/16/23:29:01
ER -
TY - ELEC
TI - Doing Well in Life? Thank Your Big Sister
T2 - Center For Global Development
AB - Older siblings—particularly sisters—play a much larger role in caring for young children in many low- and middle-income country (LMIC) contexts, particularly in rural areas and among households engaged in subsistence agriculture and other forms of domestic production. In spite of this, the role that older sisters play in childrearing is often ignored in research and policy discussions of early childhood.
LA - en
ST - Doing Well in Life?
UR - https://www.cgdev.org/blog/doing-well-life-thank-your-big-sister
Y2 - 2020/11/08/22:37:42
ER -
TY - ELEC
TI - Download the DBE PLC guideline: professional learning communities for South African Schools | VVOB South Africa
UR - https://southafrica.vvob.org/content/professional-learning-communities-guideline-south-african-schools
Y2 - 2021/06/25/14:49:50
ER -
TY - RPRT
TI - [duplicate]
AB - -
CN - opendeved.1094
LA - en
KW - _forthcoming
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KW - coming soon
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TY - RPRT
TI - e-Estonia guide
UR - https://e-estonia.com/wp-content/uploads/eas-eestonia-vihik-a5-180404-view.pdf
Y2 - 2024/03/19/22:59:14
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TY - RPRT
TI - Early Years Toolkit
DA - 2018///
PY - 2018
DP - Zotero
SP - 15
LA - en
ER -
TY - BOOK
TI - ED558206.pdf
UR - https://files.eric.ed.gov/fulltext/ED558206.pdf
Y2 - 2021/05/15/17:55:57
ER -
TY - ELEC
TI - EdTech Hub
LA - en-GB
UR - https://edtechhub.org/
Y2 - 2022/04/18/00:00:00
ER -
TY - ELEC
TI - EdTech Hub
T2 - EdTech Hub
AB - EdTech Hub is a global research partnership. Our goal is to empower people by giving them the evidence they need to make decisions about technology in education.
LA - en-US
UR - https://edtechhub.org/
Y2 - 2023/02/02/21:02:59
ER -
TY - GEN
TI - EdTechEvidenceExchange-Educator-Voices-on-Research-Use-CURRENT.pdf
ER -
TY - BLOG
TI - Educata Ghana 2020
LA - en-US
UR - https://educataghana.com/
Y2 - 2020/08/07/15:15:13
ER -
TY - ELEC
TI - Education in Tanzania: From Good Intentions to Lasting Impact | RISE Programme
UR - https://riseprogramme.org/node/153
Y2 - 2020/09/06/17:27:58
ER -
TY - ELEC
TI - Education National Minimum Standards and Establishment of Institutions Act No. 16
UR - http://www.lawnigeria.com/LFN/E/Education%28National-Minimum-Standards-and-Establishment-of-Institutions%29Act.php
ER -
TY - GEN
TI - Education Statistical Digest of SVG 2013-14_web.pdf
ER -
TY - GEN
TI - Education Statistical Digest of SVG 2016-17.pdf
ER -
TY - ELEC
TI - Education Technology for Effective Teachers
T2 - Center For Global Development
AB - Education systems around the world are investing in technology to help teachers be more effective. In some cases, the results are exciting. In others, the impact of technology falls short of expectations or remains unevaluated. This note lays out four principles for investing in technology for effective teachers and six aspects of teaching where technology can boost teacher performance, together with examples of tested, promising, and cautionary experiences with teacher technologies.
LA - en
UR - https://www.cgdev.org/publication/education-technology-effective-teachers
Y2 - 2021/07/07/12:13:18
ER -
TY - RPRT
TI - Education Technology Market Size & Share Report, 2030
AB - The global education technology market size was valued at USD 142.37 billion in 2023 and is expected to grow at a compound annual growth rate (CAGR) of 13.6% from 2023 to 2030
LA - en
UR - https://www.grandviewresearch.com/industry-analysis/education-technology-market
Y2 - 2024/02/29/14:47:21
KW - Final_citation
ER -
TY - ELEC
TI - Education to Build Back Better | SpringerLink
UR - https://link.springer.com/book/9783030939502
Y2 - 2022/01/20/13:17:17
ER -
TY - ELEC
TI - Educational Correspondence Colleges Accreditation Act No. 32
UR - http://www.lawnigeria.com/LFN/E/Educational-Correspondance-Colleges-Accreditation-Act.php
ER -
TY - ELEC
TI - Educational Research Network for West and Central Africa | Home
UR - http://www.ernwaca.org/web/
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KW - -FullBiblioUHMLgen
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KW - CC:Guinée
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KW - CC:Senegal
KW - CC:Sierra Leone
KW - Networks
KW - Togo
KW - publicImportV1
ER -
TY - ELEC
TI - Educational Technology Rapid Cycle Evaluations
T2 - Office of Educational Technology
AB - With more classrooms connected to high-speed Wi-Fi, it is imperative to create an evidence-based process to determine the effectiveness of technology apps used in the classroom. Why RCE? Rapid-Cycle tech evaluations are designed to assist school leaders in making evidence-based decisions regarding ed tech acquisitions. Traditional research approaches do not meet the needs of evaluating […]
LA - en-US
UR - https://tech.ed.gov/rce/
Y2 - 2023/02/02/18:40:21
ER -
TY - ELEC
TI - Edukans - Learn4Work | Home
UR - https://edukans.org/learn4work/
Y2 - 2018/12/07/00:00:00
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KW - Networks
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TY - ELEC
TI - Effective States
T2 - Effective States
LA - en-US
UR - http://www.effective-states.org/
Y2 - 2020/09/06/17:19:26
ER -
TY - ELEC
TI - EJ1247541.pdf
UR - https://files.eric.ed.gov/fulltext/EJ1247541.pdf
Y2 - 2022/04/07/14:41:59
ER -
TY - ELEC
TI - eLearning MoEYS Cambodia: Course categories
LA - en
ST - eLearning MoEYS Cambodia
UR - https://elearning.moeys.gov.kh
Y2 - 2022/07/13/09:29:20
ER -
TY - ELEC
TI - Elicit: Find scientific research papers
UR - https://elicit.com/?workflow=table-of-papers
Y2 - 2024/01/19/20:47:17
KW - _Added-ailr-2024
ER -
TY - RPRT
TI - Embedding Professional Development in Schools for Teacher Success
DA - 2015/03/01/
PY - 2015
DP - DOI.org (Crossref)
LA - en
M3 - Teaching in Focus
SN - 10
UR - https://www.oecd-ilibrary.org/education/embedding-professional-development-in-schools-for-teacher-success_5js4rv7s7snt-en
Y2 - 2021/03/02/16:30:32
ER -
TY - ELEC
TI - Enabling Education Network
LA - en-GB
UR - https://www.eenet.org.uk/
Y2 - 2020/08/17/14:41:24
ER -
TY - BLOG
TI - End the killing of children in armed conflict, UN committee urges
AB - GENEVA (20 November 2023) – With one out of every five children worldwide living within armed conflict zones, the UN Committee on the Rights of the Child marks World Children’s Day in a sombre mood and calls for ceasefires and a return to basics of humanitarian law to safeguard all children. The Committee today issued the following statement:
DA - 2023///
PY - 2023
LA - en
UR - https://www.ohchr.org/en/statements/2023/11/end-killing-children-armed-conflict-un-committee-urges
Y2 - 2024/02/29/13:01:43
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TY - BLOG
TI - Engaging the private sector for stronger, more dynamic education - Creative
T2 - Creative -
AB - Engaging and working in coordination with the private sector on education delivery can strengthen education systems and better serve students, writes Creative's Semere Solomon.
DA - 2020/11/02/
PY - 2020
LA - en-US
UR - https://www.creativeassociatesinternational.com/insights/engaging-the-private-sector-for-stronger-more-dynamic-education/
Y2 - 2024/02/29/14:48:14
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KW - anystyle
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KW - ⛔ No DOI found
ER -
TY - ELEC
TI - Enough of the ‘lost generation’. Instead, let’s reimagine school for our children | Peter Hyman
T2 - the Guardian
AB - The return to class is a chance to put young people’s wellbeing at the heart of education
DA - 2021/03/07/T08:15:01.000Z
PY - 2021
LA - en
UR - http://www.theguardian.com/commentisfree/2021/mar/07/enough-of-the-lost-generation-instead-lets-reimagine-school-for-our-children
Y2 - 2021/03/26/20:58:47
ER -
TY - ELEC
TI - Enviro+ FeatherWing - Pimoroni
AB - Care about air with Enviro+ FeatherWing. It's packed full of environmental sensors that'll get you started in the world of citizen science. Monitor weather, light level, noise pollution, and air quality, in your local area and contribute your data to better understand trends in air pollution.
LA - en
UR - https://shop.pimoroni.com/products/enviro-plus-featherwing
Y2 - 2022/06/01/19:01:52
ER -
TY - ELEC
TI - Enviro for Raspberry Pi - Monitor your world! - Pimoroni
AB - Monitor your world with Enviro and Enviro + Air Quality for Raspberry Pi! There's a whole bunch of fancy environmental sensors on these boards, and a gorgeous little full-colour LCD to display your data. They're the perfect way to get started with citizen science and environmental monitoring!
LA - en
UR - https://shop.pimoroni.com/products/enviro
Y2 - 2022/06/01/19:02:03
ER -
TY - ELEC
TI - enviro indoor schematic
UR - https://cdn.shopify.com/s/files/1/0174/1800/files/enviro_indoor_schematic.pdf?v=1664452062
Y2 - 2023/04/30/15:03:21
ER -
TY - ELEC
TI - EPPI-Reviewer: systematic review software
UR - https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=2914
Y2 - 2024/01/20/16:04:22
KW - _Added-ailr-2024
ER -
TY - RPRT
TI - ESSA_Southern Hemisphere_A Situational Analysis on the State of the Education Research Field in Africa_2024_0.pdf
ER -
TY - ELEC
TI - Estimating learning loss by looking at time away from school during grade transition in Ghana
T2 - Cambridge University Press & Assessment
AB - This blog was written by Ricardo Sabates, Reader in Education at the Faculty of Education, University of Cambridge and member of the REAL Centre, and Emma Carter, Research Associate at the REAL Centre. This blog is part of a series from the REAL Centre reflecting on the impacts of the current COVID-19 pandemic on research work on international education and development.
LA - en
UR - http://www.cambridge.org/partnership/research/estimating-learning-loss-looking-time-away-school-during-grade-transition-ghana
Y2 - 2023/01/07/20:46:59
ER -
TY - ELEC
TI - European Centre for Development Policy Management | Home
T2 - ECDPM
AB - ECDPM is a think and do tank. Our main goal is to broker effective development partnerships between the EU and the Global South, particularly Africa.
ST - ECDPM Home
UR - https://ecdpm.org/
Y2 - 2018/12/09/13:01:42
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - Networks
KW - publicImportV1
ER -
TY - ELEC
TI - Evaluation results show strong gains - especially for girls
T2 - Rising Academies
AB - Isatu’s story Schools are supposed to be a safe space for learning, but for Isatu Kabba, 14, that’s not how it felt at her old primary school. “There was no proper monitoring of who comes in and out of the school,” she recalls. “There was a lot of noise, a lot of bad language, bad behaviour from s
LA - en-GB
UR - https://www.risingacademies.com/blog/sl2019results
Y2 - 2021/05/29/18:45:23
ER -
TY - JOUR
TI - Evaluation Toolkit: Post Evaluation Action Plans
DA - 2021///
PY - 2021
DP - Zotero
LA - en
ER -
TY - JOUR
TI - Every girl goes to school, stays safe, and learns: Five years of global action
DP - Zotero
SP - 24
LA - en
ER -
TY - ELEC
TI - Evidence
T2 - Teaching at the Right Level
AB - Rigorous evidence shows that, when effectively implemented, TaRL improves learning outcomes. Through a series of randomised evaluations, researchers...
DA - 2020///
PY - 2020
LA - en-ZA
UR - https://www.teachingattherightlevel.org/evidence/
Y2 - 2020/07/27/15:48:19
ER -
TY - BLOG
TI - Evidence-based policy and other myths. What researchers need to know to influence government.
T2 - Impact of Social Sciences
AB - Research has an important role to play in the creation of good policy. However, academics often struggle to communicate their research in a language that politicians understand. Naomi Eisenstadt CB…
DA - 2020/09/22/T06:59:17+00:00
PY - 2020
LA - "en-US"
UR - https://blogs.lse.ac.uk/impactofsocialsciences/2020/09/22/evidence-based-policy-and-other-myths-what-researchers-need-to-know-to-influence-government/
Y2 - 2022/03/02/22:46:45
ER -
TY - ELEC
TI - Evidence-Based Policymaking: What is it? How does it work? What relevance for developing countries?
T2 - ODI: Think change
AB - The aim of this work is to identify lessons and approaches from EBP in the UK which may be valuable to developing countries.</p>
LA - en-gb
ST - Evidence-Based Policymaking
UR - https://odi.org/en/publications/evidence-based-policymaking-what-is-it-how-does-it-work-what-relevance-for-developing-countries/
Y2 - 2021/11/06/16:07:26
ER -
TY - RPRT
TI - Evidence collection
KW - ___duplicate_item
ER -
TY - RPRT
TI - Evidence collection
KW - ___duplicate_item
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TY - RPRT
TI - Evidence collection
ER -
TY - RPRT
TI - Evidence collection
DA - 2021/10/19/
PY - 2021
KW - ___duplicate_item
ER -
TY - RPRT
TI - Evidence Collection 2
DA - 2021///
PY - 2021
UR - https://docs.opendeved.net/lib/M8Z336I7
ER -
TY - RPRT
TI - Evidence Collection 4
DA - 2021///
PY - 2021
UR - https://docs.opendeved.net/lib/QFSTKK7G
ER -
TY - BLOG
TI - Evidence & ESSA: What Is Evidence And How Should We Use It?
T2 - R4S
LA - en-US
UR - http://www.research4schools.org/evidence-essa/
Y2 - 2023/02/02/21:06:05
ER -
TY - RPRT
TI - example
ER -
TY - ELEC
TI - Executive Secretary's Office
DA - 2017///
PY - 2017
UR - https://net.nbte.gov.ng/es%20office
Y2 - 2020/08/04/13:45:33
ER -
TY - ELEC
TI - Exploration of the Use of Computer-Mediated Communications to Support the Face-to-Face Collaborative Efforts of a Sixth-Grade Professional Learning Community
AB - Explore millions of resources from scholarly journals, books, newspapers, videos and more, on the ProQuest Platform.
LA - en
UR - https://www.proquest.com/docview/2185959283
Y2 - 2021/06/25/16:02:09
ER -
TY - ELEC
TI - Explore KaiOS • Devices
T2 - KaiOS
AB - the mobile OS for smart feature phone to enable tomorrow
LA - en-US
UR - https://www.kaiostech.com/explore/devices/
Y2 - 2023/03/14/10:34:46
ER -
TY - ELEC
TI - Explore SEL
AB - Navigate the complex field of social and emotional learning.
LA - en
UR - http://exploresel.gse.harvard.edu/Explore SEL
Y2 - 2022/03/31/17:49:17
ER -
TY - JOUR
TI - Exploring barriers to adoption of virtual reality through social media analytics and machine learning–an assessment of technology, network, price and trialability
T2 - Journal of Business Research
DA - 2019///
PY - 2019
DO - 10.1016/j.jbusres.2019.01.017
VL - 100
SP - 469
EP - 474
LA - en
ER -
TY - ELEC
TI - Exploring the EdTech Testbed Ecosystem
T2 - European Edtech Alliance
AB - Exploring the necessary components of the European Edtech Testbed Ecosystem
LA - en-US
UR - https://www.edtecheurope.org/news/exploring-the-edtech-testbed-ecosystem
Y2 - 2023/02/02/18:42:33
ER -
TY - ELEC
TI - FAWE - Forum for African Women Educationalists
T2 - Forum for African Women Educationalists: FAWE
AB - Who We Are The Forum for African Women Educationalists (FAWE) is a pan-African Non-Government Organisation founded in 1992 by five women ministers of education to promote girls’ and women’s education in sub-Saharan Africa in line with Education for All. The organisation’s members include female ministers of education, university vice-chancellors, education policy-makers,
LA - en-GB
UR - http://fawe.org/home/
Y2 - 2019/01/15/16:06:37
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - publicImportV1
ER -
TY - ELEC
TI - Feather
UR - https://www.adafruit.com/category/943
Y2 - 2022/06/01/20:27:43
ER -
TY - ELEC
TI - Federal Colleges of Education Act
UR - http://www.lawnigeria.com/LFN/F/Federal-Colleges-of-Education-Act.php
ER -
TY - ELEC
TI - Federal Ministry of Education
UR - https://education.gov.ng/
Y2 - 2020/08/04/13:21:40
ER -
TY - ELEC
TI - Federal Polytechnics Act
UR - http://www.lawnigeria.com/LFN/F/Federal-Polytechnics-Act.php
ER -
TY - ELEC
TI - Figure 4.7: The iterative processes of qualitative data analysis...
T2 - ResearchGate
AB - Download scientific diagram | 7: The iterative processes of qualitative data analysis through grounded theory data analysis techniques from publication: PhD Thesis: Exploring the role of Short Food Supply Chains in Enhancing the livelihoods of small-scale food producers: Evidence from The UK and The Gambia | PhD Thesis (2011-2015), Coventry University | Livelihoods, Food Supply and Supply Chain | ResearchGate, the professional network for scientists.
LA - en
ST - Figure 4.7
UR - https://www.researchgate.net/figure/The-iterative-processes-of-qualitative-data-analysis-through-grounded-theory-data_fig14_301228759
Y2 - 2022/03/02/22:53:52
ER -
TY - GEN
TI - FINAL 010420 Joe Hallgarten 793 mitigating_education_effects_of_disease_outbreaks.docx
ER -
TY - RPRT
TI - FINAL_GRID3BoundariesPaper.pdf
ER -
TY - RPRT
TI - Five foundational considerations when using technology for teacher professional development in low-resource countries
ER -
TY - ELEC
TI - Focusing on the Science of Teaching to improve Foundational Literacy and Numeracy | SharEd
UR - https://shared.rti.org/content/focusing-science-teaching-improve-foundational-literacy-and-numeracy
Y2 - 2021/02/03/13:25:19
ER -
TY - ELEC
TI - Fogarty International Center
T2 - Fogarty International Center
LA - en-US
UR - https://www.fic.nih.gov:443/
Y2 - 2020/05/27/17:34:37
ER -
TY - BOOK
TI - for Local Government Departments of Agriculture
CY - Abuja
DA - 2007/11//
PY - 2007
LA - en
PB - Social Development Center
ER -
TY - ELEC
TI - Foundational skills | RISE Programme
UR - https://riseprogramme.org/systems-thinking/foundational-skills
Y2 - 2020/09/06/17:20:12
ER -
TY - ELEC
TI - FQSE – MBSSE
UR - https://mbsse.gov.sl/fqse/
Y2 - 2023/08/28/18:46:46
ER -
TY - ELEC
TI - Framework for Innovation - Design Council
UR - https://www.designcouncil.org.uk/our-resources/framework-for-innovation/
Y2 - 2023/08/24/21:46:17
ER -
TY - RPRT
TI - fs46-more-than-half-children-not-learning-en-2017.pdf
UR - http://uis.unesco.org/sites/default/files/documents/fs46-more-than-half-children-not-learning-en-2017.pdf
Y2 - 2020/07/01/10:45:41
ER -
TY - BLOG
TI - Future of Testing in Education: Artificial Intelligence
T2 - Center for American Progress
AB - Technology and artificial intelligence can vastly improve the types of assessments teachers use to guide students in their learning.
DA - 2021/09/16/
PY - 2021
LA - en
ST - Future of Testing in Education
UR - https://www.americanprogress.org/article/future-testing-education-artificial-intelligence/
Y2 - 2023/09/19/18:12:25
ER -
TY - ELEC
TI - Future Tools - Find The Exact AI Tool For Your Needs
AB - FutureTools Collects & Organizes All The Best AI Tools So YOU Too Can Become Superhuman!
UR - https://www.futuretools.io/
Y2 - 2024/01/22/14:13:45
ER -
TY - ELEC
TI - GCF, UNDP and WHO join forces to ramp up climate health support for developing countries
AB - The Green Climate Fund (GCF), the United Nations Development Programme (UNDP) and the World Health Organization (WHO) have launched an ambitious new initiative that will ramp up support for developing countries to mitigate and respond to the impacts of climate change on health in 14 countries in Africa, Asia and Southeastern Europe.
LA - en
UR - https://www.who.int/news/item/02-12-2023-gcf--undp-and-who-join-forces-to-ramp-up-climate-health-support-for-developing-countries
Y2 - 2024/03/24/22:34:51
ER -
TY - GEN
TI - Gender Handbook for Mentors
ER -
TY - JOUR
TI - Gender Inequalities and the Question of Human Rights Among the Hausa/Fulani Muslim Women
T2 - Bayero Journal of Political Science, Maiden Edition
DA - 2014///
PY - 2014
SP - 51
EP - 66
LA - en
KW - ⛔ No DOI found
ER -
TY - GEN
TI - Gender Responsive Scorecard
ER -
TY - ELEC
TI - German Academic Exchange Service - DAAD
UR - https://www.daad.de/en/
Y2 - 2020/05/28/13:48:45
ER -
TY - ENCYC
TI - Gerrymandering
T2 - Wikipedia
AB - Gerrymandering () is a practice intended to establish an unfair political advantage for a particular party or group by manipulating district boundaries, which is most commonly used in first-past-the-post electoral systems.
Two principal tactics are used in gerrymandering: "cracking" (i.e. diluting the voting power of the opposing party's supporters across many districts) and "packing" (concentrating the opposing party's voting power in one district to reduce their voting power in other districts). The top-left diagram in the graphic is a form of cracking where the majority party uses its superior numbers to guarantee the minority party never attains a majority in any district.
In addition to its use achieving desired electoral results for a particular party, gerrymandering may be used to help or hinder a particular demographic, such as a political, ethnic, racial, linguistic, religious, or class group, such as in Northern Ireland where boundaries were constructed to guarantee Protestant Unionist majorities. Gerrymandering can also be used to protect incumbents. Wayne Dawkins describes it as politicians picking their voters instead of voters picking their politicians; Thomas Hofeller, the Redistricting Chair of the Republican National Committee, stated "Redistricting is like an election in reverse. It's a great event. Usually the voters get to pick the politicians. In redistricting, the politicians get to pick the voters." in reference to the 2000 Census.The term gerrymandering is named after American politician Elbridge Gerry (pronounced with a hard "g"; "Gherry", Vice President of the United States at the time of his death, who, as Governor of Massachusetts in 1812, signed a bill that created a partisan district in the Boston area that was compared to the shape of a mythological salamander. The term has negative connotations and gerrymandering is almost always considered a corruption of the democratic process. The resulting district is known as a gerrymander (). The word is also a verb for the process.
DA - 2021/03/01/T20:08:56Z
PY - 2021
DP - Wikipedia
LA - en
UR - https://en.wikipedia.org/w/index.php?title=Gerrymandering&oldid=1009681363
Y2 - 2021/03/07/14:59:47
ER -
TY - ELEC
TI - Getting all children into school: The Sierra Leone story
T2 - ArcGIS StoryMaps
AB - Harness the power of maps to tell stories that matter. ArcGIS StoryMaps has everything you need to create remarkable stories that give your maps meaning.
DA - 2021/07/26/T14:51:46.122Z
PY - 2021
LA - en
ST - Getting all children into school
UR - https://storymaps.arcgis.com/stories/671606ea9ce24eac9684b46fba259e18
Y2 - 2021/07/29/14:34:51
KW - _C:Sierra Leone SLE
ER -
TY - ELEC
TI - Ghana Education Service (GES)
LA - en-US
UR - https://ges.gov.gh/
Y2 - 2020/08/04/12:53:29
ER -
TY - ELEC
TI - Ghana Education Service (ghanaschoolsinfo, syllabus)
UR - http://ghanaschoolsinfo.org/syllabus
ER -
TY - JOUR
TI - Ghana government invests 500m in TVET
T3 - News
DA - 2019///
PY - 2019
ER -
TY - ELEC
TI - Ghana National Association of Private Vocational and Technical Institutions
UR - http://www.gnapvti.org/index.php?option=com_content&view=featured&layout=uber:blank&Itemid=784
ER -
TY - JOUR
TI - Ghana signs agreement with Germany for TVET support
T3 - News
DA - 2019///
PY - 2019
ER -
TY - JOUR
TI - Ghana TVET project voucher launched in Western Region
T3 - News
DA - 2019///
PY - 2019
ER -
TY - ELEC
TI - glam_outcome_mapping_finalupdated.pdf
UR - https://cdn.odi.org/media/documents/glam_outcome_mapping_finalupdated.pdf
Y2 - 2022/04/03/22:31:26
ER -
TY - ELEC
TI - Global Digital Library
T2 - Global Digital Library
AB - Enjoy free reading resources. Available for everyone. Forever
LA - en
UR - https://digitallibrary.io/en/books/category/library
Y2 - 2020/08/05/09:15:23
ER -
TY - ELEC
TI - Global Education’s Tech Reboot
T2 - Morgan Stanley
AB - How technology can drive efficiency and consolidation in global education to create an estimated $8 trillion market by 2030.
LA - en
UR - https://www.morganstanley.com/ideas/education-system-technology-reboot
Y2 - 2024/03/19/21:05:53
KW - Final_citation
ER -
TY - ELEC
TI - Global Implementation Research and Applications
T2 - Springer
AB - New Journal for 2021! As the official journal of the Global Implementation Society, Global Implementation Research and Applications (GIRA) seeks rigorous ...
LA - en
UR - https://www.springer.com/journal/43477
Y2 - 2022/11/29/15:09:03
ER -
TY - ELEC
TI - Global Minimum - InChallenge
T2 - Global Minimum
LA - en-US
UR - https://gmin.org/inchallenge/
Y2 - 2021/07/29/14:34:31
ER -
TY - RPRT
TI - Global-Monitoring-Report-2015.pdf
UR - http://pubdocs.worldbank.org/en/503001444058224597/Global-Monitoring-Report-2015.pdf
Y2 - 2020/08/06/14:54:07
ER -
TY - RPRT
TI - Global-Proficiency-Framework-18Oct2019_KD.pdf
UR - http://gaml.uis.unesco.org/wp-content/uploads/sites/2/2019/05/Global-Proficiency-Framework-18Oct2019_KD.pdf
Y2 - 2020/07/01/09:23:02
ER -
TY - ELEC
TI - Global Proficiency Framework: Reading and Mathematics | Education Links
AB - USAID worked closely with the World Bank, UNESCO Institute for Statistics (UIS), UK's Foreign, Commonwealth, and Development Offic
LA - en
ST - Global Proficiency Framework
UR - https://www.edu-links.org/resources/global-proficiency-framework-reading-and-mathematics
Y2 - 2021/05/15/11:51:42
ER -
TY - JOUR
TI - Global Views - Policy Research; Data on Policy Research Described by Researchers at Makerere University (Technical and Vocational Education and Training In Uganda: a Critical Analysis)
T3 - News
DA - 2019///
PY - 2019
ER -
TY - ELEC
TI - Goldstar EdTech Diagnostics
T2 - Goldstar Education
LA - en
UR - https://www.goldstared.com
Y2 - 2023/02/02/21:01:59
ER -
TY - ELEC
TI - Google Scholar
UR - https://scholar.google.com/scholar?cluster=10158439671787482447&hl=en&oi=scholarr
Y2 - 2023/01/07/20:46:06
ER -
TY - BLOG
TI - Google Scholar, Web of Science, and Scopus: Which is best for me?
T2 - Impact of Social Sciences
AB - Being able to find, assess and place new research within a field of knowledge, is integral to any research project. For social scientists this process is increasingly likely to take place on Google…
DA - 2019/12/03/T13:03:39+00:00
PY - 2019
LA - "en-US"
ST - Google Scholar, Web of Science, and Scopus
UR - https://blogs.lse.ac.uk/impactofsocialsciences/2019/12/03/google-scholar-web-of-science-and-scopus-which-is-best-for-me/
Y2 - 2021/04/17/19:23:54
ER -
TY - ELEC
TI - Government spending €500m for TVET projects
AB - The government is investing over 500 million Euros to promote Technical and Vocational Education and Training (TVET) in the country.
DA - 2020/02/14/T20:04:12+00:00
PY - 2020
LA - en
UR - https://www.ghanaweb.com/GhanaHomePage/NewsArchive/Government-spending-500m-for-TVET-projects-866467
Y2 - 2020/08/09/12:10:43
ER -
TY - ELEC
TI - Govet / BMBF cooperation with Ghana
T2 - BIBB - BMBF cooperation with Ghana
AB - Das Bundesinstitut für Berufsbildung (BIBB) ist das anerkannte Kompetenzzentrum zur Erforschung und Weiterentwicklung der beruflichen Aus- und Weiterbildung in Deutschland.
LA - en
UR - https://www.bibb.de/govet/en/100651.php
Y2 - 2020/08/08/10:15:43
ER -
TY - ELEC
TI - Grantable
UR - https://grantable.co/
Y2 - 2024/01/19/22:51:55
KW - _Added-ailr-2024
ER -
TY - GEN
TI - Grenada digest 2012-13.pdf
ER -
TY - RPRT
TI - GRID3SLEEducationReport_Final1.pdf
ER -
TY - ELEC
TI - Guidelines and procedures for the establishment of private technical and technological institutions in Nigeria
UR - https://net.nbte.gov.ng/sites/default/files/2017-10/Guidelines%20and%20Procedures%20for%20TVET.pdf
Y2 - 2020/08/04/13:43:29
ER -
TY - GEN
TI - Guidelines for Circuit Supervisors (v4)
ER -
TY - GEN
TI - Guidelines for Class Teachers (v3)
ER -
TY - ELEC
TI - Guidelines for Establishment and Operation of Production Unit in Technical Colleges
DA - 2006///
PY - 2006
UR - https://net.nbte.gov.ng/sites/default/files/2017-10/Prod%20Uni%20in%20TC.pdf
Y2 - 2020/08/04/13:36:06
ER -
TY - GEN
TI - Guidelines for Girls’ Education Officers (v4)
ER -
TY - GEN
TI - Guidelines for Lead Mentors (v2)
ER -
TY - GEN
TI - Guidelines for Teaching Practice Coordinators
ER -
TY - ELEC
TI - Hands Across the Sea
UR - https://www.handsacrossthesea.net/
Y2 - 2021/01/17/20:07:13
ER -
TY - RPRT
TI - HLR3 - SL Teacher Allocation / GIS [GDrive]
UR - https://drive.google.com/drive/u/2/folders/1dpiGBd0orcfVGi8Jspy53t6BEZ6gdGiL
ER -
TY - RPRT
TI - HLR3 - SL Teacher Allocation/GIS Technical Proposal - working copy (Google Doc)
UR - https://docs.google.com/document/d/1P-XzBKhIf2hV-gyOukcj3VcqhuUsJjDgZXjKSI1FuMU/edit
ER -
TY - RPRT
TI - Holder
KW - ___duplicate_item
ER -
TY - RPRT
TI - holder
KW - ___duplicate_item
ER -
TY - ELEC
TI - Home | Academics for Black Survival and Wellness
T2 - Academics for Black
LA - en
UR - https://www.academics4blacklives.com
Y2 - 2020/06/23/19:56:59
ER -
TY - ELEC
TI - Home | National Board for Technical Education
UR - https://net.nbte.gov.ng/
Y2 - 2020/08/04/13:22:31
ER -
TY - ELEC
TI - Home | RISE Programme
UR - https://riseprogramme.org/
Y2 - 2020/09/06/17:19:43
ER -
TY - BLOG
TI - How much does it cost? | Building Schools For Africa
LA - en-US
ST - How much does it cost?
UR - https://www.buildingschoolsforafrica.org/how-much-does-it-cost/
Y2 - 2022/06/01/19:02:20
ER -
TY - VIDEO
TI - How stop and search is failing black people
AB - There has been renewed criticism over stop and search in the UK after research found that BAME people are 54% more likely to be fined under coronavirus rules than white people. The subsequent death of George Floyd in the US and the support for the Black Lives Matter movement has brought more scrutiny to the disproportionatality. Black people are 9.7 times more likely than white people to be stopped and searched and 40 times more likely under the controversial section 60 power, which has risen as the government has tried to crack down on knife crime. Some say this points to racism within the police. Does stop and search need reform? The Guardian's crime correspondent, Vikram Dodd, discusses stop and search with 4Front's Temi Mwale and Katrina Ffrench from StopWatch UK
Subscribe to Guardian News on YouTube ► http://bit.ly/guardianwiressub
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The Guardian YouTube network:
The Guardian ► http://www.youtube.com/theguardian
Owen Jones talks ► http://bit.ly/subsowenjones
Guardian Football ► http://is.gd/guardianfootball
Guardian Sport ► http://bit.ly/GDNsport
Guardian Culture ► http://is.gd/guardianculture
DA - 2020/07/07/
PY - 2020
DP - YouTube
UR - https://www.youtube.com/watch?v=Y99GoIiAF1E
Y2 - 2020/07/12/15:56:26
ER -
TY - ELEC
TI - How-To Note: Addressing the Principles for Digital Development in Project and Activity Design | Document | USAID
T2 - U.S. Agency for International Development
AB - The How-to Note: Addressing the Principles for Digital Development in Project and Activity Design is a brief, user-friendly guide that helps program design teams understand and prioritize the Digital Principles most relevant to their work.
DA - 2022/12/13/Tue, - 16:56
PY - 2022
LA - en
ST - How-To Note
UR - https://www.usaid.gov/digital-development/digital-principles-how-to-note
Y2 - 2023/01/19/21:26:18
ER -
TY - ELEC
TI - How to Rapidly Improve Learning Outcomes at System Level? | RISE Programme
UR - https://riseprogramme.org/blog/improve-learning-outcomes-system-level
Y2 - 2021/02/03/13:54:00
ER -
TY - ELEC
TI - How to Use ChatGPT for Academic Purposes
T2 - Academic Insight Lab
AB - Exploring the ethical concerns and legitimate uses of ChatGPT in academic settings, including knowledge curation, data analysis, and generating new data points. Best practices for using ChatGPT are also discussed. Join today for free and begin using our AI tools, which are built using the most advan
LA - en-US
UR - https://academicinsightlab.org/blog/how-to-use-chatgpt-for-academic-purposes
Y2 - 2024/01/21/21:19:39
ER -
TY - BLOG
TI - HP Cambridge Partnership for Education EdTech Fellowship - Open Development & Education
AB - Educational technology has the potential to significantly improve the effectiveness, sustainability, and equity of education worldwide, including in low- and middle-income countries. But to achieve these benefits while avoiding its risks and potential pitfalls, strong leadership is required in leading the incorporation of EdTech into education systems.
DA - 2023/09/22/T23:24:35+00:00
PY - 2023
LA - en-GB
UR - https://opendeved.net/programmes/edtech-fellowship/, https://opendeved.net/programmes/edtech-fellowship/
Y2 - 2024/01/06/12:47:56
ER -
TY - ELEC
TI - http://learndbir.org/
UR - http://learndbir.org/
ER -
TY - ELEC
TI - Human Capital
T2 - World Bank
AB - The World Bank believes accelerating investments in people, also known as Investing in Human Capital is essential to achieving greater equity and economic growth. Check the definition of human capital in the World Bank Project brief.
LA - en
M3 - Text/HTML
UR - https://www.worldbank.org/en/publication/human-capital
Y2 - 2022/11/24/12:08:46
ER -
TY - ELEC
TI - Human Resource Development Council of Botswana
UR - https://www.hrdc.org.bw/
Y2 - 2020/08/04/12:48:28
ER -
TY - RPRT
TI - Humanitarian-Development Coherence in Education v1.0 EN.pdf
UR - https://inee.org/system/files/resources/Humanitarian-Development%20Coherence%20in%20Education%20v1.0%20EN.pdf
Y2 - 2021/04/17/14:18:52
ER -
TY - GEN
TI - IAP2 Spectrum for Public Participation
DA - 2018///
PY - 2018
PB - International Association for Public Participation
UR - https://cdn.ymaws.com/www.iap2.org/resource/resmgr/pillars/Spectrum_8.5x11_Print.pdf
Y2 - 2022/12/17/22:29:51
ER -
TY - ELEC
TI - IES Funding Opportunities: Education Research Grants Programs
AB - The Institute of Education Sciences provides information about its Education Research funding through Requests for Applications, Requests for Proposals, and other announcements. This page provides information about Education Research Grant Programs.
LA - en
M3 - Indexes; Offices
UR - https://ies.ed.gov/funding/ncer_progs.asp
Y2 - 2023/02/02/21:16:20
ER -
TY - ELEC
TI - Impact Education
T2 - Impact Network
LA - en-US
UR - https://www.impactnetwork.org/impact-education
Y2 - 2023/03/12/19:38:04
ER -
TY - ELEC
TI - Impact Network
T2 - Impact Network
LA - en-US
UR - https://www.impactnetwork.org
Y2 - 2022/04/17/17:41:28
ER -
TY - ELEC
TI - Impact Network eSchool 360 Model
AB - Even though more children are attending school, learning outcomes are not drastically improving. The eSchool 360, is a holistic education program centered on empowering teachers with tablets, activity-based lessons, support and weekly coaching. And it’s working! From an RCT, after one year in our program, students showed impressive results in math & literacy.
DA - 2021/04/21/
PY - 2021
UR - https://hundred.org/en/innovations/impact-network-eschool-360-model
Y2 - 2023/03/12/19:38:08
ER -
TY - JOUR
TI - Impact of Coronavirus Pandemic on Education
T2 - Journal of Education and Practice
AB - Coronavirus Disease (COVID-19) outbreak poses serious concerns to global education systems. Efforts to contain COVID-19 prompted unscheduled closure of schools in more than 100 countries worldwide. COVID-19 school closures left over one billion learners out of school. The study investigates the impact of COVID-19 on education. Data were collected through structured questionnaires administered to 200 respondents that consist of teachers, students, parents, and policy makers selected from different countries. The collected data were analyzed using STATA/Regression. The results show that COVID-19 has adverse effects on education including, learning disruptions, and decreased access to education and research facilities, Job losses and increased student debts. The findings also show that many educators and students relied on technology to ensure continued learning online during the Coronavirus pandemic. However, online education was hindered by poor infrastructures including, network, power, inaccessibility and unavailability issues and poor digital skills. The study underscores the damaging effects of COVID-19 on education sector and the need for all educational institutions, educators, and learners to adopt technology, and improve their digital skills in line with the emerging global trends and realities in education.
DA - 2020/05//
PY - 2020
DO - 10.7176/JEP/11-13-12
DP - DOI.org (Crossref)
J2 - JEP
LA - en
UR - https://iiste.org/Journals/index.php/JEP/article/view/52821
Y2 - 2020/08/12/17:19:59
KW - __C:filed:1
ER -
TY - JOUR
TI - Impact of terrible pandemic COVID-19 on Kazakhstani education and it’s outcome. | Proceedings of International Young Scholars Workshop
AB - General situation of Coronavirus in the world and in Kazakhstan and its impact on our life, especially on education. The article examines the drawbacks of the epidemic COVID-19 on education of Republic of Kazakhstan. By evaluating influence of pandemic and it’s outcomes to learning and teaching, authors also trying to have discussion and critical approach to both Kazakhstani and Global context. Main aspects like teachers, teaching, parents, assessment that have been influenced by the COVID-19 give us clear information how is life going in a tough period of lifetime and what kind of benefits could be gain and learnt. Every impacted aspect reacted in different way, some had great performance, meanwhile, some had unlikely results. Moreover, how and what did change global pandemic in Kazakhstan education system. The changes could be either positive or negative. How have transformed the education and what kind of tools have been using the teachers so far?
DP - journals.sdu.edu.kz
LA - en-US
UR - https://journals.sdu.edu.kz/index.php/iysw/article/view/225
Y2 - 2020/08/12/17:24:57
KW - __C:filed:1
ER -
TY - ELEC
TI - Impacts After One Year of “Healing Classroom” on Children's Reading and Math Skills in DRC | Education in Crisis and Conflict Network
AB - This article examines the effects of one year of exposure to "Learning to Read in a Healing Classroom" (LRHC) on the reading and math skills of second- to fourth-grade children in the low-income and conflict-affected Democratic Republic of the Congo. LRHC consists of two primary components: teacher resource materials that infuse social-emotional learning principles into a reading curriculum and collaborative school-based teacher learning circles to exchange information about and solve problems in using the teacher resource materials. To test the impact of LRHC on children's reading and math skills, 40 school clusters containing 64 schools and 4,465 students were randomized to begin LRHC in 2011–2012 or to serve as wait-list controls. Hierarchical linear models (students nested in schools, nested in school clusters) were fitted. Results indicate marginally significant positive impacts on children's reading scores (dwt = .14) and geometry scores (dwt = .14) but not on their addition/subtraction scores. These results should be treated with caution given the reported significance level of p < .10. The intervention had the largest impacts on math scores for language minority children and in low-performing schools. Research, practice, and policy implications for education in low-income conflict-affected countries are discussed.
LA - en
UR - https://www.eccnetwork.net/resources/impacts-after-one-year-healing-classroom-childrens-reading-and-math-skills-drc
Y2 - 2021/02/11/15:24:27
ER -
TY - GEN
TI - Implementation Guide (annotated)
ER -
TY - ELEC
TI - Implementation Research and Practice
T2 - SAGE Journals
AB - This open access journal focuses on interdisciplinary research that advances the implementation, in diverse contexts, of effective approaches to assess, prevent...
LA - en
UR - https://journals.sagepub.com/home/irp
Y2 - 2022/11/29/15:08:51
ER -
TY - RPRT
TI - Implementation Research Overview.pdf
DA - 2020/06//
PY - 2020
UR - https://www.edu-links.org/sites/default/files/media/file/Implementation%20Research%20Overview.pdf
Y2 - 2022/12/29/23:50:48
ER -
TY - ELEC
TI - Implementation research: The unambiguous cornerstone of implementation science
T2 - R&E Search for Evidence
AB - By Theresa Hoke: This blog post defines implementation research and outlines why it makes for such a useful concept in development.
DA - 2018/02/06/T11:17:48+00:00
PY - 2018
LA - en-US
ST - Implementation research
UR - https://researchforevidence.fhi360.org/implementation-research-the-unambiguous-cornerstone-of-implementation-science
Y2 - 2022/11/29/14:52:36
ER -
TY - ELEC
TI - Implementing the Next Generation Science Standards - William R. Penuel, Christopher J. Harris, Angela Haydel DeBarger, 2015
UR - https://journals.sagepub.com/doi/abs/10.1177/0031721715575299
Y2 - 2022/12/25/00:36:50
ER -
TY - RPRT
TI - Implications of COVID-19 for Educational Research
DA - 2021///
PY - 2021
UR - https://www.edu-links.org/sites/default/files/media/file/Implications%20of%20COVID-19%20for%20Educational%20Research28April2021.pdf
Y2 - 2022/12/29/22:42:18
ER -
TY - BLOG
TI - Improving Results In Secondary Education (IRISE) - Open Development & Education
AB - The IRISE project aims is to assist the Government of Liberia to improve the senior secondary education through “innovative approaches”.
DA - 2022/11/08/T13:47:38+00:00
PY - 2022
LA - en-GB
UR - https://opendeved.net/programmes/irise/, https://opendeved.net/programmes/irise/
Y2 - 2024/01/06/12:55:20
ER -
TY - ELEC
TI - Improving School Performance through School Ranking: The Double-Edged Sword of Accountability | RISE Programme
UR - https://riseprogramme.org/blog/improving_school_performance_TZ
Y2 - 2020/09/06/17:27:11
ER -
TY - RPRT
TI - In preparation
ER -
TY - ELEC
TI - Inauguration of Sector Skills Bodies and subsequent Study Tour to India | Ghana skills Development
UR - http://www.ghanaskills.org/node/159
Y2 - 2020/08/07/17:12:31
ER -
TY - ELEC
TI - Inclusion
T2 - Inter-agency Network for Education in Emergencies
UR - https://inee.org/covid-19/resources/inclusion
Y2 - 2020/08/18/14:18:38
ER -
TY - ELEC
TI - INEE Guidance Notes on Teacher Compensation in Fragile States, Situations of Displacement and Post-Crisis Recovery
T2 - Resource Centre
AB - This Guidance Note provides a suggested framework for compensating teachers in fragile states, situations of displacement, and post-crisis recovery—situations where teachers are often underpaid or not paid at all. The note focuses on how to develop coordinating polices regarding teacher compensation, how to develop appropriate systems for managing the financial aspects of teacher payment, and how to provide complementary forms of teacher motivation and support to ensure teacher well-being.
DA - 2017/08/14/T13:59:34+02:00
PY - 2017
LA - en
UR - https://resourcecentre.savethechildren.net/library/inee-guidance-notes-teacher-compensation-fragile-states-situations-displacement-and-post-0
Y2 - 2021/02/11/15:32:37
ER -
TY - ELEC
TI - Innovation Enterprise Institutions
UR - https://net.nbte.gov.ng/IEIs
Y2 - 2020/08/04/13:42:01
ER -
TY - ELEC
TI - Institute of Education Sciences: Small Business Innovation Research Program (SBIR)
AB - Institute of Education Sciences:Small Business Innovation Research Program (SBIR).This page provides information about the Small Business Innovation Research Program (SBIR)
LA - en
M3 - Indexes; Offices
ST - Institute of Education Sciences
UR - https://ies.ed.gov/sbir/
Y2 - 2023/02/02/21:15:34
ER -
TY - ELEC
TI - Integrated Community Centres for Employable Skills
T2 - Ministry of Employment and Labour Relations
LA - en-US
UR - http://www.melr.gov.gh/icces/
Y2 - 2020/08/04/12:55:39
ER -
TY - JOUR
TI - Integration of ICTs into the curriculum of Cameroon primary and secondary schools: A review of current status, barriers and proposed strategies for effective Integration
T2 - International Journal of Education and Development Using Information and Communication Technology
DA - 2016///
PY - 2016
VL - 12
IS - 1
SP - 89
EP - 106
KW - ⛔ No DOI found
ER -
TY - ELEC
TI - International Centre for Evidence in Disability
T2 - London School of Hygiene and Tropical Medicine
LA - en
UR - https://www.lshtm.ac.uk/research/centres/international-centre-evidence-disability
Y2 - 2020/08/17/14:50:03
ER -
TY - ELEC
TI - International Forum on AI and the Futures of Education, developing competencies for the AI Era, 7-8 December 2020: synthesis report - UNESCO Digital Library
UR - https://unesdoc.unesco.org/ark:/48223/pf0000377251
Y2 - 2022/12/27/16:31:17
KW - Final_citation
KW - existing
ER -
TY - ELEC
TI - Introducing ChatGPT
AB - We’ve trained a model called ChatGPT which interacts in a conversational way. The dialogue format makes it possible for ChatGPT to answer followup questions, admit its mistakes, challenge incorrect premises, and reject inappropriate requests.
LA - en-US
UR - https://openai.com/blog/chatgpt
Y2 - 2024/02/24/17:42:49
ER -
TY - ELEC
TI - Introducing ICAN (International Common Assessment of Numeracy)- as a Global Learning Metric – PAL Network
UR - https://palnetwork.org/introducing-ican-international-common-assessment-of-numeracy-as-a-global-learning-metric/
Y2 - 2021/05/15/11:52:06
ER -
TY - ELEC
TI - Investing in rural people in Sierra Leone | Knowledge for policy
UR - https://knowledge4policy.ec.europa.eu/publication/investing-rural-people-sierra-leone_en
Y2 - 2022/01/10/18:09:45
ER -
TY - RPRT
TI - ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf
UR - https://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf
Y2 - 2023/11/01/20:27:24
ER -
TY - RPRT
TI - IPA study
ER -
TY - GEN
TI - IRB 2020-09 CL.pdf
ER -
TY - ELEC
TI - Iris.ai - Your Researcher Workspace – Leading AI for your research challenge
T2 - Iris.ai - Your Researcher Workspace
AB - AI for scientific text understanding - literature reviews, research data extraction, post-market surveillance, and other tedious tasks.
LA - en-US
UR - https://iris.ai/
Y2 - 2024/01/20/08:44:14
KW - _Added-ailr-2024
ER -
TY - ELEC
TI - Is your school making the most of digital technologies for learning?
UR - https://schools-go-digital.jrc.ec.europa.eu/
Y2 - 2023/02/02/18:44:43
ER -
TY - GEN
TI - Islam and Gender Relations in Nigeria” in Al-Ijtihad-The Journal of Islamization of Knowledge and Contemporary Issues
DA - 2010/01//
PY - 2010
LA - en
ER -
TY - ELEC
TI - Jahresgutachten 2020
DA - 2020///
PY - 2020
UR - https://www.svr-migration.de/publikationen/jahresgutachten-2020/
Y2 - 2022/05/03/13:24:16
ER -
TY - ELEC
TI - JASP - A Fresh Way to Do Statistics
T2 - JASP - Free and User-Friendly Statistical Software
AB - JASP is an open-source statistics program that is free, friendly, and flexible. Armed with an easy-to-use GUI, JASP allows both classical and Bayesian analyses.
LA - en-US
UR - https://jasp-stats.org/
Y2 - 2022/04/07/15:32:09
ER -
TY - JOUR
TI - Karlan and Leiden
DA - 2014///
PY - 2014
ER -
TY - ELEC
TI - Kenya Association of Manufacturers
LA - en-GB
UR - http://kam.co.ke/
ER -
TY - ELEC
TI - Kenya Association of Technical Training Institutions | Home
T2 - KATTI
AB - The Kenya Association of Technical Training Institutions (KATTI) is the body that co-ordinates the activities of Technical Training Institutes all over the country. It was started in the year 1997.
LA - en-gb
UR - https://katti.co.ke/
Y2 - 2020/02/02/13:11:36
ER -
TY - ELEC
TI - Kenya Institute of Curriculum Development Act
DA - 2013///
PY - 2013
UR - https://kicd.ac.ke/wp-content/uploads/2017/10/KICDACT2013-1.pdf
Y2 - 2020/08/04/13:15:38
ER -
TY - ELEC
TI - Kenya National Examination Council
LA - en-US
UR - https://www.knec.ac.ke/
Y2 - 2020/08/05/10:23:16
ER -
TY - ELEC
TI - Kenya National Examination Council Act No. 29
UR - http://www.kenyalaw.org/lex/actviewbyid.xql?id=KE/LEG/EN/AR/K/NO.%2029%20OF%202012#KE/LEG/EN/AR/K/NO.%2029%20OF%202012
ER -
TY - ELEC
TI - Kenya National Qualifications Authority
UR - http://www.knqa.ac.ke/
ER -
TY - ELEC
TI - Kenya National Qualifications Framework Act
DA - 2014///
PY - 2014
UR - https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/101066/121600/F-126668736/KEN101066.pdf
Y2 - 2020/08/04/13:16:47
ER -
TY - ELEC
TI - KfW Development Bank | Home
AB - Here you find information on the activities of KfW Development Bank.
LA - en
UR - https://www.kfw-entwicklungsbank.de/International-financing/KfW-Entwicklungsbank/
Y2 - 2018/11/30/11:44:38
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - Networks
KW - publicImportV1
ER -
TY - ELEC
TI - L-at-H-rapidresponsereport-30April2020-updated.pdf
UR - https://icponline.org/wp-content/uploads/2020/05/L-at-H-rapidresponsereport-30April2020-updated.pdf
Y2 - 2020/08/12/17:24:46
ER -
TY - ELEC
TI - Landscape Review: Education in Conflict and Crisis - How Can Technology Make a Difference? | INEE
UR - https://inee.org/resources/landscape-review-education-conflict-and-crisis-how-can-technology-make-difference
Y2 - 2021/05/27/20:55:22
ER -
TY - RPRT
TI - Large Learning Gains in Pockets of Extreme Poverty: Experimental Evidence from Guinea Bissau
ER -
TY - ELEC
TI - Lateral.io: Enhancing Literature Review Speed
AB - Lateral.io is a tool that helps researchers save time and improve efficiency by organizing and analyzing research papers, allowing for faster information retrieval and collaboration.
LA - en
ST - Lateral.io
UR - https://eightify.app/summary/computer-science-and-technology/lateral-io-enhancing-literature-review-speed
Y2 - 2024/01/20/09:49:15
KW - _Added-ailr-2024
ER -
TY - ELEC
TI - launch-summary-gender-and-environment-building-evidence-and-policies-to-achieve-the-SDGs.pdf
UR - https://www.oecd.org/environment/launch-summary-gender-and-environment-building-evidence-and-policies-to-achieve-the-SDGs.pdf
Y2 - 2024/03/24/21:50:04
ER -
TY - GEN
TI - Leadership and Management - Unit 3 Resources for College Leaders
ER -
TY - GEN
TI - Leadership and Quality Assurance of Teaching and Learning - Resources for College Leadership
ER -
TY - ELEC
TI - Leading and teaching for diversity | VVOB South Africa
UR - https://southafrica.vvob.org/leading-and-teaching-diversity
Y2 - 2021/06/22/15:22:41
ER -
TY - GEN
TI - Leading Curriculum, Training and Learning Unit 4 - Resources for College Leaders
ER -
TY - GEN
TI - Leading Institutional Strengthening - Unit 2 Resources for College Leadership
ER -
TY - ELEC
TI - Learner Variability Project
T2 - Digital Promise
AB - Uncovering strategies to meet learners where they are across varied contexts and needs by incorporating research on learning variability
LA - en-US
UR - https://digitalpromise.org/initiative/learner-variability-project/
Y2 - 2023/02/02/21:08:09
ER -
TY - RPRT
TI - LEARNING AND BEHAVIOUR SUPPORT training manual Edukans 2021_1.pdf
UR - https://inee.org/system/files/resources/LEARNING%20AND%20BEHAVIOUR%20SUPPORT%20training%20manual%20Edukans%202021_1.pdf
Y2 - 2021/04/17/14:19:22
ER -
TY - ELEC
TI - Learning at Scale—A Call for Successful, Large-Scale Numeracy and Government-led Programs
T2 - Center For Global Development
AB - The Learning at Scale research team is seeking current programs that have demonstrated significant impact on learning outcomes and are operating at scale. For this phase of the study, we are looking for two types of programs: 1) programs with demonstrated effectiveness on numeracy outcomes at scale; or 2) programs that are fully implemented by government bodies (not implementing partner led or directed programs) with demonstrated effectiveness in either literacy or numeracy at scale.
LA - en
UR - https://www.cgdev.org/blog/learning-scale-call-successful-large-scale-numeracy-and-government-led-programs
Y2 - 2021/02/03/13:54:18
ER -
TY - ELEC
TI - Learning profiles | RISE Programme
UR - https://riseprogramme.org/systems-thinking/learning-profiles
Y2 - 2020/09/06/17:21:17
ER -
TY - ELEC
TI - Learning to Build Back Better Futures for Education: Lessons from educational innovation during the covid-19 pandemic | International Bureau of Education
UR - http://www.ibe.unesco.org/en/news/learning-build-back-better-futures-education-lessons-educational-innovation-during-covid-19
Y2 - 2022/01/20/13:04:40
ER -
TY - ELEC
TI - Learning to Improve: How America’s Schools Can Get Better at Getting Better
T2 - Carnegie Foundation for the Advancement of Teaching
AB - Using ideas borrowed from improvement science, Learning to Improve presents a process of disciplined inquiry that can be combined with the use of networks to
DA - 2015/02/27/T22:07+00:00
PY - 2015
LA - en
ST - Learning to Improve
UR - https://www.carnegiefoundation.org/resources/publications/learning-to-improve/
Y2 - 2022/12/25/00:34:10
ER -
TY - RPRT
TI - Learning to Improve Learning: Lessons from Early Primary Interventions and Evaluations in India and Sub-Saharan Africa
DA - 2014///
PY - 2014
DP - Google Scholar
PB - Hewlett Foundation
UR - http://www.hewlett.org/sites/default/files/2014-02-14_Learning%20to%20Improve%20Learning%20Synthesis%20for%20Publishing_Edited_0.pdf
Y2 - 2015/03/09/12:57:56
ER -
TY - ELEC
TI - Learning Without Limits
UR - https://learningwithoutlimits.educ.cam.ac.uk/
Y2 - 2021/09/01/16:38:23
ER -
TY - RPRT
TI - Learning_Generation_Full_Report.pdf
UR - https://report.educationcommission.org/wp-content/uploads/2016/09/Learning_Generation_Full_Report.pdf
Y2 - 2020/07/01/10:46:04
ER -
TY - ELEC
TI - Leibniz University Hannover | Home
AB - Shaping the Future with Knowledge – as one of the nine leading Institutes of Technology in Germany, Leibniz Universität is aware of its responsibility in seeking sustainable, peaceful and responsible solutions to the key issues of tomorrow. Our expertise for this stems from the broad spectrum of subjects, ranging from engineering and natural sciences to architecture and environmental planning, from law and economics to social sciences and humanities.
LA - en
UR - https://www.uni-hannover.de/en/
Y2 - 2020/05/28/13:47:10
ER -
TY - ELEC
TI - Lessons for education during the coronavirus crisis - OECD Education and Skills Today
UR - https://oecdedutoday.com/coronavirus/
Y2 - 2022/01/20/13:21:50
ER -
TY - ELEC
TI - litbaskets
AB - LITBASKETS — Supporting literature searches for Information Systems researchers.
UR - https://litbaskets.io/
KW - _Added-ailr-2024
ER -
TY - ELEC
TI - LitSonar
UR - https://litsonar.com/
Y2 - 2024/01/19/22:54:57
KW - _Added-ailr-2024
ER -
TY - NEWS
TI - Lockdown Learning: BBC puts school materials on TV, iPlayer and online
T2 - BBC News
AB - As schools closed amid the UK lockdowns, lessons from BBC Bitesize move on to BBC Two and CBBC.
DA - 2021/01/10/
PY - 2021
DP - www.bbc.co.uk
LA - en-GB
SE - Family & Education
ST - Lockdown Learning
UR - https://www.bbc.com/news/education-55591821
Y2 - 2021/01/10/18:22:28
ER -
TY - ELEC
TI - LTR-559 light and proximity sensor
UR - https://optoelectronics.liteon.com/upload/download/ds86-2013-0003/ltr-559als-01_ds_v1.pdf
Y2 - 2022/06/01/20:10:20
ER -
TY - ELEC
TI - LTR390-UV-1
UR - https://optoelectronics.liteon.com/upload/download/DS86-2015-0004/LTR-390UV_Final_%20DS_V1%201.pdf
Y2 - 2022/06/01/20:19:51
ER -
TY - ELEC
TI - Malawi Internet Users
T2 - Internet Live Stats
AB - Internet Usage in Malawi by year: Internet Users, growth rate, population, Internet penetration, global rank
LA - en
UR - https://www.internetlivestats.com/internet-users/malawi/
Y2 - 2020/08/04/12:26:56
ER -
TY - BLOG
TI - Matching in Practice – European network for research on matching practices in education and related markets
LA - en-US
UR - https://www.matching-in-practice.eu/
Y2 - 2021/03/07/13:38:10
ER -
TY - ELEC
TI - Math Games | Education Above All
UR - https://resources.educationaboveall.org/math-games
Y2 - 2021/04/17/14:18:39
ER -
TY - BLOG
TI - MBSSE, Partners meet to validate Comprehensive Sexuality Education Teaching and Learning Materials – MBSSE
LA - en-US
UR - https://mbsse.gov.sl/mbsse-partners-meet-to-validate-comprehensive-sexuality-education-teaching-and-learning-materials/
Y2 - 2023/08/28/18:47:07
ER -
TY - ELEC
TI - Measures and Tools for EPIS Constructs
T2 - EPIS Framework
LA - en-US
UR - https://episframework.com/measures
Y2 - 2022/12/30/12:09:03
ER -
TY - RPRT
TI - Measuring-Human-Capital.pdf
UR - https://documents1.worldbank.org/curated/en/540801550153933986/pdf/Measuring-Human-Capital.pdf
Y2 - 2022/11/24/12:08:56
ER -
TY - ELEC
TI - MEMS microphone
UR - https://media.digikey.com/pdf/Data%20Sheets/Knowles%20Acoustics%20PDFs/SPH0645LM4H-B.pdf
Y2 - 2022/06/01/20:10:33
ER -
TY - GEN
TI - Mentor Handbook (3)
ER -
TY - ELEC
TI - MICS6814 analog gas sensor
UR - https://www.sgxsensortech.com/content/uploads/2015/02/1143_Datasheet-MiCS-6814-rev-8.pdf
Y2 - 2022/06/01/20:10:20
ER -
TY - JOUR
TI - Minister reiterates significance of TVET in addressing Ghana’s employment challenges
T3 - News
DA - 2019///
PY - 2019
ER -
TY - ELEC
TI - Ministry of Education and Skills Development - Botswana
UR - http://moesd
ER -
TY - ELEC
TI - Ministry of Education - Ghana
UR - http://moe.gov.gh/
ER -
TY - ELEC
TI - Ministry of Education, Science and Technology
UR - https://www.education.go.ke/
Y2 - 2020/08/05/10:18:22
ER -
TY - ELEC
TI - Ministry of Employment and Labour Relations
UR - http://www.melr.gov.gh/
Y2 - 2020/08/04/12:55:09
ER -
TY - ELEC
TI - Ministry of Labour and Home Affairs- Botswana
UR - http://www.gov.bw/en/Ministries--Authorities/Ministries/Ministry-of-Labour--Home-Affairs-MLHA/
ER -
TY - ELEC
TI - Ministry of Labour and Social Protection
T2 - The State Department for Labour
LA - en-US
UR - https://labour.go.ke/
Y2 - 2020/08/04/13:08:59
ER -
TY - ELEC
TI - Ministry of Local Government and Rural Development - Ghana
UR - http://www.mlgrd.gov.gh/
ER -
TY - BLOG
TI - Mission-oriented innovation policy: how can experimentation help?
T2 - nesta
AB - Mission-oriented innovation policy is back on the agenda, gaining more and more traction among both innovation policymakers and practitioners. Albert Bravo-Biosca and Teo Firpo explains how and why experimentation is important when delivering missions.
LA - en
ST - Mission-oriented innovation policy
UR - https://www.nesta.org.uk/blog/mission-oriented-innovation-policy-how-can-experimentation-help/
Y2 - 2021/05/06/19:06:13
ER -
TY - GEN
TI - Monitoring and Evaluation Report of TETFund Intervention
LA - en
ER -
TY - GEN
TI - Monitoring and Evaluation Report of TETFund Intervention Projects in Abdu Gusau Polytechnic Talata Mafara
LA - ny
ER -
TY - GEN
TI - Monitoring and Evaluation Report of TETFund Intervention Projects in Federal University Gusau, Zamfara State
LA - en
ER -
TY - GEN
TI - Montserrat Digest-2013-2014.pdf
ER -
TY - ELEC
TI - MPRA_paper_99641.pdf
UR - https://mpra.ub.uni-muenchen.de/99641/1/MPRA_paper_99641.pdf
Y2 - 2020/08/12/17:13:52
ER -
TY - CHAP
TI - Museums and sites: cultures of the past within education—Zimbabwe, some ten years on
T2 - The Presented Past
AB - This chapter investigates questions surrounding education about the past in what, to some, may appear to be an unusual way. It starts from the work of an outstandingly gifted group of people—Zimbabwean archaeologists and administrators as well as foreign consultants—working for, or with, the National Museums and Monuments Service of Zimbabwe (hereafter, NMMZ). This group is currently concerned with the protection of Zimbabwe's archaeological past, and the facilitation of education about that past.
DA - 1994///
PY - 1994
PB - Routledge
SN - 978-0-203-20407-8
ST - Museums and sites
ER -
TY - JOUR
TI - Muslim Women and The Balancing Act: Planning and Time Management to the Rescue
T2 - Journal of Policy and Development Studies
DA - 2014///
PY - 2014
VL - 8
IS - 2
LA - en
ER -
TY - ELEC
TI - My School Today
T2 - SDGs Today
AB - The My School Today! call to action aims to support students and local communities to geo-reference their schools and education facilities as part of an effort to promote timely information on school locations in Africa.
LA - en
UR - https://sdgstoday.org/myschooltoday
Y2 - 2021/11/11/12:01:45
ER -
TY - ELEC
TI - National Accreditation Board Act No. 744
UR - http://nab.gov.gh/images/NATIONAL-ACCREDITATION-BOARDACT2007.pdf
ER -
TY - ELEC
TI - National Board for Professional and Technician Examinations
UR - https://www.nabptex.gov.gh/
Y2 - 2020/08/04/12:54:18
ER -
TY - ELEC
TI - National Board for Professional and Technician Examinations Act No. 492
UR - https://nabptex.gov.gh/wp-content/uploads/2017/05/NABPTEX-ACT-492-1994.pdf
ER -
TY - ELEC
TI - National Board for Technical Education
UR - https://net.nbte.gov.ng/
Y2 - 2020/08/02/19:59:37
ER -
TY - ELEC
TI - National Board for Technical Education Act
UR - http://www.lawnigeria.com/LFN/N/National-Board-for-Technical-Education-Act.php
ER -
TY - ELEC
TI - National Board for Technical Education Establishment Act
UR - https://net.nbte.gov.ng/nbte%20act
Y2 - 2020/08/04/13:26:27
ER -
TY - ELEC
TI - National Board for Technical Education (institutions)
UR - https://net.nbte.gov.ng/accredited%20institutions
Y2 - 2020/08/04/14:16:13
ER -
TY - ELEC
TI - National Business and Technical Examinations Board Act
UR - http://www.lawnigeria.com/LFN/N/National-Business-and-Technical-Examination-Board-Act.php
ER -
TY - ELEC
TI - National Centre for Women Development Act
UR - http://www.lawnigeria.com/LFN/N/National-Centre-for-Women-Development-Act.php
ER -
TY - ELEC
TI - National Commission for Colleges of Education
UR - http://www.ncceonline.edu.ng/
Y2 - 2020/08/02/19:59:42
ER -
TY - ELEC
TI - National Commission for Colleges of Education Act
UR - http://www.lawnigeria.com/LFN/N/National-Commission-for-Colleges-of-Education-Act.php
ER -
TY - ELEC
TI - National Council for Tertiary Education
UR - https://ncte.edu.gh/
Y2 - 2020/08/04/12:59:04
ER -
TY - GEN
TI - National Digital Literacy Framework
DA - 2023/07//
PY - 2023
PB - National Information Technology Development Agency
UR - https://www.google.com/url?q=https://ict.go.ke/digital-literacy-programmedlp/&sa=D&source=docs&ust=1705055973568626&usg=AOvVaw0UiZhzvgbLNxHUVBjfUh71
Y2 - 2023/01/12/00:00:00
ER -
TY - RPRT
TI - National Frequency Allocation Table 2017_1622727105.pdf
CY - Tanzania
DA - 2017///
PY - 2017
UR - https://www.tcra.go.tz/uploads/text-editor/files/National%20Frequency%20Allocation%20Table%202017_1622727105.pdf
Y2 - 2023/05/07/09:13:28
ER -
TY - ELEC
TI - National Industrial Training Act No. 12
UR - http://www.kenyalaw.org/lex/actview.xql?actid=CAP.%20237
ER -
TY - ELEC
TI - National Industrial Training Standards
UR - https://www.nita.go.ke/resources/downloads.html?task=document.viewdoc&id=49
ER -
TY - ELEC
TI - National Occupational Standards
UR - https://net.nbte.gov.ng/nos
Y2 - 2020/08/04/13:31:59
ER -
TY - ELEC
TI - National Skills Qualification
UR - https://net.nbte.gov.ng/nsq
Y2 - 2020/08/04/13:34:15
ER -
TY - ELEC
TI - Natural ventilation modelling
UR - https://designbuilder.co.uk/helpv2/Content/_Natural_ventilation_modelling.htm
Y2 - 2022/06/01/19:03:23
ER -
TY - ELEC
TI - NaturalCooling - Education
AB - a training opportunity focused on the application of sustainable architecture, from urban to product scale, from developing to advanced communities.
LA - en-US
UR - https://naturalcooling.co.uk/education
Y2 - 2022/06/01/19:03:26
ER -
TY - ELEC
TI - NaturalCooling - Optivent
AB - a natural ventilation steady-state calculation tool for the early design stage of buildings
LA - en-US
UR - https://naturalcooling.co.uk/optivent
Y2 - 2022/06/01/19:03:32
ER -
TY - ELEC
TI - NCCE
UR - http://www.ncceonline.edu.ng/
Y2 - 2020/08/04/13:23:31
ER -
TY - RPRT
TI - nCoVsitrep03Jul2020-eng.pdf
UR - https://apps.who.int/iris/bitstream/handle/10665/333143/nCoVsitrep03Jul2020-eng.pdf
Y2 - 2020/07/25/14:37:40
ER -
TY - ELEC
TI - Neural Networks, Types, and Functional Programming -- colah's blog
UR - https://colah.github.io/posts/2015-09-NN-Types-FP/?via.client.ignoreOtherConfiguration=1&via.client.openSidebar=1&via.external_link_mode=new-tab
Y2 - 2024/02/23/23:22:12
ER -
TY - BLOG
TI - New report on TVET in Sub-Saharan Africa – Open Development & Education
DA - 2019/12/06/
PY - 2019
LA - en-GB
UR - https://opendeved.net/2019/12/06/new-report-on-tvet-in-sub-saharan-africa/
Y2 - 2020/04/03/20:52:38
KW - _r:ImportedToMyEducationEvidence
ER -
TY - ELEC
TI - Nigerian Educational Research and Development Council Act
UR - http://lawnigeria.com/LawsoftheFederation/NIGERIAN-EDUCATIONAL-RESEARCH-AND-DEVELOPMENT-COUNCIL-ACT.html
ER -
TY - ELEC
TI - Nigerian Skills Qualification Framework
UR - https://net.nbte.gov.ng/nsqf
Y2 - 2020/08/04/13:34:59
ER -
TY - ELEC
TI - NVivo
T2 - Lumivero
AB - NVivo qualitative data analysis software helps to discover richer insights from your qualitative & mixed methods research. Organize, store, and analyze data today!
LA - en-US
UR - https://lumivero.com/products/nvivo/
Y2 - 2024/01/20/20:14:02
ER -
TY - ELEC
TI - NVIVO | Home
T2 - Qualitative Data Analysis Software | NVivo
UR - https://www.qsrinternational.com/nvivo-qualitative-data-analysis-software/home
Y2 - 2020/08/04/09:59:09
ER -
TY - RPRT
TI - (obsolete)
CN - opendeved.1061
DA - 2023/12/11/T00:00:00.000Z
PY - 2023
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/FMUF8C73
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - ELEC
TI - odra_sierra_leone.pdf
UR - https://opendatatoolkit.worldbank.org/docs/odra/odra_sierra_leone.pdf
Y2 - 2022/12/25/01:02:56
ER -
TY - GEN
TI - OECD Directorate for Education and Skills
DA - 2023///
PY - 2023
LA - en
UR - https://one.oecd.org/document/EDU/EDPC/SR(2023)2/en/pdf
KW - Final_citation
KW - anystyle
KW - existing
ER -
TY - GEN
TI - OECS EDU STAT DIGEST 2010-11.pdf
ER -
TY - GEN
TI - OECS EDU STAT DIGEST 2012-13.pdf
ER -
TY - GEN
TI - OECS EDU STAT DIGEST 2013-14.pdf
ER -
TY - GEN
TI - OECS EDU STAT DIGEST 2014-15.pdf
ER -
TY - ELEC
TI - OECS Education Statistical Digest
UR - https://www.oecs.org/en/our-work/knowledge/library/education/oecs-education-statistical-digest
Y2 - 2020/07/25/15:03:29
ER -
TY - ELEC
TI - OECS Education Statistical Digest 2015 / 2016
T2 - Joomag
AB - This is the forth edition of the OECS Education Statistical Digest. Member States of the Organization of Eastern Caribbean States (OECS) produces this annual report to help inform policy- makers about the progress of education in the region.
LA - en
UR - https://view.joomag.com/oecs-education-statistical-digest-2015-2016/0973836001528471152
Y2 - 2020/07/25/15:09:52
ER -
TY - ELEC
TI - OECS Regional Education Statistical Digest 2017-18
LA - en
UR - https://view.joomag.com/oecs-regional-education-statistical-digest-2017-18/0518281001572275884
Y2 - 2020/07/25/15:09:55
ER -
TY - ELEC
TI - OER4Schools
UR - http://oer.educ.cam.ac.uk/wiki/OER4Schools
Y2 - 2020/05/27/18:47:47
ER -
TY - RPRT
TI - OER4Schools Publications
ER -
TY - ELEC
TI - On the air: 6 important lessons can be learned from Zanzibar’s distance learning efforts | Blog | Global Partnership for Education
AB - As education actors scramble during and post COVID-19 to reimagine teaching and learning beyond the classroom, here are six important lessons we can learn from Zanzibar’s distance learning efforts.
LA - en
ST - On the air
UR - https://www.globalpartnership.org/blog/air-6-important-lessons-can-be-learned-zanzibars-distance-learning-efforts
Y2 - 2020/08/14/19:41:52
ER -
TY - ELEC
TI - One Million Cool Roofs – Sustainability Consultancy Firm
UR - https://www.greenaconsultants.com/ourwork/one-million-cool-roofs/
Y2 - 2023/09/29/07:31:14
ER -
TY - ELEC
TI - Open Access: challenges and opportunities for Low- and Middle-Income Countries and the potential impact of UK policy
T2 - GOV.UK
AB - Report of a consultation commissioned by FCDO in collaboration with National Institute for Health Research and UK Research and Innovation
LA - en
ST - Open Access
UR - https://www.gov.uk/research-for-development-outputs/open-access-challenges-and-opportunities-for-low-and-middle-income-countries-and-the-potential-impact-of-uk-policy
Y2 - 2022/06/05/15:24:37
ER -
TY - GEN
TI - Open Citation Identifier - Definition - v1.1.pdf
UR - https://figshare.com/articles/journal_contribution/Open_Citation_Identifier_Definition/7127816
ER -
TY - JOUR
TI - Open Textbooks and Social Justice: Open Educational Practices to Address Economic, Cultural and Political Injustice at the University of Cape Town
UR - http://jime.open.ac.uk/articles/10.5334/jime.556/galley/744/download/
Y2 - 2020/07/11/18:36:15
ER -
TY - ELEC
TI - OpenAI API Pricing 2024: Understanding GPT-3 Pricing In-Depth
AB - Discover what determines the GPT-3 pricing and how to calculate the approximate cost for your project.
LA - en-US
ST - OpenAI API Pricing 2024
UR - https://onix-systems.com/blog/how-much-does-it-cost-to-use-gpt-models
Y2 - 2024/01/21/22:10:15
ER -
TY - COMP
TI - OpenDevEd/OpenAlex-SDK
DA - 2024/02/07/T19:15:08Z
PY - 2024
DP - GitHub
LA - TypeScript
PB - Open Development & Education
UR - https://github.com/OpenDevEd/OpenAlex-SDK
Y2 - 2024/02/23/21:24:30
ER -
TY - ELEC
TI - Optivent
UR - http://optivent.naturalcooling.co.uk/OV21/optivent/optivent.php
Y2 - 2022/06/01/19:03:29
ER -
TY - RPRT
TI - Organizational Agility
DA - 2014///
PY - 2014
UR - https://www.pmi.org/-/media/pmi/documents/public/pdf/white-papers/org-agility-where-speed-meets-strategy.pdf?v=a988026a-e41c-42b1-921d-2a8abbd0dabf
Y2 - 2021/04/23/19:02:19
ER -
TY - GEN
TI - out.pdf
ER -
TY - ELEC
TI - paperdigest (AI-Powered Research Platform)
T2 - Paper Digest
AB - Based in New York, we serve users from thousands of universities & companies on search, review, text rewriting and more.
DA - 2023/12/22/
PY - 2023
LA - en-US
UR - https://www.paperdigest.org
Y2 - 2024/01/19/22:53:32
ER -
TY - ELEC
TI - Parsifal - Perform Systematic Literature Reviews
T2 - Parsifal
AB - Parsifal is a tool to support researchers to perform systematic literature reviews. Performing a systematic literature review is a labor-intensive task that requires a huge amount of work from the researcher. Parsifal will help you planning, conducting and reporting the review.
LA - en
UR - https://parsif.al/
Y2 - 2024/01/20/09:10:10
ER -
TY - ELEC
TI - PDIA Toolkit
LA - en
UR - https://bsc.cid.harvard.edu/PDIAtoolkit
Y2 - 2020/09/06/17:13:30
ER -
TY - RPRT
TI - pdiatoolkit_ver_1_oct_2018.pdf
UR - https://bsc.cid.harvard.edu/files/bsc/files/pdiatoolkit_ver_1_oct_2018.pdf
Y2 - 2023/01/16/11:52:22
ER -
TY - ELEC
TI - Pedagogy of the Oppressed: 50th Anniversary Edition, Edition 4 by Paulo Freire – Books on Google Play
UR - https://play.google.com/store/books/details/Paulo_Freire_Pedagogy_of_the_Oppressed?id=OrVLDwAAQBAJ
Y2 - 2022/02/23/22:48:02
ER -
TY - ELEC
TI - Permanent Working Group
UR - https://tvetinkenya.net/about-us
ER -
TY - ELEC
TI - Perplexity
UR - https://www.perplexity.ai/
Y2 - 2024/01/19/22:55:22
ER -
TY - BLOG
TI - Perspectives on the pedagogical use of technology - Open Development & Education
AB - ARM is a leading semiconductor company, which supports other producers (such as Apple and Samsung) as an original equipment manufacturer in developing devices like phones and tablets. Additionally, they support manufacturers in exploring new business areas, including education.
DA - 2023/08/17/T23:34:31+00:00
PY - 2023
LA - en-GB
UR - https://opendeved.net/programmes/pedagogical-use-of-technology/, https://opendeved.net/programmes/pedagogical-use-of-technology/
Y2 - 2024/01/06/12:49:15
ER -
TY - SLIDE
TI - PG Day_Literature Review_10062013_Library Presentation.pdf
DA - 2014///
PY - 2014
UR - https://student-learning.tcd.ie/assets/PDF/PG%20Day_Literature%20Review_10062013_Library%20Presentation.pdf
Y2 - 2021/04/17/19:27:17
ER -
TY - BLOG
TI - Phase II | Early Childhood Education Ethiopia
LA - en-US
UR - https://www.earlyeducationethiopia.org/phase-ii/
Y2 - 2022/06/01/19:02:29
ER -
TY - ELEC
TI - Pilot Readiness Audit
T2 - Leanlab Education
AB - Usability research helps you understand how people interact with your product. You’ll learn what’s working and what isn’t, so you can make data-informed decisions about how to improve your product. We’ll present you with distilled feedback from educators and students based on interviews, observation
LA - en-US
UR - https://www.leanlabeducation.org/pilot-readiness-audit
Y2 - 2023/02/02/21:01:15
ER -
TY - JOUR
TI - Piper & Mugenda
DA - 2014///
PY - 2014
ER -
TY - ELEC
TI - 'Plan S' and 'cOAlition S' – Accelerating the transition to full and immediate Open Access to scientific publications
AB -
About Plan S Plan S is an initiative for Open Access publishing that was launched in September 2018. The plan is supported by cOAlition S, an international consortium of research funding and performing organisations. Plan S requires that, from 2021, scientific publications that result from research funded by public grants must be published in compliant Open […]
UR - https://www.coalition-s.org/
Y2 - 2021/05/24/22:14:32
ER -
TY - ELEC
TI - PMS5003 Particulate Matter Sensor
UR - http://www.aqmd.gov/docs/default-source/aq-spec/resources-page/plantower-pms5003-manual_v2-3.pdf
Y2 - 2022/06/01/20:09:57
ER -
TY - ELEC
TI - political-economy-analysis-guidance-note.pdf
UR - https://www.dfat.gov.au/sites/default/files/political-economy-analysis-guidance-note.pdf
Y2 - 2021/03/15/19:10:41
ER -
TY - NEWS
TI - Poor diet: Children 20cm shorter as a result, analysis says
T2 - BBC News
AB - A global analysis suggests that on average the world's tallest teenagers live in the Netherlands.
DA - 2020/11/06/
PY - 2020
DP - www.bbc.co.uk
LA - en-GB
SE - Health
ST - Poor diet
UR - https://www.bbc.co.uk/news/health-54828544
Y2 - 2020/11/08/18:06:21
ER -
TY - ELEC
TI - Power consumption on Adafruit TPL5110 vs. Sparkfun TPL5110 Nano Power Timer - adafruit industries
UR - https://forums.adafruit.com/viewtopic.php?t=201047
Y2 - 2023/04/30/16:17:35
ER -
TY - ELEC
TI - Power Profiler Kit II
AB - The Power Profiler Kit II is an easy to use tool for measurement and optimization of power consumption for embedded solutions.
LA - en
UR - https://www.nordicsemi.com/Products/Development-hardware/Power-Profiler-Kit-2
Y2 - 2023/04/30/16:17:51
ER -
TY - GEN
TI - PP1793-PAD-P158836-PUBLIC-OECS-Education-GPE032-07-05-2016-1467774367543.pdf
ER -
TY - ELEC
TI - Prime Minister's statement to the House of Commons
T2 - GOV.UK
AB - Prime Minister Boris Johnson made a statement on Global Britain.
DA - 2020/06/16/
PY - 2020
LA - en
ST - Prime Minister's statement to the House of Commons
UR - https://www.gov.uk/government/speeches/prime-ministers-statement-to-the-house-of-commons-16-june-2020
Y2 - 2020/06/17/13:31:50
ER -
TY - BLOG
TI - Principles for Digital Development
T2 - Principles for Digital Development
AB - Resources & Expertise for the Digital Principles
DA - 2022///
PY - 2022
LA - en-US
UR - https://digitalprinciples.org/principles/
Y2 - 2022/12/22/04:11:40
ER -
TY - JOUR
TI - Principles for Digital Development (English/Arabic)
DP - Zotero
SP - 5
LA - en
KW - _r:ImportedToMyEducationEvidence
KW - ⛔ No DOI found
ER -
TY - VIDEO
TI - Private Engagement in Education in Emergencies: Rights and Regulations | INEE
UR - https://inee.org/resources/private-engagement-education-emergencies-rights-and-regulations-0
Y2 - 2021/04/17/14:18:05
ER -
TY - ELEC
TI - Professional Development in the OECS Gets an Upgrade!
AB - OECS/USAID Early Learners Program (ELP) Media Release
LA - en-US
UR - https://pressroom.oecs.org/professional-development-in-the-oecs-gets-an-upgrade
Y2 - 2020/07/25/18:28:32
ER -
TY - ELEC
TI - Project: Extending design thinking with emerging digital technologies (Exten.D.T.2)
T2 - Lnu.se
AB - The core ideas of the project rest on the assumption that design thinking combined with emerging technologies such as artificial intelligence, augmented reality, and educational robotics provide new and innovative ways to address the challenges and opportunities for learning and education in the age of digital transformations – from current to future practices.
DA - 2022/09/06/
PY - 2022
LA - en
ST - Project
UR - https://lnu.se/en/research/research-projects/project-extending-design-thinking-with-emerging-digital-technologies/
Y2 - 2023/02/02/20:57:32
ER -
TY - GEN
TI - Project Status Report on the Construction of 2-Blocks of 44-Room Students
LA - en
ER -
TY - GEN
TI - Projects in Federal College of Education (Technical
LA - en
ER -
TY - GEN
TI - Proposal
ER -
TY - ELEC
TI - Proticus
UR - https://www.porticus.com/en/home/
Y2 - 2020/08/07/16:37:06
ER -
TY - BLOG
TI - Publications
T2 - GRID3
AB - Academic and GRID3 publications
LA - en-US
UR - https://grid3.org/resources/publications
Y2 - 2021/03/18/18:59:09
ER -
TY - ELEC
TI - Publications and Resources | Adult Education and Literacy | U.S. Department of Education
AB - Dive Deeper into the DRAW Landscape Scan AT A GLANCE
LA - en
UR - https://lincs.ed.gov/state-resources/federal-initiatives/draw/landscape/resources
Y2 - 2023/11/01/20:45:08
ER -
TY - GEN
TI - Quality Assurance - Appendix B
ER -
TY - GEN
TI - Quality Assurance - Appendix H
ER -
TY - GEN
TI - Quality Assurance - Appendix I
ER -
TY - ELEC
TI - Quality Improvement Approaches: Implementation Science
T2 - Carnegie Foundation for the Advancement of Teaching
AB - The implementation science approach to improvement in education centers on how to accommodate local school variables and other contextual factors that can impede successful implementation
DA - 2017/03/15/T22:37+00:00
PY - 2017
LA - en
ST - Quality Improvement Approaches
UR - https://www.carnegiefoundation.org/blog/quality-improvement-approaches-implementation-science/
Y2 - 2022/09/26/12:43:28
ER -
TY - ELEC
TI - RAIFFET | Facebook
UR - https://www.facebook.com/raiffet
Y2 - 2020/02/01/21:47:02
ER -
TY - ELEC
TI - RAIFFET (@RAIFFETmonde) | Twitter
T2 - Twitter
LA - en
UR - https://twitter.com/raiffetmonde
Y2 - 2020/02/01/21:46:45
ER -
TY - BLOG
TI - Rapid Evidence Review: Girls' Education and EdTech
T2 - EdTech Hub
AB - Full PDF Download Key Findings Access to technology has shown to be often disproportionately more empowering for girls relative to boys, with wider benefits which expand beyond formal education. Most studies suggest there is a significant existing gender digital divide: cultural bias and gendered assumptions about girls’ competence and enjoyment of technology, and the benefits […]
DA - 2020///
PY - 2020
LA - en-GB
ST - Rapid Evidence Review
UR - https://edtechhub.org/rapid-evidence-review-girls-education-and-edtech/
Y2 - 2020/07/30/16:46:49
KW - _EdTechHub_Output
KW - _zenodoETH
ER -
TY - BLOG
TI - Rayyan - AI Powered Tool for Systematic Literature Reviews
AB - Rayyan is an intelligent research collaboration platform that saves you time completing literature reviews and systematic reviews. Intuitive, scalable, fast.
DA - 2021/11/08/T19:01:59+00:00
PY - 2021
LA - en-US
UR - https://www.rayyan.ai/
Y2 - 2024/01/20/08:43:13
KW - _Added-ailr-2024
ER -
TY - JOUR
TI - Re-positioning Agricultural Policies in Nigeria
T2 - Multidisciplinary Journal of Research & Development
DA - 2006/07//
PY - 2006
VL - 7
IS - 2
SP - ,
EP - 103 – 108
LA - en
KW - ⛔ No DOI found
ER -
TY - GEN
TI - READ2KIDS_R4D-lr (2).pdf
ER -
TY - RPRT
TI - Real-Time Evaluation of World Vision's Response to the Syrian Crisis
DA - 2014///
PY - 2014
DP - Zotero
LA - en
PB - World Vision
UR - https://www.alnap.org/system/files/content/resource/files/main/rte-syria-crisis-final.pdf
KW - CitedIn:eCubed
KW - eCubed
ER -
TY - ELEC
TI - Realities of Remote Learning: Lessons from Initial Findings of an 8,000-Household Survey in Peru During COVID-19
T2 - Innovations for Poverty Action
AB - Most schools throughout Latin America have closed due to the COVID-19 pandemic. With the school closures, nearly 8 million Peruvian students, from preschool to high school, are stuck at home. Within a few weeks, the Ministry of Education (Minedu) developed the Aprendo en Casa (AeC) (meaning “Learn at Home”) strategy. Although the strategy has been designed with diverse users in mind, many have asked: How many students are actually using the AeC distance education program? What can we improve? In this context, Minedu's Office of Strategic Monitoring and Evaluation (OSEE), with the support of Innovations for Poverty Action (IPA) and the Inter-American Development Bank (IDB), designed a survey to learn about the experiences of school administrators, teachers, and parents with the program.
DA - 2020/06/22/T14:01:40-04:00
PY - 2020
LA - en
ST - Realities of Remote Learning
UR - https://www.poverty-action.org/blog/realities-remote-learning-lessons-initial-findings-8000-household-survey-peru-during-covid-19
Y2 - 2020/08/21/14:08:06
ER -
TY - BLOG
TI - Realizing the promise: How can education technology improve learning for all?
T2 - Brookings
AB - This research is intended as an evidence-based tool for ministries of education to adopt and more successfully invest in education technology.
DA - 2020/09/10/T13:00:00+00:00
PY - 2020
LA - en-US
ST - Realizing the promise
UR - https://www.brookings.edu/essay/realizing-the-promise-how-can-education-technology-improve-learning-for-all/
Y2 - 2021/06/04/17:41:31
ER -
TY - RPRT
TI - Recommendations-of-the-Global-Education-Evidence-Advisory-Panel.pdf
UR - https://documents1.worldbank.org/curated/en/114361643124941686/pdf/Recommendations-of-the-Global-Education-Evidence-Advisory-Panel.pdf
Y2 - 2022/11/24/12:04:24
ER -
TY - JOUR
TI - References from: Cobb, C. D. (2020).
DA - 2020///
PY - 2020
DP - Zotero
SP - 8
LA - en
ER -
TY - JOUR
TI - Relationship of Job Satisfaction and Turnover Intention of Private Secondary School Teachers | Mediterranean Journal of Social Sciences
DP - www.richtmann.org
LA - en-US
UR - http://www.richtmann.org/journal/index.php/mjss/article/view/7082
Y2 - 2021/03/07/18:06:46
KW - Lebanon_event_2021
ER -
TY - JOUR
TI - Religion and Politics: The Debate with Reference to Nigeria
T2 - International Journal of Islamic Thought
DA - 2014///
PY - 2014
VL - 3
IS - 1
SP - 79
EP - 96
LA - en
KW - ⛔ No DOI found
ER -
TY - ELEC
TI - Remote Learning, Distance Education and Online Learning During the COVID19 Pandemic : A Resource List by the World Bank's Edtech Team
T2 - World Bank
AB - Remote Learning, Distance Education
and Online Learning During the COVID19 Pandemic : A Resource
List by the World Bank's Edtech Team (English)
LA - en
M3 - Text/HTML
ST - Remote Learning, Distance Education and Online Learning During the COVID19 Pandemic
UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/964121585254860581/Remote-Learning-Distance-Education-and-Online-Learning-During-the-COVID19-Pandemic-A-Resource-List-by-the-World-Banks-Edtech-Team
Y2 - 2021/06/24/12:41:05
ER -
TY - ELEC
TI - Renouvellement de la Chaire UNESCO « Education scientifique et technologique et formation des enseignants » de 2017 à 2021
UR - http://chaire-unesco-stettin.univ-amu.fr/fr/renouvellement-de-la-chaire-unesco-education-scientifique-et-technologique-et-formation-des
Y2 - 2020/02/02/11:16:49
ER -
TY - RPRT
TI - Report
ER -
TY - JOUR
TI - Report of the Secretary-General Roadmap for Digital Cooperation
DA - 2020/06//
PY - 2020
DP - Zotero
SP - 39
LA - en
KW - ⛔ No DOI found
ER -
TY - BLOG
TI - Research
T2 - Schools2030
AB - Through the generous support of the Jacobs Foundation, Schools2030 is working with independent research partners to increase our understanding of how holistic
DA - 2022/02/08/T11:08:50+00:00
PY - 2022
LA - en-US
UR - https://schools2030.org/research/
Y2 - 2022/03/31/17:51:35
ER -
TY - BOOK
TI - Research proposal
DA - 2023/01/18/
PY - 2023
ER -
TY - ELEC
TI - Research Rabbit
UR - https://researchrabbitapp.com/
Y2 - 2024/01/19/22:54:26
KW - _Added-ailr-2024
ER -
TY - ELEC
TI - Research Solutions Announces Acquisition of scite
AB - Research Solutions announces their acquisition of scite, a search and discovery platform leveraging AI to increase the discoverability and evaluation of research.
LA - en
UR - https://www.researchsolutions.com/resources/press-releases/research-solutions-announces-acquisition-of-scite
Y2 - 2024/01/19/22:47:17
ER -
TY - ELEC
TI - Réseau Africain des Institutions de Formation de Formateurs de l'Enseignement Technique (RAIFFET) | Home
UR - https://raiffet.org/
Y2 - 2020/02/01/21:47:19
ER -
TY - BLOG
TI - Results: Smart Learning Environments of the Future
T2 - 6Aika
AB - The Smart Learning Environments of the Future project improved...
LA - en-GB
ST - Results
UR - https://6aika.fi/en/project/results-smart-learning-environments-of-the-future/
Y2 - 2023/02/02/18:43:56
ER -
TY - ELEC
TI - RevMan
LA - en
UR - https://training.cochrane.org/online-learning/core-software/revman
Y2 - 2024/01/20/17:26:41
KW - _Added-ailr-2024
ER -
TY - ELEC
TI - Rewired Global Declaration on Connectivity for Education.pdf
UR - https://en.unesco.org/futuresofeducation/sites/default/files/2021-12/Rewired%20Global%20Declaration%20on%20Connectivity%20for%20Education.pdf
Y2 - 2022/05/06/21:34:20
ER -
TY - ELEC
TI - RISE in Tanzania: Research Overview (Technical) | RISE Programme
UR - https://riseprogramme.org/publications/rise-tanzania-research-overview-technical
Y2 - 2020/09/06/17:24:28
ER -
TY - ELEC
TI - RISE in Tanzania - video interview with Jacobus Cilliers | RISE Programme
UR - https://riseprogramme.org/blog/video-tanzania-interview-cilliers
Y2 - 2020/09/06/17:28:02
ER -
TY - ELEC
TI - RISE in Tanzania - video interview with Kitila Mkumbo | RISE Programme
UR - https://riseprogramme.org/blog/video-tanzania-interview-mkumbo
Y2 - 2020/09/06/17:28:05
ER -
TY - ELEC
TI - RISE on COVID-19 | RISE Programme
UR - https://riseprogramme.org/covid-19
Y2 - 2020/09/06/17:22:47
ER -
TY - ELEC
TI - Rising Academies - Rising On Air (Copy)
T2 - Rising Academies
LA - en-GB
UR - http://www.risingacademies.com/on-air
Y2 - 2020/04/08/12:11:03
ER -
TY - RPRT
TI - Rising Academy Network
ER -
TY - ELEC
TI - RobotReviewer
T2 - RobotReviewer
LA - en-US
UR - https://www.robotreviewer.net
Y2 - 2024/01/20/17:29:45
KW - _Added-ailr-2024
ER -
TY - JOUR
TI - Roll Call: Getting Children Into School
T2 - Policy Bulletin
AB - Individual Evaluations Cited Abdul Latif Jameel Poverty Action Lab (JPAL)
DA - 2017///
PY - 2017
UR - https://www.povertyactionlab.org/sites/default/files/publication/roll-call-getting-children-into-school.pdf
ER -
TY - COMP
TI - runnio
AB - API access to runn.io
DA - 2023/08/24/T10:36:26Z
PY - 2023
DP - GitHub
LA - JavaScript
PB - Open Development & Education
UR - https://github.com/OpenDevEd/runnio
Y2 - 2023/08/27/09:46:01
ER -
TY - ELEC
TI - Scaling AI to map every school on the planet — Development Seed
AB - See our planet better.
LA - en
UR - https://developmentseed.org/blog/2021-03-18-ai-enabling-school-mapping
Y2 - 2021/05/08/17:43:06
ER -
TY - ELEC
TI - Scanlitt
UR - https://www.scanlitt.com/
Y2 - 2024/01/19/22:54:49
KW - _Added-ailr-2024
ER -
TY - ELEC
TI - Scholarcy Summarizer Review: Pricing, Features, & More
AB - Ultimate Scholarcy summarizer review. 1. Working process 2. Pricing and plan 3. Technical details 4. Features and functionalities 5. Security and customer support 6. Pros and cons.
LA - en
ST - Scholarcy Summarizer Review
UR - https://www.notta.ai/en/blog/scholarcy-summarizer
Y2 - 2024/01/22/14:42:46
ER -
TY - ELEC
TI - School clusters and teacher resource centres
T2 - IIEP-UNESCO
AB - In the context of Education for All, teacher resource centres and school cluster strategies are increasingly incorporated into programmes to improve the quality of education. But what are they meant to achieve at the school level? School clusters and resource centres aim to channel education resources more effectively by making them available to groups of schools rather than individual schools.
DA - 2019/11/25/T11:00:59+01:00
PY - 2019
LA - en
UR - http://www.iiep.unesco.org/en/publication/school-clusters-and-teacher-resource-centres
Y2 - 2021/03/15/11:34:09
ER -
TY - GEN
TI - School to Work Youth on Move Summary v6.pdf
ER -
TY - GEN
TI - School to Work Youth on Move v5.pdf
ER -
TY - ELEC
TI - Science of Teaching - Overview
UR - https://scienceofteaching.s3.eu-west-3.amazonaws.com/index.html#/
Y2 - 2021/02/03/13:27:28
ER -
TY - ELEC
TI - SciPub+ | Revolutionize Your Academic Writing
AB - Empowering Researchers with AI-Driven Writing Tools
LA - en
UR - https://scipubplus.com
Y2 - 2024/01/19/22:55:13
ER -
TY - ELEC
TI - Scite.ai (AI for Research)
T2 - scite.ai
AB - Ask a question, get an answer backed by real research. Scite is trusted by leading universities, publishers, and corporations across the world.
LA - en
UR - https://scite.ai
Y2 - 2024/01/19/22:47:20
ER -
TY - JOUR
TI - Second International Textbook Summit: Quality, Functions, Supply and Demand
DP - Zotero
SP - 19
LA - en
ER -
TY - JOUR
TI - Secularism and The Secular State
T2 - International Journal of Islamic Thought
DA - 2014///
PY - 2014
VL - 3
IS - 2
SP - 19
EP - 31
LA - en
KW - ⛔ No DOI found
ER -
TY - ELEC
TI - Semantic Scholar | AI-Powered Research Tool
AB - Semantic Scholar uses groundbreaking AI and engineering to understand the semantics of scientific literature to help Scholars discover relevant research.
LA - en
UR - https://www.semanticscholar.org/
Y2 - 2024/01/20/08:58:27
KW - _Added-ailr-2024
ER -
TY - ELEC
TI - Séminaire sur l’employabilité des diplômés organisé par la CITEF
T2 - AUF
DA - 2018///
PY - 2018
LA - fr-CA
UR - https://www.auf.org/nouvelles/agenda/seminaire-lemployabilite-diplomes-organise-citef-mai-2018/
Y2 - 2020/02/02/13:37:08
ER -
TY - ELEC
TI - SESRA
UR - http://sesra.net/index/about
Y2 - 2024/01/20/09:14:03
ER -
TY - GEN
TI - Setting New Directions - Unit 1 Resources for College Leadership
ER -
TY - ELEC
TI - Seven tenets of human-centred design - Design Council
UR - https://www.designcouncil.org.uk/our-resources/seven-tenets-of-human-centred-design/
Y2 - 2023/08/24/21:49:36
ER -
TY - NEWS
TI - 'Sex for grades': Undercover in West African universities
AB - What happens behind closed doors at some of West Africa’s most prestigious universities.
DP - www.bbc.co.uk
LA - en-GB
ST - 'Sex for grades'
UR - https://www.bbc.co.uk/news/av/world-africa-49907376
Y2 - 2020/11/10/13:11:35
ER -
TY - VIDEO
TI - Sex for Grades: undercover inside Nigerian and Ghanaian universities - BBC Africa Eye documentary
AB - Africa Eye brings you original, investigative journalism revealing secrets and rooting out injustice in the world’s most complex and exciting continent. Nothing stays hidden forever.
DP - YouTube
ST - Sex for Grades
UR - https://www.youtube.com/watch?v=we-F0Gi0Lqs
Y2 - 2020/11/10/13:13:48
ER -
TY - ELEC
TI - SGP40 Indoor Air Quality Sensor for VOC
UR - https://www.mouser.co.uk/datasheet/2/682/Sensirion_Gas_Sensors_Datasheet_SGP40-2001008.pdf
Y2 - 2022/06/01/20:20:37
ER -
TY - JOUR
TI - Shariah Implementation and Democracy in Nigeria: Expected Problems and Prospects” in Al-Ijtihad
T2 - The Journal of Islamization of Knowledge and Contemporary Issues
DA - 2005/07//
PY - 2005
VL - 6
IS - 2
SP - ,
EP - 39 – 53
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Sierra Leone: education country status report; an analysis for further improving the quality, equity and efficiency of the education system in Sierra Leone; 2013
DA - 2013///
PY - 2013
DP - Zotero
SP - 204
LA - en
KW - _C:Sierra Leone SLE
ER -
TY - ELEC
TI - Sierra Leone Education Sector Plan 2022 - 2026 | UNICEF Sierra Leone
UR - https://www.unicef.org/sierraleone/reports/sierra-leone-education-sector-plan-2022-2026
Y2 - 2023/08/28/19:09:01
ER -
TY - ELEC
TI - Sierra-Leone-Media-Landscape-Report_BBC-Media-Action_January-2019.pdf
UR - https://www.communityengagementhub.org/wp-content/uploads/sites/2/2019/09/Sierra-Leone-Media-Landscape-Report_BBC-Media-Action_January-2019.pdf
Y2 - 2022/12/25/01:03:00
ER -
TY - RPRT
TI - Sierra Leone TCPD Sandbox Report
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2022/11/15/
PY - 2022
LA - en
M3 - Sandbox Sprint Review
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/9NR4RZ98
KW - _C:Sierra Leone SLE
KW - _r:AddedByZotZen
ER -
TY - ELEC
TI - SIM7600G-H 4G HAT (B)
LA - en
UR - https://www.waveshare.com/wiki/SIM7600G-H_4G_HAT_(B)
Y2 - 2022/06/01/20:43:12
ER -
TY - ELEC
TI - SIM800C GSM/GPRS HAT
LA - en
UR - https://www.waveshare.com/wiki/SIM800C_GSM/GPRS_HAT
Y2 - 2022/06/01/20:39:29
ER -
TY - ELEC
TI - Sixième Colloque du RAIFFET à Koudougou au Burkina Faso
UR - https://raiffet2020.sciencesconf.org/
Y2 - 2020/02/02/11:37:55
ER -
TY - ELEC
TI - SL News Blogs unboxes our #KaiOS Smartphone
AB - SL News Blogs unboxes our #KaiOS Smartphone.
Hurry up and visit any #AfricellSL shop nationwide, and get yourself a #KAIOS Smartphone 📱.
#AfricellServices #WeAreAfricell...
LA - en
UR - https://www.facebook.com/AfricellSierraLeone/posts/pfbid0nCArXJGo4qZu3Rvp3q1a6a3aQvvtJCg3AnmbGKx9whzjYDjQU6s5KtvTeETJsjmKl
Y2 - 2022/09/21/10:26:11
ER -
TY - RPRT
TI - sle_africell_report_v1-2_dec20.pdf
UR - https://www.flowminder.org/media/vg5ov5s5/sle_africell_report_v1-2_dec20.pdf
Y2 - 2021/03/18/19:10:23
ER -
TY - GEN
TI - Some interesting papers on SEND
DA - 2020///
PY - 2020
KW - _r:ImportedToMyEducationEvidence
ER -
TY - CONF
TI - Some Trace and Heavy Metals in the Soils of Challawa Industrial Estate, Kano
C3 - 31st Annual Conference of Soil Science Society of Nigeria. 13th
LA - en
KW - ⛔ No DOI found
ER -
TY - ELEC
TI - Southern African Science Service Centre for Climate Change and Adaptive Land Management | Home
UR - http://www.sasscal.org/
Y2 - 2020/05/28/13:33:12
ER -
TY - ELEC
TI - SparkFun Nano Power Timer - TPL5110 - PRT-15353 - SparkFun Electronics
UR - https://www.sparkfun.com/products/15353
Y2 - 2023/04/30/16:17:46
ER -
TY - ELEC
TI - srdb.pro
AB - SRDB.PRO is the first enterprise level literature review and data analysis platform designed specifically for the Pharmaceutical industry and healthcare consultancies.
A truly comprehensive literature review solution, supports all aspects of the review process, from searches through to report generation. And all from a single software platform.
SRDB.PRO enhances productivity, increases accuracy and drives greater profitability by reducing the amount of time needed to manage and produce accurate reviews and secondary evidence.
Visit us at www.srdb.pro
UR - www.srdb.pro
ER -
TY - GEN
TI - St-Kitts_NevisStatisticsAct.pdf
ER -
TY - GEN
TI - St. Lucia 2014.pdf
ER -
TY - GEN
TI - St. Lucia Education Digest 2012.pdf
ER -
TY - GEN
TI - St. Lucia Education Digest 2013 St. Lucia.pdf
ER -
TY - GEN
TI - St. Lucia Education Digest 2015 St. Lucia.pdf
ER -
TY - GEN
TI - St. Lucia Education Digest 2016 St. Lucia.pdf
ER -
TY - GEN
TI - St. Lucia Education Digest 2017 St. Lucia.pdf
ER -
TY - GEN
TI - St. Lucia Education Digest 2018 St. Lucia.pdf
ER -
TY - ELEC
TI - St. Vincent Education Statistical Digest 2015/2016
T2 - Joomag
AB - Statistical Information on Teachers, Students, Examination Results and Financing Education in St. Vincent and the Grenadines.
LA - en
UR - https://view.joomag.com/st-vincent-education-statistical-digest-2015-2016/0399231001507060493
Y2 - 2020/07/25/15:10:00
ER -
TY - ELEC
TI - St. Vincent Education Statistical Digest 2017-2018
T2 - Joomag
AB - The 2017-2018 Education Statistical Digest provides data on Teachers, Students, Examination Results and Financing Education in St. Vincent and the Grenadines.
LA - en
UR - https://view.joomag.com/st-vincent-education-statistical-digest-2017-2018/0011831001537814524
Y2 - 2020/07/25/15:09:58
ER -
TY - GEN
TI - St Vincent & the Grenadines Education Statistcal Digest of SVG 2015-2016.pdf
ER -
TY - GEN
TI - St Vincent & the Grenadines Education Statistical Digest of SVG 2011-2012.pdf
ER -
TY - GEN
TI - St Vincent & the Grenadines Education Statistical Digest of SVG 2012-2013.pdf
ER -
TY - GEN
TI - St Vincent & the Grenadines Education Statistical Digest of SVG 2013-2014.pdf
ER -
TY - GEN
TI - St Vincent & the Grenadines Education Statistical Digest of SVG 2014-2015.pdf
ER -
TY - GEN
TI - St Vincent & the Grenadines Education Statistical Digest of SVG 2016-2017.pdf
ER -
TY - JOUR
TI - Stakeholder Participation Planning Tool (for Evaluation)
DA - 2020///
PY - 2020
DP - Zotero
LA - en
ER -
TY - ELEC
TI - Standards and criteria for approval of programmes in vocational enterprise institutions and innovation entreprise instutions programmes
DA - 2007///
PY - 2007
UR - https://net.nbte.gov.ng/sites/default/files/2017-10/STD%20AND%20CRETERIA.pdf
Y2 - 2020/08/04/13:39:02
ER -
TY - BLOG
TI - Statement: DFID merged into FCO – ODI Response
T2 - ODI
AB - ODI’s Chief Executive, Sara Pantuliano, reacts to today’s announcement of the merger between the Department for International Development and the FCO.
DA - 2020///
PY - 2020
LA - en
ST - Statement
UR - https://www.odi.org/news/17049-statement-dfid-merged-fco-odi-response
Y2 - 2020/06/22/12:35:11
ER -
TY - ENCYC
TI - States and regions of Somalia
T2 - Wikipedia
AB - Somalia is a federal republic consisting of five federal states as well as the claimed territory of Somaliland. Somalia is further subdivided into thirteen administrative regions (gobollada, singular gobol), and five claimed regions which are in turn subdivided into districts.
DA - 2021/02/22/T19:24:39Z
PY - 2021
DP - Wikipedia
LA - en
UR - https://en.wikipedia.org/w/index.php?title=States_and_regions_of_Somalia&oldid=1008328885
Y2 - 2021/03/07/12:42:34
ER -
TY - GEN
TI - Statistical Digest_SVG_2013_web.pdf
ER -
TY - JOUR
TI - Strategy Testing: An Innovative Approach to Monitoring Highly Flexible Aid Programs
DP - Zotero
SP - 29
LA - en
ER -
TY - GEN
TI - Structural Investigation Report at GSS Tsakuwawa Classrooms Complex, Tsakuwawa
LA - ny
ER -
TY - GEN
TI - Structural Investigation Report on a One-Story Classrooms and Laboratory Complex under Construction at Binyaminu Usman Polytechnic, Hadejia
LA - en
ER -
TY - BLOG
TI - Structured Pedagogy Series
T2 - Science of Teaching
LA - en-US
UR - https://scienceofteaching.site/how-to-guides/learning-outcomes/
Y2 - 2022/07/28/14:31:07
ER -
TY - GEN
TI - Student Handbook (1-3)
ER -
TY - RPRT
TI - Study on the Use of Ict in Education and Remote Learning During Crises and the Required Investment for Digital Transformation for African Countries
DA - 2022/12//
PY - 2022
PB - Association for the Development of Education in Africa
UR - https://www.adeanet.org/en/publications/country-profile-report-mauritius-study-use-ict-education-remote-learning-during-crises
Y2 - 2024/01/26/08:41:41
ER -
TY - JOUR
TI - Sudan: Sudanese Minister of Education Expresses her Support for the TVET Development of UNESCO in Sudan
T3 - News
DA - 2019///
PY - 2019
ER -
TY - JOUR
TI - Sudan: UNESCO Reported to the Sudanese National Assembly on the Status of the Technical and Vocational Education and Training System
T3 - News
DA - 2019///
PY - 2019
ER -
TY - ELEC
TI - SUMMARY_REPORT-_BUILD_BACK_BETTER_BUSINESS_COUNCIL_.pdf
UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1045013/SUMMARY_REPORT-_BUILD_BACK_BETTER_BUSINESS_COUNCIL_.pdf
Y2 - 2022/04/17/13:42:44
ER -
TY - ELEC
TI - Swedish Edtest – Frequently asked questions
UR - https://edtest.se/en/frequently-asked-questions
Y2 - 2023/02/02/21:00:16
ER -
TY - ELEC
TI - Swedish Edtest – Utveckla digitala lärresurser med Swedish Edtest
UR - https://edtest.se/sv
Y2 - 2023/02/02/20:59:18
ER -
TY - BLOG
TI - SWIFT-Active Screener
T2 - Sciome
AB - SWIFT-Active Screener is a web-based, collaborative systematic review software application. Active Screener was designed to be easy-to-use, incorporating a simple, but powerful, graphical user interface with rich project status updates. What makes Active Screener special, however, is its behind-the-scenes application of state-of-the-art statistical models designed to save screeners time and effort by automatically prioritizing articles […]
LA - en-US
UR - https://www.sciome.com/swift-activescreener/
Y2 - 2024/01/20/09:47:10
ER -
TY - ELEC
TI - Swiss National EdTech Testbed Program | Gebert Rüf Stiftung
AB - The digital transformation in education is a topic of high importance for the Swiss, yet also the global, society. To enhance visibility and support the digital transformation in education, the Swiss EdTech Collider, a hub and centre for EdTech startups and innovations based at EPFL Lausanne, has
established so-called «test-bed/test-lab» collaboration framework with a few schools (mostly ...
LA - de
UR - https://www.grstiftung.ch/de/media/portfolio~grs-074-21~.html
Y2 - 2023/02/02/21:06:55
ER -
TY - ELEC
TI - Systemic Design Framework - Design Council
UR - https://www.designcouncil.org.uk/our-resources/systemic-design-framework/
Y2 - 2023/08/24/21:47:46
ER -
TY - ELEC
TI - Systemic Design Report
UR - https://www.designcouncil.org.uk/fileadmin/uploads/dc/Documents/Systemic%2520Design%2520Report.pdf
Y2 - 2023/08/24/21:51:02
ER -
TY - GEN
TI - Systems Leadership Unit 2 PPT - Resources for College Leadership
ER -
TY - ELEC
TI - T-TEL
UR - https://www.t-tel.org/home
Y2 - 2020/08/07/16:52:00
ER -
TY - GEN
TI - T-TEL school partnership innovation
DA - 2016///
PY - 2016
ER -
TY - ELEC
TI - Tanzania CRT Non-technical Overview.pdf
UR - https://riseprogramme.org/sites/default/files/publications/Tanzania%20CRT%20Non-technical%20Overview.pdf
Y2 - 2020/09/06/17:28:15
ER -
TY - ELEC
TI - Tanzania CRT Technical Overview.pdf
UR - https://riseprogramme.org/sites/default/files/publications/Tanzania%20CRT%20Technical%20Overview.pdf
Y2 - 2020/09/06/17:28:15
KW - auto_merged
ER -
TY - ELEC
TI - Tanzania | RISE Programme
UR - https://riseprogramme.org/countries/tanzania
Y2 - 2020/09/06/17:23:23
ER -
TY - BLOG
TI - Teacher absenteeism | Education | IIEP Policy Toolbox
AB - The reasons for teacher absenteeism can be encompassed in three main categories: authorized leaves, absences due to official duties, and those without reason.
DA - 2019/09/26/T09:20:45+00:00
PY - 2019
LA - en-GB
UR - https://policytoolbox.iiep.unesco.org/policy-option/teacher-absenteeism/
Y2 - 2022/01/11/13:42:29
ER -
TY - JOUR
TI - Teacher Management: Emerging Issues in Kenya
T2 - European Journal of Educational Sciences
DA - 2017///
PY - 2017
DP - www.ceeol.com
VL - 4
IS - 1
SP - 18
EP - 41
LA - English
SN - 1857-6036
ST - Teacher Management
UR - https://www.ceeol.com/search/article-detail?id=853600
Y2 - 2021/03/07/17:54:50
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Teacher Monitoring Pilot
CY - Sierra Leone
DA - 2020///
PY - 2020
PB - Teacher Service Commission (Sierra Leone)
UR - https://sleams.org/
Y2 - 2020/07/15/11:12:14
ER -
TY - BLOG
TI - Teacher-student relationship as an enabler of holistic learning for SEND students - Open Development & Education
AB - The programme aims to understanding the effect of teacher-student relationships (TSRs) on the perception of self-efficacy of SEND students in Ugandan primary schools
DA - 2023/04/05/T09:23:06+00:00
PY - 2023
LA - en-GB
UR - https://opendeved.net/programmes/schools-2030/, https://opendeved.net/programmes/schools-2030/
Y2 - 2024/01/06/12:50:25
ER -
TY - GEN
TI - teacher_educator_framework_final_webv1_0.pdf
ER -
TY - ELEC
TI - Teachers in Crisis Contexts: Promising Practices in Teacher Management, Professional Development, and Well-being | INEE
UR - https://inee.org/events/teachers-crisis-contexts-ticc-roundtable/case-studies
Y2 - 2021/02/11/16:32:05
ER -
TY - ELEC
TI - Teachers in Crisis Contexts Training for Primary School Teachers | INEE
UR - https://inee.org/resources/teachers-crisis-contexts-training-primary-school-teachers
Y2 - 2021/02/11/16:36:14
ER -
TY - CHAP
TI - Teachers of Mathematics (NCTM)
T2 - Principles to actions: Ensuring mathematical success for all
CY - United States
DA - 2014///
PY - 2014
PB - NCTM
UR - http://www.nctm.org/PrinciplestoActions.
ER -
TY - GEN
TI - Teachers_Preferences_for_Proximity_and_the_Implications_for_Staffing_Schools_Evidence_from_Peru_en (1).pdf
ER -
TY - ELEC
TI - Teaching amidst conflict and displacement: persistent challenges and promising practices for refugee, internally displaced and national teachers - UNESCO Digital Library
UR - https://unesdoc.unesco.org/ark:/48223/pf0000266060
Y2 - 2021/02/11/16:36:26
ER -
TY - ELEC
TI - Teaching and teachers | RISE Programme
UR - https://riseprogramme.org/systems-thinking/teaching
Y2 - 2020/09/06/17:22:08
ER -
TY - RPRT
TI - Teaching Learning Toolkit: An accessible summary of the international evidence on teaching 5-16 year-olds
DA - 2018/10//
PY - 2018
UR - https://educationendowmentfoundation.org.uk/public/files/Toolkit/complete/EEF-Teaching-Learning-Toolkit-October-2018.pdf
Y2 - 2021/03/25/22:51:22
ER -
TY - JOUR
TI - Teaching & Learning Toolkit (English/Arabic)
DA - 2018///
PY - 2018
DP - Zotero
SP - 7
LA - en
KW - _r:ImportedToMyEducationEvidence
KW - ⛔ No DOI found
ER -
TY - GEN
TI - Technical and Financial Report for the Award of Contract for the Construction of 300 capacity Lecture Theatre for the Faculty of Natural Sciences
LA - en
PB - Sule Lamido University, Kafin-Hausa
ER -
TY - GEN
TI - Technical and Financial Report from the 1st Meeting of the Procurement Planning Committee (PPC) to the 98th Meeting of the University Tenders Board
LA - en
ER -
TY - ELEC
TI - Technical and Vocational Education and Training Act
DA - 2013///
PY - 2013
UR - https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/98807/117649/F1763223240/KEN98807.pdf
Y2 - 2020/08/04/13:04:51
ER -
TY - RPRT
TI - Technical and Vocational Education and Training Act n°29
DA - 2013///
PY - 2013
UR - https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/98807/117649/F1763223240/KEN98807.pdf
ER -
TY - ELEC
TI - Technical and Vocational Education and Training Authority
UR - http://www.tvetauthority.go.ke/
ER -
TY - GEN
TI - Technical Report on the Site Inspection of 84-units of three bedrooms of the Ministerial Pilot Housing Scheme funded by Federal Mortgage Bank of Nigeria at Western bye-pass
LA - en
ER -
TY - ELEC
TI - Testbed Helsinki / EdTech
T2 - Testbed Helsinki
AB - EdTech company, join us and kick-start your development activities! We enable the development and testing of smart innovations in Helsinki’s primary schools, upper secondary schools, and other learning environments.
LA - en-GB
UR - https://testbed.hel.fi/en/edtech/
Y2 - 2023/02/02/20:58:22
ER -
TY - ELEC
TI - TFC: Risks associated with the reopening of education settings in September, 8 July 2020
T2 - GOV.UK
AB - Paper prepared by Children’s Task and Finish Group (TFC) and Government Office for Science (GOS).
LA - en
ST - TFC
UR - https://www.gov.uk/government/publications/tfc-risks-associated-with-the-reopening-of-education-settings-in-september-8-july-2020
Y2 - 2020/07/29/20:59:19
ER -
TY - BLOG
TI - The COVID-19 pandemic has changed education forever. This is how
T2 - The COVID-19 pandemic has changed education forever. This is how
DA - 2020/04/29/
PY - 2020
UR - https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/
Y2 - 2020/01/12/00:00:00
ER -
TY - RPRT
TI - The Design of A Post COVID-19 Academic Recovery Programme for Primary and Secondary Schools Across the OECS
AB - OECS
DP - oecs.org
LA - en-gb
M3 - Terms of Reference
UR - https://oecs.org/en/work-with-us/procurements/current-tenders/the-design-of-a-post-covid-19-academic-recovery-programme-for-primary-and-secondary-schools-across-the-oecs
Y2 - 2020/07/26/20:21:36
ER -
TY - ELEC
TI - The Design Value Framework - Design Council
UR - https://www.designcouncil.org.uk/our-resources/the-design-value-framework/
Y2 - 2023/08/24/21:48:19
ER -
TY - ELEC
TI - The Double Diamond - Design Council
AB - A universally accepted depiction of the design process
LA - en
UR - https://www.designcouncil.org.uk/our-resources/the-double-diamond/
Y2 - 2023/08/24/21:45:05
ER -
TY - BOOK
TI - The effect of Exudates of Cereal Seeds on the Growth of Soil Microorganisms. B.Sc Agriculture undergraduate project
DA - 1989///
PY - 1989
LA - en
PB - A.B.U. Zaria
ER -
TY - JOUR
TI - The Effects of Solid Urban Wastes on Some Properties of Agricultural Soils in Kumbotso LGA, Kano State
T2 - May
DA - 1997///
PY - 1997
LA - en
ER -
TY - GEN
TI - The Effects of Some Soil Amendment Materials in Sorghum and Millets in the Soils of Challawa Industrial Area, Kano State
DA - 2007///
PY - 2007
LA - en
ER -
TY - ELEC
TI - The Global Learning for Adaptive Management initiative (GLAM)
T2 - ODI
AB - GLAM is a global learning alliance that aims to actively identify, operationalise and promote rigorous evidence-based approaches to adaptive management.
LA - en
UR - https://www.odi.org/projects/2918-global-learning-adaptive-management-initiative-glam
Y2 - 2020/09/06/17:12:05
ER -
TY - NEWS
TI - The gravedigger’s truth: Hidden coronavirus deaths
T2 - BBC News
AB - Somalia has fewer than 100 official Covid-19 deaths. But its cemeteries tell a different story.
DP - www.bbc.co.uk
LA - en-GB
ST - The gravedigger’s truth
UR - https://www.bbc.co.uk/news/av/world-africa-53521563
Y2 - 2020/11/08/22:40:00
ER -
TY - ELEC
TI - The Guidelines for Registration of Training Providers
UR - https://www.nita.go.ke/resources/downloads.html?task=document.viewdoc&id=33
ER -
TY - ELEC
TI - The hidden crisis: Armed conflict and education | Global Education Monitoring Report
UR - https://en.unesco.org/gem-report/report/2011/hidden-crisis-armed-conflict-and-education
Y2 - 2021/02/11/16:52:39
ER -
TY - NEWS
TI - The hidden lives of ‘housegirls’
AB - A charity in Kenya is calling for the introduction of laws to protect domestic workers to ensure their safety.
DP - www.bbc.co.uk
LA - en-GB
UR - https://www.bbc.co.uk/news/av/world-africa-48308502
Y2 - 2020/11/10/13:12:15
ER -
TY - GEN
TI - The+Hows+and+Whys+of+EdTech+Evidence_WiKIT.pdf
ER -
TY - JOUR
TI - 'The Impact of an Adolescent Girls Employment Program. The EPAG Project in Liberia. ', Policy Research Working Paper, The World Bank
DA - 2014///
PY - 2014
ER -
TY - RPRT
TI - The-Impact-of-the-COVID-19-Pandemic-on-Education-Financing.pdf
UR - https://openknowledge.worldbank.org/bitstream/handle/10986/33739/The-Impact-of-the-COVID-19-Pandemic-on-Education-Financing.pdf?sequence=1
Y2 - 2020/07/25/14:37:41
ER -
TY - ELEC
TI - The learning crisis | RISE Programme
UR - https://riseprogramme.org/systems-thinking/learning-crisis
Y2 - 2020/09/06/17:20:02
ER -
TY - GEN
TI - The-Market-Design-Approach-to-Teacher-Assignment-Evidence-from-Ecuador.pdf
ER -
TY - ELEC
TI - The National Industrial Training Authority
UR - https://www.nita.go.ke/
Y2 - 2020/08/04/13:07:09
ER -
TY - ELEC
TI - The rise and rise of realist reviews?
AB - Realist reviews are becoming an increasing popular approach to synthesising evidence about complex interventions. Whilst Geoff welcomes this increase, he raises challenges that such popularity might bring
LA - en
M3 - Blog post
UR - https://www.cebm.ox.ac.uk/news/views/the-rise-and-rise-of-realist-reviews
Y2 - 2023/10/23/18:42:25
ER -
TY - ELEC
TI - The Risks of Dangerous Dashboards in Basic Education
T2 - Center for Global Development | Ideas to Action
AB - Many countries’ systems of basic education are in “stall” condition.
A recent paper of Beatty et al. (2018) uses information from the Indonesia Family Life Survey, a representative household survey that has been carried out in several waves with the same individuals since 2000 and contains information on whether individuals can answer simple arithmetic questions. Figure 1, showing the relationship between the level of schooling and the probability of answering a typical question correctly, has two shocking results.
LA - en
UR - https://www.cgdev.org/publication/risks-dangerous-dashboards-in-basic-education
Y2 - 2022/06/07/19:36:31
ER -
TY - JOUR
TI - The Role of Parent-Teachers Association in the Sustainable Development of Education in Kano State
T2 - Lappai International Journal of Politics
DA - 2014/06//
PY - 2014
VL - 2
IS - 1
LA - en
ER -
TY - RPRT
TI - The State of Digital Accessibility 2020
DA - 2020///
PY - 2020
PB - G3ict
UR - https://g3ict.org/publication/the-state-of-digital-accessibility-2020
Y2 - 2020/08/19/14:19:28
ER -
TY - RPRT
TI - The State of Global Learning Poverty: 2022 Update
DA - 2022/06/23/
PY - 2022
UR - https://thedocs.worldbank.org/en/doc/e52f55322528903b27f1b7e61238e416-0200022022/original/Learning-poverty-report-2022-06-21-final-V7-0-conferenceEdition.pdf
Y2 - 2024/03/19/16:50:35
KW - Final_citation
ER -
TY - ELEC
TI - The UDL Guidelines
UR - https://udlguidelines.cast.org/
Y2 - 2022/10/21/12:54:53
ER -
TY - GEN
TI - The+WiKIT+Method+.pdf
ER -
TY - CHAP
TI - The Youth, Gender and Sustainable Development: An Assessment of Girl-Child Education in Kano State
T2 - The Nigerian Youth: Political
LA - en
ER -
TY - ELEC
TI - The Zambia eSchool 360 Evaluation Project
T2 - American Institutes for Research
AB - Impact Network’s eSchool 360 program is a multifaceted program comprising an e-learning technology component, ongoing teacher training and professional development, and community ownership among students in community schools in rural Zambia. AIR will design and implement a two-stage mixed-methods evaluation to measure the effect of Impact Network’s eSchool 360 program on learning outcomes among students in community schools in rural Zambia as well as the cost-effectiveness of any measured impacts.
LA - en
UR - https://www.air.org/project/zambia-eschool-360-evaluation-project
Y2 - 2023/03/12/19:38:20
ER -
TY - ELEC
TI - The Zambia eSchool 360 Expansion Project: A Program That Aims to Improve Education in Zambia
T2 - American Institutes for Research
AB - The current Zambian educational system is neither providing the access to nor the quality of education that its students and communities need. AIR is working to expand and evaluate the eSchool 360 program to 35 rural schools in Zambia. The program aims to deliver higher quality and low-cost education to children in primary grades through a holistic technology solution.
LA - en
ST - The Zambia eSchool 360 Expansion Project
UR - https://www.air.org/project/zambia-eschool-360-expansion-project-program-aims-improve-education-zambia
Y2 - 2022/04/17/17:41:27
ER -
TY - ELEC
TI - The_Beginner_s_Guide_to_PEA.pdf
UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/766478/The_Beginner_s_Guide_to_PEA.pdf
Y2 - 2020/09/06/16:49:43
ER -
TY - GEN
TI - Theme 6 National Teachers_ Standards (NTS) and National Teacher Education Curriculum Framework (NTECF) Handbook - Professional Development Coordinators.pdf
ER -
TY - GEN
TI - Theme 6 National Teachers_ Standards (NTS) and National Teacher Education Curriculum Framework (NTECF) - Professional Development for Tutors.pdf
ER -
TY - GEN
TI - Theme 7 Assessing Student Teachers - Professional Development Coordinators.pdf
ER -
TY - GEN
TI - Theme 7 Assessing Trainee Teachers - Professional Development for Tutors.pdf
ER -
TY - BLOG
TI - Thermal Modeling of the Air Flow Inside and Around Your House
T2 - COMSOL
AB - Quickly and easily build thermal models to predict the air flow inside and around your house using tabulated meteorological data. Learn how.
LA - en
UR - https://www.comsol.com/blogs/thermal-modeling-of-the-air-flow-inside-and-around-your-house/
Y2 - 2024/02/23/23:22:37
ER -
TY - ELEC
TI - Thinking and working politically
T2 - GSDRC
AB - Development assistance works best, and is least liable to do harm, when the people designing it are thinking and working politically (TWP). This thought has been around for some time, but what it implies in practice has not always been clear. Big steps have been taken to encourage donor agency staff to think politically about […]
LA - en-US
UR - https://gsdrc.org/professional-dev/thinking-and-working-politically/
Y2 - 2020/09/06/17:17:47
ER -
TY - ELEC
TI - Thinking and Working Politically Through Applied Political Economy Analysis
AB - This guidance provides information on how USAID can think and work in ways that are more politically aware — an approach known as “thinking and working politically” (TWP) 1 — through the use of applied political economy analysis. PEA is a structured approach to examining power dynamics and economic and social forces that influence development. Through programming that seeks to more rigorously respond and adapt to these realities, USAID is working to improve the effectiveness and sustainability of its international development efforts.
DA - 2018/11/16/T16:00:45Z
PY - 2018
LA - en
UR - https://www.usaid.gov/documents/1866/thinking-and-working-politically-through-applied-political-economy-analysis
Y2 - 2020/09/06/17:17:29
ER -
TY - ELEC
TI - Thinking and working with political settlements: the case of Tanzania
T2 - ODI
AB - This paper trials a new political settlements concept and, in doing so, develops a new political settlements typology for donors and domestic reformers.
LA - en
ST - Thinking and working with political settlements
UR - https://www.odi.org/publications/11234-thinking-and-working-political-settlements-case-tanzania
Y2 - 2020/09/06/17:01:21
ER -
TY - ELEC
TI - Thnal Udom Chomnes: Promoting Cambodian Higher Education Innovation
T2 - ResearchGate
AB - Start date: Jun 1, 2019 | THNAL UDOM CHOMNES: PROMOTING CAMBODIAN HIGHER EDUCATION INNOVATION | This three-year programme is supported by the Australian Department of Foreign Affairs and Trade (DFAT) through The Asia Foundation (TAF)’s Ponlok Chomnes Programme: Data and Dialogue for Development in Cambodia. In this programme CDRI aims at strengthening the capacity of...
LA - en
ST - Thnal Udom Chomnes
UR - https://www.researchgate.net/project/Thnal-Udom-Chomnes-Promoting-Cambodian-Higher-Education-Innovation
Y2 - 2022/07/13/08:55:35
ER -
TY - BLOG
TI - Tools | Applications for Decision Makers, Implementers and Researchers
T2 - EdTech Hub
AB - Learn more about how to use tools to advance the use of technology in education. Visit our website to explore a collection of EdTech tools and applications for decision makers, implementers, and researchers.
LA - en-US
UR - https://edtechhub.org/edtech-tools/
Y2 - 2023/02/02/21:08:50
ER -
TY - ELEC
TI - Top Marks for Rising in Final Year Liberia Evaluation
T2 - Rising Academies
AB - The final report of a randomised controlled trial of Liberia’s flagship education reform has praised Rising Academies for producing “a consistently positive pattern of results across learning, access, and safety dimensions.” The three year ‘gold standard’ evaluation of the Liberia Education Adv
LA - en-GB
UR - https://www.risingacademies.com/blog/2019/leapyear4
Y2 - 2021/05/29/18:40:51
ER -
TY - ELEC
TI - Topics | Education Links
LA - en
UR - http://www.edu-links.org/topics
Y2 - 2022/12/29/22:43:31
ER -
TY - GEN
TI - Toward the 2020 goal of soil-transmitted helminthiasis control and elimination
DA - 2018///
PY - 2018
LA - en
UR - https://doi.org/10.1371/journal.pntd.0006606
ER -
TY - GEN
TI - Towards universal health coverage:reforming the neglected district health system in Africa
DA - 2019///
PY - 2019
LA - en
ER -
TY - ELEC
TI - TPL5110 data sheet, product information and support | TI.com
UR - https://www.ti.com/product/TPL5110?utm_source=google&utm_medium=cpc&utm_campaign=asc-null-null-GPN_EN-cpc-pf-google-eu&utm_content=TPL5110&ds_k=TPL5110&DCM=yes&gclid=Cj0KCQjw6KunBhDxARIsAKFUGs-uQT6WKWuJ7GX0CaF0Oy4M6eGMFD2lvrm5PnnqQSxW3hOUF8uqsvMaAumhEALw_wcB&gclsrc=aw.ds
Y2 - 2023/08/27/10:11:02
ER -
TY - ELEC
TI - TPL5110 Nano Power Timer Hookup Guide - SparkFun Learn
UR - https://learn.sparkfun.com/tutorials/tpl5110-nano-power-timer-hookup-guide
Y2 - 2023/04/30/15:03:45
ER -
TY - ELEC
TI - TSL2591 Light-to-Digital Converter
UR - https://www.mouser.co.uk/datasheet/2/588/TSL2591_DS000338_6_00-1623895.pdf
Y2 - 2022/06/01/20:18:27
ER -
TY - ELEC
TI - Tuning Africa - Home
UR - https://tuningafrica.org/en/
Y2 - 2020/08/04/11:00:36
ER -
TY - GEN
TI - Tutor Handbook (1-3)
ER -
TY - ELEC
TI - TVET Curriculum Development Assessment and Certification Council – Just another WordPress site
UR - http://www.tvetcdacc.go.ke/
Y2 - 2020/08/05/10:25:08
ER -
TY - ELEC
TI - TVET for climate action
UR - https://unevoc.unesco.org//home/TVET+for+climate+action
Y2 - 2021/09/05/17:40:15
ER -
TY - ELEC
TI - TVET Strategic Plan 2018-2022
UR - http://www.tvetauthority.go.ke/wp-content/uploads/2018/06/TIVETA-STRATEGIC-PLAN-2-e-pub_2-Compressed.pdf
ER -
TY - BLOG
TI - TWP – Thinking and Working Politically Community of Practice
LA - en-US
UR - https://twpcommunity.org/
Y2 - 2020/09/06/17:18:25
ER -
TY - ELEC
TI - Typeset (AI Chat for scientific PDFs | SciSpace)
AB - Chat with PDF and conduct your literature review faster using SciSpace. Discover 200M+ papers or upload your own PDF, highlight text or ask questions, and extract explanations and summaries.
LA - en
UR - https://typeset.io
Y2 - 2024/01/19/22:51:41
KW - _Added-ailr-2024
ER -
TY - ELEC
TI - Uganda Vocational Qualifications Framework Summary of Generic Level Descriptors
UR - http://dituganda.org/wp-content/uploads/2012/11/Generic-Descriptors-of-Competence-Levels.pdf
Y2 - 2020/08/04/14:29:06
ER -
TY - NEWS
TI - UK aid department to be merged with Foreign Office
T2 - BBC News
DA - 2020/06/16/
PY - 2020
DP - www.bbc.com
LA - en-GB
SE - UK Politics
UR - https://www.bbc.com/news/uk-politics-53062858
Y2 - 2020/06/17/13:49:48
ER -
TY - ELEC
TI - Understanding achievement in numeracy among primary school children in ethiopia: evidence from rise ethiopia study
AB - D Tiruneh, J Hoddinott, C Rolleston, R Sabates, T Woldehanna, 2021 - Cited by 4
ST - Understanding achievement in numeracy among primary school children in ethiopia
UR - https://scholar.google.co.uk/citations?view_op=view_citation&hl=en&user=7KQR9rYAAAAJ&sortby=pubdate&citation_for_view=7KQR9rYAAAAJ:URolC5Kub84C
Y2 - 2023/01/07/20:46:30
ER -
TY - ELEC
TI - Understanding LSTM Networks -- colah's blog
UR - https://colah.github.io/posts/2015-08-Understanding-LSTMs/
Y2 - 2024/02/23/23:22:02
ER -
TY - JOUR
TI - Understanding Progress in the 2020/21 Academic Year
DP - Zotero
SP - 73
LA - en
ER -
TY - ELEC
TI - Understanding the pricing of the ChatGPT API - API
T2 - OpenAI Developer Forum
AB - Greetings, if our institution opts for the Tier 3 plan for the ChatGPT API, allowing students to utilize our API, and the usage either surpasses or falls below the predefined limits of Tier 3, how does it influence the monthly pricing? To clarify, if usage exceeds the Tier 3 limits, will our monthly payment remain fixed at $1000, or will the pricing be adapted according to our actual usage? You can refer to the link provided for details on the tier plans: https://platform.openai.com/docs/guides/...
DA - 2024/01/09/T11:40:32+00:00
PY - 2024
LA - en
UR - https://community.openai.com/t/understanding-the-pricing-of-the-chatgpt-api/579268
Y2 - 2024/01/21/22:03:15
ER -
TY - NEWS
TI - UNICEF: 100 million children vulnerable to climate change impacts in Nigeria
T2 - TheCable
AB - The United Nations Children’s Fund (UNICEF) says 100 million children are vulnerable to the impacts of climate change in Nigeria.
DA - 2023/11/22/T13:24:11+00:00
PY - 2023
LA - en-US
ST - UNICEF
UR - https://www.thecable.ng/unicef-100-million-children-vulnerable-to-climate-change-impacts-in-nigeria
Y2 - 2024/03/24/22:25:13
ER -
TY - GEN
TI - UNICEF-Time-to-Teach-Report-2020 (1).pdf
ER -
TY - ELEC
TI - UNICEF UK
AB - Unicef is the world’s leading organisation working for children in danger. Make a donation, fundraise or campaign – help us keep children safe.
LA - en-GB
UR - https://www.unicef.org.uk/
Y2 - 2020/05/27/17:37:15
ER -
TY - NEWS
TI - Unmasking The Pyramid Kings
T2 - BBC News
AB - Behind the promises and the hype, Crowd1 hides some ugly truths, some wealthy scammers, and a whole pyramid of lies.
DP - www.bbc.co.uk
LA - en-GB
UR - https://www.bbc.co.uk/news/av/world-africa-54750044
Y2 - 2020/11/08/22:39:48
ER -
TY - VIDEO
TI - Unmasking the Pyramid Kings: Crowd1 scam targets Africa - BBC Africa Eye documentary
AB - Africa Eye brings you original, investigative journalism revealing secrets and rooting out injustice in the world’s most complex and exciting continent. Nothing stays hidden forever.
DP - YouTube
ST - Unmasking the Pyramid Kings
UR - https://www.youtube.com/watch?v=M0EjjArvzXA&list=PLajyiGz4JeyO2qgCvioQO-BzP1XCajJqt&index=1&t=12s
Y2 - 2020/11/08/22:42:19
ER -
TY - JOUR
TI - USAID's Implementation Science Investment: Improving HIV and AIDS Programming through the Translation of Research to Practice
DP - Zotero
SP - 4
LA - en
ER -
TY - ELEC
TI - Using implementation science to support the implementation of interventions in real world contexts | Self-evaluation | National Improvement Hub
UR - https://education.gov.scot/improvement/self-evaluation/using-implementation-science-to-support-the-implementation-of-interventions-in-real-world-contexts/
Y2 - 2022/09/26/12:43:16
ER -
TY - ELEC
TI - Van-der-Berg-Spaull-2020-Counting-the-Cost-COVID-19-Children-and-Schooling-15-June-2020-1.pdf
UR - http://resep.sun.ac.za/wp-content/uploads/2020/06/Van-der-Berg-Spaull-2020-Counting-the-Cost-COVID-19-Children-and-Schooling-15-June-2020-1.pdf
Y2 - 2020/08/12/17:13:12
ER -
TY - ELEC
TI - VET Toolbox | Home
UR - https://www.vettoolbox.eu/
Y2 - 2020/05/28/13:29:45
ER -
TY - ELEC
TI - Vocational and Technical Training
UR - https://www.education.go.ke/index.php/about-us/state-departments/vocational-and-technical-education
Y2 - 2020/08/05/10:21:31
ER -
TY - ELEC
TI - Vocational Education and Training Authority
UR - https://www.veta.go.tz/
Y2 - 2020/08/04/14:24:05
ER -
TY - ELEC
TI - Vocational Enterprise Institutions
UR - https://net.nbte.gov.ng/VEI
Y2 - 2020/08/04/13:41:15
ER -
TY - ELEC
TI - VolkswagenStiftung
DA - 2020///
PY - 2020
UR - https://www.volkswagenstiftung.de/en/foundation
Y2 - 2020/08/07/16:34:18
ER -
TY - RPRT
TI - WBR-Policy-Brief-2020.04.30.pdf
ER -
TY - VIDEO
TI - 'We have to raise our children differently'
AB - Three black parents and their children discuss raising a black child, racism and the Black Lives Matter movement.
DP - www.bbc.co.uk
LA - en-GB
PB - BBC News
UR - https://www.bbc.com/news/av/uk-england-53113271/black-lives-matter-parents-and-children-talk-about-racism
Y2 - 2020/06/23/19:55:48
ER -
TY - NEWS
TI - Weather tracker: Ethiopia hit by severe drought amid east Africa floods
T2 - The Guardian
AB - More than 50 people dead in Tigray and Amhara regions while UN warns of ‘crisis-level hunger or worse’ in Somalia
DA - 2023/11/24/T09:44:46.000Z
PY - 2023
DP - The Guardian
LA - en-GB
SE - Environment
SN - 0261-3077
ST - Weather tracker
UR - https://www.theguardian.com/environment/2023/nov/24/weather-tracker-ethiopia-hit-by-severe-drought-amid-east-africa-floods
Y2 - 2023/11/24/22:27:45
KW - Africa
KW - Drought
KW - Environment
KW - Ethiopia
KW - Extreme weather
KW - Somalia
KW - Turkey
KW - World news
ER -
TY - ELEC
TI - Web Design Guidelines for Low Bandwidth - Introduction
UR - http://www.aptivate.org/webguidelines/Introduction.html
Y2 - 2020/08/15/11:24:36
ER -
TY - COMP
TI - Web-interface for Zotero Libraries (OpenDevEd/Zotero-kerko-docs)
AB - Contribute to OpenDevEd/Zotero-kerko-docs development by creating an account on GitHub.
DA - 2020/06/30/T06:24:40Z
PY - 2020
DP - GitHub
LA - Python
PB - Open Development & Education
UR - https://github.com/OpenDevEd/Zotero-kerko-docs
Y2 - 2020/07/11/18:22:34
KW - _r:ImportedToMyEducationEvidence
ER -
TY - BLOG
TI - Webinar Deck: COVID-19, Schooling and Learning
T2 - Brac Institute of Governance and Development
AB - The education system in Bangladesh has always struggled to provide quality education to nearly 40 million children enrolled in schools. The ongoing COVID-19 pandemic has exacerbated this learning crisis as all educational institutions across the country have been closed for over two months with no immediate plans for reopening. Yet […]
LA - en-US
ST - Webinar Deck
UR - https://bigd.bracu.ac.bd/publications/webinar-deck-covid-19-schooling-and-learning/
Y2 - 2020/07/01/14:33:04
ER -
TY - ELEC
TI - WebPlotDigitizer - Extract data from plots, images, and maps
UR - https://automeris.io/WebPlotDigitizer/
Y2 - 2024/01/20/20:10:19
ER -
TY - ELEC
TI - Welcome - GRID3
UR - https://grid3.gov.ng/
Y2 - 2021/03/18/18:59:53
ER -
TY - ELEC
TI - What does reading on screens do to our brains? - BBC Ideas
AB - Watch the "What does reading on screens do to our brains?" video at BBC Ideas. Explore other related content via our curated "The Open University" playlist.
LA - en
ST - What does reading on screens do to our brains?
UR - https://www.bbc.co.uk/ideas/videos/what-does-reading-on-screens-do-to-our-brains/p09xx6qw?playlist=made-in-partnership-with-the-open-university
Y2 - 2021/11/11/12:01:22
ER -
TY - ELEC
TI - What Have We Learned in the Decade Since 'Early Reading: Igniting Education for All'? | Global Reading Network
AB - As a research institute, RTI uses evidence-based approaches to strengthen policy, management, and practice in the countries where we work, with each context presenting unique challenges and opportunities based on their conditions.
LA - en
ST - What Have We Learned in the Decade Since 'Early Reading
UR - https://www.globalreadingnetwork.net/learning/what-have-we-learned-decade-early-reading-igniting-education-all
Y2 - 2020/11/08/22:40:18
ER -
TY - BLOG
TI - What we learned at the Manage Agile Conference
T2 - AI Insider
AB - Thinking of agility as a competitive advantage? Consider a handful of the insights AI Insider offered up during the Manage Agile Conference.
DA - 2021/03/21/T16:07:33+00:00
PY - 2021
LA - en-US
UR - https://aiinsider.de/content-resources/manage-agile-conference-ai-insider-recap/
Y2 - 2021/04/23/19:01:04
ER -
TY - ELEC
TI - Where It’s Needed Most: Quality Professional Development for All Teachers | INEE
UR - https://inee.org/resources/where-its-needed-most-quality-professional-development-all-teachers
Y2 - 2021/02/11/16:38:32
ER -
TY - ELEC
TI - WHO unveils framework for climate resilient and low carbon health systems
AB - Climate change is the single biggest health threat facing humanity, and health professionals worldwide are already responding to the health harms caused by this unfolding crisis. Climate change is impacting human lives and health in a variety of ways. It threatens the essential ingredients of good health – clean air, safe drinking water, nutritious food supply and safe shelter – and has the potential to undermine decades of progress in global health.
LA - en
UR - https://www.who.int/news/item/09-11-2023-who-unveils-framework-for-climate-resilient-and-low-carbon-health-systems
Y2 - 2024/03/24/22:35:08
ER -
TY - ENCYC
TI - Windcatcher
T2 - Wikipedia
AB - A windcatcher (wind tower, wind scoop) (Persian: بادگیر, Arabic: برجيل) is a traditional architectural element used to create cross ventilation and passive cooling in buildings. Windcatchers come in various designs: unidirectional, bidirectional, and multidirectional. Windcatchers are widely used in North Africa and in the West Asian countries around the Persian Gulf, and have been for the past three thousand years.Neglected by modern architects in the latter half of the 20th century, the early 21st century saw them used again, to increase ventilation and cut power demand for air-conditioning. Generally, the cost of construction for a windcatcher-ventilated building is less than that of a similar building with conventional heating, ventilation, and air conditioning (HVAC) systems. The maintenance costs are also lower. Unlike powered air-conditioning and fans, windcatchers are silent and continue to function when the electrical grid power fails (a particular concern in places where grid power is unreliable and expensive).Windcatchers rely on local weather and microclimate conditions, and not all techniques will work everywhere; local factors must be taken into account in design.
DA - 2022/05/10/T06:03:55Z
PY - 2022
DP - Wikipedia
LA - en
UR - https://en.wikipedia.org/w/index.php?title=Windcatcher&oldid=1087079336
Y2 - 2022/06/01/19:03:15
ER -
TY - ELEC
TI - Wissenschaftliche Begleitung der Programmlinie: Internationalisierung der Berufsbildung (WB-IBB)
T2 - Internationalisierung der Berufsbildung
LA - de-DE
UR - https://wb-ibb.info/
Y2 - 2020/05/28/13:58:23
ER -
TY - CHAP
TI - Women, Gender and Society
T2 - Nigerian Army Resource Centre (NARC), Forthcoming
LA - en
ER -
TY - GEN
TI - Women Rights and the Shari’ah” in Al-Ijtihad – The Journal of the Islamization of Knowledge and Contemporary Issues
DA - 2006/07//January
PY - 2006
LA - en
ER -
TY - CHAP
TI - Women Voter Behaviour in the Rural Areas: A Case Study of Dawakin-Tofa Local Government Area in Kano State
T2 - with Hafsat Y. Yakasai, in Perspectives on Elections and the Challenges for Democracy in Nigeria, Department of Political Science
LA - en
PB - Bayero University, Kano.(2018
ER -
TY - JOUR
TI - Working paper Journal
ER -
TY - ELEC
TI - World Bank Group | Home
AB - With 189 member countries, the World Bank Group is a unique global partnership fighting poverty worldwide through sustainable solutions.
LA - en
UR - http://www.worldbank.org/
Y2 - 2018/11/30/11:50:47
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - Networks
KW - publicImportV1
ER -
TY - RPRT
TI - World Development Report 2015: Mind, Society, and Behavior
CY - Washington, DC
DA - 2015///
PY - 2015
PB - World Bank
UR - http://www.worldbank.org/content/dam/Worldbank/Publications/WDR/WDR%202015/WDR-2015-Full-Report.pdf
Y2 - 2016/01/30/16:52:03
KW - AWP2
KW - AWP2-actual
ER -
TY - RPRT
TI - World Development Report 2016: Digital Dividends
DA - 2016///
PY - 2016
UR - http://www-wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2016/01/13/090224b08405ea05/2_0/Rendered/PDF/World0developm0000digital0dividends.pdf
AN - 10.1596/978-1-4648-0671-1;261495:CCMXMJHT
Y2 - 2016/01/30/16:51:08
KW - AWP2
KW - AWP2-actual
ER -
TY - RPRT
TI - World Education Forum 2015, Final Report
DA - 2015///
PY - 2015
PB - UNESCO
UR - http://unesdoc.unesco.org/images/0024/002437/243724e.pdf
ER -
TY - NEWS
TI - World reacts to BBC #sexforgrades investigation
T2 - BBC News
AB - The documentary on sexual harassment allegations in African universities has prompted a global outcry.
DP - www.bbc.co.uk
LA - en-GB
UR - https://www.bbc.co.uk/news/av/world-africa-49981051
Y2 - 2020/11/08/22:40:07
ER -
TY - JOUR
TI - World: TVET Coordination Committee founded in South Sudan
T3 - News
DA - 2019///
PY - 2019
ER -
TY - ELEC
TI - WorldSkills
UR - https://worldskills.org/
Y2 - 2020/05/27/17:38:36
ER -
TY - ELEC
TI - WorldSkills | Home
AB - WorldSkills raise the profile and recognition of skilled people, and show how important skills are in achieving economic growth.
LA - en
UR - https://worldskills.org/?id=277&itemid=431&option=com_content&task=view%27a%3D0
Y2 - 2020/02/02/13:09:12
ER -
TY - ELEC
TI - WPS8464.pdf
UR - http://documents1.worldbank.org/curated/en/405621528167411253/pdf/WPS8464.pdf
Y2 - 2020/11/08/22:37:19
ER -
TY - JOUR
TI - Yale Journal of International Law | COVID-19: Towards a Digital Fragmentation of the Right to Education?
UR - https://www.yjil.yale.edu/covid-19-towards-a-digital-fragmentation-of-the-right-to-education/
Y2 - 2021/02/01/17:42:33
ER -
TY - RPRT
TI - YOL-Ethiopia-Headlines-PhoneSurvey-Aug20.pdf
UR - https://www.younglives.org.uk/sites/www.younglives.org.uk/files/YOL-Ethiopia-Headlines-PhoneSurvey-Aug20.pdf
Y2 - 2020/08/12/14:21:25
ER -
TY - RPRT
TI - Young Persons with Disabilities: Global Study on Ending Gender-Based Violence, and Realizing Sexual and Reproductive Health and Rights
DA - 2018///
PY - 2018
UR - https://www.unfpa.org/sites/default/files/pub-pdf/Final_Global_Study_English_3_Oct.pdf
Y2 - 2023/08/28/11:09:55
ER -
TY - ELEC
TI - Youth Excel's Research-to-Change Toolkit
AB - Involving Youth in Research Are you a youth practitioner, or a development professional in any sector, with a passion for using data for decision-making? Have you ever wished you had time in your project to gather data so that you could improve your work while implementing? Have you ever realized that project implementation wasn’t going as expected? And wished that you had noticed that earlier? Are you a development practitioner who is looking for more inclusive ways to co-create with youth? If so, this toolkit is for you!
LA - en
UR - https://www.youthlead.org/resources/youth-excels-research-change-toolkit
Y2 - 2022/12/17/22:31:59
ER -
TY - ELEC
TI - Zotero workbook - ETH-Version (current)
T2 - Google Docs
AB - #EdTechHub The Zotero Workbook Contents Contents 4 Why use Zotero? 8 Before we begin: Registering for Zotero and Hub libraries 9 Section 1: Installing the software: Basic features 9 STEP 1: Download & install Zotero 9 STEP 2: Download & install Zotero browser connector 10 STEP 3: Check ...
LA - en-GB
UR - https://docs.google.com/document/d/1SujAJtaVoCEaf2xljvMx21LbbYTYLu9q9oTtY1xA5iA/edit?usp=drive_web&ouid=101737012232710021493&usp=embed_facebook
Y2 - 2020/08/09/19:41:38
ER -
TY - BOOK
TI - "Human Capital Project." In. ———. 2018b. World Development Report 2018: Learning to Realize Education's Promise
AU - a
A2 - Leyva, Catherine E.Snow
A2 - Treviño, Ernesto
CY - World Bank: Washington, DC). Yoshikawa
PB - Hirokazu, Diana
ER -
TY - CHAP
TI - The Political Thoughts of Sir Sayyid Ahmed Khan
T2 - Islamic Political Thoughts and Institutions
A2 - A., Abdul-Isma’il
A2 - S, Shehu
CY - Kano, IIIT(N
DA - 2011///
PY - 2011
SP - 98
EP - 115
LA - en
ER -
TY - CHAP
TI - The Concept of Tawhid in the Political Thoughts of Muhammad Iqbal
T2 - Islamic Political Thoughts and Institutions; Kano IIIT(N
A2 - A., Abdul-Isma’il
A2 - Shehu, S.
DA - 2011///
PY - 2011
SP - 132
EP - 146
LA - en
ER -
TY - RPRT
TI - abc
AU - a, b
AB - something
DA - 2020/12/07/
PY - 2020
ER -
TY - ELEC
TI - a2i: Innovate for All
AU - a2i
DA - 2020/04//
PY - 2020
UR - https://a2i.gov.bd/
Y2 - 2020/04/08/15:28:00
ER -
TY - RPRT
TI - Future Education Magazine
AU - a2i
ER -
TY - ELEC
TI - Meaningful Connectivity — unlocking the full power of internet access
AU - A4AI
T2 - Alliance for Affordable Internet
AB - Meaningful Connectivity — unlocking the full power of internet access 4G-like speed Our internet speeds make or break our online experience. We all know
DA - 2022///
PY - 2022
LA - en-US
UR - https://a4ai.org/meaningful-connectivity/
Y2 - 2022/12/26/03:44:16
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Perinteisistä oppimisympäristöistä villeihin: Sitoutuneisuuden taso viidesluokkalaisilla oppilailla perinteisessä oppikirjaympäristössä ja digitaalisessa ViLLE-oppimisympäristössä matematiikan oppitunneilla
AU - Aaltonen, Antti
AU - Hotanen, Valtteri
DA - 2018///
PY - 2018
DP - Google Scholar
ST - Perinteisistä oppimisympäristöistä villeihin
KW - _C:Myanmar MMR
KW - _C:Netherlands NLD
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Pedagogies of embodiment in physical education – a literature review
AU - Aartun, Iselin
AU - Walseth, Kristin
AU - Standal, Øyvind Førland
AU - Kirk, David
T2 - Sport, Education and Society
AB - Physical education puts the body center stage. Embodiment has emerged as a concept that broadens the focus on the body beyond the dualistic natural scientific point of view. Research into embodied learning and embodiment has had various focuses, including the sociological aspects of embodiment and the embodied experiences of students. This article is a literature review of peer-reviewed empirical studies aiming to explore empirical research on pedagogies of embodiment in physical education. We ask what characterizes the empirical research literature on pedagogies of embodiment in physical education, and what implications for teaching and learning we can find in this literature. Forty-two studies met the criteria and were included in the review. Based on a thematic analysis of the studies, two main themes emerged. The first theme, ‘enabling critical reflection’, highlights that physical education can contribute to the development of critical thinking skills among pupils and provide them with safe spaces to discuss ‘taken for granted’ understandings of gender, health, and body ideals within physical education. The second main theme, ‘Exploring (new) movements’, shows how pupils’ exploration of (new) movements can contribute to the development of body awareness and meaningful experiences. Physical education taught after principles of pedagogies of embodiment involves pupil-centered approaches and inductive approaches to teaching. These approaches give pupils the opportunity to be involved in choosing activities and creating content. Pedagogies of embodiment place focus on the importance of reflection before, during, and after activities in physical education, and expand the repertory of activities that physical education may include. In this way, pedagogies of embodiment may facilitate embodied learning, empowerment, and positive experiences of being in movement. Future research should investigate further the possibilities pedagogies of embodiment gives for teachers and learners, and how the potential to challenge traditional pedagogy can be developed.
DA - 2022/01/02/
PY - 2022
DO - 10.1080/13573322.2020.1821182
DP - Taylor and Francis+NEJM
VL - 27
IS - 1
SP - 1
EP - 13
SN - 1357-3322
UR - https://doi.org/10.1080/13573322.2020.1821182
Y2 - 2022/04/05/20:26:43
KW - critical reflection
KW - embodiment
KW - experience
KW - movement exploration
KW - pedagogies
KW - physical education
ER -
TY - ELEC
TI - Perplexity AI: Review, Advantages & Guide (2023)
AU - Aayush
T2 - Elegant Themes Blog
AB - AI assistants are changing how we interact with technology, helping us with tasks like answering questions and creating content. Google and Bing have already added AI like Bard and Bing Chat to their platforms. However, there’s a new player in the market: Perplexity AI. In this post, we will look at Perplexity AI and its […]
DA - 2023/10/29/T12:00:00+00:00
PY - 2023
LA - en
ST - Perplexity AI
UR - https://www.elegantthemes.com/blog/business/perplexity-ai
Y2 - 2024/01/22/14:50:02
ER -
TY - JOUR
TI - Building mental health workforce capacity through training and retention of psychiatrists in Zimbabwe
AU - Abas, Melanie A.
AU - Nhiwatiwa, Sekai M.
AU - Mangezi, Walter
AU - Jack, Helen
AU - Piette, Angharad
AU - Cowan, Frances M.
AU - Barley, Elizabeth
AU - Chingono, Alfred
AU - Iversen, Amy
AU - Chibanda, Dixon
AU - Barley, Elizabeth
AU - Barley, Elizabeth
AU - Chingono, Alfred
AU - Iversen, Amy
AU - Chibanda, Dixon
T2 - International Review of Psychiatry
AB - Despite the need to improve the quantity and quality of psychiatry training in sub-Saharan Africa (SSA), very little is known about the experiences of psychiatric trainees in the region. This is the first study examining psychiatric trainees in a low-income country in SSA. It was carried out as part of the needs assessment for a unique Medical Education Partnership Initiative (MEPI) programme to find African solutions for medical shortages in Africa. We approached all doctors who had trained in post-graduate psychiatry in Zimbabwe in 2010 and conducted in-depth qualitative interviews with all except one (n = 6). We analysed the data using constant comparison and thematic analysis. Trainees described the apprenticeship model as the programme's primary strength, through providing clinical exposure and role models. Programme weaknesses included shortages in information sources, trainee salaries, trainers, public health education, and in the mental health service. Most respondents were, however, eager to continue practising psychiatry in Zimbabwe, motivated by family ties, national commitment and helping vulnerable, stigmatized individuals. Respondents called for sub-speciality training and for infrastructure and training to do research. Resources need to be made available for psychiatric trainees in more SSA settings to develop public health competencies. However, investment in psychiatry training programmes must balance service provision with trainees' educational needs. Directing investment towards needs identified by trainees may be a cost-effective, context-sensitive way to increase retention and learning outcomes. © 2014 Institute of Psychiatry.
DA - 2014///
PY - 2014
DO - 10.3109/09540261.2014.924487
LA - en
AN - LOCAL-SCOPUS_ID:84907878464
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - C:Zimbabwe
KW - CA:AandC
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:D
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - D:low-income country
KW - F:assessment
KW - F:learning
KW - F:outcomes
KW - F:salary
KW - P:health
KW - P:measurement
KW - P:media
KW - P:services
KW - R:interview
KW - R:qualitative
KW - T:Lehrlingsausbildung
KW - T:Training
KW - T:trainee
KW - _C:Canada CAN
KW - _C:Ghana GHA
KW - _C:Mexico MEX
KW - _C:Nicaragua NIC
KW - _C:South Africa ZAF
KW - _C:United Kingdom GBR
KW - _C:Zimbabwe ZWE
KW - __C:filed:1
KW - __C:scheme:1
KW - publicImportV1
ER -
TY - THES
TI - From counting women to ensuring women count: A qualitative study of university and early career experiences of women secondary school teachers in Addis Ababa, Ethiopia from a capabilities perspective
AU - Abay, Negar Ashtari
AB - At the heart of this study is a concern with moving from counting women—from a quantitative focus on gender parity—to having women count—ensuring conditions exist that allow women teachers to fully participate in quality teaching and the positive transformation of the teaching profession. Women comprise less than 20% of secondary school teachers in Ethiopia (MoE, 2014), reflecting similar patterns of under-representation elsewhere in Sub-Saharan Africa. This study uses in-depth interviews and field observations over a period of 15 months in Addis Ababa to shed light on why many women in Ethiopia who enter university do not make it into secondary school teaching and why many of those who enter teaching, in urban areas where most teachers are concentrated, do not stay in the profession. Drawing on a capabilities perspective, the study goes further to examine the cumulative disadvantage—in terms of well-being and agency—that women experience during the process of their university (undergraduate and teacher) training and in their early years of working in urban secondary schools, as well as the ways in which women contend with disadvantage. This study shows that such disadvantage and the responses to it have implications not only for whether women enter and stay in teaching but also for how they engage in their work. Utilizing the rich qualitative data collected and the analysis afforded by using the capability approach, the study concludes by recommending how different actors, including government, universities and schools, can foster institutional conditions of possibility (Walker, 2006a) and educational arrangements that enhance rather than limit full and equal participation in the teaching profession. Foregrounded throughout this study are the voices and experiences of young women, offering a perspective which disrupts the presumed norm of the single male teacher and highlights some of the limits of gender-neutral teacher policies.
DA - 2016///
PY - 2016
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - C:Ethiopia
KW - CA:AandC
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - F:gender
KW - F:policy
KW - F:teaching
KW - F:women
KW - P:measurement
KW - P:school teacher
KW - P:teacher education
KW - P:teachers
KW - Q:higher education
KW - R:interview
KW - R:observation
KW - R:qualitative
KW - R:quantitative
KW - T:Ausbildung
KW - T:career
KW - Z:Higher education
KW - Z:Teacher education
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Influence of Different Roof Design Parameters on Classrooms’ Thermal Performance in Tropical Savannah Climate of Nigeria
AU - Abba, Habu Yusuf
AU - Bint Abdul-Majid, Roshida
AU - Ahmed, Muhammad Hamdan
AU - Said, El-Nafaty Abbas
T2 - Journal of Xi'an University of Architecture & Technology
DA - 2020///
PY - 2020
DP - Google Scholar
VL - 12
SP - 4838
EP - 4846
KW - BE:LMIC
KW - BE:RELEVANT
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Validation of Designbuilder Simulation Accuracy Using Field Measured Data of Indoor Air Temperature in a Classroom Building
AU - Abba, Habu Yusuf
AU - Majid, Roshida Abdul
AU - Ahmed, Muhammad Hamdan
AU - Gbenga, Olutobi
T2 - Management
DA - 2022///
PY - 2022
DP - Google Scholar
VL - 7
IS - 27
SP - 171
EP - 178
KW - BE:RELEVANT
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The application of machine learning for evaluating anthropogenic versus natural climate change
AU - Abbot, John
AU - Marohasy, Jennifer
T2 - GeoResJ
DA - 2017///
PY - 2017
DO - 10.1016/j.grj.2017.08.001
DP - Google Scholar
VL - 14
SP - 36
EP - 46
UR - https://www.sciencedirect.com/science/article/pii/S2214242817300426
Y2 - 2024/02/24/11:09:19
ER -
TY - JOUR
TI - Integrating GIS Accessibility and Location-Allocation Models with Multicriteria Decision Analysis for Evaluating Quality of Life in Buraidah City, KSA
AU - Abd El Karim, Ashraf
AU - Awawdeh, Mohsen M.
T2 - Sustainability
AB - The present study was aimed at evaluating the quality of life in the districts of Buraidah city in the Kingdom of Saudi Arabia as part of the Kingdom’s Vision 2030, based on provided services in terms of distance and time parameters. This was achieved by integrating Geographic Information System (GIS)-based network analysis and multicriteria decision analysis (MCDA) techniques. The service area analysis technique of the GIS Network Analysis tools was applied to the available services in the districts of Buraidah city. Twelve services were investigated with regard to their coverage within 5, 10, and 15 minutes of travel time: universities, high schools, middle schools, elementary schools, hospitals, health centers, ambulance facilities, government services, religious services, security services, sports services, and recreational services. GIS-based multicriteria decision analysis (GIS-MCDA) was implemented in the study to obtain a spatial suitability map of the standard of living quality in the various districts in Buraidah city. The analytic hierarchy process (AHP) technique was used to determine the criteria weights. The location-allocation model was used in the study as well for suggestions of new service locations to improve the spatial distribution of services and enhance the quality of life in the districts. The results of the final suitability map to determine districts with the best standard of living according to the provided services show that the living standards in the city are very good, with very high and high levels in around 51 districts, representing 72.9% (449,235 people), and about 19 districts with moderate, low, and very low levels, representing 27.1% (56,765 people). Narrowing the quality of life gap and improving spatial planning requires correcting the current deficiency in services, which is estimated in this study to be 16 services: one high school, one elementary school, one middle school, two universities, one sports service, two security services, two courts, two hospitals, one health center, one park, and two ambulance facilities.
DA - 2020/01//
PY - 2020
DO - 10.3390/su12041412
DP - www.mdpi.com
VL - 12
IS - 4
SP - 1412
LA - en
SN - 2071-1050
UR - https://www.mdpi.com/2071-1050/12/4/1412
Y2 - 2022/04/18/18:15:55
KW - AHP
KW - KSA vision 2030
KW - MCDA
KW - network analysis
KW - quality of life
KW - service accessibility
KW - spatial suitability
ER -
TY - JOUR
TI - The Discourse of Whole Class Teaching: A Comparative Study of Kenyan and Nigerian Primary English Lessons
AU - Abd-Kadir, Jan
AU - Hardman, Frank
T2 - Language and Education
AB - This paper explores the discourse of whole class teaching in Kenyan and Nigerian primary school English lessons. Twenty lessons were analysed using a system of discourse analysis focusing on the teacher-led three-part exchange sequence of Initiation – Response – Feedback (IRF). The focus of the analysis was on the first and third part of the IRF sequence as it is here that research suggests teachers can enhance pupil learning through questions and follow-up which asks pupils to expand on their thinking, justify or clarify their opinions, or make connections to their own experiences. The findings suggest that teacher questions were mainly closed requiring recall of information and teacher follow-up, where it occurred, often consisting of a low level evaluation of a pupil response, thereby severely constraining opportunities for pupil participation in the classroom discourse and higher order thinking. The implications of the findings are considered in the light of their impact on classroom pedagogy and the professional development of Kenyan and Nigerian primary teachers.
DA - 2007/01/01/
PY - 2007
DO - 10.2167/le684.0
DP - Taylor and Francis+NEJM
VL - 21
IS - 1
SP - 1
EP - 15
SN - 0950-0782
ST - The Discourse of Whole Class Teaching
UR - http://dx.doi.org/10.2167/le684.0
Y2 - 2015/10/15/15:39:27
ER -
TY - JOUR
TI - TVET in Sudan: government negligence, employers' response and challenges of reform under cluttered socio-economic conditions
AU - Abdelkarim, Abbas
T2 - INTERNATIONAL JOURNAL OF TRAINING RESEARCH
T3 - Article; Early Access
AB - While TVET literature focuses on the potential role of the sector in socio-economic development, seldom is attention given to how socio-economic conditions and policies affect the development of the sector. This paper endeavours to contribute to filling this gap. It argues that examining the factors that influence access, equity and outcomes of TVET and education may not be possible without being embedded in their socio-economic context. A main finding of the paper is that cluttered socio-economic conditions and the public governance system in Sudan have resulted in a weak TVET system - severely deficient finance, contraction, inadequacy and irrelevance of provision, and uncoordinated institutional governance. Industrial employers' response is to rely largely on informal apprenticeship, which, while helping the poor and creating employment, may not be a replacement for formal TVET provision. A further finding is that the sector is neglecting rural and conflict-ridden regions and girls.\n
DA - 2019///
PY - 2019
DO - 10.1080/14480220.2019.1690737
ER -
TY - JOUR
TI - What matters most for education management information systems: A framework paper
AU - Abdul-Hamid, Husein
DA - 2014///
PY - 2014
DP - Google Scholar
ST - What matters most for education management information systems
KW - _C:Antigua and Barbuda ATG
KW - _C:Australia AUS
KW - _C:Bahrain BHR
KW - _C:Bangladesh BGD
KW - _C:Benin BEN
KW - _C:Botswana BWA
KW - _C:Brazil BRA
KW - _C:Canada CAN
KW - _C:Djibouti DJI
KW - _C:Dominica DMA
KW - _C:Ethiopia ETH
KW - _C:Ghana GHA
KW - _C:Grenada GRD
KW - _C:Guinea GIN
KW - _C:India IND
KW - _C:Indonesia IDN
KW - _C:Japan JPN
KW - _C:Jordan JOR
KW - _C:Liberia LBR
KW - _C:Malawi MWI
KW - _C:Malaysia MYS
KW - _C:Mali MLI
KW - _C:Mozambique MOZ
KW - _C:Nicaragua NIC
KW - _C:Nigeria NGA
KW - _C:Pakistan PAK
KW - _C:Philippines PHL
KW - _C:Saint Kitts and Nevis KNA
KW - _C:Saint Vincent and the Grenadines VCT
KW - _C:Senegal SEN
KW - _C:State of Palestine PSE
KW - _C:Sudan SDN
KW - _C:Thailand THA
KW - _C:Tunisia TUN
KW - _C:Turkey TUR
KW - _C:Uganda UGA
KW - _C:United States USA
KW - _C:Yemen YEM
KW - _C:Zambia ZMB
KW - _C:Zimbabwe ZWE
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Lessons Learned from World Bank Education Management Information System Operations
AU - Abdul-Hamid, Husein
AU - Saraogi, Namrata
AU - Mintz, Sarah
DA - 2017///
PY - 2017
DP - Zotero
LA - en
SN - 978-1-4648-1057-2
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Leadership, Task Load And Job Satisfaction: A Review Of Special Education Teachers Perspective
AU - Abdullah, Ahmad Shakani bin
AU - Rahim, Iklima Husna Binti Abdul
AU - Jeinie, Mohammad Halim bin
AU - Zulkafli, Muhammad Shakir Bin
AU - Nordin, Mohd Norazmi bin
T2 - Turkish Journal of Computer and Mathematics Education (TURCOMAT)
AB - There are studies that prove that, leadership affects every thing in an organization. There are even opinions stating that leadership is a mirror to the organization it leads. In determining the success or failure of an organization, leadership is also one of the key factors. So it is undeniable that, leadership is also what determines the workload and also the job satisfaction of a staff in the organization. Discussions on leadership do not stop in a large organization, but are also widely discussed within the scope of a school. Previous studies have shown that the influence of leadership is very large in determining the climate of a school. There are also studies that lead to a more focused part of the school that is special education. This survey was conducted to examine the influence between the leadership of head teachers, workload and job satisfaction of special education teachers. The findings of this study are expected to provide a more focused picture of special education.
DA - 2021/05/10/
PY - 2021
DP - turcomat.org
VL - 12
IS - 11
SP - 5300
EP - 5306
LA - en
SN - 1309-4653
ST - Leadership, Task Load And Job Satisfaction
UR - https://turcomat.org/index.php/turkbilmat/article/view/6753
Y2 - 2022/04/05/20:26:04
KW - C:Malaysia
KW - _C:Malaysia MYS
KW - _genre:LR-literature_review
KW - ⛔ No DOI found
ER -
TY - CONF
TI - ChatGPT: Fundamentals, applications and social impacts
AU - Abdullah, Malak
AU - Madain, Alia
AU - Jararweh, Yaser
C3 - 2022 Ninth International Conference on Social Networks Analysis, Management and Security (SNAMS)
DA - 2022///
PY - 2022
DO - 10.1109/SNAMS58071.2022.10062688
DP - Google Scholar
SP - 1
EP - 8
PB - IEEE
ST - ChatGPT
UR - https://ieeexplore.ieee.org/abstract/document/10062688/
Y2 - 2024/03/01/14:13:36
KW - Final_citation
ER -
TY - RPRT
TI - Sprint 8 report
AU - Abed, Reema
AU - Alawamleh, Nour
AU - Khalayleh, Abdullah
AU - Metni, Eliane
AU - Haßler, Björn
CN - 0224
CY - Amman, Jordan
DA - 2020/08//
PY - 2020
LA - English
M3 - 8
PB - Activating EdTech
SN - 1
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Sprint 8 report - Arabic
AU - Abed, Reema
AU - Alawamleh, Nour
AU - Khalayleh, Abdullah
AU - Metni, Eliane
AU - Haßler, Björn
CN - 0233
CY - Amman, Jordan
DA - 2020/08//
PY - 2020
LA - Arabic
M3 - 8
PB - Activating EdTech
SN - 1
KW - Author:Haßler
KW - Author:OpenDevED
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Sprint 9 report
AU - Abed, Reema
AU - Alawamleh, Nour
AU - Khalayleh, Abdullah
AU - Metni, Eliane
AU - Haßler, Björn
CN - 0225
CY - Amman, Jordan
DA - 2021/02//
PY - 2021
LA - English
M3 - Sprint Report
PB - Activating EdTech
SN - 9
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Sprint 9 report - Arabic
AU - Abed, Reema
AU - Alawamleh, Nour
AU - Khalayleh, Abdullah
AU - Metni, Eliane
AU - Haßler, Björn
CN - 0234
CY - Amman, Jordan
DA - 2021/02//
PY - 2021
LA - Arabic
M3 - Sprint Report
PB - Activating EdTech
SN - 9
KW - Author:Haßler
KW - Author:OpenDevED
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - PER1. Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development) [English, Arabic]
AU - Abed, Reema
AU - Khalayleh, Abdullah
AU - Alawamleh, Nour
AU - Metni, Eliane
AU - Haßler, Björn
AB - Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development). Parallel text: English, Arabic This document is based on: Haßler, B. (2019). Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development). Cambridge: Open Development and Education Ltd. DOI: 10.5281/zenodo.2626545. Licence: Creative Commons Attribution 4.0 International. The Toolkit itself is an extract from: Haßler, B., Major, L., Warwick, P., Watson, S., Hennessy, S., & Nichol, B. (2016). Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development. DOI: 10.5281/zenodo.2626440. Retrieved from http://bjohas.de/Publications/Perspectives. Licence: Creative Commons Attribution 4.0 International. The document is available as PDF, docx and odt. It is also available as a Google Document.
CN - 0235
CY - Amman, Jordan
DA - 2019/04/03/
PY - 2019
LA - English
M3 - Programme Evaluation Resource (PER)
PB - Activating EdTech
SN - 1
ST - PER1. Toolkit for discussion (Technology, Resources and Learning
UR - https://docs.etechhub.org/lib/QKTH39RC
Y2 - 2019/12/31/18:12:14
KW - Author:Haßler
KW - Author:OpenDevED
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - PER6. The SABER-ICT policy framework in brief [Arabic]
AU - Abed, Reema
AU - Khalayleh, Abdullah
AU - Alawamleh, Nour
AU - Metni, Eliane
AU - Haßler, Björn
CN - 0241
CY - Amman, Jordan
DA - 2020/04/03/
PY - 2020
LA - Arabic
M3 - Programme Evaluation Resource
PB - Activating EdTech
SN - No 6 [ar]
Y2 - 2019/12/31/18:12:14
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
KW - language:Arabic
ER -
TY - RPRT
TI - PER6. The SABER-ICT policy framework in brief [Arabic/English]
AU - Abed, Reema
AU - Khalayleh, Abdullah
AU - Alawamleh, Nour
AU - Metni, Eliane
AU - Haßler, Björn
CN - 0243
CY - Amman, Jordan
DA - 2020/04/03/
PY - 2020
LA - English, Arabic
M3 - Programme Evaluation Resource
PB - Activating EdTech
SN - No 6 [ar,en]
Y2 - 2019/12/31/18:12:14
KW - Author:Haßler
KW - Author:OpenDevED
KW - _r:ImportedToMyEducationEvidence
KW - language:Arabic
KW - language:English
ER -
TY - RPRT
TI - PER6. The SABER-ICT policy framework in brief [English]
AU - Abed, Reema
AU - Khalayleh, Abdullah
AU - Alawamleh, Nour
AU - Metni, Eliane
AU - Haßler, Björn
CN - 0240
CY - Amman, Jordan
DA - 2020/04/03/
PY - 2020
LA - eng
M3 - Programme Evaluation Resource
PB - Activating EdTech
SN - No 6 [en]
UR - https://docs.opendeved.net/lib/LYABC83R
Y2 - 2019/12/31/18:12:14
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
KW - language:English
ER -
TY - RPRT
TI - Sprint 1 report
AU - Abed, Reema
AU - Khalayleh, Abdullah
AU - Alawamleh, Nour
AU - Metni, Eliane
AU - Haßler, Björn
CN - 0217
CY - Amman, Jordan
DA - 2019/01/21/24
PY - 2019
LA - English
M3 - Sprint Report
PB - Activating EdTech
SN - 1
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Sprint 1 report - Arabic
AU - Abed, Reema
AU - Khalayleh, Abdullah
AU - Alawamleh, Nour
AU - Metni, Eliane
AU - Haßler, Björn
CN - 0226
CY - Amman, Jordan
DA - 2019/01/21/24
PY - 2019
LA - Arabic
M3 - Sprint Report
PB - Activating EdTech
SN - 1
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Sprint 2 report
AU - Abed, Reema
AU - Khalayleh, Abdullah
AU - Alawamleh, Nour
AU - Metni, Eliane
AU - Haßler, Björn
CN - 0218
CY - Amman, Jordan
DA - 2019/02/17/21
PY - 2019
LA - English
M3 - Sprint Report
PB - Activating EdTech
SN - 2
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Sprint 2 report - Arabic
AU - Abed, Reema
AU - Khalayleh, Abdullah
AU - Alawamleh, Nour
AU - Metni, Eliane
AU - Haßler, Björn
CN - 0227
CY - Amman, Jordan
DA - 2019/02/17/21
PY - 2019
LA - Arabic
M3 - Sprint Report
PB - Activating EdTech
SN - 2
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Sprint 3 report
AU - Abed, Reema
AU - Khalayleh, Abdullah
AU - Alawamleh, Nour
AU - Metni, Eliane
AU - Haßler, Björn
CN - 0219
CY - Amman, Jordan
DA - 2019/04/07/11
PY - 2019
LA - English
M3 - Sprint Report
PB - Activating EdTech
SN - 3
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Sprint 3 report - Arabic
AU - Abed, Reema
AU - Khalayleh, Abdullah
AU - Alawamleh, Nour
AU - Metni, Eliane
AU - Haßler, Björn
CN - 0228
CY - Amman, Jordan
DA - 2019/04/07/11
PY - 2019
LA - Arabic
M3 - Sprint Report
PB - Activating EdTech
SN - 3
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Sprint 4 report
AU - Abed, Reema
AU - Khalayleh, Abdullah
AU - Alawamleh, Nour
AU - Metni, Eliane
AU - Haßler, Björn
CN - 0220
CY - Amman, Jordan
DA - 2019/08/22/
PY - 2019
LA - English
M3 - Sprint Report
PB - Activating EdTech
SN - 4
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Sprint 4 report - Arabic
AU - Abed, Reema
AU - Khalayleh, Abdullah
AU - Alawamleh, Nour
AU - Metni, Eliane
AU - Haßler, Björn
CN - 0229
CY - Amman, Jordan
DA - 2019/08/22/
PY - 2019
LA - Arabic
M3 - Sprint Report
PB - Activating EdTech
SN - 4
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Sprint 5 report
AU - Abed, Reema
AU - Khalayleh, Abdullah
AU - Alawamleh, Nour
AU - Metni, Eliane
AU - Haßler, Björn
CN - 0221
CY - Amman, Jordan
DA - 2019/11//
PY - 2019
LA - English
M3 - Sprint Report
PB - Activating EdTech
SN - 5
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Sprint 5 report - Arabic
AU - Abed, Reema
AU - Khalayleh, Abdullah
AU - Alawamleh, Nour
AU - Metni, Eliane
AU - Haßler, Björn
CN - 0230
CY - Amman, Jordan
DA - 2019/11//
PY - 2019
LA - Arabic
M3 - Sprint Report
PB - Activating EdTech
SN - 5
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Sprint 6 report
AU - Abed, Reema
AU - Khalayleh, Abdullah
AU - Alawamleh, Nour
AU - Metni, Eliane
AU - Haßler, Björn
CN - 0222
CY - Amman, Jordan
DA - 2020/02//
PY - 2020
LA - English
M3 - Sprint Report
PB - Activating EdTech
SN - 6
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Sprint 6 report - Arabic
AU - Abed, Reema
AU - Khalayleh, Abdullah
AU - Alawamleh, Nour
AU - Metni, Eliane
AU - Haßler, Björn
CN - 0231
CY - Amman, Jordan
DA - 2020/02//
PY - 2020
LA - Arabic
M3 - Sprint Report
PB - Activating EdTech
SN - 6
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Sprint 7 report
AU - Abed, Reema
AU - Khalayleh, Abdullah
AU - Alawamleh, Nour
AU - Metni, Eliane
AU - Haßler, Björn
CN - 0223
CY - Amman, Jordan
DA - 2020/04//
PY - 2020
LA - English
M3 - Sprint Report
PB - Activating EdTech
SN - 7
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Sprint 7 report - Arabic
AU - Abed, Reema
AU - Khalayleh, Abdullah
AU - Alawamleh, Nour
AU - Metni, Eliane
AU - Haßler, Björn
CN - 0232
CY - Amman, Jordan
DA - 2020/04//
PY - 2020
LA - Arabic
M3 - Sprint Report
PB - Activating EdTech
SN - 7
KW - Author:Haßler
KW - Author:OpenDevED
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Squad reports and presentations
AU - Abed, Reema
AU - Khalayleh, Abdullah
AU - Alawamleh, Nour
AU - Metni, Eliane
AU - Haßler, Björn
CY - Amman, Jordan
DA - 2019/04/03/
PY - 2019
LA - English
M3 - Sprint Report
PB - Activating EdTech
SN - 1
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - JOUR
TI - Global Health and Development in Early Childhood.
AU - Aboud, Frances E.
AU - Yousafzai, Aisha K.
T2 - Annual Review of Psychology
DA - 2015///
PY - 2015
DO - 10.1146/annurev-psych-010814-015128
VL - 66
SP - 433
EP - 457
UR - https://pdfs.semanticscholar.org/39ca/5b70154859fa8e34855f6789605cb9fbd5af.pdf
ER -
TY - JOUR
TI - Collaborative space in South African schools: A comparative perspective
AU - Abrahams, Mark A.
T2 - Journal of Negro Education
DA - 1997///
PY - 1997
DO - 10.2307/2668168
SP - 409
EP - 422
ER -
TY - JOUR
TI - Do Muslim Women Really Need Saving? Anthropological Reflections on Cultural Relativism and Its Others
AU - Abu-Lughod, Lila
T2 - American Anthropologist
AB - This article explores the ethics of the current 'War on Terrorism, asking whether anthropology, the discipline devoted to understanding and dealing with cultural difference, can provide us with critical purchase on the justifications made for American intervention in Afghanistan in terms of liberating, or saving, Afghan women. I look first at the dangers of reifying culture, apparent in the tendencies to plaster neat cultural icons like the Muslim woman over messy historical and political dynamics. Then, calling attention to the resonances of contemporary discourses on equality, freedom, and rights with earlier colonial and missionary rhetoric on Muslim women, I argue that we need to develop, instead, a serious appreciation of differences among women in the world—as products of different histories, expressions of different circumstances, and manifestations of differently structured desires. Further, I argue that rather than seeking to 'save' others (with the superiority it implies and the violences it would entail) we might better think in terms of (1) working with them in situations that we recognize as always subject to historical transformation and (2) considering our own larger responsibilities to address the forms of global injustice that are powerful shapers of the worlds in which they find themselves. I develop many of these arguments about the limits of 'cultural relativism' through a consideration of the burqa and the many meanings of veiling in the Muslim world. [Keywords: cultural relativism, Muslim women, Afghanistan war, freedom, global injustice, colonialism]
DA - 2002///
PY - 2002
DO - 10.1525/aa.2002.104.3.783
DP - Wiley Online Library
VL - 104
IS - 3
SP - 783
EP - 790
LA - en
SN - 1548-1433
ST - Do Muslim Women Really Need Saving?
UR - https://onlinelibrary.wiley.com/doi/abs/10.1525/aa.2002.104.3.783
Y2 - 2022/04/04/19:44:38
ER -
TY - JOUR
TI - An examination of training and development of middle level managers in emerging economies: Evidence from financial institutions in Ghana
AU - Abugre, James B.
AU - Adebola, Kester
T2 - International Journal of Organizational Analysis
AB - © 2015, Emerald Group Publishing Limited. Purpose – The purpose of this paper is to examine whether the training and development (T&D) of middle-level managers in the financial institutions of a sub-Saharan African country make any difference in the performances of the managers and the institutions in general. Design/methodology/approach – An empirical analysis of managers’ opinions based on a quantitative survey of 140 middle-level managers from four banking institutions in Ghana is conducted. Findings – Findings showed that there is a significant relationship between T&D of middle-level managers and their performance and, consequently, performance of the banks. The findings also showed that managers become savvier in personal initiatives and responsive to customer care leading to enhanced service delivery. The paper proposes that T&D should focus on the significant relationship between the outcomes and programme objectives of organisations in emerging economies if these organisations want to be counted in this competitive global world. Practical implications – The paper provides valuable information on the important role of middle-level managers as custodians of “tacit knowledge” that can turn around organisations, particularly in developing economies, if the needed T&D are given to them. Originality/value – Empirical literature on T&D and on middle-level managers’ development in developing countries is limited. The contribution of this paper identifies the roles that middle management can play in the performances of organisations and especially in emerging economies.
DA - 2015///
PY - 2015
DO - 10.1108/ijoa-10-2011-0521
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - CA:AandC
KW - CCZ:Ghana
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:D
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - D:developing country
KW - D:emerging economies
KW - F:outcomes
KW - P:economy
KW - P:measurement
KW - P:services
KW - R:quantitative
KW - R:survey
KW - T:Training
KW - Z:Banks
KW - Z:Mid-level managers
KW - Z:Performance
KW - Z:Training and development
KW - _C:Australia AUS
KW - _C:China CHN
KW - _C:Ghana GHA
KW - _C:Greece GRC
KW - _C:Japan JPN
KW - _C:Kuwait KWT
KW - _C:Nigeria NGA
KW - _C:Singapore SGP
KW - _C:South Africa ZAF
KW - _C:Tanzania TZA
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
KW - publicImportV1
ER -
TY - RPRT
TI - AEWG Accelerated Education 10 principles for effective practice
AU - Accelerated Education Working Group
DA - 2017///
PY - 2017
LA - en
UR - https://www.unhcr.org/publications/education/59ce4f727/accelerated-education-10-principles-effective-practice.html
Y2 - 2022/01/18/23:17:35
ER -
TY - JOUR
TI - SFL praxis in U.S. teacher education: a critical literature review
AU - Accurso, Kathryn
AU - Gebhard, Meg
T2 - Language and Education
AB - This literature review analyzes the influences of systemic functional linguistics (SFL) in U.S. teacher education from 2000 to 2019. First, we describe how SFL has been contextualized in United States in response to changing demographics, new technologies, policies, and the impacts of globalization. Second, we outline our methodology, which yielded 136 publications from the fields of literacy research, teacher education, and applied linguistics. Third, we present four findings: (1) the main vehicles for introducing U.S. teachers to SFL theory and practice are grant-funded university-school partnerships, courses in colleges of education, and self-contained professional development workshops; (2) most interventions focused on introducing teachers to functional metalanguage and text analysis, with fewer focusing on multimodality; (3) SFL interventions positively influenced teachers’ level of semiotic awareness and ability to design focused disciplinary literacy instruction. Teachers’ critical awareness and confidence for literacy instruction were influenced to a lesser extent; and (4) more sustained investments in teacher professional development led to greater gains in teacher learning as well as a critical awareness of the relationship between disciplinary literacy practices and ideologies at work in K-12 schools. Based on these findings, we conclude with three recommendations for the future of critical SFL praxis in teacher education.
DA - 2021/09/03/
PY - 2021
DO - 10.1080/09500782.2020.1781880
DP - Taylor and Francis+NEJM
VL - 35
IS - 5
SP - 402
EP - 428
SN - 0950-0782
ST - SFL praxis in U.S. teacher education
UR - https://doi.org/10.1080/09500782.2020.1781880
Y2 - 2022/04/05/20:17:39
KW - Systemic functional linguistics
KW - critical language awareness
KW - disciplinary literacies
KW - pedagogical knowledge
KW - teacher professional development
ER -
TY - JOUR
TI - Vicarious Resilience: An Exploration of Teachers and Children’s Resilience in Highly Challenging Social Contexts
AU - Acevedo, Victoria Eugenia
AU - Hernandez-Wolfe, Pilar
T2 - Journal of Aggression, Maltreatment & Trauma
AB - This study explores the formulation of vicarious resilience as a useful concept in the middle school age school educational arena. It addresses the question of how teachers who work with learners who experienced dislocation and adversity are affected by the children’s stories of resilience. It focuses on the teachers’ interpretations of their learners’ stories, and how they make sense of the impact these stories have had on their lives. Twenty-one teachers who work in accelerated learning programs in Cali, Colombia, were interviewed about their perceptions of their learners’ overcoming of adversity. Data were analyzed through the Consensual Qualitative Research (CQR) methodology to describe the themes that speak about the effects of witnessing how learners coped constructively with adversity. These themes are discussed to advance the concept of vicarious resilience and how it can contribute to sustaining and empowering teachers dealing with challenging children and trauma.
DA - 2014/05/28/
PY - 2014
DO - 10.1080/10926771.2014.904468
DP - DOI.org (Crossref)
VL - 23
IS - 5
SP - 473
EP - 493
J2 - Journal of Aggression, Maltreatment & Trauma
LA - en
SN - 1092-6771, 1545-083X
ST - Vicarious Resilience
UR - http://www.tandfonline.com/doi/abs/10.1080/10926771.2014.904468
Y2 - 2020/07/25/20:35:44
KW - HQ
KW - LMIC
KW - Latin America
KW - Qual
KW - Support
KW - _AcademicRecoveryOECS
KW - __C:filed:1
KW - adult
KW - article
KW - children
KW - consciousness
KW - coping behavior
KW - data analysis
KW - education
KW - equity and access
KW - female
KW - gender identity
KW - human
KW - human experiment
KW - human relation
KW - injury
KW - interview
KW - lowest income group
KW - male
KW - middle school
KW - personal experience
KW - primary school
KW - recognition
KW - resilience
KW - small sample=21
KW - social environment
KW - teacher
KW - trauma
KW - vicarious resilience
ER -
TY - JOUR
TI - Women's access to agricultural technologies in rice production and processing hubs: A comparative analysis of Ethiopia, Madagascar and Tanzania
AU - Achandi, Esther L.
AU - Mujawamariya, Gaudiose
AU - Agboh-Noameshie, Afiavi R.
AU - Gebremariam, Shewaye
AU - Rahalivavololona, Njaka
AU - Rodenburg, Jonne
AU - Rahalivavololona, Njaka
AU - Rodenburg, Jonne
AU - Rodenburg, Jonne
T2 - Journal of Rural Studies
AB - © 2018 Elsevier Ltd This study presents results from a farmer survey conducted with 560 rice farmers from 27 villages spread over five hubs (concentration areas of rice production and processing) in three different countries in Eastern Africa (Ethiopia, Tanzania and Madagascar). The main research objective was to assess women's access to rice technologies and constraints to adoption of technologies. Constraints were analyzed over five different categories: (1) institutional (2) access to agricultural inputs, (3) technology-contextual, (4) household and socio-cultural and (5) extension. Key providers of extension were public (government), Non-Governmental Organizations (NGOs) and international organizations. Our study identifies that the overarching constraints to technology adoption are institutional and cultural impediments and related to the mode of delivery of extension services. Furthermore, the Focus Group Discussions (FGD) with the women, revealed that empowerment of women in decision making at the household level can enhance women's access and engagement in better farming practices suggested under extension advisory services. This is specifically true where women are able to overcome the hurdles of acquisition of extension training and access to the improved technologies.
DA - 2018///
PY - 2018
DO - 10.1016/j.jrurstud.2018.03.011
LA - en
AN - LOCAL-SCOPUS_ID:85045241283
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:eastern Africa
KW - C:Ethiopia
KW - C:Madagascar
KW - C:Tanzania
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - F:access
KW - F:women
KW - P:agricultural
KW - P:culture
KW - P:production
KW - P:services
KW - P:technology
KW - R:focus groups
KW - R:survey
KW - T:Training
KW - __C:filed:1
KW - publicImportV1
ER -
TY - THES
TI - Interaction with Children with Visual Impairments in the Classroom for All
AU - Acheampong, Daniel Yaw
DA - 2018///
PY - 2018
DP - Google Scholar
M3 - Master's Thesis
UR - https://www.duo.uio.no/bitstream/handle/10852/64401/1/Daniel-Yaw-Acheampong-s-Master-Thesis-University-of-Oslo.pdf
Y2 - 2024/03/27/15:17:10
ER -
TY - JOUR
TI - Teacher Retention: A Review of Policies for Motivating Rural Basic School Teachers in Ghana
AU - Acheampong, Phinihas
AU - Gyasi, Juliana Fosua
T2 - Asian Journal of Education and Training
AB - The study primarily explored the challenges of teaching in rural basic schools in Ghana. Qualitative research method through semi-structured interviews and document analyses were used as data collection instruments. The participants for the study included six educational field workers which constituted a district education officer (Circuit Supervisor), two head teachers and three classroom teachers. Priority of the findings was highlighted on the provision of accommodation with adequate installation of lighting facility, potable drinking water, and transport facilities such as a vehicle, motorbike and bicycle to ease the living constraints of teachers who serve in underprivileged learning communities. Again, professional development programs were found relevant to encourage and promote teachers working in remote areas. Results of the study shown that rural basic school teachers do not see why they should receive equivalent conditions of service as their peers who teach in urban schools. It is therefore recommended that, about one-third of teachers? salary should be apportioned as additional incentive to motivate teachers who serve in rural basic schools. Again, special student-trainees recruitment strategies should be adopted to recruit potential teachers from underprivileged communities to receive training and serve their people. This can effectively be implemented when the District Sponsorship Scheme Project is restored to enhance better deployment of teachers in underserved schools.
DA - 2019///
PY - 2019
DO - 10.20448/journal.522.2019.51.86.92
DP - ERIC
VL - 5
IS - 1
SP - 86
EP - 92
LA - en
SN - 2519-5387
ST - Teacher Retention
UR - https://eric.ed.gov/?id=EJ1203657
Y2 - 2021/03/07/17:59:46
KW - Administrator Attitudes
KW - Disadvantaged
KW - Educational Facilities
KW - Faculty Development
KW - Faculty Mobility
KW - Foreign Countries
KW - Housing
KW - Incentives
KW - Rural Schools
KW - School Districts
KW - Student Recruitment
KW - Teacher Education
KW - Teacher Motivation
KW - Teacher Persistence
KW - Teacher Salaries
KW - Transportation
KW - Water Quality
KW - _C:Botswana BWA
KW - _C:Canada CAN
KW - _C:China CHN
KW - _C:Ethiopia ETH
KW - _C:France FRA
KW - _C:Gambia GMB
KW - _C:Ghana GHA
KW - _C:Lesotho LSO
KW - _C:Malawi MWI
KW - _C:Mozambique MOZ
KW - _C:Tanzania TZA
KW - _C:Uganda UGA
KW - _C:United States USA
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Youth unemployment in resource-rich Sub-Saharan Africa: A critical review
AU - Ackah-Baidoo, Patricia
T2 - The Extractive Industries and Society
AB - This paper critically reviews the youth unemployment crisis in resource-rich Sub-Saharan Africa. Although the region has experienced continuous and a seemingly limitless flow of investment in all types of extractive industries in recent decades, this growth has not directly translated into significant poverty reduction. Its overdependence on natural resources economically seems to have had a negative impact on socioeconomic development overall, generating very few jobs for youth and exacerbating existing unemployment crises. The paper uses Ghana, one the region’s top mineral-rich countries, as a case study to explore these issues further.
DA - 2016/01//
PY - 2016
DO - 10.1016/j.exis.2015.11.010
DP - Crossref
VL - 3
IS - 1
SP - 249
EP - 261
LA - en
SN - 2214790X
ST - Youth unemployment in resource-rich Sub-Saharan Africa
UR - http://linkinghub.elsevier.com/retrieve/pii/S2214790X15300046
AN - DOI-10.1016/j.exis.2015.11.010
Y2 - 2018/09/14/15:02:29
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - CLL:en
KW - _C:Ghana GHA
KW - __C:filed:1
KW - publicImportV1
ER -
TY - JOUR
TI - Classroom interaction in Kenyan primary schools. Compare: A
AU - Ackers, J.
AU - Hardman, F.
T2 - Journal of Comparative and International Education
DA - 2001///
PY - 2001
DO - 10.1080/03057920120053238
VL - 31
IS - 2
SP - 245
EP - 261
UR - https://doi.org/10.1080/03057920123230.
ER -
TY - JOUR
TI - Recalibrating Stance of Survival for Philippine Schools Overseas (PSOs) Amidst Covid-19 Pandemic and Beyond
AU - Acosta, Imee C.
AU - Acosta, Alexander S.
DP - Google Scholar
KW - ⛔ No DOI found
ER -
TY - THES
TI - Addressing Injustices through MOOCs: A study among peri-urban, marginalised, South African youth
AU - Adam, Taskeen
AB - The legacies of colonial rule continue to impact everyday life, particularly in education. These structural inequalities are often reinforced and amplified in online ‘global’ education through a form of digital neocolonialism, which is where hegemonic powers indirectly control or influence marginalised groups through the internet or information technology. In striving for justice-oriented online education models, this study analyses to what extent Massive Open Online Courses (MOOCs), produced both internationally and locally, support (or could support) the needs, preferences, and aspirations of marginalised South African youth and address the material, cultural-epistemic, political, and geopolitical injustices they face. To evaluate what South African peri-urban youth desire in their education and futures, as well as the challenges they experience, a seven-part survey was conducted with 250 youth from five townships in South Africa. Responses showed that whilst participants strongly value and aspire to further their education, financial difficulties, infrastructural barriers, family problems, and lack of emotional support and life mentorship limit them from achieving this. Participants reflected on how colonial and apartheid legacies have affected their educational experiences and identities through inferior quality of education, forced languages, forgotten histories and incongruent values, cultural norms and practices. In parallel, semi-structured interviews were conducted with 35 MOOC designers, from South Africa and the USA, to investigate the ways in which efforts, if any, were being made to reach students most in need of quality education. Interviews covered themes of openness, accessibility, and justice. It was found that, depending on the MOOC designer’s understanding of social justice and decolonial thought, they placed varying emphasis on addressing different forms of injustice. Some focused on resource, access and infrastructural barriers, while others focused on issues of content relevance and knowledge production. Furthermore, MOOC designers’ attempts to address injustices strongly related to their own identities and lived experiences, highlighting the importance of plurality of thought and epistemic diversity in the producers of MOOCs. Drawing on the historical injustices and lived experiences of the youth, and the attempts to address injustices by the MOOC designers, it was ascertained that there is no one size-fits-all formula to creating equitable MOOCs. Rather, depending on the purpose and target audience of the MOOC, nuanced approaches to addressing injustices are suggested. These approaches are shaped by various leverage points that influence the types of, and the extent to which, participatory methods, accessibility measures, knowledge sources, assessment and critical pedagogy are implemented. Additionally, the importance of these leverage points varies over the MOOC’s lifecycle, from inception and design, to implementation and assessment. Bearing in mind the broad-ranging injustices that youth participants raised, these approaches are presented with great caution that educational technologies and open education are not panaceas but if designed and used appropriately and justly, can be tools for liberation.
DA - 2020/08/24/T08:23:28Z
PY - 2020
DP - www.repository.cam.ac.uk
LA - en
M3 - Thesis
PB - University of Cambridge
ST - Addressing Injustices through MOOCs
UR - https://www.repository.cam.ac.uk/handle/1810/309515
Y2 - 2020/08/25/19:15:22
KW - Final_citation
KW - cited
KW - existing
ER -
TY - THES
TI - Addressing Injustices through MOOCs: A study among peri-urban marginalised South African youth (Unpublished doctoral thesis)
AU - Adam, Taskeen
CY - Cambridge, UK
DA - 2020///
PY - 2020
PB - University of Cambridge
KW - Author:OpenDevEd
ER -
TY - RPRT
TI - Approaches to Designing Justice-oriented MOOCs. Presentation to Centre for Innovation in Learning and Teaching (CILT), University of Cape Town
AU - Adam, Taskeen
AB - An output of the Open Development & Education, https://.opendeved.net/
CN - 1017
DA - 2023///
PY - 2023
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/MPNUETXM
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - SOUND
TI - BBC World Service - People Fixing the World, How to put the internet in a box
T2 - BBC
A3 - Coles, Tom
AB - Inside the “sneakernet” - the people carrying websites to places that are off the grid
LA - en-GB
UR - https://www.bbc.co.uk/programmes/p08vgmnv
Y2 - 2021/05/29/12:49:09
KW - Author:OpenDevEd
ER -
TY - JOUR
TI - Between Social Justice and Decolonisation: Exploring South African MOOC Designers’ Conceptualisations and Approaches to Addressing Injustices [journal article]
AU - Adam, Taskeen
T2 - Journal of Interactive Media in Education
AB - As social justice and decolonisation discussions fill the physical and virtual corridors of universities in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise (in)justice, and how they attempt to address these injustices in and through their MOOCs. As notions such as ‘social justice’ and ‘decolonisation’ have multiple meanings and connotations, a framework was created to unpack the ‘Dimensions of Human Injustice’ namely, material, cultural-epistemic, and political/geopolitical injustices. These dimensions of injustice were used to analyse semi-structured interviews with 27 South African MOOC designers. MOOC designers who stressed cultural-epistemic injustices, focused on relevance, inclusive processes and the geopolitics of knowledge production. Those who stressed material injustices, focused on socio-economic disparities, infrastructural inequalities and the need to tackle these systemic problems at a societal level. Through illustrating that MOOC designers attempt to address injustices based on their different conceptualisations of (in)justice, this study argues that a multi-pronged approach to tackling the various dimensions of injustice perpetuated in and through MOOCs can lead to more holistic justice-oriented MOOCs that better enable learners. Additionally, justice-oriented efforts by South African MOOC designers, highlighted in this paper, can be seen as a guide for the MOOC space in general to take greater strides in creating MOOCs in more justice-oriented ways.
DA - 2020/05/11/
PY - 2020
DO - 10.5334/jime.557
DP - jime.open.ac.uk
VL - 2020
IS - 1
SP - 7
LA - en
SN - 1365-893X
ST - Between Social Justice and Decolonisation
UR - http://jime.open.ac.uk/articles/10.5334/jime.557/
Y2 - 2020/05/31/15:42:38
KW - Author:OpenDevEd
KW - MOOC designers
KW - _C:Albania ALB
KW - _C:South Africa ZAF
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - _r:ImportedToMyEducationEvidence
KW - cultural-epistemic injustice
KW - decolonisation
KW - docs.opendeved.net
KW - geopolitical injustice
KW - material injustice
KW - social justice
ER -
TY - CONF
TI - Between Social Justice and Decolonisation: Exploring South African MOOC designers’ conceptualisations and approaches to addressing injustices [presentation, O-143]
AU - Adam, Taskeen
T2 - The Care in Openness
AB - As social justice and decolonisation discussions fill the physical and virtual corridors of university spaces in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise justices, and how they attempt to address these injustices in and through their MOOCs. As terminology from these discourses at times misconstrued MOOC designers’ opinions, an analytical framework was created to shift focus to addressing injustices, namely: material injustices, cultural-epistemic injustices, and political/geopolitical injustices. These Dimensions of Human Injustice were used to analyse semi-structured interviews with 27 MOOC South African designers. It was found that they formed opinions based on the aforementioned discourses, which impacted their engagement with injustice in their designs. Those who stressed cultural-epistemic injustices, focused on relevance, inclusive processes and the geopolitics of knowledge production. Those who stressed material injustices, focused on socio-economic disparities, infrastructural inequalities and the need to tackle these systemic problems at a societal level. Through highlighting MOOC designers’ attempts at addressing injustices, it is envisioned this will lead to more multi-dimensional, justice-oriented approaches to MOOC design that better enable learners. Additionally, efforts by South African MOOC designers, highlighted in this paper, can be seen as a guide for the MOOC space in general to take greater strides in creating MOOCs in more justice-oriented ways.
C3 - OER20
DA - 2020///
PY - 2020
DO - 10.5334/jime.557
DP - oer20.oerconf.org
LA - en-US
ST - Between Social Justice and Decolonisation
UR - https://oer20.oerconf.org/sessions/o-143/
Y2 - 2020/04/20/21:15:07
KW - Author:OpenDevEd
ER -
TY - JOUR
TI - Digital Literacy Needs for Online Learning Among Peri-Urban, Marginalised Youth in South Africa
AU - Adam, Taskeen
T2 - International Journal of Mobile and Blended Learning (IJMBL)
AB - As online learning modes become more common, this can exacerbate educational inequalities for learners who do not have the ability to utilise these modes effectively. This has been seen in the COVID-19 crisis where there has been a shift to remote and distance learning modalities despite the limited...
DA - 2022///
PY - 2022
DO - 10.4018/IJMBL.310940
DP - www.igi-global.com
VL - 14
IS - 3
SP - 1
EP - 19
LA - en
SN - 1941-8647, 1941-8655
ST - Digital Literacy Needs for Online Learning Among Peri-Urban, Marginalised Youth in South Africa
UR - https://www.igi-global.com/gateway/article/www.igi-global.com/gateway/article/310940
Y2 - 2022/12/03/19:46:27
KW - Author:OpenDevEd
ER -
TY - JOUR
TI - Digital Literacy Needs for Online Learning Among Peri-Urban, Marginalised Youth in South Africa
AU - Adam, Taskeen
T2 - International Journal of Mobile and Blended Learning (IJMBL)
AB - As online learning modes become more common, this can exacerbate educational inequalities for learners who do not have the ability to utilise these modes effectively. This has been seen in the COVID-19 crisis where there has been a shift to remote and distance learning modalities despite the limited...
DA - 2022/07/01/
PY - 2022
DO - 10.4018/IJMBL.310940
DP - www.igi-global.com
VL - 14
IS - 3
SP - 1
EP - 19
J2 - IJMBL
LA - en
SN - 1941-8647
UR - https://www.igi-global.com/article/digital-literacy-needs-for-online-learning-among-peri-urban-marginalised-youth-in-south-africa/www.igi-global.com/article/digital-literacy-needs-for-online-learning-among-peri-urban-marginalised-youth-in-south-africa/310940
Y2 - 2022/12/08/03:05:03
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Digital neocolonialism and massive open online courses (MOOCs): colonial pasts and neoliberal futures
AU - Adam, Taskeen
T2 - Learning, Media and Technology
AB - Through evaluating dominant MOOC platforms created by Western universities, I argue that MOOCs on such platforms tend to embed Western-centric epistemologies and propagate this without questioning their global relevance. Consequently, such MOOCs can be detrimental when educating diverse and complex participants as they erode local and indigenous knowledge systems. Arguing that the digital divide is an exacerbation of historical inequalities, I draw parallels between colonial education, specifically across Sub-Saharan Africa, and ‘digital neocolonialism’ through Western MOOC platforms. I analyse similarities in ideology, assumptions, and methods of control. Highlighting evolving forms of coloniality, I include contemporary problems created by neoliberal techno-capitalist agendas, such as the commodification of education. Balance is needed between the opportunities offered through MOOCs and the harms they cause through overshadowing marginalised knowledges and framing disruptive technologies as the saviour. While recommending solutions for inclusion of marginalised voices, further problems such as adverse incorporation are raised.
DA - 2019/07/03/
PY - 2019
DO - 10.1080/17439884.2019.1640740
DP - Taylor and Francis+NEJM
VL - 44
IS - 3
SP - 365
EP - 380
SN - 1743-9884
ST - Digital neocolonialism and massive open online courses (MOOCs)
UR - https://doi.org/10.1080/17439884.2019.1640740
Y2 - 2019/09/28/11:49:14
KW - Author:OpenDevEd
KW - Decolonising education
KW - _C:Canada CAN
KW - _C:China CHN
KW - _C:Cuba CUB
KW - _C:France FRA
KW - _C:Germany DEU
KW - _C:Ghana GHA
KW - _C:India IND
KW - _C:Iran IRN
KW - _C:Italy ITA
KW - _C:Jordan JOR
KW - _C:Korea, Democratic People's Republic PRK
KW - _C:Mexico MEX
KW - _C:Nigeria NGA
KW - _C:Somalia SOM
KW - _C:South Africa ZAF
KW - _C:Spain ESP
KW - _C:Sudan SDN
KW - _C:Syrian Arab Republic SYR
KW - _C:Thailand THA
KW - _C:Tonga TON
KW - _C:Turkey TUR
KW - __C:filed:1
KW - __C:scheme:1
KW - decolonising technology
KW - digital neocolonialism
KW - epistemic injustice
KW - neoliberal education
ER -
TY - JOUR
TI - Open educational practices of MOOC designers: embodiment and epistemic location
AU - Adam, Taskeen
T2 - Distance Education
AB - This article reports the lack of epistemic diversity in producers of massive open online courses (MOOCs) through examining whose knowledges and what knowledges are forefronted in MOOCs. Through analysis of 27 semi-structured interviews, the study explored the relationship between South African MOOC designers and their open educational practices (OEP), questioning in what ways MOOC designers enact openness in their design, based on their own reasoning of what openness means. The study illustrates that MOOC designers create MOOCs that strongly link to who they are, what they value, and how they understand the world, highlighting the crucial need to have epistemically diverse MOOC designers from different cultures, value systems, and epistemologies, that critically reflect on their positionalities and subjectivities. From this, the study asserts a new way of looking at OEP where MOOC designers go beyond implementing OEP, to being someone who is open. I termed this the embodiment of openness.
DA - 2020/04/02/
PY - 2020
DO - 10.1080/01587919.2020.1757405
DP - Taylor and Francis+NEJM
VL - 41
IS - 2
SP - 171
EP - 185
SN - 0158-7919
ST - Open educational practices of MOOC designers
UR - https://doi.org/10.1080/01587919.2020.1757405
Y2 - 2020/06/14/11:56:40
KW - Final_citation
KW - MOOC designer
KW - OEP
KW - cited
KW - critical consciousness
KW - embodiment
KW - epistemic location
KW - existing
KW - positionality
ER -
TY - JOUR
TI - Open educational practices of MOOC designers: embodiment and epistemic location
AU - Adam, Taskeen
T2 - Distance Education
AB - This article reports the lack of epistemic diversity in producers of massive open online courses (MOOCs) through examining whose knowledges and what knowledges are forefronted in MOOCs. Through analysis of 27 semi-structured interviews, the study explored the relationship between South African MOOC designers and their open educational practices (OEP), questioning in what ways MOOC designers enact openness in their design, based on their own reasoning of what openness means. The study illustrates that MOOC designers create MOOCs that strongly link to who they are, what they value, and how they understand the world, highlighting the crucial need to have epistemically diverse MOOC designers from different cultures, value systems, and epistemologies, that critically reflect on their positionalities and subjectivities. From this, the study asserts a new way of looking at OEP where MOOC designers go beyond implementing OEP, to being someone who is open. I termed this the embodiment of openness.
DA - 2020/04/02/
PY - 2020
DO - 10.1080/01587919.2020.1757405
DP - Taylor and Francis+NEJM
VL - 41
IS - 2
SP - 171
EP - 185
SN - 0158-7919
ST - Open educational practices of MOOC designers
UR - https://doi.org/10.1080/01587919.2020.1757405
Y2 - 2020/06/14/11:56:40
KW - Author:OpenDevEd
KW - MOOC designer
KW - OEP
KW - __C:filed:1
KW - critical consciousness
KW - embodiment
KW - epistemic location
KW - positionality
ER -
TY - BLOG
TI - Reflecting on epistemic injustices in open and online education
AU - Adam, Taskeen
T2 - Open Development & Education
AB - In memory of Hector Pieterson and the hundreds of student protesters that were brutally murdered by police on the 16 June 1976 in the Soweto Uprising in South Africa. The Soweto Uprising refers to the protests by black South African high school students during apartheid against the use of Afrikaans as a medium of instruction. […]
DA - 2020/06/16/T15:46:19+00:00
PY - 2020
LA - en-GB
UR - https://opendeved.net/2020/06/16/reflecting-on-epistemic-injustices-in-open-and-online-education/
Y2 - 2020/06/23/20:00:04
KW - Author:OpenDevEd
ER -
TY - BLOG
TI - The privilege of #pivotonline: A South African perspective
AU - Adam, Taskeen
T2 - Open Development & Education
AB - Taskeen Adam, https://opendeved.net/2020/04/22/the-privilege-of-#pivotonline/, 2020-04-22, 10.5281/zenodo.3760383 As the global number of COVID-19 cases increase, lockdowns continue across the world. Reports from UNESCO highlight that nationwide closures are impacting over 91% of the world’s student population who can no longer attend school. With schools closed, there has been a mass shift to online education — from primary …
DA - 2020/04/22/
PY - 2020
LA - en-GB
ST - The privilege of #pivotonline
UR - https://opendeved.net/2020/04/22/the-privilege-of-pivotonline/
KW - Author:OpenDevEd
KW - __C:filed:1
KW - _r:ImportedToMyEducationEvidence
KW - docs.opendeved.net
ER -
TY - THES
TI - Visions for the Sustainable Implementation of the One Laptop per Child Project
AU - Adam, Taskeen
DA - 2015///
PY - 2015
M3 - Master of Philosophy
PB - University of Cambridge
KW - Author:OpenDevEd
ER -
TY - RPRT
TI - Unlocking Data to Tell the Story of Education in Africa: Webinar Summary & Synthesis
AU - Adam, Taskeen
AU - Agyapong, Samuel
AU - Asare, Samuel
AU - Heady, Lucy
AU - Wacharia, Wairimu
AU - Mjomba, Renaldah
AU - Mugo, John
AU - Mukiria, Faith
AU - Munday, Gemma
DA - 2020///
PY - 2020
PB - ESSA, Zizi Afrique, EdTech Hub
UR - https://docs.edtechhub.org/lib/S9MFQ8KB
KW - Author:OpenDevEd
KW - _EdTechHub_Output
KW - _GS:not_indexed
KW - _r:CopiedFromEvLib
KW - _r:ImportedToMyEducationEvidence
KW - _zenodoETH
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - BOOK
TI - Open at the Margins
AU - Adam, Taskeen
AU - Allen, Nicole
AU - Amiel, Tel
AU - Asino, Tutaleni
AU - Atenas, Javiera
AU - Bali, Maha
AU - Barnes, Naomi
AU - Bourg, Chris
AU - Bouterse, Siko
AU - Caines, Autumm
AU - Campbell, Lorna M.
AU - Cangialosi, Karen
AU - Collier, Amy
AU - Cronin, Catherine
AU - Czerniewicz, Laura
AU - DeRosa, Robin
AU - Ensor, Simon
AU - Friedrich, Christian
AU - Gilliard, Chris
AU - Hare, Sarah
AU - Hendricks, Christina
AU - Hodgkinson-Williams, Cheryl
AU - Jhangiani, Rajiv
AU - Mattson, Rachel Jurinich
AU - Koseoglu, Suzan
AU - H, Caroline Kuhn
AU - Luke, Jim
AU - Marsh, Jaime
AU - Meinke-Lau, Billy
AU - Mitchell, Jess
AU - Moore, Matthew
AU - Morgan, Tannis
AU - Pete, Judith
AU - Prinsloo, Paul
AU - Robertson, Tara
AU - Singh, Sava Saheli
AU - Spelic, Sherri
AU - Stewart, Bonnie
AU - Stommel, Jesse
AU - Veneruso, Samantha Streamer
AU - Vrana, Adele
AU - Walji, Sukaina
AU - Watters, Audrey
DA - 2020/08/17/
PY - 2020
DP - press.rebus.community
LA - en
PB - Rebus Community
SN - 978-1-989014-22-6
UR - https://press.rebus.community/openatthemargins/
Y2 - 2020/08/17/20:21:56
KW - Author:OpenDevEd
KW - _C:Austria AUT
KW - _C:Brazil BRA
KW - _C:Canada CAN
KW - _C:Chile CHL
KW - _C:China CHN
KW - _C:Cuba CUB
KW - _C:Egypt EGY
KW - _C:Finland FIN
KW - _C:France FRA
KW - _C:Georgia GEO
KW - _C:Germany DEU
KW - _C:Greece GRC
KW - _C:India IND
KW - _C:Iran IRN
KW - _C:Ireland IRL
KW - _C:Israel ISR
KW - _C:Italy ITA
KW - _C:Jordan JOR
KW - _C:Malaysia MYS
KW - _C:Mexico MEX
KW - _C:Netherlands NLD
KW - _C:Nigeria NGA
KW - _C:Portugal PRT
KW - _C:Rwanda RWA
KW - _C:Saudi Arabia SAU
KW - _C:Somalia SOM
KW - _C:South Africa ZAF
KW - _C:Spain ESP
KW - _C:State of Palestine PSE
KW - _C:Turkey TUR
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Venezuela VEN
KW - __C:filed:1
KW - __C:scheme:1
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Structured Pedagogy and EdTech
AU - Adam, Taskeen
AU - Chuang, Rachel
AU - Haßler, Björn
DA - 2021/02/01/
PY - 2021
PB - EdTech Hub
KW - Final_citation
KW - cited
KW - existing
ER -
TY - RPRT
TI - Structured Pedagogy and EdTech
AU - Adam, Taskeen
AU - Chuang, Rachel
AU - Haßler, Björn
DA - 2021/02/01/
PY - 2021
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/2QM825CH
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _EdTechHub_Output
KW - _MELA_seen
KW - ___duplicate_item
KW - _bjoern_cv
KW - _cover:analysis:nopdf
KW - _r:ImportedToMyEducationEvidence
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - RPRT
TI - The Use of Technology in the CPD Implementation Plan in Tanzania
AU - Adam, Taskeen
AU - El-Sefary, Yomna
AU - Haßler, Björn
AU - Khalayleh, Abdullah
AU - Kremeia, Adam
AU - Proctor, Jamie
AU - Mtebe, Joel
DA - 2021/04/06/
PY - 2021
LA - en
PB - EdTech Hub
KW - Final_citation
KW - cited
KW - existing
ER -
TY - RPRT
TI - The Use of Technology in the CPD Implementation Plan in Tanzania
AU - Adam, Taskeen
AU - El-Sefary, Yomna
AU - Haßler, Björn
AU - Khalayleh, Abdullah
AU - Kremeia, Adam
AU - Proctor, Jamie
AU - Mtebe, Joel
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2021/04/06/
PY - 2021
LA - en
M3 - Technical Guidance
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/N5HMII3R
KW - Author:OpenDevEd
KW - _EdTechHub_Output
KW - _MELA_seen
KW - ___duplicate_item
KW - _bjoern_cv
KW - _cover:analysis:nopdf
KW - _r:AddedByZotZen
ER -
TY - RPRT
TI - The use of 'building blocks' to develop digital platforms for education in sub-Saharan Africa
AU - Adam, Taskeen
AU - El-Serafy, Yomna
AU - Podea, Marius
AU - Haßler, Björn
DA - 2021///
PY - 2021
DP - DOI.org (Crossref)
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/PIXT9J66
Y2 - 2022/04/03/20:25:07
KW - Author:OpenDevEd
KW - _EdTechHub_Output
ER -
TY - RPRT
TI - The use of 'building blocks' to develop digital platforms for education in sub-Saharan Africa
AU - Adam, Taskeen
AU - El-Serafy, Yomna
AU - Podea, Marius
AU - Haßler, Björn
AU - Open Development & Education
DA - 2021/01/01/
PY - 2021
DP - DOI.org (Crossref)
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/PIXT9J66
Y2 - 2022/12/03/19:50:16
KW - Author:OpenDevEd
ER -
TY - CONF
TI - One Laptop per Child Rwanda: Enabling Factors and Barriers
AU - Adam, Taskeen
AU - Haßler, Björn
AU - Cruickshank, Heather
T2 - South Africa International Conference on Educational Technologies
C1 - Pretoria, South Africa
C3 - Empowering the 21st Century Learner
DA - 2016///
PY - 2016
DP - Google Scholar
SP - 184
EP - 195
PB - African Academic Research Forum
SN - ISBN 978-0-620-70782-4
ST - One Laptop per Child Rwanda
UR - http://aa-rf.org/wp-content/uploads/2017/03/SAICET-2016-Proceedings.pdf
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _C:Australia AUS
KW - _C:Austria AUT
KW - _C:Bangladesh BGD
KW - _C:Belgium BEL
KW - _C:Botswana BWA
KW - _C:Burkina Faso BFA
KW - _C:Canada CAN
KW - _C:China CHN
KW - _C:Croatia HRV
KW - _C:Cuba CUB
KW - _C:Cyprus CYP
KW - _C:Denmark DNK
KW - _C:Egypt EGY
KW - _C:Ethiopia ETH
KW - _C:Finland FIN
KW - _C:France FRA
KW - _C:Germany DEU
KW - _C:Ghana GHA
KW - _C:India IND
KW - _C:Iran IRN
KW - _C:Israel ISR
KW - _C:Italy ITA
KW - _C:Japan JPN
KW - _C:Kenya KEN
KW - _C:Korea XKOR
KW - _C:Korea, Republic KOR
KW - _C:Malaysia MYS
KW - _C:Mexico MEX
KW - _C:Netherlands NLD
KW - _C:New Zealand NZL
KW - _C:Nigeria NGA
KW - _C:Norway NOR
KW - _C:Peru PER
KW - _C:Poland POL
KW - _C:Portugal PRT
KW - _C:Romania ROU
KW - _C:Russian Federation RUS
KW - _C:Rwanda RWA
KW - _C:Serbia SRB
KW - _C:Singapore SGP
KW - _C:South Africa ZAF
KW - _C:Spain ESP
KW - _C:Sri Lanka LKA
KW - _C:Sudan SDN
KW - _C:Tanzania TZA
KW - _C:Thailand THA
KW - _C:Turkey TUR
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Uruguay URY
KW - _C:Viet Nam VNM
KW - _C:Zambia ZMB
KW - _C:Zimbabwe ZWE
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - The Maldives and Sri Lanka: Question & Answer Session
AU - Adam, Taskeen
AU - Kaye, Tom
AU - Haßler, Björn
CY - Cambridge, UK
DA - 2020/06/18/
PY - 2020
LA - EN
M3 - EdTech Hub Helpdesk Response
SN - 18
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - F: Helpdesk response
KW - LP: English
KW - _C:Austria AUT
KW - _C:India IND
KW - _C:Maldives MDV
KW - _C:Nepal NPL
KW - _C:Nigeria NGA
KW - _C:Pakistan PAK
KW - _C:Sierra Leone SLE
KW - _C:South Africa ZAF
KW - _C:Sri Lanka LKA
KW - _C:Uganda UGA
KW - _EdTechHub_Output
KW - __C:filed:1
KW - __C:scheme:1
KW - _cover:v1
KW - _r:ImportedToMyEducationEvidence
KW - _zenodoETH
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - RPRT
TI - Consolidated Feedback on Tanzania Higher Education University Strategic Investment Plans
AU - Adam, Taskeen
AU - Koomar, Saalim
AU - Haßler, Björn
AB - This EdTech Hub Helpdesk Response provides feedback on 15 Tanzania University Strategic Implementation Plans (USIPs) submitted to the Word Bank’s Higher Education for Economic Transformation Project (HEET). The feedback is intended to enhance and strengthen the plans provided by universities such that the US$300 million is allocated and spent most effectively.
DA - 2020/08/03/
PY - 2020
LA - EN
M3 - EdTech Hub Helpdesk Response
PB - EdTech Hub
SN - 09
UR - https://docs.edtechhub.org/lib/7AFXFRPC
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - RPRT
TI - Rolling Out a National Virtual Learning Environment
AU - Adam, Taskeen
AU - McBurnie, Chris
AU - Haßler, Björn
DA - 2020/07//
PY - 2020
LA - EN
PB - EdTech Hub
KW - Final_citation
KW - existing
ER -
TY - RPRT
TI - Rolling out a national virtual learning environment
AU - Adam, Taskeen
AU - McBurnie, Chris
AU - Haßler, Björn
CY - Cambridge, UK
DA - 2020/07//
PY - 2020
LA - EN
M3 - EdTech Hub Helpdesk Request
SN - 22
UR - https://docs.opendeved.net/lib/MG4TM5B3
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - F: Helpdesk response
KW - H:Online learning
KW - LP: English
KW - _EdTechHub_Output
KW - __C:filed:1
KW - __C:scheme:1
KW - ___duplicate_item
KW - _cover:v1
KW - _r:ImportedToMyEducationEvidence
KW - _zenodoETH
KW - docs.opendeved.net
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - CONF
TI - An Overview of Chatbot Technology
AU - Adamopoulou, Eleni
AU - Moussiades, Lefteris
A2 - Maglogiannis, Ilias
A2 - Iliadis, Lazaros
A2 - Pimenidis, Elias
T3 - IFIP Advances in Information and Communication Technology
AB - The use of chatbots evolved rapidly in numerous fields in recent years, including Marketing, Supporting Systems, Education, Health Care, Cultural Heritage, and Entertainment. In this paper, we first present a historical overview of the evolution of the international community’s interest in chatbots. Next, we discuss the motivations that drive the use of chatbots, and we clarify chatbots’ usefulness in a variety of areas. Moreover, we highlight the impact of social stereotypes on chatbots design. After clarifying necessary technological concepts, we move on to a chatbot classification based on various criteria, such as the area of knowledge they refer to, the need they serve and others. Furthermore, we present the general architecture of modern chatbots while also mentioning the main platforms for their creation. Our engagement with the subject so far, reassures us of the prospects of chatbots and encourages us to study them in greater extent and depth.
C1 - Cham
C3 - Artificial Intelligence Applications and Innovations
DA - 2020///
PY - 2020
DO - 10.1007/978-3-030-49186-4_31
DP - Springer Link
SP - 373
EP - 383
LA - en
PB - Springer International Publishing
SN - 978-3-030-49186-4
KW - Artificial Intelligence
KW - Chatbot
KW - Chatbot architecture
KW - Machine learning
KW - NLU
ER -
TY - JOUR
TI - Systematic reviews: Work that needs to be done and not to be done
AU - Adams, Clive E
AU - Polzmacher, Stefanie
AU - Wolff, Annabelle
T2 - Journal of Evidence-Based Medicine
AB - Systematic reviews are researches requiring great attention to detail. They may well necessitate considerable investment of effort to ensure relevant data are identified, extracted, synthesized, written up and disseminated. These tasks have already been greatly refined and, in some cases, simplified, by machines. The last two decades have seen remarkable progress in machine-assisted production of reviews – the next two should see much more.
DA - 2013///
PY - 2013
DO - 10.1111/jebm.12072
DP - Wiley Online Library
VL - 6
IS - 4
SP - 232
EP - 235
LA - en
SN - 1756-5391
ST - Systematic reviews
UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/jebm.12072
Y2 - 2024/01/18/22:13:11
KW - _Added-ailr-2024
KW - medical Informatics
KW - systematic reviews
KW - unified medical language system
ER -
TY - JOUR
TI - Shades of Grey: Guidelines for Working with the Grey Literature in Systematic Reviews for Management and Organizational Studies
AU - Adams, Richard J.
AU - Smart, Palie
AU - Huff, Anne Sigismund
T2 - International Journal of Management Reviews
AB - This paper suggests how the ‘grey literature’, the diverse and heterogeneous body of material that is made public outside, and not subject to, traditional academic peer-review processes, can be used to increase the relevance and impact of management and organization studies (MOS). The authors clarify the possibilities by reviewing 140 systematic reviews published in academic and practitioner outlets to answer the following three questions: (i) Why is grey literature excluded from/included in systematic reviews in MOS? (ii) What types of grey material have been included in systematic reviews since guidelines for practice were first established in this discipline? (iii) How is the grey literature treated currently to advance management and organization scholarship and knowledge? This investigation updates previous guidelines for more inclusive systematic reviews that respond to criticisms of current review practices and the needs of evidence-based management.
DA - 2017/10/01/
PY - 2017
DO - 10.1111/ijmr.12102
DP - Wiley Online Library
VL - 19
IS - 4
SP - 432
EP - 454
LA - en
SN - 1468-2370
ST - Shades of Grey
UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/ijmr.12102
Y2 - 2018/05/07/15:15:42
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - -missingHU
KW - DL4D cited
KW - __C:filed:1
KW - publicImportV1
ER -
TY - JOUR
TI - COVID‐19 pandemic and adolescent health and well‐being in sub‐Saharan Africa: Who cares?
AU - Addae, Evelyn Aboagye
T2 - The International Journal of Health Planning and Management
DA - 2020/08/27/
PY - 2020
DO - 10.1002/hpm.3059
DP - PubMed Central
J2 - Int J Health Plann Manage
SN - 0749-6753
ST - COVID‐19 pandemic and adolescent health and well‐being in sub‐Saharan Africa
UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7460931/
Y2 - 2020/11/10/13:13:58
ER -
TY - JOUR
TI - Influence of Mobile Learning Training on Pre-Service Social Studies Teachers' Technology and Mobile Phone Self-Efficacies
AU - Adedoja, Gloria
AU - Oluwadara, Abimbade
T2 - Journal of Education and Practice
AB - Current instructional deliveries favour the use of mobile technology because of its inherent potentials and benefits such as portability, ease of use cost and others. Despite these benefits, many teachers especially in Sub-Saharan Africa still prefer the conventional method and use mobile phones for social engagements such as texting, chatting, callings and others. Though, these teachers use mobile phones for these social activities, using it for instruction is somewhat problematic for them without adequate training on its pedagogical implications. This is also because there are dearth of trainings in this area. Some factors that could however affect this type of specialised training include Technology Self-efficacy, Mobile Phone Self-efficacy, attitude, age and others. The sample of this present study was 101 pre-service social studies teachers in two Universities in Nigeria. The influence of the Mobile learning training on Technology/Mobile Phone Self-efficacies was explored. The results indicated that the pre-service social studies teachers have high Technology/Mobile Phone Self-efficacies after exposure to the training.
DA - 2016///
PY - 2016
VL - 7
IS - 2
SP - 74
EP - 79
LA - en
SN - 2222-1735, 2222-1735
UR - https://files.eric.ed.gov/fulltext/EJ1089740.pdf
AN - LOCAL-PQ-1826519509
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - Age Differences
KW - C:Nigeria
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Electronic Learning
KW - F:attitude
KW - F:learning
KW - F:pedagogy
KW - Foreign Countries
KW - Higher Education
KW - Instructional Effectiveness
KW - Likert Scales
KW - Nigeria
KW - P:electro
KW - P:services
KW - P:social
KW - P:teachers
KW - P:technology
KW - Postsecondary Education
KW - Predictor Variables
KW - Preservice Teachers
KW - Pretests Posttests
KW - Q:mobile learning
KW - Questionnaires
KW - R:questionnaire
KW - Self Efficacy
KW - Social Studies
KW - Student Teacher Attitudes
KW - T:Training
KW - Technological Literacy
KW - Technology Education
KW - Z:Age Differences
KW - Z:Electronic Learning
KW - Z:Foreign Countries
KW - Z:Instructional Effectiveness
KW - Z:Likert Scales
KW - Z:Predictor Variables
KW - Z:Preservice Teachers
KW - Z:Pretests Posttests
KW - Z:Questionnaires
KW - Z:Self Efficacy
KW - Z:Social Studies
KW - Z:Student Teacher Attitudes
KW - Z:Technological Literacy
KW - Z:Technology Education
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2096188
KW - __C:filed:1
KW - ___working_potential_duplicate
KW - __finaldtb
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Language, literacy, and learning in primary schools: Implications for teacher development programs in Nigeria
AU - Adekola, O. A.
T2 - Africa Human Development Series
CY - Washington, DC
DA - 2007///
PY - 2007
PB - The World Bank
ST - Language, literacy, and learning in primary schools: Implications for teacher development programs in Nigeria
UR - https://openknowledge.worldbank.org/handle/10986/6737
ER -
TY - JOUR
TI - Estimation of Thermal Comfort Parameters of Building Occupants Based on Comfort Index, Predicted Mean Vote and Predicted Percent of Dissatisfied People in the North- West Zone of Nigeria
AU - Adekunle, Adebayo
AU - Arowolo T.A
AU - Adeyemi O.A
AU - Kolawole O.A
AB - Thermal comfort varies significantly between individuals and regions depending on factors such as activity level, clothing, space temperature and relative humidity. This study considers the estimation of thermal comfort parameters such as air temperature, mean radiant temperature, air velocity, emissivity of space, metabolic rates, and heat transfer coefficients to determine comfort index, predicted mean vote, and predicted percent of dissatisfied people. Several equipment were employed to measure thermal comfort parameters indoor of the buildings considered. Results show that Katsina state recorded the least overall comfort index when compared to the remaining states which was attributed to reduced air temperature and relative humidity recorded. Majority of the buildings considered have high mean radiant temperatures and high space diameters which suggests that occupants in this environment are most likely to experience some sort of discomfort especially during summer. Comparing all the thermal comfort of occupants based on Fanger theory, 33.3% felt hot, 26.7% felt warm, 20% felt slightly warm, 13.33% felt slightly cool, 6.7% felt cool, and 0% felt cold which indicates that occupants in this region and Geopolitical zone contend with more of heat than coldness.
DA - 2020/09/12/
PY - 2020
DO - 10.35629/5252-0205809826
DP - ResearchGate
VL - 2
SP - 809
KW - BE:LMIC
KW - BE:RELEVANT
KW - ⚠️ Invalid DOI
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Geographical determinants and hotspots of out-of-school children in Nigeria
AU - Adeleke, Richard
AU - Alabede, Opeyemi
T2 - Open Education Studies
AB - In Nigeria, children lack access to primary school education, and this hinders their social, cognitive, emotional, and physical skills’ development. With one in every five of the world’s out-of-school children in Nigeria, achieving universal primary education by 2030 remains a challenge. Several studies have investigated the factors that have led to an increase in out-of-school children (OOSC); however, these studies are based on individual level and household predictors with little evidence on the geographical determinants. Hence, this study examines the relationship between OOSC and the socio-economic attributes of the geographical location where they reside. Findings of the spatial analysis show that Sokoto, Zamfara, Yobe, Taraba, and Plateau are the hotspots of out-of-school children. The result further reveals that there is spatial variation in the predictors of out-of-school children in the country. Poverty and internally generated revenue (IGR) predict more cases of school non-attendance in northern Nigeria while foreign direct investment determines the number of children that are out-of-school in the southern region. The study recommends spatially explicit policies to reduce the number of OOSC in Nigeria.
DA - 2022/01/01/
PY - 2022
DO - 10.1515/edu-2022-0176
DP - www.degruyter.com
VL - 4
IS - 1
SP - 345
EP - 355
LA - en
SN - 2544-7831
UR - https://www.degruyter.com/document/doi/10.1515/edu-2022-0176/html
Y2 - 2023/03/11/12:24:00
KW - Nigeria
KW - Spatial analysis
KW - foreign direct investment
KW - out-of-school children
KW - poverty
ER -
TY - CONF
TI - Accounting for time use in classrooms: alternative methodologies for measuring the use and cost-effectiveness of time
AU - Adelman, E.
T2 - 11th UKFIET International Conference on Education and Development
DA - 2011///
PY - 2011
KW - CitedIn:eCubed
KW - Done:ReferenceFixed
KW - eCubed
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Akogun, O.2023 Co-Construction of a Coherent and Rigorous Body of Research Evidence for Education in Conflict and Crises Settings
AU - Adesina, Adedoyin
C1 - Oxford, UK
C3 - Paper presentation. UKFIET Conference
DA - 2023/09//
PY - 2023
LA - en
ER -
TY - CONF
TI - Pattern of accessibility and use of Nigeria-education.org as an online education resource
AU - Adesina, Adedoyin
C1 - Accra Ghana
C3 - Paper presentation. 2nd International Conference on Education Research for Development in Africa
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Egg Raft Density and Feeding Preference of Culex species in Northeastern Nigeria
AU - Adesina, Adedoyin
AU - Akogun, O.
T2 - Nigeria Journal of Parasitology
DA - 2007///
PY - 2007
VL - 28
SP - 23
EP - 26
LA - en
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Education research designed for uptake: Co-constructing an actionable research agenda for Education Research in Conflict and Protracted-Crisis (ERICC
AU - Adesina, Adedoyin
AU - Akogun, Oladele B
C3 - Paper Presentation. 67th Annual Meeting of the Comparative and International Education Society (CIES
DA - 2022///
PY - 2022
LA - en
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Investigating the Impact on Learning Outcomes Through the Use of EdTech During Covid-19: Evidence from an RCT in the Punjab province of Pakistan
AU - Adil, Fareeha
AU - Nazir, Rabia
AU - Akhtar, Misbah
DA - 2021/01/08/
PY - 2021
LA - en
PB - EdTech Hub
ST - Investigating the Impact on Learning Outcomes Through the Use of EdTech During Covid-19
KW - Final_citation
KW - cited
KW - existing
ER -
TY - GEN
TI - The 2019 Global Learning Technology Investment Patterns: Another Record Shattering Year
AU - Adkins, Sam S.
DA - 2020///
PY - 2020
LA - en
UR - https://users.neo.registeredsite.com/9/8/1/17460189/assets/Metaari-2019-Global-Learning-Technology-Investment-Patterns.pdf
KW - Final_citation
KW - anystyle
KW - existing
ER -
TY - BLOG
TI - Open Development & Education Statement on Black Lives Matter
AU - administrator
T2 - Open Development & Education
AB - Ending racism is a fundamental part of human rights, we unequivocally assert that Black Lives Matter. We at Open Development & Education Reject the discriminatory practices against Black people in the United States of America. We stand in solidarity with those calling for an end to all forms of racial discrimination around the world. Through […]
DA - 2020/06/15/T15:48:22+00:00
PY - 2020
LA - en-GB
UR - https://opendeved.net/2020/06/15/open-development-education-statement-on-black-lives-matter/
Y2 - 2020/06/23/20:00:13
ER -
TY - JOUR
TI - Technical-Vocational Education and Language Policy in Ghana
AU - Adogpa, James Nsoh
T2 - International Journal of Educational Administration and Policy Studies
AB - Technical and vocational graduates in Ghana are often ill-equipped to become self-reliant or well-fitted into the demands of the job market. This pattern can be examined in terms of the educational language policy implementation that disregards regional linguistic needs. This seems to arise as a result of the medium of instruction that is implemented in wholesale. This paper illustrates the need for the adoption of predominant regional Ghanaian languages to be used as medium of instruction in our various technical and vocational institutions in Ghana to enable learners grasp the desired skills and concepts that are relevant to preparing graduates of technical and vocational institutions for the job market. Such changes would better facilitate the technological and national advancement that we need.
DA - 2015///
PY - 2015
LA - en
AN - LOCAL-PQ-1871587202
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - CA:AandC
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:T
KW - F:policy
KW - P:measurement
KW - P:media
KW - P:technology
KW - Policy analysis
KW - T:TVET
KW - Z:African Languages
KW - Z:Change Strategies
KW - Z:Educational Change
KW - Z:Educational Needs
KW - Z:Educational Policy
KW - Z:Foreign Countries
KW - Z:Job Skills
KW - Z:Language of Instruction
KW - Z:Vocational Education
KW - _C:Ghana GHA
KW - __C:filed:1
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Connecting the Dots: Digitizing Teaching and Learning in Rural Schools in Uganda
AU - Aduno, Freda
DA - 2019///
PY - 2019
DP - Google Scholar
ST - Connecting the Dots
KW - _C:Malaysia MYS
KW - _C:Uganda UGA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - How does school travel time impact children’s learning outcomes in a developing country?
AU - Afoakwah, Clifford
AU - Koomson, Isaac
T2 - Review of Economics of the Household
AB - Nearly 88% of children in sub-Saharan Africa will not be able to read by the time they complete primary school. We explore this phenomenon by using household data from the Ghana Living Standards Survey to examine the link between school travel time and children’s learning outcomes. Using district variations in school density to resolve endogeneity associated with children’s travel time to school and their learning outcomes, we find that more than 90% of children travel on foot to school and this negatively affects their ability to read and write in English or French as well as their ability to read and write in their native languages. We further show that boys, children in rural areas and those who travel more than the 75th percentile travel time (30 minutes) have poorer learning outcomes. Our findings highlight number of class hours missed and poor health as the main channels through which school travel time affects learning outcomes. Policy initiatives to improve children’s learning should consider reducing the costs associated with their school travel time. Considering that governments have limited resources with competing needs, policies aimed at reducing travel time should generally target children who commute more than 30 minutes to school and those in rural locations.
DA - 2021///
PY - 2021
DO - 10.1007/s11150-020-09533-8
DP - www.readcube.com
LA - en
SN - 1569-5239
UR - https://link.springer.com/epdf/10.1007/s11150-020-09533-8
Y2 - 2021/03/25/16:25:17
ER -
TY - RPRT
TI - Dialling up Learning: Testing the Impact of Delivering Educational Content via Interactive Voice Response to Students and Teachers in Ghana
AU - Afoakwah, Edmund
AU - Carballo, Francisco
AU - Caro, Alex
AU - D’Cunha, Samantha
AU - Dobrowolski, Stephanie
AU - Fallon, Alexandra
DA - 2021/10/20/
PY - 2021
LA - en
PB - EdTech Hub
ST - Dialling up Learning
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Mapping education data in sub-Saharan Africa
AU - Africa, Education Sub Saharan
DP - Google Scholar
KW - ⛔ No DOI found
ER -
TY - GEN
TI - Continental Education Strategy for Africa 2016-2025
AU - African Union
AB - First and foremost, CESA 16-25 is a continental strategy that matches the 2016-2025 framework of the African Union 2063 Agenda, meets the Common African Position (CAP) on the Post-2015 Development Agenda and draws lessons from previous continental plans and strategies with regard to the role and place of the AUC (AU) which, unlike member states, has no territory for the implementation of strategies in the field. Furthermore, it capitalizes on numerous and active players ready to mobilize financial, human and technical resources within national, regional and continental coalitions for education, science and technology. Thus, CESA 16-25 seeks to provide each education stakeholder the opportunity to make his or her best contribution to education and training in Africa.
DA - 2015///
PY - 2015
LA - English
UR - https://au.int/sites/default/files/documents/29958-doc-cesa_-_english-v9.pdf
Y2 - 2018/11/02/18:16:41
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - publicImportV1
ER -
TY - RPRT
TI - Strategy to revitalize technical and vocational education and training (TVET) in Africa
AU - African Union
DA - 2007///
PY - 2007
LA - en
UR - http://www.academia.edu/download/45693684/TVET.pdf
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - A:West Africa
KW - C:Benin
KW - C:Burkina Faso
KW - C:Congo, Democratic Republic COD
KW - C:Kenya
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - F:curriculum
KW - F:leadership
KW - F:learning
KW - F:ministry
KW - F:policy
KW - F:teaching
KW - P:agricultural
KW - P:artist
KW - P:construction
KW - P:crafts
KW - P:economy
KW - P:environment
KW - P:health
KW - P:technology
KW - Q:ICT
KW - Q:masters
KW - R:survey
KW - T:Ausbildung
KW - T:Educação profissionalizante
KW - T:Lehrlingsausbildung
KW - T:TVET
KW - T:apprentice
KW - T:apprenticeship training
KW - T:informal training
KW - T:vocational school
KW - _C:Ghana GHA
KW - publicImportV1
ER -
TY - RPRT
TI - The Digital Transformation Strategy
AU - African Union
CY - Addis Ababa, Ethiopia
DA - 2020///
PY - 2020
PB - African Union
UR - https://au.int/en/documents/20200518/digital-transformation-strategy-africa-2020-2030
ER -
TY - ELEC
TI - NEPAD
AU - African Union Development Agency
UR - https://www.nepad.org/
Y2 - 2020/08/07/16:55:01
ER -
TY - JOUR
TI - Modeling the impact of indoor relative humidity on the airborne transmission of several respiratory viruses risk using a modified Wells-Riley model
AU - Aganovic, Amar
AU - Bi, Yang
AU - Bi, Yang
AU - Cao, Guangyu
AU - Kurnitski, Jarek
AU - Wargocki, Pawel
T2 - CLIMA 2022 conference
AB - There is good evidence supporting the airborne transmission of many respiratory viruses (measles, influenza A, human rhinovirus and the novel SARS-CoV-2). Relative humidity (RH) is an important factor in understanding airborne transmission as it may impact both airborne survival, inactivation by biological decay, and the gravitational settling of the virusladen droplets. This study aimed to estimate and compare the impact of indoor relative humidity on the airborne infection risk caused by these viruses using a novel modified version of the Wells-Riley model. To gain insights into the mechanisms by which relative humidity might impact airborne transmission infection risk, we modeled the size distribution and dynamics of airborne viruses emitted from a speaking person in a typical residential setting over a relative humidity (RH) range of 20–80% at a temperature of 20-21 °C. Besides the size transformation of virus-containing droplets due to evaporation and then removal by gravitational settling, the modified model also considers the removal mechanism by ventilation. The direction and magnitude of RH impact depended on the respiratory virus. Measles showed a highly significant RH impact that was as strong as the ventilation impact, as the infection risk was roughly the same at RH of 13.5 % and 6 ACH compared to a higher RH of 70 % and 0.5 ACH. For other viruses, ventilation dominated over RH. In the case of SARS-CoV-2, a very high RH of 83.5% was needed to reduce the infection risk. For rhinovirus, however, the high RH of 80% increased the infection risk. Within the acceptable range of RH of 20-50% indoors, our modeling showed that RH had practically no impact for SARS-CoV-2 and rhinovirus, while the upper RH significantly reduced the infection risk of influenza A at the lowest ventilation rate of 0.5 ACH. This relative impact of RH on infection risk became very weak at higher ventilation rates of 2-6 ACH independently of the virus types (except measles). In conclusion, we showed that in wellventilated rooms, RH range of 20-50% did not affect the airborne risk of influenza A, SARSCoV-2, and rhinovirus.
DA - 2022/05/21/
PY - 2022
DO - 10.34641/CLIMA.2022.363
DP - DOI.org (Datacite)
SP - 2022:
EP - CLIMA 2022 The 14th REHVA HVAC World Congress
LA - en
UR - https://proceedings.open.tudelft.nl/clima2022/article/view/363
Y2 - 2022/05/29/15:10:52
KW - BE:RELEVANT
ER -
TY - BLOG
TI - Serious Concerns About Racial Disparity Among Girls ‘Kicked Out’ of School
AU - Agenda Alliance
T2 - Agenda Alliance
DA - 2022/09/26/
PY - 2022
LA - en-gb
UR - https://www.agendaalliance.org/news/serious-concerns-about-racial-disparity-among-girls-kicked-out-of-school/
Y2 - 2023/11/03/10:07:59
ER -
TY - BOOK
TI - Lessons learnt from informal apprenticeship initiatives in Southern and Eastern Africa
AU - Aggarwal, A
DA - 2013///
PY - 2013
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:eastern Africa
KW - C:Malawi
KW - C:Tanzania
KW - C:Zambia
KW - C:Zimbabwe
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:T
KW - HDR25
KW - T:Lehrlingsausbildung
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - THES
TI - Assessment of perceived attributes and instructional use of information communication technology by lecturers in technical training institutions in Kenya
AU - Agufana, PB
AB - In the past ten years, Information Communication Technology (ICT) has become an essential part of our learning and development in education. Today it is no longer an option to learn the basic skills of ICT but rather a prerequisite for academic qualifications. The rapid development of these new technologies coupled with the worldwide challenge to educate all children has led to a global reform and development of teacher education and motivated educational institutions to redesign and restructure their teaching methods to enable students equip themselves for the future. The main purpose of this study therefore was to explore the relationship between Perceived Attributes and instructional use of ICT by Lecturers in Technical Training institutions in Kenya. The specific objectives of this study were, to establish the relationship between Perceived Attributes (ease of use, usefulness, cultural relevance, and government policy) and instructional use of ICT. The study adopted the quantitative research design. A sample size of 629 respondents was drawn from a total population of 2909 Lecturers in Technical Training institutions in Kenya. The sampling frame was obtained from a list provided by the Ministry of Education Science and Technology 2013. Data was collected using questionnaires. Piloting of the research tools was conducted and the sample obtained was subjected to the Cronbach‟s alpha. The quantitative data obtained from the administrated questionnaires was analyzed using descriptive statistics and inferential statistics. The study determined that ICT use has created a new platform for instruction. The findings also indicated that use of ICT by lecturers‟ greatly improved instruction. The study found out that; use of ICT improved ones relationship with others, and was fashionable. The study further found out that ICT policies enhanced use of ICT. The study concludes that perceived attributes are critical in instructional use of ICT. The study recommends that higher education qualifications are to be preferred for lecturers as it enables skilled use of available ICT technology. The study recommends the provision of Cisco Networking Academy Programme to provide more ICT exposure to students and staff. The study recommends that lecturers be encouraged to use ICT to access current and upto date information resources. The study recommends that the government should operationalize, the ICT lecturers competencies framework to enable lecturers have policy direction when planning for competence training. Lecturers are encouraged to use ICT for instructional purposes because it is the trend in modern communication, and has globalized the world. Lastly, the study recommends use of ICT for instruction as it greatly improves the instruction.
DA - 2015///
PY - 2015
LA - en
PB - Moi University
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:East Africa
KW - C:Kenya
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - F:assessment
KW - P:media
KW - P:school teacher
KW - P:technology
KW - Q:ICT
KW - R:survey
KW - T:TVET
KW - publicImportV1
ER -
TY - JOUR
TI - Assessment of Perceived Ease of Use and Instructional Use of ICT by Lecturers in Technical Training Institutions in Kenya
AU - Agufana, PB
AU - Too, JK
AU - Mukwa, CW
T2 - African Journal of Education, Science and Technology
AB - In the past ten years, Information Communication Technology (ICT) has become an essential part of our learning and development in education. The rapid development of these new technologies coupled with the worldwide challenge to educate all children has led to a global reform and development of teacher education and motivated educational Institutions to redesign and restructure their teaching methods to enable students equip themselves for the future. The main purpose of this study therefore was to explore the relationship between Perceived Ease of Use and instructional use of ICT by Lecturers in Technical Training Institutions in Kenya. The study adopted the quantitative research design. A sample size of 629 respondents was drawn from a total population of 2909 Lecturers in Technical Training Institutions in Kenya. Data were collected using questionnaires. The quantitative data obtained from the administrated questionnaires were analyzed using descriptive statistics. The findings indicated that use of ICT by lecturers’ is perceived to greatly improve instruction. The study recommends that lecturers be encouraged to use ICT for instructional purposes because it greatly improves the passage of instruction.
DA - 2018///
PY - 2018
LA - en
UR - http://repository.mut.ac.ke:8080/xmlui/handle/123456789/3028
AN - UTI-A93857DF-09E0-3D05-BE47-DA8BB16ADE69
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:East Africa
KW - C:Kenya
KW - C:Rwanda
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:assessment
KW - F:attitude
KW - P:culture
KW - P:school teacher
KW - Q:ICT
KW - Q:lifelong learning
KW - Q:open learning
KW - T:TVET
KW - __C:filed:1
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Monitoring and Assessment of Indoor Environmental Conditions after the Implementation of COVID-19-Based Ventilation Strategies in an Educational Building in Southern Spain
AU - Aguilar, Antonio J.
AU - de la Hoz-Torres, María L.
AU - Martínez-Aires, Mª
AU - Ruiz, Diego P.
T2 - Sensors
DA - 2021///
PY - 2021
DO - 10.3390/s21217223
DP - Google Scholar
VL - 21
IS - 21
SP - 7223
KW - BE:RELEVANT
ER -
TY - JOUR
TI - Scopus AI Beta: functional analysis and cases
AU - Aguilera Cora, Elisenda
AU - Lopezosa, Carlos
AU - Codina, Lluís
AB - Academic databases are a fundamental source for identifying relevant
literature in a field of study. Scopus contains more than 90 million records and
indexes around 12,000 documents per day. However, this context and the
cumulative nature of science itself make it difficult to selectively identify
information. In addition, academic database search tools are not very intuitive,
and require an iterative and relatively slow process of searching and evaluation.
In response to these challenges, Elsevier has launched Scopus AI, currently in its
Beta version. As the product is still under development, the current user
experience is not representative of the final product. Scopus AI is an artificial
intelligence that generates short synthesis of the documents indexed in the
database, based on instructions or prompts. This study examines the interface
and the main functions of this tool and explores it on the basis of three case
studies. The functional analysis shows that the Scopus AI Beta interface is
intuitive and easy to use. Elsevier's AI tool allows the researcher to obtain an
overview of a problem, as well as to identify authors and approaches, in a more
agile search session than conventional search. Scopus AI Beta is not a substitute
for conventional search in all cases, but it is an accelerator of academic processes.
It is a valuable tool for literature reviews, construction of theoretical
frameworks and verification of relationships between variables, among other
applications that are actually impossible to delimit.
DA - 2024/01/09/
PY - 2024
DP - repositori.upf.edu
LA - eng
ST - Scopus AI Beta
UR - http://repositori.upf.edu/handle/10230/58658
Y2 - 2024/01/19/22:32:29
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Dinus Intelligent Assistance (DINA) Chatbot for University Admission Services
AU - Agus Santoso, Heru
AU - Anisa Sri Winarsih, Nurul
AU - Mulyanto, Edy
AU - Wilujeng saraswati, Galuh
AU - Enggar Sukmana, Septian
AU - Rustad, Supriadi
AU - Syaifur Rohman, Muhammad
AU - Nugraha, Adhitya
AU - Firdausillah, Fahri
T2 - 2018 International Seminar on Application for Technology of Information and Communication
AB - Nowadays, universities offer most of their services using corporate website. In higher education services including admission services, a university needs to always provide excellent service to ensure student candidate satisfaction. To obtain student candidate satisfaction apart from the quality of education must also be accompanied by providing consultation services and information to them. This paper proposes the development of Chatbot which acts as a conversation agent that can play a role of as student candidate service. This Chatbot is called Dinus Intelligent Assistance (DINA). DINA uses knowledge based as a center for machine learning approach. The pattern extracted from the knowledge based can be used to provide responses to the user. The source of knowledge based is taken from Universitas Dian Nuswantoro (UDINUS) guest book. It contains of questions and answers about UDINUS admission services. Testing of this system is done by entering questions. From 166 intents, the author tested it using ten random sample questions. Among them, it got eight tested questions answered correctly. Therefore, by using this study we can develop further intelligent Chatbots to help student candidates find the information they need without waiting for the admission staffs's answer.
C3 - 2018 International Seminar on Application for Technology of Information and Communication
DA - 2018/09//
PY - 2018
DO - 10.1109/ISEMANTIC.2018.8549797
DP - IEEE Xplore
SP - 417
EP - 423
KW - Chatbot
KW - Knowledge based systems
KW - NLP
KW - Neural network
KW - Ontologies
KW - Robots
KW - Seminars
KW - Task analysis
KW - ontology
ER -
TY - JOUR
TI - Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice
AU - Agyei, Douglas D.
AU - Voogt, Joke
T2 - Australasian Journal of Educational Technology
AB - This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by collaborative design’ in their final year of their pre-service preparation program. Transfer of learning was proposed as characteristic of (i) the professional development program,(ii) beginning teachers and (iii) school environment. Beginning teachers held positive views about active learning and ICT use developed during the professional development program, which seemed the strongest predictor in transfer of their learning. The study also showed that a significant amount of explained differences in the level of transfer of ICT-enhanced activity-based learning innovation could be attributed to range of factors across individual beginning teachers and school environment characteristics. Implications of these findings are discussed.
DA - 2014///
PY - 2014
DO - 10.14742/ajet.499
DP - ajet.org.au
VL - 30
IS - 1
SP - 92
EP - 105
LA - en
SN - 1449-5554
UR - https://ajet.org.au/index.php/AJET/article/view/499
Y2 - 2020/09/28/10:36:06
KW - __:import:02
KW - __:match:final
KW - __:matched
KW - __:study_id:2425905
KW - __finaldtb
ER -
TY - JOUR
TI - ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana
AU - Agyei, Douglas D.
AU - Voogt, Joke
T2 - Education and Information Technologies
DA - 2011/12//
PY - 2011
DO - 10.1007/s10639-010-9141-9
DP - DOI.org (Crossref)
VL - 16
IS - 4
SP - 423
EP - 439
J2 - Educ Inf Technol
LA - en
SN - 1360-2357, 1573-7608
ST - ICT use in the teaching of mathematics
UR - http://link.springer.com/10.1007/s10639-010-9141-9
Y2 - 2020/04/28/13:20:50
ER -
TY - CHAP
TI - The Traditional Informal Apprenticeship System of West Africa as Preparation for Work
AU - Ahadzie, William
T2 - International Handbook of Education for the Changing World of Work
AB - The traditional apprenticeship system in West Africa is gradually beginning to attract increasing interest not only for academic research and in professional disciplines but also as an active policy issue. This is not surprising given that this system has proved to be an enduring and an effective source of skills for much of West Africa. But its resilience is also attributable to its positive association with the equally pervasive informal sector of West African economies. Perhaps a more engaging argument for the resurgence of interest in traditional apprenticeship is the inability of formal systems to deliver the types of skills that are required to ensure employability of the ever-increasing new labour market entrants and to contribute to overall poverty reduction (Fluitman 2005).
DA - 2009///
PY - 2009
DP - link.springer.com
SP - 261
EP - 275
LA - English
PB - Springer, Dordrecht
SN - 978-1-4020-5280-4 978-1-4020-5281-1
UR - https://link.springer.com/chapter/10.1007/978-1-4020-5281-1_17
Y2 - 2018/08/13/08:55:07
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - CLL:en
KW - HDR25
KW - Informal
KW - West Africa
KW - publicImportV1
ER -
TY - JOUR
TI - Understanding the Effect of Covid-19 on the Education System and the Students in India
AU - Ahlawat, Bhavna
T2 - International Journal of Engineering Applied Sciences and Technology, 2020 Vol. 5, Issue 5, ISSN No. 2455-2143, Pages 146-151
DA - 2020///
PY - 2020
DP - Google Scholar
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Conducive Attributes of Physical Learning Environment at Preschool Level for Slow Learners
AU - Ahmad, Sabarinah Sh
AU - Shaari, Mariam Felani
AU - Hashim, Rugayah
AU - Kariminia, Shahab
T2 - Procedia - Social and Behavioral Sciences
T3 - AcE-Bs 2015 Tehran (6th Asian Conference on Environment-Behaviour Studies), Iran University of Science & Technology, Tehran, Iran, 20 - 22 February 2015
AB - Conducive attributes of physical learning environment of schools play a dominant role in the successful delivery of lessons for slow learners. This study aims to propose a framework towards achieving conducive attributes of preschool learning environment suitable for slow learners through literature review. In summary, the physical conditions including human comfort (visual, thermal, acoustic), spatial planning, quality of furnishing and finishing and safety features are important attributes to consider for conducive learning environment. Findings are useful for designers, service providers and policy makers of special needs preschools when making decisions to provide conducive facilities for the slow learners.
DA - 2015/08/22/
PY - 2015
DO - 10.1016/j.sbspro.2015.08.138
DP - ScienceDirect
VL - 201
SP - 110
EP - 120
J2 - Procedia - Social and Behavioral Sciences
LA - en
SN - 1877-0428
UR - https://www.sciencedirect.com/science/article/pii/S1877042815047862
Y2 - 2022/05/28/21:23:22
KW - BE:RELEVANT
KW - Slow learners
KW - conducive attributes
KW - physical learning environment
KW - preschool
ER -
TY - THES
TI - Building capacity of teachers and trainers in technical and vocational education and training (TVET) in Sudan (Case of Khartoum State University).
AU - Ahmed, Hashim
AB - The purpose of this research was to do applied study to investigate TVET teacher education in Sudan in a bid to rebuild and raise the capacity of the teachers and trainers who are working in the technical schools and vocational training centers in Khartoum state, and to generalize the overall results throughout the Sudan. Specifically, many research questions
were addressed to target the main purpose of the study: To what extent the practical components of curriculum are applied in and outside TVET institutions? To what extent the in-service training’s programs meet the professional development of teachers and trainers?
Is the private sector contributes to the training programs? Which approaches could be implemented to improve the teacher training? To what extent the integration of ICTs in
learning and teaching process improves competence of TVET teachers? Is there re-training program for old teachers? Is there need to train teacher in private sector workshop? Moreover: the following concepts are relevant to raising the capacity building of teachers
are studied: teacher professional development, capacity building, integration of suitable level of information and communication technology (ICT) to teacher education and the connectivity of training process to world of work.
In order to collect convenient information, the study used the questionnaire and interview as instruments to achieve the objectives of the research. The main population of the study is teachers, trainers, administrators and employers. With respect to data analysis, the study used the SPSS program and the Chi-square to test some hypotheses. The results of the study showed that essential innovations and reforms on the initial and in
service training programs should be done especially, respect to practical components of the initial and in-service training to reach the professional development for teachers. Since most
of interviewees confirmed old curricula of the initial education of teacher and there was no retraining program for the teacher on the job: the linkage of the training to world of work is needed to keep the teacher up-to date. Integration of ICT into learning/teaching process is very important factor because it’s one of the modernization requirements; hence if we do not do this now it should be urgent necessity at the near future. Major result of the study the proposed training approach for TVET teachers in Sudan, whereas implementation of this
approach depends on three levels: macro- level the political commitment by undertaking
ii
clear national policy and conceptual framework for technical and vocational education and improving the image of teachers, their work conditions and media involvement. Meso level:(public and private sector): since a moral contribution towards training of TVET teachers should be realized, by providing real opportunity to make a success to this new training approach by means of offering technical support, technical consultation, advanced
knowledge, specialized seminars and contributing of all training policies especially the financial cost. Micro-level (TVET institutions): there is vital role of administrators to play to attract best candidates not only students of low grades to TVET domain. For example, integrate simple level technology into curricula. Improve initial and in-service training programs based on training needs assessment. Create good internship, and improving the work environment and incentives for teachers
DA - 2011///
PY - 2011
LA - en
M3 - PhD Thesis
PB - Technische Universität Dresden
UR - http://www.qucosa.de/fileadmin/data/qucosa/documents/7391/thesis.pdf
Y2 - 2019/05/29/20:31:33
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - C:Sudan
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:Q
KW - CT:T
KW - P:social
KW - P:teachers
KW - Q:educational technology
KW - T:TVET
KW - T:trainee
KW - publicImportV1
ER -
TY - JOUR
TI - Approaches to providing psycho-social support for teachers and other school staff in protracted conflict situations
AU - Ahmed, Hassan
AB - This report summarises available literature and evidence relating to the above two specific questions. The geographical focus of this research is Syria and neighbouring countries. However, examples of evidence from different contexts are also drawn to inform this review. Education and psychosocial support are purported to have a dynamic and mutually reinforcing relationship. The Education For All (EFA) Global Monitoring Report for 2011 (UNESCO 2011) focused on education in conflict settings and recognised the importance of psychosocial interventions in addressing the negative effects of conflict, including depression, trauma, shame and withdrawal, which can have significant consequences for individual learning. According to UNICEF (2009) effective child-centred learning is important in promoting the psychosocial well-being of both learners and teachers. Evidence shows that students’ relationships with teachers are important predictors for academic performance and positive health and social behaviours. Several meta-studies identified perceptions of teacher fairness and teacher respect for students as important contributors to resilience and psychosocial wellbeing.
DA - 2017/06/13/
PY - 2017
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13084
Y2 - 2022/12/18/18:13:15
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Effectiveness of Minimum Quality Standards for Primary Education in Low and Lower Middle-Income Countries
AU - Ahmed, Hassan
AB - Minimum quality standards for education are common in low and lower middle-income countries. However, the scope and use of these standards are determined by the country’s level of development. Therefore, some countries have advanced standards, whilst others have simple tools and frameworks to guide the quality of their basic education. Minimum standards are used to monitor, evaluate and inspect the quality of education provision. As such they can also improve accountability in education. However, the availability of minimum quality education frameworks and tools in a country does not always mean they are effective as the availability of both technical and financial resources affects implementation. Overall, minimum standards of basic education contribute to different aspects of quality education. For example, compliance to school infrastructure and environment might promote the safety, health and general well-being of the learners but if the standards of the teacher quality and teaching learning resources are not met then good students’ learning outcomes may not be achieved. Generally, there is an agreement and assumption that the use of minimum standards supports the harmonisation of education provisions and can contribute to quality education.
DA - 2019/02/28/
PY - 2019
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14413
Y2 - 2022/12/18/18:14:11
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Combined effects of ventilation rates and indoor temperatures on cognitive performance of female higher education students in a hot climate
AU - Ahmed, Riham
AU - Mumovic, Dejan
AU - Bagkeris, Emmanouil
AU - Ucci, Marcella
T2 - Indoor air
DA - 2022///
PY - 2022
DO - 10.1111/ina.13004
DP - Google Scholar
VL - 32
IS - 2
SP - e13004
KW - BE:RELEVANT
ER -
TY - JOUR
TI - Effects of thermal sensation and acclimatization on cognitive performance of adult female students in Saudi Arabia using multivariable-multilevel statistical modeling
AU - Ahmed, Riham
AU - Ucci, Marcella
AU - Mumovic, Dejan
AU - Bagkeris, Emmanouil
T2 - Indoor air
DA - 2022///
PY - 2022
DO - 10.1111/ina.13005
DP - Google Scholar
VL - 32
IS - 2
SP - e13005
KW - BE:RELEVANT
ER -
TY - JOUR
TI - A Review of Meta-Analyses in Education: Methodological Strengths and Weaknesses
AU - Ahn, Soyeon
AU - Ames, Allison J.
AU - Myers, Nicholas D.
T2 - Review of Educational Research
AB - The current review addresses the validity of published meta-analyses in education that determines the credibility and generalizability of study findings using a total of 56 meta-analyses published in education in the 2000s. Our objectives were to evaluate the current meta-analytic practices in education, identify methodological strengths and weaknesses, and provide recommendations for improvements in order to generate a more valid and credible knowledge base of what works in practice. It was found that 56 meta-analyses followed general recommendations fairly well in problem formulation and data collection, but much improvement is needed in data evaluation and analysis. Particularly, lack of information reported as well as little transparency in the use of statistical methods are concerns for generating credible and generalizable meta-analytic findings that can be transformed to educational practices. Recommendations for yielding more reliable and valid inferences from meta-analyses are provided.
DA - 2012/12//
PY - 2012
DO - 10.3102/0034654312458162
DP - DOI.org (Crossref)
VL - 82
IS - 4
SP - 436
EP - 476
J2 - Review of Educational Research
LA - en
SN - 0034-6543, 1935-1046
ST - A Review of Meta-Analyses in Education
UR - http://journals.sagepub.com/doi/10.3102/0034654312458162
Y2 - 2023/11/01/23:19:09
ER -
TY - CONF
TI - PubGraph: A Large-Scale Scientific Knowledge Graph
AU - Ahrabian, Kian
AU - Du, Xinwei
AU - Myloth, Richard Delwin
AU - Ananthan, Arun Baalaaji Sankar
AU - Pujara, J.
AB - Research publications are the primary vehicle for sharing scientific progress in the form of new discoveries, methods, techniques, and insights. Unfortunately, the lack of a large-scale, comprehensive, and easy-to-use resource capturing the myriad relationships between publications, their authors, and venues presents a barrier to applications for gaining a deeper understanding of science. In this paper, we present PubGraph, a new resource for studying scientific progress that takes the form of a large-scale knowledge graph (KG) with more than 385M entities, 13B main edges, and 1.5B qualifier edges. PubGraph is comprehensive and unifies data from various sources, including Wikidata, OpenAlex, and Semantic Scholar, using the Wikidata ontology. Beyond the metadata available from these sources, PubGraph includes outputs from auxiliary community detection algorithms and large language models. To further support studies on reasoning over scientific networks, we create several large-scale benchmarks extracted from PubGraph for the core task of knowledge graph completion (KGC). These benchmarks present many challenges for knowledge graph embedding models, including an adversarial community-based KGC evaluation setting, zero-shot inductive learning, and large-scale learning. All of the aforementioned resources are accessible at https://pubgraph.isi.edu/ and released under the CC-BY-SA license. We plan to update PubGraph quarterly to accommodate the release of new publications.
DA - 2023/02/04/
PY - 2023
DP - Semantic Scholar
ST - PubGraph
UR - https://www.semanticscholar.org/paper/PubGraph%3A-A-Large-Scale-Scientific-Knowledge-Graph-Ahrabian-Du/64fcc4ccc5cecc63f3456558f6deb8a1e89923c7
Y2 - 2024/03/10/19:41:21
ER -
TY - JOUR
TI - PubGraph: A Large Scale Scientific Temporal Knowledge Graph
AU - Ahrabian, Kian
AU - Du, Xinwei
AU - Myloth, Richard Delwin
AU - Ananthan, Arun Baalaaji Sankar
AU - Pujara, J.
T2 - ArXiv
AB - Research publications are the primary vehicle for sharing sci-entific progress in the form of new discoveries, methods, techniques, and insights. Publications have been studied from the perspectives of both content analysis and bibliometric structure, but a barrier to more comprehensive studies of scien-tific research is a lack of publicly accessible large-scale data and resources. In this paper, we present PubGraph , a new resource for studying scientific progress that takes the form of a large-scale temporal knowledge graph (KG). It contains more than 432M nodes and 15.49B edges mapped to the popular Wikidata ontology. We extract three KGs with varying sizes from PubGraph to allow experimentation at different scales. Using these KGs, we introduce a new link prediction benchmark for transductive and inductive settings with temporally-aligned training, validation, and testing partitions. Moreover, we develop two new inductive learning methods better suited to PubGraph, operating on unseen nodes without explicit features, scaling to large KGs, and outperforming existing models. Our results demonstrate that structural features of past citations are sufficient to produce high-quality predictions about new publications. We also identify new challenges for KG models, including an adversarial community-based link prediction setting, zero-shot inductive learning, and large-scale learning.
DA - 2023///
PY - 2023
DP - Semantic Scholar
ST - PubGraph
UR - https://www.semanticscholar.org/paper/PubGraph%3A-A-Large-Scale-Scientific-Temporal-Graph-Ahrabian-Du/e6fba323a73d7c829b490e5b09dc136f3919c827
Y2 - 2024/03/10/19:40:54
KW - ⛔ No DOI found
ER -
TY - ELEC
TI - The Zambia eSchool 360 Evaluation Project
AU - AIR
T2 - American Institutes for Research
AB - Impact Network’s eSchool 360 program is a multifaceted program comprising an e-learning technology component, ongoing teacher training and professional development, and community ownership among students in community schools in rural Zambia. AIR will design and implement a two-stage mixed-methods evaluation to measure the effect of Impact Network’s eSchool 360 program on learning outcomes among students in community schools in rural Zambia as well as the cost-effectiveness of any measured impacts.
LA - en
UR - https://www.air.org/project/zambia-eschool-360-evaluation-project
Y2 - 2022/04/17/17:41:25
ER -
TY - RPRT
TI - A educação e aprendizagem de jovens e adultos na África Austral: visão geral de um estudo para cinco nações
AU - Aitchison, John
AB - A pesquisa para este relatório foi realizada em 2010 e 2011 em cinco países da África Austral e, em seguida, foi conferido e editado pelo professor John Aitchison, da Universidade de KwaZulu-Natal.
DA - 2012///
PY - 2012
LA - Portuguese
PB - Open Society Initiative for Southern Africa (OSISA)
UR - https://www.info-angola.com/attachments/article/3877/portugueseeducationoverview.pdf
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - C:Angola
KW - C:Lesotho
KW - C:Mozambique
KW - C:Namibia
KW - C:Swaziland
KW - CLL:pt
KW - publicImportV1
ER -
TY - GEN
AU - Ajadi, S.B.
DA - 2010///
PY - 2010
LA - cs
ER -
TY - GEN
AU - Ajadi, S.B.
DA - 2014///
PY - 2014
LA - en
ER -
TY - JOUR
TI - 'A ghost soon to die'
AU - Ajadi, S.B.
T2 - The punch (Nigerian National Newspaper) February
DA - 2011///
PY - 2011
VL - 22
LA - en
KW - ⛔ No DOI found
ER -
TY - GEN
TI - 'A Way of Looking (on hearing the death of Osama Bin Laden)'
AU - Ajadi, S.B.
DA - 2011///
PY - 2011
LA - en
ER -
TY - GEN
TI - 'Another Way of Looking' (on hearing the Death of Muammar al-Gaddafi
AU - Ajadi, S.B.
DA - 2011///
PY - 2011
LA - en
ER -
TY - JOUR
TI - 'Apoptosis in City Systems: A Biomimetic Approach to City Regeneration'
AU - Ajadi, S.B.
T2 - Journal of Planning and Construction Management
DA - 2014///
PY - 2014
DO - 10.10520/EJC136877
VL - 3
IS - 1
SP - 589
EP - 607
LA - en
KW - ⚠️ Invalid DOI
ER -
TY - JOUR
TI - 'Arms' length'
AU - Ajadi, S.B.
T2 - Literary Juice Magazine
DA - 2012///
PY - 2012
LA - en
UR - http://www.literaryjuice.com/poet-tree-august-2012/4567734756
KW - ⛔ No DOI found
ER -
TY - GEN
TI - 'Aung Sung Tsu Yi on House Arrest' The Boston literary magazine
AU - Ajadi, S.B.
DA - 2010///
PY - 2010
LA - en
PB - The Boston Press
ER -
TY - BOOK
TI - 'Big things at a small stadium' Off the coast international poetry journal
AU - Ajadi, S.B.
CY - Robbinston
DA - 2011///
PY - 2011
ET - Spring
SP - 44–45
LA - en
PB - Resolute Bear Press
ER -
TY - GEN
TI - 'Boy', The writers' block magazine
AU - Ajadi, S.B.
DA - 2012///
PY - 2012
LA - en
PB - The Press
UR - http://issuu.com/thewritersblock/docs/issuenumberseven
ER -
TY - JOUR
TI - Circularity in the Built Environment; A Criteria Based Template’, (written in 2015, submitted for publication 2021) Master of Design Thesis
AU - Ajadi, S.B.
T2 - Department of Design and Innovation for Sustainability, Centre for Creative and Competitive Design
DA - 2015///
PY - 2015
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - 'Death...this isn't funny'
AU - Ajadi, S.B.
T2 - Sunday Sun (National
DA - 2012///
PY - 2012
VL - June17 [27
LA - en
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Durumi Camp: Conflict and the Spatial Praxes of a Furtive-Periphery’
AU - Ajadi, S.B.
T2 - ‘Embodying the Periphery’
A2 - G., Fina
A2 - HwaK
CY - Firenze
DA - 2022///
PY - 2022
SP - 119
EP - 143
LA - en
PB - Firenze University Press
ER -
TY - GEN
TI - ' Ghosts of the Primitives
AU - Ajadi, S.B.
DA - 2012///
PY - 2012
LA - en
ER -
TY - CHAP
TI - 'Ghosts of the Primitives: The Predicament of X
AU - Ajadi, S.B.
T2 - Y, Z in Nigerian Architecture II' Sunday Sun (National) April 8
DA - 2012///
PY - 2012
SP - 45
LA - en
ER -
TY - GEN
TI - 'I think I'll die here' The Oral Tradition Journal of Poetry
AU - Ajadi, S.B.
DA - 2010///
PY - 2010
LA - en
PB - Spring
UR - http://theoraltradition.ca/W2011/SAjadi.html
ER -
TY - BOOK
TI - 'Lady Marina: Proposed Skyscraper in Lagos Nigeria', Off the coast international poetry journal
AU - Ajadi, S.B.
CY - Robbinston
DA - 2014///
PY - 2014
ET - Winter
SP - 62
LA - en
PB - Resolute Bear Press
ER -
TY - RPRT
TI - Land and the “Gradient Forces” of Religion and Urbanism: The Gospel Town
AU - Ajadi, S.B.
DA - 2017///
PY - 2017
SP - 1
EP - 17
LA - en
M3 - [Research Report] IFRA-Nigeria Working Papers Series 66,
PB - IFRA-Nigeria
ER -
TY - JOUR
TI - 'Landscape Lull' Sunday Sun (National
AU - Ajadi, S.B.
T2 - November
DA - 2010///
PY - 2010
VL - 7 [35
LA - no
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Mapping Magic in Markets of Africa
AU - Ajadi, S.B.
T2 - Scroope: Cambridge Journal of Architecture
A2 - F., Mhmood
A2 - H, Mitcheltree
DA - 2023///
PY - 2023
LA - en
UR - https://www.arct.cam.ac.uk/aboutthedepartment/scroope-journal/current-issue
KW - ⛔ No DOI found
ER -
TY - CONF
TI - 'Metamorphing Barriers: The bowdlerization of the Nigerian wall.'
AU - Ajadi, S.B.
A2 - Laryea, S.
A2 - Agyepong, S.
C1 - Accra, Ghana
C3 - Procs 5th West Africa Built Environment Research (WABER) 12-14 August 2013. Proceedings
DA - 2013///
PY - 2013
SP - 805
EP - 816
LA - en
KW - ⛔ No DOI found
ER -
TY - GEN
TI - 'Mirror Motion', Off the coast international poetry journal
AU - Ajadi, S.B.
DA - 2012///
PY - 2012
LA - en
PB - Resolute Bear Press
UR - http://www.off
ER -
TY - JOUR
TI - 'Morphing the Rules: Advanced Applications of Mud in Nigerian Buildings'
AU - Ajadi, S.B.
T2 - Procs 4th West Africa Built Environment Research (WABER
A2 - Laryea, S.
A2 - Agyepong, S.
DA - 2012///
PY - 2012
VL - 1
SP - 163
EP - 175
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - 'Pin the tail on the donkey'
AU - Ajadi, S.B.
T2 - The Minetta Review
DA - 2011///
PY - 2011
LA - en
KW - ⛔ No DOI found
ER -
TY - GEN
TI - 'Portrait of Gani Odutokun'
AU - Ajadi, S.B.
DA - 2010///
PY - 2010
LA - en
ER -
TY - JOUR
TI - Stemming the Tide: The Furtive conflict-resilience of Tech-Driven Real Estate in Nigeria’
AU - Ajadi, S.B.
T2 - The Cambridge Land Society Magazine
DA - 2021///
PY - 2021
LA - en
UR - https://www.culandsoc.com/about/culs-magazine/
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - 'The Good and the Bad', Off the coast international poetry journal
AU - Ajadi, S.B.
CY - Robbinston
DA - 2013///
PY - 2013
ET - Winter
SP - 45
LA - en
PB - Resolute Bear Press
ER -
TY - JOUR
TI - The Project of the Future African City: Rethinking Urban Real Estate Finance’
AU - Ajadi, S.B.
T2 - The Cambridge Land Society Magazine
DA - 2023///
PY - 2023
SP - 116
EP - 117
LA - en
UR - from:
KW - ⛔ No DOI found
ER -
TY - GEN
TI - 'The sun sets in the masked mountains'
AU - Ajadi, S.B.
DA - 2012///
PY - 2012
LA - en
ER -
TY - GEN
TI - 'Things Fall Apart', The writers' block magazine
AU - Ajadi, S.B.
DA - 2011///
PY - 2011
LA - en
PB - The Press
ER -
TY - JOUR
TI - Violence, Disruption and the Spatial Resilience of Northern Nigerian Markets’
AU - Ajadi, S.B.
T2 - The Cambridge Land Society Magazine
DA - 2022///
PY - 2022
SP - 92
EP - 93
LA - en
UR - from:
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - You Are Sick”, “No, We Are Not”: Africa, the Pandemic, and the Convolution of Denial
AU - Ajadi, S.B.
T2 - Harvard Urban Review
DA - 2021///
PY - 2021
LA - en
UR - https://harvardurbanreview.org/ecology-uncertainty-spatial-meditation-emptiness/.
KW - ⛔ No DOI found
ER -
TY - GEN
TI - 'Macramé Panorama' Sunday Sun (National Daily) November 7 Also in
AU - Ajadi, S.B.
AU - Ajadi, S.B.
DA - 2010///
PY - 2010
LA - en
ER -
TY - BOOK
TI - Off the coast international poetry journal
AU - Ajadi, S.B.
AU - Boy'
CY - Robbinston
DA - 2012///
PY - 2012
ET - Fall
SP - 46
LA - en
PB - Resolute Bear Press
ER -
TY - JOUR
TI - 'No Air: Microenvironment and Vogue as Morticians of Visual Art Education in Nigeria'
AU - Ajadi, S.B.
AU - Nyikgwah, R.
T2 - The CAPS Journal of Vocational Studies
DA - 2012///
PY - 2012
VL - 2
IS - 1
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Teachers’ Perspectives on Professional Development in South Africa and Nigeria: Towards an Andragogical Approach
AU - Ajani, Oluwatoyin Ayodele
T2 - Journal of Educational and Social Research
AB - This study explored the perspectives of teachers in both South Africa and Nigeria on professional development using andragogical approach. The quality of teachers translates to the quality of the education system; this is why many African countries have been making a significant impact on the professional development of their teachers. A qualitative method approach was employed to explore the views of South African and Nigerian teachers on the professional development activities available to them. Adult learning theory was used as the theoretical framework to underpin this interpretive study. Data collection was through semi-structured face to face interviews with 6 Heads of Departments and semi-structured focus group interviews with 10 teachers from 16 high schools in both countries. The interviews were audio-recorded with permissions from the participants, further transcribed, coded and analysed through content thematic analysis. Findings from both countries revealed that though there were professional development programmes for teachers. However, they were inadequate and irregular for the teachers every year. The study, therefore, recommends appropriate professional development activities for teachers at least once a term. The study also recommends that these professional development activities should focus on the teachers’ diverse classroom needs.
DA - 2021/05/10/
PY - 2021
DO - 10.36941/jesr-2021-0070
DP - DOI.org (Crossref)
VL - 11
IS - 3
SP - 288
J2 - JESR
LA - en
SN - 2240-0524, 2239-978X
ST - Teachers’ Perspectives on Professional Development in South Africa and Nigeria
UR - https://www.richtmann.org/journal/index.php/jesr/article/view/12504
Y2 - 2023/03/11/12:41:47
ER -
TY - JOUR
TI - Challenges Experienced in Implementing School-based Continuing Professional Teacher Development in Fort Beaufort Education District in South Africa
AU - Ajibade, Benedicta A.
AU - Rembe, Symphorosa
T2 - Anthropologist
DA - 2018///
PY - 2018
DO - 10.31901/24566802.2018/33.1-3.1887
DP - Google Scholar
VL - 33
IS - 1-3
SP - 1
EP - 7
KW - __C:filed:1
ER -
TY - JOUR
TI - The level of Internet access and ICT training for health information professionals in sub‐Saharan Africa
AU - Ajuwon, A A
AU - Rhine, L
T2 - Health Information & Libraries Journal
AB - Background: Information and Communication Technologies (ICTs) are important tools for development. Despite its significant growth on a global scale, Internet access is limited in sub‐Saharan Africa (SSA). Few studies have explored Internet access, use of electronic resources and ICT training among health information professionals in Africa.
Objective: The study assessed Internet access, use of electronic resources and ICT training among health information professionals in SSA.
Methods: A 26‐item self‐administered questionnaire in English and French was used for data collection. The questionnaire was completed by health information professionals from five Listservs and delegates at the 10th biannual Congress of the Association of Health Information and Libraries in Africa (AHILA).
Results: A total of 121 respondents participated in the study and, of those, 68% lived in their countries’ capital. The majority (85.1%) had Internet access at work and 40.8% used cybercafes as alternative access points. Slightly less than two‐thirds (61.2%) first learned to use ICT through self‐teaching, whilst 70.2% had not received any formal training in the previous year. Eighty‐eight per cent of respondents required further ICT training.
Conclusions and recommendations: In SSA, freely available digital information resources are underutilized by health information professionals. ICT training is recommended to optimize use of digital resources. To harness these resources, intergovernmental and non‐governmental organizations must play a key role.
DA - 2008///
PY - 2008
DO - 10.1111/j.1471-1842.2007.00758.x
LA - en
UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-1842.2007.00758.x
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Central Africa
KW - A:East Africa
KW - A:Sub-Saharan Africa
KW - A:West Africa
KW - C:Kenya
KW - C:South Africa
KW - CA:AandC
KW - CL:en
KW - CL:fr
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:access
KW - P:electro
KW - P:health
KW - P:service industry
KW - Q:ICT
KW - Q:distance learning
KW - T:Ausbildung
KW - T:Training
KW - __C:filed:1
KW - publicImportV1
ER -
TY - JOUR
TI - EVALUATION OF GROUNDWATER POTENTIAL OF CHANCHAGA AREA, MINNA, NORTH-CENTRAL NIGERIA
AU - Akande, Waheed Gbenga
AU - Abdullahi, Idris-Nda
AU - Amadi, Nwanosike Amadi
AU - Abdulfatai, Ibrahim Asema
AU - Alabi, Adekola Amos
AU - Yahaya, Tauheed
AB - Inadequate potable water supply remains one of the challenges of residents of Minna Metropolis, Niger State, Nigeria owing to the basement complex terrain underlying the area. The rapid increase in population in the area, which is due to its proximity to the nation’s capital city (Abuja) among others, has led to a corresponding increase in the demand for potable water for domestic, irrigational and industrial uses which public water by government could not meet. Consequently, the inhabitants resort to seeking alternative arrangements for water through hand dug wells and surface water sources which are often of uncertain quality. Objectives: Thus, this study investigates the groundwater potential of Chanchaga area, Minna, North-central Nigeria with a view to delineating the suitable aquifer for groundwater development. Material and Methods: The technique employed for this study was Vertical Electrical Sounding (VES) of the Electrical Resistivity (ER) method. A total number of twenty-three (23) Vertical Electrical Sounding (VES) points were investigated using Schlumberger array configuration and the data obtained were analyzed using partial curve matching and computer iteration techniques. The data were interpreted to reveal various geoeletric layers that characterize the area. Results: The results revealed predominantly H-type curve typical of the basement complex system with three geoelectric layers: the top soil, weathered/fractured basement and fresh basement. The apparent resistivity of the first layer ranged from 25 Ωm – 928 Ωm with a corresponding thickness of 0.5 m – 3.1 m, second layer has apparent resistivity values of 8.3 Ωm – 41.3 Ωm with a corresponding thickness of 2.1 m – 33.0 m and the third geoelectric layer has apparent resistivity values ranging from 74 Ωm – 4173.5 Ωm with an infinite thickness. A careful examination and integration of the isopach map with the isoresistivity maps (at 30 and 40 metres depths) indicated that the central and northern parts of the study area have very low to low apparent resistivity values and shallow overburden which is capable of constituting shallow aquifer units. Conclusions: It is concluded that the central and northern parts of the study area have poor to marginal groundwater potential, and this is supported by the occurrences and concentration of fractures which can constitute weathered/fractured aquifers around these regions. It is recommended that water wells be drilled to an effective depth of 40 to 50 m for optimum groundwater yields, and that pumping test be carried out on the drilled wells in order to further determine the aquifer efficiency and productivity in the area.
DA - 2016/01/11/
PY - 2016
DP - repository.futminna.edu.ng:8080
LA - en
SN - 2429-5396
UR - http://repository.futminna.edu.ng:8080/jspui/handle/123456789/10195
Y2 - 2024/03/13/14:43:01
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Examining mathematical task and pedagogical usability of web contents authored by prospective mathematics teachers
AU - Akayuure, Peter
AU - Apawu, Jones
T2 - International Journal of Research in Education and Science
AB - The study was designed to engage prospective mathematics teachers in creating web learning modules. The aim was to examine the mathematical task and perceived pedagogical usability of the modules for mathematics instructions in Ghana. The study took place at University of Education, Winneba. Classes of 172 prospective mathematics teachers working in design groups were involved in the study. Data were collected using Mathematical Task Usability Scale and Pedagogical Usability Rubrics. The result indicated 77.8% of the task contents examined contained worthwhile mathematical tasks. Descriptive analysis of data reflected three distinct categories of perceived pedagogical usability. Approximately 6%, 58% and 36% of the modules contained low, moderate and high pedagogical usability attributes. The study concluded that majority of the modules developed by the prospective teachers have considerable instructional value. Implications for involvement of prospective mathematics teachers in authoring web resources were discussed against the backdrop of policy initiatives for integrating emerging technologies.
DA - 2015///
PY - 2015
DO - 10.21890/ijres.69649
VL - 1
IS - 2
SP - 101
EP - 110
LA - English
UR - https://files.eric.ed.gov/fulltext/EJ1105197.pdf
AN - 1826538267; EJ1105197
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Electronic Publishing
KW - Foreign Countries
KW - Ghana
KW - Higher Education
KW - Instructional Material Evaluation
KW - Learning Modules
KW - Mathematics Activities
KW - Postsecondary Education
KW - Preservice Teachers
KW - Rating Scales
KW - Scoring Rubrics
KW - Statistical Analysis
KW - Student Developed Materials
KW - Usability
KW - Web Based Instruction
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2098955
KW - __finaldtb
ER -
TY - JOUR
TI - Accelerated Learning in Classroom and Computer Environments
AU - Akbıyık, Cenk
AU - Şimsek, Nurettin
AB - Problem Statement: Emotions have effects on learning. Learning becomes more effective in emotionally non-threatening environments. The power of emotions should be taken into account when designing, developing, and implementing learning environments.
DA - 2009///
PY - 2009
DP - Zotero
SP - 21
LA - en
KW - Final_citation
KW - cited
KW - existing
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Call Me Educated: Evidence from a Mobile Monitoring Experiment in Niger
AU - Aker, Jenny C
AU - Ksoll, Christopher
AB - In rural areas of developing countries, education programs are often implemented through community teachers. While teachers are a crucial part of the education production function, observing their effort remains a challenge for the public sector. This paper tests whether a simple monitoring system, implemented via the mobile phone, can improve student learning as part of an adult education program. Using a randomized control trial in 160 villages in Niger, we randomly assigned villages to a mobile phone monitoring component, whereby teachers, students and the village chief were called on a weekly basis. There was no incentive component to the program. The monitoring intervention dramatically affected student performance: During the first year of the program, reading and math test scores were .15-.30 s.d. higher in monitoring villages than in non-monitoring villages, with relatively stronger effects in the region where monitoring was weakest and for teachers for whom the outside option was lowest. We provide more speculative evidence on the mechanisms behind these effects, namely, teacher and student effort and motivation.
DA - 2015/05//
PY - 2015
DP - DOI.org (Crossref)
LA - en
ST - Call Me Educated
UR - https://sites.tufts.edu/jennyaker/files/2010/02/Call-Me-Educated_27aug2015.pdf
KW - C:Niger
ER -
TY - JOUR
TI - Can Mobile Phones Improve Learning? Evidence from a Field Experiment in Niger.
AU - Aker, Jenny C.
AU - Ksoll, Christopher
AU - Lybbert, Travis J.
T2 - American Economic Journal: Applied Economics
DA - 2012///
PY - 2012
DO - 10.1257/app.4.4.94
VL - 4
SP - 94
EP - 120
UR - https://sites.tufts.edu/jennyaker/files/2010/02/ABC_apr20122.pdf
ER -
TY - JOUR
TI - Educational building retrofit under climate change and urban heat island effect
AU - Akkose, Gizem
AU - Meral Akgul, Cagla
AU - Dino, Ipek Gursel
T2 - Journal of Building Engineering
AB - Climate change (CC) and urban heat island (UHI) are important environmental forces that have serious consequences for the existing buildings, such as increased resource consumption and environmental footprint, adverse human health effects and reduced occupant comfort. In this context, educational buildings represent a critical category amongst other building typologies, due to their high energy use, high occupant density, atypical daily/annual occupancy patterns, and their occupants’ high vulnerability to heat. Poor indoor conditions can reduce the health and productivity of students and teachers, worsen learning performance and reduce attendance. Retrofitting educational buildings is an effective solution to tackle this challenge. This study investigates the impact of CC&UHI on educational building performance and demonstrates the effectiveness of passive retrofit scenarios targeting CC&UHI mitigation and adaptation. These investigations are based on a systematic approach that consists of (i) the generation and analyses of CC&UHI-modified weather datasets, and (ii) simulation-based comparative analyses of the as-is building and various retrofit scenarios. An existing secondary school building in Ankara, Turkey is selected as a case study for evaluations of the selected performance indicators including energy use, global warming potential (GWP) and thermal comfort. Obtained results indicate that total energy consumption can be reduced up to 50% with retrofit, whereas possible reductions in indoor discomfort are even more pronounced, underlining the significance of selecting the optimal combination of passive measures for maximum impact towards the adaptation of the existing educational buildings to the changes in climatic conditions.
DA - 2021/08/01/
PY - 2021
DO - 10.1016/j.jobe.2021.102294
DP - ScienceDirect
VL - 40
SP - 102294
J2 - Journal of Building Engineering
SN - 2352-7102
UR - https://www.sciencedirect.com/science/article/pii/S2352710221001509
Y2 - 2024/03/14/18:40:28
KW - Climate change
KW - Educational building
KW - Energy efficiency
KW - Retrofit
KW - Thermal comfort
KW - Urban heat island
ER -
TY - BLOG
TI - Our Journey Towards Contextualizing A Relevant Evidence Portal: The Role of Networking and Collaborations on Effective Basic Services
AU - Akofu, Aweh
T2 - Effective Basic Services
AB - ...
LA - en
ST - Our Journey Towards Contextualizing A Relevant Evidence Portal
UR - https://www.ebaseafrica.org/blog?blog=our-journey-towards-contextual-5b6dc
Y2 - 2021/05/23/14:27:57
ER -
TY - RPRT
TI - Education research in conflict and protracted crisis
AU - Akogun, O.
AU - Adesina, A.
AU - Watts, M.
DA - 2022///
PY - 2022
LA - en
M3 - Nigeria country scan report – Technical Report
ER -
TY - BOOK
TI - ERICC Research Agenda for Nigeria
AU - Akogun, O.
AU - Adesina, Adedoyin
AU - Njobdi, S.
AU - Salmon-Letelier, M.
AU - Diazgranados Ferrans, S.
LA - la
PB - ERICC Research Agenda for Nigeria
ER -
TY - RPRT
TI - Education research in conflict and protracted crisis
AU - Akogun, O.
AU - Adesina, Adedoyin
AU - Watts, M.
DA - 2022///
PY - 2022
LA - en
M3 - Nigeria country scan report – Technical Report
ER -
TY - RPRT
TI - Education research in conflict and protracted crisis – Research Agenda – Report
AU - Akogun, O.
AU - Diazgranados Ferrans, S.
AU - Njobdi, S.
AU - Adesina, Adedoyin
DA - 2023///
PY - 2023
ER -
TY - JOUR
TI - Some Social aspects of helminthiasis in Gumau District of Bauchi state, Nigeria
AU - AKOGUN, O.B.
T2 - Journal of Tropical Medicine and Hygiene (ENGLAND
DA - 1989///
PY - 1989
SP - 92
EP - 193–196
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Nomadic Fulani communities manage malaria on the move
AU - Akogun, O.B.
AU - Adesina, Adedoyin
AU - Njobdi, S.
AU - Ogundahunsi, O.
T2 - International Health
DA - 2012///
PY - 2012
DO - 10.1016/j.inhe.2011.09.001
VL - 4
IS - 1
SP - 10
EP - 19
LA - zu
ER -
TY - JOUR
TI - Febrile illness experience among Nigerian nomads
AU - Akogun, O.B
AU - Gundiri, M.A
AU - Badaki, J.A.
AU - Njobdi, S.Y
AU - Adesina, Adedoyin
AU - Ogundahunsi, O.T.
T2 - International Journal for Equity in Health
DA - 2012///
PY - 2012
VL - 11
IS - 5
LA - en
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Malaria Management on the Go among Nigerian Fulani Nomads
AU - Akogun, O.B.
AU - S, Njobdi
AU - Adesina, Adedoyin
C1 - Melbourne, Australia
C3 - Abstract ID: ABSLT-KLBXB-UBSZ4-48WD2 International Conference of Parasitology
DA - 2010///
PY - 2010
LA - zu
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Eye Lesions, blindness and visual impairment in the Taraba River Valley Nigeria and their relation to onchocercal Microfilariae in skin
AU - Akogun, Oladele B
T2 - Acta Tropica
DA - 1992///
PY - 1992
DO - 10.1016/0001-706X(92)90056-4
VL - 51
SP - 143
EP - 149
LA - en
ER -
TY - JOUR
TI - Robotic Health Assistant (Feverkit) for the Rational Management of fevers among nomads in Nigeria. Nurs Leadersh (Tor Ont
AU - Akogun, Oladele B
T2 - May
DA - 2011///
PY - 2011
VL - 24
IS - 2
SP - 58
EP - 67
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Some Social aspects of helminthiasis in Gumau District of Bauchi state, Nigeria
AU - Akogun, Oladele B
T2 - Journal of Tropical Medicine and Hygiene (ENGLAND
DA - 1989///
PY - 1989
SP - 92
EP - 193–196
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Team quality Management for Community interactive research experiences in Northeastern Nigeria
AU - Akogun, Oladele B
T2 - The Nigerian Journal of Parasitology
DA - 2001///
PY - 2001
VL - 22
IS - 1 &2
SP - 17
EP - 22
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The effect of some selected health education schemes on knowledge and attitude of the Kanuri towards certain parasitic diseases
AU - Akogun, Oladele B
T2 - Journal of the Royal Society of Health (England
DA - 1992///
PY - 1992
DO - 10.1177/146642409211200615
VL - 12
IS - 6
SP - 280
EP - 285
LA - en
ER -
TY - BOOK
TI - The Researcher’s Manual
AU - Akogun, Oladele B
DA - 1999///
PY - 1999
SP - 213
LA - en
PB - Paraclete Publishers Nigeria
ER -
TY - JOUR
TI - Water demand and Schistosomiasis among the Gumau people of Bauchi State, Nigeria
AU - Akogun, Oladele B
T2 - Transactions of the Royal Society of Tropical Medicine and Hygiene (ENGLAND
DA - 1990///
PY - 1990
DO - 10.1016/0035-9203(90)90034-C
VL - 84
IS - 4
SP - 548
EP - 550
LA - en
ER -
TY - JOUR
TI - Worms in Nigerian Folklore, Parasitology Today (ENGLAND
AU - Akogun, Oladele B
T2 - Parasitology Today (ENGLAND
DA - 1991///
PY - 1991
VL - 5
IS - 39
SP - 62
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Fulani nomadic communities manage malaria on the move
AU - Akogun, Oladele B
AU - Adesina, A.O.
AU - Njobdi, S.
AU - Ogundahunsi, O.
T2 - International
DA - 2012///
PY - 2012
IS - ealth,4
SP - 10
EP - 19
LA - zu
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Role of Rapid Diagnostic test (RDT) for malaria in the community management of under-five febrile illnesses in northeastern Nigeria
AU - Akogun, Oladele B
AU - Adesina, Adedoyin
T2 - Analysis and presentation of study results
DA - 2010///
PY - 2010
LA - en
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Teachers in North-West Nigeria A situation analysis of teacher gaps, effectiveness, and recruitment and deployment processes
AU - Akogun, Oladele B
AU - Adesina, Adedoyin
AU - Iluobi, Ifeatu
T2 - Education Data, Research and Evaluation in Nigeria (EDOREN
DA - 2018///
PY - 2018
LA - en
UR - www.nigeria-education.org
ER -
TY - CHAP
TI - The role of existing evidence in developing teacher recruitment and deployment policies in North-Western Nigeria
AU - Akogun, Oladele B
AU - Adesina, Adedoyin
AU - Iluobi, Ifeatu
T2 - EDOREN Project Thematic Research Study. Education Data, Research and Evaluation in Nigeria (EDOREN
DA - 2018///
PY - 2018
LA - en
UR - www.nigeria-education.org
ER -
TY - JOUR
TI - Human Behaviour, Water usage and Schistosomiasis transmission in a small setlement near Yola Nigeria
AU - Akogun, Oladele B
AU - AKOGUN, M.K.
T2 - Annals of Trop. Med. & Parasitology (England
DA - 1996///
PY - 1996
DO - 10.1080/00034983.1996.11813055
VL - 90
IS - 3
SP - 303
EP - 311
LA - en
ER -
TY - JOUR
TI - Community perceived benefits of ivermectin treatment in northeastern Nigeria
AU - Akogun, Oladele B
AU - Akogun, M.K.
AU - Audu, Z.
T2 - Social Science & Medicine
DA - 2000///
PY - 2000
DO - 10.1016/S0277-9536(99)00336-6
VL - 50
IS - 10
SP - 1451
EP - 1456
LA - en
ER -
TY - JOUR
TI - Community-Directed Treatment of onchocerciasis with Ivermectin in Takum, Nigeria
AU - Akogun, Oladele B
AU - Audu, Z.
AU - Weiss, M.G.
AU - Adelakun, A.O.
AU - Akoh, J.I.
AU - Akogun, M.K.
AU - Remme, H.
AU - Kale, O.O.
T2 - Tropical Medicine and International Health. Mar
DA - 2001///
PY - 2001
DO - 10.1046/j.1365-3156.2001.00696.x
VL - 6
IS - 3
SP - 232
EP - 43
LA - en
ER -
TY - JOUR
TI - Impact of a Workplace-based Malaria Treatment Program on Earnings, Labor Supply and Productivity of Agricultural Workers in Nigeria
AU - Akogun, Oladele B
AU - Dillon, A.
AU - Friedman, J.
AU - Serneels, P.
T2 - Mimeo
DA - 2014///
PY - 2014
LA - en
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Alternative Productivity Estimates Using Physical Activity
AU - Akogun, Oladele B
AU - Dillon, Andrew
AU - Friedman, Jed
AU - Prasann, Ashesh
AU - Serneels, Pieter
DA - 2017///
PY - 2017
LA - en
ER -
TY - CHAP
TI - The EDOREN Model: Reflections and implications for other DFID programmes
AU - Akogun, Oladele B
AU - Friedrich, Florian
AU - Macauslan, Ian
AU - Packer, Steve
AU - Rai, Shefali
T2 - Education Data, Research and Evaluation in Nigeria (EDOREN
DA - 2018///
PY - 2018
LA - en
UR - www.nigeria-education.org
ER -
TY - JOUR
TI - Comparison of two Sample survey methods for Hyperendemic onchocerciasis and a new focus in Dakka, Nigeria
AU - Akogun, Oladele B
AU - J.I.
AU - A, O.K.O.L.O.
T2 - Revista Biologia Tropica
DA - 1997///
PY - 1997
VL - 45
IS - 2
SP - 871
EP - 76
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Rapid community identification, pain and distress associated with lymphoedema and adenolymphangitis in resource-limited communities of North-eastern Nigeria
AU - Akogun, Oladele B
AU - MK, Akogun
AU - Apake, E.
AU - Kale, O.O.
T2 - Acta Tropica
DA - 2011///
PY - 2011
VL - 120S
SP - 62
EP - 68
LA - en
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - A study of the management and Implementation of the policy on special education needs and disability for improving access of persons with Disabilities to Nigeria’s basic education
AU - Akogun, Oladele B
AU - Njobdi, Sani
AU - Adebukola, Adebayo
DA - 2018///
PY - 2018
LA - en
UR - www.nigeria-education.org
ER -
TY - BOOK
TI - Apprenticeship in a Globalised World: Premises, Promises and Pitfalls
AU - Akoojee, Salim
AB - In April 2013, the International Network on Innovative Apprenticeship (INAP) hosted its fifth international conference in Johannesburg, South Africa, in co-operation with the International Labor Organization (ILO), bringing together researchers, policy makers, and practitioners from 34 nations. The title of the conference - "Apprenticeship in a Globalized World: Premises, Promises and Pitfalls" - points out the need for apprenticeship to deliver on its promise of workplace skills and for it to develop and change as world economies develop. An international exchange of ideas among researchers from all over the world is necessary to identify cases of good practice and facilitate the transfer of knowledge and innovation, also within the frame of informal apprenticeships. This book, a summary of the papers presented and discussed at the Johannesburg conference, is split up equally into five key topics: Introducing Apprenticeship: Backgrounds, Changes, and Difficulties * Enabling Learning Opportunities in Workplaces and Informal Contexts * Competence Assessment and Development * Managing Transitions from VET into the World of Work * Curriculum Design, Apprenticeships, and National Qualification Frameworks. (Series: Bildung und Arbeitswelt - Vol. 27)
DA - 2013///
PY - 2013
DP - Google Books
SP - 259
LA - en
PB - LIT Verlag Münster
SN - 978-3-643-90352-5
ST - Apprenticeship in a Globalised World
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - Education / Professional Development
KW - publicImportV1
ER -
TY - BOOK
TI - Vocational education and training in southern Africa: a comparative study
AU - Akoojee, Salim
AU - Gewer, Anthony
AU - McGrath, Simon A.
T2 - Research Programme on Human Resources Development, Human Sciences Research Council
A3 - Research Programme on Human Resources Development (Human Sciences Research Council)
AB - Introduction
This volume is intended to develop and share knowledge within the southern African
region regarding the challenges faced by vocational education and training (VET) systems
and the responses to these challenges. Some of these challenges arise out of the history
of VET in the region, whilst others relate to current international discourses about VET.
The field of VET in southern Africa has been badly neglected. It is very difficult to find an
article in the international journals on the topic, and it is even less likely that it will have
been written by a national of the region, based at one of its research institutions. VET has
also attracted little attention in the policy community for more than a decade, given the
donor fascination with basic education since the World Conference on Education for All
in 1990 (McGrath 2002).
However, VET can play an important role in supporting social and economic
development goals, and major VET policy reforms and the creation of new institutions
are either underway or planned in all seven countries under study in this book. Therefore,
it is my intention in this introduction to illuminate the nature of some of these changes,
their origins and their likelihood of success. In so doing, I will show how VET is an
important policy nexus – located as it is between economic and educational policy,
between the state and the market, and between concerns with poverty and growth.
Before this volume turns to examine this complexity through an exploration of the
experiences of seven countries (Botswana, Lesotho, Mauritius, Mozambique, Namibia,
South Africa and Swaziland), it is important to locate these national and contemporary
debates in the historical evolution of ideas about VET. In so doing, I will look at both
internal trends within Africa and the impact of external ideas.
CN - LC1047.S6 V63 2005
DA - 2005///
PY - 2005
DP - Library of Congress ISBN
LA - en
ST - Vocational education and training in southern Africa
UR - https://books.google.co.uk/books?hl=en&lr=&id=6ykR1dWWo50C&oi=fnd&pg=PP11&dq=%22Vocational+education+and+training%22+%22East+Africa%22+ICT&ots=WRlduHlI21&sig=jBn7mOuiw9DThFN0hTEMo_CmAnw
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - AA:Africa, Southern
KW - C:Botswana
KW - C:Lesotho
KW - C:Mauritius
KW - C:Mozambique
KW - C:Namibia
KW - C:South Africa
KW - C:eSwatini
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:Q
KW - CT:T
KW - Q:ICT
KW - T:TVET
KW - Vocational education
KW - publicImportV1
ER -
TY - BOOK
TI - Integration durch Bildung. Migranten und Flüchtlinge in Deutschland: Gutachten
AU - Aktionsrat Bildung
AU - Blossfeld, Hans-Peter
CY - Münster
DA - 2016///
PY - 2016
DP - K10plus ISBN
ET - 1. Auflage
SP - 327
LA - de
PB - Waxmann
SN - 978-3-8309-3463-9
ST - Integration durch Bildung. Migranten und Flüchtlinge in Deutschland
ER -
TY - RPRT
TI - Teacher preparation and continuing professional development in Africa: Learning to teach early reading and mathematics
AU - Akyeampong, K.
AU - Pryor, J.
AU - Westbrook, J.
AU - Lussier, K.
CY - Brighton, UK
DA - 2011/07//
PY - 2011
PB - Centre for International Education, University of Sussex
ST - Teacher preparation and continuing professional development in Africa: Learning to teach early reading and mathematics – Executive summary of Project
ER -
TY - RPRT
TI - Teacher preparation and continuing professional development in Africa: Learning to teach early reading and mathematics – Executive summary of Project, July 2011 version
AU - Akyeampong, K.
AU - Pryor, J.
AU - Westbrook, J.
AU - Lussier, K.
CY - Brighton, UK
DA - 2011///
PY - 2011
PB - Centre for International Education, University of Sussex
ST - Teacher preparation and continuing professional development in Africa: Learning to teach early reading and mathematics – Executive summary of Project, July 2011 version
ER -
TY - NEWS
TI - Teaching at the Bottom of the Pyramid
AU - Akyeampong, Kwame
T2 - LBOP2 PRE-CONF DRAFT
AB - LBOP2 PRE-CONF DRAFT Sept 23, 2020 Teaching at the bottom of the pyramid: Teacher Education in Poor and Marginalised Communities Kwame Akyeampong The Open University Abstract The goal of providing quality education for every child is only achievable if every child has access to a teache...
DA - 2020///
PY - 2020
LA - en-GB
UR - https://docs.google.com/document/u/1/d/1Y_BI6ck8TTzcMgbdrlHnnyjzGIkLuWtS1CqY2xDjRi0/edit?usp=embed_facebook
Y2 - 2020/12/04/10:26:38
ER -
TY - JOUR
TI - The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana: Lessons from the Complementary Basic Education Programme
AU - Akyeampong, Kwame
AU - Carter, Emma
AU - Rose, Pauline
AU - Ryan, Jennifer
AU - Sabates, Ricardo
AU - Stern, Jonathan M. B.
T2 - PROSPECTS
AB - This article assesses the extent to which children’s language preference and their home environment matter for literacy retention. Using data from the Complementary Basic Education (CBE) program in Ghana, the authors found that large numbers of disadvantaged students reverted to not even being able to read a single word following school closures over a four-month holiday period. Widening literacy gaps were found for girls who reported they did not receive instruction in a language that they understood or did not have the resources, support, or activities at home to enable them to continue to learn while schools were closed. For boys, widening literacy gaps were only influenced by resources, support, or activities at home, but not by language preferences. The article findings suggest that schools and teachers must pay closer attention to language preference, particularly for girls, in order to ensure that language of instruction is not a barrier to literacy retention. The article also provides further evidence to support the growing claims that home supports are essential for reducing inequities in learning outcomes during school closures.
DA - 2022/09/01/
PY - 2022
DO - 10.1007/s11125-021-09590-6
DP - Springer Link
VL - 52
IS - 1
SP - 115
EP - 136
J2 - Prospects
LA - en
SN - 1573-9090
ST - The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana
UR - https://doi.org/10.1007/s11125-021-09590-6
Y2 - 2023/01/07/20:46:18
KW - Covid-19 school closure
KW - Equity
KW - Ghana
KW - Learning
KW - Literacy
KW - Mother-tongue education
ER -
TY - JOUR
TI - Investigating attitudes towards the use of mobile learning in higher education
AU - Al-Emran, Mostafa
AU - Elsherif, Hatem M.
AU - Shaalan, Khaled
T2 - Computers in Human Behavior
AB - Mobile learning (M-learning) has become an important educational technology component in higher education. M-learning makes it possible for students to learn, collaborate, and share ideas among each other with the aid of internet and technology development. However, M-learning acceptance by learners and educators is critical to the employments of M-learning systems. Attitudes towards M-learning technology is an important factor that helps in determining whether or not learners and educators are ready to use M-learning. Such attitudes will serve to identify strengths and weaknesses and facilitate the development of the technology infrastructure. This paper aims at exploring students and educators' attitudes towards the use of M-learning in higher educational universities within Oman and UAE; two neighboring countries in the Arab Gulf region. To serve this purpose, two survey questionnaires were conducted: one for students and another for educators. The participants of this study are 383 students and 54 instructors from five universities. Different factors have been examined to test where there is a significant difference among students and educators' attitudes towards the use of M-learning, such as gender, age, country, level of study, smartphone ownership, major in terms of students and age, country, academic rank, academic experience and smartphone ownership in terms of educators. Findings revealed significant differences among the students’ attitudes towards M-learning with regard to their smartphone ownership, country and age. Furthermore, results indicated that M-learning can be one of the promising pedagogical technologies to be employed in the higher educational environments within the Arab Gulf countries.
DA - 2016/03/01/
PY - 2016
DO - 10.1016/j.chb.2015.11.033
DP - ScienceDirect
VL - 56
SP - 93
EP - 102
J2 - Computers in Human Behavior
LA - en
SN - 0747-5632
UR - http://www.sciencedirect.com/science/article/pii/S074756321530248X
Y2 - 2020/04/21/21:02:01
KW - Attitudes
KW - Higher education
KW - Mobile learning
KW - __C:filed:1
ER -
TY - THES
TI - The professional development of teachers in Higher Education in Oman: a case study of English teachers in the Colleges of Applied Sciences
AU - Al-Ghatrifi, Yaqoob
DA - 2016///
PY - 2016
DP - Google Scholar
M3 - PhD Thesis
PB - University of Reading
ST - The professional development of teachers in Higher Education in Oman
KW - _C:Antigua and Barbuda ATG
KW - _C:Australia AUS
KW - _C:Bahrain BHR
KW - _C:Benin BEN
KW - _C:Canada CAN
KW - _C:China CHN
KW - _C:Egypt EGY
KW - _C:France FRA
KW - _C:Germany DEU
KW - _C:Greece GRC
KW - _C:India IND
KW - _C:Iran IRN
KW - _C:Ireland IRL
KW - _C:Israel ISR
KW - _C:Jordan JOR
KW - _C:Kenya KEN
KW - _C:Kuwait KWT
KW - _C:Malaysia MYS
KW - _C:Malta MLT
KW - _C:Mexico MEX
KW - _C:Mozambique MOZ
KW - _C:Namibia NAM
KW - _C:Netherlands NLD
KW - _C:New Zealand NZL
KW - _C:Oman OMN
KW - _C:Pakistan PAK
KW - _C:Portugal PRT
KW - _C:Qatar QAT
KW - _C:Saudi Arabia SAU
KW - _C:Somalia SOM
KW - _C:Sweden SWE
KW - _C:United Arab Emirates ARE
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Yemen YEM
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - RPRT
TI - Jordan’s EdTech response to COVID-19
AU - Al-Hindawi, Hind
AU - Hashem, Lina
DA - 2020/11//
PY - 2020
M3 - Case Study
PB - EdTech Hub
KW - Final_citation
KW - _DOILIVE
KW - _EdTechHub_Output
KW - _MELA_seen
KW - _cover:v2
KW - _zenodo:submitted
KW - _zenodoETH
ER -
TY - JOUR
TI - Extensive reading in a challenging environment: A comparison of extensive and intensive reading approaches in Saudi Arabia
AU - Al-Homoud, F.
AU - Schmitt, N.
T2 - Language Teaching Research
AB - Many studies have shown that reading can have a beneficial effect on second language learning, but relatively few of these have focused on extensive reading in classroom environments over a period of time. This study compares an extensive reading class against a more traditional class involving intensive reading and vocabulary exercises. The classes were part of a Saudi college presessional course, and this classroom setting posed several problems for the extensive reading approach, including relatively weak students, an environment where pleasure reading is atypical, and the course being of short duration. The result is that the reported extensive reading class was carried out in what could be considered challenging conditions. Nevertheless, gain scores in reading comprehension ability, reading speed, and vocabulary acquisition showed that the extensive reading approach was just as effective as the intensive approach, even though some of the measurement instruments for these variables should have favored the intensive approach. Moreover, the extensive reading participants reported much more positive attitudes toward reading, their class, and their learning than the participants in the intensive reading group. Overall, these results indicate that, for the variables studied, the extensive reading approach was as good as, or better than, the more focused intensive reading approach. © The Author(s), 2009.
DA - 2009///
PY - 2009
DO - 10.1177/1362168809341508
VL - 13
IS - 4
SP - 383
EP - 401
J2 - Lang. Teach. Res.
LA - English
SN - 13621688 (ISSN)
UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-70350532188&doi=10.1177%2f1362168809341508&partnerID=40&md5=89db14894e026e2f759ef2b7e25bf120
DB - Scopus
KW - Extensive reading
KW - Intensive reading
KW - Learner attitudes
KW - Reading comprehension
KW - Reading speed
KW - Vocabulary acquisition
KW - _AcademicRecoveryOECS
ER -
TY - JOUR
TI - Introducing tablet computers to a rural primary school: An activity theory case study
AU - Al-Huneini, Hamood
AU - Walker, S. Aisha
AU - Badger, Richard
T2 - Computers & Education
DA - 2020///
PY - 2020
DO - 10.1016/j.compedu.2019.103648
DP - Google Scholar
VL - 143
SP - 103648
ST - Introducing tablet computers to a rural primary school
KW - __C:filed:1
ER -
TY - JOUR
TI - Effects of Shade Trees on Illuminance in Classrooms in the United Arab Emirates
AU - Al-Sallal, Khaled A.
AU - Abu-Obeid, Natheer
T2 - Architectural Science Review
DA - 2009/12//
PY - 2009
DO - 10.3763/asre.2008.0061
DP - DOI.org (Crossref)
VL - 52
IS - 4
SP - 295
EP - 311
J2 - Architectural Science Review
LA - en
SN - 0003-8628, 1758-9622
UR - https://www.tandfonline.com/doi/full/10.3763/asre.2008.0061
Y2 - 2023/11/15/20:08:56
ER -
TY - JOUR
TI - Vision for SLR tooling infrastructure: Prioritizing value-added requirements
AU - Al-Zubidy, Ahmed
AU - Carver, Jeffrey C.
AU - Hale, David P.
AU - Hassler, Edgar E.
T2 - Information and Software Technology
AB - Context
Even with the increasing use of Systematic Literature Reviews (SLR) in software engineering (SE), there are still a number of barriers faced by SLR authors. These barriers increase the cost of conducting SLRs.
Objective
For many of these barriers, appropriate tool support could reduce their impact. In this paper, we use interactions with the SLR community in SE to identify and prioritize a set of requirements for SLR tooling infrastructure.
Method
This paper analyzes and combines the results from three studies on SLR process barriers and SLR tool requirements to produce a prioritized list of functional requirements for SLR tool support. Using this list of requirements, we perform a feature analysis of the current SLR support tools to identify requirements that are supported as well as identify the need for additional tooling infrastructure.
Results
The analysis resulted in a list 112 detailed requirements (consolidated into a set of composite requirements) that SE community desires in SLR support tools. The requirements span all the phases of the SLR process. The results show that, while recent tools cover more of the requirements, there are a number of high-priority requirements that are not yet fully covered by any of the existing tools.
Conclusion
The existing set of SLR tools do not cover all the requirements posed by the community. The list of requirements in this paper is useful for tool developers and researchers wishing to provide support to the SLR community with SE.
DA - 2017/11/01/
PY - 2017
DO - 10.1016/j.infsof.2017.06.007
DP - ScienceDirect
VL - 91
SP - 72
EP - 81
J2 - Information and Software Technology
SN - 0950-5849
ST - Vision for SLR tooling infrastructure
UR - https://www.sciencedirect.com/science/article/pii/S0950584916304645
Y2 - 2024/01/18/22:14:31
KW - Empirical software engineering
KW - Systematic literature review
KW - Tooling infrastructure
KW - _Added-ailr-2024
ER -
TY - JOUR
TI - Effects of Three Categories of Manpower on Undergraduate Students' Learning Outcomes in Technical Education and Their Implications for the Curriculum Implementation
AU - Alade, Ibiwumi Abiodun
T2 - JISTE
AB - The implementation of technical education curriculum has been besieged with dearth of qualified teaching personnel over the years in Nigeria and some other African countries. Similarly, the available higher institutions where vocational and technical education experts are prepared have not been able to meet this demand of the manpower. This calls for possible intervention strategies which could perhaps address this lingering problem. It is on this observation that this study examines the effects of three categories of manpower on undergraduate students' learning outcomes in technical education and their implications for the curriculum implementation. The pretest, posttest control group, quasi experimental research design with a 4x3x2 factorial matrix was adopted for the study. Sixty technical education undergraduate students from a Nigerian university were purposively sampled for the study. Seven null hypotheses are generated and tested at 0.05 level of significance. Three research instruments were developed, validated, and used for data collection. Data collected were analyzed using Analysis of Covariance (ANCOVA) while Scheffe's post-hoc test was used to explain significant main and interaction effects respectively. Results showed that there is significant main effect of treatment on students' learning outcomes in technical education (F[subscript 3], 57 = 132.314; P<0.05). The students taught by vocational educator performed best in basic vocational knowledge acquisition (X = 16.38) while those taught by literate artisans had the highest means score on vocational skills acquisition (x = 42.82), then those taught by higher technician group had a mean score of x = 38.27 in vocational skills acquisition, while the control group performed least (x = 31.60). It was concluded that the three categories of manpower are effective at enhancing students' learning outcomes in technical education in various dimensions. To this end, it was recommended that literate artisans should be integrated to the teaching of vocational skills in the tertiary institutions.
DA - 2015///
PY - 2015
VL - 19
IS - 2
LA - en
AN - LOCAL-PQ-2101592493
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:Nigeria
KW - CA:AandC
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - F:curriculum
KW - F:gender
KW - F:learning
KW - F:outcomes
KW - F:teaching
KW - P:artist
KW - P:measurement
KW - P:technician
KW - R:observation
KW - R:research design
KW - T:TVET
KW - T:vocational skills
KW - Z:Academic Ability
KW - Z:Control Groups
KW - Z:Curriculum Implementation
KW - Z:Data Collection
KW - Z:Foreign Countries
KW - Z:Gender Differences
KW - Z:Hypothesis Testing
KW - Z:Job Skills
KW - Z:Labor Force
KW - Z:Outcomes of Education
KW - Z:Pretests Posttests
KW - Z:Quasiexperimental Design
KW - Z:Statistical Analysis
KW - Z:Technical Education
KW - Z:Undergraduate Students
KW - Z:Vocational Education
KW - __C:filed:1
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Exploring technical vocational education and training systems in emerging markets: A case study on Ghana
AU - Alagaraja, Meera
AU - Arthur-Mensah, Nana
T2 - European Journal of Training and Development
AB - Purpose - The purpose of this study was to explore trends and changes in technical vocational education and training (TVET) in emerging economies as a national human resource development (NHRD) approach and its practical applications using Ghana as an example. Design/methodology/approach - A case study approach was used to develop an in-depth analysis of TVET practices in Ghana. The study utilizes a targeted review of literature, analysis of government documents and interviews with key informants as illustrative sources of evidence for developing the case study. Findings - TVET has been identified as a major contributor to skills development in Ghana. Capitalizing on the potential of TVET requires addressing the challenges of increasing employer participation in TVET, improving TVET curriculum to enhance student's employability and reflect labor market needs. Additionally, informal TVET plays a major role in skills development therefore it is recognized as part of the TVET planning process. Research limitations/implications - Data for this research were gathered from key informant interviews and archival records. Additional methods such as observations would further enhance this study. Further research of trends in Ghana to validate implications drawn from this research is recommended. Practical implications - This research provides an overview for HRD professionals to understand the potential of TVET as an approach to human capital development within emerging markets. This is because developing comprehensive plans that address national and employer needs regarding talent acquisition, development and retention will re-emerge as a critical objective for TVET system as nations compete in the global market place. Originality/value - This study provides a unique perspective of current TVET practices in Ghana and its implications for human resource development (HRD). Furthermore, it adds to the small but growing literature on HRD in Ghana and in the African context.
DA - 2013/11/08/
PY - 2013
DO - 10.1108/ejtd-04-2013-0037
DP - emeraldinsight.com (Atypon)
VL - 37
IS - 9
SP - 835
EP - 850
J2 - Euro J of Training and Dev
LA - en
SN - 2046-9012
ST - Exploring technical vocational education and training systems in emerging markets
UR - https://www.emeraldinsight.com/doi/abs/10.1108/EJTD-04-2013-0037
AN - DOI-10.1108/EJTD-04-2013-0037
Y2 - 2018/11/25/18:00:33
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - CA:AandC
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:D
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - D:emerging economies
KW - F:curriculum
KW - P:economy
KW - P:human resources manager
KW - P:measurement
KW - R:case study
KW - R:interview
KW - R:observation
KW - T:TVET
KW - Z:Case studies
KW - Z:Economic development
KW - Z:Economic growth
KW - Z:Emerging markets
KW - Z:Globalization
KW - Z:Human capital
KW - Z:Human resource management
KW - Z:Theory
KW - Z:Workforce
KW - _C:Ghana GHA
KW - __C:filed:1
KW - publicImportV1
ER -
TY - RPRT
TI - PER4. UIS EdTech Indicators [English/Arabic]
AU - Alawamleh, Nour
AU - Abed, Reema
AU - Khalayleh, Abdullah
AU - Metni, Eliane
AU - Haßler, Björn
CN - 0238
CY - Amman, Jordan
DA - 2020///
PY - 2020
LA - English, Arabic
M3 - Programme Evaluation Resource
PB - Activating EdTech
SN - No 4 [en]
Y2 - 2019/12/31/18:12:14
KW - Author:Haßler
KW - Author:OpenDevED
KW - _r:ImportedToMyEducationEvidence
KW - language:Arabic
KW - language:English
ER -
TY - JOUR
TI - Statistical equating with measures of oral reading fluency
AU - Albano, A.D.
AU - Rodriguez, M.C.
T2 - Journal of School Psychology
DA - 2012///
PY - 2012
DO - 10.1016/j.jsp.2011.07.002
VL - 50
IS - 1
SP - 43
EP - 59
UR - https://doi.org/10.1016/j.jsp.2011.07.002.
ER -
TY - RPRT
TI - Implementation in Education - Findings from a Scoping Review
AU - Albers, Bianca
AU - Pattuwage, Loyal
DA - 2017/04/01/
PY - 2017
DP - ResearchGate
ER -
TY - CHAP
TI - En Route to Implementation Science 3.0
AU - Albers, Bianca
AU - Shlonsky, Aron
AU - Mildon, Robyn
T2 - Implementation Science 3.0
CY - Cham
DA - 2020///
PY - 2020
DP - K10plus ISBN
LA - eng
PB - Springer
SN - 978-3-030-03874-8 978-3-030-03873-1
ER -
TY - BOOK
TI - Implementation Science 3.0
A3 - Albers, Bianca
A3 - Shlonsky, Aron
A3 - Mildon, Robyn
CY - Cham
DA - 2020///
PY - 2020
DP - K10plus ISBN
SP - 324
LA - eng
PB - Springer
SN - 978-3-030-03874-8 978-3-030-03873-1
ER -
TY - JOUR
TI - Does private schooling narrow wealth inequalities in learning outcomes? Evidence from East Africa
AU - Alcott, Benjamin
AU - Rose, Pauline
T2 - Oxford Review of Education
AB - In many low- and lower-middle-income countries, private schools are often considered to offer better quality of education than government schools. Yet, there is a lack of evidence to date on their role in reducing inequalities: namely, the extent to which private schooling improves learning among the most disadvantaged children. Our paper uses household survey data from Kenya, Tanzania, and Uganda to identify whether any observed impact of private schooling on core literacy and numeracy skills differs according to children’s household wealth. We demonstrate wealth gaps in access to private schooling, and use inferential models to account for observable differences between those who do and do not enrol in private schools. In Kenya and Uganda, we find that private schooling appears to improve the chances of children learning relative to their peers in government schools, but the chances of the poorest children learning in private schools remains low and is at best equivalent to the richest learning in government schools. In Tanzania, private schooling does not seem to improve poorer children’s learning, whereas it does for richer children. These findings raise a caution about the extent to which private provision can help narrow learning inequalities.
DA - 2016/09/02/
PY - 2016
DO - 10.1080/03054985.2016.1215611
DP - Taylor and Francis+NEJM
VL - 42
IS - 5
SP - 495
EP - 510
SN - 0305-4985
ST - Does private schooling narrow wealth inequalities in learning outcomes?
UR - http://dx.doi.org/10.1080/03054985.2016.1215611
Y2 - 2017/02/27/19:28:12
ER -
TY - JOUR
TI - School feeding programs and development: are we framing the question correctly?
AU - Alderman, Harold
AU - Bundy, Donald
T2 - The World Bank Research Observer
DA - 2012///
PY - 2012
DO - 10.1093/wbro/lkr005
DP - Google Scholar
VL - 27
IS - 2
SP - 204
EP - 221
ST - School feeding programs and development
ER -
TY - JOUR
TI - With the help of one's neighbors: externalities in the production of nutrition in Peru
AU - Alderman, Harold
AU - Hentschel, Jesko
AU - Sabates, Ricardo
T2 - Social Science & Medicine
AB - Both public and private resources contribute to the nutritional status of children. In addition, the investments made by one household may contribute to the health of other households in the neighborhood through improvements in the sanitation environment and through increases in shared knowledge. This paper measures the externalities of investments in nutrition by indicating the impact of the education of women in Peruvian neighborhoods on the nutrition of children in other households, after controlling for the education and income of those households. We find that in rural areas this shared knowledge has a significant impact on nutrition, with the coefficient of an increase in the average education of women in the neighborhood being appreciable larger than the coefficient of education in isolation. In addition, we indicate the impact of the water and sanitation environment in the neighborhood, again controlling for the household's own access to sanitation and water. In both urban and rural areas, we observe externalities from investments in such household level infrastructure with the evidence particularly strong for sanitation made by neighboring households.
DA - 2003/05/01/
PY - 2003
DO - 10.1016/S0277-9536(02)00183-1
DP - ScienceDirect
VL - 56
IS - 10
SP - 2019
EP - 2031
J2 - Social Science & Medicine
LA - en
SN - 0277-9536
ST - With the help of one's neighbors
UR - https://www.sciencedirect.com/science/article/pii/S0277953602001831
Y2 - 2023/01/07/20:45:45
KW - Externalities
KW - Female education
KW - Nutrition
KW - Peru
KW - Sanitation
KW - Water
ER -
TY - JOUR
TI - Undergraduate-level teaching and learning approaches for interprofessional education in the health professions: a systematic review
AU - Aldriwesh, Marwh Gassim
AU - Alyousif, Sarah Mohammed
AU - Alharbi, Nouf Sulaiman
T2 - BMC Medical Education
AB - Although most systematic reviews of interprofessional education (IPE) evaluated the impact of IPE on the students’ acquisition of knowledge in relation to other professions, the development of teamwork skills, and the changes in collaborative behaviour, the processes involved in IPE (i.e., approaches to teaching and learning) are under-researched. The purpose of the study was to conduct a systematic review to establish how IPE has been implemented in university-based undergraduate curricula, focusing on the teaching and learning approaches.
DA - 2022/01/03/
PY - 2022
DO - 10.1186/s12909-021-03073-0
DP - Springer Link
VL - 22
IS - 1
SP - 13
J2 - BMC Med Educ
LA - en
SN - 1472-6920
ST - Undergraduate-level teaching and learning approaches for interprofessional education in the health professions
UR - https://doi.org/10.1186/s12909-021-03073-0
Y2 - 2022/04/05/20:28:07
ER -
TY - JOUR
TI - National and sub-national variation in patterns of febrile case management in sub-Saharan Africa
AU - Alegana, Victor A.
AU - Maina, Joseph
AU - Ouma, Paul O.
AU - Macharia, Peter M.
AU - Wright, Jim
AU - Atkinson, Peter M.
AU - Okiro, Emelda A.
AU - Snow, Robert W.
AU - Tatem, Andrew J.
T2 - Nature Communications
AB - Given national healthcare coverage gaps, understanding treatment-seeking behaviour for fever is crucial for the management of childhood illness and to reduce deaths. Here, we conduct a modelling study triangulating household survey data for fever in children under the age of five years with georeferenced public health facility databases (n = 86,442 facilities) in 29 countries across sub-Saharan Africa, to estimate the probability of seeking treatment for fever at public facilities. A Bayesian item response theory framework is used to estimate this probability based on reported fever episodes, treatment choice, residence, and estimated travel-time to the nearest public-sector health facility. Findings show inter- and intra-country variation, with the likelihood of seeking treatment for fever less than 50% in 16 countries. Results highlight the need to invest in public healthcare and related databases. The variation in public sector use illustrates the need to include such modelling in future infectious disease burden estimation.
DA - 2018/11/26/
PY - 2018
DO - 10.1038/s41467-018-07536-9
DP - www.nature.com
VL - 9
IS - 1
SP - 4994
LA - en
SN - 2041-1723
UR - https://www.nature.com/articles/s41467-018-07536-9
Y2 - 2021/03/18/19:09:03
ER -
TY - JOUR
TI - EDUCAUSE Horizon Report: 2019 Higher Education Edition
AU - Alexander, Bryan
AU - Ashford-Rowe, Kevin
AU - Barajas-Murphy, Noreen
AU - Dobbin, Gregory
AU - Knott, Jessica
AU - McCormack, Mark
AU - Pomerantz, Jeffrey
AU - Seilhamer, Ryan
AU - Weber, Nicole
T2 - EDUCAISE
DA - 2019///
PY - 2019
DP - Zotero
LA - en
KW - Final_citation
KW - cited
KW - existing
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Methodological guidance paper: the art and science of quality systematic reviews
AU - Alexander, Patricia A.
T2 - Review of Educational Research
AB - The purpose of this article is to overview various challenges that prospective authors of quality systematic reviews should be prepared to address. These challenges pertain to all phases of the review process: from posing a critical question worthy of pursuit and executing a search procedure that is appropriately framed and transparently recorded, to discerning patterns and trends within the resulting data that speak directly to the critical question framing the review. For each of these challenges, suggestions are offered as to how authors might respond so as to enhance the quality of the review process and increase the value of findings for educational research, practice, and policymaking.
DA - 2020/02/01/
PY - 2020
DO - 10.3102/0034654319854352
DP - SAGE Journals
VL - 90
IS - 1
SP - 6
EP - 23
J2 - Review of Educational Research
SN - 0034-6543
ST - Methodological guidance paper
UR - https://doi.org/10.3102/0034654319854352
Y2 - 2021/06/11/19:37:00
KW - ___working_potential_duplicate
ER -
TY - BOOK
TI - Towards Dialogic Teaching: Rethinking Classroom Talk
AU - Alexander, Robin
CY - York
DA - 2008///
PY - 2008
ET - 4
PB - Dialogos
ER -
TY - BOOK
TI - Education for all, the quality imperative and the problem of pedagogy
AU - Alexander, Robin J
CY - Brighton
DA - 2008///
PY - 2008
DP - Open WorldCat
LA - English
PB - CREATE - Consortium for Research on Educational Access, Transitions & Equity, University of Sussex
SN - 0-901881-25-2 978-0-901881-25-0
ER -
TY - BOOK
TI - Advancing the Global Agenda for Human Rights, Vulnerable Populations, and Environmental Sustainability
AU - Alfred, Mary V.
AU - Robinson, Petra A.
AU - Roumell, Elizabeth A.
AB - For over 70 years, the United Nations has worked to advance human conditions globally through its historic agenda for a more peaceful, prosperous, and just world. Through the work of the General Assembly and other programs like the UNESCO World Conferences on Adult Education, the organization has taken a leading role in bringing world leaders together to dialogue on world issues and to set agendas for advancing social and economic justice among and within the regions of the world. The underlying themes of the United Nations’ agenda over the years have been world peace, economic justice, addressing the needs of the world’s most vulnerable populations, and protecting the environment. We draw from the two last two declarations from which the Millennium Development Goals (September 2000) and the Sustainable Development Goals (September 2015) were adopted by world leaders with a focus on addressing the needs of the most vulnerable populations. In this declaration, world leaders committed to uphold the long-standing principles of the organization and to combat extreme poverty, hunger, disease, illiteracy, environmental degradation and discrimination and violence against women. The overall objective of the book is to highlight the conditions of vulnerable populations from various contexts globally, and the role adult and higher education can play (and is playing) in advancing the United Nations agenda of social and economic justice and environmental sustainability. Adult education, through research, teaching, and service engagements is contributing to this ongoing effort but as many scholars have noted, our work remains invisible and undocumented. Therefore, this book highlights adult education’s critical partnership in addressing these global issues. It will also begin to fill the void that exists in adult education literature on internationalization of the field.
DA - 2021/10/01/
PY - 2021
DP - Google Books
SP - 387
LA - en
PB - IAP
SN - 978-1-64802-697-3
KW - Education / Adult & Continuing Education
KW - Education / Philosophy, Theory & Social Aspects
KW - Education / Schools / Levels / Higher
ER -
TY - JOUR
TI - The development of preprints during the COVID‐19 pandemic
AU - Älgå, Andreas
AU - Eriksson, Oskar
AU - Nordberg, Martin
T2 - Journal of Internal Medicine
DA - 2021/02/09/
PY - 2021
DO - 10.1111/joim.13240
DP - PubMed Central
SP - 10.1111/joim.13240
J2 - J Intern Med
SN - 0954-6820
UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8014163/
Y2 - 2021/10/05/18:37:21
ER -
TY - JOUR
TI - A review of optimization algorithms for university timetable scheduling
AU - Alghamdi, Hayat
AU - Alsubait, Tahani
AU - Alhakami, Hosam
AU - Baz, Abdullah
T2 - Engineering, Technology & Applied Science Research
DA - 2020///
PY - 2020
DO - 10.48084/etasr.3832
DP - Google Scholar
VL - 10
IS - 6
SP - 6410
EP - 6417
ER -
TY - JOUR
TI - Four Ways Technology Has Negatively Changed Education
AU - Alhumaid, Khadija
T2 - Journal of Educational and Social Research
DA - 2019///
PY - 2019
DP - Google Scholar
VL - 9
IS - 4
SP - 10
KW - _C:Bulgaria BGR
KW - _C:Canada CAN
KW - _C:China CHN
KW - _C:Egypt EGY
KW - _C:Iran IRN
KW - _C:Poland POL
KW - _C:Romania ROU
KW - _C:Saudi Arabia SAU
KW - _C:United Arab Emirates ARE
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ❓ Multiple DOI
ER -
TY - JOUR
TI - Multi-Criteria Decision Analysis for Primary School Site Selection in Al-Mahaweel district Using GIS Technique
AU - Ali, Khalid Ahmed
AB - Site selection is the process of finding sites that meet the requirements set by the selection criteria. The long-term and success sustainability of planning school, finding the appropriate school locations is challenging and an important. This study aims to develop a primary school site selection model using Geographic Information Systems (GIS) integrated new approach. It was carried out by Geographic Information Systems and multi-criteria evaluation model (MCEM). Different criteria were used to suggest a number of potential primary school sites using a spatial analysis, which is the new school should be away from existing schools and the major roads, a new site should also be reliably flat land and on certain types of land use. The population factor of the age group less than 14 years was included as a factor to choose the suitable location. As a result, the final suitability map indicates that 18 % of the study area is suitable for a primary school site, 73% moderately suitable, and 9% of the study area under unsuitable.
DA - 2018///
PY - 2018
DP - Zotero
VL - 16
SP - 9
LA - en
ER -
TY - JOUR
TI - Comparison of Thermal Comfort Levels of Learning Spaces during Mid-season in Bayero University, Kano
AU - Ali, S.M.
T2 - AJEES, African Journal of Earth and Environmental Sciences
DA - 2019///
PY - 2019
VL - 1
IS - 1
SP - 311
EP - 322
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Evaluating Neutral, Preferred and Comfort Range Temperatures and Computing Adaptive Equation for Kano Region
AU - Ali, S.M.
T2 - ARCHICULTURE, An International Journal that Promotes the Architecture of Human Culture with the Culture of Architecture. A publication of the Department of Architecture, Faculty of Environmental Sciences
DA - 2021///
PY - 2021
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Fallacy of summer overheating in the hot-dry climate: a case study of learning environments in Kano, Nigeria
AU - Ali, S.M.
T2 - AJEES, African Journal of Earth and Environmental Sciences
DA - 2021///
PY - 2021
VL - 3
IS - 1
SP - 521
EP - 532
LA - en
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Indoor Environmental Quality (IEQ) in Hot-Dry Regions of Sub-Saharan Africa
AU - Ali, S.M.
CY - Kano
DA - 2021///
PY - 2021
LA - en
PB - BUK Press
ER -
TY - BOOK
TI - Investigating Acoustic and Indoor Air Qualities of Learning Environments in Bayero University, Kano. ARCHICULTURE, An International Journal that Promotes the Architecture of Human Culture with the Culture of Architecture. A publication of the Department of Architecture, Faculty of Environmental Sciences
AU - Ali, S.M.
CY - Nigeria
DA - 2021///
PY - 2021
LA - en
PB - University of Jos
ER -
TY - GEN
TI - Measured and perceived visual qualities of learning
AU - Ali, S.M.
DA - 2021///
PY - 2021
LA - en
ER -
TY - JOUR
TI - Evaluating Building Performance of Educational Buildings: A case study of Department of Architecture
AU - Ali, S.M.
AU - A, Aisara
T2 - Journal of Environmental Studies. (Environ
DA - 2023///
PY - 2023
VL - 5
IS - 1
SP - 131
EP - 144
LA - en
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Bioclimatic Strategies to Reduce Energy Consumption in Mixed-Used Buildings in Abuja, Nigeria
AU - Ali, S.M.
AU - Buhari, K.A.
C1 - Bayero University, Kano, Nigeria, February
C3 - at the “Second International Conference on Sustainable Built Environment in the Tropics (ICONSBET) at the Department of Architecture
DA - 2024///
PY - 2024
LA - en
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Evaluating Indoor Environmental Performance of Laboratories in a Northern Nigerian University
AU - Ali, S.M.
AU - Martinson, D.B.
AU - Al-Maiyah, S.
C1 - Scotland in
C3 - “Passive and Low Energy Architecture” (PLEA) Conference at Edinburgh
DA - 2017///
PY - 2017
LA - en
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Evaluating Neutral, Preferred and Comfort Range Temperatures and Computing Adaptive Equation for Kano Region
AU - Ali, S.M.
AU - Martinson, D.B.
AU - Al-Maiyah, S.
C1 - Spain
C3 - “Passive and Low Energy Architecture” (PLEA) Conference via zoom at La Corona
DA - 2020///
PY - 2020
LA - en
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Pilot assessment of indoor environmental qualities of learning environments in Bayero University, Kano
AU - Ali, S.M.
AU - Martinson, D.B.
AU - Al-Maiyah, S.
C3 - “Passive and Low Energy Architecture” (PLEA) Conference at Los Angeles in
DA - 2016///
PY - 2016
LA - en
KW - ⛔ No DOI found
ER -
TY - GEN
TI - Effects of ceiling fans on the thermal comfort of students in learning environments of Bayero
AU - Ali, S.M.
AU - Martinson, D.B.
AU - Al-Maiyah, S.
AU - Mark, C.E.
DA - 2018///
PY - 2018
LA - en
ER -
TY - CONF
TI - Constructionism, ethics, and creativity: Developing primary and middle school artificial intelligence education
AU - Ali, Safinah
AU - Payne, Blakeley H.
AU - Williams, Randi
AU - Park, Hae Won
AU - Breazeal, Cynthia
C3 - International workshop on education in artificial intelligence k-12 (eduai’19)
DA - 2019///
PY - 2019
DP - Google Scholar
VL - 2
SP - 1
EP - 4
ST - Constructionism, ethics, and creativity
UR - https://robots.media.mit.edu/wp-content/uploads/sites/7/2019/08/Constructionism__Ethics__and_Creativity.pdf
Y2 - 2024/02/24/10:04:58
KW - ⛔ No DOI found
ER -
TY - THES
TI - Measured and Perceived Conditions of Indoor Environmental Qualities (IEQ) of University Learning Environments in Semi-arid Tropics: a Field Study in Kano-Nigeria
AU - Ali, Sani Muhammad
AB - This study investigates the conditions and the levels of satisfaction with indoor environmental quality (IEQ) in naturally ventilated (NV) learning environments in Bayero University, Kano and compares the results to international comfort standards’ thresholds. It examines the thermal and visual comfort, acoustic quality as well as the indoor air quality of six learning environments in the University consisting of four lecture theatres and two laboratories. Researches in IEQ have shown that good quality indoor environment enhances occupants’ comfort, wellbeing, raises their productivity, and most importantly for this research, it raises students’ performances, reduces absenteeism, and reduces stress and fatigue among teachers. IEQ researches are mostly being undertaken in the four most advanced continents that are situated in the temperate regions of the world, but not in subSaharan Africa. Using both measurement and survey methods, internal and external physical parameters (air and radiant temperatures, air velocity, relative humidity, background noise, sound pressure level, horizontal and vertical illumination level, carbon dioxide concentration and particulate matter) were evaluated. The assessments were undertaken three times covering ten months, August 2016 to May 2017, which coincided with the three distinct seasons (warm and wet; cool and dry & hot and dry) in Kano. PMV model, as always, failed to predict the thermal conditions of the learning environments. Similarly some of the measured and calculated IEQ parameters, have not met the thresholds specified by the adaptive components of ASHRAE-55, but were in agreement with EN 15251, the respondents expressed their acceptance of their learning environments, subjectively. This is not surprising as these standards were often based on experiments implemented in developed countries, where the severity of the climatic conditions and the culture are dissimilar to sub Saharan Africa. The outcome of the research is hoped to raise awareness of IEQ potentialities among the academia, building industry professionals, building owners, university managers and other education policy makers in the region.
DA - 2018/06//
PY - 2018
DP - Zotero
LA - en
M3 - Doctor of Philosophy
PB - University of Portsmouth
KW - C:Nigeria
KW - _z:class:countries
KW - _z:class:themes
KW - openalex:n:0
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Effects of Ceiling Fans on the Thermal Comfort of Students in Learning Environments of Bayero University, Kano, Nigeria
AU - Ali, Sani Muhammad
AU - D. Martinson, Brett
AU - Al-Maiyah, Sura
T2 - BIMA JOURNAL OF SCIENCE AND TECHNOLOGY (2536-6041)
AB - It is well known that thermal comfort is influenced by major physical parameters; air and radiant temperatures, humidity, and air speed in combination with personal attributes; clothing insulation and activity level. Although temperature is conventionally considered in adaptive thermal comfort model, as the most important physical parameter where cooling is involved, moderate air speed can enhance thermal comfort during higher temperatures. Through convective and evaporative cooling, ceiling fans cool people by causing sweat from the occupant’s body to evaporate. The northern part of Nigeria, being in the tropics, is known for higher temperature regimes for most part of the year. The use of air conditioning to achieve thermal comfort is not sustainable, for economic reasons and the lack of stable electrical energy. Therefore, a majority of naturally ventilated spaces could be kept thermally comfortable with the control of ceiling fans and operable windows. As part of a research work on learning environments in a Northern Nigerian university, this study reports on the effects of ceiling fans on the thermal comfort perception of the students in two lecture theatres. Air speed, air and radiant temperatures, relative humidity were measured, concurrently comfort surveys were undertaken in the spaces, from which activity levels and clothing insulations were obtained. Adaptive thermal comfort standards, ASHRAE 55 and EN 15251, state that thermal comfort can be maintained as air temperature rises with the use of ceiling fans operating at moderate speed. The results show that reductions of 31% and 22% in overheating from the two lecture theatres were realised, as a result of ceiling fans usage, measured by the degree hour’s exceedance indicator. These results were further corroborated by the students’ acceptance of thermal conditions of the lecture theatres at temperatures above Tmax.
DA - 2022/04/30/
PY - 2022
DO - 10.56892/bimajst.v6i01.315
DP - DOI.org (Crossref)
VL - 6
IS - 01
SP - 73
EP - 87
J2 - Bima Journal Of Science and Tecnology
LA - en
SN - 2536-6041
UR - https://journal.gjbeacademia.com/index.php/bimajst/article/view/315
Y2 - 2024/03/26/10:15:29
ER -
TY - CONF
TI - Evaluating indoor environmental performance of laboratories in a Northern Nigerian university: 33rd PLEA International Conference
AU - Ali, Sani Muhammad
AU - Martinson, Brett
AU - Al-Maiyah, Sura
A2 - Brotas, Luisa
A2 - Roaf, Susan
A2 - Nicol, Fergus
AB - Poor environmental comfort in learning spaces can have an impact on the learning capacities of students. It is not unusual to find learning spaces in Nigerian higher institutions in which the indoor environmental qualities do not meet the occupants’ requirements. Despite being in the tropics, where solar radiation is in abundance, Nigerian building industry professionals pay little attention to passive energy utilization. Knowing how buildings perform in the country may appeal to their consciousness in reconsidering this situation. This paper is part of an ongoing study on comfort in higher education facilities involving lecture theatres and laboratories in Bayero University, Kano, Nigeria. Objective and subjective assessments were undertaken during the wet-warm season of August 2016. It reports the assessment conducted on two laboratories, with a view to finding how they perform environmentally in comparison to occupants’ preferences and international comfort standards. Although some of the measured and calculated physical parameters, have not met the thresholds specified by ASHRAE-55 and EN 15251, the respondents expressed their acceptance of the laboratories’ situations subjectively. This is not surprising as these standards are often based on experiments implemented in developed countries, where the severity of the climatic conditions and the culture are dissimilar to sub Saharan Africa.
C3 - Proceedings of 33rd PLEA International Conference
DA - 2017/07/05/
PY - 2017
DP - University of Portsmouth
VL - 1
SP - 591
EP - 598
ST - Evaluating indoor environmental performance of laboratories in a Northern Nigerian university
UR - http://nceub.org.uk/PLEA2017/proceedings/PLEA2017_proceedings_volume_I.pdf
Y2 - 2024/03/26/10:15:06
KW - IEQ
KW - Kano
KW - Nigeria
KW - Predicted Mean Vote
KW - Predicted Percentage of Dissatisfied
ER -
TY - CONF
TI - Effects of ceiling fans on the thermal comfort of students in learning environments of Bayero University, Kano, Nigeria: 18th Windsor Conference
AU - Ali, Sani Muhammad
AU - Martinson, Brett
AU - Al-Maiyah, Sura
AU - Gaterell, Mark
A2 - Brotas, Luisa
A2 - Roaf, Susan
A2 - Nicol, Fergus
A2 - Humphreys, Michael
AB - It is well known that thermal comfort is influenced by major physical parameters; air and radiant temperatures, humidity, and air speed in combination with personal attributes; clothing insulation and activity level. Although temperature is conventionally considered in adaptive thermal comfort model, as the most important physical parameter where cooling is involved, moderate air speed can enhance thermal comfort during higher temperatures. Through convective and evaporative cooling, ceiling fans cool people by causing sweat from the occupant’s body to evaporate. The northern part of Nigeria, being in the tropics, is known for higher temperature regimes for most part of the year. The use of air conditioning to achieve thermal comfort is not sustainable, for economic reasons and the lack of stable electrical energy. Therefore, a majority of naturally ventilated spaces could be kept thermally comfortable with the control of ceiling fans and operable windows. As part of a research work on learning environments in a Northern Nigerian university, this study reports on the effects of ceiling fans on the thermal comfort perception of the students in two lecture theatres. Air speed, air and radiant temperatures, relative humidity were measured, concurrently comfort surveys were undertaken inthe spaces, from which activity levels and clothing insulations were obtained. Adaptive thermal comfort standards, ASHRAE 55 and EN 15251, state that thermal comfort can be maintained as air temperature rises with the use of ceiling fans operating at moderate speed. The results show that reductions of 31% and 22% in overheating from the two lecture theatres were realised, as a result of ceiling fans usage, measured by the degree hour’s exceedance indicator. These results were further corroborated by the students’ acceptance of thermal conditions of the lecture theatres at temperatures above Tmax.
C3 - Proceedings of the 10th Windsor Conference: Rethinking Comfort
DA - 2018/04/30/
PY - 2018
DP - University of Portsmouth
SP - 194
EP - 208
ST - Effects of ceiling fans on the thermal comfort of students in learning environments of Bayero University, Kano, Nigeria
UR - https://windsorconference.com/proceedings/
Y2 - 2024/03/26/10:14:56
KW - Africa
KW - Ceiling fans
KW - overheating
KW - thermal comfort
KW - tropics
ER -
TY - BOOK
TI - Evaluating neutral, preferred and comfort range temperatures and computing adaptive equation for Kano region
AU - Ali, Sani
AU - Martinson, David
AU - Al-Maiyah, Sura
DA - 2020/09/01/
PY - 2020
DP - ResearchGate
ER -
TY - BOOK
TI - Optimization of school network using location-allocation analysis: Case study: Bandung, Indonesia
AU - Alifi, Muhammad Riza
AU - Hayati, Hashri
AU - Supangkat, Suhono
DA - 2017/07/01/
PY - 2017
DP - ResearchGate
SP - 1
ST - Optimization of school network using location-allocation analysis
ER -
TY - CONF
TI - A Review on Adopting Personalized Gamified Experience in the Learning Context
AU - Aljabali, R.N.
AU - Ahmad, N.
AB - Gamification illustrates motivation and encouragement that can be gained by people during using gamified experience. Gamification technology has been successfully applied in several domains including health and fitness, marketing, daily activities and education. It is the strategy which uses heterogeneous game elements within nonentertainment context. As Millennial Generation students have their own needs and preferences, the necessity of having personalized learning is increased recently to boost the effectiveness of the education system. Thus, many researches have investigated how dissimilarities between students can influence their suitable game elements. Since 2010 the published studies on gamification area increased; moreover, some attempts have been made to study the personalization in the gamification model. In this paper, we conducted a review of personalization in gamified learning experience to answer two review questions. We collect, review and synthesize studies related to gamified learning and personalization published from 2010 to 2017. The review strategy included six stages to identify the articles. 13 studies were identified which discussed adopting personalization and gamified learning experience in education. The results show that the studies that apply personalization within gamified learning approach accelerated during the last 3 years. This review reveals the trends in personalization parameters used in the studies, such as student's learning style and personality type. Moreover, most studies have shown high student performance while using the personalized gamified learning experience. © 2018 IEEE.
C3 - IEEE Conf. e-Learn., e-Manag. e-Serv., IC3e
DA - 2019///
PY - 2019
DO - 10.1109/IC3e.2018.8632635
SP - 61
EP - 66
LA - English
PB - Institute of Electrical and Electronics Engineers Inc.
SN - 9781538672631 (ISBN)
UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85062842429&doi=10.1109%2fIC3e.2018.8632635&partnerID=40&md5=4604a66993bb78f218a0851a1c7aa9a7
DB - Scopus
KW - E-learning
KW - Education computing
KW - Education systems
KW - Gamification
KW - Gamified learning
KW - Learning approach
KW - Learning experiences
KW - Personalization
KW - Personalizations
KW - Personalized learning
KW - Student performance
KW - Students
KW - _AcademicRecoveryOECS
ER -
TY - JOUR
TI - Access to educational technology and its implications on learning outcomes of 15-year olds in Saudi Arabia empirical evidence from OECD PISA 2018 in the context of COVID-19
AU - Aljabri, Nayyaf
AU - Bhutoria, Aditi
T2 - Journal of Educational Science
DA - 2020///
PY - 2020
DP - Google Scholar
VL - 6
IS - 1
SP - 367
EP - 400
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Effectiveness of Multimodal Microlearning for In-service Teacher Training
AU - Allela, Melisa Achoko
AU - Ogange, Betty Obura
AU - Junaid, Muhammad Ibn
AU - Charles, Prince Brainard
T2 - Journal of Learning for Development
AB - To meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project.
DA - 2020/11/19/
PY - 2020
DP - jl4d.org
VL - 7
IS - 3
SP - 384
EP - 398
LA - en
SN - 2311-1550
UR - https://jl4d.org/index.php/ejl4d/article/view/387
Y2 - 2020/11/21/13:31:41
KW - _C:Sierra Leone SLE
KW - micro-learning
KW - multi-modal
KW - teacher training
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Approximating the Equilibrium Effects of Informed School Choice
AU - Allende, Claudia
AU - Gallego, Francisco
AU - Nielson, Chistopher
AB - This paper studies the potential small and large scale effects of a policy designed to produce more informed consumers in the market for primary education. We develop and test a personalized information provision intervention that targets families of public Pre-K students entering elementary schools in Chile. Using a randomized control trial, we find that the intervention shifts parents’ choices toward schools with higher average test scores, higher value added, higher prices, and schools that tend to be further from their homes. Tracking students with administrative data, we find that student academic achievement on test scores was approximately 0.2 standard deviations higher among treated families five years after the intervention. To quantitatively gauge how average treatment effects might vary in a scaled up version of this policy, we embed the randomized control trial within a structural model of school choice and competition where price and quality are chosen endogenously and schools face capacity constraints. We use the estimated model of demand and supply to simulate policy effects under different assumptions about equilibrium constraints. In counterfactual simulations, we find that capacity constraints play an important role mitigating the policy effect but in several scenarios, the supply-side response increases quality, which contributes to an overall positive average treatment effect. Finally, we show how the estimated model can inform the design of a large scale experiment such that reduced form estimates can capture equilibrium effects and spillovers.
DA - 2019///
PY - 2019
DP - Zotero
LA - en
KW - Final_citation
KW - cited
KW - existing
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Approximating the Equilibrium Effects of Informed School Choice.
AU - Allende, Claudia
AU - Gallego, Francisco
AU - Nielson, Christopher
DA - 2019///
PY - 2019
UR - https://christopherneilson.github.io/work/documents/SchoolChoiceInfoExp.pdf
KW - ⛔ No DOI found
ER -
TY - BLOG
TI - DFID and FCO merger: Let us learn from our past
AU - Allier-Gagneur, Zoé
T2 - Open Development & Education
AB - On June 16th, UK Prime Minister Boris Johnson announced his decision to the House of Commons to merge the British Department for International Development (DFID) and the Foreign and Commonwealth Office (FCO). This decision is not a complete surprise, given that Mr Johnson openly sought to persuade Theresa May to give him the aid department […]
DA - 2020///
PY - 2020
LA - en
ST - Department for International Development merger with Foreign and Commonwealth Office
UR - https://opendeved.net/2020/06/23/department-for-international-development-merger-with-foreign-and-commonwealth-office/
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Using blended learning to support marginalised adolescent girls’ education: a review of the evidence
AU - Allier-Gagneur, Zoé
AU - Chuang, Rachel
AU - McBurnie, Chris
AU - Haßler, Björn
DA - 2020/07/22/
PY - 2020
LA - English
M3 - Helpdesk Response
PB - EdTech Hub
SN - 25
UR - https://docs.edtechhub.org/lib/H3AI5F3C
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - F: Helpdesk response
KW - H:Blended learning
KW - L:Gender and education
KW - LP: English
KW - _C:Afghanistan AFG
KW - _C:Bangladesh BGD
KW - _C:Brazil BRA
KW - _C:China CHN
KW - _C:Ghana GHA
KW - _C:India IND
KW - _C:Iran IRN
KW - _C:Kenya KEN
KW - _C:Lebanon LBN
KW - _C:Malawi MWI
KW - _C:Malaysia MYS
KW - _C:Nigeria NGA
KW - _C:Russian Federation RUS
KW - _C:Rwanda RWA
KW - _C:Saudi Arabia SAU
KW - _C:Senegal SEN
KW - _C:Sierra Leone SLE
KW - _C:South Africa ZAF
KW - _C:Turkey TUR
KW - _C:Uganda UGA
KW - _C:United States USA
KW - _C:Zimbabwe ZWE
KW - __C:filed:1
KW - __C:scheme:1
KW - _bjoern_cv
KW - _genre:LR-literature_review
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play?
AU - Allier-Gagneur, Zoe
AU - McBurnie, Chris
AU - Haßler, Björn
AU - Chuang, Rachel
CY - Cambridge, UK
DA - 2020/05//
PY - 2020
LA - EN
M3 - EdTech Hub Helpdesk Response
PB - EdTech Hub
SN - 10B
ST - Characteristics of effective teacher education in low- and middle-income countries
UR - https://docs.edtechhub.org/lib/R9VVKUH5
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _C:Australia AUS
KW - _C:Bangladesh BGD
KW - _C:Benin BEN
KW - _C:Botswana BWA
KW - _C:Brazil BRA
KW - _C:Burundi BDI
KW - _C:China CHN
KW - _C:Congo XCO
KW - _C:Congo, Democratic Republic COD
KW - _C:Ghana GHA
KW - _C:India IND
KW - _C:Indonesia IDN
KW - _C:Ireland IRL
KW - _C:Jordan JOR
KW - _C:Kenya KEN
KW - _C:Malawi MWI
KW - _C:Myanmar MMR
KW - _C:New Zealand NZL
KW - _C:Niger NER
KW - _C:Nigeria NGA
KW - _C:Pakistan PAK
KW - _C:Paraguay PRY
KW - _C:Portugal PRT
KW - _C:Rwanda RWA
KW - _C:Sierra Leone SLE
KW - _C:South Africa ZAF
KW - _C:Spain ESP
KW - _C:Sri Lanka LKA
KW - _C:State of Palestine PSE
KW - _C:Tanzania TZA
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Zambia ZMB
KW - _C:Zimbabwe ZWE
KW - __C:filed:1
KW - __C:scheme:1
KW - _bjoern_cv
KW - _forthcoming
KW - _r:ImportedToMyEducationEvidence
KW - _yl:h
KW - _zenodoODE
KW - docs.opendeved.net
ER -
TY - RPRT
TI - Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning
AU - Allier-Gagneur, Zoé
AU - Moss Coflan, Caitlin
T2 - EdTech Hub Helpdesk Response
CY - Cambridge, UK; Washington D.C.
DA - 2020/06/14/
PY - 2020
PB - EdTech Hub
SN - 14
KW - F: Helpdesk response
KW - L:Gender and education
KW - L:Out-of-school populations
KW - LP: English
KW - _C:Afghanistan AFG
KW - _C:Bangladesh BGD
KW - _C:Bhutan BTN
KW - _C:Burkina Faso BFA
KW - _C:Burundi BDI
KW - _C:Cambodia KHM
KW - _C:Colombia COL
KW - _C:Congo XCO
KW - _C:Congo, Democratic Republic COD
KW - _C:Congo, Republic COG
KW - _C:El Salvador SLV
KW - _C:France FRA
KW - _C:Kenya KEN
KW - _C:Kyrgyzstan KGZ
KW - _C:Lebanon LBN
KW - _C:Maldives MDV
KW - _C:Mexico MEX
KW - _C:Nepal NPL
KW - _C:Nigeria NGA
KW - _C:Peru PER
KW - _C:Sierra Leone SLE
KW - _C:Somaliland XSMLD
KW - _C:South Africa ZAF
KW - _C:South Sudan SSD
KW - _C:Spain ESP
KW - _C:Sudan SDN
KW - _C:Zimbabwe ZWE
KW - _EdTechHub_Output
KW - __C:filed:1
KW - __C:scheme:1
KW - _cover:v1
KW - _r:ImportedToMyEducationEvidence
KW - _zenodoETH
KW - docs.opendeved.net
KW - dode_eth-src-dode
ER -
TY - RPRT
TI - Guidance note on using implementation research in education
AU - Allison, C.
T2 - Building Evidence in Education (BE2)
DA - 2023///
PY - 2023
PB - London: Foreign, Commonwealth & Development Office, prepared for Building Evidence in Education (BE2)
UR - https://www.edu-links.org/sites/default/files/media/file/Guidance_Note_on_Using_Implementation_Research_in_Education.pdf
ER -
TY - JOUR
TI - Trends and Topics in Educational Technology, 2023 Edition
AU - Allman, Bohdana
AU - Kimmons, Royce
AU - Rosenberg, Joshua
AU - Dash, Monalisa
T2 - Techtrends
DA - 2023///
PY - 2023
DO - 10.1007/s11528-023-00840-2
DP - PubMed Central
VL - 67
IS - 3
SP - 583
EP - 591
J2 - TechTrends
LA - en
SN - 8756-3894
UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10075169/
Y2 - 2024/01/26/20:58:13
KW - Final_citation
KW - anystyle
KW - existing
ER -
TY - THES
TI - Factors influencing female undergraduate students' acceptance of, and motivation to, use tablet computers for learning
AU - Alomary, Azza
DA - 2017///
PY - 2017
DP - Google Scholar
M3 - PhD Thesis
PB - University of Southampton
KW - _C:Australia AUS
KW - _C:Belgium BEL
KW - _C:Botswana BWA
KW - _C:Brazil BRA
KW - _C:Canada CAN
KW - _C:China CHN
KW - _C:Cuba CUB
KW - _C:Ecuador ECU
KW - _C:Egypt EGY
KW - _C:Finland FIN
KW - _C:France FRA
KW - _C:Germany DEU
KW - _C:Ghana GHA
KW - _C:India IND
KW - _C:Indonesia IDN
KW - _C:Iran IRN
KW - _C:Japan JPN
KW - _C:Jordan JOR
KW - _C:Korea, Republic KOR
KW - _C:Lebanon LBN
KW - _C:Libya LBY
KW - _C:Malaysia MYS
KW - _C:Netherlands NLD
KW - _C:New Zealand NZL
KW - _C:Nigeria NGA
KW - _C:Pakistan PAK
KW - _C:Philippines PHL
KW - _C:Saudi Arabia SAU
KW - _C:Singapore SGP
KW - _C:South Africa ZAF
KW - _C:Spain ESP
KW - _C:Turkey TUR
KW - _C:United Arab Emirates ARE
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - RPRT
TI - The Impact of COVID-19 on Gender Equality
AU - Alon, Titan
AU - Doepke, Matthias
AU - Olmstead-Rumsey, Jane
AU - Tertilt, Michèle
AB - The economic downturn caused by the current COVID-19 outbreak has substantial implications for gender equality, both during the downturn and the subsequent recovery. Compared to “regular” recessions, which affect men’s employment more severely than women’s employment, the employment drop related to social distancing measures has a large impact on sectors with high female employment shares. In addition, closures of schools and daycare centers have massively increased child care needs, which has a particularly large impact on working mothers. The effects of the crisis on working mothers are likely to be persistent, due to high returns to experience in the labor market. Beyond the immediate crisis, there are opposing forces which may ultimately promote gender equality in the labor market. First, businesses are rapidly adopting flexible work arrangements, which are likely to persist. Second, there are also many fathers who now have to take primary responsibility for child care, which may erode social norms that currently lead to a lopsided distribution of the division of labor in house work and child care.
DA - 2020/04//
PY - 2020
DP - National Bureau of Economic Research
M3 - Working Paper
PB - National Bureau of Economic Research
SN - 26947
UR - http://www.nber.org/papers/w26947
Y2 - 2020/08/12/16:51:19
ER -
TY - JOUR
TI - Taking Advantage of Students’ Passion for Apps in Sustainability and CSR Teaching
AU - Alonso-Martínez, Daniel
AU - Jiménez-Parra, Beatriz
AU - González-Álvarez, Nuria
AU - Godos-Díez, José-Luis
AU - Cabeza-García, Laura
T2 - Sustainability
DA - 2019///
PY - 2019
DO - 10.3390/su11030779
DP - Google Scholar
VL - 11
IS - 3
SP - 779
KW - _C:Brazil BRA
KW - _C:Israel ISR
KW - _C:Japan JPN
KW - _C:Netherlands NLD
KW - _C:Spain ESP
KW - _C:Switzerland CHE
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - ELEC
TI - Education is having its ‘Netflix’ moment as a result of the coronavirus pandemic
AU - “Alphagrid”
AB - Education is having its ‘Netflix’ moment as a result of the coronavirus pandemic
UR - ./education-is-having-its-netflix-moment-as-a-result-of-the-coronavirus-pandemic.html
Y2 - 2020/09/04/15:29:58
ER -
TY - RPRT
TI - Engaging Girls with E-Learning: A curated list of good practices
AU - AlSheikh Theeb, Thaer
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2022/01/08/
PY - 2022
LA - en
M3 - Helpdesk Response
PB - EdTech Hub
SN - 34
UR - https://docs.edtechhub.org/lib/PXUQJZTH
KW - Helpdesk Response
KW - _r:AddedByZotZen
ER -
TY - RPRT
TI - Examples, Good Practices and Recommendations for Engaging Girls in Sudan With E-learning
AU - AlSheikh Theeb, Thaer
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2021/10/17/
PY - 2021
LA - en
M3 - Helpdesk Response
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/TSND6EBB
KW - Helpdesk Response
KW - _r:AddedByZotZen
ER -
TY - RPRT
TI - Guidance on Community Mobilisation for Girls’ Education
AU - AlSheikh Theeb, Thaer
AU - McGinty, Sara
AU - Obaid, Rasha
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2022/03/30/
PY - 2022
LA - en
M3 - Helpdesk Response
PB - EdTech Hub
SN - 39
UR - https://docs.edtechhub.org/lib/FVSQD8MB
KW - F: Helpdesk response
KW - _r:AddedByZotZen
ER -
TY - RPRT
TI - Guidance on Pre-Assessment for Establishing E-Learning Centres
AU - AlSheikh Theeb, Thaer
AU - McGinty, Sara
AU - Obaid, Rasha
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2022/01/02/
PY - 2022
LA - en
M3 - Helpdesk Response
PB - EdTech Hub
SN - 38
UR - https://docs.edtechhub.org/lib/DPWSAA9Z
KW - _r:AddedByZotZen
ER -
TY - JOUR
TI - How students digitally age: by gaining or losing?
AU - Altan, Bilge Aslan
AU - Karalar, Halit
T2 - İlköğretim Online
DA - 2018///
PY - 2018
DP - Google Scholar
VL - 17
IS - 2
ST - How students digitally age
KW - _C:Iceland ISL
KW - _C:India IND
KW - _C:Iran IRN
KW - _C:Turkey TUR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - How students digitally age: by gaining or losing? Öğrenciler teknoloji ile nasıl büyüyor: kazanarak mı kaybederek mi?
AU - Altan, Bilge Aslan
AU - Karalar, Halit
T2 - Elementary Education Online
DA - 2018///
PY - 2018
DP - Google Scholar
VL - 17
IS - 2
SP - 738
EP - 749
ST - How students digitally age
KW - _C:Iceland ISL
KW - _C:India IND
KW - _C:Iran IRN
KW - _C:Turkey TUR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - BLOG
TI - Mapping Schools with Artificial Intelligence
AU - Altaweel, Mark
T2 - GIS Lounge
AB - Researchers are using AI to map schools in countries where many schools are undocumented so as to connect children with schools.
DA - 2021/04/07/T17:46:17-07:00
PY - 2021
LA - en-US
UR - https://www.gislounge.com/mapping-schools-with-artificial-intelligence/
Y2 - 2021/05/08/17:44:13
ER -
TY - JOUR
TI - Architecture of Sysperanto: a model-based ontology of the is field
AU - Alter, S.
T2 - Communications of the Association for Information Systems
DA - 2005///
PY - 2005
VL - 15
IS - 1
SP - 1
EP - 40
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Pedagogical renewal in sub‐Saharan Africa: the case of Uganda
AU - Altinyelken, Hülya K.
T2 - Comparative Education
DA - 2010/05//
PY - 2010
DO - 10.1080/03050061003775454
DP - DOI.org (Crossref)
VL - 46
IS - 2
SP - 151
EP - 171
J2 - Comparative Education
LA - en
SN - 0305-0068, 1360-0486
ST - Pedagogical renewal in sub‐Saharan Africa
UR - http://www.tandfonline.com/doi/abs/10.1080/03050061003775454
Y2 - 2020/05/16/16:36:26
KW - C:sub-Saharan Africa
KW - _C:Australia AUS
KW - _C:Botswana BWA
KW - _C:Cuba CUB
KW - _C:Egypt EGY
KW - _C:Ethiopia ETH
KW - _C:France FRA
KW - _C:Gabon GAB
KW - _C:Gambia GMB
KW - _C:Ghana GHA
KW - _C:Kenya KEN
KW - _C:Mali MLI
KW - _C:Mauritius MUS
KW - _C:Namibia NAM
KW - _C:Netherlands NLD
KW - _C:South Africa ZAF
KW - _C:Tanzania TZA
KW - _C:Tibet XTIBT
KW - _C:Turkey TUR
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Generating research questions through problematization
AU - Alvesson, M
AU - Sandberg, J
T2 - Academy of Management Review
DA - 2011///
PY - 2011
VL - 36
IS - 2
SP - 247
EP - 271
LA - en
KW - ❓ Multiple DOI
ER -
TY - THES
TI - ROAPA–Repositório de Objetos de Aprendizagem para o ensino de pesca e aquicultura
AU - Alvim, Silvio José Trindade
AU - others
AB - The use of technology in education has experienced a number of changes. The use of the computer as a learning tool promoter is a constant challenge for educators. The creation, classification and maintenance of digital materials with educational content are laborious but essential tasks for the good use of technologies of information and communication in education, in various levels of education. In this context, the work that follows is intended to propose the creation of a reference model for implementation of a Learning Object Repository (LOR) as well as outlining a production process of these objects and choosing a team based on roles and responsibilities modeled in the process. As methodological approach was made a literature review on the subject. Conceptual maps were used to support the planning of the repository model. For choosing the set of metadata used in the model was made a Systematic Review of Literature (SRL) and after these steps the initial software interface has been validated through a survey instrument using the Likert scale for evaluation of non-functional software requirements applied to a group of educators and students of the academic community of IFES Campus Piúma. It is expected that the model will serve as a subsidy for the implementation of a repository for use by technical courses of Aquaculture and Fisheries of aforementioned campus, allowing the search and use of digital educational materials for teachers and students, in a simply and efficiently way
CY - Brazil
DA - 2016///
PY - 2016
LA - Portuguese
M3 - Master's Thesis
PB - Universidade Federal Rural do Rio de Janeiro
UR - https://tede.ufrrj.br/jspui/handle/jspui/2117
Y2 - 2018/09/11/00:00:00
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - CC:Brazil
KW - CLL:pt
KW - OER
KW - publicImportV1
ER -
TY - JOUR
TI - Predicting academic success in higher education: literature review and best practices
AU - Alyahyan, Eyman
AU - Düştegör, Dilek
T2 - International Journal of Educational Technology in Higher Education
AB - Student success plays a vital role in educational institutions, as it is often used as a metric for the institution’s performance. Early detection of students at risk, along with preventive measures, can drastically improve their success. Lately, machine learning techniques have been extensively used for prediction purpose. While there is a plethora of success stories in the literature, these techniques are mainly accessible to “computer science”, or more precisely, “artificial intelligence” literate educators. Indeed, the effective and efficient application of data mining methods entail many decisions, ranging from how to define student’s success, through which student attributes to focus on, up to which machine learning method is more appropriate to the given problem. This study aims to provide a step-by-step set of guidelines for educators willing to apply data mining techniques to predict student success. For this, the literature has been reviewed, and the state-of-the-art has been compiled into a systematic process, where possible decisions and parameters are comprehensively covered and explained along with arguments. This study will provide to educators an easier access to data mining techniques, enabling all the potential of their application to the field of education.
DA - 2020/02/10/
PY - 2020
DO - 10.1186/s41239-020-0177-7
DP - Springer Link
VL - 17
IS - 1
SP - 3
J2 - Int J Educ Technol High Educ
LA - en
SN - 2365-9440
ST - Predicting academic success in higher education
UR - https://doi.org/10.1186/s41239-020-0177-7
Y2 - 2022/04/05/20:30:38
ER -
TY - JOUR
TI - Acceptabilité des technologies d'apprentissage mobile: le cas des tablettes
AU - Amadieu, Franck
AU - Mulet, Julie
AU - Van der Linden, Jan
AU - Lombard, Jordan
AU - Van De Leemput, Cécile
DA - 2019///
PY - 2019
DP - Google Scholar
ST - Acceptabilité des technologies d'apprentissage mobile
KW - _C:Australia AUS
KW - _C:Canada CAN
KW - _C:Cyprus CYP
KW - _C:France FRA
KW - _C:Jordan JOR
KW - _C:Malaysia MYS
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
AU - Amarante
DA - 2013///
PY - 2013
KW - auto_merged
ER -
TY - JOUR
TI - Teenage School Attendance and Cash Transfers: An Impact Evaluation of PANES
AU - Amarante, Verónica
AU - Ferrando, Mery
AU - Vigorito, Andrea
T2 - Economía
DA - 2013///
PY - 2013
VL - 14
SP - 61
EP - 96
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Challenges of community- directed treatment with ivermectin (CDTI) within the African Programme for Onchocerciasis Control (APOC
AU - AMAZIGO, U.V.B.R.I.E.G.E.R.
AU - W.R., K.A.T.A.B.A.R.W.A.M.
AU - Akogun, Oladele B
AU - M., N.T.E.P.
AU - BOATIN, B.
AU - N’DOYO, J.
AU - NOMA, M.
AU - A, S.E.K.E.T.E.L.I.
T2 - Annals of Tropical Medicine and Parasitology
DA - 2002///
PY - 2002
VL - l
IS - 1
SP - 41
EP - 58
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Challenges facing technical and vocational education in Ghana
AU - Amedorme, SK
AU - Fiagbe, YAK
T2 - International Journal of Scientific & Technology Research
AB - Abstract : Technical and vocational education and training (TVET) in Ghana is facing a number of challenges. The problems ranging from the limited number of technical institutes available in the country, lack of facilities and materials for training students, inadequate technical teachers or facilitators, limited number of training institutions for technical teachers and difficulty in career progression to the negative public attitudes and perceptions towards technical and vocational education and training in Ghana. In this paper, these challenges confronting TVET and the pertinent issues are discussed with the aim of recommending ways of addressing them.
DA - 2013///
PY - 2013
LA - en
UR - http://www.ijstr.org/paper-references.php?ref=IJSTR-0613-6625
AN - UTI-FEB94723-6149-368E-A748-AA7A44905482
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:T
KW - T:TVET
KW - T:training needs
KW - _C:Ghana GHA
KW - __C:filed:1
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Mathematical problem solving and mathematical connections abilities of students with accelerated learning cycle
AU - Amelia, S.
T2 - International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia
AB - This quasi-experimental research examines the abilities of mathematical problem solving and mathematical connections through the application of Accelerated Learning Cycle. The samples of research were 63 students of seventh grade students in Riau Province, which were divided into an experimental group and a control group. The research instruments were mathematical problem solving and mathematical connection abilities test, and the data were analyzed using Mann-Whitney and two ways ANOVA test. The results of this study indicate that there was a significant effect of Accelerated Learning Cycle on the overall students’ mathematical problem solving and connection skills (p = 0,000; p <0.050) and in all categories of KAM, except both of two categories on mathematical connections ability, high (p = 0.349; p <0.050) and middle (p = 0.100; p <0.050), did not significantly differ. In the problem solving and mathematical connections abilities of students, there was no difference between the categories of KAM and there was no interaction betw een learning and mathematical ability.
DA - 2018/12/01/
PY - 2018
DP - science.conference.upi.edu
VL - 3
SP - 573
EP - 577
LA - en
SN - 2655-3252
UR - http://science.conference.upi.edu/proceeding/index.php/ICMScE/article/view/31
Y2 - 2020/06/19/05:43:26
KW - Experimental
KW - HQ
KW - LMIC
KW - Math
KW - _AcademicRecoveryOECS
KW - content
KW - pedagogy
KW - quant
KW - quasi-experimental
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Evidence on Programmes that have Supported School Return for Disadvantaged Adolescent Girls
AU - Amenya, Donvan
AB - This paper collates evidence on promising programmes that have supported school return for disadvantaged out-of-school girls in Rwanda and in other comparable low-and-middle-income country contexts. The review found evidence showing that interventions that address financial barriers which keep girls out of school delivered through cash transfers, stipends/fee waivers, and girls only scholarships can be effective in enhancing school return for disadvantaged girls. In addition, there is a strong evidence base showing that multi-faceted programmes that integrate health education, foundational skill training, vocational training, and financial literacy are effective in supporting school return for disadvantaged adolescent girls. While results from systematic reviews show that girls clubs can be effective in supporting school retention for disadvantaged girls, there is limited evidence on effectiveness of clubs in supporting school return for disadvantaged girls. The review found very limited evidence on effectiveness of financial and multi-faceted interventions in supporting school return for disadvantaged girls with disabilities.
DA - 2022/05/17/
PY - 2022
DP - DOI.org (Crossref)
LA - en
PB - Institute of Development Studies
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17708
Y2 - 2022/12/18/18:09:01
ER -
TY - JOUR
TI - Evidence on Programmes that have Supported School Return for Disadvantaged Adolescent Girls
AU - Amenya, Donvan
AB - This paper collates evidence on promising programmes that have supported school return for disadvantaged out-of-school girls in Rwanda and in other comparable low-and-middle-income country contexts. The review found evidence showing that interventions that address financial barriers which keep girls out of school delivered through cash transfers, stipends/fee waivers, and girls only scholarships can be effective in enhancing school return for disadvantaged girls. In addition, there is a strong evidence base showing that multi-faceted programmes that integrate health education, foundational skill training, vocational training, and financial literacy are effective in supporting school return for disadvantaged adolescent girls. While results from systematic reviews show that girls clubs can be effective in supporting school retention for disadvantaged girls, there is limited evidence on effectiveness of clubs in supporting school return for disadvantaged girls. The review found very limited evidence on effectiveness of financial and multi-faceted interventions in supporting school return for disadvantaged girls with disabilities.
DA - 2022/05/17/
PY - 2022
DO - 10.19088/K4D.2022.128
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17708
Y2 - 2022/12/18/18:14:40
ER -
TY - JOUR
TI - Project Name St. Lucia-OECS Education Development Project
AU - America, Region Latin
AU - Region, Caribbean
AU - Sector, E. S.
AU - Basseterre, St Kitts
AU - Jules, Didacus
DP - Google Scholar
KW - ⛔ No DOI found
ER -
TY - ELEC
TI - Innovative Designs | Sequential, Multiple Assignment, Randomized Trial
AU - American Institute for Research
DA - 2018///
PY - 2018
UR - https://optimizingoutcomes.air.org/innovative-designs.php
Y2 - 2022/12/21/23:18:19
ER -
TY - ELEC
TI - Rapid-Cycle Evaluations
AU - American Institute for Research
DA - 2018///
PY - 2018
UR - https://optimizingoutcomes.air.org/rapid-cycle.php
Y2 - 2022/12/21/22:02:34
ER -
TY - ELEC
TI - Sequential, Multiple Assignment, Randomized Trial
AU - American Institute for Research
DA - 2018///
PY - 2018
UR - https://optimizingoutcomes.air.org/innovative-designs.php
Y2 - 2022/12/21/23:18:19
KW - Final_citation
KW - cited
KW - existing
ER -
TY - ELEC
TI - Community | Safe Supportive Learning
AU - American Institutes for Research
T2 - National Center on Safe Supportive Learning Environments
DA - 2021///
PY - 2021
UR - https://safesupportivelearning.ed.gov/training-technical-assistance/roles/community
Y2 - 2021/03/26/23:07:14
ER -
TY - JOUR
TI - Conducting a systematic review in six weeks – experiences with and evaluation of an intensive team pilot project
AU - Ames, Heather
AU - Kornør, Hege
AU - Evensen, Line Holtet
AU - Lidal, Ingeborg Beate
AU - Hafstad, Elisabet
AU - Hestevik, Christine Hillestad
AU - Jardim, Patricia Sofia Jacobsen
AU - Hval, Gyri
T2 - Research Square (Research Square)
AB - Abstract Background Evidence synthesis organisations worldwide are trying to meet commissioners’ need for rapid responses to their evidence synthesis commissions. In this project we piloted an intensive process, working to complete an evidence synthesis within six-weeks, rather than the standard lead time of 4-6 months. There were three objectives: 1) To develop a plan for and conduct an evidence synthesis in six weeks or less (“intensive pilot”) 2) To register time used for the intensive pilot 3) To evaluate the intensive pilot process and identify barriers, facilitators, learning points, areas for improvement or future implementation ideas. Methods The two project teams divided the pilot into three phases: Pre-planning, planning and intensive. During the pre-planning phase commissions were identified and researchers were recruited. During the planning phase the team interacted with the commissioner, completed the evidence synthesis protocol, and planned how they were going to work together during the intensive phase. During the intensive phase the team implemented their plan and completed the evidence synthesis they were assigned. We held reflective meetings and kept evaluator notes throughout the process. Results The team was able to achieve the project objectives. They developed and implemented a plan for conducting an evidence synthesis in six weeks. They registered their times use. During the pilot process the team reflected on and evaluated the process itself to identify barriers, facilitators, learning points, areas for improvement or future implementation ideas. The involved researchers preferred working in this intensive way. They felt that time use was more effective, and they were more focused. However, there are implications for project leadership and implementation that should be considered before implementing an intensive approach in future evidence synthesis projects. Conclusions The involved researchers preferred working intensively with one evidence synthesis over being involved with many projects at the same time. They felt that time use was more effective, and they were able to complete the tasks in a focused way. However, there are several implications for project management, leadership and further implementation that should be considered before implementing an intensive approach in future evidence syntheses.
CN - openalex: W4383371218
DA - 2023/07/06/
PY - 2023
DO - 10.21203/rs.3.rs-3058440/v1
SP - -
UR - https://doi.org/10.21203/rs.3.rs-3058440/v1
KW - openalex:citedBy
KW - openalex:import
KW - selected_for:effects of climate ch...on learning...LMICs 2024
KW - tagged
ER -
TY - JOUR
TI - Analysis of Rural-Based Pre-Service Teachers Spatial-Visualisation Skills in Problem Solving in Vector Calculus Using MATLAB
AU - Amevor, Godfred
AU - Bayaga, Anass
AU - Bosse, Michael
T2 - International Journal of Emerging Technologies in Learning (iJET)
DA - 2021/05/25/
PY - 2021
DO - 10.3991/ijet.v16i10.19269
VL - 16
J2 - International Journal of Emerging Technologies in Learning (iJET)
KW - Final_citation
KW - cited
KW - existing
ER -
TY - CHAP
TI - Who Benefits from the Public Good? How OER Is Contributing to the Private Appropriation of the Educational Commons
AU - Amiel, Tel
AU - ter Haar, Ewout
AU - Vieira, Miguel Said
AU - Soares, Tiago Chagas
T2 - Radical Solutions and Open Science: An Open Approach to Boost Higher Education
A2 - Burgos, Daniel
T3 - Lecture Notes in Educational Technology
AB - The idea of Open Educational Resources (OER) has a history and is embedded in social contexts that influence its practice. To get a handle on tensions between different conceptualizations of “open” we discuss some of the battles surrounding the usage of the term. We note the origin of the concept of OER and how the emergence of the OER movement fits into the discourse of educational improvements through technologies and techniques. We argue that there is a relation between an uncritical stance toward technology and the appropriation of education activities by private oligopolies, a phenomenon that could be mitigated by a larger awareness of recent history and current sociotechnical analysis. We point out how these dilemmas play out in the Brazilian context of the implementation of OER in public policies and conclude by mentioning some programs and projects that point to the way forward.
CY - Singapore
DA - 2020///
PY - 2020
DP - Springer Link
SP - 69
EP - 89
LA - en
PB - Springer
SN - 9789811542763
ST - Who Benefits from the Public Good?
UR - https://doi.org/10.1007/978-981-15-4276-3_5
Y2 - 2022/10/24/03:19:52
KW - Open education
KW - Open educational resources
KW - Private sector
ER -
TY - JOUR
TI - A Review Of The Job Satisfaction Theory For Special Education Perspective
AU - Amin, Farah Azaliney Binti Mohd
AU - Al, Et
T2 - Turkish Journal of Computer and Mathematics Education (TURCOMAT)
AB - Job satisfaction reflects a positive feeling towards the task performed. Through this value of job satisfaction, an individual will feel confident and enthusiastic in every job undertaken. In the field of education, of course the discussion is focused on the job satisfaction of teachers because the main role in the delivery of knowledge in schools is the teachers. Even in special education specifically, job satisfaction is very important in increasing the accauntibility of special education teachers as well as motivating themselves to continue to dedicate themselves to religion, race and country. The discussion of job satisfaction, has been explained in several theories that can be linked to special education. This study was conducted to examine the previous theories related to teacher job satisfaction which can be referenced by teachers.
DA - 2021/05/10/
PY - 2021
DP - turcomat.org
VL - 12
IS - 11
SP - 5224
EP - 5228
LA - en
SN - 1309-4653
UR - https://turcomat.org/index.php/turkbilmat/article/view/6737
Y2 - 2022/04/05/20:22:08
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Spatial Distribution of Soil Cationic Micronutrients along Rainfall Gradient in Sorghum-Based Cropping System in Sudano Sahelian Zone of Nigeria. ISSN: 2350-0328
AU - Amin, M.A.
AU - Omar, G.
AU - Tudunwada, I.Y.
T2 - International Journal of Advanced Research in Science, Engineering and Technology
DA - 2019///
PY - 2019
VL - 6
IS - ue 1
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Sierra Leone Teachers Union: Labor in a Post-Conflict Society
AU - Amman, John
AU - O'Donnell, James
T2 - WorkingUSA
AB - The Sierra Leone Teachers Union (SLTU) has long played an important role in the country's education system and its labor movement. With more than 30,000 members, the SLTU is the largest and perhaps the most powerful union in Sierra Leone today. Nonetheless, the union struggles with challenges unheard of in developed countries. It represents teachers in an education system that was ravished by its eleven-year civil war (1991 to 2002). Not only are working conditions extremely difficult for teachers (classroom overcrowding, lack of educational materials, low pay, and often late pay), the union must negotiate union agreements with the Ministry of Education, which itself has no direct influence on the nation's coffers. Sierra Leone's Ministry of Finance and more importantly, the International Monetary Fund set policies that directly impact the quality of Sierra Leone's education system and its teachers.
DA - 2011///
PY - 2011
DO - 10.1111/j.1743-4580.2011.00320.x
DP - Wiley Online Library
VL - 14
IS - 1
SP - 57
EP - 71
LA - en
SN - 1743-4580
ST - The Sierra Leone Teachers Union
UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1743-4580.2011.00320.x
Y2 - 2020/12/15/17:25:42
KW - _C:Sierra Leone SLE
ER -
TY - JOUR
TI - THE SIERRA LEONE TEACHERS UNION: LABOR IN A POST-CONFLICT SOCIETY: AMMAN AND O'DONNELL: THE SIERRA LEONE TEACHERS UNION
AU - Amman, John
AU - O'Donnell, James
T2 - WorkingUSA
DA - 2011/03//
PY - 2011
DO - 10.1111/j.1743-4580.2011.00320.x
DP - DOI.org (Crossref)
VL - 14
IS - 1
SP - 57
EP - 71
LA - en
SN - 10897011
ST - THE SIERRA LEONE TEACHERS UNION
UR - https://onlinelibrary.wiley.com/doi/10.1111/j.1743-4580.2011.00320.x
Y2 - 2022/12/25/00:50:16
KW - _C:Sierra Leone SLE
ER -
TY - JOUR
TI - Health impact assessment and climate change: A scoping review
AU - Ammann, Priska
AU - Dietler, Dominik
AU - Winkler, Mirko S.
T2 - The Journal of Climate Change and Health
AB - Climate change has various adverse impacts on public health, ranging from heat-related illness to an increased risk of undernutrition in low-income countries. Health impact assessment (HIA) has been advocated as a valuable tool to systematically identify and quantify the effects of climate change on public health and to inform and evaluate the impact of disease-specific adaptation measures as well as health co-benefits of mitigation measures. We conducted a scoping review to map out peer-reviewed literature on HIA in the context of climate change. Web of Science, Scopus and PubMed were searched without language or time restriction. Publications were included in the full text screening that presented or discussed the application of HIA for investigating health impacts of climate change, or associated adaptation and mitigation measures. In total, 76 peer-reviewed publications from 26 countries were included and characterized. There was a paucity of studies on HIA in the context of climate change from low- and middle-income countries. The most investigated climate change effects were related to temperature and air-pollution. Consequently, associated health impacts, such as respiratory or cardiovascular morbidity and mortality, were examined most frequently. Research-driven HIAs with a quantitative methodological approach were the predominant choice to assess health impacts of climate change. Only one in five publications applied a classical step-by-step HIA approach. While quantitative assessment of health impacts associated with climate change seems to be a well established field of research, the few publications applying a step-by-step HIA approach to systematically anticipate potential health impacts of climate change in a given context point at a missed opportunity for strengthening intersectoral collaboration to maximize health (co-) benefits of climate mitigation and adaptation measures. To promote the use of step-by-step HIA in regions that are most affected by climate change, HIA teaching and training efforts are urgently needed.
CN - openalex: W3197500705
DA - 2021/08/01/
PY - 2021
DO - 10.1016/j.joclim.2021.100045
VL - 3
SP - 100045
EP - 100045
SN - 2667-2782
UR - https://doi.org/10.1016/j.joclim.2021.100045
KW - openalex:citedBy
KW - openalex:import
KW - selected_for:effects of climate ch...on learning...LMICs 2024
KW - tagged
ER -
TY - JOUR
TI - Assessing a Remedial Intervention Programme in Developing the Planning Skills of Grade 4 and 5 Learners
AU - Amod, Zaytoon
AU - Heafield, Deidré
AU - Seabi, Joseph
T2 - International Journal of Disability, Development and Education
AB - The search for assessment procedures that are more fair and useful have led to the investigation of alternatives to traditional forms of intellectual assessment. This study explored an alternative which combined a dynamic assessment approach with the Planning, Attention, Simultaneous and Successive Processing (PASS) model of cognitive processing. The aim was to investigate the effectiveness of a planning intervention programme based on Feuerstein's criteria for Mediated Learning Experience (MLE) with a group of Grade 4 and 5 remedial school learners who presented with a range of barriers to learning. Twenty six learners were assigned to the experimental group and 25 to the control group. The results showed that there was a significant improvement in the experimental group's Planning Scale score on the Cognitive Assessment System, following the intervention. These results imply that children often have far greater potential than is realised and that intentional mediation can help to enhance cognitive functioning and assist in further developing children's learning potential.
DA - 2018///
PY - 2018
DO - 10.1080/1034912X.2017.1406067
VL - 65
IS - 4
SP - 421
EP - 441
UR - https://www.researchgate.net/profile/Joseph_Seabi/publication/327727864_Assessing_a_Remedial_Intervention_Programme_in_Developing_the_Planning_Skills_of_Grade_4_and_5_Learners/links/5ba0f5b692851ca9ed12d1bc/Assessing-a-Remedial-Intervention-Programme-in-Developing-the-Planning-Skills-of-Grade-4-and-5-Learners.pdf
KW - _Added to LR
KW - _G:reviewed
ER -
TY - JOUR
TI - Best Practice for Scaling Up Efforts to Improve English Language Skills
AU - Amonoo-Kuafi, Esi Fenyiwa
AB - This rapid review drew primarily on academic and grey literature published in the last 10 years. Presently, there is a paucity of literature which explores comparable national experiences of implementing large‐scale English language programs and which provide: (i) documentation of the critical components and conditions of the programme designs that affect the likelihood of successfully transitioning from pilot to scale; (ii) review of the design, deployment, and effectiveness of each pilot programme; and (iii) the scale, design, duration, enabling conditions, and initial effectiveness results of the scaled language programmes. The most insightful case study from which there are several recommendations for future language programmes was that of the English in Action (EIA) programme in Bangladesh. Many of the recommendations from this study are listed above and expanded upon in Section 4 of this report. This report is organised into six sections. Section 1 provided an overview of the report findings; Section 2 seeks to give a brief review of some of the background literature on language acquisition and language practice; Section 3 then considers scaling up of national programmes – firstly with an overview of the main lessons regarding scaling up, then looking at lessons learnt for scaling up education programmes more generally; Section 4 focus is on lessons specifically learnt from English language programmes; Section 5 provides the full list of references used.
DA - 2019/02/21/
PY - 2019
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14444
Y2 - 2022/12/18/18:13:27
KW - ⛔ No DOI found
ER -
TY - CONF
TI - ClassBeacons: Designing Distributed Visualization of Teachers' Physical Proximity in the Classroom
AU - An, Pengcheng
AU - Bakker, Saskia
AU - Ordanovski, Sara
AU - Taconis, Ruurd
AU - Eggen, Berry
T3 - TEI '18
AB - As necessary for creating a learner-centered environment, nowadays teachers are expected to be more mindful about their proximity distribution: how to spend time in different locations of the classroom with individual learners. However feedback on this is only given to teachers by experts after classroom observation. In this paper we present the design and evaluation of ClassBeacons, a novel ambient information system that visualizes teachers' physical proximity through tangible devices distributed over the classroom. An expert review and a field evaluation with eight secondary school teachers were conducted to explore potential values of such a system and gather user experiences. Results revealed rich insights into how the system could influence teaching and learning, as well as how a distributed display can be seamlessly integrated into teachers' routines.
C1 - New York, NY, USA
C3 - Proceedings of the Twelfth International Conference on Tangible, Embedded, and Embodied Interaction
DA - 2018/03/18/
PY - 2018
DO - 10.1145/3173225.3173243
DP - ACM Digital Library
SP - 357
EP - 367
PB - Association for Computing Machinery
SN - 978-1-4503-5568-1
ST - ClassBeacons
UR - https://doi.org/10.1145/3173225.3173243
Y2 - 2021/03/07/00:00:00
KW - ambient information system
KW - classroom
KW - distributed display
KW - learner-centered education
KW - teacher proximity
ER -
TY - CHAP
TI - New modes of teacher pre-service training and professional support
AU - Anamuah-Mensah, Jophus
AU - Banks, Frank
AU - Moon, Bob
AU - Wolfenden, Freda
T2 - Teacher education and the challenge of development: a global analysis
A2 - Moon, Bob
CY - Abingdon
DA - 2012///
PY - 2012
SP - 201
EP - 211
PB - Routledge
SN - 978-1-136-20580-4
UR - http://oro.open.ac.uk/31520/
KW - Economic development -- Effect of education on -- Developing countries.
KW - Teachers -- Training of -- Developing countries.
KW - Teaching -- Developing countries.
ER -
TY - JOUR
TI - Positioning large language model artificial intelligence tools within discourse analysis: Opportunities, challenges and ethical considerations
AU - Anand, Pranit
AU - Li, Dongmei
AU - Keen, Joel
AU - Henrickson, Leah
T2 - ASCILITE Publications
DA - 2023///
PY - 2023
DO - 10.14742/apubs.2023.524
DP - Google Scholar
ST - Positioning large language model artificial intelligence tools within discourse analysis
UR - http://publications.ascilite.org/index.php/APUB/article/view/524
Y2 - 2024/02/23/17:11:15
ER -
TY - JOUR
TI - 21st Century Skills and Competences for New Millennium Learners in OECD Countries,
AU - Ananiadou, K
AU - Claro M
T2 - OECD Education Working Papers
DA - 2009///
PY - 2009
DO - 10.1787/218525261154
VL - 41
ER -
TY - JOUR
TI - Uncertainty Analysis of Climate Change Impacts on Flood Frequency by Using Hybrid Machine Learning Methods
AU - Anaraki, Mahdi Valikhan
AU - Farzin, Saeed
AU - Mousavi, Sayed-Farhad
AU - Karami, Hojat
T2 - Water Resources Management
DA - 2021/01//
PY - 2021
DO - 10.1007/s11269-020-02719-w
DP - DOI.org (Crossref)
VL - 35
IS - 1
SP - 199
EP - 223
J2 - Water Resour Manage
LA - en
SN - 0920-4741, 1573-1650
UR - http://link.springer.com/10.1007/s11269-020-02719-w
Y2 - 2024/02/24/11:10:12
ER -
TY - JOUR
TI - Publication rate and citation counts for preprints released during the COVID-19 pandemic: the good, the bad and the ugly
AU - Añazco, Diego
AU - Nicolalde, Bryan
AU - Espinosa, Isabel
AU - Camacho, Jose
AU - Mushtaq, Mariam
AU - Gimenez, Jimena
AU - Teran, Enrique
T2 - PeerJ
AB - Background Preprints are preliminary reports that have not been peer-reviewed. In December 2019, a novel coronavirus appeared in China, and since then, scientific production, including preprints, has drastically increased. In this study, we intend to evaluate how often preprints about COVID-19 were published in scholarly journals and cited. Methods We searched the iSearch COVID-19 portfolio to identify all preprints related to COVID-19 posted on bioRxiv, medRxiv, and Research Square from January 1, 2020, to May 31, 2020. We used a custom-designed program to obtain metadata using the Crossref public API. After that, we determined the publication rate and made comparisons based on citation counts using non-parametric methods. Also, we compared the publication rate, citation counts, and time interval from posting on a preprint server to publication in a scholarly journal among the three different preprint servers. Results Our sample included 5,061 preprints, out of which 288 were published in scholarly journals and 4,773 remained unpublished (publication rate of 5.7%). We found that articles published in scholarly journals had a significantly higher total citation count than unpublished preprints within our sample (p < 0.001), and that preprints that were eventually published had a higher citation count as preprints when compared to unpublished preprints (p < 0.001). As well, we found that published preprints had a significantly higher citation count after publication in a scholarly journal compared to as a preprint (p < 0.001). Our results also show that medRxiv had the highest publication rate, while bioRxiv had the highest citation count and shortest time interval from posting on a preprint server to publication in a scholarly journal. Conclusions We found a remarkably low publication rate for preprints within our sample, despite accelerated time to publication by multiple scholarly journals. These findings could be partially attributed to the unprecedented surge in scientific production observed during the COVID-19 pandemic, which might saturate reviewing and editing processes in scholarly journals. However, our findings show that preprints had a significantly lower scientific impact, which might suggest that some preprints have lower quality and will not be able to endure peer-reviewing processes to be published in a peer-reviewed journal.
DA - 2021/03/03/
PY - 2021
DO - 10.7717/peerj.10927
DP - peerj.com
VL - 9
SP - e10927
J2 - PeerJ
LA - en
SN - 2167-8359
ST - Publication rate and citation counts for preprints released during the COVID-19 pandemic
UR - https://peerj.com/articles/10927
Y2 - 2021/10/05/18:36:12
ER -
TY - JOUR
TI - Comparative Education Review Guide to Searching for World Literature 2021
AU - Anderson-Levitt, Kathryn
T2 - Comparative Education Review
DA - 2021/11//
PY - 2021
DO - 10.1086/716415
DP - journals.uchicago.edu (Atypon)
VL - 65
IS - 4
SP - 807
EP - 816
SN - 0010-4086
UR - https://www.journals.uchicago.edu/doi/abs/10.1086/716415
Y2 - 2022/04/18/11:21:43
ER -
TY - BLOG
TI - Building resilience in education to the impact of climate change
AU - Anderson, Allison
T2 - Brookings
AB - The Bahamas and other countries can learn from work in Nepal to keep learners safe by reducing disaster risk to natural and manmade disasters.
DA - 2019/09/17/T14:47:49+00:00
PY - 2019
LA - en-US
UR - https://www.brookings.edu/blog/education-plus-development/2019/09/17/building-resilience-in-education-to-the-impact-of-climate-change/
Y2 - 2020/09/08/14:31:28
ER -
TY - CONF
TI - Brainwash: a data system for feature engineering
AU - Anderson, M.R.
AU - Antenucci, D.
AU - Bittorf, V.
C1 - Asilomar, CA
C3 - Proceedings of the biennial conference on innovative data systems research, 2013
DA - 2013///
PY - 2013
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - On the Ventilation performance of low momentum confluent jets supply device in a classroom
AU - Andersson, Harald
AU - Kabanshi, Alan
AU - Cehlin, Mathias
AU - Moshfegh, Bahram
T2 - Energies
DA - 2020///
PY - 2020
DO - 10.3390/en13205415
DP - Google Scholar
VL - 13
IS - 20
SP - 5415
KW - BE:RELEVANT
ER -
TY - JOUR
TI - Report Cards: The Impact of Providing School and Child Test Scores on Educational Markets.
AU - Andrabi, Tahir
AU - Das, Jishnu
AU - Khwaja, Asim Ijaz
T2 - American Economic Review
DA - 2017///
PY - 2017
DO - 10.1257/aer.20140774
VL - 107
SP - 1535
EP - 63
UR - https://www.aeaweb.org/articles
ER -
TY - THES
TI - A transição escola-trabalho em Cabo Verde: os sentidos da formação profissional para os jovens de baixa renda
AU - Andrade, Maria Odete dos Reis de
AU - others
DA - 2009///
PY - 2009
LA - Portuguese
M3 - PhD Thesis
PB - Universidade de São Paulo
UR - http://www.teses.usp.br/teses/disponiveis/48/48134/tde-31082010-095830/publico/MARIA_ODETE.pdf
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - C:Cape Verde
KW - CLL:pt
KW - publicImportV1
ER -
TY - JOUR
TI - Impacts Two Years After a Scalable Early Childhood Development Intervention to Increase Psychosocial Stimulation in the Home: A Follow-Up of a Cluster Randomised Controlled Trial in Colombia.
AU - Andrew, A.
AU - Attanasio, O.
AU - Fitzsimons, E.
AU - Grantham-McGregor, S.
AU - Meghir, C.
AU - Rubio-Codina, M.
T2 - PLoS Med 15
DA - 2018///
PY - 2018
DO - 10.1371/journal.pmed.1002556
SP - 1002556
UR - https://doi.org/10.1371/journal.pmed.1002556
ER -
TY - JOUR
TI - Effects of a Scalable Home‐Visiting Intervention on Child Development in Slums of Urban India: Evidence from a Randomised Controlled Trial.
AU - Andrew, Alison
AU - Attanasio, Orazio
AU - Augsburg, Britta
AU - Day, Monimalika
AU - Grantham‐McGregor, Sally
AU - Meghir, Costas
AU - Mehrin, Fardina
AU - Pahwa, Smriti
AU - Rubio‐Codina, Marta
T2 - Journal of Child Psychology and Psychiatry
AB - Background An estimated 63.4 million Indian children under 5 years are at risk of poor development. Home visits that use a structured curriculum to help caregivers enhance the quality of the home stimulation environment improve developmental outcomes. However, achieving effectiveness in poor urban contexts through scalable models remains challenging. Methods Using a cluster randomised controlled trial, we evaluated a psychosocial stimulation intervention, comprising weekly home visits for 18 months, in urban slums of Cuttack, Odisha, India. The intervention is complementary to existing early childhood services in India and was run and managed through a local branch of a national NGO. The study ran from August 2013 to July 2015. We enrolled 421 children aged 10–20 months from 54 slums. Slums were randomised to intervention or control. Primary outcomes were children's cognitive, receptive language, expressive language and fine motor development assessed using the Bayley-III. Prespecified intent-to-treat analysis investigated impacts and heterogeneity by gender. Trial registrations: ISRCTN89476603, AEARCTR-0000169. Results Endline data for 378 (89.8%) children were analysed. Attrition was balanced between groups. We found improvements of 0.349 of a standard deviation (SD; p = .005, stepdown p = .017) to cognition while impacts on receptive language, expressive language and fine motor development were, respectively, 0.224 SD (p = .099, stepdown p = .184), 0.192 SD (p = .085, stepdown p = .184) and 0.111 (p = .385, stepdown p = .385). A child development factor improved by 0.301 SD (p = .032). Benefits were larger for boys. The quality of the home stimulation environment also improved. Conclusions This study shows that a potentially scalable home-visiting intervention is effective in poor urban areas.
DA - 2020///
PY - 2020
DO - 10.1111/jcpp.13171
VL - 61
IS - 6
SP - 644
EP - 652
LA - en
SN - 1469-7610
ST - Effects of a scalable home-visiting intervention on child development in slums of urban India
UR - https://acamh.onlinelibrary.wiley.com/doi/full/10.1111/jcpp.13171
KW - Child development
KW - home visiting
KW - parent–child interaction
ER -
TY - JOUR
TI - Understanding Progress in the 2020/21 Academic Year - Complete findings from the spring term Oct-2021
AU - Andrews, Jon
DP - Zotero
SP - 113
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Advisory Group membership
AU - Andrews, Keith
DP - Zotero
SP - 152
LA - en
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Building State Capability: Evidence, Analysis, Action
AU - Andrews, Matt
AU - Pritchett, Lant
AU - Woolcock, Michael
AB - Governments play a major role in the development process, and constantly introduce reforms and policies to achieve developmental objectives. Many of these interventions have limited impact, however; schools get built but children don't learn, IT systems are introduced but not used, plans are written but not implemented. These achievement deficiencies reveal gaps in capabilities, and weaknesses in the process of building state capability. 00This book addresses these weaknesses and gaps. It starts by providing evidence of the capability shortfalls that currently exist in many countries, showing that many governments lack basic capacities even after decades of reforms and capacity building efforts. The book then analyses this evidence, identifying capability traps that hold many governments back - particularly related to isomorphic mimicry (where governments copy best practice solutions from other countries that make them look more capable even if they are not more capable) and premature load bearing (where governments adopt new mechanisms that they cannot actually make work, given weak extant capacities). The book then describes a process that governments can use to escape these capability traps.
DA - 2017///
PY - 2017
DP - Open WorldCat
ET - 1
LA - English
PB - Oxford University Press
SN - 978-0-19-874748-2 978-0-19-880718-6
ST - Building state capability
UR - http://dx.doi.org/10.1093/acprof:oso/9780198747482.001.0001
Y2 - 2019/05/22/11:16:19
ER -
TY - JOUR
TI - Escaping Capability Traps Through Problem Driven Iterative Adaptation (PDIA)
AU - Andrews, Matt
AU - Pritchett, Lant
AU - Woolcock, Michael
AB - Many reform initiatives in developing countries fail to achieve sustained improvements in performance because they are merely isomorphic mimicry—that is, governments and organizations pretend to reform by changing what policies or organizations look like rather than what they actually do. The flow of development resources and legitimacy without demonstrated improvements in performance, however, undermines the impetus for effective action to build state capability or improve performance. This dynamic facilitates ‗capability traps‘ in which state capability stagnates, or even deteriorates, over long periods of time despite governments remaining engaged in developmental rhetoric and continuing to receive development resources. How can countries escape capability traps? We propose an approach, Problem-Driven Iterative Adaptation (PDIA), based on four core principles, each of which stands in sharp contrast with the standard approaches. First, PDIA focuses on solving locally nominated and defined problems in performance (as opposed to transplanting pre-conceived and packaged ―best practice‖ solutions). Second, it seeks to create an ‗authorizing environment‘ for decision-making that encourages ‗positive deviance‘ and experimentation (as opposed to designing projects and programs and then requiring agents to implement them exactly as designed). Third, it embeds this experimentation in tight feedback loops that facilitate rapid experiential learning (as opposed to enduring long lag times in learning from ex post ―evaluation‖). Fourth, it actively engages broad sets of agents to ensure that reforms are viable, legitimate, relevant and supportable (as opposed to a narrow set of external experts promoting the ―top down‖ diffusion of innovation).
DO - 10.1016/j.worlddev.2013.05.011
DP - Zotero
SP - 28
LA - en
KW - ___duplicate_item
ER -
TY - ELEC
TI - Escaping Capability Traps through Problem Driven Iterative Adaptation (PDIA)
AU - Andrews, Matt
AU - Pritchett, Lant
AU - Woolcock, Michael
DA - 2012///
PY - 2012
KW - ___duplicate_item
ER -
TY - JOUR
TI - The Influence of The Transformational Leadership and Work Motivation on Teachers Performance
AU - Andriani, Septi
AU - Kesumawati, Nila
AU - Kristiawan, Muhammad
T2 - International Journal of Scientific & Technology Research
AB - This study aimed at determing the effect of transformational leadership and work motivation on teachers performance. This research used quantitative method with correlational research type. The research population were 790 teachers of SMK Negeri in Palembang. The sample of research were 193 teachers. Sampling technique in this research was cluster sampling (area sampling). Data collection technique was questionnaires. Data were analyzed using correlation and multiple regression analysis technique. The results showed that (1) transformational leadership has a positive and significant effect on the teachers performance SMK Negeri in Palembang; (2) work motivation has a positive and significant effect on the teachers performance of SMK Negeri in Palembang; and (3) transformational leadership and work motivation have a positive and significant influence on the teachers performance of SMK Negeri in Palembang.
DA - 2018/07/20/
PY - 2018
DP - ResearchGate
VL - 7
SP - 19
EP - 29
J2 - International Journal of Scientific & Technology Research
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Student Version of the Teacher–Student Relationship Inventory (S-TSRI): Development, Validation and Invariance
AU - Ang, Rebecca P.
AU - Ong, Soo Lin
AU - Li, Xiang
T2 - Frontiers in Psychology
AB - There is limited knowledge concerning children’s relationships with their teachers, and specifically, we lack a suitable, culturally appropriate measurement instrument for assessing the teacher-student relationship from the student’s perspective in Asia. This study used attachment theory as a theoretical framework to understand teacher-student relationships. Using a dataset from the Ministry of Education (MOE) of Singapore, the authors developed and validated a student version of the Teacher-Student Relationship Inventory (S-TSRI), with good psychometric properties for Singaporean children. The three-factor S-TSRI model comprising the factors satisfaction, instrumental help, and conflict was first established by exploratory factor analysis (EFA) and confirmed by confirmatory factor analysis (CFA). Through subsequent multigroup CFAs, we found that the factorial invariance was supported across gender, grade levels, and students of different academic levels, represented by the pass and fail groups. The structural model was tested in the total, pass, and fail groups. For the total and pass groups, the factors satisfaction and instrumental help showed significant positive relationships with a sense of school belonging, and negative or non-significant relationships with aggression. The conflict factor showed a weaker negative or non-significant relationship with a sense of school belonging, and a positive relationship with aggression. For the fail group, identical results were obtained with one exception; this was discussed in light of the fail group having a different needs profile. Findings from this study show that the 14-item S-TSRI measure has robust psychometric properties and yields scores that are reliable and valid in this large sample of primary school students from Singapore.
DA - 2020///
PY - 2020
DO - 10.3389/fpsyg.2020.01724
DP - Frontiers
VL - 11
SN - 1664-1078
ST - Student Version of the Teacher–Student Relationship Inventory (S-TSRI)
UR - https://www.frontiersin.org/article/10.3389/fpsyg.2020.01724
Y2 - 2022/04/01/12:00:22
ER -
TY - JOUR
TI - An overview of national AI strategies and policies
AU - Angela, ATTREY
DA - 2021///
PY - 2021
DP - Zotero
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Does teacher training affect pupil learning? Evidence from matched comparisons in Jerusalem public schools
AU - Angrist, J.
AU - Lavy, V.
T2 - Journal of Labor Economics
DA - 2001///
PY - 2001
DO - 10.1086/319564
VL - 19
IS - 2
SP - 343
EP - 369
UR - https://doi.org/10.1086/319564.
ER -
TY - THES
TI - Essays in development economics, human capital and external validity
AU - Angrist, N.
AB - This thesis comprises three papers under the overarching theme of external validity – a question of how the effectiveness of interventions or policies translate across contexts. I focus on interventions that aim to improve human capital, specifically health and education, in developing countries. To address the topic of external validity, we need comparable interventions and outcomes as well as identification of causal mechanisms that drive intervention effectiveness across contexts. My three papers contribute to each aspect. Two of my papers focus on constructing and comparing outcomes to measure education and human capital globally. In a third paper, I conduct a large-scale randomized controlled trial of a sex education intervention in Botswana in a third of the country. This trial builds on a prior trial showing a similar intervention reduced teenage pregnancy by 28% in Kenya ten years prior. The study in Botswana provides replicable evidence across contexts, showing reductions in pregnancy of up to 40%. The trial also deepens understanding of the underlying mechanism driving behavior by testing novel dimensions, such as the degree to which the messenger delivering the sex education message matters. I find the messenger makes-or-breaks the intervention: while near-peer educators reduce pregnancy, government teachers have a null effect and appear to induce a teenage rebellion response. This contrast is striking, suggesting that an underexplored dimension on which external validity turns – the messenger – might matter more than dimensions which traditionally get more attention, such as time and geography.
DA - 2020/01/01/T00:00:00Z
PY - 2020
DP - ora.ox.ac.uk
LA - en
M3 - http://purl.org/dc/dcmitype/Text
PB - University of Oxford
UR - https://ora.ox.ac.uk/objects/uuid:bd3906cf-fb3e-428a-b7db-c43bb9d63f3f
Y2 - 2021/05/19/15:07:25
ER -
TY - RPRT
TI - Measuring Human Capital. Policy Research Working Paper
AU - Angrist, N.
AU - Djankov, S.
AU - Goldberg, P.K.
AU - Patrinos, H.A.
DA - 2019///
PY - 2019
M3 - Policy Research Working Paper
UR - http://documents1.worldbank.org/curated/en/540801550153933986/pdf/Measuring-Human-Capital.pdf
ER -
TY - GEN
TI - Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana
AU - Angrist, Noam
AU - Bergman, Peter
AU - Brewster, Caton
AU - Matsheng, Moitshepi
AB - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for differential attrition. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system.
CY - Rochester, NY
DA - 2020/07/29/
PY - 2020
DO - 10.2139/ssrn.3663098
DP - Social Science Research Network
LA - en
ST - Stemming Learning Loss During the Pandemic
UR - https://papers.ssrn.com/abstract=3663098
Y2 - 2022/12/14/00:58:12
KW - Education
KW - Final_citation
KW - Human Capital
KW - Technology
KW - cited
KW - existing
ER -
TY - JOUR
TI - Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana
AU - Angrist, Noam
AU - Bergman, Peter
AU - Brewster, Caton
AU - Matsheng, Moitshepi
T2 - SSRN Electronic Journal
AB - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system.
DA - 2020/07/29/
PY - 2020
DO - 10.2139/ssrn.3663098
DP - DOI.org (Crossref)
J2 - SSRN Journal
LA - en
SN - 1556-5068
ST - Stemming Learning Loss During the Pandemic
UR - https://www.ssrn.com/abstract=3663098
Y2 - 2020/08/12/14:30:03
KW - Education
KW - Human Capital
KW - Technology
KW - _COVID_DEAA-List
KW - __C:filed:1
ER -
TY - JOUR
TI - Practical lessons for phone-based assessments of learning
AU - Angrist, Noam
AU - Bergman, Peter
AU - Evans, David K.
AU - Hares, Susannah
AU - Jukes, Matthew C. H.
AU - Letsomo, Thato
T2 - BMJ Global Health
AB - School closures affecting more than 1.5 billion children are designed to prevent the spread of current public health risks from the COVID-19 pandemic, but they simultaneously introduce new short-term and long-term health risks through lost education. Measuring these effects in real time is critical to inform effective public health responses, and remote phone-based approaches are one of the only viable options with extreme social distancing in place. However, both the health and education literature are sparse on guidance for phone-based assessments. In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary practical lessons to guide researchers and service providers as they try phone-based learning assessments. We provide preliminary evidence that phone-based assessments can accurately capture basic numeracy skills. We provide guidance to help teams (1) ensure that children are not put at risk, (2) test the reliability and validity of phone-based measures, (3) use simple instructions and practice items to ensure the assessment is focused on the target skill, not general language and test-taking skills, (4) adapt the items from oral assessments that will be most effective in phone-based assessments, (5) keep assessments brief while still gathering meaningful learning data, (6) use effective strategies to encourage respondents to pick up the phone, (7) build rapport with adult caregivers and youth respondents, (8) choose the most cost-effective medium and (9) account for potential bias in samples.
DA - 2020/07/01/
PY - 2020
DO - 10.1136/bmjgh-2020-003030
DP - gh.bmj.com
VL - 5
IS - 7
SP - e003030
LA - en
SN - 2059-7908
UR - https://gh.bmj.com/content/5/7/e003030
Y2 - 2020/08/12/16:57:13
KW - __C:filed:1
KW - health economics
KW - health services research
KW - public health
ER -
TY - JOUR
TI - Experimental evidence on learning using low-tech when school is out
AU - Angrist, Noam
AU - Bergman, Peter
AU - Matsheng, Moitshepi
T2 - Nature Human Behaviour
AB - School closures occurred extensively during the COVID-19 pandemic, and occur in other settings, such as teacher strikes and natural disasters. The cost of school closures has proven to be substantial, particularly for households of lower socioeconomic status, but little evidence exists on how to mitigate these learning losses. This paper provides experimental evidence on strategies to support learning when schools close. We conduct a large-scale randomized trial testing two low-technology interventions—SMS messages and phone calls—with parents to support their child in Botswana. The combined treatment improves learning by 0.12 standard deviations, which translates to 0.89 standard deviations of learning per US$100, ranking among the most cost-effective interventions to improve learning. We develop remote assessment innovations, which show robust learning outcomes. Our findings have immediate policy relevance and long-run implications for the role of technology and parents to support education provision during school disruptions.
DA - 2022/07//
PY - 2022
DO - 10.1038/s41562-022-01381-z
DP - www.nature.com
VL - 6
IS - 7
SP - 941
EP - 950
J2 - Nat Hum Behav
LA - en
SN - 2397-3374
UR - https://www.nature.com/articles/s41562-022-01381-z
Y2 - 2024/03/13/04:21:57
KW - Development studies
KW - Economics
KW - Education
KW - Final_citation
ER -
TY - GEN
TI - School’s Out: Experimental Evidence on Limiting Learning Loss Using “Low-Tech” in a Pandemic
AU - Angrist, Noam
AU - Bergman, Peter
AU - Matsheng, Moitshepi
AB - Schools closed extensively during the COVID-19 pandemic and occur in other settings, such as teacher strikes and natural disasters. This paper provides some of the first experimental evidence on strategies to minimize learning loss when schools close. We run a randomized trial of low-technology interventions – SMS messages and phone calls – with parents to support their child. The combined treatment cost-effectively improves learning by 0.12 standard deviations. We develop remote assessment innovations, which show robust learning outcomes. Our findings have immediate policy relevance and long-run implications for the role of technology and parents as partial educational substitutes when schooling is disrupted.
DA - 2020/12//
PY - 2020
DO - 10.3386/w28205
DP - National Bureau of Economic Research
PB - National Bureau of Economic Research
ST - School’s Out
UR - https://www.nber.org/papers/w28205
Y2 - 2022/11/24/12:08:51
ER -
TY - JOUR
TI - Building back better to avert a learning catastrophe: Estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery
AU - Angrist, Noam
AU - de Barros, Andreas
AU - Bhula, Radhika
AU - Chakera, Shiraz
AU - Cummiskey, Chris
AU - DeStefano, Joseph
AU - Floretta, John
AU - Kaffenberger, Michelle
AU - Piper, Benjamin
AU - Stern, Jonathan
T2 - International Journal of Educational Development
AB - We model learning losses due to the COVID-19 pandemic and the potential for cost-effective strategies to build back better. Data from Early Grade Reading Assessments in Ethiopia, Kenya, Liberia, Tanzania, and Uganda suggest half to over a year’s worth of learning loss. In modeling losses over time, we found that learning deficits for a child in grade 3 could lead to 2.8 years of lost learning by grade 10. While COVID-19 has stymied learning, bold, learning-focused reform consistent with the literature reviewed in this paper—specifically reform on targeted instruction and structured pedagogy—could improve learning even beyond pre-COVID-19 levels.
DA - 2021/07/01/
PY - 2021
DO - 10.1016/j.ijedudev.2021.102397
DP - ScienceDirect
VL - 84
SP - 102397
J2 - International Journal of Educational Development
LA - en
SN - 0738-0593
ST - Building back better to avert a learning catastrophe
UR - https://www.sciencedirect.com/science/article/pii/S073805932100050X
Y2 - 2021/05/10/20:09:37
KW - COVID-19
KW - Education
KW - Foundational skills
KW - Learning loss
KW - Recovery
ER -
TY - RPRT
TI - How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions Using the New Learning-Adjusted Years of Schooling Metric
AU - Angrist, Noam
AU - Evans, David K
AU - Filmer, Deon
AU - Glennerster, Rachel
AU - Rogers, F Halsey
AU - Sabarwal, Shwetlena
CY - Washington, D.C.
DA - 2020///
PY - 2020
DP - Zotero
SP - 48
LA - en
M3 - Working Paper
PB - World Bank
UR - http://documents1.worldbank.org/curated/en/801901603314530125/pdf/How-to-Improve-Education-Outcomes-Most-Efficiently-A-Comparison-of-150-Interventions-Using-the-New-Learning-Adjusted-Years-of-Schooling-Metric.pdf
KW - ___duplicate_item
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - How to improve education outcomes most efficiently? A Comparison of 150 interventions using the new Learning-Adjusted Years of Schooling metric
AU - Angrist, Noam
AU - Evans, David K.
AU - Filmer, Deon
AU - Glennerster, Rachel
AU - Rogers, F. Halsey
AU - Sabarwal, Shwetlena
DA - 2020///
PY - 2020
DO - 10.1596/1813-9450-9450
DP - Google Scholar
ST - How to improve education outcomes most efficiently?
KW - ___duplicate_item
ER -
TY - RPRT
TI - How to improve education outcomes most efficiently? A comparison of 150 interventions using the new Learning-Adjusted Years of Schooling metric
AU - Angrist, Noam
AU - Evans, David K.
AU - Filmer, Deon
AU - Glennerster, Rachel
AU - Rogers, F. Halsey
AU - Sabarwal, Shwetlena
T2 - Policy Research Working Papers
AB - Many low- and middle-income countries lag far behind high-income countries in educational access and student learning. Limited resources mean that policymakers must make tough choices about which investments to make to improve education. Although hundreds of education interventions have been rigorously evaluated, making comparisons between the results is challenging. Some studies report changes in years of schooling; others report changes in learning. Standard deviations, the metric typically used to report learning gains, measure gains relative to a local distribution of test scores. This metric makes it hard to judge if the gain is worth the cost in absolute terms. This paper proposes using learning-adjusted years of schooling (LAYS)—which combines access and quality and compares gains to an absolute, cross-country standard—as a new metric for reporting gains from education interventions. The paper applies LAYS to compare the effectiveness (and cost-effectiveness, where cost is available) of interventions from 150 impact evaluations across 46 countries. The results show that some of the most cost-effective programs deliver the equivalent of three additional years of high-quality schooling (that is, schooling at quality comparable to the highest-performing education systems) for just $100 per child—compared with zero years for other classes of interventions.
DA - 2020/10/21/
PY - 2020
DP - DOI.org (Crossref)
LA - en
PB - The World Bank
SN - 9450
ST - How to Improve Education Outcomes Most Efficiently?
UR - https://openknowledge.worldbank.org/bitstream/handle/10986/34658/How-to-Improve-Education-Outcomes-Most-Efficiently-A-Comparison-of-150-Interventions-Using-the-New-Learning-Adjusted-Years-of-Schooling-Metric.pdf?sequence=1&isAllowed=y
Y2 - 2021/01/19/18:37:16
KW - ___working_potential_duplicate
ER -
TY - BOOK
TI - How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions using the New Learning-Adjusted Years of Schooling Metric
AU - Angrist, Noam
AU - Evans, David K.
AU - Filmer, Deon
AU - Glennerster, Rachel
AU - Rogers, F. Halsey
AU - Sabarwal, Shwetlena
T2 - Policy Research Working Papers
DA - 2020/10/21/
PY - 2020
DP - DOI.org (Crossref)
LA - en
PB - The World Bank
ST - How to Improve Education Outcomes Most Efficiently?
UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9450
Y2 - 2022/11/24/12:04:11
ER -
TY - JOUR
TI - Revealing a safer sex option to reduce HIV risk: a cluster-randomized trial in Botswana
AU - Angrist, Noam
AU - Matshaba, Mogomotsi
AU - Gabaitiri, Lesego
AU - Anabwani, Gabriel
T2 - BMC Public Health
AB - 1.8 million new HIV infections occur every year, disproportionately affecting adolescent girls and young women. Abstinence-only risk avoidance approaches have had limited impact on reducing new infections. This cluster-randomized trial examines a risk reduction approach to curbing risky sex for school-going girls in Botswana.
DA - 2019/05/21/
PY - 2019
DO - 10.1186/s12889-019-6844-8
DP - BioMed Central
VL - 19
IS - 1
SP - 610
J2 - BMC Public Health
SN - 1471-2458
ST - Revealing a safer sex option to reduce HIV risk
UR - https://doi.org/10.1186/s12889-019-6844-8
Y2 - 2021/05/19/15:07:05
KW - Botswana
KW - HIV
KW - Health
KW - Impact evaluation
KW - Risk reduction
KW - School
KW - Sex education
KW - Southern Africa
KW - Teen pregnancy
ER -
TY - THES
TI - Continuing Professional Development (CPD) of Teacher Educators (TEs) within the ecological environment of the island territories of the Organisation of Eastern Caribbean States (OECS)
AU - Antonio, Desiree
DA - 2020///
PY - 2020
DP - Google Scholar
M3 - PhD Thesis
PB - University of Liverpool
ER -
TY - JOUR
TI - Computational literature reviews: method, algorithms, and roadmap
AU - Antons, D.
AU - Breidbach, C.F.
AU - Joshi, A.M.
T2 - Organizational Research Methods
DA - 2021///
PY - 2021
VL - 1094428121991230
LA - id
KW - _Added-ailr-2024
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Big data, big insights? Advancing service innovation and design with machine learning
AU - Antons, D
AU - Breidbach, CF
T2 - Journal of Service Research
DA - 2017///
PY - 2017
DO - 10.1177/1094670517738373
VL - 21
IS - 1
SP - 17
EP - 39
LA - en
KW - _Added-ailr-2024
ER -
TY - THES
TI - Design-based online teacher professional development to introduce integration of STEM in Pakistan
AU - Anwar, Tasneem
AB - In today's global society where innovations spread rapidly, the escalating focus on science, technology, engineering and mathematics (STEM) has quickly intensified in the United States, East Asia and much of Western Europe. Our ever-changing, increasingly global society faces many multidisciplinary problems, and many of the solutions require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts. Thus, there is a critical need to explore the integration of STEM subjects in international education contexts. This dissertation study examined the exploration of integration of STEM in the unique context of Pakistan. This study used three-phase design-based methodological framework derived from McKenney and Reeves (2012) to explore the development of a STEM focused online teacher professional development (oTPD-STEM) and to identify the design features that facilitate teacher learning. The oTPD-STEM program was designed to facilitate eight Pakistani elementary school teachers' exploration of the new idea of STEM integration through both practical and theoretical considerations. This design-based study employed inductive analysis (Strauss and Corbin, 1998) to analyze multiple data sources of interviews, STEM perception responses, reflective learning team conversations, pre-post surveys and artifacts produced in oTPD-STEM. Findings of this study are presented as: (1) design-based decisions for oTPD-STEM, and (2) evolution in understanding of STEM by sharing participant teachers' STEM model for Pakistani context. This study advocates for the potential of school-wide oTPD for interdisciplinary collaboration through support for learner-centered practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
DA - 2017///
PY - 2017
LA - English
M3 - PhD
PB - University of Minnesota
UR - https://conservancy.umn.edu/handle/11299/185626
KW - 0530:Teacher education
KW - 0714:Science education
KW - Attitude Measures
KW - Community of practice
KW - Design
KW - Design-based research
KW - ERIC, Resources in Education (RIE)
KW - Education
KW - Educational Technology
KW - Elementary Education
KW - Elementary School Teachers
KW - Faculty Development
KW - Foreign Countries
KW - Interdisciplinary Approach
KW - Interviews
KW - Models
KW - Online Courses
KW - Online teacher professional development
KW - Pakistan
KW - Reflective practices
KW - STEM Education
KW - Science education
KW - Stem integration
KW - Student Centered Learning
KW - Teacher Attitudes
KW - Teacher education
KW - Technology Uses in Education
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2096054
KW - __finaldtb
ER -
TY - JOUR
TI - Digitalisierung beruflicher Lern- und Arbeitsprozesse. Impulse aus der Bauwirtschaft und anderen gewerblich-technischen Sektoren
AU - Appenrodt, Jan
AU - Becker, Matthias
AU - Böttcher, Sven
AU - Bozkurt, Askim
AU - Dettmann, Kai
AU - Diekmann, Susanne
AU - Dziumbla, Uwe
AU - Ebert, Wolfgang
AU - Falk, Roland
AU - Freytag, Nora-Fabienne
AU - Ganz, Kerstin
AU - Goos, Ulrich
AU - Grochtmann, Thomas
AU - Hagenhofer, Thomas
AU - Hillegeist, Annika
AU - Holle, Hans-Jürgen
AU - Hömann, Karsten
AU - Jenzen, Julia
AU - Kaiser, Matthias
AU - Kirchner, Anja
AU - Korth, Susanne
AU - Kranawetleitner, Tanja
AU - Krebs, Heike
AU - Krümmel, Stefan
AU - Kuri, Norbert
AU - Land, Marvin
AU - Lange, Axel
AU - Lange, Christina
AU - Leikler, Martin
AU - Lindemann, Hans-Jürgen
AU - Mahrin, Bernd
AU - Menner, Marietta
AU - Menzel, Mareike
AU - Mersch, Franz Ferdinand
AU - Milker, Clemens
AU - Niethammer, Manuela
AU - Noichl, Svenja
AU - Pistoll, Diana
AU - Ranke, Hannes
AU - Rendtel, Torsten
AU - Rexing, Volker
AU - Roth, Tina
AU - Schopbach, Holger
AU - Schröder, Thomas
AU - Schulte, Sven
AU - Strating, Harald
AU - Ströhle, Jochen
AU - Wachenbrunner, Torsten
AU - Weitzmann, Markus
AU - Wepner, Kim
AU - Wieczorek, Michael
AU - Wyss, Rolf
AB - The anthology presents current approaches to digitally supported professional learning. The articles provide insights into the dynamic development of the interfaces between gainful employment and vocational training and further education in the context of digitization of work and learning aids. The volume is thus connected to the publication “Berufsbildung am Bau digital” (edited by Bernd Mahrin and Johannes Meyser), which was published in 2019 by the University Press of the Technische Universität Berlin. The first chapter discusses fundamental didactic questions about digitally supported learning and working, including the framework conditions. The second chapter picks contributions on capacity development, standards, and digital tools out as central themes. The third chapter is dedicated to concrete specific solutions with strong practical relevance and high transfer potential for digitized work and learning in the construction sector and in the metal sector. The final fourth chapter presents comprehensive and freely accessible online offers such as a media pool for educational purposes, a learning media database and a hybrid learning system with a virtual 3D building model. The book was created as part of the DigiBAU project - digital vocational learning and working in the field of construction - funded by the German Federal Ministry of Education and Research and the European Social Fund. (DIPF/Orig.)
DA - 2022/04/14/
PY - 2022
DO - 10.25656/01:24378
DP - DOI.org (Datacite)
LA - de
UR - https://www.pedocs.de/frontdoor.php?source_opus=24378
Y2 - 2022/09/09/12:43:32
KW - 370 Education
KW - 370 Erziehung, Schul- und Bildungswesen
KW - Arbeitsprozess
KW - Bauberuf
KW - Bauingenieur
KW - Bautechnik
KW - Bauwirtschaft
KW - Berufliche Fortbildung
KW - Berufsausbildung
KW - Berufsbildung
KW - Berufsbildungszentrum
KW - Career centers
KW - Construction technique
KW - Continuing education
KW - Continuing training
KW - Digitale Medien
KW - Digitalisierung
KW - Digitalization
KW - E-Learning
KW - E-learning
KW - Fachdidaktik
KW - Further education
KW - Gewerblich-technischer Beruf
KW - Holzbau
KW - Learning by playing
KW - Learning process
KW - Lehr-Lern-Prozess
KW - Lernprozess
KW - Media didactics
KW - Mediendidaktik
KW - Metallberuf
KW - Occupation in a trade or technical field
KW - Occupation in the field of construction
KW - Occupational training
KW - On line
KW - Online service
KW - Online-Angebot
KW - Professional training
KW - Specialized didactics
KW - Spielerisches Lernen
KW - Subject didactics
KW - Teaching post
KW - Teaching profession
KW - Teaching-learning process
KW - Virtual learning
KW - Vocational Education
KW - Vocational education and training
KW - Vocational training
KW - Weiterbildung
KW - Working process
KW - auto_merged
KW - Überbetriebliche Ausbildung
ER -
TY - JOUR
TI - Informing the scale-up of Kenya's nursing workforce: A mixed methods study of factors affecting pre-service training capacity and production
AU - Appiagyei, Ashley A.
AU - Kiriinya, Rose N.
AU - Gross, Jessica M.
AU - Wambua, David N.
AU - Oywer, Elizabeth O.
AU - Kamenju, Andrew K.
AU - Higgins, Melinda K.
AU - Riley, Patricia L.
AU - Rogers, Martha F.
T2 - Human Resources for Health
AB - © 2014 Appiagyei et al.; licensee BioMed Central Ltd. Background: Given the global nursing shortage and investments to scale-up the workforce, this study evaluated trends in annual student nurse enrolment, pre-service attrition between enrolment and registration, and factors that influence nurse production in Kenya.Methods: This study used a mixed methods approach with data from the Regulatory Human Resources Information System (tracks initial student enrolment through registration) and the Kenya Health Workforce Information System (tracks deployment and demographic information on licensed nurses) for the quantitative analyses and qualitative data from key informant interviews with nurse training institution educators and/or administrators. Trends in annual student nurse enrolment from 1999 to 2010 were analyzed using regulatory and demographic data. To assess pre-service attrition between training enrolment and registration with the nursing council, data for a cohort that enrolled in training from 1999 to 2004 and completed training by 2010 was analyzed. Multivariate logistic regression was used to test for factors that significantly affected attrition. To assess the capacity of nurse training institutions for scale-up, qualitative data was obtained through key informant interviews.Results: From 1999 to 2010, 23,350 students enrolled in nurse training in Kenya. While annual new student enrolment doubled between 1999 (1,493) and 2010 (3,030), training institutions reported challenges in their capacity to accommodate the increased numbers. Key factors identified by the nursing faculty included congestion at clinical placement sites, limited clinical mentorship by qualified nurses, challenges with faculty recruitment and retention, and inadequate student housing, transportation and classroom space. Pre-service attrition among the cohort that enrolled between 1999 and 2004 and completed training by 2010 was found to be low (6%).Conclusion: To scale-up the nursing workforce in Kenya, concurrent investments in expanding the number of student nurse clinical placement sites, utilizing alternate forms of skills training, hiring more faculty and clinical instructors, and expanding the dormitory and classroom space to accommodate new students are needed to ensure that increases in student enrolment are not at the cost of quality nursing education. Student attrition does not appear to be a concern in Kenya compared to other African countries (10 to 40%).
DA - 2014///
PY - 2014
DO - 10.1186/1478-4491-12-47
LA - en
AN - LOCAL-SCOPUS_ID:84906834010
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:Kenya
KW - CA:AandC
KW - CCZ:Kenya
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:R
KW - CT:T
KW - P:health
KW - P:logistics
KW - P:nurse
KW - P:production
KW - P:services
KW - R:interview
KW - R:mixed method
KW - R:qualitative
KW - R:quantitative
KW - R:regression
KW - T:Training
KW - Z:Nursing workforce
KW - Z:Scale-up
KW - Z:Training
KW - __C:filed:1
KW - publicImportV1
ER -
TY - BLOG
TI - COVID-19 Nonprofit Resources
AU - April 10
AU - email, 2020 jQuery ready{ jQuery on{ e preventDefault; return false; }); }); Share share on twitter share on facebook share on linkedin share on
T2 - Hewlett Foundation
AB - We are compiling resources that may be helpful to our nonprofit partners during this difficult time. Below are links to a selection of COVID-19 resources and curated sites. We will update this list as new information becomes available.
DA - 2020/04/10/T17:23:12+00:00
PY - 2020
LA - en-US
UR - https://hewlett.org/covid-19-nonprofit-resources/
Y2 - 2021/05/28/18:23:50
ER -
TY - BOOK
TI - Augmented Education in the Global Age: Artificial Intelligence and the Future of Learning and Work
A3 - Araya, Daniel
A3 - Marber, Peter
AB - Augmented Education in the Global Age: Artificial Intelligence and the Future of Learning and Work is an edited collection that explores the social impact of Artificial Intelligence over the coming decades, specifically how this emerging technology will transform and disrupt our contemporary institutions. Chapters in this book discuss the history of technological revolutions and consider the anxieties and social challenges of lost occupations, as well as the evolution of new industries overlapping robotics, biotechnology, space exploration, and clean energy. Chapter authors unpack the nature of augmented education, from revamping curriculum and personalizing education, to redesigning workplace learning for an algorithmic era. Ultimately the book discusses policy and planning for an augmented future, arguing that work and learning are undergoing a metamorphosis around creativity and innovation amid a new global era and the race against automating technologies. Bringing together expert perspectives from around the world, this exciting, informative collection of research and analysis helps educators, policymakers and analysts navigate the future of work and learning amid rapid and accelerating technological change.
DA - 2023///
PY - 2023
DP - library.oapen.org
LA - English
PB - Taylor & Francis
ST - Augmented Education in the Global Age
UR - https://library.oapen.org/handle/20.500.12657/61656
Y2 - 2023/09/18/19:20:56
KW - Artificial Intelligence and the Future of Learning and Work
KW - Augmented Education in the Global Age
KW - Daniel Araya
KW - Education
KW - Education administration
KW - Education policy
KW - Peter Marber
KW - bic Book Industry Communication::J Society & social sciences::JH Sociology & anthropology::JHB Sociology
KW - bic Book Industry Communication::J Society & social sciences::JN Education::JNF Educational strategies & policy
KW - bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education
KW - bic Book Industry Communication::J Society & social sciences::JN Education::JNV Educational equipment & technology
KW - computer-aided learning (CAL)
KW - computers and technology
KW - education reform
ER -
TY - JOUR
TI - Transforming the financing of education at the mid-point of the sustainable development goals
AU - Archer, David
T2 - International Journal of Educational Development
DA - 2023///
PY - 2023
DO - 10.1016/j.ijedudev.2023.102931
DP - Google Scholar
VL - 103
SP - 102931
UR - https://www.sciencedirect.com/science/article/pii/S0738059323002079
Y2 - 2024/02/29/14:11:16
KW - Final_citation
ER -
TY - CHAP
TI - Deep Learning and Machine Learning in Hydrological Processes Climate Change and Earth Systems a Systematic Review
AU - Ardabili, Sina
AU - Mosavi, Amir
AU - Dehghani, Majid
AU - Várkonyi-Kóczy, Annamária R.
T2 - Engineering for Sustainable Future
A2 - Várkonyi-Kóczy, Annamária R.
CY - Cham
DA - 2020///
PY - 2020
DP - DOI.org (Crossref)
VL - 101
SP - 52
EP - 62
LA - en
PB - Springer International Publishing
SN - 978-3-030-36840-1 978-3-030-36841-8
UR - http://link.springer.com/10.1007/978-3-030-36841-8_5
Y2 - 2024/02/24/11:09:18
ER -
TY - JOUR
TI - Early childhood environmental education: A systematic review of the research literature
AU - Ardoin, Nicole M.
AU - Bowers, Alison W.
T2 - Educational Research Review
AB - Environmental education focused on the early-childhood years is experiencing dynamic growth in research and practice due to persistent environmental challenges coupled with burgeoning interest in the documented benefits of nature-rich experiences for infants and children. To better understand the landscape of early childhood environmental education (ECEE) pedagogical practices and expected outcomes, we undertook a systematic review of empirical studies of ECEE programs. Focusing on a 25-year span, we surfaced 66 studies that met our inclusion criteria. We found that participants in such programs spanned the early-childhood age range (birth through age eight) with the majority involving three- to six-year-olds in teacher-led, formal (school-like) programs. The primary outcomes documented in our sample studies included environmental literacy development, cognitive development, and social and emotional development. To a lesser extent, the studies addressed physical development and language and literacy development. On balance, our sample of ECEE studies reported strongly positive findings associated with the aforementioned outcomes. The majority emphasized the effectiveness of play-based, nature-rich pedagogical approaches that incorporated movement and social interaction. We include a visualization that synthesizes cross-sample findings with the intention of assisting ECEE practitioners in developing, implementing, and evaluating programs as well as encouraging researchers to further study elements, processes, and theoretical assumptions inherent in them.
DA - 2020/11/01/
PY - 2020
DO - 10.1016/j.edurev.2020.100353
DP - ScienceDirect
VL - 31
SP - 100353
J2 - Educational Research Review
LA - en
SN - 1747-938X
ST - Early childhood environmental education
UR - https://www.sciencedirect.com/science/article/pii/S1747938X19305561
Y2 - 2022/04/05/20:37:08
KW - Early childhood
KW - Environmental education
KW - Forest schools
KW - Nature preschools
KW - Systematic reviews
ER -
TY - JOUR
TI - Environmental education outcomes for conservation: A systematic review
AU - Ardoin, Nicole M.
AU - Bowers, Alison W.
AU - Gaillard, Estelle
T2 - Biological Conservation
AB - Effective environmental education represents more than a unidirectional transfer of information: rather, this suite of tools develops and enhances environmental attitudes, values, and knowledge, as well as builds skills that prepare individuals and communities to collaboratively undertake positive environmental action. Environmental education also facilitates connections between actionable research findings and on-the-ground practices, creating synergistic spaces where stakeholders collaborate to address dynamic environmental issues over time. Because of this commitment to application and iteration, environmental education can result in direct benefits to the environment and address conservation issues concretely. Yet, the path to achieving those tangible impacts can be winding, with robust data documenting changes challenging to produce. To better understand the research-implementation spaces where those environmental education outcomes occur, are measured, and are reported, we undertook a systematic review of research on environmental education's contributions to conservation and environmental quality outcomes. Given the variation in research designs and data, we used a mixed-methods approach to the review; analysis of the 105 resulting studies documented strongly positive environmental education outcomes overall and highlighted productive research-implementation spaces. Chi-square analyses revealed that programs reporting direct outcomes, compared with those reporting indirect outcomes, differed on primary topic addressed. A narrative analysis indicated that environmental education programs documenting direct impacts included: a focus on localized issues or locally relevant dimensions of broader issues; collaboration with scientists, resource managers, and/or community organizations; integrated action elements; and intentional measurement/reporting structures. Those themes suggest program development and documentation ideas as well as further opportunities for productive research-implementation spaces.
DA - 2020/01/01/
PY - 2020
DO - 10.1016/j.biocon.2019.108224
DP - ScienceDirect
VL - 241
SP - 108224
J2 - Biological Conservation
LA - en
SN - 0006-3207
ST - Environmental education outcomes for conservation
UR - https://www.sciencedirect.com/science/article/pii/S0006320719307116
Y2 - 2022/04/05/20:37:06
KW - Conservation social sciences
KW - Environmental education
KW - Environmental management
KW - Public engagement
KW - Research-implementation spaces
KW - Systematic review
ER -
TY - RPRT
TI - The Skills Balancing Act in Sub-Saharan Africa
AU - Arias, Omar
AU - Evans, David K
AU - Santos, Indhira
DA - 2019///
PY - 2019
DP - Zotero
LA - en
PB - World Bank
UR - http://documents.worldbank.org/curated/en/558991560840574354/pdf/The-Skills-Balancing-Act-in-Sub-Saharan-Africa-Investing-in-Skills-for-Productivity-Inclusivity-and-Adaptability.pdf
ER -
TY - BOOK
TI - The skills balancing act in Sub-Saharan Africa: Investing in skills for productivity, inclusivity, and adaptability
AU - Arias, Omar
AU - Evans, David K.
AU - Santos, Indhira
DA - 2019///
PY - 2019
DP - Google Scholar
PB - World Bank Publications
ST - The skills balancing act in Sub-Saharan Africa
UR - https://policycommons.net/artifacts/1286108/the-skills-balancing-act-in-sub-saharan-africa/1883972/
Y2 - 2024/02/29/16:30:20
KW - Final_citation
ER -
TY - BOOK
TI - Research on open educational resources for development in the Global South: Project landscape
AU - Arinto, Patricia
AU - Hodgkinson-Williams, Cheryl
AU - King, Thomas
AU - Cartmill, Tess
AU - Willmers, Michelle
DA - 2017///
PY - 2017
DP - Google Scholar
PB - African Minds, International Development Research Centre & Research on Open …
ST - Research on open educational resources for development in the Global South
KW - _C:Afghanistan AFG
KW - _C:Argentina ARG
KW - _C:Australia AUS
KW - _C:Austria AUT
KW - _C:Bangladesh BGD
KW - _C:Belgium BEL
KW - _C:Bolivia BOL
KW - _C:Brazil BRA
KW - _C:Cambodia KHM
KW - _C:Canada CAN
KW - _C:Chile CHL
KW - _C:China CHN
KW - _C:Colombia COL
KW - _C:Costa Rica CRI
KW - _C:Cuba CUB
KW - _C:Ecuador ECU
KW - _C:El Salvador SLV
KW - _C:Estonia EST
KW - _C:Finland FIN
KW - _C:France FRA
KW - _C:Germany DEU
KW - _C:Ghana GHA
KW - _C:India IND
KW - _C:Indonesia IDN
KW - _C:Iran IRN
KW - _C:Ireland IRL
KW - _C:Italy ITA
KW - _C:Japan JPN
KW - _C:Kenya KEN
KW - _C:Korea XKOR
KW - _C:Korea, Republic KOR
KW - _C:Laos LAO
KW - _C:Malawi MWI
KW - _C:Malaysia MYS
KW - _C:Mauritius MUS
KW - _C:Mexico MEX
KW - _C:Mongolia MNG
KW - _C:Morocco MAR
KW - _C:Mozambique MOZ
KW - _C:Namibia NAM
KW - _C:Netherlands NLD
KW - _C:New Zealand NZL
KW - _C:Nigeria NGA
KW - _C:North Cyprus XNCYP
KW - _C:Oman OMN
KW - _C:Pakistan PAK
KW - _C:Paraguay PRY
KW - _C:Peru PER
KW - _C:Philippines PHL
KW - _C:Poland POL
KW - _C:Portugal PRT
KW - _C:Russian Federation RUS
KW - _C:Slovenia SVN
KW - _C:Somalia SOM
KW - _C:South Africa ZAF
KW - _C:Spain ESP
KW - _C:Sri Lanka LKA
KW - _C:Sudan SDN
KW - _C:Sweden SWE
KW - _C:Switzerland CHE
KW - _C:Tanzania TZA
KW - _C:Thailand THA
KW - _C:Tunisia TUN
KW - _C:Turkey TUR
KW - _C:Uganda UGA
KW - _C:United Arab Emirates ARE
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Uruguay URY
KW - _C:Venezuela VEN
KW - _C:Viet Nam VNM
KW - _C:Zambia ZMB
KW - _C:Zimbabwe ZWE
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Design-Based Research
AU - Armstrong, Matthew
AU - Dopp, Cade
AU - Welsh, Jesse
T2 - The Students' Guide to Learning Design and Research
DA - 2020///
PY - 2020
DP - edtechbooks.org
LA - en
UR - https://edtechbooks.org/studentguide/design-based_research
Y2 - 2022/12/21/18:11:33
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Computer usage for learning how to read and write in primary school
AU - Arndt, Petra A.
T2 - Trends in Neuroscience and Education
DA - 2016///
PY - 2016
DO - 10.1016/j.tine.2016.07.003
DP - Google Scholar
VL - 5
IS - 3
SP - 90
EP - 98
KW - __C:filed:1
ER -
TY - JOUR
TI - Should We Treat Data as Labor? Moving beyond "Free"
AU - Arrieta-Ibarra, Imanol
AU - Goff, Leonard
AU - Jiménez-Hernández, Diego
AU - Lanier, Jaron
AU - Weyl, E. Glen
T2 - AEA Papers and Proceedings
AB - In the digital economy, user data is typically treated as capital created by corporations observing willing individuals. This neglects users' roles in creating data, reducing incentives for users, distributing the gains from the data economy unequally, and stoking fears of automation. Instead, treating data (at least partially) as labor could help resolve these issues and restore a functioning market for user contributions, but may run against the near-term interests of dominant data monopsonists who have benefited from data being treated as "free." Countervailing power, in the form of competition, a data labor movement, and/or thoughtful regulation could help restore balance.
DA - 2018/05//
PY - 2018
DO - 10.1257/pandp.20181003
DP - www.aeaweb.org
VL - 108
SP - 38
EP - 42
LA - en
SN - 2574-0768
ST - Should We Treat Data as Labor?
UR - https://www.aeaweb.org/articles?id=10.1257/pandp.20181003
Y2 - 2024/03/04/14:28:37
KW - Computer Programs: General, Equity, Justice, Inequality, and Other Normative Criteria and Measurement, Monopsony
KW - Data Collection and Data Estimation Methodology
KW - Final_citation
KW - Segmented Labor Markets
ER -
TY - JOUR
TI - A high-impact, on-line tutoring programme for disadvantaged pupils in response to Covid-19
AU - Arriola, Miriam
AU - Gortazar, Lucas
AU - Hupkau, Claudia
AU - Pillado, Zaida
AU - Roldán, Toni
DP - Zotero
LA - en
UR - https://www.esade.edu/ecpol/wp-content/uploads/2021/09/AAFF_Menttores_PolicyReport_ENG_2021_compressed.pdf
KW - Final_citation
KW - ⛔ No DOI found
ER -
TY - ELEC
TI - A Critical Analysis of the What3Words Geocoding Algorithm
AU - Arthur, Rudy
T2 - arXiv.org
AB - What3Words is a geocoding application that uses triples of words instead of alphanumeric coordinates to identify locations. What3Words has grown rapidly in popularity over the past few years and is used in logistical applications worldwide, including by emergency services. What3Words has also attracted criticism for being less reliable than claimed, in particular that the chance of confusing one address with another is high. This paper investigates these claims and shows that the What3Words algorithm for assigning addresses to grid boxes creates many pairs of confusable addresses, some of which are quite close together. The implications of this for the use of What3Words in critical or emergency situations is discussed.
DA - 2023/08/30/
PY - 2023
LA - en
UR - https://arxiv.org/abs/2308.16025v1
Y2 - 2023/09/02/13:25:07
ER -
TY - RPRT
TI - Toward Successful Development Policies: Insights from Research in Development Economics
AU - Artuc, Erhan
AU - Cull, Robert
AU - Dasgupta, Susmita
AU - Fattal, Roberto
AU - Filmer, Deon
AU - Gine, Xavier
AU - Jacoby, Hanan
AU - Jolliffe, Dean
AU - Kee, Hiau Looi
AU - Klapper, Leora
AU - Kraay, Aart
AU - Loayza, Norman
AU - Mckenzie, David
AU - Ozler, Berk
AU - Rao, Vijayendra
AU - Rijkers, Bob
AU - Schmukler, Sergio L.
AU - Toman, Michael
AU - Wagstaff, Adam
AU - Woolcock, Michael
AB - What major insights have emerged from development economics in the past decade, and how do they matter for the World Bank? This challenging question was recently posed by World Bank Group President David Malpass to the staff of the Development Research Group. This paper assembles a set of 13 short, nontechnical briefing notes prepared in response to this request, summarizing a selection of major insights in development economics in the past decade. The notes synthesize evidence from recent research on how policies should be designed, implemented, and evaluated, and provide illustrations of what works and what does not in selected policy areas.
CY - Washington, DC
DA - 2020/01//
PY - 2020
DP - openknowledge.worldbank.org
LA - English
M3 - Working Paper
PB - World Bank
ST - Toward Successful Development Policies
UR - https://openknowledge.worldbank.org/handle/10986/33289
Y2 - 2022/12/18/20:26:36
KW - Agricultural Economics
KW - Development Economics
KW - Development Policy
KW - Economic Growth
KW - Education
KW - Environmental Economics
KW - Final_citation
KW - Financial Economics
KW - Health
KW - International Economics
KW - Macroeconomics
KW - Monetary Economics
KW - Natural Resource Economics
KW - Public Economics
KW - Welfare
KW - cited
KW - existing
ER -
TY - RPRT
TI - COVID-19, Schooling and Learning
AU - Asadullah, Niaz
DA - 2020///
PY - 2020
DP - Zotero
LA - en
PB - BRAC
UR - https://bigd.bracu.ac.bd/wp-content/uploads/2020/06/COVID-19-Schooling-and-Learning_June-25-2020.pdf
KW - _COVID-Continuity-Blogpost-01
KW - _COVID_DEAA-List
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Leveraging ICT for the Learning Recovery and Acceleration in Bangladesh
AU - Asaduzzaman, T. M.
AU - Geven, Koen Martijn
AU - Oza, Shardul Kinnaresh
AU - Kano, Tsuyoshi Yoshi
AU - Shams, Farzana
AU - Roy, Suparna
AU - Bashir, Amreen
AU - Zubairi, Asma
DA - 2023///
PY - 2023
DP - Google Scholar
UR - https://policycommons.net/artifacts/4817649/leveraging-ict-for-the-learning-recovery-and-acceleration-in-bangladesh-english/5654352/
Y2 - 2023/11/08/16:15:45
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Towards a regional strategy for resolving the human resources for health challenges in Africa
AU - Asamani, J.A.
AU - Akogun, Oladele B
AU - J., Nyoni
AU - A., Ahmat
AU - J., Nabyonga-Orem
AU - Tumuslime, P.
T2 - BMJ Global Health
DA - 2019///
PY - 2019
DO - 10.1136/bmjgh-2019-001533
VL - 2019;4:e001533
LA - en
ER -
TY - RPRT
TI - Remote-learning, Time-Use, and Mental Health of Ecuadorian High-School Students during the COVID-19 Quarantine
AU - Asanov, Igor
AU - Flores, Francisco
AU - McKenzie, David
AU - Mensmann, Mona
AU - Schulte, Mathis
DA - 2020///
PY - 2020
DP - Zotero
LA - en
PB - World Bank
UR - http://documents1.worldbank.org/curated/en/328261589899308503/pdf/Remote-learning-Time-Use-and-Mental-Health-of-Ecuadorian-High-School-Studentsduring-the-COVID-19-Quarantine.pdf
KW - _COVID-Continuity-Blogpost-01
KW - _COVID_DEAA-List
ER -
TY - JOUR
TI - Characteristics of micro, small and medium enterprises in Ghana: Gender and implications for economic growth
AU - Asare, Roland
AU - Akuffobea, Mavis
AU - Quaye, Wilhelmina
AU - Atta-Antwi, Kwasi
T2 - African Journal of Science, Technology, Innovation and Development
AB - © 2015 African Journal of Science, Technology, Innovation and Development. This paper sought to investigate the characteristics of MSMEs and to suggest ways of improving performance, particularly tackling constraints faced by women and youth entrepreneurs in Ghana. A total of 4 433 MSME operators were interviewed in all the ten regions of Ghana using a structured questionnaire. The study revealed that apprenticeship was the most common form of training received by the MSME operators interviewed. Disaggregating data by gender, it was observed that more men had received training in their business operations than women. Close to 90% of the MSMEs were under sole proprietorship. There was significant correlation between gender and scale of enterprises, with increasing numbers of men as scale of operations increased. Women, who dominated the agro-processing, agro-industrial and services sectors, were constrained by ineffective marketing strategies, lack of capital, inadequate equipment and machinery, lack of improved technology, inadequate training and low skill development. Marketing strategies employed by the majority of women were limited, mostly patronising markets within their respective districts of business operations. The study recommended support for women to access sizeable business credit with flexible payment plans, tailor-made skill development training and improved access to institutional markets with quality and well-packaged products.
DA - 2015///
PY - 2015
DO - 10.1080/20421338.2014.979651
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - F:access
KW - F:gender
KW - F:payment
KW - F:women
KW - P:economy
KW - P:media
KW - P:services
KW - P:technology
KW - Q:flexible
KW - R:interview
KW - R:questionnaire
KW - T:Lehrlingsausbildung
KW - T:Training
KW - Z:Businesses
KW - Z:Constraints
KW - Z:Development
KW - Z:Gender
KW - Z:Practices
KW - _C:Ghana GHA
KW - __C:filed:1
KW - publicImportV1
ER -
TY - JOUR
TI - Funding for African education research–What do we know from the African Education Research Database?
AU - Asare, Samuel
AU - Mitchell, Rafael
AU - Rose, Pauline
DA - 2021///
PY - 2021
DP - Google Scholar
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Global policy agendas and the Education Sustainable Development Goal: Perspectives from sub-Saharan African research and researchers
AU - Asare, Samuel
AU - Mitchell, Rafael
AU - Rose, Pauline
C3 - BAICE Conference, York
DA - 2018///
PY - 2018
DP - Google Scholar
ST - Global policy agendas and the Education Sustainable Development Goal
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - How Accessible are Journal Articles on Education Written by Sub-Saharan Africa-based Researchers?
AU - Asare, Samuel
AU - Mitchell, Rafael
AU - Rose, Pauline
T2 - Development and Change
DA - 2021///
PY - 2021
DO - 10.1111/dech.12639
DP - Google Scholar
VL - 52
IS - 3
SP - 661
EP - 669
ER -
TY - JOUR
TI - How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa
AU - Asare, Samuel
AU - Mitchell, Rafael
AU - Rose, Pauline
T2 - Compare: A Journal of Comparative and International Education
DA - 2020///
PY - 2020
DP - Google Scholar
SP - 1
EP - 20
ST - How equitable are South-North partnerships in education research?
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Mapping the landscape of education research by scholars based in sub-Saharan Africa
AU - Asare, Samuel
AU - Rose, Pauline
AU - Downing, Phoebe
AU - Mitchell, Rafael
DP - Google Scholar
KW - ⛔ No DOI found
ER -
TY - ELEC
TI - ASER Centre
AU - ASER
UR - https://www.asercentre.org/
Y2 - 2020/08/24/10:52:06
ER -
TY - RPRT
TI - Refugee Education: A Rapid Evidence Review
AU - Ashlee, Amy
AU - Clericetti, Giulia
AU - Mitchell, Joel
DA - 2020/06//
PY - 2020
LA - en
PB - EdTech Hub
ST - Refugee Education
KW - Final_citation
KW - cited
KW - existing
ER -
TY - RPRT
TI - Refugee Education: A Rapid Evidence Review
AU - Ashlee, Amy
AU - Clericetti, Giulia
AU - Mitchell, Joel
DA - 2020/06//
PY - 2020
LA - en
PB - EdTech Hub
ST - Refugee Education
ER -
TY - RPRT
TI - Refugee Education: A Rapid Evidence Review
AU - Ashlee, Amy
AU - Clericetti, Giulia
AU - Mitchell, Joel
AB - This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) for education of refugees in low- and middle-income countries (LMICs). The RER has been produced in response to the widespread global shutdown of schools resulting from the outbreak of Covid-19. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations caused by Covid-19. In the current global context, lessons learnt from the use of EdTech in refugee contexts — in which education is often significantly disrupted and education systems and responses are required to rapidly adapt — are salient.
DA - 2020/06//
PY - 2020
DP - DOI.org (Datacite)
LA - en
M3 - Rapid Evidence Review
PB - EdTech Hub
SN - 3
ST - Rapid Evidence Review
UR - https://docs.edtechhub.org/lib/UUNEJ7FS
KW - L:Refugees and migrants
KW - LP: English
KW - _DOILIVE
KW - _EdTechHub_Output
KW - _MELA_seen
KW - _P:Evidence review VCMFM9ZD
KW - _cover:v3
KW - _zenodo:submitted
KW - _zenodoETH
ER -
TY - JOUR
TI - Negotiating a Better Future: How Interpersonal Skills Facilitate Intergenerational Investment*
AU - Ashraf, Nava
AU - Bau, Natalie
AU - Low, Corinne
AU - McGinn, Kathleen
T2 - The Quarterly Journal of Economics
AB - Abstract
Using a randomized controlled trial, we study whether a negotiation skills training can improve girls’ educational outcomes in a low-resource environment. We find that a negotiation training given to eighth-grade Zambian girls significantly improved educational outcomes over the next three years, and these effects did not fade out. To better understand mechanisms, we estimate the effects of two alternative treatments. Negotiation had much stronger effects than an informational treatment, which had no effect. A treatment designed to have more traditional girls’ empowerment effects had directionally positive but insignificant educational effects. Relative to this treatment, negotiation increased enrollment in higher-quality schooling and had larger effects for high-ability girls. These findings are consistent with a model in which negotiation allows girls to resolve incomplete contracting problems with their parents, yielding increased educational investment for those who experience sufficiently high returns. We provide evidence for this channel through a lab-in-the-field game and follow-up survey with girls and their guardians.
DA - 2020/05/01/
PY - 2020
DO - 10.1093/qje/qjz039
DP - DOI.org (Crossref)
VL - 135
IS - 2
SP - 1095
EP - 1151
LA - en
SN - 0033-5533, 1531-4650
ST - Negotiating a Better Future
UR - https://academic.oup.com/qje/article/135/2/1095/5698825
Y2 - 2022/04/19/21:21:37
ER -
TY - BOOK
TI - Using Large Language Models for Qualitative Analysis can Introduce Serious Bias
AU - Ashwin, Julian
AU - Chhabra, Aditya
AU - Rao, Vijayendra
DA - 2023/11/08/
PY - 2023
DP - DOI.org (Crossref)
LA - en
PB - World Bank Washington, DC
UR - https://openknowledge.worldbank.org/handle/10986/40580
Y2 - 2023/11/23/12:58:32
ER -
TY - RPRT
TI - Reimagine Tech-Inclusive Education: Evidence, Practices, and Road Map
AU - Asian Development Bank
CY - Manila, Philippines
DA - 2023/07//
PY - 2023
DP - DOI.org (Crossref)
LA - en
PB - Asian Development Bank
ST - Reimagine Tech-Inclusive Education
UR - https://www.adb.org/publications/tech-inclusive-education-evidence-practices-road-map
Y2 - 2024/03/04/12:43:07
KW - Final_citation
ER -
TY - JOUR
TI - Moving Teachers to Malawi’s Remote Communities: A Data-Driven Approach to Teacher Deployment
AU - Asim, Salman
AU - Chimombo, Joseph
AU - Chugunov, Dmitry
AU - Gera, Ravinder
DP - Zotero
SP - 42
LA - en
KW - ❓ Multiple DOI
ER -
TY - RPRT
TI - Moving teachers to Malawi’s remote communities: A data-driven approach to teacher deployment
AU - Asim, Salman
AU - Chimombo, Joseph
AU - Chugunov, Dmitry
AU - Gera, Ravinder
AB - There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives.
DA - 2017/11//
PY - 2017
LA - en
M3 - World Bank Policy Report
ST - Moving teachers to Malawi’s remote communities
Y2 - 2021/03/07/17:42:34
KW - Data-driven model
KW - Deployments
KW - Lebanon_event_2021
KW - Malawi
KW - Political economy
KW - Schools
KW - Teachers
KW - _C:Brazil BRA
KW - _C:Gambia GMB
KW - _C:Ghana GHA
KW - _C:India IND
KW - _C:Indonesia IDN
KW - _C:Italy ITA
KW - _C:Malawi MWI
KW - _C:Mozambique MOZ
KW - _C:Philippines PHL
KW - _C:Singapore SGP
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Moving teachers to Malawi’s remote communities: A data-driven approach to teacher deployment
AU - Asim, Salman
AU - Chimombo, Joseph
AU - Chugunov, Dmitry
AU - Gera, Ravinder
T2 - International Journal of Educational Development
AB - There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives.
DA - 2019/03/01/
PY - 2019
DO - 10.1016/j.ijedudev.2018.12.002
DP - ScienceDirect
VL - 65
SP - 26
EP - 43
J2 - International Journal of Educational Development
LA - en
SN - 0738-0593
ST - Moving teachers to Malawi’s remote communities
UR - https://www.sciencedirect.com/science/article/pii/S0738059318300555
Y2 - 2021/03/07/17:42:34
KW - Data-driven model
KW - Deployments
KW - Lebanon_event_2021
KW - Malawi
KW - Political economy
KW - Schools
KW - Teachers
KW - _C:Brazil BRA
KW - _C:Gambia GMB
KW - _C:India IND
KW - _C:Indonesia IDN
KW - _C:Italy ITA
KW - _C:Malawi MWI
KW - _C:Mozambique MOZ
KW - _C:Norway NOR
KW - _C:Philippines PHL
KW - _C:Singapore SGP
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Non-state education provision; access and quality for the marginalised
AU - Aslam, Monazza
AB - This report undertakes a rapid review of some recent, high quality syntheses and reports to summarise the evidence on the effectiveness of different types of non-state schools in reaching the marginalised and providing quality education to them.
Non-state provision has risen dramatically over the last few decades especially across South and West Asia and the Latin America and Caribbean region and provides opportunities in Sub-Saharan Africa and elsewhere. The all-encompassing term ‘non-state’ constitutes a spectrum of providers with different characteristics, scope and scale. Overall, the evidence is indicative of potential improvements in learning outcomes in certain types of non-state provision but this is caveated by the very low overall learning outcomes across education systems, as well as by the extent to which non-state provision is aligned with human rights. There is evidence of certain types of non-state providers being able to reach the marginalised and disadvantaged more effectively but questions exist with regards to their sustainability. Whilst different types of arrangements may work in different contexts, the critical factor remains the governments’ ability to both foster an enabling environment but also combine it with effective legislation, monitoring and regulation to ensure quality education provision.
DA - 2017/08/11/
PY - 2017
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13202
Y2 - 2022/12/18/18:16:00
KW - ⛔ No DOI found
ER -
TY - ELEC
TI - Improving Literacy Outcomes for Disadvantaged Girls Through Empowerment: The Case of Siyani Sahelian Programme in Pakistan
AU - Aslam, Monazza
AU - Cashman, Laura
AU - Hamid, Moaaz
AU - Rawal, Shenila
AU - Jamil, Baela Raza
AU - Sabates, Ricardo
AU - Saeed, Saba
T2 - Poverty Impacts on Literacy Education
AB - Literacy acquisition is important for the formation of higher order skills, further engagement with written forms of knowledge, and deeper participation in society. Yet not all children have the opportunity to acquire literacy skills in their own mother tongue to allow them to continue to advance to...
DA - 2022///
PY - 2022
LA - en
M3 - chapter
ST - Improving Literacy Outcomes for Disadvantaged Girls Through Empowerment
UR - https://www.igi-global.com/chapter/improving-literacy-outcomes-for-disadvantaged-girls-through-empowerment/www.igi-global.com/chapter/improving-literacy-outcomes-for-disadvantaged-girls-through-empowerment/286973
Y2 - 2023/01/07/20:46:24
ER -
TY - CHAP
TI - Why the TVET System of French-Speaking African Countries is Not Able to Produce a Highly Qualified and Operational Man Power? A Comparison with Canadian Community Colleges
AU - Assignon, Efia R.
T2 - Handbook of Comparative Studies on Community Colleges and Global Counterparts
A2 - Latiner Raby, Rosalind
A2 - Valeau, Edward J.
AB - Most of the French-speaking African countries gained political independence in the 1960s. Since then, the Technical and Vocational Education and Training (TVET) system inherited from France has not allowed them to develop their economies. Moreover, in these countries, there are many new building projects that need highly qualified workers, and due to the problems with the TVET system, they cannot hire the needed workers locally. This chapter analyzes why for over 50 years, these countries are unable to provide their economies with effective manpower with professional and operational abilities that can function to attract investors and why the system produces so many unemployed graduates. To answer these questions, this chapter will first analyze the TVET system in West African Economic and Monetary Union (WAEMU) countries, Benin, Burkina Faso, Guinea-Bissau, Ivory Coast, Mali, Niger, Senegal, and Togo to then compare it with Canadian Community Colleges. The comparison is made because there are strong similarities between the Francophone African economies and the Canadian economy, both of which are based essentially on small and medium enterprises.
CY - Cham
DA - 2018///
PY - 2018
DP - Crossref
SP - 309
EP - 329
LA - en
PB - Springer International Publishing
SN - 978-3-319-50910-5 978-3-319-50911-2
ST - Why the TVET System of French-Speaking African Countries is Not Able to Produce a Highly Qualified and Operational Man Power?
UR - http://link.springer.com/10.1007/978-3-319-50911-2_12
Y2 - 2018/09/23/15:03:29
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - CLL:en
KW - publicImportV1
ER -
TY - JOUR
TI - Exploring relationships between Kolb's learning styles and mobile learning readiness of pre-service teachers: a mixed study
AU - Ata, Rıdvan
AU - Cevik, Mustafa
T2 - Education and Information Technologies
AB - The aim of this research is to reveal relations between Kolb's learning styles and mobile learning readiness of pre-service teachers in depth in regard to different variables and identify their mobile learning perspectives. The study group consisted of 352 students enrolled in undergraduate programs in education faculties of different universities in Turkey. The convergent parallel design was used as a mixed method strategy. The survey model, as a quantitative component, was used to describe the present situation and embedded interviews, as a qualitative component, were carried out to deeply reveal pre-service teachers' perspectives on mobile learning depending on their learning styles. The "Learning Styles Inventory - Version III" as well as the "Mobile Learning Readiness Scale" were administered to participants. ANOVA, Tukey-HSD test and Structural Equation Modelling were used to analyze the quantitative data. The qualitative data were analyzed by the content analysis method. Results suggest that 126 (36%) of the pre-service participating in the study were with the assimilating learning style, 92 (26.29%) participants were with the diverging learning style, 73 (20.85%) were with the converging learning style and 59 (16.85%) were with the accommodating learning style. Furthermore, it was observed that there is a statistically significant relationship between the learning styles of the pre-service teachers and their m-learning readiness. In addition, it was observed that while optimism, self-directed learning and self-efficacy have a strong effect on m-learning; mother education, monthly income, gender, internet use frequency have a moderate effect on m-learning within different learning styles. Qualitative data were also in line with the results of quantitative data. Findings were discussed in light of relevant literature. [ABSTRACT FROM AUTHOR]
DA - 2019/03//
PY - 2019
DO - 10.1007/s10639-018-9835-y
DP - EBSCOhost
VL - 24
IS - 2
SP - 1351
EP - 1377
J2 - Education & Information Technologies
SN - 13602357
UR - http://earsiv.kmu.edu.tr/xmlui/bitstream/handle/11492/2474/Ata,%20R%20dvan%202019.pdf;jsessionid=563B49FBF43DA923B5DDBD72C23AA087?sequence=1
KW - COGNITIVE styles
KW - Cognitive Style
KW - Cognitive style
KW - Computers--Information Science And Information Theory
KW - Content Analysis
KW - EDUCATIONAL programs
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Educational Attainment
KW - Foreign Countries
KW - Gender Differences
KW - Handheld Devices
KW - Higher Education
KW - Income
KW - Independent Study
KW - Independent study
KW - Kolb's learning styles
KW - Kolb’s learning styles
KW - LEARNING readiness
KW - Learning Readiness
KW - Learning Style Inventory
KW - MOBILE learning
KW - Measures (Individuals)
KW - Mobile learning
KW - Mothers
KW - Positive Attitudes
KW - Postsecondary Education
KW - Pre-service teachers
KW - Preservice Teachers
KW - STUDENT teachers
KW - Self Efficacy
KW - Structural Equation Models
KW - Structural equation modelling
KW - Student Attitudes
KW - Teacher Education Programs
KW - Telecommunications
KW - Turkey
KW - Undergraduate Students
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2095788
KW - __finaldtb
ER -
TY - BLOG
TI - Bridge or Barrier – Does generative AI contribute to more culturally inclusive higher education and research?
AU - Atanasova, Dimitrinka
T2 - Bridge or Barrier – Does generative AI contribute to more culturally inclusive higher education and research?
AB - Whilst the ability of generative AI to produce text in English has been widely covered, the implications of its ability to translate and act as a cultural broker into English have received less att…
DA - 2023/05/04/T10:00:03+00:00
PY - 2023
LA - "en-US"
UR - https://blogs.lse.ac.uk/impactofsocialsciences/2023/05/04/bridge-or-barrier-does-generative-ai-contribute-to-more-culturally-inclusive-higher-education-and-research/
Y2 - 2024/01/22/00:55:35
ER -
TY - JOUR
TI - South Sudan: Stakeholders' Views of Technical and Vocational Education and Training and a Framework for Action
AU - Atari, Dominic Odwa
AU - McKague, Kevin
T2 - Journal of Vocational Education & Training
AB - The Republic of South Sudan, recently emerging from the longest civil war in contemporary African history, has set goals towards post-conflict reconstruction in many areas of social services. However, the educational infrastructure continues to struggle, and many stakeholders in government and international and local organisations are not sufficiently aware of the needs, challenges and opportunities that face the implementation of technical and vocational education and training (TVET) in the country. Preparing future generations of youth and adults with in-demand technical skills and retraining ex-combatants to enter a peacetime workforce is essential to the development and growth of South Sudan. As a first step towards creating the foundation necessary for post-conflict training, we collected and analysed qualitative data from focus groups, in-depth interviews, field observations, and archival documents and identified three interrelated elements that require attention for the effective development of TVET: political climate, curriculum and delivery options. The resulting findings offer a starting point for addressing some of the key constraining factors for the important job of TVET development in South Sudan.
DA - 2015///
PY - 2015
DO - 10.1080/13636820.2014.983954
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:South Sudan
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - F:attitude
KW - F:curriculum
KW - P:services
KW - P:social
KW - R:focus groups
KW - R:interview
KW - R:observation
KW - R:qualitative
KW - T:TVET
KW - T:Training
KW - Z:Attitudes
KW - Z:Curriculum Development
KW - Z:Delivery Systems
KW - Z:Educational History
KW - Z:Focus Groups
KW - Z:Foreign Countries
KW - Z:Skills
KW - Z:Stakeholders
KW - Z:Technical Education
KW - Z:Vocational Education
KW - __C:filed:1
KW - publicImportV1
ER -
TY - BOOK
TI - Revisiting Technical and Vocational Education in Sub-Saharan Africa: An Update on Trends, Innovations and Challenges. New Trends in Technical and Vocational Education
AU - Atchoarena, David
AU - Delluc, Andre
AB - Differences in historical, political, cultural, and economic contexts in sub-Saharan Africa (SSA) account for wide variations in structures, operating conditions, and outcomes in technical and vocational education (TVE). This diversity is associated with glaring disparities, so in examining policy trends and the reconstruction of training systems particular attention is focused on innovations in an effort to identify promising initiatives likely to contribute to the establishment of consistent TVE systems, closely linked with the world of work and involving labor market stakeholders. Some common emerging trends in TVE include the following: (1) a shift in the policy focus from inputs to outputs; (2) the use of new financing and certification mechanisms; (3) the involvement of social partners in governance; greater autonomy for institutions; (4) the promotion of private providers and company-based training; and (5) an increasing interest in the informal sector and skills development for poverty reduction. Issues addressed include these: (1) an overview of TVE systems in 10 SSA countries; (2) reviewing various models currently in place; (3) documenting relationships between African TVE systems and policies and donor intervention and traditions in TVE; (4) identifying reasons why certain reforms are facing implementation difficulties; analyzing specific innovations; (5) drawing lessons on the implementation of the reform agenda and its impact on TVE systems; and (6) discussing possible directions for future donor support. (Includes 167 references.) (MO)
DA - 2002///
PY - 2002
LA - en
ST - Revisiting Technical and Vocational Education in Sub-Saharan Africa
Y2 - 2020/02/01/20:52:36
KW - Accreditation (Institutions)
KW - Comparative Education
KW - Cultural Context
KW - Donors
KW - Economic Climate
KW - Education Work Relationship
KW - Educational Administration
KW - Educational Change
KW - Educational Finance
KW - Educational Innovation
KW - Educational Policy
KW - Foreign Countries
KW - Informal Education
KW - Labor Market
KW - Partnerships in Education
KW - Policy Analysis
KW - Postsecondary Education
KW - Poverty Programs
KW - Trend Analysis
KW - Vocational Education
ER -
TY - RPRT
TI - Private Technical and Vocational Education in Sub-Saharan Africa: Provision Patterns and Policy Issues. New Trends in Technical and Vocational Education
AU - Atchoarena, David
AU - Esquieu, Paul
AB - The private provision trend in technical and vocational education (TVE) in sub-Saharan Africa occurred as the deterioration of state-run TVE systems in the region created a market niche for private providers. While advocates of deregulation believe the adoption of market principles in TVE will lead to greater efficiency and effectiveness, private providers have emerged in an uncoordinated and unmonitored fashion. A literature review and case studies of two countries Senegal and Mali led to some of the following key findings: (1) in some countries the majority of TVE students are enrolled in private institutions; (2) a large number of private TVE institutions operate illegally; (3) private provision concentrates on the service and commercial trades; and (4) the private sector may operate with lower costs and be more responsive to the labor market, but they do not provide much job-related training or include work-experience programs. Some of the policy issues are as follows: (1) simplifying procedures for establishing private TVE institutions facilitates their growth but is not sufficient to prevent the growth of an illegal sector; (2) the lack of regulation for private TVE institutions raises complex issues regarding the mechanisms required to ensure quality and protect consumers against abuses; and (3) for private TVE to succeed, students and the programs themselves must receive some public funding and develop relationships with industry. (Includes 84 references.) (MO)
CY - Paris
DA - 2002///
PY - 2002
DP - Open WorldCat
LA - en
PB - International Institute for Educational Planning
ST - Private technical and vocational education in sub-Saharan Africa
UR - https://eric.ed.gov/?id=ED480333
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - A:Sub-Saharan Africa
KW - C:Mali
KW - C:Senegal
KW - CA:AandC
KW - CC:Mali
KW - CC:Senegal
KW - CL:de
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - Case Study
KW - F:policy
KW - F:regulation
KW - P:mechanic
KW - P:services
KW - Q:Postsecondary Education
KW - R:case study
KW - R:literature review
KW - T:TVET
KW - T:Training
KW - T:vocational school
KW - Z:Case Studies
KW - Z:Compliance (Legal)
KW - Z:Education Work Relationship
KW - Z:Educational Development
KW - Z:Educational Finance
KW - Z:Educational Policy
KW - Z:Educational Quality
KW - Z:Federal Regulation
KW - Z:Foreign Countries
KW - Z:Free Enterprise System
KW - Z:Government Role
KW - Z:Government School Relationship
KW - Z:Postsecondary Education
KW - Z:Private Education
KW - Z:Proprietary Schools
KW - Z:Public Education
KW - Z:Quality Control
KW - Z:School Business Relationship
KW - Z:Vocational Education
KW - Z:Vocational Schools
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Bridging the chasm - study of the realities of edtech use among trainee teachers
AU - Atherton, Pete
T2 - Teacher Education Advancement Network Journal
DA - 2019///
PY - 2019
VL - 11
IS - 4
SP - 80
EP - 95
SN - 2054-5266
KW - Stefanie
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Artificial Intelligence (AI)-enabled remote learning and teaching using Pedagogical Conversational Agents and Learning Analytics
AU - Atif, Amara
AU - Jha, Meena
AU - Richards, Deborah
AU - Bilgin, Ayse A.
T2 - Intelligent systems and learning data analytics in online education
DA - 2021///
PY - 2021
DP - Google Scholar
SP - 3
EP - 29
PB - Elsevier
UR - https://www.sciencedirect.com/science/article/pii/B9780128234105000139
Y2 - 2024/02/24/10:03:03
ER -
TY - CHAP
TI - Case studies in Diagnostic Testing for Maths
AU - Atkinson, R.
AU - Barry, M.
AU - Haßler, Björn
AU - Quinney, D.
T2 - Diagnostic Testing for Maths
T3 - LTSN MathsTeam
AB - "Diagnostic Testing for Maths" (2003), LTSN MathsTEAM, MSOR connections, Vol 3, No 2.
C2 - LTSN MathsTeam
DA - 2003///
PY - 2003
SV - Vol 3, No 2.
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
ER -
TY - ELEC
TI - ATLAS.ti AI Lab | Accelerating Innovation for Data Analysis
AU - ATLAS.ti
T2 - ATLAS.ti
AB - Powered by OpenAI, ATLAS.ti revolutionizes qualitative data analysis — bringing you light-speed insights.
LA - en
UR - https://atlasti.com/atlas-ti-ai-lab-accelerating-innovation-for-data-analysis
Y2 - 2024/01/20/20:16:05
ER -
TY - JOUR
TI - Using the Infrastructure of a Conditional Cash Transfer Program to Deliver a Scalable Integrated Early Child Development Program in Colombia: Cluster Randomized Controlled Trial.
AU - Attanasio, Orazio P.
AU - Fernández, Camila
AU - Fitzsimons, Emla O.A.
AU - Grantham-McGregor, Sally M.
AU - Meghir, Costas
AU - Rubio-Codina, Marta
T2 - BMJ
DA - 2014///
PY - 2014
DO - 10.1136/bmj.g5785
VL - 349
SP - 5785
UR - https://doi.org/10.1136/bmj.g5785
ER -
TY - JOUR
TI - Impact of Free Availability of Public Child Care in Brazil.
AU - Attanasio, Orazio
AU - de Barro, Ricardo Paes
AU - Carneiro, Pedro
AU - Evans, David
AU - Lima, Lycia
AU - Olinto, Pedro
AU - Schady, Norbert
DA - 2017///
PY - 2017
UR - https://developmentevidence.3ieimpact.org/search-result-details/impact-evaluation-repository/impact-of-free-availability-of-public-childcare-on-laboursupply-and-child-development-in-brazil/4581
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Comprehensive review of solar radiation modeling based on artificial intelligence and optimization techniques: future concerns and considerations
AU - Attar, Nasrin Fathollahzadeh
AU - Sattari, Mohammad Taghi
AU - Prasad, Ramendra
AU - Apaydin, Halit
T2 - Clean Technologies and Environmental Policy
DA - 2023/05//
PY - 2023
DO - 10.1007/s10098-022-02434-7
DP - DOI.org (Crossref)
VL - 25
IS - 4
SP - 1079
EP - 1097
J2 - Clean Techn Environ Policy
LA - en
SN - 1618-954X, 1618-9558
ST - Comprehensive review of solar radiation modeling based on artificial intelligence and optimization techniques
UR - https://link.springer.com/10.1007/s10098-022-02434-7
Y2 - 2024/02/24/11:17:36
KW - _z:no_pdf
ER -
TY - BOOK
TI - Improving micro-planningin education througha Geographical Information SystemStudies on Ethiopia and Palestine
AU - Attfield, Ian
AU - Tamiru, Mathewos
AU - Parolin, Bruno
AU - De Grauwe, Anton
CY - International Institute for Educational Planning
DA - 2002///
PY - 2002
KW - _C:Argentina ARG
KW - _C:Australia AUS
KW - _C:Cambodia KHM
KW - _C:Chile CHL
KW - _C:Denmark DNK
KW - _C:Egypt EGY
KW - _C:Eritrea ERI
KW - _C:Ethiopia ETH
KW - _C:Finland FIN
KW - _C:France FRA
KW - _C:Germany DEU
KW - _C:Iceland ISL
KW - _C:India IND
KW - _C:Ireland IRL
KW - _C:Israel ISR
KW - _C:Italy ITA
KW - _C:Japan JPN
KW - _C:Jordan JOR
KW - _C:Malaysia MYS
KW - _C:Namibia NAM
KW - _C:Nepal NPL
KW - _C:Norway NOR
KW - _C:South Africa ZAF
KW - _C:State of Palestine PSE
KW - _C:Sweden SWE
KW - _C:Switzerland CHE
KW - _C:Tunisia TUN
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - NEWS
TI - Africa has defied the covid-19 nightmare scenarios. We shouldn’t be surprised.
AU - Attiah, Karen
T2 - Washington Post
AB - This should have been a moment for media outlets to challenge corrosive narratives about Africa.
DP - www.washingtonpost.com
LA - en-US
SN - 0190-8286
UR - https://www.washingtonpost.com/opinions/2020/09/22/africa-has-defied-covid-19-nightmare-scenarios-we-shouldnt-be-surprised/
Y2 - 2020/10/04/12:31:37
ER -
TY - JOUR
TI - An assessment of the impacts of Sri Lanka’s programme for school improvement and school report card programme on students’ academic progress
AU - Aturupane, Harsha
AU - Glewwe, Paul
AU - Ravina, Renato
AU - Sonnadara, Upul
AU - Wisniewski, Suzanne
T2 - The Journal of Development Studies
DA - 2014///
PY - 2014
DO - 10.1080/00220388.2014.936396
VL - 50
SP - 1647
EP - 69
ER -
TY - RPRT
TI - The Impact of COVID-19 on Student Experiences and Expectations: Evidence from a Survey
AU - Aucejo, Esteban M
AU - French, Jacob F
AU - Araya, Maria Paola Ugalde
AU - Zafar, Basit
AB - In order to understand the impact of the COVID-19 pandemic on higher education, we surveyed approximately 1,500 students at one of the largest public institutions in the United States using an instrument designed to recover the causal impact of the pandemic on students' current and expected outcomes. Results show large negative effects across many dimensions. Due to COVID-19: 13% of students have delayed graduation, 40% lost a job, internship, or a job offer, and 29% expect to earn less at age 35. Moreover, these effects have been highly heterogeneous. One quarter of students increased their study time by more than 4 hours per week due to COVID-19, while another quarter decreased their study time by more than 5 hours per week. This heterogeneity often followed existing socioeconomic divides; lower-income students are 55% more likely to have delayed graduation due to COVID-19 than their higher-income peers. Finally, we show that the economic and health related shocks induced by COVID-19 vary systematically by socioeconomic factors and constitute key mediators in explaining the large (and heterogeneous) effects of the pandemic.
DA - 2020/06//
PY - 2020
DP - National Bureau of Economic Research
M3 - Working Paper
PB - National Bureau of Economic Research
SN - 27392
ST - The Impact of COVID-19 on Student Experiences and Expectations
UR - http://www.nber.org/papers/w27392
Y2 - 2020/08/12/17:14:00
ER -
TY - CHAP
TI - Zum Stand der Forschung zum Tableteinsatz in Schule und Unterricht aus nationaler und internationaler Sicht
AU - Aufenanger, Stefan
T2 - Tablets in Schule und Unterricht
DA - 2017///
PY - 2017
DP - Google Scholar
SP - 119
EP - 138
PB - Springer
KW - __C:filed:1
ER -
TY - JOUR
TI - Linking vocational education and training (VET) progression pathways into the academic route in Tanzania: Case study in electrical and mechanical engineering programmes at Arusha technical college (ATC)
AU - Augustine, S. Mbitila
AU - Richard, J. Masika
AU - Donatha, E. Mwase
T2 - International Journal of Vocational and Technical Education
AB - The bridging course was designed by the Vocational and Education Training Authority (VETA) in collaboration with three technical Colleges/Institutions: Arusha Technical College, Dar es Salaam Institute of Technology and Mbeya University of Science and Technology under the auspices of National Council for Technical Education (NACTE). The course was an immediate solution to the missing link between the Vocational Education and Training (VET) pathway for graduates and the Tanzanian national education model. Data were collected from a random sample of 350 students, from various parts of the country, to analyze the problem. Comparison tests of performance between students from the bridging course and from other educational routes were conducted. Results demonstrate that, the bridging course is a substantive solution to enabling VET students to progress toward further studies. Bridging courses in Technical Colleges and Institutes of Technology offer a valuable contribution to the vocational training sector if sponsored by both Government and Private sector in terms of fiscal and non-fiscal resources.
DA - 2017///
PY - 2017
DP - Google Scholar
VL - 9
IS - 1
SP - 1
EP - 8
LA - en
ST - Linking vocational education and training (VET) progression pathways into the academic route in Tanzania
UR - http://www.academicjournals.org/journal/IJVTE/article-full-text-pdf/9C87ECD62268
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:Tanzania
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:R
KW - CT:T
KW - P:electro
KW - P:mechanic
KW - R:case study
KW - T:TVET
KW - T:Training
KW - T:vocational training centre
KW - __C:filed:1
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Nudges to Improve Learning and Gender Parity: Preliminary findings on supporting parent-child educational engagement during Covid-19 using mobile phones
AU - Aurino, Elisabetta
AU - Tsinigo, Edward
AU - Wolf, Sharon
DA - 2022/02/18/
PY - 2022
LA - en
PB - EdTech Hub
ST - Nudges to Improve Learning and Gender Parity
KW - Final_citation
KW - cited
KW - existing
ER -
TY - RPRT
TI - (empty)
AU - Author, A
CN - 1000
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/39UUSP2V
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - The labor market impacts of technological change: From unbridled enthusiasm to qualified optimism to vast uncertainty
AU - Autor, David
DA - 2022///
PY - 2022
DP - Google Scholar
PB - National Bureau of Economic Research
ST - The labor market impacts of technological change
UR - https://www.nber.org/papers/w30074
Y2 - 2024/02/29/14:16:07
KW - Final_citation
ER -
TY - JOUR
TI - Interventions in LICs and LMICs to improve air quality and/or mitigate its impacts
AU - Avis, William
AU - Bartington, Suzanne
DA - 2020///
PY - 2020
DP - Zotero
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Is theory king?: questioning the theory fetish in Information Systems
AU - Avison, D
AU - Malaurent, J
T2 - Journal of Information Technology
DA - 2014///
PY - 2014
DO - 10.1057/jit.2014.8
VL - 29
IS - 4
SP - 327
EP - 336
LA - en
ER -
TY - JOUR
TI - The Heterogeneous Effect of Information on Student Performance: Evidence from a Randomized Control Trial in Mexico.
AU - Avitabile, Ciro
AU - Hoyos, Rafael De
T2 - Journal of Development Economics
DA - 2018///
PY - 2018
DO - 10.1016/j.jdeveco.2018.07.008
VL - 135
SP - 318
EP - 348
UR - https://www.sciencedirect.com/science/article/pii/S0304387818304565
ER -
TY - RPRT
TI - An assessment of education and training needs of skilled operatives within the Nigerian construction industry.
AU - Awe, EM
AU - Stephenson, P
AU - Griffith, A
CY - Association of Researchers in Construction Management, ARCOM
DA - 2009///
PY - 2009
ER -
TY - JOUR
TI - Assessment of medical waste management in seven hospitals in Lagos, Nigeria
AU - Awodele, Olufunsho
AU - Adewoye, Aishat Abiodun
AU - Oparah, Azuka Cyril
T2 - BMC Public Health
AB - Medical waste (MW) can be generated in hospitals, clinics and places where diagnosis and treatment are conducted. The management of these wastes is an issue of great concern and importance in view of potential public health risks associated with such wastes. The study assessed the medical waste management practices in selected hospitals and also determined the impact of Lagos Waste Management Authority (LAWMA) intervention programs. A descriptive cross-sectional survey method was used.
DA - 2016/03/15/
PY - 2016
DO - 10.1186/s12889-016-2916-1
DP - BioMed Central
VL - 16
IS - 1
SP - 269
J2 - BMC Public Health
SN - 1471-2458
UR - https://doi.org/10.1186/s12889-016-2916-1
Y2 - 2024/03/13/15:11:24
KW - Environmental hazards
KW - Healthcare workers
KW - LAWMA and Lagos
KW - Medical waste
KW - Waste management
ER -
TY - CONF
TI - Industrial training in Ghana: perceptions of the undergraduate construction student
AU - Ayarkwa, J
AU - Adinyira, E
AU - Agyekum, K
T2 - Procs West Africa Built Environment Research (WABER) Conference
AB - The recent oil discovery and processing in Ghana is expected to result in growth of infrastructural development and increased chances of construction graduates to secure jobs. Universities hold the responsibility of producing graduates with sufficient background and excellent qualification to meet the expectations of the construction industry. Although universities‘ curricula have provisions for industrial training (IT), such programmes have not made the expected impact and need quick redress. This paper assesses the perceptions of undergraduate construction students of the College of Architecture and Planning of the Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, Ghana, on IT, and identifies challenges and possible measures to overcome such challenges. A structured questionnaire survey of 185 final year Building Technology and Architecture students was conducted. Data obtained were analyzed based on mean scores of factors evaluated and also t-test to assess the significance of the differences between students‘ performance before and after undertaking IT. Students are of the view that IT exposes them to real work environment and increase their job prospects among others. Students‘ satisfaction level with their performance on personal attitude, communication and work attitude significantly improved after undergoing IT. They are, however, not satisfied with their departments‘ involvement, particularly, with regards to placement and monitoring. Stressful placement processes and financial strain on students are some of the challenges identified. Educational institutions are to collaborate with industry to secure suitable placement for all students and to monitor IT activities in order to enhance the effectiveness of training programmes.
DA - 2011///
PY - 2011
LA - en
UR - http://dspace.knust.edu.gh/handle/123456789/10925
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:West Africa
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:Q
KW - CT:T
KW - P:construction
KW - P:environment
KW - Q:educational technology
KW - T:TVET
KW - T:Training
KW - _C:Ghana GHA
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - GIS Based Suitable Site Selection and Road-map Preparation for Equitable Distribution of Secondary Schools of Amhara Region, Ethiopia
AU - Ayel, Leykun
AU - Wondim, Yirga
AU - Abebe, Abiyu
AB - The main objective of this study is to select suitable sites for high school construction and prepare 10 years Road-map plan for the equitable distribution of secondary schools in Amhara Region, Ethiopia. The school site selection analysis is done by Multi-Criteria Analysis Method (MCAM) using Arc GIS software and GIS models. Three models: Restriction Model, Suitability Model and Integrated Suitable Sites Model were developed. First, Restriction Model was developed to identify areas excluded from suitability site analysis. Constraints or restrictions considered in this study includes: the area covered by roads, 150-meter noise level buffer along roads, 5-kilometer radius area around existing high schools, ecologically sensitive areas (parks and conservation areas), lakes and dams, and gorges of major rivers. Having Restriction Model results, Suitability Model was developed to identify suitable areas for high school construction. The major criteria used were: number of students in each school and their spatial distribution, slope, access to road, power access, drinking water access and telecommunication access. Finally, the integrated suitable sites model was developed to combine the restricted areas and suitable areas. The combination gives the final suitable sites for construction of new high schools. The finding of high school suitability sites of Amhara Region indicated that 235,903.67ha (2.1%), 2,551,599.57ha (22.3%), 7,518,477.63ha (65.8), 1,127,206.72ha (9.9%) of the areas of the Region were least suitable, marginally suitable, moderately suitable and highly suitable respectively. Finally, prioritization was done by clustering the primary schools according to the number of students, nearness to each other and considering geographical barriers. In general, about 902 school sites were selected and prioritized for the construction of new high schools in the coming 10 years. In connection, a 10-year road-map plan was prepared so as to achieve a reasonable high school coverage in Amhara region.
DA - 2018/08/29/
PY - 2018
DP - ResearchGate
VL - Volume 8
SP - 100
EP - 113
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - China’s peacekeeping operations in Africa: From unwilling participation to responsible contribution
AU - Ayenagbo, Kossi
AU - Njobvu, Tommie
AU - Sossou, James V.
AU - Tozoun, Biossey K.
T2 - African Journal of Political Science and International Relations
DA - 2012///
PY - 2012
DP - Google Scholar
VL - 6
IS - 2
SP - 22
EP - 32
ST - China’s peacekeeping operations in Africa
UR - https://scholar.archive.org/work/242s5yeoejgq5afrxsqukgncnu/access/wayback/http://www.operationspaix.net/DATA/DOCUMENT/7538~v~Chinas_Peacekeeping_Operations_in_Africa__From_Unwilling_Participation_to_Responsible_Contribution.pdf
Y2 - 2023/12/05/11:36:42
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Skilled labour shortage: a qualitative study of Ghana’s training and apprenticeship system
AU - Ayentimi, Desmond Tutu
AU - Burgess, John
AU - Dayaram, Kantha
T2 - Human Resource Development International
AB - The impacts of training and apprenticeship education towards building high-level technical and vocational skills that support human capital development and attracting foreign direct investment are being reshaped by global competition. This article draws on human capital theory to report on a qualitative study that explores skilled labour challenges within Ghana’s training and apprenticeship system through the lens of the demand side of employment perspective. The findings point to a training mismatch, lack of regulations and ineffective apprenticeship programmes, underinvestment in education and training, and outdated training programmes. The bottlenecks in the supply of skilled labour in Ghana are hampering the firms’ ability to find skilled labour across industries. We suggest improved social partnership between industries and training institutions, with increased government investment in training and apprenticeship programmes, as a way forward to address the technical and vocational skilled labour supply bottlenecks. Wider implications for the African region which shares similar developing contexts are discussed.
DA - 2018///
PY - 2018
DO - 10.1080/13678868.2018.1447881
VL - 21
IS - 5
SP - 406
EP - 424
J2 - Human Resource Development International
LA - en
SN - 1367-8868, 1469-8374
ST - Skilled labour shortage
UR - https://www.tandfonline.com/doi/full/10.1080/13678868.2018.1447881
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - CA:AandC
KW - CCZ:Ghana
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:D
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - D:developing context
KW - F:regulation
KW - P:social
KW - R:impact
KW - R:qualitative
KW - T:Lehrlingsausbildung
KW - T:Training
KW - T:vocational skills
KW - Z:Skilled labour shortages
KW - Z:social partnership
KW - Z:training and apprenticeship systems
KW - _C:Ghana GHA
KW - __C:filed:1
KW - publicImportV1
ER -
TY - JOUR
TI - The Effects of Authentic Learning Practices on Problem-Solving Skills and Attitude towards Science Courses
AU - Aynas, Naciye
AU - Aslan, Mecit
T2 - Journal of Learning for Development
AB - This study aims to investigate the effects of authentic learning methods — applied in science courses — on the problem-solving skills and attitudes towards those courses. As a research design, a quasi-experimental design with pre-test and post-test control groups was used in the study. The data of the study were collected from 92 students at the level of 6th grade in Van, Turkey in the 2017-2018 academic year. As data collection tools, the Problem-Solving Skills Test and Science Attitude Scale were used throughout the study. During the data analysis phase, descriptive statistics, one-factor analysis of variance for unrelated samples, t-test for related samples, Kruskal Wallis-H and Wilcoxon Signed Rank Test were used. As a result of the study, it was realised that there was a significant difference between the experimental group and control groups' problem-solving skills total scores in favour of the experimental group. Furthermore, it was ascertained that authentic learning practices improved the problem-solving skills of the experimental group students to a significant extent. In terms of attitude points towards science, it was determined that the post-test scores of the experimental group were significantly higher than the control groups and authentic learning practices had a positive effect on attitude.
DA - 2021/03/18/
PY - 2021
DP - jl4d.org
VL - 8
IS - 1
SP - 146
EP - 161
LA - en
SN - 2311-1550
UR - https://jl4d.org/index.php/ejl4d/article/view/482
Y2 - 2022/04/05/12:21:50
KW - attitudes towards science courses
KW - authentic learning
KW - authentic task
KW - problem-solving skills
KW - the curriculum of science courses
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Needs for In-service Professional Development of Teachers to Improve Students’ Academic Performance in Sub-Saharan Africa
AU - Ayodele Ajani, Oluwatoyin
T2 - Arts and Social Sciences Journal
DA - 2018///
PY - 2018
DO - 10.4172/2151-6200.1000330
DP - DOI.org (Crossref)
VL - 09
IS - 02
J2 - Arts Social Sci J
SN - 21516200
UR - https://www.omicsonline.org/open-access/needs-for-inservice-professional-development-of-teachers-to-improve-students8217-academic-performance-in-subsaharan-africa-2151-6200-1000330-99235.html
Y2 - 2023/03/11/12:34:11
ER -
TY - RPRT
TI - Wie transnationale Ausbildungspartnerschaften in Deutschland vorangebracht werden können
AU - Azahaf, Najim
T2 - Policy Brief Migration
DA - 2020/05//
PY - 2020
PB - Bertelsmann Stiftung.
UR - https://www.bertelsmann-stiftung.de/fileadmin/files/Projekte/Migration_fair_gestalten/IB_Policy_Brief_2020_Transnationale_Partnerschaften.pdf
Y2 - 2022/05/03/13:13:43
ER -
TY - BOOK
TI - Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates
AU - Azevedo, Joao Pedro
AU - Hasan, Amer
AU - Goldemberg, Diana
AU - Iqbal, Syedah Aroob
AU - Geven, Koen
DA - 2020/06//
PY - 2020
DP - DOI.org (Crossref)
LA - en
PB - World Bank, Washington, DC
ST - Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes
UR - http://hdl.handle.net/10986/33945
Y2 - 2021/06/07/20:40:02
KW - ___duplicate_item
ER -
TY - BOOK
TI - Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates
AU - Azevedo, João Pedro
AU - Hasan, Amer
AU - Goldemberg, Diana
AU - Iqbal, Syedah Aroob
AU - Geven, Koen
T2 - Policy Research Working Papers
DA - 2020/06/18/
PY - 2020
DP - DOI.org (Crossref)
LA - en
PB - The World Bank
ST - Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes
UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9284
Y2 - 2020/08/12/15:37:19
KW - CORONAVIRUS
KW - COVID-19
KW - DROPOUT RATE
KW - LEARNING LOSS
KW - LEARNING OUTCOMES
KW - PANDEMIC IMPACT
KW - SCHOOL CLOSURE
KW - _COVID_DEAA-List
KW - ___duplicate_item
ER -
TY - JOUR
TI - Impact of training on teachers competencies at higher education level
AU - Aziz, Fakhra
T2 - Researchers World – Journal of Arts Science & Commerce
AB - The present survey study aimed to diagnose the impact of training on teachers competencies. The
study was of descriptive nature. The Competencies of teachers having no training and trained
teachers were compared. Teachers Competencies Measurement Scale (TCMS) was used to
compare competencies of both cohorts. To measure the impact of FPDP (a training program) on
teacher competencies three categories of competencies: pedagogical, assessment & management
and research competencies were made. After applying descriptive statistics, t -test was used to
find out the difference. Trained teachers showed a significant difference in pedagogical
competencies, management and assessment competencies and research competencies. It depicts
that in all the categories trained teachers were more competent than teachers having no training
were The present study suggests that training program of this type should be continue to enhance
the teachers competencies.
Keywords: Competencies, Pedagogical competencies, Assessment & Management competencies,
Research competencies, Professional development
DA - 2014/01/01/
PY - 2014
DP - ResearchGate
VL - V
SP - 121
J2 - Researchers World – Journal of Arts Science & Commerce
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - La recherche sur les competences techniques et professionnelles permettant l'insertion - etat des lieux, contraintes et perspectives dans trois pays de l'afrique de l'ouest
AU - Azoh, François-Joseph
AU - Weyer, Frédérique
AU - Carton, Michel
AB - [FRGMNT] On assiste en Afrique à un regain d'intérêt pour la question du développement des compétences techniques et professionnelles (DCTP). L'existence de données et d'analyses fiables sur ce thème représente néanmoins un préalable indispensable à la définition et à la …[...]… CAP Certificat d'Aptitude Professionnelle CBL Competency Based Learning CBT Competency Based Training CCI Chambre de Commerce et d'Industrie CEBNF Centre d'Education de Base Non Formelle CEPE Certificat d'Etude Primaire Elémentaire … [...]… COTVET Council for Technical and Vocational Education and Training CPAF Centre Permanent d'Alphabétisation Fonctionnelle … NACVET National Coordinating Committee on Technical and Vocational Education and Training … [...]Page 1. LA RECHERCHE SUR LES COMPETENCES TECHNIQUES ET PROFESSIONNELLES PERMETTANT L'INSERTION ETAT DES LIEUX, CONTRAINTES ET PERSPECTIVES DANS TROIS PAYS DE L'AFRIQUE DE L'OUEST (Burkina Faso, Côte d'Ivoire et Ghana) …
CY - Ouagadougou, Burkina Faso
DA - 2012///
PY - 2012
DP - Zotero
LA - French
PB - NORRAG; ROCARE
UR - http://www.norrag.org/fileadmin/Events/ROCARE-NORRAG_RAPPORT_FINAL_AVRIL_2012_FR.pdf
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - -RRQ:H:final
KW - -RRQv:f2-H-fr
KW - A:Africa
KW - A:West Africa
KW - C:Burkina Faso
KW - C:Ivory Coast
KW - CA:AandC
KW - CC:Burkina Faso
KW - CC:Ghana
KW - CC:Ivory Coast
KW - CL:en
KW - CL:fr
KW - CLL:fr
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:learning
KW - F:pay
KW - Q:certificate
KW - T:Ausbildung
KW - T:TVET
KW - _C:Ghana GHA
KW - publicImportV1
ER -
TY - JOUR
TI - Beyond COVID-19 supernova. Is another education coming?
AU - Azorín, Cecilia
T2 - Journal of Professional Capital and Community
AB - Purpose This article explores social and educational responses to COVID-19 as seen through the lens of the Spanish education, in which professional capital and community is at the epicenter of the fight against the pandemic. Design/methodology/approach This is a reflective and forward-thinking piece in which educators are presented as first responders to the crisis. The article is structured in four parts. First, the opportunities and barriers that COVID-19 is encountering in 21st-century education are commented on. Second, there is recognition of the need to be connected more than ever; and the vital role of networks. Third, the article discusses the effort to realize the maxim “not to leave anyone behind.” Fourth, the last section summarizes the key points related to the aspects to which education should devote its efforts in the coming months and years in Spain. Findings There is a set of reasons why the Spanish education system is extremely vulnerable to the consequences caused by COVID-19, and these include, among others: the high rates of socioeconomic segregation, of school dropouts and of academic failure; poor culture of networking and collaboration; overcrowded classrooms that hinders quality education; an obsolete curriculum; the consideration of education as a political currency; the need to strengthen bimodal education; and teachers' obligation to update their digital competences. Originality/value The article questions whether another education is possible beyond the pandemic and promotes a deep reflection in this particular context for practitioners and policymakers on which topics more attention could be focused during this time of turmoil.
DA - 2020/01/01/
PY - 2020
DO - 10.1108/JPCC-05-2020-0019
DP - Emerald Insight
VL - ahead-of-print
IS - ahead-of-print
SN - 2056-9548
UR - https://doi.org/10.1108/JPCC-05-2020-0019
Y2 - 2020/08/12/16:56:56
KW - Collective capacity
KW - Community engagement
KW - Educational change
KW - Networks
KW - __C:filed:1
ER -
TY - CHAP
TI - Early Grade Reading Assessment (EGRA) Plus: Liberia. Program evaluation report
AU - b
T2 - Implementing Mother Tongue
DA - 2016///
PY - 2016
ER -
TY - JOUR
TI - Effective partnership models
AU - Baars, Dr Sam
AU - Menzies, Loic
DA - 2015///
PY - 2015
DP - Zotero
SP - 10
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Teachers' Adoption of Open Educational Resources in Higher Education.
AU - Baas, Marjon
AU - Admiraal, Wilfried
AU - van den Berg, Ellen
T2 - Journal of Interactive Media in Education
DA - 2019///
PY - 2019
DO - 10.5334/jime.510
DP - Google Scholar
VL - 2019
IS - 1
KW - _C:Netherlands NLD
KW - _C:Tanzania TZA
KW - _C:Turkey TUR
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - The Cost-Benefit and Cost-effectiveness of Providing Menstrual Cups and Sanitary Pads to Schoolgirls in Rural Kenya
AU - Babagoli, M.
AU - Benshaul-Tolonen, Anja
AU - Zulaika, Garazi
AU - Nyothach, Elizabeth
AU - Oduor, Clifford
AU - Obor, David
AU - Mason, Linda
AU - Kerubo, Emily
AU - Ngere, Isaac
AU - Laserson, Kayla F.
T2 - Columbia Center for Development Economics and Policy, Working Paper
DA - 2020///
PY - 2020
DP - Google Scholar
VL - 87
KW - _yl:a
KW - ⛔ No DOI found
ER -
TY - NEWS
TI - Acht gängige Temperatur- und Luftfeuchtesensoren im Vergleichstest
AU - Bablok, Bernhard
T2 - Raspberry Pi Geek
AB - Wer viel misst, misst Mist. Gute Sensor-Breakouts sollten jedoch keine Fantasiewerte ausspucken. Wir testen acht Vertreter der Gattung. Die Verkabelung eines Sensors und das zyklische Auslesen der Werte gelingt leicht. Vermutlich hat Sie dabei schon einmal das Gefühl beschlichen, dass die merkwürdig hohen Zahlen nicht stimmen. Ein Zweitgerät macht die Verwirrung perfekt, denn Abweichungen von zwei Grad kommen durchaus vor. Schnell keimt dann der Verdacht auf, es mit einem schlechten Exemplar oder Billigware zu tun zu haben. Da fragt man sich, ob die mysteriös hohen Messwerte an schwachen Produkten liegen oder die Datenblätter nicht stimmen. Beiden Verdachtsmomenten gehen wir nach und versuchen ein paar Empfehlungen zu geben. Acht gängige Sensorbausteine in bis zu vier Exemplaren müssen sich dem Test stellen (Abbildung 1). Der Großteil davon stammt von Berrybase oder Pimoroni und befand sich teilweise schon länger in der Bastelkiste. Die Tabelle “Testkandidaten” gibt einen Überblick über Ausstattung, technische Werte und Preise.
Neben der Temperatur messen viele der Sensoren die Luftfeuchte, die Bosch-Sensoren ermitteln zudem den Luftdruck. Der BMP280 kostet sehr wenig, was vermuten lässt, dass es sich um einen Billig-Klon handelt. Ein Exot in der Kandidatenliste ist der DS18B20: Er hat keine I2C-Schnittstelle und kommt nicht als Breakout, sondern als IC im TO-92-Format. Der Anschluss erfolgt per 1-Wire-Protokoll. Bei Tests wären viele Exemplare pro Produkt wünschenswert, was aus Kosten- und Zeitgründen nicht infrage kam. Wir schickten aber immer mindestens zwei Exemplare ins Rennen, mit Ausnahme des teuersten Sensors SHT45. Zudem decken die Produkte nicht alle Anwendungsszenarien ab. Möchten Sie etwa einen eigenen Lötofen bauen, brauchen Sie einen Sensor mit einem ganz anderen Temperaturbereich. An der Unterseite der Temperaturskala ist bei unserer Auswahl spätestens bei -40 Grad Celsius Schluss. Genauigkeit und Präzision In den Datenblättern tauchen die beiden Begriffe Genauigkeit und Präzision auf – hier besteht Verwechslungsgefahr. Die Genauigkeit bezeichnet die typische Differenz zum wahren Wert. Die Präzision informiert darüber, wie stark wiederholte Messungen desselben Werts schwanken. Die Werte in den Datenblättern lassen sich nur schwer vergleichen, da sie die Genauigkeit meist in den zwei Ausprägungen “typisch” und “maximal” angeben. Oft verwenden die Anbieter zusätzlich Grafiken. Allerdings sind diese Kurven ohne Zusatzinformationen unvollständig und lassen Interpretationsspielraum. Weder […]
LA - de-DE
UR - https://www.raspberry-pi-geek.de/ausgaben/rpg/2023/11/temperatur-und-feuchtigkeitssensoren-im-vergleichstest/
Y2 - 2023/12/21/15:09:33
KW - ⛔ No DOI found
ER -
TY - COMP
TI - Pico board for data-logging with power-management and micro-sd storage
AU - Bablok, Bernhard
AU - Haßler, Björn
AB - Pico board for data-logging with power-management and micro-sd storage
DA - 2023/06/08/T15:16:57Z
PY - 2023
DP - GitHub
LA - Python
PB - Open Development & Education
UR - https://github.com/bablokb/pcb-pico-datalogger
Y2 - 2023/08/27/09:42:04
KW - _r:ImportedToMyEducationEvidence
ER -
TY - JOUR
TI - Constructivism learning theory: A paradigm for teaching and learning
AU - Bada, Steve Olusegun
AU - Olusegun, Steve
T2 - Journal of Research & Method in Education
DA - 2015///
PY - 2015
DP - Google Scholar
VL - 5
IS - 6
SP - 66
EP - 70
ST - Constructivism learning theory
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Achieving Cost-Effective Instructional Coaching at Scale: Evidence from Senegal
AU - Bagby, Emilie
AU - Swift-Morgan, Jennifer
AU - Niang, Ablaye
AU - Upadhyay, Arjun
DA - 2022///
PY - 2022
LA - en
PB - Chemonics International
ST - Achieving Cost-Effective Instructional Coaching at Scale
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Understanding Sub-Saharan African Learners Informal Learning Using Mobile Devices: A Case of Tanzania
AU - Bagui, Laban
AU - Mwapwele, Samwel Dick
T2 - The African Journal of Information Systems
DA - 2019///
PY - 2019
DP - Google Scholar
VL - 11
IS - 2
SP - 1
ST - Understanding Sub-Saharan African Learners Informal Learning Using Mobile Devices
KW - HDR25
KW - _C:Australia AUS
KW - _C:Botswana BWA
KW - _C:Cameroon CMR
KW - _C:Dominican Republic DOM
KW - _C:Eritrea ERI
KW - _C:Gambia GMB
KW - _C:Malaysia MYS
KW - _C:New Zealand NZL
KW - _C:Rwanda RWA
KW - _C:Senegal SEN
KW - _C:Singapore SGP
KW - _C:South Africa ZAF
KW - _C:Tanzania TZA
KW - _C:Togo TGO
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - NEWS
TI - How Africa's first heat officer is protecting women in Sierra Leone
AU - Bah, Saidu
T2 - BBC Future Planet
AB - Africa's first heat officer is helping women keep cool in Sierra Leone's capital Freetown.
DA - 2023/11/10/
PY - 2023
LA - en
UR - https://www.bbc.com/future/article/20231109-how-africas-first-heat-officer-is-protecting-women-in-sierra-leone
Y2 - 2023/11/14/10:10:19
ER -
TY - RPRT
TI - Unlocking resilience through autonomous innovation
AU - Bahadur, Aditya
AU - Doczi, Julian
DA - 2016///
PY - 2016
DP - Zotero
LA - en
PB - Overseas Development Institute
ER -
TY - THES
TI - Application of the constructivist methods of teaching-learning through the use of information and communication technologies (ICTs) in Zambian Schools: A case of three Secondary Schools in Lusaka
AU - Bahufite, Eric
DA - 2015///
PY - 2015
DP - Google Scholar
M3 - PhD Thesis
PB - The University of Zambia
ST - Application of the constructivist methods of teaching-learning through the use of information and communication technologies (ICTs) in Zambian Schools
KW - __C:filed:1
ER -
TY - JOUR
TI - Preparing teacher education students to integrate mobile learning into elementary education
AU - Bai, Hua
T2 - TechTrends
AB - The wide adoption of mobile technology has greatly influenced K-12 education. In teacher education programs, it is necessary for educators to train teacher education students to use mobile technology for educational purpose. This paper reports an exploratory effort in preparing elementary education students for mobile learning. The participants’ perceptions of mobile learning and intended use of mobile technology were examined through the analyses of their online discussion posts, responses to survey items and their projects. Their perceived benefits of mobile learning, limitations of mobile technology, their intended implementation of mobile learning and the challenges they anticipated were reported. Implications and recommendations were discussed regarding the knowledge of mobile apps, pedagogical practices and some non-instructional issues.
DA - 2019/11//
PY - 2019
DO - 10.1007/s11528-019-00424-z
DP - DOI.org (Crossref)
VL - 63
IS - 6
SP - 723
EP - 733
J2 - TechTrends
LA - en
SN - 8756-3894, 1559-7075
UR - https://www.researchgate.net/publication/335106982_Preparing_Teacher_Education_Students_to_Integrate_Mobile_Learning_into_Elementary_Education
Y2 - 2021/06/10/18:05:48
ER -
TY - CONF
TI - Search Engine Overlaps : Do they agree or disagree?
AU - Bailey, J.
AU - Zhang, C.
AU - Budgen, D.
AU - Turner, M.
AU - Charters, S.
T2 - Second International Workshop on Realising Evidence-Based Software Engineering (REBSE '07)
AB - Secondary studies, such as systematic literature reviews and mapping studies, are an essential element of the evidence-based paradigm. A critical part of the review process is the identification of all relevant research. As such, any researcher intending to conduct a secondary review should be aware of the strengths and weakness of the search engines available. Analyse the overlap between search engine results for software engineering studies. Three independent studies were conducted to evaluate the overlap between multiple search engines for different search areas. The findings indicate that very little overlap was found between the search engines. To complete a systematic review, researchers must use multiple search terms and search engines. The lack of overlap might also be caused by inconsistent keyword selection amongst authors.
C3 - Second International Workshop on Realising Evidence-Based Software Engineering (REBSE '07)
DA - 2007/05//
PY - 2007
DO - 10.1109/REBSE.2007.4
DP - IEEE Xplore
SP - 2
EP - 2
ST - Search Engine Overlaps
KW - Aggregates
KW - Computer science
KW - Data analysis
KW - Databases
KW - Mathematics
KW - Protocols
KW - Publishing
KW - Search engines
KW - Software design
KW - Software engineering
ER -
TY - RPRT
TI - Improving Secondary School Teacher Quality in Sub-Saharan Africa
AU - Bainton, Dave
AU - Barrett, Angeline Mbogo
AU - Tikly, Leon
T2 - Bristol Working Papers in Education
DA - 2016///
PY - 2016
DP - Zotero
LA - en
PB - University of Bristol
SN - 3
KW - C:sub-Saharan Africa
KW - _C:Benin BEN
KW - _C:Botswana BWA
KW - _C:Burundi BDI
KW - _C:Cameroon CMR
KW - _C:Canada CAN
KW - _C:Chile CHL
KW - _C:China CHN
KW - _C:Congo, Republic COG
KW - _C:Ethiopia ETH
KW - _C:Gambia GMB
KW - _C:Ghana GHA
KW - _C:India IND
KW - _C:Ivory Coast CIV
KW - _C:Kenya KEN
KW - _C:Malawi MWI
KW - _C:Mali MLI
KW - _C:Mozambique MOZ
KW - _C:Namibia NAM
KW - _C:Nigeria NGA
KW - _C:Pakistan PAK
KW - _C:Philippines PHL
KW - _C:Rwanda RWA
KW - _C:South Africa ZAF
KW - _C:South Sudan SSD
KW - _C:Tanzania TZA
KW - _C:Turkey TUR
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - RPRT
TI - Improving Secondary School Teacher Quality in Sub-Saharan Africa: Framing the Issues
AU - Bainton, Dave
AU - Barrett, Angeline Mbogo
AU - Tikly, Leon
DA - 2016///
PY - 2016
PB - Bristol Working Papers in Education
UR - https://www.bristol.ac.uk/media-library/sites/education/documents/bristol-working-papers-in-education/improving-secondary-school-teacher-quality-in-sub-saharan-africa.pdf
KW - Cited
KW - RRQ1:High
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Yi
AU - Baird
T2 - et al. 2015 Garn et al
DA - 2011///
PY - 2011
ER -
TY - CHAP
TI - Girl power: cash transfers and adolescent welfare. Evidence from a cluster‐randomized experiment in Malawi
AU - Baird, Sarah J.
AU - Chirwa, Ephraim
AU - Hoop, Jacobus De
AU - Özler, Berk
T2 - Chapter in NBER book African Successes, Volume II: Human Capital
A2 - Edwards, Sebastian
A2 - Johnson, Simon
A2 - Weilp, David N.
DA - 2016///
PY - 2016
SP - 139
EP - 164
PB - University of Chicago Press
ER -
TY - JOUR
TI - Effect of a cash transfer programme for schooling on prevalence of HIV and herpes simplex type 2 in Malawi: a cluster randomised trial
AU - Baird, Sarah J.
AU - Garfein, Richard S.
AU - McIntosh, Craig T.
AU - Özler, Berk
T2 - The Lancet
DA - 2012///
PY - 2012
DO - 10.1016/S0140-6736(11)61709-1
DP - Google Scholar
VL - 379
IS - 9823
SP - 1320
EP - 1329
ST - Effect of a cash transfer programme for schooling on prevalence of HIV and herpes simplex type 2 in Malawi
UR - https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(11)61709-1/fulltext?width=921.6&height=921.6&TB_iframe=true
Y2 - 2024/02/29/13:32:59
KW - Final_citation
ER -
TY - JOUR
TI - Cash or condition? Evidence from a cash transfer experiment
AU - Baird, Sarah
AU - McIntosh, Craig
AU - Özler, Berk
T2 - The Quarterly Journal of Economics
DA - 2011///
PY - 2011
DO - 10.1093/qje/qjr032
VL - 126
SP - 1709
EP - 53
ER -
TY - JOUR
TI - When the Money Runs Out: Do Cash Transfers Have Sustained Effects on Human Capital Accumulation?
AU - Baird, Sarah
AU - McIntosh, Craig
AU - Özler, Berk
T2 - Journal of Development Economics
DA - 2019///
PY - 2019
DO - 10.1016/j.jdeveco.2019.04.004
VL - 140
SP - 169
EP - 185
UR - https://escholarship.org/content/qt2rd3f9jv/qt2rd3f9jv.pdf
ER -
TY - SLIDE
TI - Partnerships in Education
A2 - Bajinder Pal Singh
AB - Partnerships in Education
Models, Types, Reach, Benefits, Pitfalls,
DA - 2019/02/25/
PY - 2019
M3 - Education
UR - https://www.slideshare.net/bajinder/partnerships-in-education-133156231
Y2 - 2021/03/24/13:00:20
ER -
TY - JOUR
TI - Feeding Our Future: Policy Options For Establishing And Expanding School Meal Programs In Bulilima District, Zimbabwe
AU - Bakani, Mathe
DP - Google Scholar
ST - Feeding Our Future
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Early Childhood Stimulation Interventions in Developing Countries: A Comprehensive Literature Review.
AU - Baker-Henningham, Helen
AU - Bóo, Florencia López
T2 - IDB Working Paper Series
DA - 2010///
PY - 2010
VL - 213
UR - https://www.econstor.eu/bitstream/10419/89041/1/IDB-WP-213.pdf
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Evaluation of a ViolencePrevention Programme with Jamaican Primary School Teachers: A Cluster Randomised Trial.
AU - Baker-Henningham, Helen
AU - Scott, Yakeisha
AU - Bowers, Marsha
AU - Francis, Taja
T2 - International Journal of Environmental Research and Public Health
DA - 2019///
PY - 2019
DO - 10.3390/ijerph16152797
SP - 2797
UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6696405/
ER -
TY - RPRT
TI - E-Learning for Teacher Training in Tanzania
AU - Baker, D
AU - Bliss, A
AU - Chung, R
AB - Rural Tanzania is struggling to provide an adequate number of qualified teachers to keep up with increased primary and secondary school enrollment rates. Teachers enter classrooms with minimal teaching experience and education, sometimes having never studied the subject they are teaching. As a result of this under-qualification, teachers struggle in critical topics such as math, science, and English, exacerbating the trend of low academic performance. A lack of well-qualified teachers means the country is producing students whose education is cut short, as they are not passing national exams for graduation. This result is a great disappointment and an unacceptable outcome for students who represent years of investment and hope for the future. Primary and secondary school teachers must have sufficient knowledge and skills in the classroom. Teacher training will need to employ a variety of tools, among them education of and with Information and Communications Technologies (ICTs). This project has two components. First, it provides a landscape review of national and international policies and initiatives that affect education in Tanzania, clarifying how Asante Africa’s programs can best fit into the country’s established systems. Second, it identifies best practices for using e-learning ICTs to train teachers and improve the country’s education system. The report identifies four prospective e-learning models, and recommends that Asante Africa consider aspects of two: mobile learning and massive open online courses (MOOCs). Through our model evaluation, we found that these two models ranked best for Tanzania in effectiveness, cost, rural feasibility, scalability, and sustainability. Once a delivery method is in place and Asante Africa ensures technical support for the teachers utilizing the training materials, Asante Africa can strategize a plan for content and curriculum that leverages its Khan Academy videos. By implementing the recommended ICTs for learning and teacher training, Asante Africa will deliver increased access of quality training to teachers in the rural districts of Tanzania, improving the academic environment and performance of students throughout the country.
DA - 2013///
PY - 2013
LA - en
UR - https://asanteafrica.org/wp-content/uploads/2018/03/E-Learning.-TZ-Teachers.2013.pdf
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:East Africa
KW - C:Tanzania
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:access
KW - F:learning
KW - F:ministry
KW - P:teacher training
KW - Q:e-learning
KW - Q:mobile learning
KW - T:TVET
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Starting off on the right foot: The influence of four principles of professional development in improving literacy instruction in two kindergarten programs
AU - Baker, S.
AU - Smith, S.
T2 - Learning Disabilities Research and Practice
DA - 1999///
PY - 1999
DO - 10.1207/sldrp1404_5
VL - 14
IS - 4
SP - 239
EP - 253
ER -
TY - JOUR
TI - The Unprecedented Stock Market Reaction to COVID-19
AU - Baker, Scott R.
AU - Bloom, Nicholas
AU - Davis, Steven J.
AU - Kost, Kyle
AU - Sammon, Marco
AU - Viratyosin, Tasaneeya
T2 - The Review of Asset Pricing Studies
AB - Abstract. No previous infectious disease outbreak, including the Spanish Flu, has affected the stock market as forcefully as the COVID-19 pandemic. In fact, pr
DO - 10.1093/rapstu/raaa008
DP - academic.oup.com
J2 - Rev Asset Pric Stud
LA - en
UR - https://academic.oup.com/raps/advance-article/doi/10.1093/rapstu/raaa008/5873533
Y2 - 2020/08/12/16:51:51
KW - __C:filed:1
ER -
TY - BOOK
TI - Design Research in Education: A Practical Guide for Early Career Researchers
AU - Bakker, Arthur
AB - Design Research in Education is a practical guide containing all the information required to begin a design research project. Providing an accessible background to the methodological approaches used in design research as well as addressing all the potential issues that early career researchers will encounter, the book uniquely helps the early career researcher to gain a full overview of design research and the practical skills needed to get their project off the ground. Based on extensive experience, the book also contains multiple examples of design research from both undergraduate and postgraduate students, to demonstrate possible projects to the reader. With easy to follow chapters and accessible question and response sections, Design Research in Education contains practical advice on a wide range of topics related to design research projects including: The theory of design research, what it entails, and when it is suitable The formulation of research questions How to structure a research project The quality of research and the methodological issues of validity and reliability How to write up your research The supervision of design research. Through its theoretical grounding and practical advice, Design Research in Education is the ideal introduction into the field of design based research and is essential reading for bachelor's, master's and PhD students new to the field, as well as to supervisors overseeing projects that use design research.
DA - 2018///
PY - 2018
DP - Google Books
SP - 290
LA - en
PB - Routledge
SN - 978-1-138-57448-9
ST - Design Research in Education
ER -
TY - JOUR
TI - The Factors of Using WhatsApp Application in Education Management in Public University: Conceptual Paper
AU - Balasundran, Komathy
AU - Pandian, Vickneswari
AU - Pandi, Deebamalar
T2 - Management Research Journal
DA - 2021///
PY - 2021
DP - Google Scholar
VL - 10
IS - 2
SP - 122
EP - 135
ST - The Factors of Using WhatsApp Application in Education Management in Public University
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Enhancement of Productivity Using Chatbots
AU - Balatamoghna, B.
AU - Nagajayanthi, B.
T2 - Futuristic Communication and Network Technologies
DA - 2022///
PY - 2022
DP - Google Scholar
SP - 885
EP - 892
PB - Springer
ER -
TY - JOUR
TI - Unstructured data in marketing
AU - Balducci, B
AU - Marinova, D
T2 - Journal of the Academy of Marketing Science
DA - 2018///
PY - 2018
DO - 10.1007/s11747-018-0581-x
VL - 46
IS - 4
SP - 557
EP - 590
LA - en
ER -
TY - BLOG
TI - Care Is Not a Fad: Care Beyond COVID-19
AU - Bali, Maha
T2 - Reflecting Allowed
AB - I’ve been thinking recently about how some people who don’t normally focus on care are taking actions that show care. This is great. If you never thought about care in education, but th…
DA - 2020/04/16/T10:27:02+00:00
PY - 2020
LA - en
ST - Care Is Not a Fad
UR - https://blog.mahabali.me/pedagogy/critical-pedagogy/care-is-not-a-fad-care-beyond-covid-19/
Y2 - 2020/09/10/18:42:56
ER -
TY - JOUR
TI - Reimagining digital literacies from a feminist perspective in a postcolonial context
AU - Bali, Maha
T2 - Media and Communication
DA - 2019///
PY - 2019
DO - 10.17645/mac.v7i2.1935
DP - Google Scholar
VL - 7
IS - 2
SP - 69
EP - 81
ER -
TY - CHAP
TI - Breaking Open: Ethics, Epistemology, Equity, and Power
AU - Bali, Maha
AU - Adam, Taskeen
AU - Cronin, Catherine
AU - Friedrich, Christian
AU - Walji, Sukaina
AU - Hendricks, Christina
T2 - Open at the Margins
DA - 2020/08/17/
PY - 2020
DP - press.rebus.community
LA - en
PB - Rebus Community
SN - 978-1-989014-22-6
ST - Breaking Open
UR - https://press.rebus.community/openatthemargins/chapter/breaking-open-ethics-epistemology-equity-and-power/
Y2 - 2020/08/17/20:21:56
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - JOUR
TI - Framing Open Educational Practices from a Social Justice Perspective
AU - Bali, Maha
AU - Cronin, Catherine
AU - Jhangiani, Rajiv S.
T2 - Journal of Interactive Media in Education
AB - OEP (open educational practices), inclusive of open pedagogy, is often understood with respect to the use of OER (open educational resources) but can be conceived with more expansive conceptualisations (see Cronin & McLaren 2018; DeRosa & Jhangiani 2017; Koseoglu & Bozkurt 2018). This article attempts to build on existing OEP research and practice in two ways. First, we provide a typology of OEP, giving examples of practices across a continuum of openness and along three axes: from content-centric to process-centric, teacher-centric to learner-centric, and practices that are primarily for pedagogical purposes to primarily for social justice (Bali 2017). Second, we employ Hodgkinson-Williams and Trotter’s (2018) conceptual framework, which builds on Fraser’s model of social justice, to critically analyse the ways in which the use/impact of OEP might be considered socially just, with a particular focus on expansive, process-centric OEP. We analyze for whom and in which contexts OEP can (i) support social justice along economic, cultural and political dimensions, and (ii) do so in transformative, ameliorative, neutral or even negative ways. We use the typology and framework to analyse specific process-centric forms of OEP including collaborative annotation, Wikipedia editing, open networked courses, Virtually Connecting, public scholarship, and learner-created OER. Analysing specific practices highlights diversity across the axes and subtle differences among them, such as when a particular practice is considered good pedagogy and how it can be modified to be more oriented towards social justice. We discuss limitations of each practice not just from its discourse and design, but also how it works in practice.
DA - 2020/05/11/
PY - 2020
DO - 10.5334/jime.565
DP - jime.open.ac.uk
VL - 2020
IS - 1
SP - 10
LA - en
SN - 1365-893X
UR - http://jime.open.ac.uk/articles/10.5334/jime.565/
AN - N/A
Y2 - 2020/07/11/18:36:45
KW - Open educational practices
KW - __C:filed:1
KW - open education
KW - open pedagogy
KW - social justice
ER -
TY - JOUR
TI - Internet Use by Secondary School Students: A Digital Divide in Sustainable Societies?
AU - Ballesta Pagán, Francisco
AU - Lozano Martínez, Josefina
AU - Cerezo Máiquez, Mari
T2 - Sustainability
DA - 2018///
PY - 2018
DO - 10.3390/su10103703
DP - Google Scholar
VL - 10
IS - 10
SP - 3703
ST - Internet Use by Secondary School Students
KW - _C:Ecuador ECU
KW - _C:France FRA
KW - _C:Spain ESP
KW - _C:Switzerland CHE
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - RPRT
TI - Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children
AU - Baloch, Imdad
AU - Kaye, Tom
AU - Koomar, Saalim
AU - McBurnie, Chris
DA - 2020/06/17/
PY - 2020
LA - EN
M3 - EdTech Hub Helpdesk Response
PB - EdTech Hub
SN - 17
ST - Pakistan Topic Brief
UR - https://docs.edtechhub.org/lib/8IJT433J
KW - Author:OpenDevEd
KW - F: Helpdesk response
KW - L:Out-of-school populations
KW - LP: English
KW - _C:Bangladesh BGD
KW - _C:China CHN
KW - _C:India IND
KW - _C:Kenya KEN
KW - _C:Liberia LBR
KW - _C:Malaysia MYS
KW - _C:Maldives MDV
KW - _C:Mexico MEX
KW - _C:Mongolia MNG
KW - _C:Nepal NPL
KW - _C:Pakistan PAK
KW - _C:Rwanda RWA
KW - _C:Sierra Leone SLE
KW - _C:Sri Lanka LKA
KW - _C:Tanzania TZA
KW - _EdTechHub_Output
KW - _GS:indexed
KW - __C:filed:1
KW - __C:scheme:1
KW - _cover:v1
KW - _r:CopiedFromEvLib
KW - _r:ImportedToMyEducationEvidence
KW - _zenodoETH
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - RPRT
TI - Introduction to Mixed Methods in Impact Evaluation
AU - Bamberger, Michael
DA - 2012///
PY - 2012
DP - Zotero
LA - en
SN - 3
UR - https://www.betterevaluation.org/en/resources/guides/intro_mixed-methods_impact-evaluation
KW - CitedIn:eCubed
KW - Done:ReferenceFixed
KW - eCubed
ER -
TY - ELEC
TI - Fachkräfteeinwanderungsgesetz
AU - BAMF
T2 - BAMF - Bundesamt für Migration und Flüchtlinge
AB - Das am 1. März 2020 in Kraft getretene Fachkräfteeinwanderungsgesetz (FEG) ist ein Meilenstein der Bundesregierung zur Stärkung der qualifizierten Zuwanderung aus dem Ausland.
LA - de
UR - https://www.BAMF.de/SharedDocs/Meldungen/DE/2021/210301-am-fachkraefteeinwanderungsgesetz.html;jsessionid=020A31AA113F06CFCED50FEAAF0D42D4.intranet672?nn=282772
Y2 - 2022/05/03/13:14:09
ER -
TY - RPRT
TI - Mapping Non-formal Education at Post-primary Educational Level in Uganda
AU - Bananuka, T
AU - Katahoire, AR
AB - 1. This paper explores various cases of non-formal education at post-primary education level in Uganda with special focus on the analysis of the context of NFE provision and the curriculum. Other issues explored included educator training, materials development, teaching and learning methods, policy development and implementation, the relationship with formal education, linkages with work and employment and issues of sustainability and continuity.
2. The study findings suggest that Non-formal Education at post-primary education level is run on a rather ad hoc basis without clearly defined structures save for the recent initiatives in Community Polytechnics. Much as various policy documents and statements advocate for the integration of Non-Formal Education into the PPE level and the education system as a whole, the policy statements lack proper follow up and coherence. This is a contrast to government’s commitment to international protocols and proclamations on EFA – a position that would have seen NFE clearly streamlined in the entire education system.
3. Despite the lack of a policy framework to direct Non-Formal Education at PPE level, a number of advancements in terms of policies have been made. These include the draft Education Bill for educationally disadvantaged children at primary level and the adoption of a modularized curriculum for Community Polytechnics. These advancements however have not come easy as government has over time backtracked on the issue of Non-Formal Education particularly at PPE level.
4. Notable challenges still facing Non-Formal Education in Uganda include lack of specialized training for trainers, limited funding for the education sector which renders NFE a none priority and lack of policy framework to regulate and inform NFE as an alternative route to PPE in the country among others.
DA - 2008///
PY - 2008
LA - en
M3 - Working document
UR - http://cees.mak.ac.ug/sites/default/files/publications/Session.pdf
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - CA:AandC
KW - CL:de
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:Q
KW - CT:T
KW - Q:PhD
KW - Q:community education
KW - Q:primary education
KW - T:TVET
KW - T:company-based training
KW - _C:Uganda UGA
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Achieving Rigor in Literature Reviews: Insights from Qualitative Data Analysis and Tool-Support
AU - Bandara, Wasana
AU - Furtmueller, Elfi
AU - Gorbacheva, Elena
AU - Miskon, Suraya
AU - Beekhuyzen, Jenine
T2 - Communications of the Association for Information Systems
DA - 2015/08/01/
PY - 2015
DO - 10.17705/1CAIS.03708
VL - 37
IS - 1
SP - 154
EP - 204
SN - 1529-3181
ST - Achieving Rigor in Literature Reviews
UR - https://aisel.aisnet.org/cais/vol37/iss1/8
ER -
TY - JOUR
TI - Women’s Empowerment in Action: Evidence from a Randomized Control Trial in Africa
AU - Bandiera, Oriana
AU - Buehren, Niklas
AU - Burgess, Robin
AU - Goldstein, Markus
AU - Gulesci, Selim
AU - Rasul, Imran
AU - Sulaiman, Munshi
T2 - American Economic Journal: Applied Economics
DA - 2019///
PY - 2019
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - The Economic Lives of Young Women in the Time of Ebola : Lessons from an Empowerment Program
AU - Bandiera, Oriana
AU - Buehren, Niklas
AU - Goldstein, Markus P.
AU - Rasul, Imran
AU - Smurra, Andrea
AB - This paper evaluates an intervention to raise young women's economic empowerment in Sierra Leone, where women frequently experience sexual violence and face multiple economic disadvantages. The intervention provides them with a protective space (a club) where they can find support, receive information on health and reproductive issues, and vocational training. Unexpectedly, the post-baseline period coincided with the 2014 Ebola outbreak. The analysis leverages quasi-random across-village variation in the severity of Ebola-related disruption, and random assignment of villages to the intervention to document the impact of the Ebola outbreak on the economic lives of 4,700 women tracked over the crisis, and any ameliorating role played by the intervention. In highly disrupted control villages, the crisis leads younger girls to spend significantly more time with men, out-of-wedlock pregnancies rise, and as a result, they experience a persistent 16 percentage points drop in school enrolment post-crisis. These adverse effects are almost entirely reversed in treated villages because the intervention enables young girls to allocate time away from men, preventing out-of-wedlock pregnancies and enabling them to re-enrol in school post-crisis. In treated villages, the unavailability of young women leads some older girls to use transactional sex as a coping strategy. The intervention causes them to increase contraceptive use so this does not translate into higher fertility. The analysis pinpoints the mechanisms through which the severity of the aggregate shock impacts the economic lives of young women and shows how interventions in times of crisis can interlink outcomes across younger and older cohorts.
DA - 2019/02/28/08:51:05
PY - 2019
DP - documents.worldbank.org
SP - 1
EP - 80
LA - en
PB - The World Bank
SN - WPS8760
ST - The Economic Lives of Young Women in the Time of Ebola
UR - http://documents.worldbank.org/curated/en/452451551361923106/The-Economic-Lives-of-Young-Women-in-the-Time-of-Ebola-Lessons-from-an-Empowerment-Program
Y2 - 2020/04/21/15:04:08
KW - _C:Sierra Leone SLE
ER -
TY - RPRT
TI - The Economic Lives of Young Women in the Time of Ebola: Lessons from an Empowerment Program [Unpublished Manuscript]
AU - Bandiera, Oriana
AU - Buehren, Niklas
AU - Goldstein, Markus
AU - Rasul, Imran
AU - Smurra, Andrea
DA - 2018///
PY - 2018
M3 - Unpublished Manuscript
PB - Unpublished Manuscript
ER -
TY - JOUR
TI - Perceived Self-Efficacy in Cognitive Development and Functioning
AU - Bandura, Albert
T2 - Educational Psychologist
AB - In this article, I review the diverse ways in which perceived self-efficacy contributes to cognitive development and functioning. Perceived self-efficacy exerts its influence through four major processes. They include cognitive, motivational, affective, and selection processes. There are three different levels at which perceived self-efficacy operates as an important contributor to academic development. Students' beliefs in their efficacy to regulate their own learning and to master academic activities determine their aspirations, level of motivation, and academic accomplishments. Teachers' beliefs in their personal efficacy to motivate and promote learning affect the types of learning environments they create and the level of academic progress their students achieve. Faculties' beliefs in their collective instructional efficacy contribute significantly to their schools' level of academic achievement. Student body characteristics influence school-level achievement more strongly by altering faculties' beliefs in their collective efficacy than through direct affects on school achievement.
DA - 1993/03/01/
PY - 1993
DO - 10.1207/s15326985ep2802_3
DP - Taylor and Francis+NEJM
VL - 28
IS - 2
SP - 117
EP - 148
SN - 0046-1520
UR - https://doi.org/10.1207/s15326985ep2802_3
Y2 - 2022/04/01/22:33:33
ER -
TY - JOUR
TI - Pitfalls of Participatory Programs: Evidence from a Randomized Evaluation in Education in India.
AU - Banerjee, A.V.
AU - Banerji, R.
AU - Duflo, E.
AU - Glennerster, R.
AU - Khemani, S.
T2 - American Economic Journal: Economic Policy
DA - 2010///
PY - 2010
DO - 10.1257/pol.2.1.1
VL - 2
SP - 1
EP - 30
ER -
TY - JOUR
TI - From Proof of Concept to Scalable Policies: Challenges and Solutions, With an Application.
AU - Banerjee, Abhijit
AU - Banerji, Rukmini
AU - Berry, James
AU - Duflo, Esther
AU - Kannan, Harini
AU - Mukerji, Shobhini
AU - Shotland, Marc
AU - Walton, Michael
T2 - Journal of Economic Perspectives
DA - 2017///
PY - 2017
DO - 10.1257/jep.31.4.73
SP - 73
EP - 102
UR - https://www.nber.org/papers/w22746
ER -
TY - JOUR
TI - From Proof of Concept to Scalable Policies: Challenges and Solutions, with an Application
AU - Banerjee, Abhijit
AU - Banerji, Rukmini
AU - Berry, James
AU - Duflo, Esther
AU - Kannan, Harini
AU - Mukerji, Shobhini
AU - Shotland, Marc
AU - Walton, Michael
T2 - Journal of Economic Perspectives
AB - The promise of randomized controlled trials is that evidence gathered through the evaluation of a specific program helps us—possibly after several rounds of fine-tuning and multiple
replications in different contexts—to inform policy. However, critics have pointed out that a potential constraint in this agenda is that results from small "proof-of-concept" studies run by
nongovernment organizations may not apply to policies that can be implemented by governments on a large scale. After discussing the potential issues, this paper describes the journey from the
original concept to the design and evaluation of scalable policy. We do so by evaluating a series of strategies that aim to integrate the nongovernment organization Pratham's "Teaching at the
Right Level" methodology into elementary schools in India. The methodology consists of reorganizing instruction based on children's actual learning levels, rather than on a prescribed syllabus,
and has previously been shown to be very effective when properly implemented. We present evidence from randomized controlled trials involving some designs that failed to produce impacts
within the regular schooling system but still helped shape subsequent versions of the program. As a result of this process, two versions of the programs were developed that successfully raised
children's learning levels using scalable models in government schools. We use this example to draw general lessons about using randomized control trials to design scalable policies.
DA - 2017/11//
PY - 2017
DO - 10.1257/jep.31.4.73
DP - www.aeaweb.org
VL - 31
IS - 4
SP - 73
EP - 102
LA - en
SN - 0895-3309
ST - From Proof of Concept to Scalable Policies
UR - https://www.aeaweb.org/articles?id=10.1257/jep.31.4.73
Y2 - 2022/12/21/04:22:25
KW - Design of Experiments: General, Positive Analysis of Policy Formulation and Implementation, Analysis of Education, Education: Government Policy, Nonprofit Institutions
KW - Final_citation
KW - Human Development
KW - Income Distribution
KW - Migration
KW - NGOs
KW - Social Entrepreneurship, Economic Development: Human Resources
KW - anystyle
KW - cited
KW - existing
ER -
TY - GEN
TI - From Proof of Concept to Scalable Policies: Challenges and Solutions, with an Application
AU - Banerjee, Abhijit
AU - Banerji, Rukmini
AU - Berry, James
AU - Duflo, Esther
AU - Kannan, Harini
AU - Mukherji, Shobhini
AU - Shotland, Marc
AU - Walton, Michael
AB - The promise of randomized controlled trials is that evidence gathered through the evaluation of a specific program helps us—possibly after several rounds of fine-tuning and multiple replications in different contexts—to inform policy. However, critics have pointed out that a potential constraint in this agenda is that results from small “proof-of-concept” studies run by nongovernment organizations may not apply to policies that can be implemented by governments on a large scale. After discussing the potential issues, this paper describes the journey from the original concept to the design and evaluation of scalable policy. We do so by evaluating a series of strategies that aim to integrate the nongovernment organization Pratham’s “Teaching at the Right Level” methodology into elementary schools in India. The methodology consists of re-organizing instruction based on children’s actual learning levels, rather than on a prescribed syllabus, and has previously been shown to be very effective when properly implemented. We present evidence from randomized controlled trials on the designs that failed to produce impacts within the regular schooling system but helped shape subsequent versions of the program. As a result of this process, two versions of the programs were developed that successfully raised children’s learning levels using scalable models in government schools. We use this example to draw general lessons about using randomized control trials to design scalable policies.
DA - 2016/12//
PY - 2016
DO - 10.3386/w22931
DP - National Bureau of Economic Research
PB - National Bureau of Economic Research
ST - From Proof of Concept to Scalable Policies
UR - https://www.nber.org/papers/w22931
Y2 - 2022/12/19/03:27:16
KW - Final_citation
KW - cited
KW - existing
ER -
TY - RPRT
TI - Mainstreaming an Effective Intervention: Evidence from Randomized Evaluations of “Teaching at the Right Level” in India
AU - Banerjee, Abhijit
AU - Banerji, Rukmini
AU - Berry, James
AU - Duflo, Esther
AU - Kannan, Harini
AU - Mukherji, Shobhini
AU - Shotland, Marc
AU - Walton, Michael
T2 - NBER Working Paper Series
AB - Previous randomized studies have shown that addressing children’s current learning gaps, rather than following an over-ambitious uniform curriculum, can lead to significant learning gains. In this study, we evaluate a series of efforts to scale up the NGO Pratham’s approach to teaching children according to their actual learning level, in four Indian States. While this approach was previously shown to be extremely effective when implemented with community volunteers outside of school, the objective of these new scale-up evaluations was to develop a model that could be implemented within the government school system. In the first two instances (Bihar and Uttarakhand), the methodology was not adopted by government schoolteachers, despite well-received training sessions and Pratham support. Motivated by the quantitative and qualitative analysis of these early attempts, we adapted the approach and designed large-scale experiments in the states of Haryana and Uttar Pradesh to test two new scale-up models. In Haryana, teachers received support from government resource persons trained by Pratham, and implemented the approach during a dedicated hour. In Uttar Pradesh, Pratham volunteers implemented high-intensity, short-burst “learning camps” for 40 days, in school and during school hours, with additional 10-day summer camps. Both models proved effective, with gains in language of 0.15 standard deviation in Haryana, and 0.70 standard deviations in Uttar Pradesh, on all students enrolled in these schools at baseline. These two models provide blueprints that can be replicated inside other government systems.
DA - 2016/10//
PY - 2016
DP - National Bureau of Economic Research
M3 - Working Paper
PB - National Bureau of Economic Research
SN - 22746
ST - Mainstreaming an Effective Intervention
UR - http://www.nber.org/papers/w22746
Y2 - 2020/07/27/13:25:15
KW - C:India
KW - _C:Ghana GHA
KW - _C:India IND
KW - _C:Kenya KEN
KW - _C:Nepal NPL
KW - _C:Pakistan PAK
KW - _C:Tanzania TZA
KW - _C:Uganda UGA
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Remedying Education: Evidence from Two Randomized Experiments in India.
AU - Banerjee, Abhijit
AU - Cole, Shawn
AU - Duflo, Esther
AU - Linden, Leigh
T2 - The Quarterly Journal of Economics
DA - 2007/08/01/
PY - 2007
DO - 10.1162/qjec.122.3.1235
DP - DOI.org (Crossref)
VL - 122
IS - 3
SP - 1235
EP - 64
J2 - The Quarterly Journal of Economics
SN - 0033-5533, 1531-4650
ST - Remedying Education
UR - https://www.nber.org/papers/w11904
ER -
TY - RPRT
TI - Remedying education: Evidence from Two randomized experiments in India
AU - Banerjee, Abhijit
AU - Cole, Shawn
AU - Duflo, Esther
AU - Linden, Leigh L
AB - Many efforts to improve school quality by adding school resources have proven to be ineffective.
This paper presents the results of two experiments conducted in Mumbai and Vadodara, India,
designed to evaluate waysto improve the quality of education in urban slums. A remedial education
program hired young women from the community to teach basic literacy and numeracy skills to
children lagging behind in government schools. We find the program to be very effective: it
increased average test scores of all children in treatment schools by 0.14 standard deviations in the
first year, and 0.28 in the second year, relative to comparison schools. A computer-assisted learning
program provided each child in the fourth grade with two hours of shared computer time per week,
in which students played educational games that reinforced mathematics skills. The program was
also very effective, increasing math scores by 0.35 standard deviations the first year, and 0.47 the
second year. These results were not limited to the period in which students received assistance, but
persisted for at least one year afterleaving the program. Two instrumental variable strategies suggest that while remedial education benefited the children who attended the remedial classes, their classmates, who did not attend the remedial courses but did experience smaller classes, did not post gains, confirming that resources alone may not be sufficient to improve outcomes.
CY - Cambridge, MA
DA - 2005///
PY - 2005
M3 - Working Paper
PB - NBER
SN - 11904
UR - https://www.nber.org/system/files/working_papers/w11904/w11904.pdf
Y2 - 2020/07/27/15:55:33
KW - _Added to LR
KW - _T:reviewed
ER -
TY - RPRT
TI - Learning “Loss” and Learning “Gain” in Primary School Years: What Do We Know from India That Can Help Us Think Forward in the COVID-19 Crisis?
AU - Banerji, Rukmini
DA - 2020/07/06/
PY - 2020
DP - DOI.org (Crossref)
PB - Research on Improving Systems of Education (RISE)
ST - Learning “Loss” and Learning “Gain” in Primary School Years
UR - https://www.riseprogramme.org/publications/learning-loss-and-learning-gain-primary-school-years-what-do-we-know-india-can-help-us
Y2 - 2020/09/06/17:22:55
ER -
TY - JOUR
TI - Improving literacy and math instruction at scale in India’s primary schools: The case of Pratham’s Read India program
AU - Banerji, Rukmini
AU - Chavan, Madhav
T2 - Journal of Educational Change
AB - Pratham’s “Read India” initiative is a large-scale intervention to improve basic learning and arithmetic among children in primary school. It was started almost 10 years ago and has evolved considerably over time. Currently, this initiative uses two strategies. The first strategy is to work directly with village communities and local schools to improve children’s learning. “Learning camps” are organized in the local school or community for a period of 6–10 days at a time. Local village volunteers help to teach children who are organized in groups by their level of learning. These camps—intensive bursts of focused instruction—are repeated several times during the year. This model which has been rigourously evaluated shows that children’s learning levels improve significantly. The second strategy is to work with the government. This approach is used when school systems want to partner or collaborate with Pratham for improving basic learning. The key element here too is grouping children and teaching them from their level rather than by their grade. This approach also shows promising results. Independent evaluations and randomized control trials conducted on both models have indicated significant impact. Moving between the present set of conditions in India and past lessons, this case describes a decade-long journey of efforts to change teaching and learning at the ground level as well the efforts to bring about significant shifts in priority at the system level. The “Read India” case presented here contributes knowledge on strategies under which effective pedagogy can be brought to scale. It also discusses challenges of transforming instructional change in a context of low initial capacity at the school and system levels, where attention to rapid expansion of access to school had kept aside for a long time critical questions about teaching quality and learning outcomes. A second contribution of “Read India” to current knowledge on large-scale educational change relates to the role non-government actors such as Pratham can play in bringing effective pedagogy to scale to improve student learning.
DA - 2016/11/09/
PY - 2016
DO - 10.1007/s10833-016-9285-5
DP - ResearchGate
VL - 17
J2 - Journal of Educational Change
ST - Improving literacy and math instruction at scale in India’s primary schools
ER -
TY - JOUR
TI - Education, anthropogenic environmental change and sustainable development: A rudimentary framework and reflections on proposed causal pathways for positive change in low and lower middle-income countries
AU - Bangay, Colin
T2 - Development Policy Review
DP - Google Scholar
SP - e12615
ST - Education, anthropogenic environmental change and sustainable development
KW - BE:RELEVANT
KW - ⛔ No DOI found
ER -
TY - BLOG
TI - How can Sierra Leone’s education response after Ebola help with the COVID-19 response?
AU - Bangay, Colin
T2 - The Education and Development Forum (UKFIET)
AB - This blog is written by Colin Bangay, Senior Education Adviser, Department for International Development (DFID). It aims to look at some practical and sensible lessons from the education response in Sierra Leone during the Ebola outbreak, to help others as they face closures of education systems. This blog was originally published on the Global Partnership […]
DA - 2020/04/30/T08:37:22+00:00
PY - 2020
LA - en-GB
UR - https://www.ukfiet.org/2020/how-can-sierra-leones-education-response-after-ebola-help-with-the-covid-19-response/
Y2 - 2020/12/04/12:15:26
KW - _C:Sierra Leone SLE
ER -
TY - JOUR
TI - Teacher Education at the University of Zambia and Teacher Quality with Specific Reference to English Language
AU - Banja, Madalitso K.
AU - Mulenga, Innocent Mutale
T2 - Makerere Journal of Higher Education
DA - 2019///
PY - 2019
DO - 10.4314/majohe.v10i2.13
DP - Google Scholar
VL - 10
IS - 2
SP - 171
EP - 190
UR - https://www.ajol.info/index.php/majohe/article/view/188674
Y2 - 2023/12/06/15:21:48
ER -
TY - BOOK
TI - Ending Learning Poverty: What Will It Take?
AU - Bank, World
CY - Washington, DC
DA - 2019///
PY - 2019
PB - World Bank
UR - https://openknowledge.worldbank.org/bitstream/handle/10986/32553/142659.pdf
ER -
TY - JOUR
TI - What matters most for teacher policies: A framework paper
AU - Bank, World
T2 - SABER Working Paper Series, No. 4
DA - 2013///
PY - 2013
DP - Google Scholar
ST - What matters most for teacher policies
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - “If he could speak, he would be able to point out who does those things to him”: Experiences of violence and access to child protection among children with disabilities in Uganda and Malawi
AU - Banks, Lena Morgon
AU - Kelly, Susan A.
AU - Kyegombe, Nambusi
AU - Kuper, Hannah
AU - Devries, Karen
T2 - PloS one
DA - 2017///
PY - 2017
DO - 10.1371/journal.pone.0183736
DP - Google Scholar
VL - 12
IS - 9
SP - e0183736
ST - “If he could speak, he would be able to point out who does those things to him”
ER -
TY - JOUR
TI - ‘Obuntu Bulamu’–Development and Testing of an Indigenous Intervention for Disability Inclusion in Uganda
AU - Bannink Mbazzi, Femke
AU - Nalugya, Ruth
AU - Kawesa, Elizabeth
AU - Nambejja, Harriet
AU - Nizeyimana, Pamela
AU - Ojok, Patrick
AU - Van Hove, Geert
AU - Seeley, Janet
T2 - Scandinavian Journal of Disability Research
DA - 2020///
PY - 2020
DO - 10.16993/sjdr.697
DP - Google Scholar
VL - 22
IS - 1
SP - 403
EP - 416
ER -
TY - JOUR
TI - ‘They Give Him a Chance’-Parents’ Perspectives on Disability and Inclusive Primary Education in Uganda
AU - Bannink, Femke
AU - Nalugya, Ruth
AU - van Hove, Geert
T2 - International Journal of Disability, Development and Education
DA - 2020///
PY - 2020
DO - 10.1080/1034912X.2019.1593326
DP - Google Scholar
VL - 67
IS - 4
SP - 357
EP - 375
ER -
TY - JOUR
TI - Mobile learning for science and mathematics school education: A systematic review of empirical evidence
AU - Bano, Muneera
AU - Zowghi, Didar
AU - Kearney, Matthew
AU - Schuck, Sandra
AU - Aubusson, Peter
T2 - Computers & Education
DA - 2018/06//
PY - 2018
DO - 10.1016/j.compedu.2018.02.006
DP - DOI.org (Crossref)
VL - 121
SP - 30
EP - 58
J2 - Computers & Education
LA - en
SN - 03601315
ST - Mobile learning for science and mathematics school education
UR - https://linkinghub.elsevier.com/retrieve/pii/S0360131518300381
Y2 - 2020/04/28/13:14:36
ER -
TY - RPRT
TI - A Case for a Systems Approach to EdTech
AU - Bapna, Akanksha
AU - Nicolai, Susan
AU - Myers, Christina
AU - Pellini, Arnaldo
AU - Sharma, Namrata
AU - Wilson, Sam
DA - 2021/03/15/
PY - 2021
LA - en
PB - EdTech Hub
KW - Final_citation
KW - cited
KW - existing
ER -
TY - RPRT
TI - A Case for a Systems Approach to EdTech
AU - Bapna, Akanksha
AU - Nicolai, Susan
AU - Myers, Christina
AU - Pellini, Arnaldo
AU - Sharma, Namrata
AU - Wilson, Sam
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2021/03/15/
PY - 2021
LA - en
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib//UR6CQL9K
KW - _DOILIVE
KW - _EdTechHub_Output
KW - _MELA_seen
KW - _cover:analysis:nopdf
KW - _r:AddedByZotZen
KW - _zenodo:submitted
ER -
TY - CHAP
TI - Design-based research: a methodological toolkit for engineering change
AU - Barab, S.
T2 - Handbook of the Learning Sciences
DA - 2014///
PY - 2014
VL - 2
UR - https://sashabarab.org/wp-content/uploads/2015/03/Ch-8-Cambridge-Handbook-of-the-Learning-Sciences.pdf
ER -
TY - JOUR
TI - Wireless laptops as means for promoting active learning in large lecture halls
AU - Barak, M.
AU - Lipson, A.
AU - Lerman, S.
T2 - Journal of Research on Technology in Education
DA - 2006///
PY - 2006
DO - 10.1080/15391523.2006.10782459
VL - 38
IS - 3
SP - 245
EP - 263
ST - Wireless laptops as means for promoting active learning in large lecture halls
ER -
TY - JOUR
TI - Effectiveness of Technical and Vocational Education and Training (TVET) Insights from Ethiopia's reform
AU - Baraki, Atakilt Hagos
AU - van Kemenade, Everard
T2 - TQM
AB - Purpose - This paper provides an overview on the technical and vocational education and training (TVET) program components/mechanisms and their overall effect on learning outcomes in a developing country context. Design/methodology/approach - Using secondary data, this descriptive case study integrates the realistic evaluation framework of Pawson and Tilley (1997) with Total Quality Management (TQM) frameworks. Findings - Ethiopia's TVET system adopts/adapts international best practices. Following the implementation of the 2008 TVET strategy, the proportion of formal TVET graduates who were recognized as competent by the assessment and certification system increased from 17.42 percent in 2009/2010 to 40.23 percent in 2011/2012. Nevertheless, there is regional variation. Research limitations/implications - Outcome-based TVET reforms that are based on TQM frameworks could improve learning outcome achievements in developing countries by enhancing awareness, coordination, integration, flexibility, participation, empowerment, accountability and a quality culture. Nevertheless, this research is limited by lack of longitudinal data on competency test results. There is also a need for further investigation into the practice of TQM and the sources of differences in internal effectiveness across TVET institutions. Practical implications - Our description of the Ethiopian reform experience, which is based on international best experience, could better inform policy makers and practitioners in TVETelsewhere in Africa. Originality/value - A realistic evaluation of TVET programs, the articulation of the mechanisms, especially based on TQM, that affect TVET effectiveness would add some insight into the literature. The evidence we have provided from the Ethiopian case is also fresh. © Emerald Group Publishing Limited.
DA - 2013///
PY - 2013
DO - 10.1108/tqm-11-2012-0099
DP - Google Scholar
VL - 25
IS - 5
SP - 492
EP - 506
LA - en
AN - LOCAL-SCOPUS_ID:84884135549
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:Ethiopia
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:D
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - D:developing country
KW - F:achievement
KW - F:assessment
KW - F:learning
KW - F:outcomes
KW - F:policy
KW - P:culture
KW - P:mechanic
KW - Q:certificate
KW - R:case study
KW - R:evaluation
KW - T:TVET
KW - Z:Developing countries
KW - Z:Ethiopia
KW - Z:Internal effectiveness
KW - Z:Realistic evaluation
KW - Z:TVET quality
KW - Z:TVET reform
KW - Z:Total quality management
KW - __C:filed:1
KW - publicImportV1
ER -
TY - JOUR
TI - Affordances, challenges, and impact of open pedagogy: examining students’ voices
AU - Baran, Evrim
AU - AlZoubi, Dana
T2 - Distance Education
AB - Open pedagogy has emerged as an important teaching and learning practice while the current global open education resources movement has developed. The present research addresses the need to develop and conceptualize open pedagogy models in higher education contexts. This case study examined student perspectives on the affordances, challenges, and impact of an open pedagogy approach implemented within the context of three higher education courses. Various renewable assignments were integrated into face-to-face, blended, and online courses. Data sources consisted of reflection reports and semi-structured interviews conducted with 13 student participants. The qualitative analysis revealed six themes that conceptualized student engagement with open pedagogy: content curation, peer feedback, community engagement, development, reflection, and scaffolding. We discuss the impact of these practices on the participating students’ knowledge and awareness of open access and student agency. The results present an open pedagogy in action model with recommendations for future research and practice.
DA - 2020/04/02/
PY - 2020
DO - 10.1080/01587919.2020.1757409
DP - Taylor and Francis+NEJM
VL - 41
IS - 2
SP - 230
EP - 244
SN - 0158-7919
ST - Affordances, challenges, and impact of open pedagogy
UR - https://doi.org/10.1080/01587919.2020.1757409
Y2 - 2021/03/24/14:38:46
KW - higher education
KW - open educational practices (OEP)
KW - open educational resources (OER)
KW - open pedagogy
KW - renewable assignments
ER -
TY - THES
TI - Elements Shaping the South African Education System of the Future
AU - Barends, Heidi
AB - The South African education system is deeply unjust because a child’s place of birth, skin colour and family’s income largely determines their educational attainment. Understanding future trends and developments can assist stakeholders in planning and decision making. Better decisions could ultimately improve the education system. Therefore, this research aims to answer three questions: What trends could impact the South African education system? What opportunities and threats arise due to these trends? Who could influence the system? To address these questions, a mixed-method approach was adopted. First, conceptual systems diagrams were developed to depict the current education system and its stakeholders. Then, semi-structured expert interviews were used to identify future trends, threats and opportunities. This study found that the trends impacting South Africa broadly align with global trends. Examples include an increase in privatisation, technology in schools and climate change. More violence in schools is the main outlier. The study found that the risks related to technology and climate change are not being planned or accounted for. Similarly, violence is currently not a priority. The study also found that participants agreed on who the major stakeholders are, but disagreed on what actions stakeholders should take.
DA - 2019/08/19/
PY - 2019
DP - Zenodo
LA - eng
UR - https://zenodo.org/record/3370973
Y2 - 2021/02/27/14:50:35
KW - Actor Diagram
KW - Basic Education
KW - CLD
KW - Causal Loop Diagram
KW - Education System
KW - Foresight Study
KW - Future Study
KW - Future Trends
KW - South African Education System
KW - Systems Approach
ER -
TY - SLIDE
TI - Elements Shaping the South African Education System of the Future [Poster]
A2 - Barends, Heidi
AB - A poster summarising the findings of the dissertation titles 'Elements Shaping the South African Education System of the Future' (DOI: 10.5281/zenodo.3370973)
DA - 2019/08/30/
PY - 2019
LA - eng
UR - https://zenodo.org/record/3595240
Y2 - 2021/02/27/14:50:40
KW - Basic Education
KW - Education System
KW - Foresight Study
KW - Future Study
KW - Future Trends
KW - South African Education
KW - South African Education System
ER -
TY - SLIDE
TI - Elements Shaping the South African Education System of the Future [Presentation]
A2 - Barends, Heidi
AB - A summary presentation of the dissertation titled 'Elements Shaping the South African Education System of the Future' (DOI:10.5281/zenodo.3370973)
DA - 2019/08/30/
PY - 2019
LA - eng
UR - https://zenodo.org/record/3595232
Y2 - 2021/02/27/14:50:43
KW - Actor Diagram
KW - Basic Education
KW - Causal Loop Diagram
KW - Education System
KW - Foresight Study
KW - Future Study
KW - Future Trends
KW - South African Education
KW - South African Education System
KW - Systems Approach
ER -
TY - JOUR
TI - Long‐term impact of malaria chemoprophylaxis on cognitive abilities and educational attainment: follow‐up of a controlled trial
AU - Bariau, Robert J.Sternberg
AU - Drake, Lesley J.
AU - Milligan, Paul
AU - Cheung, Yin Bun
T2 - PLoS clinical trials
DA - 2006///
PY - 2006
VL - 1
SP - 19
KW - ⛔ No DOI found
ER -
TY - GEN
TI - Evaluation of DFID Country Programmes: Malawi, 2000-2005
AU - Barnett, Chris
AU - Chisvo, Munhamo
AU - Kadzamira, Esme
AU - van der Meer, Esther
AU - Paalman, Maria
AU - Risner, Colin
DA - 2006///
PY - 2006
DP - Google Scholar
PB - EVSUM EV661. London: Department for International Development. Available at …
ST - EVALUATION OF DFID COUNTRY PROGRAMMES COUNTRY STUDY
KW - _C:Malawi MWI
ER -
TY - JOUR
TI - Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in Sierra Leone
AU - Barnett, Sarah
AU - van Dijk, Jetske
AU - Swaray, Abdulai
AU - Amara, Tamba
AU - Young, Patricia
T2 - BMJ
AB - Sarah Barnett and colleagues describe how an educational project was rapidly adapted into a radio education programme after the 2014 Ebola epidemic in Sierra Leone
DA - 2018///
PY - 2018
DO - 10.1136/bmj.k4667
DP - www.bmj.com
VL - 363
SP - k4667
J2 - BMJ
LA - en
SN - 0959-8138, 1756-1833
ST - Redesigning an education project for child friendly radio
UR - http://www.bmj.com/lookup/doi/10.1136/bmj.k4667
KW - _C:Sierra Leone SLE
ER -
TY - JOUR
TI - Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in Sierra Leone
AU - Barnett, Sarah
AU - van Dijk, Jetske
AU - Swaray, Abdulai
AU - Amara, Tamba
AU - Young, Patricia
T2 - BMJ
DA - 2018/12/07/
PY - 2018
DO - 10.1136/bmj.k4667
DP - DOI.org (Crossref)
SP - k4667
J2 - BMJ
LA - en
SN - 0959-8138, 1756-1833
ST - Redesigning an education project for child friendly radio
UR - https://www.bmj.com/lookup/doi/10.1136/bmj.k4667
Y2 - 2022/12/25/00:50:35
KW - _C:Sierra Leone SLE
ER -
TY - RPRT
TI - Suffering in Silence: How COVID-19 School Closures Inhibit the Reporting of Child Maltreatment
AU - Baron, E. Jason
AU - Goldstein, Ezra G.
AU - Wallace, Cullen T.
AB - To combat the spread of COVID-19, many primary and secondary schools in the United States canceled classes and moved instruction online. This study examines an unexplored consequence of COVID-19 school closures: the broken link between child maltreatment victims and the number one source of reported maltreatment allegations---school personnel. Using current, county-level data from Florida, we estimate a counterfactual distribution of child maltreatment allegations for March and April 2020, the first two months in which Florida schools closed. While one would expect the financial, mental, and physical stress due to COVID-19 to result in additional child maltreatment cases, we find that the actual number of reported allegations was approximately 15,000 lower (27 percent) than expected for these two months. We leverage a detailed dataset of school district staffing and spending to show that the observed decline in allegations was largely driven by school closures. Finally, we discuss policy implications of our findings for the debate surrounding school reopenings and suggest a number of responses that may mitigate this hidden cost of school closures.
CY - Rochester, NY
DA - 2020/07/29/
PY - 2020
DP - papers.ssrn.com
LA - en
M3 - SSRN Scholarly Paper
PB - Social Science Research Network
SN - ID 3601399
ST - Suffering in Silence
UR - https://papers.ssrn.com/abstract=3601399
Y2 - 2020/08/12/16:50:40
KW - COVID-19
KW - Child Maltreatment
KW - School Closures
ER -
TY - JOUR
TI - Mathematical modelling in teacher education: dealing with institutional constraints
AU - Barquero, Berta
AU - Bosch, Marianna
AU - Romo, Avenilde
T2 - ZDM: The International Journal on Mathematics Education
AB - Considering the general problem of integrating mathematical modelling into current educational systems, this paper focuses on the "ecological dimension" of this problem--the institutional constraints that hinder the development of mathematical modelling as a normalised teaching activity--and the inevitable step of the professional development of teachers. Within the framework of the Anthropological Theory of the Didactic, this step is approached using the "study and research paths for teacher education" (SRP-TE), an inquiry-based process combining practical and theoretical questioning of school mathematical activities. We present a research study focusing on the design and analysis of an online and distance-learning course for in-service mathematics teachers based on the SRP-TE methodology. This course starts from the initial question of how to analyse, adapt and integrate a learning process related to mathematical modelling and how to sustain its long-term development. Our analysis is based on a case study consisting in four successive editions of a course for Latin American in-service mathematics teachers held at the Centre for Applied Research in Advanced Science and Technology in Mexico. The starting point is a modelling activity about forecasting the number of Facebook users, which includes functional modelling and regression. The results show how the course represents a valuable instrument to help teachers progress in the critical issue of identifying institutional constraints--most of them beyond the scope of action of teachers and students and not approached by previous research--hindering the integration of mathematical modelling in current secondary schools.
DA - 2018/04//
PY - 2018
DO - 10.1007/s11858-017-0907-z
VL - 50
IS - 1-2
SP - 31
EP - 43
LA - English
SN - 1863-9690, 1863-9690
UR - https://www.researchgate.net/publication/322397290_Mathematical_modelling_in_teacher_education_Dealing_with_institutional_constraints
AN - 2101593199; EJ1177097
KW - Barriers
KW - Case Studies
KW - Distance Education
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Ecological Factors
KW - Foreign Countries
KW - Inservice Teacher Education
KW - Instructional Design
KW - Mathematical Models
KW - Mathematics Teachers
KW - Mexico
KW - Online Courses
KW - Prediction
KW - Regression (Statistics)
KW - Social Media
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2095891
KW - __finaldtb
ER -
TY - JOUR
TI - Information and Collective Action in the Community Monitoring of Schools: Field and Lab Experimental Evidence from Uganda.
AU - Barr, A.
AU - Mugisha, F.
AU - Serneels, P.
AU - Zeitlin, A.
T2 - Unpublished
DA - 2012///
PY - 2012
UR - http://citeseerx.ist.psu.edu/viewdoc/download
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Perception of gender in children's voices
AU - Barreda, Santiago
AU - Assmann, Peter F.
T2 - The Journal of the Acoustical Society of America
DA - 2021/11//
PY - 2021
DO - 10.1121/10.0006785
DP - DOI.org (Crossref)
VL - 150
IS - 5
SP - 3949
EP - 3963
J2 - The Journal of the Acoustical Society of America
LA - en
SN - 0001-4966
UR - https://asa.scitation.org/doi/10.1121/10.0006785
Y2 - 2023/03/01/19:49:02
ER -
TY - JOUR
TI - Perception of gender in children's voices
AU - Barreda, Santiago
AU - Assmann, Peter F.
T2 - The Journal of the Acoustical Society of America
DA - 2021/11//
PY - 2021
DO - 10.1121/10.0006785
DP - asa.scitation.org (Atypon)
VL - 150
IS - 5
SP - 3949
EP - 3963
SN - 0001-4966
UR - https://asa.scitation.org/doi/10.1121/10.0006785
Y2 - 2022/06/03/11:34:31
ER -
TY - BOOK
TI - Teacher Performance Pay: Experimental Evidence from Pakistan.
AU - Barrera-Osorio, F.
AU - Raju, D.
CY - Washington, DC
DA - 2015///
PY - 2015
PB - The World Bank
UR - http://documents1.worldbank.org/curated/en/973061468189533912/pdf/WPS7307.pdf
ER -
TY - JOUR
TI - Delivering education to the underserved through a public‐private partnership program in Pakistan
AU - Barrera‐Osorio, Felipe
AU - Blakeslee, David S.
AU - Hoover, Matthew
AU - Linden, Leigh L.
AU - Raju, Dhushyanth
AU - Ryan, Stephen P.
T2 - World Bank Policy Research Working Paper
DA - 2017///
PY - 2017
VL - 8177
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - The Use and Misuse of Computers in Education: Evidence From a Randomized Controlled Trial of a Language Arts Program.
AU - Barrera-Osorio, Felipe
AU - Linden, Leigh L.
T2 - Abdul Latif Jameel Poverty Action Lab (JPAL). www. leighlinden. com/Barrera-Linden 20
CY - Cambridge, MA
DA - 2009///
PY - 2009
UR - https://www.semanticscholar.org/paper/The-Use-andMisuse-of-Computers-in-Education-%3A-from-Barrera-Osorio-Linden/04fbe09878cd7698d341cb2663e23d28
ER -
TY - BOOK
TI - The Use And Misuse Of Computers In Education: Evidence From A Randomized Experiment In Colombia
AU - Barrera-Osorio, Felipe
AU - Linden, Leigh L.
T2 - Policy Research Working Papers
DA - 2009/03/11/
PY - 2009
DP - elibrary.worldbank.org (Atypon)
SP - 43
PB - The World Bank
ST - The Use And Misuse Of Computers In Education
UR - https://elibrary.worldbank.org/doi/abs/10.1596/1813-9450-4836
Y2 - 2024/03/19/22:10:15
KW - COMMUNICATION TECHNOLOGIES
KW - CURRICULUM
KW - EMPLOYMENT
KW - Final_citation
KW - HUMAN DEVELOPMENT
KW - LEARNING
KW - LITERATURE
KW - PAPERS
KW - QUALITY OF EDUCATION
KW - REGULAR CLASSROOM
KW - RESEARCH
KW - SCHOOL
KW - SCHOOLS
KW - SCIENCE
KW - SOCIAL SCIENCE
KW - STUDENTS
KW - TEACHER
KW - TEACHERS
KW - TEACHING
KW - TRAINING
KW - UNIVERSITY
ER -
TY - JOUR
TI - Political Economy of Education
AU - Barrera-Osorio, Felipe
AU - Paglayan, Agustina S
AU - Jorrat, Diego
DP - Zotero
SP - 69
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The impact of classroom design on pupils' learning: Final results of a holistic, multi-level analysis
AU - Barrett, Peter
AU - Davies, Fay
AU - Zhang, Yufan
AU - Barrett, Lucinda
T2 - Building and Environment
AB - Assessments have been made of 153 classrooms in 27 schools in order to identify the impact of the physical classroom features on the academic progress of the 3766 pupils who occupied each of those specific spaces. This study confirms the utility of the naturalness, individuality and stimulation (or more memorably, SIN) conceptual model as a vehicle to organise and study the full range of sensory impacts experienced by an individual occupying a given space. In this particular case the naturalness design principle accounts for around 50% of the impact on learning, with the other two accounting for roughly a quarter each. Within this structure, seven key design parameters have been identified that together explain 16% of the variation in pupils' academic progress achieved. These are Light, Temperature, Air Quality, Ownership, Flexibility, Complexity and Colour. The muted impact of the whole-building level of analysis provides some support for the importance of “inside-out design”. The identification of the impact of the built environment factors on learning progress is a major new finding for schools' research, but also suggests that the scale of the impact of building design on human performance and wellbeing in general, can be isolated and that it is non-trivial. It is argued that it makes sense to capitalise on this promising progress and to further develop these concepts and techniques.
DA - 2015/07/01/
PY - 2015
DO - 10.1016/j.buildenv.2015.02.013
DP - ScienceDirect
VL - 89
SP - 118
EP - 133
J2 - Building and Environment
LA - en
SN - 0360-1323
ST - The impact of classroom design on pupils' learning
UR - https://www.sciencedirect.com/science/article/pii/S0360132315000700
Y2 - 2022/05/28/21:04:14
KW - BE:RELEVANT
KW - Evidence
KW - Holistic
KW - Learning impacts
KW - Multi-level modelling
KW - Multi-sensory
KW - School design
ER -
TY - JOUR
TI - Evaluation of Physical Aspects of Classroom Environment in Terms of the Humanistic Approach: A Comprehensive Theoretical Framework
AU - Barri, Moatasim A.
T2 - Journal of Education and Training Studies
DA - 2020///
PY - 2020
DO - 10.11114/jets.v8i11.4974
DP - Google Scholar
VL - 8
IS - 11
SP - 1
EP - 21
ST - Evaluation of Physical Aspects of Classroom Environment in Terms of the Humanistic Approach
KW - BE:RELEVANT
ER -
TY - CHAP
TI - 18. GLOBAL LEARNING ECOLOGIES: LEVERAGING TECHNOLOGIES FOR EQUITY
AU - Barron, Brigid
T2 - Education
DA - 2022///
PY - 2022
DP - Google Scholar
SP - 313
EP - 334
PB - Columbia University Press
ST - 18. GLOBAL LEARNING ECOLOGIES
ER -
TY - NEWS
TI - Social Media Use Is Linked to Brain Changes in Teens, Research Finds
AU - Barry, Ellen
T2 - The New York Times
AB - Teens who frequently checked social media showed an increasing sensitivity to peer feedback, although the cause of the changes was not clear.
DA - 2023/01/03/
PY - 2023
DP - NYTimes.com
LA - en-US
SE - Health
SN - 0362-4331
UR - https://www.nytimes.com/2023/01/03/health/social-media-brain-adolescents.html
Y2 - 2023/02/01/23:42:14
KW - Brain
KW - Children and Childhood
KW - Facebook Inc
KW - Final_citation
KW - Instagram Inc
KW - JAMA Pediatrics (Journal)
KW - Mental Health and Disorders
KW - Social Media
KW - Teenagers and Adolescence
KW - anystyle
KW - existing
KW - your-feed-health
KW - your-feed-science
KW - ⛔ No DOI found
ER -
TY - CONF
TI - The experience of fresher students in mathematics diagnostic testing (Symposium on Undergraduate Mathematics Teaching)
AU - Barry, Mike
AU - Quinney, Douglas
AU - Haßler, Björn
AU - Atkinson, Richard
AU - Hirst, Christine
T2 - Fourth Southern Hemisphere Symposium on Undergraduate Mathematics Teaching
DA - 2003/11/23/27
PY - 2003
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - JOUR
TI - Perceptions of pre-service English teachers towards the integration of an LMS into English language teacher education
AU - Basal, Ahmet
T2 - Journal of Technology and Teacher Education
AB - With the growing availability of educational technologies, informing future teachers about the use of such technologies in their classrooms has become essential, particularly for language teachers. Integrating these technologies into the curriculum of language teaching education programs is more appropriate than simply sharing information with pre-service teachers via short computer courses. Over the past decade, various Learning Management Systems (LMSs) have been gradually integrated into language teacher education programs to provide 24/7-connected teaching and learning environments. Many studies have investigated LMS adoption in terms of economic and technical challenges. However, what have been less covered are the perceptions of pre-service on the integration of an LMS. This paper reports on a study designed to gain insights into the perceptions of pre-service English teachers on the integration of an LMS into courses at a state university in Turkey. A total of 122 prospective English teachers participated in the study. Data were collected from questionnaires, open-ended questions, and semi-structured interviews. Findings revealed that pre-service English teachers had positive perceptions towards the use of an LMS as an integral part of face-to-face courses. The study also provides recommendations towards LMS integration into courses in other English language teaching departments.
DA - 2015/10//
PY - 2015
VL - 23
IS - 4
SP - 485
EP - 507
LA - English
SN - 1059-7069, 1059-7069
UR - https://www.researchgate.net/publication/285164371_Perceptions_of_Pre-service_English_Teachers_towards_the_Integration_of_an_LMS_into_English_Language_Teacher_Education
AN - 1773217832; EJ1083867
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Education--Computer Applications
KW - Educational technology
KW - English (Second Language)
KW - English teachers
KW - Foreign Countries
KW - Foreign language instruction
KW - Higher Education
KW - Language Teachers
KW - Language teachers
KW - Learning management systems
KW - Likert Scales
KW - Management Systems
KW - Mixed Methods Research
KW - Positive Attitudes
KW - Postsecondary Education
KW - Preservice Teachers
KW - Questionnaires
KW - Second Language Instruction
KW - Second Language Learning
KW - Semi Structured Interviews
KW - Student Attitudes
KW - Teacher Education
KW - Teacher education
KW - Technology Integration
KW - Turkey
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2096949
KW - ___working_potential_duplicate
KW - __finaldtb
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Compás Millennial: La generación Y en la era de la integración 4.0
AU - Basco, Ana Inés
AU - Carballo, Marita
AU - Pernas, Mariana
AU - Alzualde, Paula
AU - Codoni, Soledad
AU - Conte Grand, Ramiro
AU - Wulff, Alejandra
AU - Basco, Ana Inés
AU - Carballo, Marita
DA - 2017/07//
PY - 2017
DP - DOI.org (Crossref)
PB - Inter-American Development Bank
ST - Compás Millennial
UR - https://publications.iadb.org/handle/11319/8347
Y2 - 2021/12/20/14:45:55
ER -
TY - GEN
TI - Digital Skills: Frameworks and Programs
AU - Bashir, Sajitha
DA - 2020///
PY - 2020
LA - English
PB - World Bank
UR - https://documents1.worldbank.org/curated/en/562351611824219616/pdf/Digital-Skills-Frameworks-and-Programs.pdf
ER -
TY - JOUR
TI - Teacher Professional Development and Student Literacy Growth: a Systematic Review and Meta-analysis
AU - Basma, Badriah
AU - Savage, Robert
T2 - Educational Psychology Review
AB - This systematic review explores the impact of teacher professional development (PD) on student reading achievement. The first part of the literature evaluates all available existing systematic reviews and meta-analyses of PD intervention studies. No quality reviews of PD and reading specifically (distinct from ‘attainment’) were found. There was a little overlap of studies in existing reviews. The second part of the systematic review focuses on the most recent intervention studies exploring PD and student reading achievement. The results of a meta-analysis of all high-quality studies are presented in the third part of the paper. This analysis showed no strong evidence of publication bias and an effect size for PD on student literacy of g = 0.225. This effect was moderated by the number of hours of PD whereby studies with fewer than 30 h of PD was significant for student reading outcomes (g = 0.367, p < 0.001) but more than 30 PD hours was not significant (g = 0.143, p > .05). Following a Weight of Evidence assessment, analysis showed that nearly all high-quality articles involved shorter PD. Weight of Evidence was a significant moderator, (g = 0.408, p < 0.001 for high-quality studies, g = 0.077, p > 0.5, n.s., for medium quality studies). Our review suggests that only high-quality studies of short teacher PD currently provide evidence of impact on student’s reading achievement.
DA - 2018/06/01/
PY - 2018
DO - 10.1007/s10648-017-9416-4
DP - Springer Link
VL - 30
IS - 2
SP - 457
EP - 481
J2 - Educ Psychol Rev
LA - en
SN - 1573-336X
ST - Teacher Professional Development and Student Literacy Growth
UR - https://doi.org/10.1007/s10648-017-9416-4
Y2 - 2020/08/26/14:04:35
KW - C: International
ER -
TY - JOUR
TI - Earthquake and Its Impacts on Education: Aftermath Nepal Quake 2015
AU - Basnet, Bal Krishna
T2 - European Educational Researcher
AB - Although earthquakes themselves do not kill people, they highlight the critical importance of physical infrastructure resilience, safety measures and preparedness for natural disasters. Earthquakes are one of several environmental crises that can be categorized as a natural hazard/disaster. This study uses the qualitative method of research. The semi-structured interview with follow up questions among the educational actors like students, head/teachers, officials from the district education office and the local NGO staff working in the field of education before and immediately after the earthquake. The content analyses of curriculum of secondary level and textbooks of grade IX and X as well as field visit/observation were carried out during the study. The result and the conclusion of this study show that following the 2015 earthquake, the preparation of emergency bags helped children and their families gather essential items in a ready-to-go bag specifically designed for disaster situations. Simulation activities in schools helped prepare students for future disasters, and there were also many initiatives to reduce student and teacher trauma following the 2015 quake, including the development of a credited 5-hour teacher professional development (TPD) counselling programme. The inclusion of school disaster risk reduction (DRR) education in the curriculum and textbooks containing information on earthquakes, their cause, effects and preventive measures have now been disseminated in many languages including Nepali and English.
DA - 2020///
PY - 2020
DO - 10.31757/euer.332
DP - ERIC
VL - 3
IS - 3
SP - 101
EP - 118
LA - en
SN - 2517-6323
ST - Earthquake and Its Impacts on Education
UR - https://eric.ed.gov/?q=%22teacher+development%22+with+%22natural+disaster%22&id=EJ1272439
Y2 - 2021/02/12/10:03:17
KW - Administrator Attitudes
KW - Content Analysis
KW - Counseling Services
KW - Emergency Programs
KW - Faculty Development
KW - Foreign Countries
KW - Futures (of Society)
KW - Grade 10
KW - Grade 9
KW - Multilingualism
KW - Natural Disasters
KW - Nongovernmental Organizations
KW - Prevention
KW - Program Descriptions
KW - Resilience (Psychology)
KW - Risk
KW - Safety
KW - Secondary School Curriculum
KW - Simulation
KW - Student Attitudes
KW - Teacher Attitudes
KW - Textbooks
KW - Trauma
KW - _C:Bangladesh BGD
KW - _C:Cambodia KHM
KW - _C:Chile CHL
KW - _C:China CHN
KW - _C:Egypt EGY
KW - _C:India IND
KW - _C:Indonesia IDN
KW - _C:Iran IRN
KW - _C:Japan JPN
KW - _C:Malaysia MYS
KW - _C:Maldives MDV
KW - _C:Nepal NPL
KW - _C:Norway NOR
KW - _C:Pakistan PAK
KW - _C:Philippines PHL
KW - _C:Sri Lanka LKA
KW - _C:Switzerland CHE
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Project Name St. Kitts and Nevis-OECS Education Development Project
AU - Basseterre, St Kitts
AU - Jules, Didacus
DP - Google Scholar
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Tablets zur Neubestimmung des Lernens?
AU - Bastian, Jasmin
T2 - Tablets in Schule und Unterricht
DA - 2017///
PY - 2017
DP - Google Scholar
SP - 139
EP - 173
PB - Springer
KW - __C:filed:1
ER -
TY - JOUR
TI - Tablets in Schule und Unterricht
AU - Bastian, Jasmin
AU - Aufenanger, Stefan
T2 - Forschungsmethoden und-perspektiven zum Einsatz digitaler Medien, Wiesbaden
DA - 2017///
PY - 2017
DP - Google Scholar
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Tablets in Schule und Unterricht: Forschungsmethoden und-perspektiven zum Einsatz digitaler Medien
AU - Bastian, Jasmin
AU - Aufenanger, Stefan
DA - 2016///
PY - 2016
DP - Google Scholar
PB - Springer-Verlag
ST - Tablets in Schule und Unterricht
KW - __C:filed:1
ER -
TY - CHAP
TI - Opening new doors: Community engagement in India
AU - Batada, A.
AU - Banarjee, S.
AU - Subramanian, M.
T2 - The Sesame Effect: The Global Impact of the Longest Street in the World
A2 - Cole, Charlotte F.
A2 - Lee, June H.
CY - New York, NY
DA - 2016///
PY - 2016
PB - Routledge
KW - 01.11.19
KW - Final_citation
KW - cited
KW - existing
KW - tempss_1
ER -
TY - JOUR
TI - Effectiveness of online learning: a multi-complementary approach research with responses from the COVID-19 pandemic period
AU - Batdı, Veli
AU - Doğan, Yunus
AU - Talan, Tarık
T2 - Interactive Learning Environments
DA - 2021///
PY - 2021
DO - 10.1080/10494820.2021.1954035
DP - Google Scholar
SP - 1
EP - 34
ST - Effectiveness of online learning
ER -
TY - JOUR
TI - The Generalizability Puzzle
AU - Bates, Mary Ann
AU - Glennerster, Rachel
T2 - Stanford Social Innovation Review
AB - Rigorous impact evaluations tell us a lot about the world, not just the particular contexts in which they are conducted. Open access to this article is made possible by MIT.
DA - 2017///
PY - 2017
LA - en-us
UR - https://ssir.org/articles/entry/the_generalizability_puzzle
Y2 - 2023/10/26/14:14:34
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Biological Approaches to the Study of Behavioral Development
AU - Bateson, Paul Patrick Gordon
T2 - International Journal of Behavioural Development
AB - Although prominence has been given to genes in much biological writing about development, gene expression is such that simple deterministic and additive arguments about genes are usually misconceived. The way in which an individual develops depends on conditions, but the conditions also often depend on the individual. An example is given of how the emerging abilities of a child might result from such an interplay. The development of much individual variation can be explained in terms of relatively simple forms of underlying regulation. Some animal examples are given of how, during development, one of a number of possible outcomes may be selected, as from a jukebox, by environmental conditions. Further cases of regulated interplay between the developing individual and its environment are provided by learning processes, such as imprinting in birds, that appear to occur within sensitive periods in development. Some endogenous control is required, but the self-terminating effects of the learning processes depend on experience. The biological study of behavioural development lays great emphasis on the dynamic character of what happens and in this respect has much in common with other approaches. It is distinctive, though, in that it commonly involves asking what the behavioural processes are for. This functional approach has drawn attention to the special requirements of the young, and the special mechanisms required in the assembly of behaviour. It has also helped understanding of why individuals of the same species, sex and age may differ so much.
DA - 1987///
PY - 1987
DO - 10.1177/016502548701000101
VL - 10
IS - 1
SP - 1
EP - 22
ER -
TY - BOOK
TI - Bateson, Patrick, and Paul Martin. 2000. Design for a Life: How Behavior and Personality Develop
AU - Bateson, Paul Patrick Gordon
AU - Martin, Paul
CY - New York, NY
DA - 2000///
PY - 2000
PB - Simon & Schuster
ER -
TY - JOUR
TI - Enablers of work-integrated learning in technical vocational education and training teacher education
AU - Batholmeus, Petrina
AU - Pop, Carver
T2 - International Journal of Work-Integrated Learning
T3 - Journal
AB - © 2019 International Journal of Work-Integrated Learning. All rights reserved. The demand for relevant skills for the labor market constitutes one of the fundamental challenges facing the post-school system in South Africa. The South African government has therefore proposed a policy on professional development teacher education programs for Technical and Vocational Education and Training and the South African Department of Higher Education and Training lecturers to ensure that they understand the labor market demands and are able to produce graduates who meet these demands. This study examines factors that enable the successful integration of industry-based work-integrated learning (WIL) in professional development teacher education programs for TVET lecturers. The enabling factors were obtained from 28 academic staff in 14 South African universities responsible for developing WIL curricula in TVET teacher education programs. Some of the enabling factors that were considered when integrating WIL in TVET teacher education include higher education providers, students, industry, mentorship, the varied programs and learning outcomes as well as the community.
DA - 2019///
PY - 2019
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Barriers to online learning in the time of COVID-19: A national survey of medical students in the Philippines
AU - Baticulon, Ronnie E.
AU - Alberto, Nicole Rose I.
AU - Baron, Maria Beatriz C.
AU - Mabulay, Robert Earl C.
AU - Rizada, Lloyd Gabriel T.
AU - Sy, Jinno Jenkin
AU - Tiu, Christl Jan S.
AU - Clarion, Charlie A.
AU - Reyes, John Carlo B.
T2 - medRxiv
AB - Transgenic mice expressing genetically encoded activity indicators are an attractive means of mapping mesoscopic regional functional cortical connectivity given widespread stable and cell-specific expression compatible with chronic recordings. Cortical functional connectivity was evaluated using wide-field imaging in lightly anesthetized Emx1-creXRosa26-GCaMP3 mice expressing calcium sensor in cortical neurons. Challenges exist because green fluorescence signals overlap with endogenous activity-dependent autofluorescence and are affected by changes in blood volume and oxygenation. Under the conditions used for imaging and analysis (0.1–1 Hz frequency band), autofluorescence and hemodynamic effects contributed 3% and 8% of the SD of spontaneous activity-dependent GCaMP3 fluorescence when signals were recorded through intact bone. To evaluate the accuracy and sensitivity of this approach, the topology of functional connections between somatomotor cortex (primary S1 and secondary S2 somatosensory, and primary motor cortex M1) was estimated. During sequences of spontaneous activity, calcium signals recorded at each location of area S1 were correlated with activity in contralateral area S1, ipsilateral area S2, and bilateral areas M1. Reciprocal results were observed when “seed pixels” were placed in S2 and M1. Coactivation of areas implies functional connections but could also be attributed to both regions receiving common upstream drive. These apparent connections revealed during spontaneous activity coactivation by GCaMP3 were confirmed by intracortical microstimulation but were more difficult to detect using intrinsic signals from reflected red light. We anticipate GCAMP wide-field imaging will enable longitudinal studies during plasticity paradigms or after models of CNS disease, such as stroke, where the weighting within these connectivity maps may be altered.
DA - 2020/07/18/
PY - 2020
DO - 10.1101/2020.07.16.20155747
DP - www.medrxiv.org
SP - 2020.07.16.20155747
LA - en
ST - Barriers to online learning in the time of COVID-19
UR - https://www.medrxiv.org/content/10.1101/2020.07.16.20155747v2
Y2 - 2020/08/12/15:37:26
KW - _COVID_DEAA-List
KW - __C:filed:1
ER -
TY - JOUR
TI - From data quality to big data quality
AU - Batini, C.
AU - Rula, A.
AU - Scannapieco, M.
T2 - Journal of Database Management
DA - 2015///
PY - 2015
DO - 10.4018/JDM.2015010103
VL - 26
IS - 1
SP - 60
EP - 82
LA - en
ER -
TY - JOUR
TI - The Effects of Micro-Reflective Teaching Practices on the Professional Skill Development of Pre-Service Physics Teachers
AU - Batman, Demet
AU - Saka, Ahmet Zeki
T2 - The Turkish Online Journal of Educational Technology
DA - 2021///
PY - 2021
VL - 20
IS - 4
LA - en
KW - Final_citation
KW - cited
KW - existing
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Equal Access to Education: An Evaluation of the Roma Teaching Assistant Program in Serbia
AU - Battaglia, Marianna
AU - Lebedinski, Lara
T2 - World Development
AB - This paper investigates the effects of a remedial education program -- the Roma Teaching Assistant Program -- targeting the socially excluded Roma minority in Serbia. By using first-hand collected data, we find evidence that children exposed to the program went more to school. We do not find an effect on dropouts or marks for all grades. An examination of heterogeneous effects suggests that children in the first grade benefited more from the program as compared to their older peers through lower dropouts and better marks. Overall, our results suggest that well-targeted remedial education programs can boost outcomes of low performers.
DA - 2015///
PY - 2015
DO - 10.1016/j.worlddev.2015.06.009
VL - 76
SP - 62
EP - 81
UR - https://rua.ua.es/dspace/bitstream/10045/53045/3/2015_Battaglia_Lebedinski_WorldDevelop_preprint.pdf
KW - _Added to LR
KW - _G:reviewed
ER -
TY - JOUR
TI - EdTech testbeds: Models for improving evidence
AU - Batty, Richard
DA - 2019///
PY - 2019
DP - Zotero
SP - 44
LA - en
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - EdTech testbeds: Models for improving evidence
AU - Batty, Richard
AU - Wong, Andrea
AU - Florescu, Ana
AU - Sharples, Mike
DA - 2019///
PY - 2019
DP - Zotero
SP - 44
LA - en
UR - https://www.science-practice.com/teams/good-problems/projects/edtech-testbeds/edtech-testbeds-report.pdf
KW - Carmen
ER -
TY - CHAP
TI - Die richtigen Mitarbeiter finden: Berufsbildung und HR-Management
AU - Bauer, Annette
AU - Kühnrich, Heinz-Joachim
T2 - Praxishandbuch Wirtschaft in Afrika
AB - Qualifizierte Fachkräfte stellen einen wichtigen Faktor für die Eintrittsentscheidung in einen Markt dar. Eine der am häufigsten genannten Hemmnisse für eine Investition in Afrika, ist deren Mangel. Vor allem für deutsche Unternehmen ist es wichtig mit ausgebildetem Personal die höhere Produktivität und Lebensdauer ihrer Produkte und Maschinen zu erreichen, um den meist höheren Investitionskosten im Marktvergleich Rechnung zu tragen und einen kosten- und zeiteffizienten After Sales Service anbieten zu können. Doch in vielen Ländern Afrikas ist diese Voraussetzung von qualifizierten Fachkräften noch nicht geschaffen. Folgendes Kapitel gibt einen Überblick über den wachsenden Bedarf an Fachkräften, die aktuelle Situation in der Berufsbildung, sowie Lösungsansätze zur Reduzierung der Lücke zwischen Angebot und Nachfrage an Fachkräften aus Sicht eines deutschen Anbieters für Aus- und Weiterbildungslösungen in Afrika.
C2 - Schmidt, Thomas
C2 - Pfaffenberger, Kay
C2 - Liebing, Stefan
CY - Wiesbaden
DA - 2017///
PY - 2017
DP - Crossref
SP - 211
EP - 231
LA - de
PB - Springer Fachmedien Wiesbaden
SN - 978-3-658-14481-4 978-3-658-14482-1
ST - Die richtigen Mitarbeiter finden
UR - http://link.springer.com/10.1007/978-3-658-14482-1_17
Y2 - 2018/12/27/12:41:25
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:East Africa
KW - A:West Africa
KW - C:Rwanda
KW - CA:AandC
KW - CL:de
KW - CL:en
KW - CLL:de
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:T
KW - P:agriculture
KW - T:Ausbildung
KW - T:TVET
KW - T:in-service TVET
KW - publicImportV1
ER -
TY - JOUR
TI - An introduction to implementation science for the non-specialist
AU - Bauer, Mark S.
AU - Damschroder, Laura
AU - Hagedorn, Hildi
AU - Smith, Jeffrey
AU - Kilbourne, Amy M.
T2 - BMC psychology
DA - 2015///
PY - 2015
DO - 10.1186/s40359-015-0089-9
DP - Google Scholar
VL - 3
IS - 1
SP - 1
EP - 12
ER -
TY - JOUR
TI - Implementation science: What is it and why should I care?
AU - Bauer, Mark S.
AU - Kirchner, JoAnn
T2 - Psychiatry research
DA - 2020///
PY - 2020
DO - 10.1016/j.psychres.2019.04.025
DP - Google Scholar
VL - 283
SP - 112376
ST - Implementation science
ER -
TY - JOUR
TI - Adaptation in dissemination and implementation science
AU - Baumann, Ana A.
AU - Cabassa, Leopoldo J.
AU - Stirman, S. Wiltsey
T2 - Dissemination and implementation research in health: translating science to practice
DA - 2017///
PY - 2017
DP - Google Scholar
VL - 2
SP - 286
EP - 300
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Magdeburger Schriften zur Berufs- und Wirtschaftspädagogik
AU - Baumann, Fabienne-Agnes
AB - National qualifications frameworks are currently described as a global phenomenon, a label which accounts for the fact, that frameworks in their different shapes are increasingly subject to policy transfer and thus more and more frameworks are developed in many countries across the globe. The supposed benefits of national qualifications frameworks seem to be convincing, therefore the concept of qualifications frameworks whether national or otherwise in scope, has been greeted with much enthusiasm in literature. Many policy makers perceive national qualifications frameworks as a key driver for reform in the qualifications system, where the latter might be characterized by fragmentation, exclusion of certain groups, a lack of quality assurance or resources, uncoordinated qualification routes, a multitude of providers and awards and so forth.
DA - 2012///
PY - 2012
DP - Zotero
SP - 152
LA - en
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - A systematic comparison of software dedicated to meta-analysis of causal studies
AU - Bax, L.
AU - Yu, L.-M.
AU - Ikeda, N.
T2 - BMC Medical Research Methodology
DA - 2007///
PY - 2007
DO - 10.1186/1471-2288-7-40
VL - 7
IS - 1
SP - 1
EP - 9
LA - en
ER -
TY - JOUR
TI - Roles and student identities in online large course forums: Implications for practice
AU - Baxter, Jacqueline Aundree
AU - Haycock, Jo
T2 - The International Review of Research in Open and Distributed Learning
AB - The use of large online discussion forums within online and distance learning continues to grow. Recent innovations in online learning such as the MOOC (massive open online course) and concomitant growth in the use of online media for the delivery of courses in traditional campus based universities provide both opportunity and challenge for online tutors and learners alike. The recognition of the role that online tutors and student identity plays in the field of retention and progression of distance learners is also well documented in the field of distance learning. Focusing on a course forum linked to a single Level 2 undergraduate module and open to over 1,000 students, this ideographic case study, set in a large distance learning university, uses qualitative methodology to examine the extent to which participation in a large forum can be considered within community of practice (COP) frameworks and contributes to feelings of efficacy, student identity, and motivation. The paper draws on current theory pertaining to online communities and examines this in relation to the extent to which the forum adds to feelings of academic and social integration. The study concludes that although the large forum environment facilitates a certain degree of academic integration and identity there is evidence that it also presents a number of barriers producing negative effects on student motivation and online identity.
DA - 2014/01/15/
PY - 2014
DO - 10.19173/irrodl.v15i1.1593
DP - www.irrodl.org
VL - 15
IS - 1
LA - en
SN - 1492-3831
ST - Roles and student identities in online large course forums
UR - http://www.irrodl.org/index.php/irrodl/article/view/1593
Y2 - 2020/09/16/12:52:34
KW - C: United Kingdom
KW - e-learning
KW - higher education
KW - online forums
KW - online identities
KW - online learning
ER -
TY - RPRT
TI - Alternative education: filling the gap in emergency and post-conflict situations
AU - Baxter, Pamela
AU - Bethke, Lynne
DA - 2009///
PY - 2009
DP - DOI.org (Crossref)
SP - 165
EP - 167
LA - en
PB - UNESCO
ST - Alternative education
UR - http://www.tandfonline.com/doi/abs/10.1080/03057925.2012.632841
Y2 - 2020/07/27/15:49:46
ER -
TY - JOUR
TI - Inequalities in home learning and schools’ provision of distance teaching during school closure of COVID-19 lockdown in the UK
AU - Bayrakdar, Sait
AU - Guveli, Ayse
AB - Parents and schools were caught unprepared during the COVID-19 school closure. Since schools have a key role in creating equal opportunities, transferring schooling to families is likely to increase learning inequalities. Using the Understandings Society COVID-19 dataset, we find children who received free school meals, children from lower-educated and singleparent families and children with Pakistani or Bangladeshi backgrounds devote significantly less time to schoolwork at home. Schools’ provisions of offline and online distance teaching and homework checking significantly increase the time children spend on home learning and mitigate most of the disadvantages.
DP - Zotero
SP - 38
LA - en
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Sierra Leone Media Landscape Report
AU - BBC Media Action
DA - 2018/12//
PY - 2018
UR - https://www.communityengagementhub.org/wp-content/uploads/sites/2/2019/09/Sierra-Leone-Media-Landscape-Report_BBC-Media-Action_January-2019.pdf
Y2 - 2020/11/25/19:20:41
KW - _C:Sierra Leone SLE
ER -
TY - JOUR
TI - Eye tracking methodology for studying teacher learning: A review of the research
AU - Beach, Pamela
AU - McConnel, Jen
T2 - International Journal of Research & Method in Education
DA - 2019///
PY - 2019
DO - 10.1080/1743727X.2018.1496415
DP - Google Scholar
VL - 42
IS - 5
SP - 485
EP - 501
ST - Eye tracking methodology for studying teacher learning
ER -
TY - JOUR
TI - Can online learning communities foster professional development?
AU - Beach, Richard
T2 - Language Arts
DA - 2012///
PY - 2012
VL - 89
IS - 4
SP - 256
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Lowering Barriers to Remote Education: Experimental Impacts on Parental Responses and Learning
AU - Beam, Emily
AU - Mukherjee, Priya
AU - Navarro-Sola, Laia
T2 - SSRN Electronic Journal
AB - We conduct a randomized controlled trial with households of secondary school students in Bangladesh to investigate how parents adjust their investments in response to three educational interventions: an informational campaign about an educational phone application, an internet data subsidy, and oneon-one phone learning support. We find that offering an educational service in a context where other barriers to take-up exist can still trigger parental educational investments by acting as a signal or nudge. These behavioral changes result in lasting learning gains concentrated among richer households, reflecting that the relevant behavior change—increased tutoring investment—is easier for them to implement. In contrast, when interventions do increase take-up, they have the potential to narrow the socioeconomic achievement gap. We observe that increased usage of the targeted educational service limits parental behavioral responses. This implies that learning gains in these cases are directly caused by the potential effectiveness of the services adopted. In our setting, remote one-to-one teacher support improves learning among students from poorer households, whereas receiving the free data package jointly with the app information has no impact on learning.
DA - 2022///
PY - 2022
DO - 10.2139/ssrn.4234910
DP - DOI.org (Crossref)
J2 - SSRN Journal
LA - en
SN - 1556-5068
ST - Lowering Barriers to Remote Education
UR - https://www.ssrn.com/abstract=4234910
Y2 - 2023/02/15/01:14:52
KW - Final_citation
KW - cited
KW - existing
ER -
TY - BLOG
TI - How can education systems rise up to the climate challenge?
AU - Beardmore, Sarah
AU - Martinez, Raphaelle
AU - Tammi, Anna-Maria
T2 - Global Partnership for Education
AB - The climate crisis adds another layer to the existing learning crisis and calls for building education systems that can prepare for crises, ensure continued access to education during unpredictable times, and prevent and mitigate their negative impacts as much as possible.
DA - 2022///
PY - 2022
LA - en
ST - How can education systems rise up to the climate challenge?
UR - https://www.globalpartnership.org/blog/how-can-education-systems-rise-climate-challenge
Y2 - 2023/11/07/20:54:41
ER -
TY - NEWS
TI - The Quantum Hi-Tech Dreams Of A Rapping African Education Minister
AU - Beaubien, Jason
T2 - NPR
AB - MIT grad David Moinina Sengeh is shooting for the moon when it comes to Sierra Leone's future, from schools to health-care to ... space travel. Oh, and he makes music on the side.
DA - 2021/07/10/T07:17:09-04:00
PY - 2021
DP - NPR
LA - en
UR - https://www.npr.org/sections/goatsandsoda/2021/07/10/1014217259/this-education-minister-is-a-renaissance-man-and-hes-got-a-music-video-to-prove-
Y2 - 2021/07/29/14:35:23
KW - _C:Sierra Leone SLE
ER -
TY - JOUR
TI - Mobile learning and the outdoors
AU - BEAUCHAMP, GARY
AU - YOUNG, NICK
AU - PRICE, RUBY
T2 - Early Learning in the Digital Age
DA - 2019///
PY - 2019
DO - 10.4135/9781526463173.n14
DP - Google Scholar
SP - 196
KW - __C:filed:1
ER -
TY - JOUR
TI - Educational outcomes and research from 1:1 computing settings
AU - Bebell, D.
AU - O'Dwyer, L. M.
T2 - Journal of Technology, Learning, and Assessment
AB - Despite the growing interest in 1:1 computing initiatives, relatively little empirical research has focused on the outcomes of these investments. The current special edition of the Journal of Technology and Assessment presents four empirical studies of K-12 1:1 computing programs and one review of key themes in the conversation about 1:1 computing among advocates and critics. In this introduction to our 1:1 special edition, we synthesize across the studies and discuss the emergent themes. Looking specifically across these studies, we summarize evidence that participation in the 1:1 programs was associated with increased student and teacher technology use, increased student engagement and interest level, and modest increases in student achievement.
DA - 2010///
PY - 2010
VL - 9
IS - 1
SP - 5
EP - 13
ST - Educational outcomes and research from 1:1 computing settings
UR - http://www.jtla.org
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Toward the 2020 goal of soil-transmitted helminthiasis control and elimination
AU - Becker, Sören L.
AU - Liwanag, Harvy Joy
AU - Snyder, Jedidiah S.
AU - Akogun, Oladele B
AU - Belizario., Vicente
AU - Freeman, Matthew C.
AU - Gyorkos, Theresa W.
AU - Imtiaz, Rubina
AU - Keiser, Jennifer
AU - Krolewiecki, Alejandro
AU - Levecke, Bruno
AU - Mwandawiro, Charles
AU - Pullan, Rachel L.
AU - Addiss, David G.
AU - Utzinger, Jürg
T2 - PLOS Neglected Tropical Diseases
A2 - Bottazzi, Maria Elena
DA - 2018/08/14/
PY - 2018
DO - 10.1371/journal.pntd.0006606
DP - DOI.org (Crossref)
VL - 12
IS - 8
SP - e0006606
J2 - PLoS Negl Trop Dis
LA - en
SN - 1935-2735
UR - https://dx.plos.org/10.1371/journal.pntd.0006606
Y2 - 2024/03/28/11:44:18
ER -
TY - THES
TI - Location Matters: A Geospatial Analysis of Principal Turnover in the Denver Metropolitan Area
AU - Beckett, Lorna
DA - 2018/08/01/
PY - 2018
ST - Location Matters
UR - https://digitalcommons.du.edu/etd/1507
KW - _C:India IND
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - A review of the research literature on barriers to the uptake of ICT by teachers
AU - Becta
DA - 2004///
PY - 2004
DP - Zotero
LA - en
UR - https://dera.ioe.ac.uk//1603/
ER -
TY - RPRT
TI - What the research says about portable ICT devices in teaching and learning
AU - Becta
T2 - What the Research Says
CY - Coventry
DA - 2004///
PY - 2004
PB - British Educational Communications and Technology Agency (Becta)
ST - What the research says about portable ICT devices in teaching and learning
UR - http://www.becta.org.uk/research
ER -
TY - CHAP
TI - Learning by Doing? Reflections on Conducting a Systematic Review in the Field of Educational Technology
AU - Bedenlier, Svenja
AU - Bond, Melissa
AU - Buntins, Katja
AU - Zawacki-Richter, Olaf
AU - Kerres, Michael
T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application
A2 - Zawacki-Richter, Olaf
A2 - Kerres, Michael
A2 - Bedenlier, Svenja
A2 - Bond, Melissa
A2 - Buntins, Katja
AB - Drawing on an example of a large systematic review that was conducted on the use of educational technology and student engagement in higher education, we provide practical insights into how we proceeded throughout the review phases. Readers and researchers embarking on a systematic review themselves might find the contents of this chapter useful, in order to better prepare themselves for issues that can arise when undertaking such an endeavour.
CY - Wiesbaden
DA - 2020///
PY - 2020
DP - Springer Link
SP - 111
EP - 127
LA - en
PB - Springer Fachmedien
SN - 978-3-658-27602-7
ST - Learning by Doing?
UR - https://doi.org/10.1007/978-3-658-27602-7_7
Y2 - 2020/11/26/15:49:34
ER -
TY - JOUR
TI - Meta-analysis of action video game impact on perceptual, attentional, and cognitive skills.
AU - Bediou, Benoit
AU - Adams, Deanne M.
AU - Mayer, Richard E.
AU - Tipton, Elizabeth
AU - Green, C. Shawn
AU - Bavelier, Daphne
T2 - Psychological Bulletin
DA - 2018/01//
PY - 2018
DO - 10.1037/bul0000130
VL - 144
IS - 1
SP - 77
EP - 110
J2 - Psychological Bulletin
LA - en
SN - 1939-1455, 0033-2909
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - How Can Education Systems Structure Virtual Communities of Practice for Teachers Most Effectively?
AU - Bedoya, Guadalupe
AU - Belyakova, Yulia
AU - Cilliers, Jacobus
AU - Deeb, Antoine
AU - Evans, David K
AU - Jeon, Youngkwang
AU - Kelly, Emma
DA - 2022///
PY - 2022
DP - Zotero
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The pathway to progress on SDG 4 requires the global education architecture to focus on foundational learning and to hold ourselves accountable for achieving it
AU - Beeharry, Girindre
T2 - International Journal of Educational Development
AB - Levels of reading comprehension and ability to do basic mathematics are shockingly low among primary-age children in low-income countries, despite the efforts of global education actors. This essay will argue that to make real progress on improving learning, actors in the sector need to prioritize a few key goals – in particular foundational literacy and numeracy – monitor progress to achieve them, and hold ourselves collectively accountable for improving results. Recent efforts such as the World Bank’s Foundational Learning Compact show promise but will require the support and scrutiny of other actors.
DA - 2021/04/01/
PY - 2021
DO - 10.1016/j.ijedudev.2021.102375
DP - ScienceDirect
VL - 82
SP - 102375
J2 - International Journal of Educational Development
LA - en
SN - 0738-0593
UR - https://www.sciencedirect.com/science/article/pii/S0738059321000286
Y2 - 2021/03/06/13:52:01
KW - Foundational learning
KW - Foundational literacy and numeracy
KW - Global education
KW - Global education architecture
ER -
TY - RPRT
TI - Strengthening Teaching Accountability to Reach All Students
AU - Beg, Sabrin
AU - Fitzpatrick, Anne
AU - Lucas, Adrienne
AU - Tsinigo, Edward
DA - 2020/01//
PY - 2020
DP - Zotero
SP - 43
LA - en
PB - IPA Ghana
SN - Working paper
KW - C:Ghana
KW - _C:Ghana GHA
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Do Conditional Cash Transfers for Schooling Generate Lasting Benefits? A Five-Year Followup of PROGRESA/Oportunidades.
AU - Behrman, Jere R.
AU - Parker, Susan W.
AU - Todd, Petra E.
T2 - Journal of Human Resources
DA - 2011///
PY - 2011
KW - ❓ Multiple DOI
ER -
TY - JOUR
TI - Bitcoin price evolution versus energy consumption; trend analysis
AU - Bejan, Crina Anina
AU - Bucerzan, Dominic
AU - Crăciun, Mihaela Daciana
T2 - Applied Economics
AB - Digital technology developments shape the behaviour, performances, standards of society, organizations and individuals imposing new ways of payments and new forms of money. In this environment in 2008 was developed a new type of currency, namely Bitcoin. Cryptocurrency, as this new form of money has been generically called, puts pressure on the traditional concept of money. Today, the economic value of cryptocurrencies is attested by their circulation and acceptance by user communities for trade. However, establishing this value raises debates in the literature. The research from this paper investigates and analyses if there is a strong enough connectedness between Bitcoin price evolution and energy consumption tendency (for mining), to influence Bitcoin value. Public data from January 2014 to July 2021 is used. An Artificial Neural Network (ANN) was used to study and predict the tendency of Bitcoin price and energy consumption. A comparison between the forecasting trend and the real trend (the evolution of energy consumption and Bitcoin price) was made. The conducted research starts with a quantitative one and ends with a qualitative one (trends). The obtained results show that qualitatively, there is a good correlation between monthly average values of BTC prices and electricity consumption for mining.
DA - 2023/03/16/
PY - 2023
DO - 10.1080/00036846.2022.2097194
DP - Taylor and Francis+NEJM
VL - 55
IS - 13
SP - 1497
EP - 1511
SN - 0003-6846
UR - https://doi.org/10.1080/00036846.2022.2097194
Y2 - 2024/03/17/19:11:19
KW - Artificial Neural Network (ANN)
KW - B23
KW - C53
KW - Cryptocurrency
KW - E37
KW - bitcoin
KW - blockchain
KW - energy consumption
ER -
TY - RPRT
TI - Building on Solid Foundations: Prioritizing Universal, Early, Conceptual and Procedural Mastery of Foundational Skills
AU - Belafi, Carmen
AU - Hwa, Yue-Yi
AU - Kaffenberger, MIchelle
DA - 2020/08/07/
PY - 2020
DP - DOI.org (Crossref)
PB - Research on Improving Systems of Education (RISE)
ST - Building on Solid Foundations
UR - https://riseprogramme.org/publications/building-solid-foundations-prioritising-universal-early-conceptual-and-procedural
Y2 - 2020/09/06/17:22:55
ER -
TY - JOUR
TI - How newly qualified primary teachers develop: A case study in rural Eritrea
AU - Belay, Abraham
AU - Ghebreab, Freweini
AU - Ghebremichael, Tewolde
AU - Ghebreselassie, Asmerom
AU - Holmes, John
AU - White, Goodith
T2 - International Journal of Educational Development
AB - This paper reports on the professional development of a small group of newly qualified teachers (NQTs) who began their careers in four rural schools in Eritrea. These teachers were monitored over a period of four years from 2001 to 2004. Their development as primary practitioners was recorded by videoing and observing their classes and by interviews and informal discussions held over the period. The ways in which they developed and the factors involved in this development are analysed and discussed. It is hoped that this research offers an insight into the challenges faced by newly qualified teachers in small rural communities, often very much dependant on their own resources and those of the local community. This indicates ways in which the current programme and on-going in-service provision may be targeted in future. An important point is made that in spite of the unusual circumstances of education in Eritrea this research provides insights that are relevant to other sociocultural contexts.
DA - 2007/11/01/
PY - 2007
DO - 10.1016/j.ijedudev.2006.10.018
DP - ScienceDirect
VL - 27
IS - 6
SP - 669
EP - 682
J2 - International Journal of Educational Development
LA - en
SN - 0738-0593
ST - How newly qualified primary teachers develop
UR - https://www.sciencedirect.com/science/article/pii/S0738059306001386
Y2 - 2021/02/11/15:51:49
KW - African education
KW - Educational quality
KW - Rural education
KW - Teacher development
KW - __C:filed:1
ER -
TY - JOUR
TI - COVID-19, Distance Learning and Educational Inequality in Rural Ethiopia.
AU - Belay, Degwale Gebeyehu
T2 - Pedagogical Research
DA - 2020///
PY - 2020
DO - 10.29333/pr/9133
DP - Google Scholar
VL - 5
IS - 4
ER -
TY - BLOG
TI - Getting girls back into school: strategies for successfully re-enrolling girls in Ghana and Sierra Leone
AU - Belfield, Sophie
AU - Mathur, Meenu
AU - Caine, Ellie
T2 - FCDO - GEC
DA - 2021///
PY - 2021
UR - https://girlseducationchallenge.org/blogs/blog-article/getting-girls-back-into-school-strategies-for-successfully-re-enrolling-girls-in-ghana-and-sierra-leone/
Y2 - 2022/01/02/20:01:28
KW - _C:Sierra Leone SLE
ER -
TY - JOUR
TI - Development of an emergency nursing training curriculum in Ghana
AU - Bell, Sue Anne
AU - Oteng, Rockefeller
AU - Redman, Richard
AU - Lapham, Jeremy
AU - Bam, Victoria
AU - Dzomecku, Veronica
AU - Yakubu, Jamila
AU - Tagoe, Nadia
AU - Donkor, Peter
T2 - International Emergency Nursing
AB - Abstract The formal provision of emergency health care is a developing specialty in many sub-Saharan African countries, including Ghana. While emergency medicine training programs for physicians are on the rise, there are few established training programs for emergency nurses. The results of a unique collaboration are described between a university in the United States, a Ghanaian university and a Ghanaian teaching hospital that has developed an emergency nursing diploma program. The expected outcomes of this training program include: (a) an innovative, interdisciplinary, team-based clinical training model, (b) a unique and low-resource emergency nursing curriculum and (c) a comprehensive and sustainable training program to increase in-country retention of nurses.
DA - 2014///
PY - 2014
DO - 10.1016/j.ienj.2014.02.002
LA - en
UR - https://www.sciencedirect.com/science/article/pii/S1755599X14000056
AN - LOCAL-DOI:10.1016/j.ienj.2014.02.002
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - CA:AandC
KW - CCZ:Ghana
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:curriculum
KW - F:outcomes
KW - F:teaching
KW - P:health
KW - P:media
KW - P:nurse
KW - Q:diploma
KW - T:Training
KW - Z:Curriculum
KW - Z:Emergency Nursing
KW - Z:Sub-Saharan Africa
KW - Z:Training
KW - _C:Ghana GHA
KW - __C:filed:1
KW - publicImportV1
ER -
TY - CHAP
TI - CS Unplugged—How Is It Used, and Does It Work?
AU - Bell, Tim
AU - Vahrenhold, Jan
T2 - Progress in Pattern Recognition, Image Analysis, Computer Vision, and Applications
A2 - Bayro-Corrochano, Eduardo
A2 - Hancock, Edwin
AB - Computer Science Unplugged has been used for many years as a way to communicate concepts from computer science to audiences in a variety of settings. Despite its widespread use, there is relatively little systematic evaluation of its effectiveness. In this paper we review what (Computer Science) Unplugged means, and the many contexts in which it has been used, as it started as an outreach tool, and then found its way into other contexts such as teacher training, and more recently into the classroom to support a formal curriculum. Formal evaluations of using Computer Science Unplugged as an approach to teaching the subject of computer science are reviewed, and we also reflect on the complex considerations that lie behind the development of activities and puzzles that are simple enough for school students to use.
CY - Cham
DA - 2018///
PY - 2018
DP - DOI.org (Crossref)
VL - 8827
SP - 497
EP - 521
LA - en
PB - Springer International Publishing
SN - 978-3-319-12567-1 978-3-319-12568-8
UR - http://link.springer.com/10.1007/978-3-319-98355-4_29
Y2 - 2021/03/07/12:19:09
ER -
TY - JOUR
TI - COVID-19: An Accelerated Learning Challenge for Developing & Developed Countries Alike
AU - Bella, Professor Hassan
T2 - Sudan Journal of Medical Sciences (SJMS)
AB - Covid-19 is the fastest evolving and most horrific pandemic in the recent global history. It is perhaps the greatest and most daunting challenge humanity has faced since World War II and could bring on so many sequelae and a ‘recession with no parallel in the recent past’ [1]. The editors of the Sudan Journal of Medical Sciences have commissioned this timely issue of the journal to assess the implications of this unprecedented event on Sudan’s healthcare sector.
Researching the literature for the purpose of this editorial, using Google Scholar and other authentic search engines, produced a seemingly infinite number of titles. Never in my career as medical teacher and researcher I have encountered such a vast volume of literature produced on one subject in such a very short time.
DA - 2020/04/23/
PY - 2020
DO - 10.18502/sjms.v15i5.6880
DP - knepublishing.com
SP - 1
EP - 4
J2 - 1
LA - en
SN - 1858-5051
ST - COVID-19
UR - https://knepublishing.com/index.php/SJMS/article/view/6880
Y2 - 2020/06/19/05:49:23
KW - _AcademicRecoveryOECS
ER -
TY - JOUR
TI - Making progress with the automation of systematic reviews: principles of the International Collaboration for the Automation of Systematic Reviews (ICASR)
AU - Beller, Elaine
AU - Clark, Justin
AU - Tsafnat, Guy
AU - Adams, Clive
AU - Diehl, Heinz
AU - Lund, Hans
AU - Ouzzani, Mourad
AU - Thayer, Kristina
AU - Thomas, James
AU - Turner, Tari
AU - Xia, Jun
AU - Robinson, Karen
AU - Glasziou, Paul
AU - Adams, Clive
AU - Ahtirschi, Olga
AU - Beller, Elaine
AU - Clark, Justin
AU - Christensen, Robin
AU - Diehl, Heinz
AU - Elliott, Julian
AU - Glasziou, Paul
AU - Graziosi, Sergio
AU - Kuiper, Joel
AU - Lund, Hans
AU - Moustgaard, Rasmus
AU - O’Connor, Annette
AU - Ouzzani, Mourad
AU - Riis, Jacob
AU - Robinson, Karen
AU - Soares-Weiser, Karla
AU - Thayer, Kris
AU - Thomas, James
AU - Turner, Tari
AU - Tsafnat, Guy
AU - Vergara, Camilo
AU - Wedel-Heinen, Ida
AU - Xia, Jun
AU - On behalf of the founding members of the ICASR group
T2 - Systematic Reviews
AB - Systematic reviews (SR) are vital to health care, but have become complicated and time-consuming, due to the rapid expansion of evidence to be synthesised. Fortunately, many tasks of systematic reviews have the potential to be automated or may be assisted by automation. Recent advances in natural language processing, text mining and machine learning have produced new algorithms that can accurately mimic human endeavour in systematic review activity, faster and more cheaply. Automation tools need to be able to work together, to exchange data and results. Therefore, we initiated the International Collaboration for the Automation of Systematic Reviews (ICASR), to successfully put all the parts of automation of systematic review production together. The first meeting was held in Vienna in October 2015. We established a set of principles to enable tools to be developed and integrated into toolkits.
DA - 2018/05/19/
PY - 2018
DO - 10.1186/s13643-018-0740-7
DP - Springer Link
VL - 7
IS - 1
SP - 77
J2 - Syst Rev
LA - en
SN - 2046-4053
ST - Making progress with the automation of systematic reviews
UR - https://doi.org/10.1186/s13643-018-0740-7
Y2 - 2024/01/18/22:16:36
KW - Automation
KW - Collaboration
KW - Systematic review
KW - _TBC for use ailr-2024
ER -
TY - JOUR
TI - COVID-19 and education: restructuring after the pandemic
AU - Bellini, Maria Irene
AU - Pengel, Liset
AU - Potena, Luciano
AU - Segantini, Luca
AU - Group, ESOT COVID-19 Working
T2 - Transplant International
AB - COVID-19 challenges to keep a valuable educational offer with lockdown measures and social distancing are reviewed. Scientific Societies had to think of new alternatives to maintain meetings with conversion to a virtual format and development of online resources, rapidly available and broadly accessible. Other in person activities as face-to-face clinics have been substituted by telemedicine; the same happened with surgical training in theatre, given the suspension of most of the operations. Finally, the need to share and communicate in a continuous evolving scenario, has impacted negatively the integrity of peer review process, not following the normal procedures to ensure scientific integrity and reproducibility in the earliest phases of the pandemic.
DA - 2021///
PY - 2021
DO - 10.1111/tri.13788
DP - Wiley Online Library
VL - 34
IS - 2
SP - 220
EP - 223
LA - en
SN - 1432-2277
ST - COVID-19 and education
UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/tri.13788
Y2 - 2021/10/05/11:42:43
KW - COVID-19
KW - _genre:LR-literature_review
KW - education
KW - pandemic
KW - telemedicine
KW - webinar
ER -
TY - JOUR
TI - Data analysis methods for qualitative research: managing the challenges of coding, interrater reliability, and thematic analysis.
AU - Belotto, Michael J.
T2 - The Qualitative Report
DA - 2018///
PY - 2018
DO - 10.46743/2160-3715/2018.3492
DP - Google Scholar
VL - 23
IS - 11
SP - 2622
EP - 2633
ST - Data analysis methods for qualitative research
UR - https://nsuworks.nova.edu/tqr/vol23/iss11/2/
KW - ___working_potential_duplicate
ER -
TY - JOUR
TI - Challenges of Curtin-AVU-AAU Distance Learning Program in Ethiopia: A Case Study
AU - Belwal, Rakesh
AU - Dawit Ayalew Kassa
AU - Medhanie Gaim Asgedom
T2 - MERLOT Journal of Online Learning and Teaching
AB - Distance education programs are emerging globally in the form of joint ventures among higher educational institutions. This paper describes the research undertaken to explore one such joint venture program in business between Australian and African universities. This study utilizes both primary and secondary data gathered through a review of the literature, consultations with program administrators, interviews with faculty members, direct observations, and questionnaires administered to sample students. This case study explores factors affecting the program. Using quantitative and qualitative analytical tools, this study discusses the outcomes of the analyses to facilitate experiential learning. It finds that for students originating mainly from remote regions of Ethiopia, distance learning can offer good opportunities of receiving cost-effective, quality-education on their doorsteps. This experience could contribute immensely to the extension of such programs to other regions of the country. Although the joint venture reveals the potential of coordinated educational efforts, internal weaknesses and inefficiencies need serious attention to ensure the success of such initiatives in the future.
DA - 2010///
PY - 2010
LA - en
AN - LOCAL-PQ-1497198752
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:Ethiopia
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - F:learning
KW - F:outcomes
KW - P:technology
KW - Q:distance learning
KW - Q:higher education
KW - R:case study
KW - R:interview
KW - R:observation
KW - R:qualitative
KW - R:quantitative
KW - R:questionnaire
KW - T:distance learning program
KW - Z:Alliances
KW - Z:Distance learning
KW - Z:Education reform
KW - Z:Market entry
KW - Z:Qualitative research
KW - Z:Technological change
KW - __C:filed:1
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis
AU - Benavides-Varela, Silvia
AU - Callegher, Claudio Zandonella
AU - Fagiolini, Barbara
AU - Leo, Irene
AU - Altoè, Gianmarco
AU - Lucangeli, Daniela
T2 - Computers & Education
DA - 2020/11//
PY - 2020
DO - 10.1016/j.compedu.2020.103953
VL - 157
SP - 103953
J2 - Computers & Education
LA - en
SN - 03601315
ST - Effectiveness of digital-based interventions for children with mathematical learning difficulties
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis
AU - Benavides-Varela, Silvia
AU - Zandonella Callegher, Claudio
AU - Fagiolini, Barbara
AU - Leo, Irene
AU - Altoè, Gianmarco
AU - Lucangeli, Daniela
T2 - Computers & Education
AB - The purpose of this work was to meta-analyze empirical evidence about the effectiveness of digital-based interventions for students with mathematical learning difficulties. Furthermore, we investigated whether the school level of the participants and the software instructional approach were decisive modulated factors. A systematic search of randomized controlled studies published between 2003 and 2019 was conducted. A total of 15 studies with 1073 participants met the study selection criterion. A random effects meta-analysis indicated that digital-based in terventions generally improved mathematical performance (mean ES ¼ 0.55), though there was a significant heterogeneity across studies. There was no evidence that videogames offer additional advantages with respect to digital-based drilling and tutoring approaches. Moreover, effect size was not moderated when interventions were delivered in primary school or in preschool.
DA - 2020/11//
PY - 2020
DO - 10.1016/j.compedu.2020.103953
DP - DOI.org (Crossref)
VL - 157
SP - 103953
J2 - Computers & Education
LA - en
SN - 03601315
ST - Effectiveness of digital-based interventions for children with mathematical learning difficulties
UR - https://linkinghub.elsevier.com/retrieve/pii/S0360131520301512
Y2 - 2022/09/27/11:59:36
KW - Mathematics
KW - SEND
KW - _Import_to_OpenDevEd_EvLib
KW - learning difficulties
ER -
TY - JOUR
TI - Digital Transformation in Higher Education Institutions: A Systematic Literature Review
AU - Benavides, Lina María Castro
AU - Tamayo Arias, Johnny Alexander
AU - Arango Serna, Martín Darío
AU - Branch Bedoya, John William
AU - Burgos, Daniel
T2 - Sensors
AB - Higher education institutions (HEIs) have been permeated by the technological advancement that the Industrial Revolution 4.0 brings with it, and forces institutions to deal with a digital transformation in all dimensions. Applying the approaches of digital transformation to the HEI domain is an emerging field that has aroused interest during the recent past, as they allow us to describe the complex relationships between actors in a technologically supported education domain. The objective of this paper is to summarize the distinctive characteristics of the digital transformation (DT) implementation process that have taken place in HEIs. The Kitchenham protocol was conducted by authors to answer the research questions and selection criteria to retrieve the eligible papers. Nineteen papers (1980–2019) were identified in the literature as relevant and consequently analyzed in detail. The main findings show that it is indeed an emerging field, none of the found DT in HEI proposals have been developed in a holistic dimension. This situation calls for further research efforts on how HEIs can understand DT and face the current requirements that the fourth industrial revolution forced.
DA - 2020/01//
PY - 2020
DO - 10.3390/s20113291
DP - www.mdpi.com
VL - 20
IS - 11
SP - 3291
LA - en
SN - 1424-8220
ST - Digital Transformation in Higher Education Institutions
UR - https://www.mdpi.com/1424-8220/20/11/3291
Y2 - 2022/04/05/20:37:11
KW - digital transformation
KW - digitalization
KW - higher education institution
KW - systematic literature review
KW - university
ER -
TY - CHAP
TI - Education for All 2000–2015: The Influence of Global Interventions and Aid on EFA Achievements
AU - Benavot, Aaron
AU - Antoninis, Manos
AU - Bella, Nicole
AU - Delprato, Marcos
AU - Härmä, Joanna
AU - Jere, Catherine
AU - Joshi, Priyadarshani
AU - Blanchy, Nihan Koseleci
AU - Longlands, Helen
AU - McWilliam, Alasdair
AU - Zubairi, Asma
T2 - The Handbook of Global Education Policy
A2 - Mundy, Karen
A2 - Green, Andy
A2 - Lingard, Bob
A2 - Verger, Antoni
DA - 2016/04/14/
PY - 2016
DP - DOI.org (Crossref)
ET - 1
SP - 241
EP - 258
LA - en
PB - Wiley
SN - 978-1-118-46805-0 978-1-118-46800-5
ST - Education for All 2000–2015
UR - https://onlinelibrary.wiley.com/doi/10.1002/9781118468005.ch13
Y2 - 2023/11/08/16:14:46
ER -
TY - JOUR
TI - Education for All 2000–2015: Review and perspectives
AU - Benavot, Aaron
AU - Antoninis, Manos
AU - Bella, Nicole
AU - Delprato, Marcos
AU - Härmä, Joanna
AU - Jere, Catherine
AU - Joshi, Priyadarshani
AU - Köseleci Blanchy, Nihan
AU - Longlands, Helen
AU - McWilliam, Alasdair
T2 - ZEP: Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik
DA - 2015///
PY - 2015
DP - Google Scholar
VL - 38
IS - 2
SP - 10
EP - 15
ST - Education for All 2000–2015
UR - https://www.pedocs.de/frontdoor.php?source_opus=14014
Y2 - 2023/11/08/16:15:00
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Education Finance Watch 2023
AU - Bend, May
AU - Hu, Yitong
AU - Pan, Yilin
AU - Patrinos, Harry Anthony
AU - Poulsen, Thomas
AU - Rivera-Olvera, Angelica
AU - Tanaka, Nobuyuki
AU - Antoninis, Manos
AU - Murakami, Yuki
AU - Benveniste, Luis
DA - 2023///
PY - 2023
DP - Google Scholar
UR - https://policycommons.net/artifacts/6951221/education-finance-watch-2023-english/7861178/
Y2 - 2024/02/29/14:05:25
KW - Final_citation
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Methods for evidence synthesis in the case of very few studies
AU - Bender, Ralf
AU - Friede, Tim
AU - Koch, Armin
AU - Kuss, Oliver
AU - Schlattmann, Peter
AU - Schwarzer, Guido
AU - Skipka, Guido
T2 - Research Synthesis Methods
AB - In systematic reviews, meta-analyses are routinely applied to summarize the results of the relevant studies for a specific research question. If one can assume that in all studies the same true effect is estimated, the application of a meta-analysis with common effect (commonly referred to as fixed-effect meta-analysis) is adequate. If between-study heterogeneity is expected to be present, the method of choice is a meta-analysis with random effects. The widely used DerSimonian and Laird method for meta-analyses with random effects has been criticized due to its unfavorable statistical properties, especially in the case of very few studies. A working group of the Cochrane Collaboration recommended the use of the Knapp-Hartung method for meta-analyses with random effects. However, as heterogeneity cannot be reliably estimated if only very few studies are available, the Knapp-Hartung method, while correctly accounting for the corresponding uncertainty, has very low power. Our aim is to summarize possible methods to perform meaningful evidence syntheses in the situation with only very few (ie, 2-4) studies. Some general recommendations are provided on which method should be used when. Our recommendations are based on the existing literature on methods for meta-analysis with very few studies and consensus of the authors. The recommendations are illustrated by 2 examples coming from dossier assessments of the Institute for Quality and Efficiency in Health Care.
DA - 2018///
PY - 2018
DO - 10.1002/jrsm.1297
DP - Wiley Online Library
VL - 9
IS - 3
SP - 382
EP - 392
LA - en
SN - 1759-2887
UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/jrsm.1297
Y2 - 2023/11/02/20:49:14
KW - common effect
KW - evidence synthesis
KW - fixed effects
KW - meta-analysis
KW - random effects
KW - very few studies
ER -
TY - CONF
TI - LagunTest: A NLP Based Application to Enhance Reading Comprehension
AU - Bengoetxea, Kepa
AU - Gonzalez-Dios, Itziar
AU - Aguirregoitia, Amaia
C3 - Proceedings of the 1st Workshop on Tools and Resources to Empower People with REAding DIfficulties (READI)
DA - 2020///
PY - 2020
DP - Google Scholar
SP - 63
EP - 69
ST - LagunTest
KW - _C:Belgium BEL
KW - _C:Catalan Republic XCATA
KW - _C:France FRA
KW - _C:Spain ESP
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Teacher Management in Refugee Settings: Ethiopia.
AU - Bengtsson, Stephanie
AU - Fitzpatrick, Rachael
AU - Hinz, Katja
AU - MacEwen, Leonora
AU - Naylor, Ruth
AU - Riggall, Anna
AU - West, Helen
T2 - Education Development Trust
DA - 2020///
PY - 2020
KW - _C:Burkina Faso BFA
KW - _C:Burundi BDI
KW - _C:Chad TCD
KW - _C:Congo XCO
KW - _C:Congo, Democratic Republic COD
KW - _C:Cuba CUB
KW - _C:Djibouti DJI
KW - _C:Eritrea ERI
KW - _C:Ethiopia ETH
KW - _C:France FRA
KW - _C:Japan JPN
KW - _C:Jordan JOR
KW - _C:Kenya KEN
KW - _C:Korea, Republic KOR
KW - _C:Lebanon LBN
KW - _C:Norway NOR
KW - _C:Rwanda RWA
KW - _C:Somalia SOM
KW - _C:South Sudan SSD
KW - _C:Sudan SDN
KW - _C:Turkey TUR
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Viet Nam VNM
KW - _C:Yemen YEM
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Turning a shove into a nudge? A" labeled cash transfer" for education
AU - Benhassine, Najy
AU - Devoto, Florencia
AU - Duflo, Esther
AU - Dupas, Pascaline
AU - Pouliquen, Victor
T2 - American Economic Journal: Economic Policy
DA - 2015///
PY - 2015
DO - 10.1257/pol.20130225
VL - 7
SP - 86
EP - 125
ER -
TY - JOUR
TI - Portability, Feasibility, Collaborativeness: Teachers’ Perception Of Tablet Use For Inclusive Education
AU - Benigno, Vincenza
AU - Caruso, Giovanni
AU - Epifania, Marina Ottavia
AU - Fante, Chiara
AU - Ravicchio, Fabrizio
AU - Trentin, Guglielmo
T2 - ICERI2017 Proceedings
AB - Tablet are characterized by features such as their ease of use, portability, feasibility and they are easily employable in collaborative learning (Schuck et al., 2013). Students themselves consider them as an effective tool for reflection, since it allows them to deepen their knowledge thanks to the possibility of on-line searching (Parmigiani et al., 2015). On the other side, teachers are aware of the fact that tablets can help in making lesson more interesting and varied (Heinrich, 2012), but their use also needs a rethinking of the pedagogical approach (Culé & Gasparini, 2012) since tablets allow a more students-centred learning (Ludwig et al., 2011). Further, Information and Communication Technologies in general are also used for the inclusion of the disabled children into class activities (Ifenthaler & Schweinbenz, 2013). We argue that tablets, thanks to their abovementioned features, may be particularly helpful in fostering the inclusion of children who are not disabled, but who cannot attend school for medical reasons. The socio-educational inclusion of these children was the main aim of the TRIS project (Tecnologie per l’Inclusione Socio-educativa [Technologies for socio-educational inclusion]), and Information and Communication Technologies, combined with new pedagogical methodologies, played a key role for the pursuing of this aim. During this project, we equipped a middle school classroom with one tablet for each teacher and student.
In addition, after one year several activities were planned in collaboration with teachers to evaluate the use of tablets and some specific apps in different teaching area. The activity developed for chemistry involved the use of augmented reality software, and we were investigating its effect on students’ attitudes towards the subject. The one developed for Italian language was aimed to the investigation of whether the affordance of a specific app for the creation of mental app have helped the students in their creation in respect to paper and pencil.
In this paper, we report the results regarding teachers’ perception of tablet use in everyday class activities, involving both their competencies and the frequency of use. We considered the impact of the tablet after six months and after one year and a half from their introduction. Furthermore, at the end of the specific activity, the teachers were interviewed in order to understand the potentiality of the tablet for the abovementioned subjects, for the inclusion of the homebound student, and the difficulty found in the planning and managing of the activities.
All the teachers involved (n= 7) sustained the utility of the tablet for classes, mentioning its capacity to foster communication in collaborative working and to gain students’ attention. They mostly used the tablet for students’ individual work, on-line research, and for collaborative activities with the homebound student. Regarding the activities carried out with the teachers, they kept sustaining the tablet capacity to motivate students and to foster their active participation, but they also expressed several concerns regarding the high amount of time needed to plan and to implement the activities using the tablet.
DA - 2017///
PY - 2017
DO - 10.21125/iceri.2017.1312
DP - Google Scholar
SP - 4970
EP - 4978
LA - en
SN - 2340-1095
ST - Portability, Feasibility, Collaborativeness
UR - https://library.iated.org/view/BENIGNO2017POR
KW - _C:Italy ITA
KW - _C:Trinidad and Tobago TTO
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - RPRT
TI - Teacher Motivation in Sub-Saharan Africa and South Asia
AU - Bennell, Paul
AU - Akyeampong, Kwame
DA - 2007///
PY - 2007
DP - Zotero
SP - 114
LA - en
PB - DfID London
UR - https://assets.publishing.service.gov.uk/media/57a08be640f0b652dd000f9a/ResearchingtheIssuesNo71.pdf
KW - C:sub-Saharan Africa and South Asia
KW - _C:Afghanistan AFG
KW - _C:Argentina ARG
KW - _C:Australia AUS
KW - _C:Bangladesh BGD
KW - _C:Benin BEN
KW - _C:Botswana BWA
KW - _C:Brazil BRA
KW - _C:Burkina Faso BFA
KW - _C:Burundi BDI
KW - _C:Cambodia KHM
KW - _C:Cameroon CMR
KW - _C:Canada CAN
KW - _C:Chad TCD
KW - _C:China CHN
KW - _C:Congo XCO
KW - _C:Congo, Democratic Republic COD
KW - _C:Eritrea ERI
KW - _C:Ethiopia ETH
KW - _C:Gambia GMB
KW - _C:Ghana GHA
KW - _C:Guinea GIN
KW - _C:India IND
KW - _C:Kenya KEN
KW - _C:Lesotho LSO
KW - _C:Madagascar MDG
KW - _C:Malawi MWI
KW - _C:Mali MLI
KW - _C:Mauritania MRT
KW - _C:Mexico MEX
KW - _C:Mozambique MOZ
KW - _C:Namibia NAM
KW - _C:Nepal NPL
KW - _C:New Zealand NZL
KW - _C:Nicaragua NIC
KW - _C:Niger NER
KW - _C:Nigeria NGA
KW - _C:Pakistan PAK
KW - _C:Papua New Guinea PNG
KW - _C:Rwanda RWA
KW - _C:Senegal SEN
KW - _C:Sierra Leone SLE
KW - _C:South Africa ZAF
KW - _C:Sri Lanka LKA
KW - _C:Sudan SDN
KW - _C:Sweden SWE
KW - _C:Tanzania TZA
KW - _C:Togo TGO
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Viet Nam VNM
KW - _C:Zambia ZMB
KW - _C:Zimbabwe ZWE
KW - _C:eSwatini SWZ
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Impact of the Aids Epidemic on Primary and Secondary School Teachers and University Staff in Malawi.“
AU - Bennell, Paul
AU - Kadzamira, Esme
T2 - University of Sussex, Brighton, UK
DA - 2002///
PY - 2002
DP - Google Scholar
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Artisan training and employment outcomes in Tanzania
AU - Bennell, Paul
AU - Mukyanuzi, Faustin
AU - Kasogela, Maurice
AU - Mutashubirwa, Francis
AU - Klim, Mikkel
T2 - Compare: A Journal of Comparative and International Education
AB - Studies have shown that artisan training courses in Africa are not cost-effective, and do not improve quality of life. The studies on artisanship education and their effects are discussed.
DA - 2006///
PY - 2006
DO - 10.1080/03057920500382358
LA - en
AN - DOI-10.1080/03057920500382358
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:Tanzania
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:T
KW - F:outcomes
KW - P:artist
KW - P:crafts
KW - Survey
KW - T:Training
KW - Z:Craftsmen
KW - Z:Feasibility studies
KW - Z:Occupational training
KW - Z:Quality of life
KW - __C:filed:1
KW - publicImportV1
ER -
TY - THES
TI - Permanent Exclusion Experiences of Black Girls in the UK
AU - Bennett, Gemma
CY - Exeter
DA - forthcoming
PY - forthcoming
M3 - Doctorate in Educational Psychology
PB - University of Exeter
ER -
TY - JOUR
TI - Towards sustainable technology-enhanced innovation in higher education: Advancing learning design by understanding and supporting teacher design practice
AU - Bennett, Sue
AU - Lockyer, Lori
AU - Agostinho, Shirley
T2 - British Journal of Educational Technology
DA - 2018///
PY - 2018
DO - 10.1111/bjet.12683
DP - Google Scholar
VL - 49
IS - 6
SP - 1014
EP - 1026
ST - Towards sustainable technology-enhanced innovation in higher education
ER -
TY - JOUR
TI - Period teasing, stigma and knowledge: A survey of adolescent boys and girls in Northern Tanzania
AU - Benshaul-Tolonen, Anja
AU - Aguilar-Gomez, Sandra
AU - Heller Batzer, Naomi
AU - Cai, Rebecca
AU - Nyanza, Elias Charles
T2 - PloS one
DA - 2020///
PY - 2020
DO - 10.1371/journal.pone.0239914
DP - Google Scholar
VL - 15
IS - 10
SP - e0239914
ST - Period teasing, stigma and knowledge
KW - _yl:b
ER -
TY - JOUR
TI - Pupil absenteeism, measurement, and menstruation: Evidence from western Kenya
AU - Benshaul-Tolonen, Anja
AU - Garazi, Zulaika
AU - Nyothach, Elizabeth
AU - Oduor, Clifford
AU - Mason, Linda
AU - Obor, David
AU - Alexander, Kelly T.
AU - Laserson, Kayla F.
AU - Phillips-Howard, Penelope A.
T2 - CDEP-CGEG WP
DA - 2019///
PY - 2019
DP - Google Scholar
VL - 74
ST - Pupil absenteeism, measurement, and menstruation
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Sanitary products, absenteeism and psychosocial well-being: Evidence from a three-arm cluster randomized controlled feasibility study in Western Kenya
AU - Benshaul-Tolonen, Anja
AU - Zulaika, Garazi
AU - Nyothach, Elizabeth
AU - Odour, Clifford
AU - Mason, Linda
AU - Obor, David
AU - Alexander, Kelly T.
AU - Laserson, Kayla F.
AU - Phillips-Howard, Penelope A.
T2 - Columbia Center for Development Economics and Policy
DA - 2021///
PY - 2021
DP - Google Scholar
ST - Sanitary products, absenteeism and psychosocial well-being
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Measuring menstruation-related absenteeism among adolescents in low-income countries
AU - Benshaul-Tolonen, Anja
AU - Zulaika, Garazi
AU - Sommer, Marni
AU - Phillips-Howard, Penelope A.
T2 - The Palgrave handbook of critical menstruation studies
DA - 2020///
PY - 2020
DO - 10.1007/978-981-15-0614-7_52
DP - Google Scholar
SP - 705
EP - 723
KW - _yl:b
ER -
TY - RPRT
TI - Teaching in Cambodia
AU - Benveniste, Luis
AU - Marshall, Jeffery
AU - Araujo, M. Caridad
AB - This report aims to address some of the Ministry of Education, Youth and Sport's (MoEYS) specific concerns in the area of teacher civil service reform as it considers alternatives for the next phase of Cambodia's educational development. This study uses the most recent empirical data to document the most salient trends around Cambodian teachers: their attributes, the characteristics of their jobs relative to those of other professionals, and their working conditions, as well as aggregate data on how the teaching profession is responding to the demands of a rapidly growing school system. This report also reviews the most important policies that affect teachers' salaries, contracts and incentives to join the profession and remain in it. It also provides observational data of teacher classroom performance and attendance, while linking student academic outcomes to teaching inputs. The objective of this study is to inform the dialogue around policy reforms that may affect the education sector, the civil service, and teachers in particular.
CY - Washington, DC
DA - 2008/06//
PY - 2008
DP - openknowledge.worldbank.org
LA - en_US
PB - World Bank
UR - https://openknowledge.worldbank.org/handle/10986/8073
Y2 - 2022/07/13/08:57:24
KW - Attendance
KW - Civil Service
KW - Classroom Performance
KW - Contracts
KW - Educational Development
KW - Incentives
KW - Salaries
KW - School System
KW - Teachers
KW - Working Conditions
ER -
TY - RPRT
TI - Access to Technology for School Leaders and Teachers in Sierra Leone
AU - Beoku-Betts, Iman
AB - An output of the Open Development & Education, https://opendeved.net/
CN - opendeved.1069
DA - 2024/03/29/T00:00:00.000Z
PY - 2024
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/2Q2INNMM
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - Teacher Deployment in Sierra Leone: Lessons learnt and moving forward
AU - Beoku-Betts, Iman
AB - This report provides an overview of the teacher deployment process in Sierra Leone prior to and including 2022. Through interviews with key stakeholders in the Ministry of Basic and Senior Secondary Education (MBSSE) and the Teaching Service Commission (TSC), we look at lessons learnt from the deployment process and next steps for how teacher deployment can be implemented. Although there are a number of volunteer teachers in Sierra Leone, the TSC are aiming to increase the number of qualified teachers on the government payroll as well as retaining teachers in rural areas. It was noted that teachers from rural areas being put on the government payroll and deployed to rural schools are better placed to teach in rural schools than teachers moving from urban to rural areas. Hpwever, it is still challenging to find qualified teachers in these rural areas. The TSC want to look at how they can target teachers to take up rural positions, either through distance learning to gain the right qualifications or working with teacher training institutions (TTIs) to prioritise schools in rural areas for placement. Overall, the TSC want to use data as the basis for decision-making on deploying teachers equitably.
Keywords
Teacher deployment; teacher training; unqualified teachers; volunteer teachers; rural schools; data for decision-making
An output of the EdTech Hub, https://edtechhub.org
DA - 2023///
PY - 2023
M3 - Policy briefing
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/M3D6NGR4
ER -
TY - RPRT
TI - Remote Supervision Options for School Quality Assurance Officers
AU - Beoku-Betts, Iman
AU - Ampofo, Rudolph
AU - Haßler, Björn
AB - An output of the Open Development & Education, https://opendeved.net/
CN - opendeved.1068
DA - 2024/01/31/T00:00:00.000Z
PY - 2024
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/RZ4C7VGQ
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - EdTech Horizon Scan: Blockchain technology in education
AU - Beoku-Betts, Iman
AU - Kaye, Tom
AB - EdTech Hub horizon scans are publications designed to provoke thinking on a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This EdTech Horizon Scan examines the use of blockchain technology in education. Beginning with an overview of blockchain technology, the scan explains what blockchain technology is and how it works. The next section focuses on how blockchain technology can be used in education. In particular, it looks at the benefits of using blockchain technology for micro-credentialing and ownership of learning credentials, the transfer of credits and smart contracts, storing student credentials, identity verification and intellectual property protection. Section 4 gives a summary of the use of blockchain technology, noting the different challenges that may be associated with adopting blockchain technology into education systems. Section 5, gives real examples of the use of blockchain technology in education and different education institutions.
Key words: blockchain; cryptography; data; decentralised database; digitalisation; education; micro-credentialing; smart contracting; student credentials; verification
An output of the EdTech Hub, https://edtechhub.org
DA - 2022/07/11/
PY - 2022
M3 - Position paper
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/94H68P58
ER -
TY - RPRT
TI - Investigating the Activity Levels of School Quality Assurance Officers in Sierra Leone
AU - Beoku-Betts, Iman
AU - Leh Wi Lan
AB - An output of the Open Development & Education, https://.opendeved.net/
CN - 1014
DA - 2023///
PY - 2023
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/CN5FS7MB
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - Investigating the Activity Levels of School Quality Assurance Officers in Sierra Leone
AU - Beoku-Betts, Iman
AU - Leh Wi Lan
AB - Since the launch of the Free Quality School Education (FQSE) Programme in 2018, the Sierra Leone Ministry of Basic and Senior Secondary Education (MBSSE) has prioritised the use of data for decision-making across several education reform programmes. Part of this vision has been to build systems to measure school quality through School Quality Assurance Officers (SQAOs) using data collection and feedback. This system includes using tools for teacher management, lesson observations, school improvement, and attendance monitoring.
This report presents findings from qualitative research conducted in three districts in Sierra Leone. The aim is to provide the MBSSE and other partners with insights to understand the variation in and what is needed to maximise SQAO activity levels, increase principal engagement with digital tools, and support and promote quality visits to schools.
An output of the EdTech Hub, https://edtechhub.org
DA - 2023/06//
PY - 2023
M3 - Working Paper
PB - EdTech Hub
SN - 51
UR - https://docs.edtechhub.org/lib/AHVWDNGT
ER -
TY - RPRT
TI - Investigating the Activity Levels of School Quality Assurance Officers in Sierra Leone
AU - Beoku-Betts, Iman
AU - Leh Wi Lan, Leh Wi Lan
AB - An output of the Open Development & Education, https://.opendeved.net/
DA - 2023/01/01/
PY - 2023
DP - DOI.org (Crossref)
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/CN5FS7MB
Y2 - 2024/01/17/13:34:46
ER -
TY - BLOG
TI - Using technology to support teacher continuous professional development in Sierra Leone
AU - Beoku-Betts, Iman
AU - Plaut, Daniel
AU - Tanweer, Rabia
DA - 2022/08/18/
PY - 2022
UR - https://edtechhub.org/2022/08/18/using-technology-to-support-teacher-continuous-professional-development-in-sierra-leone/
ER -
TY - RPRT
TI - Ethical Guidelines for Educational Research, fourth edition
AU - BERA
DA - 2018///
PY - 2018
LA - English
PB - BERA
ST - Ethical Guidelines for Educational Research
UR - https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2018-online
ER -
TY - ELEC
TI - Ethics and guidance
AU - BERA
UR - https://www.bera.ac.uk/resources/all-publications/resources-for-researchers
Y2 - 2020/03/02/11:24:34
ER -
TY - JOUR
TI - How do higher education institutions promote sustainable development? A literature review
AU - Berchin, Issa Ibrahim
AU - de Aguiar Dutra, Ana Regina
AU - Guerra, José Baltazar Salgueirinho Osório de Andrade
T2 - Sustainable Development
AB - Higher education institutions (HEIs) have a fundamental role in transforming societies aimed at a more sustainable future. Through knowledge creation and dissemination, research, education and outreach, institutions of higher education lead the path towards sustainable development. The aim of this paper is to identify, based on a review of the literature, how HEIs promote sustainable development. An analysis of both international declarations and the scientific literature on education for sustainable development shows that emphasis is given to discussions on development, education, research, and training. This highlights the need for a stronger role of universities to promote sustainable development paths, expanding and disseminating knowledge, building capacity through training, and working with local communities to increase their resilience.
DA - 2021///
PY - 2021
DO - 10.1002/sd.2219
DP - Wiley Online Library
VL - 29
IS - 6
SP - 1204
EP - 1222
LA - en
SN - 1099-1719
ST - How do higher education institutions promote sustainable development?
UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/sd.2219
Y2 - 2022/04/05/20:17:22
KW - education for sustainable development
KW - environmental education
KW - higher education institutions
KW - sustainable development
ER -
TY - JOUR
TI - Research commentarydata-driven computationally intensive theory development
AU - Berente, N.
AU - Seidel, S
AU - Safadi, H.
T2 - Information Systems Research
DA - 2019///
PY - 2019
DO - 10.1287/isre.2018.0774
VL - 30
IS - 1
SP - 50
EP - 64
LA - en
KW - _Added-ailr-2024
ER -
TY - BOOK
TI - Community & Family Engagement. Principals Share What Works
AU - Berg, Amy C
AU - Melaville, Atelia
AU - Blank, Martin J
AU - Coalition for Community Schools, Washington, DC
AU - National Association of Secondary School Principals, Reston, VA
AU - National Association of Elementary School Principals, Washington, DC
AB - This paper explores ways in which principals of community schools--and other principals who, though they may not yet identify their schools as community schools, are responding in a very similar manner--work successfully with community partners, families, and other key stakeholders to improve student outcomes. By reflecting on the topic from the perspective of principals, the text offers insights about why they engage community, why doing so is hard, and what strategies and approaches they find most effective. This information could be valuable to principals who devote their energy and passion to the education of America's children. It also will inform the work of school systems, which must support their principals in this work, and of those involved in developing the next generation of principals. (Contains 5 figures and 20 notes.) [This report sponsored by the MetLife Foundation.].
CY - Place of publication not identified
DA - 2006///
PY - 2006
DP - Open WorldCat
LA - en
PB - Distributed by ERIC Clearinghouse
SN - 978-1-933493-08-4
ER -
TY - JOUR
TI - Uncertainty and Decision-Making During a Crisis: How to Make Policy Decisions in the COVID-19 Context?
AU - Berger, Loic
AU - Berger, Nicolas
AU - Bosetti, Valentina
AU - Gilboa, Itzhak
AU - Hansen, Lars Peter
AU - Jarvis, Christopher
AU - Marinacci, Massimo
AU - Smith, Richard
T2 - SSRN Electronic Journal
AB - Policymaking during a pandemic can be extremely challenging. As COVID-19 is a new disease and its global impacts are unprecedented, decisions need to be made in a highly uncertain, complex and rapidly changing environment. In such a context, in which human lives and the economy are at stake, we argue that using ideas and constructs from modern decision theory, even informally, will make policymaking more a responsible and transparent process.
DA - 2020/07/08/
PY - 2020
DO - 10.2139/ssrn.3647188
DP - papers.ssrn.com
J2 - SSRN Journal
LA - en
SN - 1556-5068
ST - Uncertainty and Decision-Making During a Crisis
UR - https://papers.ssrn.com/abstract=3647188
Y2 - 2020/08/12/17:25:16
KW - __C:filed:1
KW - ambiguity
KW - decision rules
KW - model uncertainty
KW - robustness
ER -
TY - JOUR
TI - Literacy, Equity, and the Employment of iPads in the Classroom: A Comparison of Secure and Developing Readers
AU - Bergeson, Kristi Tamte
AU - Rosheim, Kay
T2 - International Journal of Education in Mathematics, Science and Technology
DA - 2018///
PY - 2018
DO - 10.18404/ijemst.408940
DP - Google Scholar
VL - 6
IS - 2
SP - 173
EP - 181
ST - Literacy, Equity, and the Employment of iPads in the Classroom
KW - _C:France FRA
KW - __C:filed:1
KW - __C:scheme:1
KW - verified
ER -
TY - JOUR
TI - Assessing the impact of the trauma team training program in Tanzania
AU - Bergman, Simon
AU - Deckelbaum, Dan
AU - Lett, Ronald
AU - Haas, Barbara
AU - Demyttenaere, Sebastian
AU - Munthali, Victoria
AU - Mbembati, Naboth
AU - Museru, Lawrence
AU - Razek, Tarek
AU - Razek, Tarek
T2 - Journal of Trauma - Injury, Infection and Critical Care
AB - BACKGROUND:: In sub-Saharan Africa, injury is responsible for more deaths and disability-adjusted life years than AIDS and malaria combined. The trauma team training (TTT) program is a low-cost course designed to teach a multidisciplinary team approach to trauma evaluation and resuscitation. The purpose of this study was to assess the impact of TTT on trauma knowledge and performance of Tanzanian physicians and nurses; and to demonstrate the validity of a questionnaire assessing trauma knowledge. METHODS:: This is a prospective study of physicians and nurses from Dar es Salaam undergoing TTT (n ≤ 20). Subjects received a precourse test and, after the course, an alternate postcourse test. The equivalence and construct validity of these 15-item multiple-choice questionnaires was previously demonstrated. After the course, subjects were divided into four teams and underwent a multiple injuries simulation, which was scored with a trauma resuscitation simulation assessment checklist. A satisfaction questionnaire was then administered. Test data are expressed as median score (interquartile ratio) and were analyzed with the Wilcoxon's signed rank test. RESULTS:: After the TTT course, subjects improved their scores from 9 (5-12) to 13 (9-13), p ≤ 0.0004. Team performance scores for the simulation were all >80%. Seventy-five percent of subjects were very satisfied with TTT and 90% would strongly recommend it to others and would agree to teach future courses. CONCLUSIONS:: After completion of TTT, there was a significant improvement in trauma resuscitation knowledge, based on results from a validated questionnaire. Trauma team performance was excellent when assessed with a novel trauma simulation assessment tool. Participants were very supportive of the course. © 2008 by Lippincott Williams & Wilkins.
DA - 2008///
PY - 2008
DO - 10.1097/ta.0b013e318184a9fe
LA - en
AN - LOCAL-SCOPUS_ID:67650627114
KW - -FullBiblioUHMLgen
KW - -RRQ:M:final
KW - A:Sub-Saharan Africa
KW - C:Tanzania
KW - CA:AandC
KW - CCZ:Tanzania
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - F:Improvement
KW - F:assessment
KW - F:disability
KW - P:media
KW - P:nurse
KW - R:evaluation
KW - R:impact
KW - R:questionnaire
KW - T:Training
KW - Z:Education
KW - Z:Team assessment
KW - Z:Trauma team training
KW - __C:filed:1
KW - publicImportV1
ER -
TY - JOUR
TI - Participatory Research Methods: A Methodological Approach in Motion
AU - Bergold, Jarg
AU - Thomas, Stefan
T2 - Forum Qualitative Sozialforschung / Forum: Qualitative Social Research
AB - This article serves as an introduction to the FQS special issue "Participatory Qualitative Research." In recent years there has been a resurgence of interest in participatory research strategies. The articles in this special issue come from different disciplines. Against the background of concrete empirical research projects, they address numerous conceptual considerations and methodological approaches. After reading the contributions, and engaging with the authors' arguments, we were prompted to focus in particular on those areas in which further work needs to be done. They include, on the one hand, fundamental principles of participatory research, such as democratic-theory considerations, the concept of "safe space," participation issues, and ethical questions. And, on the other hand, we focus on practical research considerations regarding the role and tasks of the various participants; specific methodological approaches; and quality criteria—understood here in the sense of arguments justifying a participatory approach. Our aim is to stimulate a broad discussion that does not focus only on participatory research in the narrower sense. Because participatory methodology poses certain knowledge- and research-related questions in a radical way, it has the potential to draw attention to hitherto neglected areas in qualitative methodology and to stimulate their further development.URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1201302
DA - 2012/01/30/
PY - 2012
DO - 10.17169/fqs-13.1.1801
DP - www.qualitative-research.net
VL - 13
IS - 1
LA - de
SN - 1438-5627
ST - Participatory Research Methods
UR - https://www.qualitative-research.net/index.php/fqs/article/view/1801
Y2 - 2022/12/30/11:47:24
KW - academic requirements
KW - degrees of participation
KW - ethical norms
KW - focus group
KW - interview
KW - marginalization
KW - participatory research methods
KW - quality criteria
KW - reflexivity
KW - safe space
KW - subjectivity
ER -
TY - JOUR
TI - Improving adult learning and professional development in a post-conflict area: The case of Cambodia
AU - Berkvens, Jan
AU - Kalyanpur, Maya
AU - Kuiper, Wilmad
AU - Akker, Jan
T2 - International Journal of Educational Development
AB - All over the world, international development organizations try to increase professional capacity of local staff. These attempts are thought to fail because of financial constraints, but this is just part of the story. Professional development and adult learning theories approach learning from a western perspective, while many developing societies are organized according to non-western models. This article describes research conducted in the Cambodian Ministry of Education, focusing on how adult learning theory could be applied in order to improve learning and support transfer. When local experience and the cultural influence on learning are acknowledged, learning outcomes are found to improve.Highlights► Professional development activities should be adapted to local culture. ► Extra attention should be paid to creating trust and a safe learning environment. ► Acknowledging local expertise increases ownership and professionalism. ► Time is a crucial factor for understanding the influence of local culture on adult learning. ► Staff motivation and support of superiors are key factors in successful professional learning.
DA - 2012/03/01/
PY - 2012
DO - 10.1016/j.ijedudev.2011.03.008
DP - ResearchGate
VL - 32
SP - 241
EP - 251
J2 - International Journal of Educational Development
ST - Improving adult learning and professional development in a post-conflict area
KW - _C:Cambodia KHM
KW - _C:Ghana GHA
KW - _C:Laos LAO
KW - _C:Netherlands NLD
KW - _C:Thailand THA
KW - _C:United States USA
KW - _C:Viet Nam VNM
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - The Effect of Pre-Primary Education on Primary School Performance.
AU - Berlinski, S.
AU - Galiani, S.
AU - Gertler, P.
T2 - Journal of Public Economics
DA - 2009///
PY - 2009
SP - 1
EP - 2
UR - https://www.sciencedirect.com/science/article/abs/pii/S0047272708001308
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Challenges in Educational Reform: An Experiment on Active Learning in Mathematics.
AU - Berlinski, Samuel
AU - Busso, Matias
T2 - Economics Letters
DA - 2017///
PY - 2017
DO - 10.1016/j.econlet.2017.05.007
VL - 156
SP - 172
EP - 75
UR - https://www.sciencedirect.com/science/article/pii/S0165176517301854
ER -
TY - BOOK
TI - Reducing parent‐school information gaps and improving education outcomes: Evidence from high frequency text messaging in Chile
AU - Berlinski, Samuel
AU - Busso, Matias
AU - Dinkelman, Taryn
AU - Martinez, Claudia
DA - 2016///
PY - 2016
PB - Unpublished Manuscript
ER -
TY - JOUR
TI - Giving Children a Better Start: Preschool Attendance and School-Age Profiles.
AU - Berlinski, Samuel
AU - Galiani, Sebastian
AU - Manacorda, Marco
T2 - Journal of Public Economics
DA - 2008///
PY - 2008
DO - 10.1016/j.jpubeco.2007.10.007
SP - 1416
EP - 1440
UR - http://personal.lse.ac.uk/manacorm/preschool.pdf
ER -
TY - JOUR
AU - Berlinski
AU - Busso
DA - 2017///
PY - 2017
ER -
TY - JOUR
TI - How Does Enriched Differentiated Small-Group Instruction At The Middle-School Level Accelerated Learning And Promote Community?
AU - Bernard, Kathleen
T2 - School of Education Student Capstone Projects
AB - The question addressed in this capstone project was guided by the demanding need for customized differentiated enriched learning experiences at the middle-school level. It documents why providing customized enriched learning experiences through small-group instruction for all students is necessary to help close educational opportunity gaps, improve academic growth and to create stronger communities of understanding and connectedness. It is founded in the learning and understanding of differentiation and self-determination theory. The frame of the project guides middle-school teachers through the process of understanding the importance of small-group instruction, provides them with structural classroom framework options and cultivates time for collaboration to develop enriched differentiated learning experiences. The goal is to strengthen classroom learning communities, but also collaborative professional learning communities.
DA - 2019/10/01/
PY - 2019
UR - https://digitalcommons.hamline.edu/hse_cp/292
KW - Pedagogy
KW - _AcademicRecoveryOECS
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - A meta-analysis of blended learning and technology use in higher education: from the general to the applied
AU - Bernard, Robert M.
AU - Borokhovski, Eugene
AU - Schmid, Richard F.
AU - Tamim, Rana M.
AU - Abrami, Philip C.
T2 - Journal of Computing in Higher Education
DA - 2014/04/01/
PY - 2014
DO - 10.1007/s12528-013-9077-3
VL - 26
IS - 1
SP - 87
EP - 122
J2 - J Comput High Educ
LA - en
SN - 1867-1233
ST - A meta-analysis of blended learning and technology use in higher education
KW - Final_citation
KW - cited
KW - existing
ER -
TY - CHAP
TI - Gauging the Effectiveness of Educational Technology Integration in Education: What the Best-Quality Meta-Analyses Tell Us
AU - Bernard, Robert
AU - Borokhovski, Eugene
AU - Schmid, Richard
AU - Tamim, Rana
T2 - Learning, design, and technology
DA - 2018/06/14/
PY - 2018
DP - ResearchGate
SP - 1
EP - 25
SN - 978-3-319-17727-4
ST - Gauging the Effectiveness of Educational Technology Integration in Education
UR - https://www.researchgate.net/profile/Robert-Bernard-2/publication/325570531_Gauging_the_Effectiveness_of_Educational_Technology_Integration_in_Education_What_the_Best-Quality_Meta-Analyses_Tell_Us/links/5b1adc2c45851587f29d2a49/Gauging-the-Effectiveness-of-Educational-Technology-Integration-in-Education-What-the-Best-Quality-Meta-Analyses-Tell-Us.pdf
KW - Final_citation
KW - anystyle
KW - existing
ER -
TY - JOUR
TI - Systematic review approaches for climate change adaptation research
AU - Berrang-Ford, Lea
AU - Pearce, Tristan
AU - Ford, James D.
T2 - Regional Environmental Change
AB - Recent controversy has led to calls for increased standardization and transparency in the methods used to synthesize climate change research. Though these debates have focused largely on the biophysical dimensions of climate change, human dimensions research is equally in need of improved methodological approaches for research synthesis. Systematic review approaches, and more recently realist review methods, have been used within the health sciences for decades to guide research synthesis. Despite this, penetration of these approaches into the social and environmental sciences has been limited. Here, we present an analysis of approaches for systematic review and research synthesis and examine their applicability in an adaptation context. Customized review frameworks informed by systematic approaches to research synthesis provide a conceptually appropriate and practical opportunity for increasing methodological transparency and rigor in synthesizing and tracking adaptation research. This review highlights innovative applications of systematic approaches, with a focus on the unique challenges of integrating multiple data sources and formats in reviewing climate change adaptation policy and practice. We present guidelines, key considerations, and recommendations for systematic review in the social sciences in general and adaptation research in particular. We conclude by calling for increased conceptual and methodological development of systematic review approaches to address the methodological challenges of synthesizing and tracking adaptation to climate change.
CN - openalex: W1999471080
DA - 2015/06//
PY - 2015
DO - 10.1007/s10113-014-0708-7
DP - DOI.org (Crossref)
VL - 15
IS - 5
SP - 755
EP - 769
J2 - Reg Environ Change
LA - en
SN - 1436-3798, 1436-378X
UR - http://link.springer.com/10.1007/s10113-014-0708-7
Y2 - 2024/03/06/23:26:02
KW - openalex:cites
KW - openalex:import
KW - selected_for:effects of climate ch...on learning...LMICs 2024
KW - tagged
ER -
TY - JOUR
TI - Systematic mapping of global research on climate and health: a machine learning review
AU - Berrang-Ford, Lea
AU - Sietsma, Anne J.
AU - Callaghan, Max
AU - Minx, Jan C.
AU - Scheelbeek, Pauline FD
AU - Haddaway, Neal R.
AU - Haines, Andy
AU - Dangour, Alan D.
T2 - The Lancet Planetary Health
CN - openalex:W3181294875
DA - 2021///
PY - 2021
DO - 10.1016/S2542-5196(21)00179-0
DP - Google Scholar
VL - 5
IS - 8
SP - e514
EP - e525
ST - Systematic mapping of global research on climate and health
UR - https://www.thelancet.com/journals/lanplh/article/PIIS2542-5196(21)00179-0/fulltext
Y2 - 2024/02/24/11:10:27
KW - openalex:n:1
KW - openalex:yes
ER -
TY - JOUR
TI - Systematic mapping of global research on climate and health: a machine learning review
AU - Berrang-Ford, Lea
AU - Sietsma, Anne J.
AU - Callaghan, Max
AU - Minx, Jan C.
AU - Scheelbeek, Pauline FD
AU - Haddaway, Neal R.
AU - Haines, Andy
AU - Dangour, Alan D.
T2 - The Lancet Planetary Health
AB - Background The global literature on the links between climate change and human health is large, increasing exponentially, and it is no longer feasible to collate and synthesise using traditional systematic evidence mapping approaches. We aimed to use machine learning methods to systematically synthesise an evidence base on climate change and human health.
Methods We used supervised machine learning and other natural language processing methods (topic modelling and geoparsing) to systematically identify and map the scientific literature on climate change and health published between Jan 1, 2013, and April 9, 2020. Only literature indexed in English were included. We searched Web of Science Core Collection, Scopus, and PubMed using title, abstract, and keywords only. We searched for papers including both a health component and an explicit mention of either climate change, climate variability, or climate change-relevant weather phenomena. We classified relevant publications according to the fields of climate research, climate drivers, health impact, date, and geography. We used supervised and unsupervised machine learning to identify and classify relevant articles in the field of climate and health, with outputs including evidence heat maps, geographical maps, and narrative synthesis of trends in climate health-related publications. We included empirical literature of any study design that reported on health pathways associated with climate impacts, mitigation, or adaptation. Findings We predict that there are 15 963 studies in the field of climate and health published between 2013 and 2019. Climate health literature is dominated by impact studies, with mitigation and adaptation responses and their cobenefits and co-risks remaining niche topics. Air quality and heat stress are the most frequently studied exposures, with all-cause mortality and infectious disease incidence being the most frequently studied health outcomes. Seasonality, extreme weather events, heat, and weather variability are the most frequently studied climate-related hazards. We found major gaps in evidence on climate health research for mental health, undernutrition, and maternal and child health. Geographically, the evidence base is dominated by studies from high-income countries and China, with scant evidence from low-income counties, which often suffer most from the health consequences of climate change. Interpretation Our findings show the importance and feasibility of using automated machine learning to comprehensively map the science on climate change and human health in the age of big literature. These can provide key inputs into global climate and health assessments. The scant evidence on climate change response options is concerning and could significantly hamper the design of evidence-based pathways to reduce the effects on health of climate change. In the post-2015 Paris Agreement era of climate solutions, we believe much more attention should be given to climate adaptation and mitigation options and their effects on human health.
FundingForeign, Commonwealth & Development Office.
DA - 2021///
PY - 2021
DO - 10.1016/S2542-5196(21)00179-0
DP - Google Scholar
VL - 5
IS - 8
SP - e514
EP - e525
ST - Systematic mapping of global research on climate and health
UR - https://www.thelancet.com/journals/lanplh/article/PIIS2542-5196(21)00179-0/fulltext
Y2 - 2024/02/24/11:10:27
KW - selected_for:effects of climate ch...on learning...LMICs 2024
ER -
TY - BLOG
TI - Ebola, Education And Innovation In Sierra Leone
AU - Berry, Chris
T2 - DFID bloggers
DA - 2015///
PY - 2015
UR - https://dfid.blog.gov.uk/2015/09/11/ebola-education-and-innovation-in-sierra-leone/
Y2 - 2020/08/18/00:46:00
KW - _C:Sierra Leone SLE
KW - ___working_potential_duplicate
ER -
TY - ELEC
TI - Migration gerecht gestalten
AU - Bertelsmann Stiftung (Hrsg.)
AB - Wurde Migration früher meist als zusätzliche Bürde für Entwicklungsländer aufgefasst, rücken jetzt stärker ihre Potenziale für Entwicklung in den Blick. Dieser Paradigmenwechsel kann nur erfolgreich sein, wenn er auf allen politischen Handlungsebenen vollzogen und dabei die Perspektive erweitert wird: von den Interessen der Einwanderungsländer auf die der Migranten und der Auswanderungsländer.
DA - 2015///
PY - 2015
LA - en
UR - https://www.bertelsmann-stiftung.de/en/publications/publication/did/migration-gerecht-gestalten
Y2 - 2022/05/03/13:14:35
ER -
TY - RPRT
TI - Teachers' Preferences for Proximity and the Implications for Staffing Schools: Evidence from Peru
AU - Bertoni, Eleonora
AU - Elacqua, Gregory
AU - Hincapie, Diana
AU - Méndez, Carolina
AU - Paredes, Diana
DA - 2019/10//
PY - 2019
DP - DOI.org (Crossref)
PB - Inter-American Development Bank
ST - Teachers' Preferences for Proximity and the Implications for Staffing Schools
UR - https://publications.iadb.org/en/teachers-preferences-proximity-and-implications-staffing-schools-evidence-peru
Y2 - 2022/01/26/14:01:07
KW - C:Peru
KW - _C:Peru PER
ER -
TY - JOUR
TI - School Finance in Latin America: A Conceptual Framework and a Review of Policies
AU - Bertoni, Eleonora
AU - Elacqua, Gregory
AU - Marotta, Luana
AU - Martínez, Matias
AU - Soares, Sammara
AU - Santos, Humberto
AU - Vegas, Emiliana
T2 - Education Division Social Sector: Inter-American Development Bank
DA - 2018///
PY - 2018
DP - Google Scholar
ST - School Finance in Latin America
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Three Principles to Support Teacher Effectiveness During COVID-19
AU - Beteille, Tara Ding, Elaine Molina, Ezequiel Pushparatnam, Adelle Wilichowski, Tracy
T2 - Policy Notes
DA - 2020/05/01/
PY - 2020
DP - elibrary.worldbank.org (Atypon)
SP - -1
PB - World Bank
UR - https://elibrary.worldbank.org/doi/abs/10.1596/33775
Y2 - 2020/08/12/17:22:05
KW - CORONAVIRUS
KW - COVID-19
KW - EARLY CHILDHOOD EDUCATION
KW - TEACHER TRAINING
ER -
TY - GEN
TI - A Systematic Review of One-to-One Access to Laptop Computing in K-12 Classrooms: An Investigation of Factors That Influence Program Impact
AU - Bethel, Edward C.
DA - 2014///
PY - 2014
LA - en
KW - Final_citation
KW - anystyle
KW - existing
ER -
TY - RPRT
TI - Mathematics education in Sub-Saharan Africa : status, challenges, and opportunities (Vol. 2) : main report (English)
AU - Bethell, George
CY - Washington, DC
DA - 2016///
PY - 2016
PB - The World Bank Group
SN - ACS19117
UR - http://documents.worldbank.org/curated/en/538251476977591230/main-report
KW - Cited
KW - RRQ1:High
ER -
TY - JOUR
TI - The cascade model of teachers’ continuing professional development in Kenya: A time for change?
AU - Bett, Harry Kipkemoi
T2 - Cogent Education
AB - Kenya is one of the countries whose teachers the UNESCO (2015) report cited as lacking curriculum support in the classroom. As is the case in many African countries, a large portion of teachers in Kenya enter the teaching profession when inadequately prepared, while those already in the field receive insufficient support in their professional lives. The cascade model has often been utilized in the country whenever need for teachers’ continuing professional development (TCPD) has arisen, especially on a large scale. The preference for the model is due to, among others, its cost effectiveness and ability to reach out to many teachers within a short period of time. Many researchers have however cast aspersions with this model for its glaring shortcomings. On the contrary, TCPD programmes that are collaborative in nature and based on teachers’ contexts have been found to be more effective than those that are not. This paper briefly examines cases of the cascade model in Kenya, the challenges associated with this model and proposes the adoption of collaborative and institution-based models to mitigate these challenges. The education sectors in many nations in Africa, and those in the developing world will find the discussions here relevant.
DA - 2016/12/31/
PY - 2016
DO - 10.1080/2331186x.2016.1139439
DP - www.cogentoa.com
VL - 3
IS - 1
SP - 1139439
LA - En
SN - 2331-186X
ST - The cascade model of teachers’ continuing professional development in Kenya
UR - https://www.cogentoa.com/article/10.1080/2331186X.2016.1139439
Y2 - 2017/12/29/23:31:40
ER -
TY - JOUR
TI - Can Facebook groups enhance continuing professional development of teachers? Lessons from Kenya
AU - Bett, Harry
AU - Makewa, Lazarus
T2 - Asia-Pacific Journal of Teacher Education
DA - 2020/03/14/
PY - 2020
DO - 10.1080/1359866x.2018.1542662
VL - 48
IS - 2
LA - English
SN - 1359-866X
ST - Can Facebook groups enhance continuing professional development of teachers?
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Can Facebook groups enhance continuing professional development of teachers? Lessons from Kenya
AU - Bett, Harry
AU - Makewa, Lazarus
T2 - Asia-Pacific Journal of Teacher Education
AB - Continuing Professional Development (CPD) for teachers in Kenya suffers from challenges such as inadequate resources, poor planning, competing interests, among others. Besides being traditional in approach, most CPD sessions are far between to be meaningfully helpful. With increasing uptake of technology and number of social media users in Kenya, Facebook can be a potential platform to enhance teachers’ professional development. This exploratory cross-sectional survey focussed on discussions teachers had in the month of February 2015 on one Facebook Group named ‘Teachers of English’. A directed content analysis of the 647 posts following Shulman’s category of teacher knowledge base revealed that interactions on the group centred on the teaching of English and Literature, as well as on other education-related matters. This study concludes that that Facebook Groups can be fertile avenues for teachers’ ongoing professional development, especially in developing countries where such opportunities are scarce.
DA - 2020/03/14/
PY - 2020
DO - 10.1080/1359866x.2018.1542662
DP - Taylor and Francis+NEJM
VL - 48
IS - 2
SP - 132
EP - 146
LA - English
SN - 1359-866X
ST - Can Facebook groups enhance continuing professional development of teachers?
UR - https://doi.org/10.1080/1359866X.2018.1542662
AN - 2382044577
Y2 - 2021/04/01/09:42:33
KW - Content analysis
KW - Education--Teaching Methods And Curriculum
KW - English teachers
KW - Facebook Groups
KW - Kenya
KW - Professional development
KW - Social networks
KW - Teacher education
KW - Teachers
KW - __:import:02
KW - __:match:final
KW - __:matched
KW - __:study_id:2425933
KW - __finaldtb
KW - professional development
ER -
TY - RPRT
TI - Improving the teaching of FLN: Insights from behavioral sciences
AU - Better purpose
AB - The Bill & Melinda Gates Foundation (BMGF) commissioned this report to draw insights on how the behavioral sciences could provide a lens to help us (1) better
understand the problem of low foundational learning levels in low- and middle-income countries (LMICs) by shedding light on what influences teachers’ decision-making in
the classroom, and (2) help shape solutions to improve foundational learning by supporting teachers to implement effective instructional practices.
DA - 2022///
PY - 2022
UR - https://www.betterpurpose.co/_files/ugd/6a0d81_805e1c6a19a14f8fbdfb7482308ae3b7.pdf
Y2 - 2022/09/28/09:38:24
KW - education
ER -
TY - RPRT
TI - Social mobility landscape review - Full report
AU - Better purpose
UR - https://www.betterpurpose.co/_files/ugd/6a0d81_6d8ad0908c1e4f649b9d82ab9d8fb2af.pdf
Y2 - 2022/09/28/09:38:44
KW - education
KW - social mobility
ER -
TY - RPRT
TI - Social mobility landscape review - Summary report
AU - Better purpose
DA - 2021///
PY - 2021
UR - https://www.betterpurpose.co/_files/ugd/6a0d81_8df198bd7641486195da1ea90a293bf7.pdf
Y2 - 2022/09/28/09:38:46
KW - education
ER -
TY - ELEC
TI - The science of learning - A summary of evidence about how children learn
AU - Better purpose
DA - 2020///
PY - 2020
UR - https://www.betterpurpose.co/_files/ugd/6a0d81_3da2e4bfa9b044bfb0ca2e424fbe4260.pdf
Y2 - 2022/09/28/09:38:34
KW - education
ER -
TY - JOUR
TI - Are Educational Vouchers Only Redistributive?
AU - Bettinger, E.
AU - Kremer, M.
AU - Saavedra, J.E.
T2 - CESifo Conference Center
DA - 2008/05/16/
PY - 2008
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Does EdTech Substitute for Traditional Learning? Experimental Estimates of the Educational Production Function
AU - Bettinger, Eric
AU - Fairlie, Robert
AU - Kapuza, Anastasia
AU - Kardanova, Elena
AU - Loyalka, Prashant
AU - Zakharov, Andrey
CY - Cambridge, MA
DA - 2020/04//
PY - 2020
DP - DOI.org (Crossref)
SP - w26967
LA - en
PB - National Bureau of Economic Research
SN - w26967
ST - Does EdTech Substitute for Traditional Learning?
UR - http://www.nber.org/papers/w26967.pdf
Y2 - 2021/03/23/13:11:18
KW - _genre:PR-primary_research
KW - interesting
ER -
TY - JOUR
TI - One Laptop Per Child at Home: Short-Term Impacts from a Randomized Experiment in Peru.
AU - Beuermann, Diether W.
AU - Cristia, Julian
AU - Cueto, Santiago
AU - Malamud, Ofer
AU - Cruz-Aguayo, Yyannu
T2 - American Economic Journal: Applied Economics
AB - This paper presents results from a randomized controlled trial whereby approximately 1,000 OLPC XO laptops were provided for home use to children attending primary schools in Lima, Peru. The intervention increased access and use of home computers, with some substitution away from computer use outside the home. Children randomized to receive laptops scored about 0.8 standard deviations higher in a test of XO proficiency but showed lower academic effort as reported by teachers. There were no impacts on academic achievement or cognitive skills as measured by the Raven's Progressive Matrices test. Finally, there was little evidence for spillovers within schools. (JEL I21, I28, J13, O15)
DA - 2015///
PY - 2015
DO - 10.1257/app.20130267
DP - DOI.org (Crossref)
VL - 7
IS - 2
SP - 53
EP - 80
J2 - American Economic Journal: Applied Economics
LA - en
SN - 1945-7782, 1945-7790
ST - One Laptop per Child at Home
UR - https://pdfs.semanticscholar.org/cbe1/6a88e600b91bb7188584f0d45a8eb32001a2.pdf
Y2 - 2021/06/04/17:42:31
KW - ___duplicate_item
ER -
TY - RPRT
TI - Screen Time Can Be Dangerous for Kids’ Mental & Physical Health
AU - Beurkens, Nicole
DA - 2017///
PY - 2017
DP - Google Scholar
KW - __C:filed:1
ER -
TY - JOUR
TI - A sustainable economic revival plan for post-COVID-19 using machine learning approach–a case study in developing economy context
AU - Bhanot, Neeraj
AU - Ahuja, Jaya
AU - Kidwai, Humaid Imran
AU - Nayan, Ankit
AU - Bhatti, Rajbir S.
T2 - Benchmarking: An International Journal
DA - 2023///
PY - 2023
DO - 10.1108/BIJ-09-2021-0564
DP - Google Scholar
VL - 30
IS - 6
SP - 1782
EP - 1805
UR - https://www.emerald.com/insight/content/doi/10.1108/BIJ-09-2021-0564/full/html
Y2 - 2024/03/04/16:22:54
KW - Final_citation
ER -
TY - JOUR
TI - What is implementation research? Rationale, concepts, and practices
AU - Bhattacharyya, Onil
AU - Reeves, Scott
AU - Zwarenstein, Merrick
T2 - Research on Social Work Practice
DA - 2009///
PY - 2009
DO - 10.1177/1049731509335528
DP - Google Scholar
VL - 19
IS - 5
SP - 491
EP - 502
ST - What is implementation research?
ER -
TY - JOUR
TI - Dealing with online and blended education in modern challenging times
AU - Bhutoria, Aditi
T2 - DECISION
DA - 2022///
PY - 2022
DO - 10.1007/s40622-022-00323-y
DP - Google Scholar
VL - 49
IS - 2
SP - 179
EP - 180
ER -
TY - JOUR
TI - Personalized education and artificial intelligence in United States, China, and India: A systematic review using a Human-In-The-Loop model
AU - Bhutoria, Aditi
T2 - Computers and Education: Artificial Intelligence
AB - The traditional “one size fits all” education system has been largely criticized in recent years on the ground of its lacking the capacity to meet individual student needs. Global education systems are leaning towards a more personalized, student-centered approach. Innovations like Big Data, Machine Learning, and Artificial Intelligence (AI) have given the modern-day technology to accommodate the distinctive features of human beings - smart machines and computers have been built to understand individual-specific needs. This opens an avenue for “personalization” in the education sector. From, mushrooming of Education Technology (EdTech) start-ups to government funding in AI research, it is evident that the next generation educational reforms would take a quantum leap forward piloted by Big Data analysis and AI. The objective of this paper is to organize the vast literature on the use of AI for personalization of education and to shed light on the key themes by which an AI-driven approach makes structural modifications to the existing education system. To this effect, the paper employed a systematic review using a Human-In-The-Loop natural language processing model of past two years' literature (2019–2021) in English language from IEEE Xplore on countries China, India and the USA. This process yielded more than 2000 search results at first and these were eventually shortlisted to 353 relevant papers for in-depth analysis. Being the pioneers in EdTech innovations, insights from research done in these three countries provides valuable input for the development of global education systems and research. The findings bring forward AI's success in catering to specific learning requirements, learning habits, and learning abilities of students and guiding them into optimized learning paths across all three countries. Not just that, it is also evident from the literature that AI augments educational content, customizes it for any individual according to their needs, and raises the flag of caution for anticipated learning difficulties. This recalibrates the role of instructors as well as optimizes the teaching-learning environment for a better learning experience. The upward trajectory of educational development with AI opens a new horizon of personalized education for the future generation, but also comes with its challenges. Data privacy issues, availability of digital resources, and affordability constraints have been reported in the recent literature as impediments in the way of promoting such technologies for day-to-day practice.
DA - 2022/04/09/
PY - 2022
DO - 10.1016/j.caeai.2022.100068
DP - ScienceDirect
VL - 3
SP - 100068
J2 - Computers and Education: Artificial Intelligence
LA - en
SN - 2666-920X
ST - Personalized education and artificial intelligence in United States, China, and India
UR - https://www.sciencedirect.com/science/article/pii/S2666920X22000236
Y2 - 2022/04/15/13:03:26
KW - Artificial intelligence
KW - Big data
KW - China
KW - India
KW - Personalized education
KW - USA
KW - _genre:LR-literature_review
ER -
TY - JOUR
TI - Managerial practices and school efficiency: a data envelopment analysis across OECD and MENA countries using TIMSS 2019 data
AU - Bhutoria, Aditi
AU - Aljabri, Nayyaf
T2 - Large-scale Assessments in Education
DA - 2022///
PY - 2022
DO - 10.1186/s40536-022-00147-3
DP - Google Scholar
VL - 10
IS - 1
SP - 1
EP - 25
ST - Managerial practices and school efficiency
ER -
TY - JOUR
TI - Patterns of cognitive returns to Information and Communication Technology (ICT) use of 15-year-olds: Global evidence from a Hierarchical Linear Modeling approach using PISA 2018
AU - Bhutoria, Aditi
AU - Aljabri, Nayyaf
T2 - Computers & Education
AB - Existing literature shows varying impacts of Information and Communication Technology (ICT) on learning outcomes depending on the type and quality of technology used. However, current research on the optimal level of ICT use for the cognitive development of students is scarce and has remained country-specific, primarily focusing on developed economies. This paper undertakes a cross-country comparison across 79 nations, investigating ICT use and its association with cognitive gain patterns as determined by reading, mathematics, and science test scores of 15-year-olds. The Programme for International Student Assessment (PISA) 2018 dataset collected by the Organisation of Economic Cooperation and Development (OECD) has been used by applying two-stage regression analysis. The first stage involves a three-level Hierarchical Linear Modeling (HLM) factoring for data nested at the student-, school-, and country-level. The second stage of the empirical model involves a heterogeneity analysis to evaluate variance in ICT use patterns across different groups of countries, clustered on the basis of their level of ICT development. The results show a positive impact of ICT engagement on the test scores of students across all the subjects. However, returns to ICT use tend to start diminishing after the engagement level of students crosses a medium threshold of using ICT several times within a week. Furthermore, the heterogeneity analysis supports conspicuous diminishing patterns in ICT use irrespective of the economic status of the students. Cross-country comparisons show that diminishing returns to ICT use are more prominent in countries with well-developed ICT infrastructure than in less-developed ones. Where diminishing returns hold, excessive use of ICT in education is not an optimal choice, and significant cognitive gains can be achieved by using the complementarity between traditional learning techniques with ICT-based learning in different blended settings.
DA - 2022/05/01/
PY - 2022
DO - 10.1016/j.compedu.2022.104447
DP - ScienceDirect
VL - 181
SP - 104447
J2 - Computers & Education
LA - en
SN - 0360-1315
ST - Patterns of cognitive returns to Information and Communication Technology (ICT) use of 15-year-olds
UR - https://www.sciencedirect.com/science/article/pii/S0360131522000185
Y2 - 2022/04/15/13:05:30
KW - Concave returns
KW - Hierarchical linear modeling (HLM)
KW - Information and communication technology (ICT)
KW - Organisation of economic cooperation and development (OECD)
KW - Programme for international student assessment (PISA)
KW - _genre:PR-primary_research
ER -
TY - JOUR
TI - SAI International School: In Pursuit of Academic Happiness
AU - Bhutoria, Aditi
AU - Mukhopadhyay, Bhaswati
DA - 2022///
PY - 2022
DP - Google Scholar
ST - SAI International School
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Do financial education interventions for women from poor households impact their financial behaviors? Experimental evidence from India
AU - Bhutoria, Aditi
AU - Vignoles, Anna
T2 - Journal of Research on Educational Effectiveness
DA - 2018///
PY - 2018
DO - 10.1080/19345747.2018.1465317
DP - Google Scholar
VL - 11
IS - 3
SP - 409
EP - 432
ST - Do financial education interventions for women from poor households impact their financial behaviors?
ER -
TY - JOUR
TI - Assessing the value-added effects of literacy collaborative professional development on student learning
AU - Biancarosa, G.
AU - Bryk, A.S.
AU - Dexter, E.R.
T2 - The Elementary School Journal
DA - 2010///
PY - 2010
DO - 10.1086/653468
VL - 111
IS - 1
SP - 7
EP - 34
UR - https://doi.org/10.1086/653468.
ER -
TY - JOUR
TI - Uso da tecnologia assistiva na educação inclusiva no processo de alfabetização de escolares: revisão sistemática
AU - Biazus, Graziela Ferreira
AU - Rieder, Carlos Roberto Mello
T2 - Revista Educação Especial
DA - 2019///
PY - 2019
DO - 10.5902/1984686X33317
DP - Google Scholar
VL - 32
SP - 69
EP - 1
ST - Uso da tecnologia assistiva na educação inclusiva no processo de alfabetização de escolares
KW - _C:Austria AUT
KW - _C:South Africa ZAF
KW - _C:Spain ESP
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - RPRT
TI - 10 Jahre Qualitätsmerkmale im Praxistest
AU - BIBB
DA - 2017///
PY - 2017
UR - https://www.bibb.de/dokumente/pdf/ab12_fachtagung_10-qualitaetsmerkmale_20160926.pdf
Y2 - 2020/05/27/16:51:49
ER -
TY - SLIDE
TI - Dual VET - Vocational Education and Training in Germany
A2 - BIBB
DA - 2018///
PY - 2018
LA - German
ST - Dual VET presentation
UR - https://www.bibb.de/govet/en/54880.php
Y2 - 2019/04/03/00:00:00
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - publicImportV1
ER -
TY - ELEC
TI - Federal Institute for Vocational Education and Training (BIBB) - Germany
AU - BIBB
T2 - BIBB - Tasks of the Inter-company vocational training centres
AB - Das Bundesinstitut für Berufsbildung (BIBB) ist das anerkannte Kompetenzzentrum zur Erforschung und Weiterentwicklung der beruflichen Aus- und Weiterbildung in Deutschland.
LA - en
UR - https://www.bibb.de/en/12303.php
Y2 - 2021/09/04/15:56:55
ER -
TY - ELEC
TI - GOVET - Tasks and objectives
AU - BIBB
AB - Das Bundesinstitut für Berufsbildung (BIBB) ist das anerkannte Kompetenzzentrum zur Erforschung und Weiterentwicklung der beruflichen Aus- und Weiterbildung in Deutschland.
LA - en
UR - https://www.bibb.de/govet/en/2352.php
Y2 - 2020/05/27/14:16:14
ER -
TY - ELEC
TI - GOVET - Zentralstelle der Bundesregierung für internationale Berufsbildungskooperation
AU - BIBB
AB - Das Bundesinstitut für Berufsbildung (BIBB) ist das anerkannte Kompetenzzentrum zur Erforschung und Weiterentwicklung der beruflichen Aus- und Weiterbildung in Deutschland.
LA - de
UR - https://www.bibb.de/govet/de/index.php
Y2 - 2020/05/27/14:15:06
ER -
TY - ELEC
TI - Anerkennung in Deutschland - Anerkennungsportal
AU - BIBB. Informationsportal
T2 - Anerkennung in Deutschland - Anerkennungsportal
AB - Anerkennung in Deutschland ist das offizielle Informationsportal zum Anerkennungsgesetz des Bundes. Das Portal informiert über die Verfahren zur Anerkennung von ausländischen Berufsabschlüssen in Deutschland.
LA - de
UR - https://www.anerkennung-in-deutschland.de/html/de/index.php
Y2 - 2022/05/03/13:17:00
ER -
TY - RPRT
TI - Work from Home after the COVID-19 Outbreak
AU - Bick, Alexander
AU - Blandin, Adam
AU - Mertens, Karel
AB - Based on rich novel survey data, we document that 35.2 percent of the US workforce worked entirely from home in May 2020, up from 8.2 percent in February. Highly educated, high-income and white workers were more likely to shift to working from home and maintain employment following the pandemic. Individuals working from home daily before the pandemic lost employment at similar rates as daily commuters. This suggests that, apart from the potential for home-based work, demand conditions also mattered for job losses. We find that 71.7 percent of workers that could work from home effectively did so in May.
CY - Rochester, NY
DA - 2020/07/01/
PY - 2020
DP - papers.ssrn.com
LA - en
M3 - SSRN Scholarly Paper
PB - Social Science Research Network
SN - ID 3650114
UR - https://papers.ssrn.com/abstract=3650114
Y2 - 2020/08/12/16:57:02
KW - Adam Blandin
KW - Alexander Bick
KW - Karel Mertens
KW - SSRN
KW - Work from Home after the COVID-19 Outbreak
ER -
TY - JOUR
TI - Students’ Perceived Heat-Health Symptoms Increased with Warmer Classroom Temperatures
AU - Bidassey-Manilal, Shalin
AU - Wright, Caradee Y.
AU - Engelbrecht, Jacobus C.
AU - Albers, Patricia N.
AU - Garland, Rebecca M.
AU - Matooane, Mamopeli
T2 - International Journal of Environmental Research and Public Health
AB - Temperatures in Africa are expected to increase by the end of the century. Heat-related health impacts and perceived health symptoms are potentially a problem, especially in public schools with limited resources. Students (n = 252) aged ~14–18 years from eight high schools completed an hourly heat-health symptom log over 5 days. Data loggers measured indoor classroom temperatures. A high proportion of students felt tired (97.2%), had low concentration (96.8%) and felt sleepy (94.1%) during at least one hour on any day. There were statistically significant correlations, when controlling for school cluster effect and time of day, between indoor temperatures ≥32 °C and students who felt tired and found it hard to breathe. Consistently higher indoor classroom temperatures were observed in classrooms constructed of prefabricated asbestos sheeting with corrugated iron roof and converted shipping container compared to brick classrooms. Longitudinal studies in multiple seasons and different classroom building types are needed.
DA - 2016/06//
PY - 2016
DO - 10.3390/ijerph13060566
DP - www.mdpi.com
VL - 13
IS - 6
SP - 566
LA - en
SN - 1660-4601
UR - https://www.mdpi.com/1660-4601/13/6/566
Y2 - 2022/05/28/19:47:59
KW - BE:RELEVANT
KW - BE:temperature
KW - South Africa
KW - climate change
KW - health
KW - school
KW - temperature
ER -
TY - JOUR
TI - A study protocol to determine heat-related health impacts among primary schoolchildren in South Africa
AU - Bidassey-Manilal, Shalin
AU - Wright, Caradee Yael
AU - Kapwata, Thandi
AU - Shirinde, Joyce
T2 - International journal of environmental research and public health
DA - 2020///
PY - 2020
DO - 10.3390/ijerph17155531
DP - Google Scholar
VL - 17
IS - 15
SP - 5531
KW - BE:LMIC
KW - BE:RELEVANT
ER -
TY - JOUR
TI - Machine learning for research on climate change adaptation policy integration: an exploratory UK case study
AU - Biesbroek, Robbert
AU - Badloe, Shashi
AU - Athanasiadis, Ioannis N.
T2 - Regional Environmental Change
AB - Abstract
Understanding how climate change adaptation is integrated into existing policy sectors and organizations is critical to ensure timely and effective climate actions across multiple levels and scales. Studying climate change adaptation policy has become increasingly difficult, particularly given the increasing volume of potentially relevant data available, the validity of existing methods handling large volumes of data, and comprehensiveness of assessing processes of integration across all sectors and public sector organizations over time. This article explores the use of machine learning to assist researchers when conducting adaptation policy research using text as data. We briefly introduce machine learning for text analysis, present the steps of training and testing a neural network model to classify policy texts using data from the UK, and demonstrate its usefulness with quantitative and qualitative illustrations. We conclude the article by reflecting on the merits and pitfalls of using machine learning in our case study and in general for researching climate change adaptation policy.
DA - 2020/09//
PY - 2020
DO - 10.1007/s10113-020-01677-8
DP - DOI.org (Crossref)
VL - 20
IS - 3
SP - 85
J2 - Reg Environ Change
LA - en
SN - 1436-3798, 1436-378X
ST - Machine learning for research on climate change adaptation policy integration
UR - https://link.springer.com/10.1007/s10113-020-01677-8
Y2 - 2024/02/24/11:10:25
ER -
TY - RPRT
TI - Quest: Evaluation Report and Executive Summary
AU - Biggart, Andy
AU - Sloan, Seaneen
AU - O'Hare, Liam
AU - Miller, Sarah
AB - Quest is a whole-year group approach to teaching English in Key Stage 3. Pupils are grouped according to their current level of reading comprehension, typically with smaller classes for the lowest attaining groups. Key components of the programme include: an emphasis on collaborative (or 'co-operative') learning; a requirement that participating teachers follow a consistent 'cycle of instruction'; and the use of formative assessment in every lesson. Pupil progress is reviewed every eight weeks, with results used as the basis for re-grouping the class. This project sought to assess the impact of Quest on Year 7 pupils' reading comprehension and was supplemented by a process evaluation that assessed programme implementation. Six schools followed the programme, and a further 13 participated in the evaluation. All participating teachers received two days training and extensive resources to be used as part of the approach, including lesson plans, graded texts and 'digitexts' (interactive texts). The programme was designed to be delivered in daily 60-minute lessons by all Year 7 English teachers, and run over the full school year. The study was one of 24 projects in a themed round on literacy catch-up at the primary-secondary transition. Key conclusions include: (1) The evaluation was unable to provide a secure estimate of the impact of Quest on reading comprehension outcomes among Year 7 pupils, primarily due to a high level of drop-out from the trial. (2) Few, if any, schools implemented the programme as designed, suggesting that substantial adaptation may be required if the approach is to gain wider adoption in English schools. (3) Some of the main barriers to successful implementation included: the difficulty in covering the expected material in a single school lesson; a perception of an insufficient focus on writing activities; and its adoption as a whole-year group intervention; (4) Many schools were positive about the range of resources provided by the programme and the co-operative learning aspects of the programme; and (5) Though it is not possible to draw a conclusive statement about the impact of the programme, on average, pupils who received the programme made less progress than those who did not. The evaluation adds limited evidence to a knowledge base of whole-year group approaches to reading interventions that involve co-operative learning, setting by ability, and concentrating most resources on those who are experiencing the greatest difficulties. Further work, taking into account feedback from teachers, is needed in order to adapt Quest to the English secondary school system. This includes reducing the amount of material to be covered in each lesson, and consideration of whether there is a need for more writing opportunities within the programme.
CY - London
DA - 2015///
PY - 2015
PB - Education Endowment Foundation
KW - _Added to LR
KW - _G:reviewed
ER -
TY - JOUR
TI - The Effects of Air Temperature to the Cognitive Performance of Grade Five Pupils
AU - Bigueja, Myrna C.
AU - Tabardillo, Rosemarie A.
AU - Amoroso, Sheila E.
AU - Tabardillo, Joselito D.
AB - High temperature makes the children uneasy during classroom activities. This study examines the effect of air temperature to children‟s cognitive performance. The school profile was determined such as: the total number of teachers, number of enrollees, land area (sq.m.), number of buildings and number of trees was determined to support the analysis of the data collected. The respondents were the Top thirty (30) Grade V pupils from public city elementary school in the Bicol Region. The pen-and-paper test was administered using the standardized test question in Science V of forty (40) items. The examination was done in the room without ventilation at 9:00 O‟clock to 11 O‟clock in the morning. Outdoor and indoor air temperature was recorded. The temperature recorded in the seven Public Central City Elementary Schools ranged from 240C to 310C. The recorded temperature indicates that the air contains particulates or pollutants like CO2 resulting in high temperature. Future work is required to establish evidence based guidelines for average temperatures and CO2 levels in classrooms. Findings suggest that high ventilation rates and low temperatures are required to provide optimum health outcomes and learning conditions. Natural Ventilation is also recommended through planting more trees in school vicinity to provide fresher air.
DA - 2022///
PY - 2022
DP - Google Scholar
KW - BE:RELEVANT
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Work-integrated learning for TVET lecturers: Articulating industry and college practices
AU - Bijl, André van der
AU - Taylor, Vanessa
T2 - Journal of Vocational, Adult and Continuing Education and Training
DA - 2018/11/13/
PY - 2018
DP - www.epubs.ac.za
VL - 1
IS - 1
LA - en
ST - Work-integrated learning for TVET lecturers
UR - http://www.epubs.ac.za/index.php/JOVACET/article/view/307
Y2 - 2019/02/07/16:54:43
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:LOW
KW - -RRQ:M:final
KW - C:South Africa
KW - RRQ:other
KW - __C:filed:1
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The potential of Accelerated Learning Programmes (ALPs) for conflict-ridden countries and regions: Lessons learned from an experience in Iraq
AU - Bilagher, M.
AU - Kaushik, A.
T2 - International Review of Education
AB - Accelerated learning programmes (ALPs) provide a fast-track second-chance opportunity to complete formal education, enabling disadvantaged children and youth to catch up with their peers. In 2005, after a preliminary pilot phase, the Government of Iraq, in partnership with the United Nations Children’s Fund (UNICEF) implemented an ALP initially in 10 of Iraq’s 18 governorates with the intention of providing an estimated 50,000 out-of-school, often traumatised and disenfranchised children aged 12–18 years with an opportunity to complete the six-year primary cycle in three years. This experience generated some insights which may still be of practical use today in other conflict-ridden countries and regions. In order to highlight how the lessons learned just over 10 years ago are relevant to similar situations elsewhere today, this article discusses the findings of an independent evaluation of the programme in 2008. The available evaluation data imply that this ALP addressed a significant need and was appreciated by the target group, with 75 % of learners stating that they liked the ALP very much. Around 90 % of ALP graduates continued either in secondary education, or studying in other programmes, joined an apprenticeship scheme or found employment. Both survey and interview data suggest that this ALP did more than create educational opportunities for young persons; it also helped young people obtain a confident perspective for their own future. Consequently, this made them less vulnerable to participation in subversive activities (such as, for example, being recruited into militias). This is a lesson not just relevant to Iraq at the time, but to a wide range of unstable contexts across the world. © 2020, UNESCO Institute for Lifelong Learning and Springer Nature B.V.
DA - 2020/02/01/
PY - 2020
DO - 10.1007/s11159-020-09826-1
DP - Springer Link
VL - 66
IS - 1
SP - 93
EP - 113
J2 - Int. Rev. Educ.
LA - English
SN - 00208566 (ISSN)
ST - The potential of Accelerated Learning Programmes (ALPs) for conflict-ridden countries and regions
UR - https://link.springer.com/content/pdf/10.1007/s11159-020-09826-1.pdf
DB - Scopus
KW - Accelerated Learning Programmes (ALPs)
KW - Evaluation
KW - Iraq
KW - LMIC
KW - Marginalised
KW - Sustainable Development Goal
KW - Sustainable Development Goal (SDG) 4
KW - United Nations
KW - _AcademicRecoveryOECS
KW - _Added to LR
KW - _G:reviewed
KW - access to education
KW - education in (post-)conflict environments
KW - education in emergencies
KW - interview
KW - learning
KW - mixed
KW - policy implementation
KW - secondary education
KW - survey
KW - young population
ER -
TY - RPRT
TI - Reconhecimento do trabalho de cuidado: o caso do Programa Expandido de Trabalhos Públicos na África do Sul
AU - Bilo, Charlotte
AU - others
DA - 2017///
PY - 2017
LA - Portuguese
PB - International Policy Centre for Inclusive Growth
UR - http://www.ipc-undp.org/pub/port/OP365PT_Reconhecimento_do_trabalho_de_cuidado.pdf
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - C:South Africa
KW - CLL:pt
KW - publicImportV1
ER -
TY - JOUR
TI - Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature
AU - Bingimlas, Khalid Abdullah
T2 - Eurasia Journal of Mathematics, science and technology education
DA - 2009///
PY - 2009
DO - 10.12973/ejmste/75275
DP - Google Scholar
VL - 5
IS - 3
SP - 235
EP - 245
ST - Barriers to the successful integration of ICT in teaching and learning environments
UR - https://www.ejmste.com/article/barriers-to-the-successful-integration-of-ict-in-teaching-and-learning-environments-a-review-of-the-4156
Y2 - 2024/03/04/14:16:41
KW - Final_citation
ER -
TY - RPRT
TI - Teacher Education at a Distance: Impact on Development in the Community
AU - Binns, Felicity
AU - Wrightson, Tony
DA - 2006///
PY - 2006
DP - Zotero
SP - 74
LA - en
PB - DFID
KW - C:Low- and middle-income countries
KW - _C:Canada CAN
KW - _C:Egypt EGY
KW - _C:Ghana GHA
KW - _C:Guyana GUY
KW - _C:Jamaica JAM
KW - _C:Kenya KEN
KW - _C:Lesotho LSO
KW - _C:Malawi MWI
KW - _C:Mexico MEX
KW - _C:New Zealand NZL
KW - _C:Nigeria NGA
KW - _C:South Africa ZAF
KW - _C:Sudan SDN
KW - _C:Tanzania TZA
KW - _C:Trinidad and Tobago TTO
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Financial Incentives to Reduce Female Infanticide, Child Marriage and Promote Girl’s Education: Institutional and Monitoring Mechanisms
AU - Birch, Izzy
AB - The focus of this paper is on the complementary mechanisms and interventions likely to increase the effectiveness and impact of conditional cash transfer (CCT) schemes in South Asia that aim to reduce female infanticide and child marriage and promote girls’ education. The literature on the institutional aspects of these particular schemes is limited, but from this and from the wider literature on CCT programmes in similar contexts, the following institutional mechanisms are likely to enhance success: a strong information and communication strategy that enhances programme reach and coverage and ensures stakeholder awareness; advance agreements with financial institutions; a simple and flexible registration process; appropriate use of technology to strengthen access, disbursement, and oversight; adequate implementation capacity to support processes of outreach, enrolment, and monitoring; monitoring and accountability mechanisms embedded in programme design; coordination mechanisms across government across social protection schemes; an effective management information system; and the provision of quality services in the sectors for which conditions are required. There is a very limited body of evidence that explores these institutional issues as they apply to the specific CCT programmes that are the focus of this report, however, there is more available evidence of the potential impact of ‘cash-plus’ programmes, which complement the transfers with other interventions designed to enhance their results or address the structural barriers to well-being
DA - 2020/12/18/
PY - 2020
DO - 10.19088/K4D.2021.005
DP - opendocs.ids.ac.uk
LA - en
ST - Financial Incentives to Reduce Female Infanticide, Child Marriage and Promote Girl’s Education
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15901
Y2 - 2022/12/18/18:14:47
ER -
TY - JOUR
TI - Early Marriage, Pregnancy and Girl Child School Dropout
AU - Birchall, Jenny
AB - The aim of this review was to present the recent evidence on the impact of early marriage and/or pregnancy on the rates of girl child drop out. It also synthesises evidence that focus on laws, policies and practices that force pregnant girls or new mothers out of school. Although early marriage and pregnancy are often linked to school dropout, evidence proving a direct and causal link is limited. This is because early marriage and pregnancy can be both the cause and consequence of dropping out of school. Girls certainly leave or are taken out of school because they are pregnant or married, but girls who have already dropped out of school are more likely to marry and/or become pregnant. There is a significant body of evidence looking at the links between early pregnancy (often outside of marriage) and school dropout in Sub-Saharan Africa, and there are some studies that consider the relationship between early marriage (and resulting early pregnancies) and school drop out in South Asia. While it is clear that early pregnancy and marriage play an important part in girl child school dropout, the different perimeters of available studies, combined with a lack of robust, comparable national data, and the fact that early marriage and pregnancy, as well as school dropout, are so interlinked with socioeconomic inequalities and unequal gender norms, means it is difficult to make simple causal assumptions about exactly how early marriage and pregnancy influence school dropout.
DA - 2018/10//
PY - 2018
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14285
Y2 - 2022/12/18/18:13:42
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Hospitals / Residents Problem with Couples: Complexity and Integer Programming Models
AU - Biro, P.
AU - Manlove, D. F.
AU - McBride, I.
T2 - arXiv:1308.4534 [cs]
AB - The Hospitals / Residents problem with Couples (HRC) is a generalisation of the classical Hospitals / Resident problem (HR) that is important in practical applications because it models the case where couples submit joint preference lists over pairs of (typically geographically close) hospitals. In this paper we give a new NP-completeness result for the problem of deciding whether a stable matching exists, in highly restricted instances of HRC. Further, we present an Integer Programming (IP) model for HRC and extend it the case where preference lists can include ties. Also, we describe an empirical study of an IP model or HRC and its extension to the case where preference lists can include ties. This model was applied to randomly generated instances and also real-world instances arising from previous matching runs of the Scottish Foundation Allocation Scheme, used to allocate junior doctors to hospitals in Scotland.
DA - 2014/05/28/
PY - 2014
DP - arXiv.org
ST - The Hospitals / Residents Problem with Couples
UR - http://arxiv.org/abs/1308.4534
Y2 - 2021/03/07/13:57:17
KW - Computer Science - Data Structures and Algorithms
KW - _C:Canada CAN
KW - _C:Hungary HUN
KW - _C:Japan JPN
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Matching couples with Scarf’s algorithm
AU - Biró, Péter
AU - Fleiner, Tamás
AU - Irving, Robert W.
T2 - Annals of Mathematics and Artificial Intelligence
AB - Scarf’s algorithm [18] provides fractional core elements for NTU-games. Biró and Fleiner [3] showed that Scarf’s algorithm can be extended for capacitated NTU-games. In this setting agents can be involved in more than one coalition at a time, cooperations may be performed with different intensities up to some limits, and the contribution of the agents can also differ in a coalition. The fractional stable solutions for the above model, produced by the extended Scarf algorithm, are called stable allocations. In this paper we apply this solution concept for the Hospitals Residents problem with Couples (HRC). This is one of the most important general stable matching problems due to its relevant applications, also wellknown to be NP-hard. We show that if a stable allocation yielded by the Scarf algorithm turns outto be integral then it provides a stable matching for an instance of HRC, so this method can be used as a heuristic. In an experimental study, we compare this method with other heuristics constructed for HRC that are applied in practice in the American and Scottish resident allocation programs, respectively. Our main finding is that the Scarf algorithm outperforms all the other known heuristics when the proportion of couples is high.
DA - 2016/08//
PY - 2016
DO - 10.1007/s10472-015-9491-5
DP - DOI.org (Crossref)
VL - 77
IS - 3-4
SP - 303
EP - 316
J2 - Ann Math Artif Intell
LA - en
SN - 1012-2443, 1573-7470
UR - http://link.springer.com/10.1007/s10472-015-9491-5
Y2 - 2021/03/07/13:58:47
KW - _C:Hungary HUN
KW - _C:Ireland IRL
KW - _C:Spain ESP
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - RPRT
TI - Safe Schools course: Assessment materials for modules 1, 2, and 3
AU - Biscette, Clendon
AU - Vijil-Morin, Alejandra
AU - Moustafa, Nariman
AU - Haßler, Björn
AB - An output of the Open Development & Education, https://opendeved.net/
CN - opendeved.1056
DA - 2022/12/20/T00:00:00.000Z
PY - 2022
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/Q7INVXH7
KW - _internal
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - Safe Schools course. Module 1: Creating safer schools
AU - Biscette, Clendon
AU - Vijil-Morin, Alejandra
AU - Moustafa, Nariman
AU - Haßler, Björn
AB - An output of the Open Development & Education, https://opendeved.net/
CN - opendeved.1053
DA - 2022/12/20/T00:00:00.000Z
PY - 2022
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/5N9MXVAE
KW - _internal
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - Safe Schools course. Module 2: Managing emergencies in safe schools
AU - Biscette, Clendon
AU - Vijil-Morin, Alejandra
AU - Moustafa, Nariman
AU - Haßler, Björn
AB - An output of the Open Development & Education, https://opendeved.net/
CN - opendeved.1054
DA - 2022/12/20/T00:00:00.000Z
PY - 2022
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/755ED34I
KW - _internal
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - Safe Schools course. Module 3: Education continuity and disaster resilient education
AU - Biscette, Clendon
AU - Vijil-Morin, Alejandra
AU - Moustafa, Nariman
AU - Haßler, Björn
AB - An output of the Open Development & Education, https://opendeved.net/
CN - opendeved.1055
DA - 2022/12/20/T00:00:00.000Z
PY - 2022
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/7RFWV34J
KW - _internal
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - TV-Based Learning in Bangladesh : Is it Reaching Students?
AU - Biswas, Kumar
AU - Asaduzzaman, TM
AU - Evans, David
AU - Fehrler, Sebastian
AU - Ramachandran, Deepika
AU - Sabarwal, Shwetlena
DA - 2020///
PY - 2020
PB - World Bank
UR - https://openknowledge.worldbank.org/handle/10986/34138
Y2 - 2020/07/22/19:00:21
ER -
TY - THES
TI - Ações de telessaúde no continente africano: uma revisão sistemática
AU - Bittencourt, Hítalo Kassios
AB - A África, em especial a região subsaariana, passa por uma crise de saúde-pública. Apesar do aumento de investimentos para tratamento de doenças contagiosas a região africana apresenta alarmantes índices de mortalidade infantil e doenças contagiosas como a AIDS. Tendo em vista este estado alarmante as ações de Telessaúde, por meio das Tecnologias de Informação e Comunicação (TIC), vem para diminuir lacunas, agilizando e qualificando a tomada de decisão clinica dos profissionais da saúde. O presente trabalho de conclusão de curso apresenta os resultados parciais de uma revisão sistemática feita nos Bancos de Dados (BD) Web Of Science (WoS), PubMed, Scopus e Embase sobre ações exitosas ou não de Telessaúde no continente Africano, analisando o perfil epidemiológico, história e conceito de Telessaúde, bem como apresentando suas análises bibliométricas.
CY - Porto Alegre, Brazil
DA - 2017///
PY - 2017
LA - Portuguese
M3 - Undergraduate dissertation
PB - Universidade Federal do Rio Grande do Sul. Escola de Enfermagem. Curso de Saúde Coletiva: Bacharelado.
UR - http://hdl.handle.net/10183/178281
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - CLL:pt
KW - publicImportV1
ER -
TY - JOUR
TI - Continuous professional learning in private higher education: Making a case for distributed leadership
AU - Bitzer, E. M.
AU - Cronje, F.
T2 - South African Journal of Higher Education
DA - 2019///
PY - 2019
VL - 33
IS - 2
SP - 52
EP - 68
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Non-formal vocational education in Uganda: Practical empowerment through a workable alternative
AU - Blaak, M.
AU - Zeelen, J.
AU - Openjuru, G.L.,
T2 - International Journal of Educational Development
AB - This article reflects on the potential of non-formal vocational education in Uganda to improve the quality of life of those excluded from formal education. Based on an exploration of humanizing development theorists Sen, Freire and Nyerere, together with two case studies, practical empowerment is described as a desirable outcome of education for development. Practical empowerment includes acquiring marketable skills as well as capabilities to critically give direction to one's life. Although education leading to this outcome is desirable for all, non-formal vocational education can reach those currently excluded from formal education, thus enhancing their empowerment by equipping them with useful skills and knowledge. © 2012 Elsevier Ltd.
DA - 2013///
PY - 2013
DO - 10.1016/j.ijedudev.2012.02.002
LA - en
UR - http://www.sciencedirect.com/science/article/pii/S0738059312000211?via%3Dihub
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - CA:AandC
KW - CL:de
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - F:outcomes
KW - HDR25
KW - R:case study
KW - T:TVET
KW - Z:Alternative provision
KW - Z:Drop-out
KW - Z:Employment skills
KW - Z:Poverty
KW - Z:Vocational education and training
KW - _C:Uganda UGA
KW - __C:filed:1
KW - publicImportV1
ER -
TY - JOUR
TI - Early Childhood Development Coming of Age: Science through the Life Course.
AU - Black, Maureen M.
AU - Walker, Susan P.
AU - Fernald, Lia C.H.
AU - Andersen, Christopher T.
AU - DiGirolamo, Ann M.
AU - Lu, Chunling
AU - C, Dana
T2 - McCoy et al
DA - 2017///
PY - 2017
VL - 389
SP - 77
EP - 90
UR - https://www.sciencedirect.com/science/article/abs/pii/S0140673616313897
KW - ⛔ No DOI found
ER -
TY - GEN
TI - GPT-NeoX-20B: An Open-Source Autoregressive Language Model
AU - Black, Sid
AU - Biderman, Stella
AU - Hallahan, Eric
AU - Anthony, Quentin
AU - Gao, Leo
AU - Golding, Laurence
AU - He, Horace
AU - Leahy, Connor
AU - McDonell, Kyle
AU - Phang, Jason
AU - Pieler, Michael
AU - Prashanth, USVSN Sai
AU - Purohit, Shivanshu
AU - Reynolds, Laria
AU - Tow, Jonathan
AU - Wang, Ben
AU - Weinbach, Samuel
AB - We introduce GPT-NeoX-20B, a 20 billion parameter autoregressive language model trained on the Pile, whose weights will be made freely and openly available to the public through a permissive license. It is, to the best of our knowledge, the largest dense autoregressive model that has publicly available weights at the time of submission. In this work, we describe \model{}'s architecture and training and evaluate its performance on a range of language-understanding, mathematics, and knowledge-based tasks. We find that GPT-NeoX-20B is a particularly powerful few-shot reasoner and gains far more in performance when evaluated five-shot than similarly sized GPT-3 and FairSeq models. We open-source the training and evaluation code, as well as the model weights, at https://github.com/EleutherAI/gpt-neox.
DA - 2022/04/14/
PY - 2022
DO - 10.48550/arXiv.2204.06745
DP - arXiv.org
PB - arXiv
ST - GPT-NeoX-20B
UR - http://arxiv.org/abs/2204.06745
Y2 - 2024/02/24/17:43:01
KW - Computer Science - Computation and Language
ER -
TY - CHAP
TI - Social Hazards or Helpers?: The Role of Mobile Media in Early Childhood Social Development
AU - Blackwell, Courtney K.
T2 - Mobile Learning Applications in Early Childhood Education
DA - 2020///
PY - 2020
DP - Google Scholar
SP - 281
EP - 301
PB - IGI Global
ST - Social Hazards or Helpers?
KW - __C:filed:1
ER -
TY - CONF
TI - Geo-Referenced Infrastructure and Demographic Data for Development
AU - Blair-Freese, Io
T2 - 2019 IEEE Global Humanitarian Technology Conference (GHTC)
C1 - Seattle, WA, USA
C3 - 2019 IEEE Global Humanitarian Technology Conference (GHTC)
DA - 2019/10//
PY - 2019
DO - 10.1109/GHTC46095.2019.9033027
DP - DOI.org (Crossref)
SP - 1
EP - 1
LA - en
PB - IEEE
SN - 978-1-72811-780-5
UR - https://ieeexplore.ieee.org/document/9033027/
Y2 - 2021/03/18/19:11:27
ER -
TY - GEN
TI - Effects of Classroom Environment on Learning
AU - Blaker, Andrew
AU - Andrew, Blaker
DA - 2020/03/31/
PY - 2020
DO - 10.14990/00003653
DP - DOI.org (CSL JSON)
LA - en
PB - 甲南大学マネジメント創造学部HSMR編集委員会
UR - https://doi.org/10.14990/00003653
Y2 - 2022/05/28/21:03:47
KW - BE:RELEVANT
ER -
TY - JOUR
TI - The effects and characteristics of family involvement on a peer tutoring programme to improve the reading comprehension competence
AU - Blanch, Sílvia
AU - Duran, David
AU - Valdebenito, Vanessa
AU - Flores, Marta
T2 - European Journal of Psychology of Education
AB - The aim of the present study was to investigate the impact of an educational programme involving peer tutoring at school and family tutoring at home on child reading comprehension achievement in Catalunya, Spain. We drew upon a sample of 303 primary school students from 8 to 11 years old and 223 family tutors from home (61.5% mothers, 15% fathers, 17% both parents, 6.5% siblings). Reading comprehension performance was assessed through standardised tests in pre and post-test bases. Background variables were collected by means of student and parent questionnaires and also teacher and family interviews. An analysis of the family tutoring interactions was also performed. The main results showed positive effects for all the students, but especially for the 223 students who received family support. Overall, the study reveals the effectiveness of peer learning to improve reading comprehension skills and the potential of family involvement for the development of academic skills when the school provides trust and support for it.
DA - 2013///
PY - 2013
DO - 10.1007/s10212-012-0104-y
VL - 28
IS - 1
SP - 101
EP - 119
UR - https://grupsderecerca.uab.cat/grai/sites/grupsderecerca.uab.cat.grai/files/Blanch,%20Duran,%20Valdebenito%20&%20Flores%202013.pdf
Y2 - 2020/11/17/00:00:00
KW - _Added to LR
KW - _T:reviewed
ER -
TY - JOUR
TI - Educational inequality and the expansion of UK higher education
AU - Blanden, Jo
AU - Machin, Stephen
T2 - Scottish Journal of Political Economy
AB - In this paper we explore changes over time in higher education (HE) participation and attainment between people from richer and poorer family backgrounds during a time period when the UK higher education system expanded at a rapid rate. We use longitudinal data from three time periods to study temporal shifts in HE participation and attainment across parental income groups for children going to university in the 1970s, 1980s and 1990s. The key finding is a highly policy relevant one, namely that HE expansion has not been equally distributed across people from richer and poorer backgrounds. Rather, it has disproportionately benefited children from relatively rich families. Despite the fact that many more children from higher income backgrounds participated in HE before the recent expansion of the system, the expansion acted to widen participation gaps between rich and poor children. This finding is robust to different measures of education participation and inequality. It also emerges from non-parametric estimations and from a more detailed econometric model allowing for the sequential nature of education choices with potentially different income associations at different stages of the education sequence.
DA - 2004///
PY - 2004
DO - 10.1111/j.0036-9292.2004.00304.x
DP - Google Scholar
VL - 51
IS - 2
SP - 230
EP - 249
LA - en
SN - 1467-9485
UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.0036-9292.2004.00304.x
ER -
TY - CHAP
TI - Topic models
AU - Blei, David M.
AU - Lafferty, John D.
T2 - Text mining
DA - 2009///
PY - 2009
DP - Google Scholar
SP - 101
EP - 124
PB - Chapman and Hall/CRC
UR - https://www.taylorfrancis.com/chapters/edit/10.1201/9781420059458-12/topic-models-david-blei-john-la%EF%AC%80erty
Y2 - 2023/11/02/21:43:48
KW - _yl:b
ER -
TY - GEN
TI - Visualizing Topics with Multi-Word Expressions
AU - Blei, David M.
AU - Lafferty, John D.
AB - We describe a new method for visualizing topics, the distributions over terms that are automatically extracted from large text corpora using latent variable models. Our method finds significant $n$-grams related to a topic, which are then used to help understand and interpret the underlying distribution. Compared with the usual visualization, which simply lists the most probable topical terms, the multi-word expressions provide a better intuitive impression for what a topic is "about." Our approach is based on a language model of arbitrary length expressions, for which we develop a new methodology based on nested permutation tests to find significant phrases. We show that this method outperforms the more standard use of $\chi^2$ and likelihood ratio tests. We illustrate the topic presentations on corpora of scientific abstracts and news articles.
DA - 2009/07/06/
PY - 2009
DP - arXiv.org
PB - arXiv
UR - http://arxiv.org/abs/0907.1013
Y2 - 2023/11/02/21:43:47
KW - Statistics - Machine Learning
KW - _yl:a
ER -
TY - RPRT
TI - An Atlas of Nigerian Languages
AU - Blench, Roger
AB - A listing and introduction to the languages of Nigeria. 2019 edition of a document first published in 1976 as 'An Index of Nigerian Languages'
DA - 2019/01/01/
PY - 2019
DP - www.academia.edu
LA - en
UR - https://www.academia.edu/40463130/AN_ATLAS_OF_NIGERIAN_LANGUAGES
Y2 - 2024/03/25/13:30:34
ER -
TY - BOOK
TI - Parental Human Capital and Effective School Management: Evidence from the Gambia.
AU - Blimpo, M.
AU - Evans, D.
AU - Lahire, N.
CY - Washington D. C
DA - 2015///
PY - 2015
PB - World Bank
UR - http://documents1.worldbank.org/curated/en/923441468191341801/pdf/WPS7238.pdf
ER -
TY - JOUR
TI - Can online learning communities achieve the goals of traditional professional learning communities? What the literature says
AU - Blitz, Cynthia L
DA - 2013///
PY - 2013
DP - Zotero
SP - 37
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - OER Awareness and Use: The Affinity Between Higher Education and K-12
AU - Blomgren, Constance
T2 - The International Review of Research in Open and Distributed Learning
AB - Educators within Higher Education (HE) and K-12 share in the need for high quality educational resources to assist in the pursuit of teaching and learning. Although there are numerous differences between the two levels of education, there are commonalties in the perceptions of the purpose, practical uses, and challenges that abide in the use of Open Educational Resources (OER). Observations made while producing podcasts and videos for OER awareness, use, and championing, form an exposition of the merits of OER for HE and K-12. Benefits include cost-savings in acquiring resources for teaching and learning as well as user-generated content, instructor creativity, and contextualized and responsively timely learning opportunities. Additionally, the teaching culture of K-12 has historically supported the sharing of learning activities and learning resources. At all levels of education, OER awareness requires a deeper understanding of the changes to teaching and learning borne by open educational practices.
DA - 2018/05/01/
PY - 2018
DO - 10.19173/irrodl.v19i2.3431
DP - www.irrodl.org
VL - 19
IS - 2
LA - en
SN - 1492-3831
ST - OER Awareness and Use
UR - https://www.irrodl.org/index.php/irrodl/article/view/3431
Y2 - 2022/12/25/21:32:29
KW - Final_citation
KW - HE OER
KW - K-12 OER
KW - OER awareness
KW - OER benefits
KW - cited
KW - existing
KW - open educational practices
KW - open pedagogy
ER -
TY - BOOK
TI - Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain
AU - Bloom, B
AU - Engelhart, M.D
AU - Furst, E.J
AU - Hill, W.H
AU - Krathwohl, D.R
AB - Using scientific standards of organization and analysis, the various aims and techniques of education are examined with the use of sample exercises and exams
DA - 1956/06/01/
PY - 1956
LA - English
ST - Taxonomy of Educational Objectives, Handbook 1
ER -
TY - BLOG
TI - Digitization, Digitalization, and Digital Transformation: Confuse Them At Your Peril
AU - Bloomberg, J.
T2 - Forbes
AB - We digitize information, we digitalize processes and roles that make up the operations of a business, and we digitally transform the business and its strategy. Each one is necessary but not sufficient for the next.
DA - 2018///
PY - 2018
LA - en
ST - Digitization, Digitalization, And Digital Transformation
UR - https://www.forbes.com/sites/jasonbloomberg/2018/04/29/digitization-digitalization-and-digital-transformation-confuse-them-at-your-peril/
KW - Final_citation
KW - anystyle
KW - existing
ER -
TY - BOOK
TI - Integration durch Bildung. Migranten und Flüchtlinge in Deutschland
AU - Blossfeld, Hans-Peter
AU - Bos, Wilfried
AU - Daniel, Hans-Dieter
AU - Hannover, Bettina
AU - Köller, Olaf
AU - Lenzen, Dieter
AU - Roßbach, Hans-Günther
AU - Seidel, Tina
AU - Tippelt, Rudolf
AU - Wößmann, Ludger
DA - 2016///
PY - 2016
DP - Google Scholar
VL - 11
PB - Münster: Waxmann
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Predicting poverty and wealth from mobile phone metadata
AU - Blumenstock, J.
AU - Cadamuro, G.
AU - On, R.
T2 - Science
DA - 2015/11/27/
PY - 2015
DO - 10.1126/science.aac4420
DP - DOI.org (Crossref)
VL - 350
IS - 6264
SP - 1073
EP - 1076
J2 - Science
LA - en
SN - 0036-8075, 1095-9203
UR - https://www.sciencemag.org/lookup/doi/10.1126/science.aac4420
Y2 - 2021/05/29/13:12:18
ER -
TY - RPRT
TI - Berufsbildungsbericht
AU - BMBF
LA - en
UR - https://www.bmbf.de/bmbf/de/bildung/berufliche-bildung/strategie-und-zusammenarbeit-in-der-berufsbildung/der-berufsbildungsbericht/der-berufsbildungsbericht_node.html
Y2 - 2022/05/03/13:15:55
ER -
TY - ELEC
TI - Bundesministerium für Bildung und Forschung - BMBF
AU - BMBF
T2 - Bundesministerium für Bildung und Forschung
AB - Das ist die Startseite des Webauftritts des Bundesministeriums für Bildung und Forschung (BMBF).
LA - de
UR - https://www.bmbf.de/index.html
Y2 - 2020/05/27/14:00:51
ER -
TY - ELEC
TI - Duales Ausbildungssystem weltweit gefragt - BMBF
AU - BMBF
T2 - Bundesministerium für Bildung und Forschung
AB - Das Bundesbildungsministerium kooperiert mit ausgewählten Ländern, die am dualen Ausbildungssystem deutscher Prägung zwecks Weiterentwicklung ihrer nationalen Berufsbildung interessiert sind.
LA - de
UR - https://www.bmbf.de/de/duales-ausbildungssystem-weltweit-gefragt-328.html
Y2 - 2018/12/10/15:34:33
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - publicImportV1
ER -
TY - ELEC
TI - Genderforschung
AU - BMBF
T2 - Bundesministerium für Bildung und Forschung - BMBF
AB - Welche Ursachen und Mechanismen behindern die Gleichstellung? Welche Handlungsansätze fördern Chancengerechtigkeit? Was sind nachhaltige gleichstellungspolitische Initiativen?
LA - de
UR - https://www.bmbf.de/de/genderforschung-222.html
Y2 - 2020/05/28/11:37:47
ER -
TY - RPRT
TI - Strategiepapier der Bundesregierung zur internationalen Berufsbildungszusammenarbeit
AU - BMBF
T2 - Drucksache
DA - 2013/07//
PY - 2013
DP - Zotero
LA - de
PB - Bundesministerium für Bildung und Forschung
SN - 17/14352
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CLL:de
KW - publicImportV1
ER -
TY - RPRT
TI - Strategiepapier der Bundesregierung zur internationalen Berufsbildungszusammenarbeit
AU - BMBF
T2 - Drucksache
DA - 2019///
PY - 2019
DP - Zotero
LA - de
PB - Bundesministerium für Bildung und Forschung
UR - https://www.bmbf.de/files/137_19_Strategie_Bundesregierung.pdf
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CLL:de
KW - publicImportV1
ER -
TY - ELEC
TI - WASCAL II - West African Science Service Centre on Climate Change and Adapted Land Use
AU - BMBF
AB - Richtlinie zur Förderung von Zuwendungen für WASCAL II - West African Science Service Centre on Climate Change and Adapted Land Use („Kompetenzzentrum zur wissenschaftlichen Unterstützung gegen den Klimawandel und des anpassungsfähigen Landmanagements im westlichen Afrika), Bundesanzeiger vom 15.02.2019
LA - de
UR - https://www.fona.de/de/wascal-ii-west-african-science-service-centre-on-climate-change
Y2 - 2020/05/28/13:34:02
ER -
TY - ELEC
TI - Publikationen
AU - BMBF-Internetredaktion
T2 - Bundesministerium für Bildung und Forschung - BMBF
AB - Hier finden Sie eine Auflistung aller Publikationen des Ministeriums.
LA - de
UR - https://www.bmbf.de/publikationen/index.php
Y2 - 2020/08/04/09:56:19
ER -
TY - RPRT
TI - Strategie zur gezielten Gewinnung von Fachkräften aus Drittstaaten
AU - BMWi – Bundesministerium für Wirtschaft und Energie
CY - Berlin
DA - 2019///
PY - 2019
DP - Zotero
SP - 26
LA - de
ER -
TY - CHAP
TI - Where Are the Foxes in Mathematics Education?
AU - Boaler, Jo
AU - Selling, Sarah Kate
AU - Sun, Kathy
T2 - Vital Directions for Mathematics Education Research
A2 - Leatham, Keith R
CY - New York, NY
DA - 2013///
PY - 2013
DP - DOI.org (Crossref)
SP - 189
EP - 199
LA - en
PB - Springer New York
SN - 978-1-4614-6976-6 978-1-4614-6977-3
UR - http://link.springer.com/10.1007/978-1-4614-6977-3_9
Y2 - 2022/12/25/00:37:16
ER -
TY - JOUR
TI - Restructuring vocational and technical education in Ghana: The role of leadership development
AU - Boateng, C
T2 - International Journal of Humanities and Social Science
AB - Vocational technical education and training in Ghana is currently undergoing restructuring. Many reforms are in place to improve the quality of provision and learning outcomes to make it more accessible and attractive to all, and to ensure it is relevant and connected to the world of work. The potential success of these reforms will depend largely on the administrators and managers who are responsible for generating ideas and formulating policies ,as well as those responsible for transforming policies into practice. In this regard, effective leadership becomes an important variable that must be considered in the new vocational education environment. There is the need for Ghana to pay attention to providing leadership programs and guidance to current leaders and new and aspiring administrators and managers of vocational technical education. Such leadership development programs should attempt to cultivate in individuals key attributes and characteristics that can predispose successful leadership performance. The availability of leadership development programs and the possibility of being able to acquire certain leadership behaviours and enhance and use certain leadership attributes holds great promise for those participating in and leading vocational educational programs, reform efforts, and the change process in the country.
DA - 2012///
PY - 2012
LA - en
UR - https://pdfs.semanticscholar.org/b171/6c09ac0070a4745af81b41d615400b343082.pdf
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:T
KW - F:leadership
KW - F:policy
KW - T:TVET
KW - _C:Ghana GHA
KW - __C:filed:1
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Annotated Bibliography: Approaches to psycho-social support in protracted crises
AU - Boateng, Pearl
AB - This annotated bibliography highlights 14 key resources drawn from the studies which underpinned the questions answered in this helpdesk report. Some selection criteria included the source’s relevance to the query, recent publication, contextual relevance and methodology. The sources below are grouped into three sets: those selected based on their relevance to the Syrian context; those selected based on their focus on evidence of best practice psycho-social support in conflict/post-conflict settings; toolkits and guidelines to support decision-making and practitioners
DA - 2017/06/15/
PY - 2017
DP - opendocs.ids.ac.uk
LA - en
ST - Annotated Bibliography
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13085
Y2 - 2022/12/18/18:13:10
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Examination Malpractice in Low-Income Contexts
AU - Boateng, Pearl
AB - This non-standard helpdesk report found that there was little research evidence detailing the types of examination malpractice and even fewer studies focusing on effective strategies to mitigate these issues. Due to the sensitive nature of the topic and the implications for corruption and bribery across entire education systems, this is unsurprising. As a result, from the outset it was agreed with the requester that expert comments and inputs would form the basis of the response to this query. Where evidence was found, this focused on Nigeria, Kenya, South Africa and India. In this report, ‘malpractice’ is defined as purposeful actions intended to influence the marks/grades achieved by individual students or groups of students rather than considering other potential reasons for malpractice (e.g. to influence national policy, working terms and conditions etc.). Malpractice can have different motives and take different forms in different types of examinations (e.g. national assessments for system monitoring which are high stakes for individual schools or regions but not high stakes for individual learners). This report focuses on national exams taken under exam conditions rather than other components that may contribute to the final grades of students (e.g. coursework, School Based Assessment, continuous assessment). As a result, the information presented focuses on national summative examinations in pre-tertiary education. This report has two parts. First, a typology outlining the most common forms of examination malpractice. The typology uses sources from newspaper articles, unpublished conference papers, blogs and other forms of grey literature. Second, a table addressing potential strategies to combat forms of examination malpractice. This was largely made up of expert comments and inputs with some references to research literature. The purpose of this report is to help refine and reframe the policy debate around this issue in Sierra Leone, drawing on evidence from other low-income contexts.
DA - 2019/11/08/
PY - 2019
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14771
Y2 - 2022/12/18/18:14:43
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Managing Transitions from Mother Tongue Instruction to English as the Medium Instruction
AU - Boateng, Pearl
AB - International evidence is clear that there is no best practice in transitioning from mother tongue to English as the medium of instruction in low and middle-income countries. Many studies found in the development of this helpdesk report provided in-depth analysis on the complex colonial histories of mother tongue language policies, nation building, implementation realities and challenges, as well as the importance of a cohesive mother tongue policy. Other papers found for this report provided useful policy considerations for governments, donors and programme staff. Much of the research addresses wider enablers to promote better quality inclusive education at a systemic level through mother tongue language policies. Some authors suggest that we are quite a way from a ‘global’ understanding of the aims and purposes of EMI because it appears to be a phenomenon which is being introduced ‘top-down’ by policy makers and education managers, rather than through consultation with the key stakeholders. Likewise there is a lack of understanding of the wider consequences or the outcomes of EMI (Clegg, 2005; Pinnock, 2009; Dearden, 2014). The benefits of mother tongue instruction (MTI) are well established in literature. The literature describes three main language of instruction models, namely: ‘early-exit’ (1-4 years of MTI), ‘late-exit’ (1-6 years of MTI), and ‘very late-exit’ (1-8 years or beyond in MTI). Results from early-exit policies show low learning outcomes, and this model is often fraught with implementation challenges from political will to resourcing. The sudden transition in early-exit policies does not allow learners to develop adequate cognitive, linguistic and academic skills in their mother tongues prior to the switch. The effective transfer of cognitive and academic competences from the mother tongue to the second language is possible only when the learners have acquired adequate linguistic and academic competence in their mother tongues. The weight of current evidence strongly suggests that if the academic benefits of MTI are to be achieved, then initial MTI needs to be a minimum of six years.
DA - 2019/01/21/
PY - 2019
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14346
Y2 - 2022/12/18/18:15:56
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Physical education and arts programme approaches in conflict settings
AU - Boateng, Pearl
AB - This helpdesk report is the concluding report in the query addressing psycho-social interventions in protracted crises with reference to Syria and its neighbouring countries as well as from other fragile and conflict affected states (FACS). This report specifically addresses sports/physical education programmes in and around Syria and its impact
DA - 2017/06/15/
PY - 2017
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13082
Y2 - 2022/12/18/18:16:14
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Think Tanks’ Influence on Education Policymaking in Low-Income Contexts
AU - Boateng, Pearl
AB - Though think tanks are acknowledged as critical partners bridging research with policy formulation, one significant challenge that almost all think tanks face is measuring and demonstrating their effectiveness and influence. Whilst their engagement might be visible in public discourse, think tanks’ direct impact on policy is somewhat limited. Many ideas generated by think tanks, even when adopted as government policy, are rarely credited as such. Even in instances where think tanks’ ideas seem to have influenced policy change or processes, the timing of such decisions by policymakers often suggests that larger political forces are driving the agenda. In addition to measuring impact, think tanks face a number of challenges which impinge on their operational and organisational capacity and therefore their ability to engage and influence policymakers and other end users of their outputs such as the general public. These challenges include: financing, autonomy and integrity, changes in political and economic environments, relevance, staff capacity, quality and overall sustainability. Notwithstanding, there are a number of potential opportunities for think tanks to increase their efficacy. These include: exploring alternative funding routes, co-creation and genuine partnership with government and other end users of their research/policy outputs, establishing regional/continental think tank networks, making research accessible using technology and other means, creating strategic plans, designing a creative and proactive research agenda, developing a pipeline for early career researchers and collaboration with universities and other research institutions to strengthen influence. There is great interest in collaboration between universities and think tanks and when collaborating under mutually beneficial terms, partnership has resulted in strong engagement with decision makers. This interest in collaboration is not only among the institutions themselves but extends to the individuals working in them as well as the organisations that use and fund policy research, training, policy dialogue and consultancy. Potentially useful synergies between both types of institutions include improved quality of research outputs and training, networking, increased visibility, financial gains and capacity building.
DA - 2018/08/15/
PY - 2018
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14256
Y2 - 2022/12/18/18:16:45
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Machine learning in weather prediction and climate analyses—applications and perspectives
AU - Bochenek, Bogdan
AU - Ustrnul, Zbigniew
T2 - Atmosphere
DA - 2022///
PY - 2022
DO - 10.3390/atmos13020180
DP - Google Scholar
VL - 13
IS - 2
SP - 180
UR - https://www.mdpi.com/2073-4433/13/2/180
Y2 - 2024/02/24/11:10:20
ER -
TY - JOUR
TI - Play and self-regulation: Lessons from Vygotsky
AU - Bodrova, Elena
AU - Germeroth, Carrie
AU - Leong, Deborah
T2 - American Journal of Play
AB - The authors consider the analysis of the literature on play research by Lillard and others in the January 2013 Psychological Bulletin, an analysis that questioned the prevailing assumption of a causal relationship between play and child development, especially in the areas of creativity, reasoning, executive function, and regulation of emotions. The authors regard these connections as critical for teachers in early-childhood classrooms and for other advocates of child play. They claim that the conclusions of Lillard and her coauthors place these professionals in a difficult position because they already face sharp pressure to replace play with academic activities. The authors suggest that the difficulty researchers have in linking play to development partly results from a failure to account for both cognitive and non cognitive developments across a complex trajectory. To help see the problem more clearly, they argue for a return to the Vygotskian and post-Vygotskian theories that differentiate between immature and mature play. The authors then describe their creation, an observational tool based on such theories, that helps researchers and practitioners judge the quality of pretend play. Key words: Lev Vygotsky; mature play; Mature Play Observation Tool; play and child development; self-regulation
DA - 2013///
PY - 2013
VL - 6
SP - 111
EP - 123
Y2 - 2021/02/22/00:00:00
KW - ⛔ No DOI found
ER -
TY - CONF
TI - wwwlitbaskets.io, an IT artifact supporting exploratory literature searches for Information Systems research
AU - Boell, SK
AU - Wang, B
C1 - WW Huang, JK Lee
C3 - Proceedings of the Pacific Asia conference on information systems (eds KK Wei
DA - 2019///
PY - 2019
LA - en
KW - _Added-ailr-2024
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Distance Learning for Teacher Training in Brazil
AU - Bof, Alvana
T2 - International Review of Research in Open and Distance Learning
DA - 2004///
PY - 2004
DO - 10.19173/irrodl.v5i1.172
VL - 5
IS - 1
LA - EN
KW - C:Brazil
KW - _C:Brazil BRA
KW - _C:Germany DEU
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - ELEC
TI - Widely used machine learning models reproduce dataset bias: Study
AU - Bogna, John
AU - University, Rice
AB - Rice University computer science researchers have found bias in widely used machine learning tools used for immunotherapy research.
LA - en
ST - Widely used machine learning models reproduce dataset bias
UR - https://phys.org/news/2024-02-widely-machine-dataset-bias.html
Y2 - 2024/02/23/23:47:10
ER -
TY - JOUR
TI - Primary School Technology Enhanced Learning Physics Case Study
AU - Bogusevschi, Diana
AU - Muntean, Gabriel-Miro
DP - Google Scholar
KW - _C:Dominican Republic DOM
KW - _C:Greece GRC
KW - _C:Ireland IRL
KW - _C:Netherlands NLD
KW - _C:Portugal PRT
KW - _C:Republic of Moldova MDA
KW - _C:Romania ROU
KW - _C:Slovakia SVK
KW - _C:Spain ESP
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Water Cycle in Nature-An Innovative Virtual Reality and Virtual Lab: Improving Learning Experience of Primary School Students.
AU - Bogusevschi, Diana
AU - Muntean, Gabriel-Miro
C3 - CSEDU (1)
DA - 2019///
PY - 2019
DP - Google Scholar
SP - 304
EP - 309
ST - Water Cycle in Nature-An Innovative Virtual Reality and Virtual Lab
KW - _C:Dominican Republic DOM
KW - _C:Greece GRC
KW - _C:Ireland IRL
KW - _C:Netherlands NLD
KW - _C:Portugal PRT
KW - _C:Romania ROU
KW - _C:Slovakia SVK
KW - _C:Spain ESP
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Save the Children Sierra Leone
AU - Boisvert, Kayla
CY - Geneva
DA - 2017///
PY - 2017
LA - English
M3 - Case Study Report
PB - UNHCR Accelerated Education Working Group
UR - https://inee.org/system/files/resources/AEWG-Case-Study-Report-Sierra-Leone-Save-the-Children.pdf
Y2 - 2020/11/26/00:00:00
KW - _Added to LR
KW - _C:Sierra Leone SLE
KW - _T:reviewed
ER -
TY - JOUR
TI - Exploring Blended Learning for Science Teacher Professional Development in an African Context
AU - Boitshwarelo, Bopelo
T2 - The International Review of Research in Open and Distributed Learning
AB - This paper explores a case of teacher professional development in Botswana, where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support on-going teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education.
DA - 2009/09/23/
PY - 2009
DO - 10.19173/irrodl.v10i4.687
DP - DOI.org (Crossref)
VL - 10
IS - 4
SP - 1
EP - 19
J2 - IRRODL
LA - en
SN - 1492-3831
UR - http://www.irrodl.org/index.php/irrodl/article/view/687
Y2 - 2020/05/16/17:10:53
KW - C:Botswana
KW - _C:Botswana BWA
KW - _C:Cuba CUB
KW - _C:Senegal SEN
KW - _C:South Africa ZAF
KW - _C:Turkey TUR
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
KW - ___working_potential_duplicate
ER -
TY - JOUR
TI - Influence of Air Temperature on School Teachers’ Mood and the Perception of Students’ Behavior
AU - Boix-Vilella, Salvador
AU - Saiz-Clar, Elena
AU - León-Zarceño, Eva
AU - Serrano, Miguel Angel
T2 - Sustainability
DA - 2021///
PY - 2021
DO - 10.3390/su13179707
DP - Google Scholar
VL - 13
IS - 17
SP - 9707
KW - BE:RELEVANT
ER -
TY - RPRT
TI - Creating and sustaining effective professional learning communities
AU - Bolam, Ray
AU - McMahon, Agnes
AU - Stoll, Louise
AU - Thomas, Sally
AU - Wallace, Mike
AU - Greenwood, Angela
AU - Hawkey, Kate
AU - Ingram, Malcolm
AU - Atkinson, Adele
AU - Smith, Michele
DA - 2005///
PY - 2005
PB - Research report
ER -
TY - GEN
TI - Artificial Intelligence for Literature Reviews: Opportunities and Challenges
AU - Bolanos, Francisco
AU - Salatino, Angelo
AU - Osborne, Francesco
AU - Motta, Enrico
AB - This manuscript presents a comprehensive review of the use of Artificial Intelligence (AI) in Systematic Literature Reviews (SLRs). A SLR is a rigorous and organised methodology that assesses and integrates previous research on a given topic. Numerous tools have been developed to assist and partially automate the SLR process. The increasing role of AI in this field shows great potential in providing more effective support for researchers, moving towards the semi-automatic creation of literature reviews. Our study focuses on how AI techniques are applied in the semi-automation of SLRs, specifically in the screening and extraction phases. We examine 21 leading SLR tools using a framework that combines 23 traditional features with 11 AI features. We also analyse 11 recent tools that leverage large language models for searching the literature and assisting academic writing. Finally, the paper discusses current trends in the field, outlines key research challenges, and suggests directions for future research.
DA - 2024/02/13/
PY - 2024
DP - arXiv.org
PB - arXiv
ST - Artificial Intelligence for Literature Reviews
UR - http://arxiv.org/abs/2402.08565
Y2 - 2024/03/12/20:52:50
KW - Computer Science - Artificial Intelligence
KW - Computer Science - Human-Computer Interaction
KW - Computer Science - Information Retrieval
ER -
TY - JOUR
TI - Prospects, Issues and Challenges of Technical and Vocational Education and Training (TVET) in Revamping Nigeria's Depressed Economy
AU - Bolarina, Fehintola Fatimoh Bintu
AU - Akinyele, Temitayo Abosede
T2 - International Journal of Vocational and Technical Education Research
AB - Nigeria aspires to become a major player in the world economy in line with her Vision 20-2020. To achieve this ambitious goal, the most crucial vehicle apart from power and infrastructure, is a skilled and competent workforce. This is necessary for the effective implementation of national development projects and for attracting necessary international investment by hi-tech industries. (NBTE, 2011). Technical and Vocational Education and Training (TVET) is used as a comprehensive term referring to those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences, the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life (UNESCO and ILO 2001) In addition to technical knowledge and aptitude, TVET is also concerned with softer skills like communication, negotiation and teamwork. It is dispensed in public and private educational establishments or other forms of formal or informal instructor aimed at granting all segments of the society access to lifelong resources.
DA - 2018///
PY - 2018
VL - 4
IS - 1
SP - 1
EP - 18
LA - en
UR - http://www.eajournals.org/wp-content/uploads/Prospects-Issues-and-Challenges-of-Technical-and-Vocational-Education-and-Training-TVET-In-Revamping-Nigeria-Depressed-Economy.pdf
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:West Africa
KW - C:Nigeria
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:Q
KW - CT:T
KW - Q:higher education
KW - T:CTE
KW - T:OE
KW - T:PVE
KW - T:TVET
KW - T:career
KW - T:occupational education
KW - T:professional and vocational education
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Enrollment without learning: Teacher effort, knowledge, and skill in primary schools in Africa
AU - Bold, Tessa
AU - Filmer, Deon
AU - Martin, Gayle
AU - Molina, Ezequiel
AU - Stacy, Brian
AU - Rockmore, Christophe
AU - Svensson, Jakob
AU - Wane, Waly
T2 - Journal of Economic Perspectives
DA - 2017///
PY - 2017
DO - 10.1257/jep.31.4.185
DP - Google Scholar
VL - 31
IS - 4
SP - 185
EP - 204
ST - Enrollment without learning
ER -
TY - JOUR
TI - Experimental evidence on scaling up education reforms in Kenya
AU - Bold, Tessa
AU - Kimenyi, Mwangi
AU - Mwabu, Germano
AU - Ng’ang’a, Alice
AU - Sandefur, Justin
T2 - Journal of Public Economics
AB - What constraints arise when translating successful NGO programs to improve public services in developing countries into government policy? We report on a randomized trial embedded within a nationwide reform of teacher hiring in Kenyan government primary schools. New teachers offered a fixed-term contract by an international NGO significantly raised student test scores, while teachers offered identical contracts by the Kenyan government produced zero impact. Observable differences in teacher characteristics explain little of this gap. Instead, data suggests that bureaucratic and political opposition to the contract reform led to implementation delays and a differential interpretation of identical contract terms. Additionally, contract features that produced larger learning gains in both the NGO and government treatment arms were not adopted by the government outside of the experimental sample.
DA - 2018/12/01/
PY - 2018
DO - 10.1016/j.jpubeco.2018.08.007
DP - ScienceDirect
VL - 168
SP - 1
EP - 20
J2 - Journal of Public Economics
SN - 0047-2727
UR - https://www.sciencedirect.com/science/article/pii/S0047272718301518
Y2 - 2023/10/26/14:18:23
KW - Contract teachers
KW - Education
KW - External validity
KW - Kenya
KW - Randomized evaluation
KW - State capacity
ER -
TY - THES
TI - Impact of assistive technology on education performance of learners with visual impairment at the University of Rwanda - College of Education
AU - BOLINGO, Amurani
CY - Kigali
DA - 2019/10//
PY - 2019
UR - http://www.dr.ur.ac.rw/handle/123456789/619
Y2 - 2022/10/21/12:56:25
ER -
TY - JOUR
TI - Animal Sourced Foods (ASF): Evidence on Stunting and Programmes to Increase Consumption
AU - Bolton, Laura
AB - Animal source foods (ASF) are an important source of nutrients. They are a particularly good source of iron and zinc which prevents stunting. The main factors affecting ASF consumption that were discussed in the literature identified were nutritional knowledge, price, and livestock production. Broader links between poverty and ASF were not discussed within the scope of this report. Nutritional knowledge should first be assessed before education programmes are devised. Many communities have nutritional knowledge and the cost of ASFs was found to be the biggest barrier. Price ratios show how unaffordable ASFs are in poorer regions. Livestock production tends to be positively associated with increased ASF consumption. Increased risk of diseases passed on by animals should be considered. Information may also need to be given so that breast-feeding is not replaced by milk consumption in households that own cows. A small number of intervention evidence was identified in this rapid review though the list is unlikely to be exhaustive. ASF consumption was found to increase in Nepal following a poverty alleviation programme with a focus on livestock production. A health and nutrition education programme in India found a significant increase in egg consumption. A school-feeding programme which supplemented children with eggs found positive results on stunting. There are concerns over the environmental impact of animal production which warrant attention. There wasn’t scope within this report to explore ASF alternatives which may also improve stunting.
DA - 2019/08/07/
PY - 2019
DP - opendocs.ids.ac.uk
LA - en
ST - Animal Sourced Foods (ASF)
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14660
Y2 - 2022/12/18/18:13:08
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Barriers to Education for Girls in the Democratic Republic of Congo
AU - Bolton, Laura
AB - There was little published literature on the barriers to girls’ education in the DRC. The main findings of the research suggest that cultural history, economic lack, and the coexistence of these are the main factors hindering access to girls’ education. Limited data suggest that inequality is less significant at primary age so looking at problems for both boys and girls is likely to be relevant. At adolescence the gap is wider and the barriers are more gendered. This review synthesises evidence on barriers hindering access to education the reasons for low attainment or achievement levels for girls in the Democratic Republic of Congo (DRC). Other barriers identified include: early/forced marriage, parents’ lack of interest in childrens’ activities and low value placed on schooling, and children’s disinterest in school due to lack of school quality. The research provides a very useful insight but there is agreement1 that there are distinct regional differences in the DRC. For example, rural areas have more children out of school than urban areas. Recommendations for improved learning outcomes from DFID Girls’ Education Challenge include: coaching for teachers alongside structured teaching materials, extra-curricular clubs and activities, collection of data for planning, working with boys and men to improve gender inequality, and promoting change at all levels (community, school and national).
DA - 2020/02/28/
PY - 2020
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15194
Y2 - 2022/12/18/18:13:17
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Effective Adult Education
AU - Bolton, Laura
AB - The most important element for successful adult literacy and numeracy learning is to take a people-centred approach. Literacy and numeracy teaching should be incorporated into subjects that are directly relevant and useful for participants. Ideally, learners would be consulted on their priorities and be involved in the planning and design of the programme and of educational materials. The most effective learning will happen when adults are actively engaged in the construction of their own knowledge. Inter-generational or family learning programmes is one possible approach which has seen success in being responsiveness to the needs and concerns of learners.
DA - 2017/05/24/
PY - 2017
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13092
Y2 - 2022/12/18/18:14:04
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Effective Learning Strategies to Improve Basic Education Outcomes
AU - Bolton, Laura
AB - Improving basic education outcomes is a very broad research area. The time constraints of the helpdesk review directed focus on large-scale reviews of learning strategies in low- and middle-income countries. This was supplemented by rapid searching to see what research could be identified within the limitations of this report that focussed on outcomes on highly marginalised, conflict affected children, or those from federal states. Broader scope strategies to improve learning for other important marginalised groups for example, girls and indigenous populations, are also included.Different systematic reviews emphasise different conclusions. Bashir et al. (2018) highlight a focus on teaching to improve learning. They recommend focus on teacher knowledge, teaching practice, and instructional time.
DA - 2018/04/27/
PY - 2018
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13799
Y2 - 2022/12/18/18:14:07
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Evaluation Learning Review for DFID Nigeria
AU - Bolton, Laura
AB - Eight evaluation and one research report were provided by DFID for this review. The Girls Education Project (GEP III) consists of multiple interventions aiming to provide meaningful and relevant quality basic education for integrated Qur’anic education. Outputs include increasing capacity of teachers, improved governance and improving access and demand. Evaluations on the capacity of teachers to improve learning outcomes did not produce improved learning outcomes. The evaluation of the GEP III found limited impact on the knowledge of trained teachers, curriculum knowledge deteriorated and there was some improvement in teacher’s ability to interpret English was found. It suggests that the use of reading resources could improve teacher’s comprehension skills and using a phonics approach could improve their English. The limited effectiveness of the training is suggested to be related to low initial subject knowledge and pedagogical knowledge, language barriers and the changing class environment. The evaluation concludes that the intervention is highly unlikely to have improved gender sensitive class practice.
DA - 2019/04/02/
PY - 2019
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14563
Y2 - 2022/12/18/18:14:22
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Foundational Mathematics Education in Developing Countries
AU - Bolton, Laura
AB - There is concern that children in developing countries are not learning sufficient mathematics skills. Focus on enrolment and literacy may have led to neglect of mathematics learning and less is known about the status in this area. According to a UNESCO study in 2014 fewer than 50 per cent of grade 6 students have achieved a minimum level in mathematics in three quarters of eastern and southern African countries (UNESCO, 2014). In the remaining quarter of countries, between 56 and 62 per cent of students had learned basic mathematics skills. To obtain information on mathematics progress this report extracts data from the World Bank database. Section 2 describes the different data scales and section 3 reports results. Section 4 includes some case studies from further research into different countries. The following sections 5 to 9 discuss findings on teacher capacity, barriers, curricula, and technology. Section 10 outlines recommendations and research gaps. Factors affecting mathematics progress tend to mirror issues affecting educational attainment in general. Studies identify socio-economic factors as commonly associated with learning in mathematics. There is a consensus that making improvements in overall school quality will likely improve mathematics attainment. One problem specific to mathematics is cultural attitude. Some cultures do not value mathematics and have expectations of failure. Attitudes need to be changed within the public and education sector highlighting the benefits, accessibility and achievability of mathematics for everyone. Some evidence is found that teaching mathematics in English or French rather than local languages may impede learning. Translating shared materials into local languages may be resource intensive. Some teachers do not know the local language where they are teaching. Some case studies are found where technologies have been shown to improve mathematics results. Technologies are particularly cost-effective as they can be shared more easily but language of instruction would not be mother-tongue. Early childhood development interventions are a good place to start to improve foundational numeracy learning. Positive examples are identified in Botswana, South Africa, and Rwanda.
DA - 2019/09/09/
PY - 2019
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14736
Y2 - 2022/12/18/18:14:50
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Gender Parity in Education in Ethiopia
AU - Bolton, Laura
AB - This report synthesises evidence on the trends in the gender gap in primary and secondary school, particularly for the emerging regions: Afar, Benishangul-Gumuz, Gambela, and Somali in 2000 to 2019. This report was completed in two parts, results from statistical research and extraction from four reports provided by the requester. Four reports were provided to review for this helpdesk with data extraction in section 8. A report on advancing women’s equality in Africa focussed on improving economic opportunities and noted that parity in work and society must come together. Ethiopia was deemed to be performing particularly badly on parity in ‘legal protection and political voice’. However, Ethiopia has an above average score on political representation. Research looking at the role of politics in relation to girls’ education gives important insight. Yorke, Rose, and Pankhurst (2019) explore this with discussion on why positive progress in official policy is not necessarily leading to changes on the ground. They recommend a focus on the meso-level, the space between policy and implementation.
DA - 2019/12/23/
PY - 2019
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14997
Y2 - 2022/12/18/18:14:57
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Social Services Budgeting in Southern Africa
AU - Bolton, Laura
AB - It is not possible to do a formal comparison of budget allocations within social services in different countries with the data identified. The data from different countries are from different sources and different years and budget allocations are measured and reported in different ways. There are even some discrepancies from different sources on the same country. The data reported here, however, can be used to give a broad impression of the amounts of social budgets apportioned to wages for comparison. High wage bills for general government expenditure has been highlighted as problematic in recent years and a focus for development reform across different sectors. The concern of this query was the amount of budgets spent on employment within health, education and social protection services. Budget apportioned to other areas of services is more difficult to compare as reporting is not uniform. Some reports describe data on other allocations more specifically, such as amount apportioned to infrastructure, supplies, equipment, and donor development. And some are described more broadly eg. Other recurrent transactions. A balance between funding for different areas is required for optimising services. For example, a well-staffed health facility requires equipment and infrastructure with which to function and conversely a well-equipped facility needs trained staff to deliver the services (UNICEF, 2017a). This rapid review draws on literature on social services budgeting in Southern Africa by drawing samples from Zambia, Malawi, Botswana, Mozambique and South Africa by focusing on three key services including Health, Education and Social Protection.
DA - 2018/12/05/
PY - 2018
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14231
Y2 - 2022/12/18/18:16:30
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Transition to Federal Health and Education Governance
AU - Bolton, Laura
AB - This report looks at transition from central to federal responsibilities for health and education in Nepal and Indonesia. Federalism is a complex process and it was outside of the scope of this review to investigate the extent to which it has been developed in these countries and the nature of its functioning. Challenges identified in the literature on transition to federalism and decentralisation include ensuring equitable distribution of finances and resources across states, slow transfer of power and lack of coordination between government levels, lack of capacity at local levels and incoherence in capacity building, ensuring continuity of medical supplies and continuity of health services during transition, and training local level health personnel in procurement. This report also notes some recommendation from experience on transition to decentralisation, including the need to put a clear legislative framework, to make a slowly phased transition is needed to allow for changes and adjustments, to consider conditional grants to ensure that health is not de-prioritised in a federal system.
DA - 2021/06/28/
PY - 2021
DO - 10.19088/K4D.2021.096
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/16722
Y2 - 2022/12/18/18:17:06
ER -
TY - JOUR
TI - Violence in Schools
AU - Bolton, Laura
AB - This rapid literature review sets out to identify evidence on approaches to measuring the prevalence of violence in schools across low and middle income countries and the data available based on these measurement approaches. The review includes a list of key sources of evidence on measurements and a review of statistical data on the the prevalence of violence in schools for low and middle income countries globally.
DA - 2017/05/03/
PY - 2017
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13182
Y2 - 2022/12/18/18:17:09
KW - ⛔ No DOI found
ER -
TY - BLOG
TI - DFID rated “very good”, FCO “poor”, in aid transparency index
AU - Bond
AB - While DFID is rated as one of the most transparent donors in the world, the FCO is lagging far behind.
DA - 2018/06/19/T11:31+01:00
PY - 2018
LA - en
M3 - Text
UR - https://www.bond.org.uk/news/2018/06/dfid-rated-very-good-fco-poor-in-aid-transparency-index
Y2 - 2020/06/22/13:31:23
ER -
TY - JOUR
TI - Schools and Emergency Remote Education during the COVID-19 Pandemic: A Living Rapid Systematic Review
AU - Bond, Melissa
T2 - Asian Journal of Distance Education
AB - The COVID-19 pandemic in 2020 has had an unprecedented impact on education around the world. In order to understand and face this challenge, educators and researchers undertook a range of research, however the time that teachers have to undertake professional development and seek out such literature to inform their practice has been sorely lacking. Furthermore, literature exploring the wider variety of stakeholder experiences has been suggested to be missing. This living rapid systematic review synthesises K-12 research on teaching and learning during the COVID-19 pandemic, published in English and indexed in 5 international databases. 89 studies were included for synthesis in the present article, and the results are discussed against a bioecological model of student engagement. The results indicate that the majority of research was conducted in Europe and Asia, predominantly focused on teachers, with more studies undertaken in high schools. Online surveys were the most used method, although future research must include all study design information. Recommendations from the literature include providing further funding for professional development and equipment, prioritising equity, designing collaborative activities, and using a combination of synchronous and asynchronous technology. Gaps in the literature are highlighted and practical tips for teachers are provided.
DA - 2020///
PY - 2020
DP - ERIC
VL - 15
IS - 2
SP - 191
EP - 247
LA - en
SN - 1347-9008
ST - Schools and Emergency Remote Education during the COVID-19 Pandemic
UR - https://eric.ed.gov/?id=EJ1285336
Y2 - 2021/10/05/11:40:39
KW - Bibliometrics
KW - COVID-19
KW - Distance Education
KW - Educational Change
KW - Educational Environment
KW - Educational Research
KW - Educational Technology
KW - Electronic Learning
KW - Elementary Secondary Education
KW - Faculty Development
KW - Family Influence
KW - Foreign Countries
KW - Learner Engagement
KW - Literature Reviews
KW - Pandemics
KW - Peer Influence
KW - Research Methodology
KW - School Closing
KW - Teacher Influence
KW - Technology Uses in Education
KW - _genre:LR-literature_review
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Global emergency remote education in secondary schools during the COVID-19 pandemic
AU - Bond, Melissa
AU - Bergdahl, Nina
AU - Mendizabal-Espinosa, Rosa
AU - Kneale, Dylan
AU - Bolan, Faye
AU - Hull, Poppy
AU - Ramadani, Fjolla
AB - Global emergency remote education in secondary schools during the COVID-19 pandemic
DA - 2021/10/22/
PY - 2021
DP - DOI.org (Crossref)
LA - en
M3 - preprint
PB - Open Science Framework
UR - https://osf.io/7k59g
Y2 - 2021/10/27/21:19:10
KW - _genre:LR-literature_review
KW - stress
ER -
TY - JOUR
TI - Mapping research in student engagement and educational technology in higher education: a systematic evidence map
AU - Bond, Melissa
AU - Buntins, Katja
AU - Bedenlier, Svenja
AU - Zawacki-Richter, Olaf
AU - Kerres, Michael
T2 - International Journal of Educational Technology in Higher Education
AB - Digital technology has become a central aspect of higher education, inherently affecting all aspects of the student experience. It has also been linked to an increase in behavioural, affective and cognitive student engagement, the facilitation of which is a central concern of educators. In order to delineate the complex nexus of technology and student engagement, this article systematically maps research from 243 studies published between 2007 and 2016. Research within the corpus was predominantly undertaken within the United States and the United Kingdom, with only limited research undertaken in the Global South, and largely focused on the fields of Arts & Humanities, Education, and Natural Sciences, Mathematics & Statistics. Studies most often used quantitative methods, followed by mixed methods, with little qualitative research methods employed. Few studies provided a definition of student engagement, and less than half were guided by a theoretical framework. The courses investigated used blended learning and text-based tools (e.g. discussion forums) most often, with undergraduate students as the primary target group. Stemming from the use of educational technology, behavioural engagement was by far the most often identified dimension, followed by affective and cognitive engagement. This mapping article provides the grounds for further exploration into discipline-specific use of technology to foster student engagement.
DA - 2020/01/22/
PY - 2020
DO - 10.1186/s41239-019-0176-8
DP - BioMed Central
VL - 17
IS - 1
SP - 2
J2 - International Journal of Educational Technology in Higher Education
SN - 2365-9440
ST - Mapping research in student engagement and educational technology in higher education
UR - https://doi.org/10.1186/s41239-019-0176-8
Y2 - 2022/04/06/00:26:54
KW - Educational technology
KW - Evidence map
KW - Higher education
KW - Student engagement
KW - Systematic review
KW - _genre:LR-literature_review
ER -
TY - JOUR
TI - Digital transformation in German higher education: student and teacher perceptions and usage of digital media
AU - Bond, Melissa
AU - Marín, Victoria I.
AU - Dolch, Carina
AU - Bedenlier, Svenja
AU - Zawacki-Richter, Olaf
T2 - International Journal of Educational Technology in Higher Education
AB - Digitalization in Higher Education (HE) institutions is an issue that concerns many educational stakeholders. ICT skills are becoming increasingly relevant in every context, especially in the workplace, therefore one of the prime objectives for universities has become preparing future professionals to be able to deal with problems and search for solutions, including digital competence as a vital skill set. Different policies, initiatives and strategies are currently being proposed in Germany, addressing educational technology innovations in HE. The University of Oldenburg is presented as an example, in an endeavour to gain an understanding of what is being proposed and what is actually happening in teaching and learning in German university classrooms. Two datasets were examined regarding the use and perceptions of students (n = 200) and teachers (n = 381) on the use of digital tools. Findings reveal that both teachers and students use a limited number of digital technology for predominantly assimilative tasks, with the Learning Management System being perceived as the most useful tool. In order to support the broader use of educational technology for teaching and learning purposes, strategies for HE institutions are suggested.
DA - 2018/12/28/
PY - 2018
DO - 10.1186/s41239-018-0130-1
DP - BioMed Central
VL - 15
IS - 1
SP - 48
J2 - International Journal of Educational Technology in Higher Education
SN - 2365-9440
ST - Digital transformation in German higher education
UR - https://doi.org/10.1186/s41239-018-0130-1
Y2 - 2021/03/07/18:07:14
KW - Digital media usage
KW - Digitalization
KW - Educational technology
KW - Germany
KW - Higher education
KW - Student perceptions
KW - Teacher perceptions
KW - University professors
KW - University students
KW - _C:Australia AUS
KW - _C:Canada CAN
KW - _C:Finland FIN
KW - _C:Germany DEU
KW - _C:Israel ISR
KW - _C:Luxembourg LUX
KW - _C:New Zealand NZL
KW - _C:Spain ESP
KW - _C:Turkey TUR
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - _genre:LR-literature_review
ER -
TY - JOUR
TI - Can tablet apps support the learning of handwriting? An investigation of learning outcomes in kindergarten classroom
AU - Bonneton-Botté, Nathalie
AU - Fleury, Sylvain
AU - Girard, Nathalie
AU - Le Magadou, Maëlys
AU - Cherbonnier, Anthony
AU - Renault, Mickaël
AU - Anquetil, Eric
AU - Jamet, Eric
T2 - Computers & Education
DA - 2020///
PY - 2020
DO - 10.1016/j.compedu.2020.103831
DP - Google Scholar
VL - 151
SP - 103831
ST - Can tablet apps support the learning of handwriting?
KW - __C:filed:1
ER -
TY - JOUR
TI - The challenges and prospects of ICTs in teaching and learning in Sunyani Polytechnic, Ghana
AU - Bonsu, KA
AU - Duodu, A
AU - Bonsu, K
AU - Duodu, K
T2 - Capa Scientific Journal
AB - Globally, the impact of Information and Communication Technology (ICT) in the past
decades has been enormous. ICT plays a crucial role in socio-economic development and
in bringing the world together as a global village. Indeed, in today‟s knowledge based
economy, a completely new set of skills are required. Developing countries need to
respond to demand for strategies to prepare the youth for the competitive opportunities
driven by information and communication technology. The role of ICT tools in education
should be more emphasized despite the heavy investment on ICT infrastructure, equipment
and professional development for improved education. However, the adoption of ICT and
its integration in teaching and learning have met challenges. This study reports the state of
ICT usage in teaching and learning at Sunyani Polytechnic, Ghana. The study highlights
factors that influence effective integration of ICT in teaching and learning. The findings
revealed minimal adoption of ICT in teaching and learning at Sunyani Polytechnic, Ghana.
The study makes recommendations that would enhance ICT uptake and adoption when
implemented.
DA - 2013///
PY - 2013
LA - en
UR - http://tum.ac.ke/assets/highlights/6896059_JOURNAL_FINAL_COPY.pdf#page=16
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - F:learning
KW - F:teaching
KW - P:economy
KW - P:teacher education
KW - Q:ICT
KW - Q:educational technology
KW - R:case study
KW - T:TVET
KW - _C:Ghana GHA
KW - __C:filed:1
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Gender Transformation Experiences among Women Leaders in the Western Cape TVET Sector: A Narrative Response
AU - Bonzet, Rene
AU - Frick, Beatrice Liezel
T2 - EDUCATION AS CHANGE
T3 - Journal
AB - Leadership structures in Technical and Vocational Education and Training (TVET) colleges in South Africa face stark gender inequalities. Narratives of women currently in TVET leadership positions in the Western Cape province of South Africa might shed light on gender transformation in this sector. This article provides an insider perspective on 10 purposively selected respondents' shared experiences during their careers as women leaders through a narrative methodology. The data produced themes like family roles and a professional career balance, stages in becoming a leader, gender-related notions, leadership contexts, and strategies to manage gendered experiences. The analytical framework developed illustrates how these themes were reconciled with a structured method of narrative analysis, described as a problem-solution approach, analysing raw data for five elements of plot structure, namely characters, setting, problem, actions, and resolutions. Aligning the conceptual and analytical frameworks facilitated re-storying inside a plot-structured narrative. The results reported gender transformation progress regarding the career progression of women leaders. Conversely, progress concerning gender stereotyping and men-to-women and women-to-women discrimination was unsatisfactory, causing some respondents to abandon leadership ambitions. Although the small sample size precludes any claim to generalisability, the reported narratives serve as a guideline in addressing all-inclusive gender transformation in TVET college leadership.\n
DA - 2019///
PY - 2019
DO - 10.25159/1947-9417/3521
ER -
TY - JOUR
TI - A grid-based sample design framework for household surveys
AU - Boo, Gianluca
AU - Darin, Edith
AU - Thomson, Dana R.
AU - Tatem, Andrew J.
T2 - Gates Open Research
AB - Traditional sample designs for household surveys are contingent upon the availability of a representative primary sampling frame. This is defined using enumeration units and population counts retrieved from decennial national censuses that can become rapidly inaccurate in highly dynamic demographic settings. To tackle the need for representative sampling frames, we propose an original grid-based sample design framework introducing essential concepts of spatial sampling in household surveys. In this framework, the sampling frame is defined based on gridded population estimates and formalized as a bi-dimensional random field, characterized by spatial trends, spatial autocorrelation, and stratification. The sampling design reflects the characteristics of the random field by combining contextual stratification and proportional to population size sampling. A nonparametric estimator is applied to evaluate the sampling design and inform sample size estimation. We demonstrate an application of the proposed framework through a case study developed in two provinces located in the western part of the Democratic Republic of the Congo. We define a sampling frame consisting of settled cells with associated population estimates. We then perform a contextual stratification by applying a principal component analysis (PCA) and
k
-means clustering to a set of gridded geospatial covariates, and sample settled cells proportionally to population size. Lastly, we evaluate the sampling design by contrasting the empirical cumulative distribution function for the entire population of interest and its weighted counterpart across different sample sizes and identify an adequate sample size using the Kolmogorov-Smirnov distance between the two functions. The results of the case study underscore the strengths and limitations of the proposed grid-based sample design framework and foster further research into the application of spatial sampling concepts in household surveys.
DA - 2020/01/27/
PY - 2020
DO - 10.12688/gatesopenres.13107.1
DP - DOI.org (Crossref)
VL - 4
SP - 13
J2 - Gates Open Res
LA - en
SN - 2572-4754
UR - https://gatesopenresearch.org/articles/4-13/v1
Y2 - 2021/03/18/19:03:40
ER -
TY - JOUR
TI - A Review Of The Management Theory For Special Education Task Load Perspective
AU - Boon, Quah Wei
AU - Al, Et
T2 - Turkish Journal of Computer and Mathematics Education (TURCOMAT)
AB - There is evidence related to the existence of the issue of teacher workload through several studies. Many researchers have found that workload factors are closely related to the stress levels of special education teachers. They noted that this workload factor is also the highest factor that has caused stress among special education teachers. The study also found that the majority of respondents agreed that special education teachers are burdened with various tasks in school which will ultimately affect the quality of the teaching process and job satisfaction of the teachers involved. There are also studies that state that special education teachers not only need to carry out the teaching process in the classroom, but also be involved in administrative work, discipline management, substitute teachers and many other workloads. This situation requires special education teachers to manage their assignments efficiently and systematically. This study was conducted to examine the existing management theories, in helping teachers manage their assignments better.
DA - 2021/05/10/
PY - 2021
DP - turcomat.org
VL - 12
IS - 11
SP - 5234
EP - 5238
LA - en
SN - 1309-4653
UR - https://turcomat.org/index.php/turkbilmat/article/view/6739
Y2 - 2022/04/05/20:23:45
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Onder de motorkap: Onderzoek naar EdTech testbeds in Europa
AU - Boot, N.
AU - Jukema, H.
AU - Stappen, E. van der
AB - Het onderwijs is voortdurend in ontwikkeling. Studenten hebben behoefte aan afwisselend onderwijs dat aansluit op hun eigen belevingswereld. Terwijl docenten het best mogelijke onderwijs willen
DA - 2022///
PY - 2022
LA - nl-NL
ST - Onder de motorkap
UR - https://www.versnellingsplan.nl/Kennisbank/onder-de-motorkap-onderzoek-naar-edtech-testbeds-in-europa/
Y2 - 2023/01/15/23:50:16
ER -
TY - JOUR
TI - Thinking and Working Politically
AU - Booth, David
DP - Zotero
SP - 3
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Emerging Issues in East Africa for Girls’ Education in East Africa
AU - Booth, Rachel
AB - Despite progress on girls’ education in the past 25 years, many girls in East Africa are still facing profound education challenges. When combined with gender norms, poverty, location, and disability, girls are likely to struggle with accessing and remaining in education. External pressures such as the COVID-19 pandemic, climate-related disasters, and conflict all exacerbate existing inequalities
This report draws together evidence on the current status of girls’ education in Somalia, Sudan, Kenya, Ethiopia, Tanzania, Uganda, Rwanda, and South Sudan, based on 15 days of desk-based research and key informant interviews. Using a combination of education systems thinking and the socio-ecological model, it examines and emphasises the importance of feedback loops, relationships between different actors in the education system and social norms and power which influence education systems and girls’ educational outcomes.
The countries covered in this study are at different stages of education system evolution. Further detailed research is needed to find specific entry points for girls’ education support by country. Entry points for potential support have emerged as common themes across the four FCDO priority countries. These are System strengthening, creating Enabling Environments, and Investment in Girls Agency.
DA - 2022/01/21/
PY - 2022
DO - 10.19088/K4D.2022.007
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17074
Y2 - 2022/12/18/18:14:14
KW - ⚠️ Invalid DOI
ER -
TY - JOUR
TI - Over-promotion and caution in abstracts of preprints during the COVID-19 crisis
AU - Bordignon, Frederique
AU - Ermakova, Liana
AU - Noel, Marianne
T2 - Learned Publishing
AB - The abstract is known to be a promotional genre where researchers tend to exaggerate the benefit of their research and use a promotional discourse to catch the reader's attention. The COVID-19 pandemic has prompted intensive research and has changed traditional publishing with the massive adoption of preprints by researchers. Our aim is to investigate whether the crisis and the ensuing scientific and economic competition have changed the lexical content of abstracts. We propose a comparative study of abstracts associated with preprints issued in response to the pandemic relative to abstracts produced during the closest pre-pandemic period. We show that with the increase (on average and in percentage) of positive words (especially effective) and the slight decrease of negative words, there is a strong increase in hedge words (the most frequent of which are the modal verbs can and may). Hedge words counterbalance the excessive use of positive words and thus invite the readers, who go probably beyond the ‘usual’ audience, to be cautious with the obtained results. The abstracts of preprints urgently produced in response to the COVID-19 crisis stand between uncertainty and over-promotion, illustrating the balance that authors have to achieve between promoting their results and appealing for caution.
DO - 10.1002/leap.1411
DP - Wiley Online Library
VL - n/a
IS - n/a
LA - en
SN - 1741-4857
UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/leap.1411
Y2 - 2021/10/05/18:38:21
KW - COVID-19
KW - abstract
KW - academic writing
ER -
TY - BOOK
TI - Introduction to meta-analysis
AU - Borenstein, M.
AU - Hedges, L.V.
AU - Higgins, J.P.T.
AU - Rothstein, H.R.
CY - Chichester, United Kingdom
DA - 2009///
PY - 2009
PB - John Wiley & Sons
ER -
TY - RPRT
TI - The marginal returns to distance education: Evidence from mexico’s telesecundarias
AU - Borghesan, Emilio
AU - Vasey, Gabrielle
DA - 2021///
PY - 2021
DP - Google Scholar
ST - The marginal returns to distance education
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - The Catch-up Education Programme in Turkey: Opportunities and challenges
AU - Börkan, Bengü
AU - Ünlühisarcıklı, Özlem
AU - Caner, H. Ayşe
AU - Sart, Z. Hande
T2 - International Review of Education
AB - Turkish children between the ages of 10–14 who either never enrolled in primary education, dropped out of school, or were at least three years behind their peers had the opportunity of joining an accelerated learning programme. It was developed by the Turkish Ministry of National Education General Directorate of Primary Education as a response to the urgent need to secure these children’s right to education. The programme, called ‘‘Catch-up Education Programme’’ (CEP), was implemented between September 2008 and 2013 in collaboration with the United Nations Children’s Fund (UNICEF) to enable those children to complete several grades in a short time and then to continue their education with their peers. This paper presents the findings of a study, conducted in 2010, reviewing the challenges and opportunities experienced during the implementation process from the points of view of beneficiaries (pupils and parents) and implementers. The results are discussed in relation to educational policy and its implementation in general.
DA - 2015/02//
PY - 2015
DO - 10.1007/s11159-015-9464-2
DP - DOI.org (Crossref)
VL - 61
IS - 1
SP - 21
EP - 41
J2 - Int Rev Educ
LA - en
SN - 0020-8566, 1573-0638
ST - The Catch-up Education Programme in Turkey
UR - http://link.springer.com/10.1007/s11159-015-9464-2
Y2 - 2020/07/25/20:35:47
KW - _AcademicRecoveryOECS
KW - _Added to LR
KW - _T:reviewed
KW - __C:filed:1
ER -
TY - JOUR
TI - Professional development and teacher learning: mapping the terrain
AU - Borko, H.
T2 - Educational Researcher
DA - 2004///
PY - 2004
DO - 10.3102/0013189X033008003
VL - 33
IS - 8
SP - 3
EP - 15
ER -
TY - CHAP
TI - Contemporary Approaches to Teacher Professional Development
AU - Borko, H.
AU - Jacobs, J.
AU - Koellner, K.
T2 - International Encyclopedia of Education
DA - 2010///
PY - 2010
DP - CrossRef
SP - 548
EP - 556
LA - en
PB - Elsevier
SN - 978-0-08-044894-7
UR - http://linkinghub.elsevier.com/retrieve/pii/B9780080448947006540
Y2 - 2016/03/26/15:33:55
ER -
TY - JOUR
TI - Video as a tool for fostering productive discussions in mathematics professional development
AU - Borko, Hilda
AU - Jacobs, Jennifer
AU - Eiteljorg, Eric
AU - Pittman, Mary Ellen
T2 - Teaching and Teacher Education
AB - This article explores the use of classroom video as a tool for fostering productive discussions about teaching and learning. The setting for our research is a 2-year mathematics professional development program, based on the Problem-Solving Cycle model. This model relies on video from the teachers’ own classrooms and emphasizes creating a community in which members feel comfortable learning from video. We describe our experiences carrying out the Problem-Solving Cycle model, focusing on our use of video, our efforts to promote a supportive and analytical environment, and the ways in which teachers’ conversations around video developed over a 2-year period.
DA - 2008/02/01/
PY - 2008
DO - 10.1016/j.tate.2006.11.012
DP - ScienceDirect
VL - 24
IS - 2
SP - 417
EP - 436
J2 - Teaching and Teacher Education
LA - en
SN - 0742-051X
UR - http://www.sciencedirect.com/science/article/pii/S0742051X0600179X
Y2 - 2020/08/05/12:15:25
KW - C:United States
KW - Mathematics education
KW - Mathematics teachers
KW - Professional development
KW - Teacher learning
KW - Video
ER -
TY - JOUR
TI - The Effects of School Libraries on Language Skills: Evidence from a Randomized Controlled Trial in India.
AU - Borkum, Evan
AU - He, Fang
AU - Linden, Leigh L.
T2 - No
DA - 2012///
PY - 2012
VL - 18183
UR - https://www.nber.org/papers/w18183
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The impact of Galli Galli Sim Sim on Indian preschoolers
AU - Borzekowski, Dina L. G.
AU - Singpurwalla, Darius
AU - Mehrotra, Deepti
AU - Howard, Donna
T2 - Journal of Applied Developmental Psychology
AB - While educational media can affect young children's development, rigorous studies rarely occur in low and middle income countries. Using an experimental design, researchers investigated the effect of an educational television series (Galli Galli Sim Sim (GGSS), the Indian version of Sesame Street) with 1340 children in 99 preschools in Lucknow, India. Boys and girls, ages three to seven and mostly from low income households, saw 30 min of television five days a week for twelve weeks, varying how much Galli Galli Sim Sim versus other programming children watched. Assessments occurred at baseline, endline, and six weeks later. Hierarchical models showed that Galli Galli Sim Sim receptivity, an independent variable that combines exposure and recall, significantly improved literacy, numeracy, socio-emotional strategies, and nutritional knowledge. Locally-produced educational media should be encouraged as it can positively affect potential school success and child development.
DA - 2019/07/01/
PY - 2019
DO - 10.1016/j.appdev.2019.101054
DP - ScienceDirect
VL - 64
SP - 101054
J2 - Journal of Applied Developmental Psychology
LA - en
SN - 0193-3973
UR - https://www.sciencedirect.com/science/article/pii/S019339731830251X
Y2 - 2022/12/25/05:02:45
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - A Learning Design for Deep Learning for a Distance Teacher Education Programme
AU - Bose, Sutapa
T2 - Journal of Learning for Development
AB - Self-learning materials (SLM) generally lack the mechanisms for ensuring deep learning but help address the learning needs of large number of learners. Hence, it was retained as the key instructional component for a distance in-service teacher education programme offered by the Indira Gandhi National Open University (IGNOU), India. However, for the programme’s personal contact programme, a learning design was developed with the aim of addressing the SLM’s pedagogic limitations. This study aimed to determine how learners were using the SLM for learning while the design was being implemented at multiple units of analysis. It used the case-study method, and the findings suggested that the learning design encouraged deep learning processes that included the use of workplace learning as a context for interrogating the SLM and evaluating their relevance. Findings of qualitative studies are not generally generalisable. Nevertheless, this study will help in making informed decisions favouring ‘learning designs’ instead of instructional designs for IGNOU’s future teacher education programmes.
DA - 2021/07/19/
PY - 2021
DP - jl4d.org
VL - 8
IS - 2
SP - 269
EP - 282
LA - en
SN - 2311-1550
UR - https://jl4d.org/index.php/ejl4d/article/view/477
Y2 - 2022/04/05/12:25:40
KW - Distance teacher education
KW - deep learning
KW - learning design
KW - pedagogy
KW - self learning material
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - School leadership and social justice: Evidence from Ghana and Tanzania
AU - Bosu, R.
AU - Dare, A.
AU - Dachi, H.
AU - Fertig, M.
T2 - International Journal of Educational Development
DA - 2011/01//
PY - 2011
DO - 10.1016/j.ijedudev.2010.05.008
DP - CrossRef
VL - 31
IS - 1
SP - 67
EP - 77
LA - en
SN - 07380593
ST - School leadership and social justice
UR - http://linkinghub.elsevier.com/retrieve/pii/S0738059310000702
Y2 - 2014/09/20/16:36:33
ER -
TY - JOUR
TI - "Ending Child Marriage: Reproductive Health Outcomes and Delaying Marriage and Childbearing for Adolescent Girls " In
AU - Botea, Ioana
AU - Chakravarty, Shubha
AU - Haddock, Sarah
AU - Wodon, Quentin
DA - 2017///
PY - 2017
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - El meta-análisis: una metodología para la investigación en educación
AU - Botella, Juan
AU - Zamora, Ángela
T2 - Educación XXI: revista de la Facultad de Educación
DA - 2017///
PY - 2017
DP - Google Scholar
VL - 20
IS - 2
SP - 17
EP - 38
ST - El meta-análisis
UR - http://e-spacio.uned.es/fez/view/bibliuned:EducacionXXI-2017-20-2-5000
Y2 - 2023/11/01/23:26:55
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Turning the tide: creating Professional Learning Communities (PLC) to improve teaching practice and learning in South African public schools
AU - Botha, E. M.
T2 - Africa Education Review
DA - 2012///
PY - 2012
DO - 10.1080/18146627.2012.722405
VL - 9
IS - 2
SP - 395
EP - 411
ER -
TY - JOUR
TI - Outcomes-based education and educational reform in South Africa
AU - Botha, Nico
T2 - International Journal of Leadership in Education
AB - The outcomes-based education or OBE paradigm (the underlying philosophy behind South Africa's ‘Curriculum’ 2005), which focuses on the outcomes of the educational process, was introduced in South Africa during the last decade as one of the measures to improve the quality of education in post-apartheid South Africa and to address the demands for an increasingly skilled working force. The OBE system (model) was introduced in South Africa on the assumption that it would lead to an increase in the quality of education that South African learners attain in schools. However, questions remain regarding whether OBE will necessarily improve the quality of education and transform South African schools. These questions are addressed, and the introduction of outcomes-based education in South Africa is discussed.
DA - 2002/10/01/
PY - 2002
DO - 10.1080/13603120110118831
DP - Taylor and Francis+NEJM
VL - 5
IS - 4
SP - 361
EP - 371
SN - 1360-3124
UR - https://doi.org/10.1080/13603120110118831
Y2 - 2020/01/08/14:10:40
ER -
TY - JOUR
TI - Teaching Equivalent Fractions to Secondary Students With Disabilities via the Virtual–Representational–Abstract Instructional Sequence
AU - Bouck, Emily C.
AU - Bassette, Laura
AU - Shurr, Jordan
AU - Park, Jiyoon
AU - Kerr, Jackie
AU - Whorley, Abbie
T2 - Journal of Special Education Technology
DA - 2017///
PY - 2017
DO - 10.1177/0162643417727291
DP - Google Scholar
VL - 32
IS - 4
SP - 220
EP - 231
KW - __C:filed:1
ER -
TY - JOUR
TI - Manipulative apps to support students with disabilities in mathematics
AU - Bouck, Emily C.
AU - Working, Christopher
AU - Bone, Erin
T2 - Intervention in School and Clinic
DA - 2018///
PY - 2018
DO - 10.1177/1053451217702115
DP - Google Scholar
VL - 53
IS - 3
SP - 177
EP - 182
KW - __C:filed:1
ER -
TY - ELEC
TI - School Counselors and COVID-19
AU - Boudreau, Emily
T2 - Harvard Graduate School of Education
DA - 2020/09/18/
PY - 2020
M3 - Text
UR - https://www.gse.harvard.edu/news/uk/20/09/school-counselors-and-covid-19
Y2 - 2021/03/22/00:00:00
ER -
TY - JOUR
TI - Availability of digital object identifiers in publications archived by PubMed
AU - Boudry, Christophe
AU - Chartron, Ghislaine
T2 - Scientometrics
AB - Digital object identifiers (DOIs) were launched in 1997 to facilitate the long-term access and identification of objects in digital environments. The objective of the present investigation is to assess the DOI availability of articles in biomedical journals indexed in the PubMed database and to complete this investigation with a geographical analysis of journals by the country of publisher. Articles were randomly selected from PubMed using their PubMed identifier and were downloaded from and processed through developed Hypertext Preprocessor language scripts. The first part of the analysis focuses on the period 1966–2015 (50 years). Of the 496,665 articles studied over this period, 201,055 have DOIs (40.48%). Results showed that the percentage of articles with DOIs began to increase for articles published in the 2000s, with spectacular growth in the years 2002–2003, then reached a peak in 2015. Data on countries showed that some countries gradually implemented DOIs over the period 1966 to 2015 (the United States, the United Kingdom, and the Netherlands), while some did not (Russia, the Czech Republic, and Romania). The second part of the analysis focuses on the year 2015 and includes 268,790 articles published in 2015, randomly selected to evaluate the current implementation of DOIs. In 2015, 86.42% of articles had DOIs. The geographical analysis of countries of publishers showed that some countries (Russia, Thailand, and Ukraine) still assigned few DOIs to articles in 2015. Thus, if the scientific community aims to increase the number and the usefulness of services rendered by DOIs, efforts must be made to generalize their use by all persons involved in scientific publication, particularly publishers.
DA - 2017/03/01/
PY - 2017
DO - 10.1007/s11192-016-2225-6
DP - Springer Link
VL - 110
IS - 3
SP - 1453
EP - 1469
J2 - Scientometrics
LA - en
SN - 1588-2861
UR - https://doi.org/10.1007/s11192-016-2225-6
Y2 - 2021/05/24/22:15:10
ER -
TY - THES
TI - Developing a Rubric to Assess 3rd-5th Grade Student Understanding of Science Concepts via Screencast Models
AU - Boughey, Sarah
AB - The purpose of this project was to develop a rubric to assess third through fifth grade students’ scientific understanding through NGSS modeling created via screencasts. Scientific modeling can better capture student understanding through screencasts because it shows student thinking through drawing, labeling, writing, and explaining verbally in recordings. It is easier for young children and English leaners to express their thinking by talking than by writing. This project utilized research on science rubric creation, and NGSS modeling to help develop a rubric. Expert reviewer feedback was utilized to revise the rubric into its final version.
CY - United States -- California
DA - 2019///
PY - 2019
DP - ProQuest
SP - 67
LA - English
M3 - M.S.
PB - California State University, Long Beach
UR - https://search.proquest.com/docview/2269356320/abstract/8066445A03524543PQ/1
Y2 - 2020/08/12/10:37:45
KW - Models
KW - Rubric
KW - Screencast
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - The Sandbox Model: A Novel Approach to Iterating while Implementing an Emergency Education Program in Lebanon during the COVID-19 Pandemic
AU - Boujikian, Michèle
AU - Carter, Alice
AU - Jordan, Katy
T2 - Journal on Education in Emergencies
AB - Jusoor's Refugee Education Program helps Syrian refugee children living in Lebanon integrate back into formal schooling. When schools closed due to the COVID-19 pandemic, the refugee program adapted to distance learning by developing Azima, a novel program that used WhatsApp to enable children to keep learning. Azima had to respond immediately to the emergency context while maintaining high education standards, and it also needed to find an effective way to test and refine its content quickly. To do this, the Azima program adopted an innovative experimental approach called a sandbox. A sandbox model operates in rapid iterative cycles and uses multiple methods to quickly test a program's assumptions about how it will meet its goals. In this field note, we use Azima as a case study to report on our experience of applying the sandbox model. We reflect on the benefits and limitations of this novel approach in supporting the use of education technology in a crisis situation.
DA - 2022///
PY - 2022
DO - 10.33682/rj45-k7z7
DP - DOI.org (Crossref)
VL - 8
IS - 3
SP - 215
LA - en
SN - 2518-6833
ST - The Sandbox Model
UR - https://archive.nyu.edu/handle/2451/63993
Y2 - 2022/12/07/21:26:06
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - The Sandbox Model: A Novel Approach to Iterating while Implementing an Emergency Education Program in Lebanon during the COVID-19 Pandemic
AU - Boujikian, Michèle
AU - Carter, Alice
AU - Jordan, Katy
T2 - Journal on Education in Emergencies
AB - Jusoor's Refugee Education Program helps Syrian refugee children living in Lebanon integrate back into formal schooling. When schools closed due to the COVID-19 pandemic, the refugee program adapted to distance learning by developing Azima, a novel program that used WhatsApp to enable children to keep learning. Azima had to respond immediately to the emergency context while maintaining high education standards, and it also needed to find an effective way to test and refine its content quickly. To do this, the Azima program adopted an innovative experimental approach called a sandbox. A sandbox model operates in rapid iterative cycles and uses multiple methods to quickly test a program's assumptions about how it will meet its goals. In this field note, we use Azima as a case study to report on our experience of applying the sandbox model. We reflect on the benefits and limitations of this novel approach in supporting the use of education technology in a crisis situation.
DA - 2022///
PY - 2022
DO - 10.33682/rj45-k7z7
DP - DOI.org (Crossref)
VL - 8
IS - 3
SP - 215
LA - en
SN - 2518-6833
ST - The Sandbox Model
UR - https://archive.nyu.edu/handle/2451/63993
Y2 - 2022/12/07/21:26:06
ER -
TY - BOOK
TI - Aprendizaje y formación de personas adultas
AU - Bourgeois, E.
AU - Nizet, J.
CY - Paris, France
DA - 1997///
PY - 1997
PB - Presses Universite de France
ER -
TY - JOUR
TI - Overview of UK development education landscape with a focus on partnerships between UK schools and those overseas
AU - Bourn, Douglas
AU - Blum, Nicole
AU - Ndaruhutse, Suzy
AU - Mattingly, Jacqui
AB - This rapid review provides an overview of the UK development education landscape with a focus on what else apart from the British Council’s Connecting Classrooms Programme is going on to build partnerships between schools in the UK and schools overseas? How many children/schools are part of something like this? These questions are related to a second query covered in a separate helpdesk report that examines childhood development stages; specifically, when is the best time to influence children’s and young people’s thinking on global issues? These helpdesk reports are designed to help inform a business case and guide DFID’s thinking for a new approach to delivering development education in the UK when the current phases of Connecting Classrooms and the Global Learning Programme (GLP) ends.
DA - 2017/12/19/
PY - 2017
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13491
Y2 - 2022/12/18/18:16:09
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Childhood development stages and learning on global issues
AU - Bourn, Douglas
AU - Hunt, Frances
AU - Hassan, Ahmed
AB - This helpdesk report provides a summary of available literature and evidence relating to childhood development stages; specifically, when is the best time to influence children’s thinking on global issues. This question is related to a second query covered in a separate helpdesk report that examines the development education landscape in the UK: specifically, what else apart from British Council’s Connecting Classrooms Programme is going on to build partnerships between schools in the UK and schools overseas? How many children/schools are part of something like this? These helpdesk reports are designed to help inform a business case and guide DFID’s thinking for a new approach to delivering development education in the UK when the current phases of Connecting Classrooms and the Global Learning Programme (GLP) ends. Key definitions and terminology can be found in Annex 1.
DA - 2017/12/19/
PY - 2017
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13492
Y2 - 2022/12/18/18:13:30
KW - ⛔ No DOI found
ER -
TY - MGZN
TI - Feminist Standpoint Theory
AU - Bowell, Tracy
T2 - Internet Encyclopedia of Philosophy
DA - 2019///
PY - 2019
SN - ISSN 2161-0002
UR - https://www.iep.utm.edu/fem-stan/#SH7a
Y2 - 2019/07/02/09:17:54
ER -
TY - BOOK
TI - Meeting the Learning Needs of Historically Underserved Students during and after California School Closures. Crisis Response Resource
AU - Bowman, Alicia
AU - Jallow, Shelley
AB - School closures intended to slow the spread of the new coronavirus have been forcing California's public-school leaders to apply their crisis-management skills to the enormous task of delivering instruction to some 6.2 million students across the state who, for an indefinite period, must engage in some type of distance learning. Even under normal conditions, many of California's districts and schools struggle to adequately serve the full range of their highly diverse student populations. Today's extraordinary circumstances only add to the challenge. In doing so, they serve as a call to action for rethinking how to meet the learning needs of student groups that have been on the wrong side of long-standing opportunity gaps.
DA - 2020/05//
PY - 2020
DP - ERIC
LA - en
PB - WestEd
UR - https://eric.ed.gov/?id=ED606108
Y2 - 2020/08/12/17:25:13
KW - Access to Computers
KW - Access to Education
KW - At Risk Students
KW - Barriers
KW - Communicable Diseases
KW - Crisis Management
KW - Disease Control
KW - Distance Education
KW - Family Environment
KW - Food
KW - Internet
KW - Online Courses
KW - Planning
KW - Public Schools
KW - Readiness
KW - School Closing
KW - Student Needs
KW - Teacher Competencies
KW - Teacher Role
ER -
TY - JOUR
TI - Analyzing the Determinants of the Matching of Public School Teachers to Jobs: Disentangling the Preferences of Teachers and Employers
AU - Boyd, Donald
AU - Lankford, Hamilton
AU - Loeb, Susanna
AU - Wyckoff, James
T2 - Journal of Labor Economics
DA - 2013/01//
PY - 2013
DO - 10.1086/666725
DP - DOI.org (Crossref)
VL - 31
IS - 1
SP - 83
EP - 117
J2 - Journal of Labor Economics
LA - en
SN - 0734-306X, 1537-5307
ST - Analyzing the Determinants of the Matching of Public School Teachers to Jobs
UR - https://www.journals.uchicago.edu/doi/10.1086/666725
Y2 - 2022/01/05/21:09:03
ER -
TY - JOUR
TI - Explaining the Short Careers of High-Achieving Teachers in Schools with Low-Performing Students
AU - Boyd, Donald
AU - Lankford, Hamilton
AU - Loeb, Susanna
AU - Wyckoff, James
T2 - American Economic Review
DA - 2005/05//
PY - 2005
DO - 10.1257/000282805774669628
DP - www.aeaweb.org
VL - 95
IS - 2
SP - 166
EP - 171
LA - en
SN - 0002-8282
UR - https://www.aeaweb.org/articles?id=10.1257/000282805774669628
Y2 - 2021/03/07/17:41:38
KW - Analysis of Education
KW - Public Sector Labor Markets
KW - _C:Georgia GEO
KW - _C:Norway NOR
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Evidence-based answers to questions about trigger warnings for clinically-based distress: A review for teachers
AU - Boysen, Guy A.
T2 - Scholarship of Teaching and Learning in Psychology
AB - According to the popular press, students have been increasingly demanding warnings before being exposed to potentially distressing classroom material. The validity of these types of trigger warnings has been a topic of vigorous debate. Based on a review of posttraumatic stress disorder (PTSD) research and closely related topics, this article answers questions that teachers might ask about the validity of the scientific assumptions behind trigger warnings and their use in the classroom. External stimuli causing distress is a feature common to many mental disorders, and trauma-based triggers of distress are an essential feature of PTSD. However, development of PTSD after a traumatic experience is relatively rare. Environmental triggers are often difficult to predict, but warnings may reduce distress among people with PTSD by allowing exposure to be controlled. To the extent that trigger warnings allow avoidance of hyperarousal when trying to learn, they should increase students’ classroom performance. However, avoidance of trauma reminders contributes to the persistence of PTSD symptoms. Although clinical research generally supports the notion of trigger warnings as an accommodation for individual students diagnosed with PTSD, the effectiveness of trigger warnings in the classroom is unknown. In addition, trigger warnings may be a legitimate accommodation for students with psychiatric disabilities, but this does not mean that they are relevant to nonclinical issues. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
DA - 2017///
PY - 2017
DO - 10.1037/stl0000084
DP - APA PsycNET
VL - 3
IS - 2
SP - 163
EP - 177
SN - 2332-211X(Electronic),2332-2101(Print)
ST - Evidence-based answers to questions about trigger warnings for clinically-based distress
KW - Classroom Management
KW - Distress
KW - Posttraumatic Stress Disorder
KW - Student Attitudes
KW - Teachers
KW - Teaching
KW - Trauma
KW - Warnings
ER -
TY - JOUR
TI - Educational Technology Research Patterns in the Realm of the Digital Knowledge Age
AU - Bozkurt, Aras
T2 - Journal of Interactive Media in Education
AB - Educational technology (EdTech) is a dynamic, evolving field and as such, in identifying and mapping research patterns in this field, a systematic approach is required. Starting from when the World Wide Web became publicly available, this study conducts a systematic review of educational technology research patterns. The review showed that after 1993, there was a sudden increase in the number of educational technology publications, and that in terms of subject areas, social sciences dominate the field, which suggests that there is a need for more interdisciplinary research. Regarding the geographical distribution of the research, the review found that most of the contributions come from the same developed countries. The following themes from over the course of almost three decades were identified: 1993–1999 multimedia learning and instructional design; 2000–2004 convergence of educational technology, distance education and online learning environments, and educational technology integration in traditional learning settings; 2005–2009 revising curriculum for educational technology, educational technology in higher education and distance education, and the bottleneck of the significant differences in educational technology research; 2010–2014 online learning and higher education, integration of ICT and full potential of educational technology; and 2015–2019 data-driven, smart educational technology, big data, and learning analytics. While critical views are increasing, this study also observed that some discourse, such as arguments that EdTech will change education and replace teachers, are constantly articulated throughout the literature.
DA - 2020/09/17/
PY - 2020
DO - 10.5334/jime.570
DP - jime.open.ac.uk
VL - 2020
IS - 1
SP - 1
EP - 17
LA - en-US
SN - 1365-893X
UR - https://jime.open.ac.uk/articles/10.5334/jime.570
Y2 - 2024/01/26/19:08:35
KW - Final_citation
KW - anystyle
KW - existing
ER -
TY - JOUR
TI - Resilience, Adaptability, and Sustainability of Higher Education: A systematic Mapping Study on the Impact of the Coronavirus (Covid-19) Pandemic and the Transition to the New Normal
AU - Bozkurt, Aras
T2 - Journal of Learning for Development
AB - The coronavirus (COVID-19) pandemic has been a global crisis, affecting many areas of society, including higher education, which has not been immune to its effects. This study, therefore, examines COVID-19 from the perspective of higher education, applying data mining and analytics approaches, i.e., t-SNE analysis, text-mining, and social network analysis, to identify research themes and patterns. The results obtained show that studies have not been restricted to addressing only the impact of COVID-19 on learners and educational institutions in terms of pedagogical issues. The study identified three broad themes from the body of research on this subject: (1) educational crisis and higher education in the new normal: resilience, adaptability, and sustainability, (2) psychological pressures, social uncertainty, and mental well-being of learners, and (3) the rise of online distance education and blended-hybrid modes. The study concludes that the survival of higher education depends on the resilience, adaptability, and sustainability skills of higher education institutions.
DA - 2022/03/15/
PY - 2022
DP - jl4d.org
VL - 9
IS - 1
SP - 1
EP - 16
LA - en
SN - 2311-1550
ST - Resilience, Adaptability, and Sustainability of Higher Education
UR - https://jl4d.org/index.php/ejl4d/article/view/590
Y2 - 2022/04/05/12:27:48
KW - Covid-19 pandemic
KW - _genre:PR-primary_research
KW - emergency remote education
KW - higher education
KW - online distance education
KW - teaching and learning
KW - ⛔ No DOI found
ER -
TY - ELEC
TI - From Distance Education to Open and Distance Learning: A Holistic Evaluation of History, Definitions, and Theories
AU - Bozkurt, Aras
AU - Bozkurt, Aras
T2 - http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-5225-8431-5.ch016
AB - As pragmatist, interdisciplinary fields, distance education (DE) and open and distance learning (ODL) transform and adapt themselves according to changing paradigms. In this regard, the purpose of this study is to examine DE and ODL from different perspectives to discern their future directions. The study concludes that DE and ODL are constantly developing interdisciplinary fields where technology has become a significant catalyst and these fields become part of the mainstream education. However, mainstreaming should be evaluated with caution, and there is a need to revisit core values and fundamentals where critical pedagogy would have a pivotal role. Besides, there is no single theory that best explains these interdisciplinary fields, and therefore, there is a need to benefit from different theoretical approaches. Finally, as a result of constant changes, we should keep the definition of both DE and ODL up-to-date to better explain the needs of the global teaching and learning ecosystem.
DA - 2001/01/01/0001-01-01
PY - 2001
LA - English
M3 - chapter
ST - From Distance Education to Open and Distance Learning
UR - https://www.igi-global.com/gateway/chapter/227916
Y2 - 2020/05/26/06:23:03
ER -
TY - JOUR
TI - A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis
AU - Bozkurt, Aras
AU - Jung, Insung
AU - Xiao, Junhong
AU - Vladimirschi, Viviane
AU - Schuwer, Robert
AU - Egorov, Gennady
AU - Lambert, Sarah
AU - Al-Freih, Maha
AU - Pete, Judith
AU - Don Olcott, Jr
AU - Rodes, Virginia
AU - Aranciaga, Ignacio
AU - Bali, Maha
AU - Alvarez, Abel Jr
AU - Roberts, Jennifer
AU - Pazurek, Angelica
AU - Raffaghelli, Juliana Elisa
AU - Panagiotou, Nikos
AU - Coëtlogon, Perrine de
AU - Shahadu, Sadik
AU - Brown, Mark
AU - Asino, Tutaleni I.
AU - Tumwesige, Josephine
AU - Reyes, Tzinti Ramírez
AU - Ipenza, Emma Barrios
AU - Ossiannilsson, Ebba
AU - Bond, Melissa
AU - Belhamel, Kamel
AU - Irvine, Valerie
AU - Sharma, Ramesh C.
AU - Adam, Taskeen
AU - Janssen, Ben
AU - Sklyarova, Tatiana
AU - Olcott, Nicoleta
AU - Ambrosino, Alejandra
AU - Lazou, Chrysoula
AU - Mocquet, Bertrand
AU - Mano, Mattias
AU - Paskevicius, Michael
T2 - Asian Journal of Distance Education
DA - 2020/06/06/
PY - 2020
DP - www.asianjde.org
VL - 15
IS - 1
SP - 1
EP - 126
LA - en
SN - 1347-9008
ST - A global outlook to the interruption of education due to COVID-19 pandemic
UR - http://www.asianjde.org/ojs/index.php/AsianJDE/article/view/462
Y2 - 2020/06/07/07:41:26
KW - Author:OpenDevEd
KW - COVID-19
KW - Coronavirus Pandemic
KW - _C:Algeria DZA
KW - _C:Argentina ARG
KW - _C:Australia AUS
KW - _C:Belize BLZ
KW - _C:Brazil BRA
KW - _C:Canada CAN
KW - _C:China CHN
KW - _C:Congo, Democratic Republic COD
KW - _C:Egypt EGY
KW - _C:Finland FIN
KW - _C:France FRA
KW - _C:Germany DEU
KW - _C:Ghana GHA
KW - _C:Greece GRC
KW - _C:Guatemala GTM
KW - _C:India IND
KW - _C:Ireland IRL
KW - _C:Italy ITA
KW - _C:Japan JPN
KW - _C:Kenya KEN
KW - _C:Korea (Republic of) KOR
KW - _C:Korea XKOR
KW - _C:Mexico MEX
KW - _C:Namibia NAM
KW - _C:Netherlands NLD
KW - _C:Peru PER
KW - _C:Philippines PHL
KW - _C:Romania ROU
KW - _C:Russian Federation RUS
KW - _C:Rwanda RWA
KW - _C:Saudi Arabia SAU
KW - _C:Singapore SGP
KW - _C:Somalia SOM
KW - _C:South Africa ZAF
KW - _C:Spain ESP
KW - _C:Sweden SWE
KW - _C:Tanzania TZA
KW - _C:Turkey TUR
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Uruguay URY
KW - __C:filed:1
KW - __C:scheme:1
KW - _genre:LR-literature_review
KW - _r:ImportedToMyEducationEvidence
KW - distance education
KW - docs.opendeved.net
KW - emergency remote education
KW - online learning
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - An analysis of peer reviewed publications on openness in education in half a century: Trends and patterns in the open hemisphere
AU - Bozkurt, Aras
AU - Koseoglu, Suzan
AU - Singh, Lenandlar
T2 - Australasian Journal of Educational Technology
AB - Openness in education is an evolving concept which is shaped by the changing needs of societies, cultures, geographies, and economies, thus, it does not have a precise definition. By focusing on four sets of generic keywords - open education, open learning, open educational resources (OERs), and open educational practices (OEPs) - this paper examines research in openness in education through a systematic review of peer reviewed literature. In doing so, the researchers sought to draw attention to existing trends and patterns and possible future trajectories of openness in education. Content analysis, social network analysis, and text-mining are the methods used for data collection and analysis. Findings show that there has been growing interest on openness in education, particularly on OERs, across different fields. Findings also point to OEPs as an emerging area of study, which offers a fertile ground for future research. However, on closer inspection, a divide can be observed between the global north and global south in terms of research output.
DA - 2018/11/06/
PY - 2018
DO - 10.14742/ajet.4252
DP - ajet.org.au
VL - 0
IS - 0
LA - en
SN - 1449-5554
ST - An analysis of peer reviewed publications on openness in education in half a century
UR - https://ajet.org.au/index.php/AJET/article/view/4252
Y2 - 2019/03/22/08:02:16
KW - Open Education
KW - Open Educational Practices (OEPs)
KW - Open Educational Resources (OERs)
KW - Open Learning
KW - Openness
KW - __C:filed:1
ER -
TY - JOUR
TI - Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational Landscape
AU - Bozkurt, Aras
AU - Xiao, Junhong
AU - Lambert, Sarah
AU - Pazurek, Angelica
AU - Crompton, Helen
AU - Koseoglu, Suzan
AU - Farrow, Robert
AU - Bond, Melissa
AU - Nerantzi, Chrissi
AU - Honeychurch, Sarah
AU - Bali, Maha
AU - Dron, Jon
AU - Mir, Kamran
AU - Stewart, Bonnie
AU - Costello, Eamon
AU - Mason, Jon
AU - Stracke, Christian M.
AU - Romero-Hall, Enilda
AU - Koutropoulos, Apostolos
AU - Toquero, Cathy Mae
AU - Singh, Lenandlar
AU - Tlili, Ahmed
AU - Lee, Kyungmee
AU - Nichols, Mark
AU - Ossiannilsson, Ebba
AU - Brown, Mark
AU - Irvine, Valerie
AU - Raffaghelli, Juliana Elisa
AU - Santos-Hermosa, Gema
AU - Farrell, Orna
AU - Adam, Taskeen
AU - Thong, Ying Li
AU - Sani-Bozkurt, Sunagul
AU - Sharma, Ramesh C.
AU - Hrastinski, Stefan
AU - Jandrić, Petar
T2 - Asian Journal of Distance Education
AB - While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.
DA - 2023/03/11/
PY - 2023
DP - www.asianjde.com
LA - en
SN - 1347-9008
ST - Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI)
UR - http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/709
Y2 - 2023/03/15/16:59:16
KW - _r:ImportedToMyEducationEvidence
KW - artificial intelligence (AI)
KW - artificial intelligence in education (AIEd)
KW - future educational perspectives
KW - generative pre-trained transformer (GPT)
KW - natural language processing
KW - speculative methodology
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Rapid food and income security assessment Round 2: How are BRAC International volunteers and programme participants coping with COVID-19
AU - BRAC
DA - 2020///
PY - 2020
UR - https://covid19.bracinternational.nl/wp-content/uploads/2020/04/BI-COVID-19-Rapid-Assessment-Round2_20200424.pdf
Y2 - 2020/06/28/18:08:51
KW - _COVID-Continuity-Blogpost-01
KW - _COVID_DEAA-List
ER -
TY - BLOG
TI - New Hub Aims to Help Schools Find the Right Ed-Tech Products During COVID-19
AU - Bradley, Brian
T2 - Market Brief
AB - The World Bank-supported project offers a growing database of ed-tech platforms meant to help schools use technology more effectively.
DA - 2020/06/24/T16:49:00-04:00
PY - 2020
LA - en-US
UR - https://marketbrief.edweek.org/marketplace-k-12/new-database-features-ed-tech-products-help-schools-improve-learning-covid-19/
Y2 - 2020/07/06/21:03:49
KW - __C:filed:1
ER -
TY - CONF
TI - Mobile literacy among Syrian refugee women teachers
AU - Bradley, Linda
AU - Bahous, Rima
AU - Albasa, Ali
AB - This research project investigates mobile literacy of Syrian refugee women teachers settled in Lebanon and Sweden. Our research provides input into Syrian refugee women teachers' professional aspirations and their connection to informal mobile learning. In both countries, training programs are used for these newly arrived teachers, enabling them to move forward in their careers, where digital and mobile learning play an important part. The purpose is to investigate how Syrian refugee women teachers are blending their teaching profession and vocational training with mobile literacy and digital technology. A qualitative method approach was applied, interviewing 20 refugee women in Lebanon and Sweden, all teachers from Syria. The outcomes show that the teachers are developing their vocational abilities in getting more career-oriented training in their areas of education by means of enhancing their language skills through mobile technology. [For the complete proceedings, see ED600837.]
C3 - CALL and complexity – short papers from EUROCALL 2019
DA - 2019///
PY - 2019
DO - 10.14705/rpnet.2019.38.986
SP - 57
EP - 62
LA - English
PB - Research-publishing.net
UR - https://research-publishing.net/manuscript?10.14705/rpnet.2019.38.986
AN - 2396830966; ED600884
KW - Career Development
KW - Cross Cultural Studies
KW - ERIC, Resources in Education (RIE)
KW - Faculty Development
KW - Females
KW - Foreign Countries
KW - Handheld Devices
KW - Informal Education
KW - Information Technology
KW - Land Settlement
KW - Lebanon
KW - Literacy
KW - Occupational Aspiration
KW - Refugees
KW - Second Language Instruction
KW - Second Language Learning
KW - Sweden
KW - Syria
KW - Teacher Attitudes
KW - Telecommunications
KW - Videoconferencing
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2095768
KW - ___working_potential_duplicate
KW - __finaldtb
ER -
TY - BOOK
TI - Mobile Literacy among Syrian Refugee Women Teachers
AU - Bradley, Linda
AU - Bahous, Rima
AU - Albasa, Ali
AB - This research project investigates mobile literacy of Syrian refugee women teachers settled in Lebanon and Sweden. Our research provides input into Syrian refugee women teachers' professional aspirations and their connection to informal mobile learning. In both countries, training programs are used for these newly arrived teachers, enabling them to move forward in their careers, where digital and mobile learning play an important part. The purpose is to investigate how Syrian refugee women teachers are blending their teaching profession and vocational training with mobile literacy and digital technology. A qualitative method approach was applied, interviewing 20 refugee women in Lebanon and Sweden, all teachers from Syria. The outcomes show that the teachers are developing their vocational abilities in getting more career-oriented training in their areas of education by means of enhancing their language skills through mobile technology. [For the complete proceedings, see ED600837.]
DA - 2019/12//
PY - 2019
DP - ERIC
LA - en
PB - Research-publishing
UR - https://eric.ed.gov/?q=teacher+learning+circles+refugee&id=ED600884
Y2 - 2021/02/11/11:20:30
KW - Career Development
KW - Cross Cultural Studies
KW - Faculty Development
KW - Females
KW - Foreign Countries
KW - Handheld Devices
KW - Informal Education
KW - Information Technology
KW - Land Settlement
KW - Literacy
KW - Occupational Aspiration
KW - Refugees
KW - Second Language Instruction
KW - Second Language Learning
KW - Teacher Attitudes
KW - Telecommunications
KW - Videoconferencing
KW - _C:Australia AUS
KW - _C:Dominica DMA
KW - _C:France FRA
KW - _C:Jordan JOR
KW - _C:Lebanon LBN
KW - _C:Sweden SWE
KW - _C:Syrian Arab Republic SYR
KW - _C:United Arab Emirates ARE
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - CONF
TI - Personalization in bert with adapter modules and topic modelling
AU - Braga, Marco
AU - Raganato, Alessandro
AU - Pasi, Gabriella
C3 - Proceedings of the 13th Italian Information Retrieval Workshop (IIR 2023). Pisa, Italy
DA - 2023///
PY - 2023
DP - Google Scholar
SP - 24
EP - 29
UR - https://ceur-ws.org/Vol-3448/paper-13.pdf
Y2 - 2024/02/23/17:11:27
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - The Circular Economy: Micro-Macro Linkages and Implications for Commonwealth Countries
AU - Brain, Sophie
AU - Awiti, Christine
AB - In the ongoing fight against poverty and inequality, globalization and sustained economic growth are perceived as key to ending global poverty and achieving the Sustainable Development Goals (SDGs). Sustained economic growth is traditionally seen as leading to increased income, which either directly or indirectly lowers poverty levels. Similarly, as the world becomes more globalized, it is assumed that the increase in trade will be accompanied by good quality jobs in both industry and services and, consequently, increasing income, declining poverty and sustained growth.
DA - 2023/02/02/
PY - 2023
DP - www.thecommonwealth-ilibrary.org
LA - en
PB - Commonwealth iLibrary
ST - The Circular Economy
UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1092
Y2 - 2023/05/12/09:29:56
ER -
TY - JOUR
TI - Optimal database combinations for literature searches in systematic reviews: a prospective exploratory study
AU - Bramer, Wichor M.
AU - Rethlefsen, Melissa L.
AU - Kleijnen, Jos
AU - Franco, Oscar H.
T2 - Systematic Reviews
AB - Background: Within systematic reviews, when searching for relevant references, it is advisable to use multiple databases. However, searching databases is laborious and time-consuming, as syntax of search strategies are database specific. We aimed to determine the optimal combination of databases needed to conduct efficient searches in systematic reviews and whether the current practice in published reviews is appropriate. While previous studies determined the coverage of databases, we analyzed the actual retrieval from the original searches for systematic reviews.
Methods: Since May 2013, the first author prospectively recorded results from systematic review searches that he performed at his institution. PubMed was used to identify systematic reviews published using our search strategy results. For each published systematic review, we extracted the references of the included studies. Using the prospectively recorded results and the studies included in the publications, we calculated recall, precision, and number needed to read for single databases and databases in combination. We assessed the frequency at which databases and combinations would achieve varying levels of recall (i.e., 95%). For a sample of 200 recently published systematic reviews, we calculated how many had used enough databases to ensure 95% recall.
Results: A total of 58 published systematic reviews were included, totaling 1746 relevant references identified by our database searches, while 84 included references had been retrieved by other search methods. Sixteen percent of the included references (291 articles) were only found in a single database; Embase produced the most unique references (n = 132). The combination of Embase, MEDLINE, Web of Science Core Collection, and Google Scholar performed best, achieving an overall recall of 98.3 and 100% recall in 72% of systematic reviews. We estimate that 60% of published systematic reviews do not retrieve 95% of all available relevant references as many fail to search important databases. Other specialized databases, such as CINAHL or PsycINFO, add unique references to some reviews where the topic of the review is related to the focus of the database.
Conclusions: Optimal searches in systematic reviews should search at least Embase, MEDLINE, Web of Science, and Google Scholar as a minimum requirement to guarantee adequate and efficient coverage.
DA - 2017/12//
PY - 2017
DO - 10.1186/s13643-017-0644-y
DP - DOI.org (Crossref)
VL - 6
IS - 1
SP - 245
J2 - Syst Rev
LA - en
SN - 2046-4053
ST - Optimal database combinations for literature searches in systematic reviews
UR - https://systematicreviewsjournal.biomedcentral.com/articles/10.1186/s13643-017-0644-y
Y2 - 2021/04/17/19:26:31
ER -
TY - JOUR
TI - Technology usage in mathematics education research – A systematic review of recent trends
AU - Bray, Aibhín
AU - Tangney, Brendan
T2 - Computers & Education
DA - 2017/11//
PY - 2017
DO - 10.1016/j.compedu.2017.07.004
DP - DOI.org (Crossref)
VL - 114
SP - 255
EP - 273
J2 - Computers & Education
LA - en
SN - 03601315
UR - https://linkinghub.elsevier.com/retrieve/pii/S0360131517301677
Y2 - 2020/04/28/13:02:00
ER -
TY - RPRT
TI - Curricula, examinations, and assessment in secondary education in sub-saharan Africa
AU - Bregman, Jacob
AU - Verspoor, Adriaan
AU - Klosowska, Kasha
AB - Curriculum reforms first and foremost should focus on improving the current teaching and learning processes. As a systemic challenge, these changes need to include re-orientation from secondary education as pre-academic tertiary education to a wider range of options, including vocational education and the world of work. Curriculum reforms in Sub-Saharan Africa (SSA) require comprehensive approaches directed at the complexity of the educational system at large. It requires the acknowledgement of past obstacles and current challenges to reform, as well as the challenges additionally created by the reforms. Human and physical resources, perceptions, experiences with past reforms and current school and classroom practices determine the limits of what educational systems can absorb in terms of development. Many high political ambitions have implications that are beyond current context and conditions. It therefore makes sense to have realistic ambitions and scope of curriculum reform, because these may increase the potential for successful implementation. Sometimes, less could actually be more. It is recommended that curriculum reform and strategies be based on the realities on the ground and much less on political ambitions. Implementation of curricula depends on improved coordination of development efforts with a focus on curriculum. It is recommended to increase the efficiency, clearly define institutional responsibilities, and provide for better cooperation and communication with across existing institutions and departments.
DA - 2008/02/15/
PY - 2008
DP - documents.worldbank.org
SP - 1
EP - 142
LA - en
PB - The World Bank
SN - 42565
UR - http://documents.worldbank.org/curated/en/395361468202448389/Curricula-examinations-and-assessment-in-secondary-education-in-sub-saharan-Africa
Y2 - 2020/04/28/10:33:21
ER -
TY - CHAP
TI - Lernen in Arbeitsprozessen - Kompetenzentwicklung
AU - Bremer, Rainer
T2 - Handbuch Berufsbildungsforschung
CY - Bielefeld
DA - 2005///
PY - 2005
SP - 283
EP - 295
PB - W. Bertelsmann
ER -
TY - JOUR
TI - The effects of teachers’ training on pupils’ achievement: The case of elementary schools in France
AU - Bressoux, P.
T2 - School Effectiveness and School Improvement
DA - 1996///
PY - 1996
DO - 10.1080/0924345960070303
VL - 7
IS - 3
SP - 252
EP - 279
UR - https://doi.org/10.1080/0924345960070303.
ER -
TY - JOUR
TI - Teachers training, class size and students’ outcomes: Evidence from third grade classes in France. Unpublished paper
AU - Bressoux, P.
AU - Kramarz, F.
AU - Prost, C.
DA - 2006///
PY - 2006
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Research-to-Change Toolkit: Implementation Research for Youth Practitioners
AU - Brian Batayeh
DA - 2022///
PY - 2022
PB - IREX and Youth Excel Consortium.
UR - https://www.youthlead.org/sites/default/files/YouthLead/files/resources/Youth%20Excel%20Research-to-Change%20%28R2C%29%20Toolkit_0%20%281%29-compressed.pdf
Y2 - 2022/12/17/22:32:05
ER -
TY - JOUR
TI - Lessons from the influx of preprints during the early COVID-19 pandemic
AU - Brierley, Liam
T2 - The Lancet Planetary Health
DA - 2021/03/01/
PY - 2021
DO - 10.1016/S2542-5196(21)00011-5
DP - www.thelancet.com
VL - 5
IS - 3
SP - e115
EP - e117
J2 - The Lancet Planetary Health
LA - English
SN - 2542-5196
UR - https://www.thelancet.com/journals/lanplh/article/PIIS2542-5196(21)00011-5/fulltext
Y2 - 2021/10/05/18:37:41
ER -
TY - BOOK
TI - The role of research preprints in the academic response to the COVID-19 epidemic
AU - Brierley, Liam
AB - The current outbreak of COVID-19 has escalated into a global health crisis. Investigations into the epidemic have taken place upon an unprecedented stage of rapid, open-platform science, including vastly improved access to unreviewed preprint research. I quantified preprint responses to COVID-19 by examining 785 preprints posted to English-language preprint servers (bioRxiv, n = 140; medRxiv, n = 561; arXiv, n = 84). Preprint research during the current outbreak has been enormously accelerated, with an average of 11.9 preprints posted per day-over a hundred-fold higher than that during 2014's West African ebolavirus outbreak. While this boom in preprints has enabled valuable knowledge sharing of scientific developments, novel challenges have become apparent. Unfounded conclusions from unreviewed research have played a clear role in public misinformation about the epidemic. I provide recommendations to improve accountability and transparency surrounding preprints, a vital step for future outbreaks as open-platform epidemiology continues to advance.
DA - 2020/03/25/
PY - 2020
DP - ResearchGate
ER -
TY - JOUR
TI - An IoT-based deep learning approach to analyse indoor thermal comfort of disabled people
AU - Brik, Bouziane
AU - Esseghir, Moez
AU - Merghem-Boulahia, Leila
AU - Snoussi, Hichem
T2 - Building and Environment
AB - Monitoring the thermal comfort of building occupants is crucial for ensuring sustainable and efficient energy consumption in residential buildings. Existing studies have addressed the monitoring of thermal comfort through questionnaires and activities involving occupants. However, few studies have considered disabled people in the monitoring of thermal comfort, despite the potential for impairments to present thermal requirements that are significantly different from those of an occupant without a disability. Additionally, people with disabilities can experience difficulties in expressing their thermal comfort, which further complicates assessment and monitoring. To overcome this, we propose the development of a new learning model using a deep neural network. Our model can predict the indoor thermal comfort of differently abled people in real time to facilitate remote monitoring. We generated our real dataset using a new Internet of Things (IoT) architecture. Our architecture also includes a data collection scheme to ensure an efficient collection process, enabling the collection of targeted data before transferring them to cloud servers for further data analysis. Experimental results illustrate the reliability of our data collection scheme in gathering useful and targeted data, as well as the efficiency of our deep learning-based model, which achieved an accuracy of 94% and a precision and recall of 98% and 97%, respectively.
DA - 2021/10/01/
PY - 2021
DO - 10.1016/j.buildenv.2021.108056
DP - ScienceDirect
VL - 203
SP - 108056
J2 - Building and Environment
LA - en
SN - 0360-1323
UR - https://www.sciencedirect.com/science/article/pii/S0360132321004583
Y2 - 2022/06/03/08:59:38
KW - Building sustainability
KW - Deep learning
KW - Disabled people
KW - Indoor thermal comfort prediction and monitoring
KW - Internet of Things (IoT)
ER -
TY - JOUR
TI - Training of School Teachers in West Africa: Remediation of Reading Difficulties through Training in Phonological Awareness and Letter Names
AU - Briquet-Duhazé, Sophie
T2 - FIRE: Forum for International Research in Education
AB - The training of teachers of West Africa is carried out by the Academy of Rouen (France) and organized around an annual training plan approved by the AEFE. Each trainer only supervises twenty teachers for 5 days. Teachers from eight countries (Mauritania, Cape Verde, Senegal, Gambia, Mali, Guinea, Côte d'Ivoire and Burkina Faso), come to Dakar for a week. We have been asked four times tn Dakar (Senegal) to provide training for teachers of West Africa. It is all about being trained in order to resolve reading difficulties for students using our scientific research. This paper presents the theoretical framework of phonological awareness and letter names and the 0 phase and the beginning of Phase 1 of our research. We use these predictors as remedial reading difficulties among students aged 8 to 11 years. We present the first results.
DA - 2014///
PY - 2014
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:West Africa
KW - C:Burkina Faso
KW - C:Cape Verde
KW - C:Gambia
KW - C:Guinea
KW - C:Ivory Coast
KW - C:Mali
KW - C:Mauritania
KW - C:Senegal
KW - CA:AandC
KW - CL:de
KW - CL:en
KW - CL:fr
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:T
KW - F:Improvement
KW - P:teachers
KW - T:TVET
KW - T:Training
KW - T:trainee
KW - Z:Alphabets
KW - Z:Elementary School Students
KW - Z:Faculty Development
KW - Z:Foreign Countries
KW - Z:Longitudinal Studies
KW - Z:Phoneme Grapheme Correspondence
KW - Z:Phonological Awareness
KW - Z:Predictor Variables
KW - Z:Professional Continuing Education
KW - Z:Reading Difficulties
KW - Z:Relevance (Education)
KW - Z:Remedial Reading
KW - Z:Teacher Improvement
KW - __C:filed:1
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Technology for professional development: access, interest and opportunity for teachers of English in South Asia
AU - British Council
CY - New Delhi
DA - 2015///
PY - 2015
PB - British Council
UR - https://www.britishcouncil.in/sites/default/files/digital_teachers_report_final_low_res.pdf
Y2 - 2020/05/21/13:31:52
KW - _C:Afghanistan AFG
KW - _C:Bangladesh BGD
KW - _C:Brazil BRA
KW - _C:China CHN
KW - _C:India IND
KW - _C:Italy ITA
KW - _C:Malawi MWI
KW - _C:Malaysia MYS
KW - _C:Mexico MEX
KW - _C:Nepal NPL
KW - _C:Pakistan PAK
KW - _C:Sri Lanka LKA
KW - _C:Tanzania TZA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Uruguay URY
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Strengthening systems for integrated early childhood development services: a cross-national analysis of governance
AU - Britto, Pia Rebello
AU - Yoshikawa, Hirokazu
AU - van Ravens, Jan
AU - Ponguta, Liliana Angelica
AU - Reyes, Maria
AU - Oh, Soojin
AU - Dimaya, Roland
AU - Nieto, Ana María
AU - Seder, Richard
T2 - Annals of the New York Academy of Sciences
AB - While there has been substantial growth in early childhood development (ECD) services in low- and middle-income countries (LMICs), there is considerable inequity in their distribution and quality. Evidence-based governance strategies are necessary, but currently they are insufficient for widespread, quality implementation. In particular, there is a limited understanding of the use of systems approaches for the analysis of ECD services as they go to scale. The aim of this paper is to present findings from four countries, using a cross-national case study approach to explore governance mechanisms required to strengthen national systems of ECD services. While different sets of governance strategies and challenges were identified in each country, overarching themes also emerged with implications for systems strengthening. Study results focus on local, mid-level and central governance, with recommendations for effective coordination and the integration of ECD services in LMICs.
DA - 2014///
PY - 2014
DO - 10.1111/nyas.12365
DP - Wiley Online Library
VL - 1308
IS - 1
SP - 245
EP - 255
LA - en
SN - 1749-6632
ST - Strengthening systems for integrated early childhood development services
UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/nyas.12365
Y2 - 2022/01/11/15:42:34
KW - coordination
KW - early childhood
KW - governance
KW - low- and middle-income countries (LMICs)
KW - systems strengthening
ER -
TY - JOUR
TI - Standing on the shoulders of giants: challenges and recommendations of literature search in information systems research
AU - Brocke, J
AU - Simons, A
AU - Riemer, K
T2 - Communications of the Association for Information Systems
DA - 2015///
PY - 2015
VL - 37
IS - 9
SP - 205
EP - 224
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Teacher agency in professional learning communities
AU - Brodie, Karin
T2 - Professional development in education
DA - 2019///
PY - 2019
DO - 10.1080/19415257.2019.1689523
SP - 1
EP - 14
ER -
TY - JOUR
TI - The power of professional learning communities
AU - Brodie, Karin
T2 - Education as change
DA - 2013///
PY - 2013
DO - 10.1080/16823206.2013.773929
VL - 17
IS - 1
SP - 5
EP - 18
ER -
TY - CHAP
TI - What is literacy?
AU - Brookes, Paul H
AU - Gee, P J
T2 - Becoming Political, Too: New Readings and Writings on the Politics of Literacy Education
A2 - Shannon, Patrick
CY - Portsmouth, NH
DA - 1992///
PY - 1992
PB - Heinemann
ER -
TY - JOUR
TI - Adequacy of the Regular Early Education Classroom Environment for Students With Visual Impairment
AU - Brown, Cherylee M.
AU - Packer, Tanya L.
AU - Passmore, Anne
T2 - The Journal of Special Education
AB - This study describes the classroom environment that students with visual impairment typically experience in regular Australian early education. Adequacy of the classroom environment (teacher training and experience, teacher support, parent involvement, adult involvement, inclusive attitude, individualization of the curriculum, physical environment, and vision aids) for students with visual impairment in early regular education was assessed at the start and the end of one year. A total of 20 students with visual impairment (age M = 5.4 years) attending regular early education participated. In general, teacher-reported curriculum individualization and the physical environment were adequate. However, support provided for staff, teacher training, adult involvement, access to visual aids, and inclusive attitudes were less than adequate. More than 40% of students experienced fewer than four out of nine adequate environmental features. These results indicate that strategies to improve teacher training, support, attitudes, and access to vision aids are needed.
DA - 2013/02//
PY - 2013
DO - 10.1177/0022466910397374
DP - DOI.org (Crossref)
VL - 46
IS - 4
SP - 223
EP - 232
J2 - J Spec Educ
LA - en
SN - 0022-4669, 1538-4764
UR - http://journals.sagepub.com/doi/10.1177/0022466910397374
Y2 - 2024/03/27/15:15:28
ER -
TY - JOUR
TI - Can’t Wait to Learn: A quasi-experimental mixed-methods evaluation of a digital game-based learning programme for out-of-school children in Sudan
AU - Brown, Felicity L
AU - Farag, Alawia I
AU - Hussein Abd Alla, Faiza
AU - Radford, Kate
AU - Miller, Laura
AU - Neijenhuijs, Koen
AU - Stubbé, Hester
AU - de Hoop, Thomas
AU - Abdullatif Abbadi, Ahmed
AU - Turner, Jasmine S.
AU - Jetten, Andrea
AU - Jordans, Mark J.D.
T2 - Journal of Development Effectiveness
AB - Innovations are needed to address the global issue of access to highquality education, particularly in low- and middle-income countries. This paper shows quasi-experimental evidence that a digital game-based learning programme (‘Can’t Wait to Learn’) led to significantly greater improvements in mathematics competency, Arabic literacy competency, and psychological wellbeing of children aged 7–9 in Sudan, compared to state-provided education for out-of-school children, 6 months after the start of the programme implementation (n = 221). These findings were corroborated and extended by qualitative data from 33 focus group discussions and key informant interviews with children, learning directors, caregivers, community leaders, and supervisory staff. We found no differ ence between groups on child-reported hope, and we found evidence for a significant negative intervention effect on child-reported self-esteem, though the psychometric properties of these instruments were not ade quate. We report several considerations related to the experience of local facilitators, programme implementation challenges, and the importance of community acceptance and engagement for fidelity of implementation.
DA - 2020/11/19/
PY - 2020
DO - 10.1080/19439342.2020.1829000
DP - DOI.org (Crossref)
SP - 1
EP - 22
J2 - Journal of Development Effectiveness
LA - en
SN - 1943-9342, 1943-9407
ST - Can’t Wait to Learn
UR - https://www.tandfonline.com/doi/full/10.1080/19439342.2020.1829000
Y2 - 2022/04/25/15:10:22
ER -
TY - JOUR
TI - A critical review of frameworks for digital literacy: Beyond the flashy, flimsy and faddish–Part 1
AU - Brown, Mark
T2 - ASCILITE ℡all blog
DA - 2017///
PY - 2017
DP - Google Scholar
ST - A critical review of frameworks for digital literacy
UR - https://blog.ascilite.org/critical-review-of-frameworks-for-digital-literacy-beyond-the-flashy-flimsy-and-faddish-part-3/
Y2 - 2023/11/01/20:26:51
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Global Micro-credential Landscape: Charting a New Credential Ecology for Lifelong Learning
AU - Brown, Mark
AU - Mhichíl, Mairéad Nic Giolla
AU - Beirne, Elaine
AU - Lochlainn, Conchúr Mac
T2 - Journal of Learning for Development
AB - This article offers a global overview of the burgeoning field of micro-credentials and their relationship to lifelong learning, employability and new models of digital education. Although there is no globally accepted definition of micro-credentials, the term indicates smaller units of study, which are usually shorter than traditional forms of accredited learning and courses leading to conventional qualifications such as degrees. The paper aims to provide educators with a helicopter view of the rapidly evolving global micro-credential landscape, with particular relevance to higher education leaders, industry stakeholders and government policy-makers. It addresses five questions: (i) what are micro-credentials? (ii) why micro-credentials? (iii) who are the key stakeholders? (iv) what is happening globally? and (v) what are some of the key takeaways? Drawing on a European-wide perspective and recent developments in The Republic of Ireland, the paper concludes that micro-credentials are likely to become a more established and mature feature of the 21st Century credential ecology over the next five years. While the global micro-credential landscape is currently disconnected across national boundaries, more clarity and coherence will emerge as governments around the world increasingly align new credentialing developments with existing national qualification frameworks. The micro-credentialing movement also provides opportunities for governments and higher education institutions in partnership with industry to harness new digital learning models beyond the pandemic.
DA - 2021/07/19/
PY - 2021
DP - jl4d.org
VL - 8
IS - 2
SP - 228
EP - 254
LA - en
SN - 2311-1550
ST - The Global Micro-credential Landscape
UR - https://jl4d.org/index.php/ejl4d/article/view/525
Y2 - 2022/04/05/12:25:45
KW - Credentials
KW - Digital Badges
KW - Employability
KW - Micro-credentials
KW - Transversal Skills
KW - _genre:PR-primary_research
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Social Annotation and an Inclusive Praxis for Open Pedagogy in the College Classroom
AU - Brown, Monica
AU - Croft, Benjamin
T2 - Journal of Interactive Media in Education
AB - Open social annotation, while offering opportunities for the creation of new knowledge, empowerment, and dynamic dialogue for learning, also contains inherent risk of safety for marginalized student populations navigating open knowledge practices. In this paper, we will explore both the opportunities for subverting traditional knowledge structures offered by open social annotation, while also bringing to the surface the critical tensions that may make engaging in social annotation more dangerous or ineffective for students from historically marginalized backgrounds. Finally, we will offer a framework for constructing social annotation assignments for the college classroom that functions to maximize the potential for equity while taking into account ways to minimize harm in the inevitable tensions of an inherently unsafe online environment. Critical social annotation will be explored as an alternative pedagogical approach.
DA - 2020/05/11/
PY - 2020
DO - 10.5334/jime.561
DP - jime.open.ac.uk
VL - 2020
IS - 1
SP - 8
LA - en
SN - 1365-893X
UR - http://jime.open.ac.uk/articles/10.5334/jime.561/
Y2 - 2020/07/11/18:36:39
KW - __C:filed:1
KW - annotation
KW - critical social annotation
KW - inclusive
KW - open pedagogical practices
KW - open pedagogy
ER -
TY - GEN
TI - Language Models are Few-Shot Learners
AU - Brown, Tom B.
AU - Mann, Benjamin
AU - Ryder, Nick
AU - Subbiah, Melanie
AU - Kaplan, Jared
AU - Dhariwal, Prafulla
AU - Neelakantan, Arvind
AU - Shyam, Pranav
AU - Sastry, Girish
AU - Askell, Amanda
AU - Agarwal, Sandhini
AU - Herbert-Voss, Ariel
AU - Krueger, Gretchen
AU - Henighan, Tom
AU - Child, Rewon
AU - Ramesh, Aditya
AU - Ziegler, Daniel M.
AU - Wu, Jeffrey
AU - Winter, Clemens
AU - Hesse, Christopher
AU - Chen, Mark
AU - Sigler, Eric
AU - Litwin, Mateusz
AU - Gray, Scott
AU - Chess, Benjamin
AU - Clark, Jack
AU - Berner, Christopher
AU - McCandlish, Sam
AU - Radford, Alec
AU - Sutskever, Ilya
AU - Amodei, Dario
AB - Recent work has demonstrated substantial gains on many NLP tasks and benchmarks by pre-training on a large corpus of text followed by fine-tuning on a specific task. While typically task-agnostic in architecture, this method still requires task-specific fine-tuning datasets of thousands or tens of thousands of examples. By contrast, humans can generally perform a new language task from only a few examples or from simple instructions - something which current NLP systems still largely struggle to do. Here we show that scaling up language models greatly improves task-agnostic, few-shot performance, sometimes even reaching competitiveness with prior state-of-the-art fine-tuning approaches. Specifically, we train GPT-3, an autoregressive language model with 175 billion parameters, 10x more than any previous non-sparse language model, and test its performance in the few-shot setting. For all tasks, GPT-3 is applied without any gradient updates or fine-tuning, with tasks and few-shot demonstrations specified purely via text interaction with the model. GPT-3 achieves strong performance on many NLP datasets, including translation, question-answering, and cloze tasks, as well as several tasks that require on-the-fly reasoning or domain adaptation, such as unscrambling words, using a novel word in a sentence, or performing 3-digit arithmetic. At the same time, we also identify some datasets where GPT-3's few-shot learning still struggles, as well as some datasets where GPT-3 faces methodological issues related to training on large web corpora. Finally, we find that GPT-3 can generate samples of news articles which human evaluators have difficulty distinguishing from articles written by humans. We discuss broader societal impacts of this finding and of GPT-3 in general.
DA - 2020/07/22/
PY - 2020
DO - 10.48550/arXiv.2005.14165
DP - arXiv.org
PB - arXiv
UR - http://arxiv.org/abs/2005.14165
Y2 - 2024/02/24/17:40:28
KW - Computer Science - Computation and Language
ER -
TY - JOUR
TI - Economic and Gendered Impacts of the Healthcare Workforce
AU - Browne, Evie
AB - There is general agreement in the literature that getting more girls into school and into higher education should lead to more women in the healthcare workforce, particularly focusing on getting women into better jobs. However, this is not supported by much explicit evidence. It is a causal assumption made by policymakers and donors. There is little evidence to suggest that women in the healthcare workforce have made strong contributions to economic development beyond that of the health sector as a whole. This may be because it is too difficult to separate out different demographic groups’ contributions. There is some evidence that women’s presence as workers and leaders has improved attitudes about women and is making some progress towards women’s rights. It is unclear to what extent this is due to efforts to increase girls’ schooling, as few studies examine this causal link. Women are battling an extremely patriarchal work environment and the literature makes strong recommendations that structural and institutional elements are improved, in order for women to reach their economic potential.
DA - 2018/07/06/
PY - 2018
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13951
Y2 - 2022/12/18/18:13:44
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Evidence on Education as a Driver for Migration
AU - Browne, Evie
AB - This report synthesises two previous reports on drivers of migration, and focuses on the evidence on education’s role. The previous reports focused on education and migration in fragile and conflict-affected states (FCAS), and youth employment and education in low and middle income countries. The papers presented below reflect these original criteria, but reframe the studies to draw out the evidence on education as a driver. The report outlines the evidence on when and whether education services make a difference to people’s reasons for moving. This report includes rural-urban migration, regional and international migration, and migration away from fragile and conflict-affected states (FCAS). It does not consider migration that is primarily economic, whether regular or irregular.
DA - 2017/01/27/
PY - 2017
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13050
Y2 - 2022/12/18/18:14:29
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Evidence on formative classroom assessment for learning
AU - Browne, Evie
AB - This light-touch review of literature on classroom assessments (CA) in Sub-Saharan Africa (SSA) and South Asia finds that they are rarely implemented effectively. It is extremely common to find references to CA in policy documents but find that teachers do not use CA in the classroom. Sometimes this is because there is little institutional support for CA, few example materials, and no training, and sometimes this is because teachers do not understand or see the purpose of CA and continue to teach in a top-down manner. Most schooling systems in developing countries have a crippling emphasis on summative exams, and teachers often end up ‘teaching to the test’ whether they want to or not. Parental pressure plays some part in teaching styles, as teachers are under pressure to show parents that they are preparing their children to pass important exams which open the door to the next level of education. Teacher training chronically underprepares teachers for CA; in some cases not giving any training and in others only explaining how to fill in the government-mandated forms. On the other hand, there are examples in the literature of teachers intuitively using CA methods such as questioning, observation and homework, but not naming it as CA.
DA - 2016/10/28/
PY - 2016
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13209
Y2 - 2022/12/18/18:14:32
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Gender Norms in the Western Balkans
AU - Browne, Evie
AB - The Western Balkans remains a region dominated by patriarchal gender norms. The biggest
challenge for improving gender equality is changing the mentality of women and men towards
traditional gender roles (Petričević, 2012). The literature consistently identifies social attitudes as
a barrier to increasing gender equality. Many people are not aware of women’s rights or gender
non-discrimination laws (Petričević, 2012). In several areas of gender equality, legal provisions
are adequate and conform to UN and international norms. However, these are not always
implemented or adhered to in practice, due to lack of capacity, knowledge, resources or social barriers.
Standard indicators of gender equality include: female/male school enrolment; literacy rate; unemployment; maternal mortality; life expectancy; adolescent fertility rate; proportion of women in parliament1. Others include violence against women and girls; gender equality policy and legislation. Much of the literature recognises the need to include men and raise men’s awareness about gender issues. Most of the literature on the Western Balkans looks at interpersonal and household gender norms, such as girls’ access to school, women’s work and household decision making. There is also a strong literature on women’s political participation and violence against women and girls.
This report provides a brief summary of the main gender issues in the region, as reported in the literature. It is not a comprehensive literature review, but a collection of resources which highlight the key points to consider on gender. Each country has a large selection of resources on its specific gendered issues, which can provide more detail. There is a companion piece to this report which focuses on the relationship between gender and conflict in the Western Balkans2. This report sketches the main parameters of gender in the region.
DA - 2017/03/17/
PY - 2017
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13114
Y2 - 2022/12/18/18:14:55
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Challenges and Solutions of Higher Education in the Eastern Caribbean States.
AU - Browne, Raffie A.
AU - Shen, Hong
T2 - International Journal of Higher Education
DA - 2017///
PY - 2017
DO - 10.5430/ijhe.v6n1p169
DP - Google Scholar
VL - 6
IS - 1
SP - 169
EP - 179
KW - __C:filed:1
ER -
TY - JOUR
TI - Translating Epidemiology into Policy to Prevent Childhood Obesity: The Case for Promoting Physical Activity in School Settings
AU - Brownson, Ross C
AU - Chriqui, Jamie F
AU - Burgeson, Charlene R
AU - Fisher, Megan C
AU - Ness, Roberta B
T2 - Annals of Epidemiology
AB - Childhood obesity is a serious public health problem, resulting from energy imbalance (when the intake of energy is greater than the amount of energy expended through physical activity). Numerous health authorities have identified policy interventions as promising strategies for creating population-wide improvements in physical activity. This case study focuses on energy expenditure through physical activity (with a particular emphasis on school-based physical education [PE]). Policy-relevant evidence for promoting physical activity in youth may take numerous forms including epidemiologic data and other supporting evidence (e.g., qualitative data). The implementation and evaluation of school PE interventions leads to a set of lessons related to epidemiology and evidence-based policy. These include the need to: 1) enhance the focus on external validity, 2) develop more policy-relevant evidence based on “natural experiments,” 3) understand that policymaking is political, 4) better articulate the factors that influence policy dissemination, 5) understand the real world constraints when implementing policy in school environments, and 6) build transdisciplinary teams for policy progress. The issues described in this case study provide leverage points for practitioners, policy makers, and researchers as they seek to translate epidemiology to policy.
DA - 2010///
PY - 2010
DO - 10.1016/j.annepidem.2010.03.001
VL - 20
IS - 6
SP - 436
EP - 444
UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3705727/
Y2 - 2021/02/23/00:00:00
ER -
TY - BOOK
TI - Dissemination and implementation research in health: translating science to practice
A3 - Brownson, Ross C.
A3 - Colditz, Graham A.
A3 - Proctor, Enola Knisley
CN - R852 .D57 2012
CY - Oxford ; New York
DA - 2012///
PY - 2012
DP - Library of Congress ISBN
ET - First edition
SP - 536
LA - en
PB - Oxford University Press
SN - 978-0-19-975187-7
ST - Dissemination and implementation research in health
KW - Clinical Trials as Topic
KW - Information Dissemination
KW - Translational Research
KW - methods
ER -
TY - BOOK
TI - Dissemination and implementation research in health: translating science to practice
A3 - Brownson, Ross C.
A3 - Colditz, Graham A.
A3 - Proctor, Enola Knisley
CN - R852 .D57 2018
CY - New York, NY
DA - 2018///
PY - 2018
DP - Library of Congress ISBN
ET - Second edition
SP - 515
PB - Oxford University Press
SN - 978-0-19-068321-4
ST - Dissemination and implementation research in health
KW - Information Dissemination
KW - Translational Medical Research
KW - methods
ER -
TY - RPRT
TI - Erwerbsmigration über die Westbalkanregelung: Hohe Nachfrage und gute Arbeitsmarktintegration
AU - Brücker, Herbert
AU - Falkenhain, Mariella
AU - Fendel, Tanja
AU - Promberger, Markus
AU - Raab, Miriam
DA - 2020///
PY - 2020
DP - Google Scholar
PB - IAB-Kurzbericht
ST - Erwerbsmigration über die Westbalkanregelung
ER -
TY - RPRT
TI - Integration von Migrantinnen und Migranten in Deutschland - Anerkennung ausländischer Berufsabschlüsse hat positive Arbeitsmarkteffekte
AU - Brücker, Herbert
AU - Glitz, Albrecht
AU - Lerche, Adrian
AU - Romiti, Agnese
DA - 2021///
PY - 2021
DP - Zotero
SP - 12
LA - de
M3 - IAB -KURZBERICHT
UR - https://doku.iab.de/kurzber/2021/kb2021-02.pdf
KW - ⛔ No DOI found
ER -
TY - BLOG
TI - An inclusive approach to searching for evidence on EdTech in low- and middle- income countries
AU - Brugha, Meaghan
T2 - The EdTech Hub
AB - A blog post by Meaghan Brugha and Katy Jordan. A searchable database The EdTech Hub has undertaken a large-scale search for publications on technology use in education in low- and middle- income countries. During this process, we created an internal research database. This is searchable through the use of a variety of filters, such as …
DA - 2020/02/18/T14:28:44+00:00
PY - 2020
LA - en-GB
UR - https://edtechhub.org/2020/02/18/an-inclusive-approach-to-searching-for-evidence-on-edtech-in-low-and-middle-income-countries/
Y2 - 2020/02/27/20:35:55
KW - _C:Gambia GMB
KW - _C:Jordan JOR
KW - _C:Malawi MWI
KW - _C:Portugal PRT
KW - __C:filed:1
KW - __C:scheme:1
KW - _r:ImportedToMyEducationEvidence
KW - _zenodoODE
ER -
TY - BLOG
TI - In Bringing a Literacy Project to Scale, has Kenya Found a Holy Grail?
AU - Bruns, Barbara
T2 - Center For Global Development
AB - An article of faith among development economists is that “evidence-based policy” holds the promise of faster progress. Barbara Bruns set out to find a rigorously evaluated pilot whose evidence had led to a program at scale. It wasn’t easy.
DA - 2018/10/26/
PY - 2018
LA - en
UR - https://www.cgdev.org/blog/bringing-literacy-project-scale-has-kenya-found-holy-grail
Y2 - 2020/08/12/10:37:27
KW - _yl:b
ER -
TY - JOUR
TI - Through the Looking Glass: Can Classroom Observation and Coaching Improve Teacher Performance in Brazil?
AU - Bruns, Barbara
AU - Costa, Leandro
AU - Cunha, Nina
DA - 2018///
PY - 2018
DO - 10.1016/j.econedurev.2018.03.003
DP - Zotero
SP - 44
LA - en
KW - _C:Brazil BRA
KW - _C:Canada CAN
KW - _C:Chile CHL
KW - _C:China CHN
KW - _C:Colombia COL
KW - _C:Dominican Republic DOM
KW - _C:Ecuador ECU
KW - _C:Ethiopia ETH
KW - _C:Guatemala GTM
KW - _C:Honduras HND
KW - _C:India IND
KW - _C:Japan JPN
KW - _C:Kenya KEN
KW - _C:Malawi MWI
KW - _C:Nepal NPL
KW - _C:Peru PER
KW - _C:Philippines PHL
KW - _C:Portugal PRT
KW - _C:Singapore SGP
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - _yl:a
ER -
TY - JOUR
TI - Through the looking glass: can classroom observation and coaching improve teacher performance in Brazil?
AU - Bruns, Barbara
AU - Costa, Leandro
AU - Cunha, Nina
T2 - Economics of Education Review
DA - 2018/06/01/
PY - 2018
DO - 10.1016/j.econedurev.2018.03.003
VL - 64
SP - 214
EP - 250
J2 - Economics of Education Review
LA - en
SN - 0272-7757
ST - Through the looking glass
KW - Final_citation
KW - cited
KW - existing
ER -
TY - BOOK
TI - Making Schools Work: New Evidence on Accountability Reforms
AU - Bruns, Barbara
AU - Filmer, Deon
AU - Patrinos, Harry P.
CY - Washington, DC
DA - 2011///
PY - 2011
PB - World Bank
ER -
TY - RPRT
TI - Great teachers: How to raise student learning in Latin America and the Caribbean
AU - Bruns, Barbara
AU - Luque, Javier
CY - Washington D.C.
DA - 2014///
PY - 2014
PB - World Bank Group
UR - https://www.worldbank.org/content/dam/Worldbank/document/LAC/Great_Teachers-How_to_Raise_Student_Learning-Barbara-Bruns-Advance%20Edition.pdf
Y2 - 2020/01/30/16:30:10
KW - C:Latin America and the Carribeans
ER -
TY - JOUR
TI - Der Flipped Classroom als Motor für Open Educational Resources?
AU - Buchner, Josef
AU - Höfler, Elke
T2 - MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung
DA - 2019///
PY - 2019
DO - 10.21240/mpaed/34/2020.01.24.X
DP - Google Scholar
VL - 34
SP - 67
EP - 88
KW - _C:Austria AUT
KW - _C:South Africa ZAF
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Teachers’ Professional Capabilities and the Pursuit of Quality in Sub-Saharan African Education Systems: Demonstrating and Debating a Method of Capability Selection and Analysis
AU - Buckler, Alison
T2 - Journal of Human Development and Capabilities
AB - This paper reports on the methodological approach of a study that examined an important dimension of the global challenge to better understand the ‘quality’ element of Education for All (EFA): the professional lives of women teachers in rural communities in Sub-Saharan Africa. Teachers from five countries (Ghana, Nigeria, Kenya, South Africa and Sudan) provided a focus for exploring the relationship between official representations of teachers’ work and the professional lives teachers create and experience. Sen's (1999) capability approach was used as a framework for understanding this relationship and to produce two conceptualizations of professional capabilities for teachers generated by the official and teacher perspectives, respectively. These capabilities are organized around the pursuit of quality in teachers’ work. The paper explains how these two conceptualizations were determined, justifies four key aspects of the method used and highlights key insights into the teachers’ professional lives enabled by this approach.
DA - 2016/04/02/
PY - 2016
DO - 10.1080/19452829.2014.991706
DP - Taylor and Francis+NEJM
VL - 17
IS - 2
SP - 161
EP - 177
SN - 1945-2829
ST - Teachers’ Professional Capabilities and the Pursuit of Quality in Sub-Saharan African Education Systems
UR - https://doi.org/10.1080/19452829.2014.991706
Y2 - 2023/03/11/12:33:34
KW - Capabilities
KW - Capability approach
KW - Education
KW - Gender
KW - Measurement
ER -
TY - JOUR
TI - What Prevents Teacher Educators from Accessing Professional Development OER? Storytelling and Professional Identity in Ugandan Teacher Colleges.
AU - Buckler, Alison
AU - Stutchbury, Kris
AU - Kasule, George
AU - Cullen, Jane
AU - Kaije, Doris
T2 - Journal of Learning for Development
AB - Tutors working in colleges of education in sub-Saharan Africa are responsible for teaching, and inspiring hundreds of thousands of aspiring teachers, yet they have received little attention in the literature, often being depicted as a conservative cohort of professionals, unprepared for their role, yet resistant to change.
This study reports on how 39 tutors from 8 colleges in Uganda see their professional role and their responsibilities. The research adopted a storytelling approach. Tutors were supported in developing a (true) story about their work that they felt would give previously untold insight into their profession. The stories were analysed through a professional identity lens.
The group emerge as agentive and caring, committed to developing as teacher educators, but with a highly individual approach to their work. The nuanced understanding of tutor professional identity provided, facilitates insights into why professional development OER aimed at this group did not have the intended impact.
DA - 2021/03/18/
PY - 2021
DP - jl4d.org
VL - 8
IS - 1
SP - 10
EP - 26
LA - en
SN - 2311-1550
ST - What Prevents Teacher Educators from Accessing Professional Development OER?
UR - https://jl4d.org/index.php/ejl4d/article/view/493
Y2 - 2022/04/05/12:22:40
KW - OER
KW - Professional identity
KW - Storytelling methodology
KW - _genre:PR-primary_research
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - The CTTP--An Innovative and Successful Caribbean Project Using Distance Learning
AU - Buckley, Helen
AB - The Comprehensive Teacher Training Project (CTTP) was an innovative and successful Caribbean project in distance learning designed to assist prospective or untrained teachers to qualify for entry to training colleges, to produce four Caribbean Examinations Council (CXC) "O" level courses, to develop a delivery and distribution system, and to promote the development of distance education in the region and abroad. The project has consistently worked to maintain a learner centered focus. Courses were developed in English, mathematics, social studies, and integrated science. Material in all four courses was print-based with anticipated audio and face-to-face supports. Courses were divided into self-study learning packages called modules made up of several lessons, with each lesson to be completed at one sitting. Based on recent experience, it is estimated that the part-time adult learner should take approximately one to one and one-half years to complete the English course, from one and one-half to two years to complete the Social Studies course, and two years to complete the mathematics and science courses. Internal evaluation of the entire CTTP has been very good to excellent despite various problems. Data on learner characteristics, performance and feedback throughout the field-testing period has been collected and analyzed for the module revisions process. Of 95 field testing learners who wrote CXC exams in June 1992, 47 passed. In addition to the examination results and feedback from learners, comments indicating satisfaction with the program are summarized in the conclusion. (JB)
CY - Castries, St. Lucia
DA - 1992///
PY - 1992
DP - ERIC
LA - en
PB - Organisation for Co-operation in Overseas Development
UR - https://eric.ed.gov/?id=ED392768
Y2 - 2020/11/19/10:31:51
KW - Academic Achievement
KW - Adult Learning
KW - Adult Students
KW - College Entrance Examinations
KW - College Preparation
KW - Continuing Education
KW - Curriculum Development
KW - Distance Education
KW - Elementary Education
KW - Elementary School Teachers
KW - English Instruction
KW - Foreign Countries
KW - General Science
KW - Mathematics Instruction
KW - Postsecondary Education
KW - Program Descriptions
KW - Social Studies
KW - Student Centered Curriculum
KW - Teacher Education Programs
KW - _Added to LR
KW - _T:reviewed
ER -
TY - JOUR
TI - Academics who tweet: “messy” identities in academia
AU - Budge, Kylie
AU - Lemon, Narelle
AU - McPherson, Megan
T2 - Journal of Applied Research in Higher Education
AB - Purpose The purpose of this paper is to investigate the growing use of Twitter in academic and artist practices. The authors explore commonalities, overlaps and differences within the reflections on the initial and ongoing motivations, usage and learnings the authors have encountered whilst immersed in this environment. Design/methodology/approach The authors locate the particular inquiry by drawing on the literature surrounding digital identities, academic literacies and digital scholarship. Departing from other studies, the focus is on a narrative inquiry of the lived experiences as academics and as artists using Twitter. Findings Academics use of Twitter plays a distinctly social role enabling communication that connects, and fostering accessible and approachable acts. It enables a space for challenging norms of academic ways of being and behaving. In addition, the authors draw conclusions about the “messiness” of the interconnected space that incorporates multiple identities, and highlight the risk taking the authors associate with using Twitter. Research limitations/implications Academic practice is ever changing in the contemporary university. This initial study of academic and artist practices and the use of Twitter suggests future developments including participants using similar questions to elicit notions of practice to engage in a deeper understanding of motivations and behaviours. Practical implications In using social media tools such as Twitter, individual academics and their practices are modified; the impact of this practice is visible. Originality/value The authors contribute to emerging discussions and understandings about academics, social media and identity. The authors argue that by participating in the use of Twitter, the authors are part of the collective process of challenging what it means to be an academic and artist.
DA - 2016/01/01/
PY - 2016
DO - 10.1108/jarhe-11-2014-0114
DP - Emerald Insight
VL - 8
IS - 2
SP - 210
EP - 221
SN - 2050-7003
ST - Academics who tweet
UR - https://doi.org/10.1108/JARHE-11-2014-0114
Y2 - 2020/02/24/13:03:30
KW - Academics
KW - Artists
KW - Identity
KW - Narrative inquiry
KW - Social media
KW - Twitter
ER -
TY - THES
TI - School Facet Through Surrounding Factors: A Geospatial Analysis of Community Social Capital Impacting Elementary Schools
AU - Budhwani, Sajjid
AB - School performance rating is an important factor which not only provides a quick snapshot of how the students are performing on various measurement indicators but also decides a school’s future course of actions, strategies, resources, and its existence. Despite its significant importance, the school performance framework does not consider where the schools are geographically located and the surrounding factors within which they operate. The researcher of this study presented a landscape of the surrounding factors and its impact on the elementary schools within Denver Public Schools district. In this study, the surrounding factors are geospatially analyzed to determine the extent of spatial variation in the availability and accessibility of community social capital resources to the elementary schools. Using geospatial research methods, the researcher created three service area models for each elementary school to access community social capital resources that are available within its surrounding environment. Spatial concepts, tools, and inferential statistics were used to analyze spatial pattern and the relationship between the forms of community social capital resources and the elementary schools. As a result of this relationship analysis, a new term was conceptualized: School Facet through Surrounding Factors [SF]2.
CY - United States -- Colorado
DA - 2020///
PY - 2020
DP - ProQuest
SP - 308
LA - English
M3 - Ph.D.
PB - University of Denver
ST - School Facet Through Surrounding Factors
UR - https://search.proquest.com/docview/2454186222/abstract/C39A9C5A11D34179PQ/1
Y2 - 2021/03/07/14:15:37
KW - Community resources
KW - Community social captial
KW - Education and GIS
KW - School surrounding
KW - Social capital
KW - Spatial equity
KW - _C:Canada CAN
KW - _C:China CHN
KW - _C:Finland FIN
KW - _C:France FRA
KW - _C:India IND
KW - _C:Israel ISR
KW - _C:Jordan JOR
KW - _C:Mexico MEX
KW - _C:Netherlands NLD
KW - _C:Philippines PHL
KW - _C:Sweden SWE
KW - _C:Tanzania TZA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - CONF
TI - Instant Messaging Tutoring: A Case of South Africa
AU - Budree, A
AU - Hendriks, T
T2 - 2019 9th International Conference on Cloud Computing, Data Science & Engineering (Confluence)
AB - This research study was focused on determining the role social media, and in particular, instant messaging can have in providing tutor assistance to high school students. The study investigates the implementation of Dr. Maths, an instant messaging tutoring service that ran successfully in South Africa from 2007 to 2013. With the demise of the Dr Maths initiative, there hasn't been any further reconstruction of this sort. The results of this study strongly indicate that learners see value in having a tutor assist them with schoolwork, over the WhatsApp IM platform. This will allow for access to much required educational resources particularly in disadvantaged communities in developing countries such as South Africa. However, it is recommended that any solution implemented be as platform agnostic as possible to avoid a recurrence of the issue faced by Dr. Maths.
C3 - 2019 9th International Conference on Cloud Computing, Data Science & Engineering (Confluence)
DA - 2019/01//
PY - 2019
DO - 10.1109/CONFLUENCE.2019.8776928
DP - IEEE Xplore
SP - 615
EP - 619
ST - Instant Messaging Tutoring
KW - Africa
KW - Computers
KW - Education
KW - Final_citation
KW - Instant Messaging
KW - Instant messaging
KW - Mobile handsets
KW - Wireless communication
KW - cited
KW - developing country
KW - existing
KW - mlearning
KW - mobile tutors
ER -
TY - ELEC
TI - The future of work: Switzerland’s digital opportunity
AU - Bughin, Jacques
AU - Ziegler, Marco
AU - Mischke, Jan
AU - Wenger, Felix
AU - Reich, Angelika
AU - Läubli, Daniel
AU - Schmidt, Minna
T2 - McKinsey
DA - 2018/06/10/
PY - 2018
UR - https://www.mckinsey.com/featured-insights/europe/the-future-of-work-switzerlands-digital-opportunity
Y2 - 2024/01/12/00:00:00
ER -
TY - RPRT
TI - The future of work: Switzerland’s digital opportunity
AU - Bughin, Jacques
AU - Ziegler, Marco
AU - Mischke, Jan
AU - Wenger, Felix
AU - Reik, Angelika
AU - Läubli, Daniel
AU - Sen, Mita
AU - Schmidt, Minna
DA - 2018///
PY - 2018
PB - https://www.mckinsey.com/mgi/overview
UR - https://www.mckinsey.com/featured-insights/europe/the-future-of-work-switzerlands-digital-opportunity
ER -
TY - RPRT
TI - The Impact of Teacher Effectiveness on Student Learning in Africa
AU - Buhl-Wiggers, Julie
AU - Kerwin, Jason
AU - Smith, Jeffrey
AU - Thornton, Rebecca
AB - Teaching quality is known to be critical for students’ education and life prospects in developed countries. However, little is known about how teacher quality affects student learning in Africa. This paper presents the first estimates of teacher value-added from an African country, using data from a school-based RCT in northern Uganda. Exploiting the random assignment of students to classrooms within schools, we estimate a lower bound on teacher effects. A 1-SD increase in teacher quality leads to at least a 0.14 SD improvement in student performance on a reading test at the end of the year. Shifting teachers from the 10th to the 90th percentile of quality increases performance by 0.36 SDs –comparable to the most effective education interventions conducted in Africa. Our results also suggest that an increase in teacher quality can make other education interventions more efficient.
DA - 2017/04//
PY - 2017
PB - Research on Improving Systems of Education (RISE)
UR - https://www.riseprogramme.org/sites/www.riseprogramme.org/files/inline-files/Buhl-Wiggers%20The%20Impact%20of%20Teacher%20Effectiveness%202017-04-30.pdf
KW - C:Uganda
KW - NULP
KW - _C:Ecuador ECU
KW - _C:India IND
KW - _C:Kenya KEN
KW - _C:Pakistan PAK
KW - _C:Tanzania TZA
KW - _C:Uganda UGA
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - _genre:PR-primary_research
KW - interesting
ER -
TY - RPRT
TI - Generating Evidence in Education: Impact Evaluations
AU - Building Evidence in Education
AB - This guide is the first in a series of publications on evaluations in education prepared for the Building Evidence in Education (BE2) working group. It provides an introduction to: the importance of sound research to inform education policy, the ways in which to design impact evaluations and issues to consider when generating them.
DA - 2015///
PY - 2015
UR - https://www.usaid.gov/sites/default/files/documents/1865/BE2_Guidance_Note_Generating_Evidence.pdf
Y2 - 2021/04/18/20:13:01
ER -
TY - JOUR
TI - Blended learning implementation in secondary education for girls: case study Tatweer project Saudi Arabia
AU - Bukhari, Eman Gasim
T2 - International Journal of Academic Research and Reflection
AB - Blended learning (BL) has been the subject of much research recently, and the present research adds to this growing body of knowledge as the first substantial study on BL in secondary education for girls in Saudi Arabia. Based on field work comprising interviews and questionnaires this research reports the results of an exploratory, empirical case study of a large-scale programme (Tatweer project) for the introduction of blended learning into 25 traditional secondary girls' schools in Saudi Arabia. Adopting the interpretive research paradigm the objective of the study is to gain rich insight into blended learning guided by the effect of BL on female education. The study demonstrates a number of positive effects of BL on students' engagement and self-development, however, problems with the workloads of students and the failure of teachers to integrate face-to-face learning with e-learning are also observed. Throughout the research Sharpe et al.'s (2006) 8-dimensional framework of BL is applied in a new way to assess the implementation level of BL. This results in the recommendation to extend this framework with an ethical dimension. Further recommendations of the work are to actively seek feedback from key stakeholder groups during BL implementation, to use BL for teacher training in BL, and to measure performance indicators like students' workloads during the transition of traditional schools to BL.
DA - 2016///
PY - 2016
DP - Zotero
VL - 4
IS - 7
SP - 15
LA - en
UR - https://www.idpublications.org/wp-content/uploads/2016/09/Full-Paper-BLENDED-LEARNING-IMPLEMENTATION-IN-SECONDARY-EDUCATION-FOR-GIRLS-CASE-STUDY-TATWEER-PROJECT.pdf
KW - ⛔ No DOI found
ER -
TY - THES
TI - Distributed learning as a potential approach to distance education: prospects and challenges at Allama Iqbal Open University.
AU - Bukhsh, Qadir
DA - 2014///
PY - 2014
DP - Google Scholar
M3 - PhD Thesis
ST - Distributed learning as a potential approach to distance education
ER -
TY - JOUR
TI - Exploring the Role of Distributed Learning in Distance Education at Allama Iqbal Open University: Academic Challenges at Postgraduate Level
AU - Bukhsh, Qadir
AU - Chaudhary, Muhammad Ajmal
T2 - Turkish Online Journal of Distance Education
AB - Distributed learning is derived from the concept of distributed resources. Different institutions around the globe connected through network and the learners are diverse, located in the different cultures and communities. Distributed learning provides global standards of quality to all learners through synchronous and asynchronous communications and provides the opportunity of flexible and independent learning with equity, low cost educational services and has become the first choice of the dispersed learners around the globe. The present study was undertaken to investigate the challenges faced by the Faculty Members of Department of Business Administration and Computer Science at Allama Iqbal Open University Islamabad Pakistan. 25 Faculty Members were taken as sample of the study from both Departments (100% Sampling). The study was qualitative in nature and interview was the data collection tool. Data was analyzed by thematic analysis technique. The major challenges faced by the Faculty Members were as: bandwidth, synchronous learning activities, irregularity of the learners, feedback on individual work, designing and managing the learning activities, quality issues and training to use the network for teaching learning activities.
DA - 2015/03/01/
PY - 2015
DO - 10.17718/tojde.00342
DP - Crossref
VL - 16
IS - 1
LA - en
SN - 1302-6488
ST - Exploring the Role of Distributed Learning in Distance Education at Allama Iqbal Open University
UR - http://dergipark.gov.tr/doi/10.17718/tojde.00342
Y2 - 2018/06/09/16:53:02
KW - _C:Germany DEU
KW - _C:India IND
KW - _C:Pakistan PAK
KW - _C:Turkey TUR
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - BOOK
TI - Datenreport zum Berufsbildungsbericht 2021 Informationen und Analysen zur Entwicklung der beruflichen Bildung.
AU - Bundesinstitut für Berufsbildung
DA - 2021///
PY - 2021
DP - Open WorldCat
LA - de
SN - 978-3-96208-268-0
ER -
TY - ELEC
TI - Die Agenda 2030 für nachhaltige Entwicklung
AU - Bundesministerium für wirtschaftliche Zusammenarbeit und Entwicklung
LA - de
UR - http://www.bmz.de/de/themen/2030_agenda/index.html
Y2 - 2020/08/04/15:07:48
ER -
TY - ELEC
TI - Antwort der Bundesregierung auf die Kleine Anfrage: Anwerbung von Pflege- und Gesundheitsfachkräften durch die Deutsche Gesellschaft für Internationale Zusammenarbeit, Zentrale Auslands- und Fachvermittlung und die Bundesagentur für Arbeit im Rahmen des Projekts „Triple Win“, Bundestags-Drucksache 19/16732.
AU - Bundesregierung
DA - 2020///
PY - 2020
UR - https://dserver.bundestag.de/btd/19/167/1916732.pdf
Y2 - 2022/05/03/13:25:33
ER -
TY - BOOK
TI - Rethinking school feeding: social safety nets, child development, and the education sector
AU - Bundy, Donald AP
DA - 2009///
PY - 2009
DP - Google Scholar
PB - world bank publications
ST - Rethinking school feeding
ER -
TY - RPRT
TI - Malawi GABLE Social Mobilisation Campaign Activities: A Review of Research and Report on Findings of KAP Creative Associates International Inc./USAID/Malawi.
AU - Burchfield, S.
AU - Kadzamira, E.
CY - Malawi
DA - 1996///
PY - 1996
M3 - Follow-up Study
PB - USAID
KW - _C:Malawi MWI
ER -
TY - GEN
TI - What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts
AU - Burde, D.
AU - Guven, O.
AU - Kelcey, J.
AU - Lahmann, H.
AU - Al-Abbadi, K.
DA - 2015///
PY - 2015
PB - Department for International Development
ER -
TY - JOUR
TI - Bringing Education to Afghan Girls: A Randomized Controlled Trial of Village-Based Schools.
AU - Burde, D.
AU - Linden, L.
T2 - American Economic Journal: Applied Economics
DA - 2013///
PY - 2013
DO - 10.1257/app.5.3.27
VL - 3
SP - 27
EP - 40
UR - http://www.leighlinden.com/Afghanistan_Girls_Ed.pdf
ER -
TY - JOUR
TI - What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts
AU - Burde, Dana
AU - Guven, Ozen
AU - Kelcey, Jo
AU - Lahmann, Heddy
AU - Al-Abbadi, Khaled
DA - 2015///
PY - 2015
DP - Zotero
SP - 93
LA - en
KW - Final_citation
KW - cited
KW - existing
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - What works to promote children’s educational access, quality of learning, and wellbeing in crisis-affected contexts
AU - Burde, Dana
AU - Guven, Ozen
AU - Kelcey, Jo
AU - Lahmann, Heddy
AU - Al-Abbadi, Khaled
T2 - Education Rigorous Literature Review, Department for International Development. London: Department for International Development
DA - 2015///
PY - 2015
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - iPad Scotland Evaluation
AU - Burden, K., Hopkins, P., Male, T., Martin, S., & Trala, C.
DA - 2012///
PY - 2012
PB - University of Hull
ER -
TY - BLOG
TI - Schools, skills, and learning: The impact of COVID-19 on education
AU - Burgess, Simon
AU - Sievertsen, Hans Henrik
T2 - VoxEU.org
AB - The global lockdown of education institutions is going to cause major (and likely unequal) interruption in students’ learning; disruptions in internal assessments; and the cancellation of public assessments for qualifications or their replacement by an inferior alternative. This column discusses what can be done to mitigate these negative impacts.
DA - 2020/04/01/
PY - 2020
ST - Schools, skills, and learning
UR - https://voxeu.org/article/impact-covid-19-education
Y2 - 2021/10/05/11:39:58
ER -
TY - JOUR
TI - A shifting landscape: using tablets to support learning in students with diverse abilities
AU - Burke, Anne
AU - Hughes, Janette
T2 - Technology, Pedagogy and Education
DA - 2018///
PY - 2018
DO - 10.1080/1475939x.2017.1396492
DP - Google Scholar
VL - 27
IS - 2
SP - 183
EP - 198
ST - A shifting landscape
KW - __C:filed:1
ER -
TY - BOOK
TI - Transnational Black Feminism and Qualitative Research: Black Women, Racialization and Migration
AU - Burkhard, Tanja J.
DA - 2021/11/16/
PY - 2021
DP - Amazon
SP - 112
LA - Inglés
ST - Transnational Black Feminism and Qualitative Research
ER -
TY - RPRT
TI - Where it's needed most: Quality professional development for all teachers
AU - Burns, M.
AU - Lawrie, J.
CY - New York
DA - 2015///
PY - 2015
LA - en
PB - Inter-Agency Network for Education in Emergencies
KW - C:Fragile contexts
KW - _C:Afghanistan AFG
KW - _C:Australia AUS
KW - _C:Bangladesh BGD
KW - _C:Botswana BWA
KW - _C:Brazil BRA
KW - _C:Cambodia KHM
KW - _C:Canada CAN
KW - _C:Central African Republic CAF
KW - _C:Chile CHL
KW - _C:Colombia COL
KW - _C:Congo XCO
KW - _C:Congo, Democratic Republic COD
KW - _C:Ecuador ECU
KW - _C:Egypt EGY
KW - _C:El Salvador SLV
KW - _C:Ethiopia ETH
KW - _C:France FRA
KW - _C:Gambia GMB
KW - _C:Ghana GHA
KW - _C:Guatemala GTM
KW - _C:Guinea GIN
KW - _C:Guinea-Bissau GNB
KW - _C:Haiti HTI
KW - _C:Honduras HND
KW - _C:India IND
KW - _C:Indonesia IDN
KW - _C:Iraq IRQ
KW - _C:Japan JPN
KW - _C:Kenya KEN
KW - _C:Lebanon LBN
KW - _C:Liberia LBR
KW - _C:Madagascar MDG
KW - _C:Malawi MWI
KW - _C:Malaysia MYS
KW - _C:Mali MLI
KW - _C:Mexico MEX
KW - _C:Myanmar MMR
KW - _C:Nepal NPL
KW - _C:Netherlands NLD
KW - _C:New Zealand NZL
KW - _C:Niger NER
KW - _C:Nigeria NGA
KW - _C:Norway NOR
KW - _C:Pakistan PAK
KW - _C:Peru PER
KW - _C:Philippines PHL
KW - _C:Rwanda RWA
KW - _C:Senegal SEN
KW - _C:Sierra Leone SLE
KW - _C:Singapore SGP
KW - _C:Somalia SOM
KW - _C:Somaliland XSMLD
KW - _C:South Africa ZAF
KW - _C:South Sudan SSD
KW - _C:State of Palestine PSE
KW - _C:Sudan SDN
KW - _C:Switzerland CHE
KW - _C:Syrian Arab Republic SYR
KW - _C:Tanzania TZA
KW - _C:Thailand THA
KW - _C:Tunisia TUN
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Yemen YEM
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Where it's needed the most: Quality professional development for all teachers
AU - Burns, M.
AU - Lawrie, J.
CY - New York
DA - 2015///
PY - 2015
LA - en
PB - Inter-Agency Network for Education in Emergencies
KW - C:Fragile contexts
ER -
TY - JOUR
TI - Staying or leaving? Designing for persistence in an online educator training programme in Indonesia
AU - Burns, Mary
T2 - Open Learning: The Journal of Open, Distance and e-Learning
DA - 2013/06//
PY - 2013
DO - 10.1080/02680513.2013.851023
DP - DOI.org (Crossref)
VL - 28
IS - 2
SP - 141
EP - 152
J2 - Open Learning: The Journal of Open, Distance and e-Learning
LA - en
SN - 0268-0513, 1469-9958
ST - Staying or leaving?
UR - http://www.tandfonline.com/doi/abs/10.1080/02680513.2013.851023
Y2 - 2020/05/22/12:46:02
KW - Indonesia
KW - completion
KW - online learning
KW - persistence
KW - readiness
ER -
TY - RPRT
TI - Technology in education
AU - Burns, Mary
T2 - Background paper prepared for the 2023 Global Education Monitoring Report
AB - This think piece was commissioned by the Global Education Monitoring Report (GEM
Report) Team to provide initial conceptual framing for the 2023 GEM Report, which
focuses on information and communications technologies in education, or educational
technology. The topics in this think piece were proposed by the GEM Report Team. As
much as space permits, the think piece takes both a close up and wide-angle approachtechnology.
The think piece focuses, as much as possible, on research outlining the educational
benefits of technology and organises educational technology along three axes: (1)
technology as a learning tool; (2) technology to deliver learning; and (3) technology to
support learning, outlining the uses, benefits, challenges, and additional areas for
research associated with each. It discusses the technology tools associated with each
category and poses additional research questions that the GEM Reporting Team may
wish to explore for the Global Education Monitoring Report.
DA - 2021///
PY - 2021
UR - https://unesdoc.unesco.org/ark:/48223/pf0000378951/PDF/378951eng.pdf.multi
ER -
TY - JOUR
TI - School-based physical activity interventions and physical activity enjoyment: A meta-analysis
AU - Burns, Ryan D.
AU - Fu, You
AU - Podlog, Leslie W.
T2 - Preventive Medicine
AB - The purpose of this meta-analysis was to examine the effectiveness of school-based physical activity interventions on increasing students' physical activity enjoyment. An internet search with several databases using the keywords “Adolescents”, “Children”, “Enjoyment”, “Physical Activity”, and “Schools” was performed yielding over 200 published studies. Studies were eliminated based on the lack of experimental manipulation (i.e., non-intervention studies), no assessment of physical activity enjoyment as an outcome variable, a lack of a control or comparison group, and no reporting of the effect estimate's variability (i.e., standard deviation, standard error, etc.). This procedure resulted in 10 studies being examined in the meta-analysis. Data were analyzed in the state of Utah, USA in 2017. The Hartung-Knapp-Sidak-Jonkman method for a random effects meta-analysis was employed with studies being weighted by inverse variance. The pooled Standardized Mean Difference=0.38 (95% C.I. [0.10–0.65], p=0.011). Cochran's Q test showed statistical significance (p<0.001) and the I2=76.6%, suggesting large heterogeneity across the 10 studies. Egger's regression model yielded an intercept coefficient that was statistically significant (bias=3.28, 95% C.I. [0.21–6.36], p=0.039), indicating the presence of small-study effects. This meta-analysis provides evidence that school-based physical activity interventions can be effective in increasing physical activity enjoyment in children and adolescents. However, the magnitude of the pooled effect was small-to-moderate and there was evidence for publication bias and large between-study heterogeneity.
DA - 2017/10/01/
PY - 2017
DO - 10.1016/j.ypmed.2017.08.011
DP - ScienceDirect
VL - 103
SP - 84
EP - 90
J2 - Preventive Medicine
SN - 0091-7435
ST - School-based physical activity interventions and physical activity enjoyment
UR - https://www.sciencedirect.com/science/article/pii/S0091743517302980
Y2 - 2023/11/02/21:12:19
KW - Adolescent
KW - Child
KW - Exercise
KW - Meta-analysis
KW - Schools
ER -
TY - JOUR
TI - Achieving quality in early childhood education in the Eastern Caribbean depends on teacher preparation
AU - Burns, Sheron C.
T2 - Early Child Development and Care
DA - 2018///
PY - 2018
DO - 10.1080/03004430.2017.1310723
DP - Google Scholar
VL - 188
IS - 9
SP - 1246
EP - 1259
ER -
TY - JOUR
TI - Editor’s Comments: advancing research transparency at MIS quarterly: a pluralistic approach
AU - Burton-Jones, A.
AU - Boh, W.F.
AU - Oborn, E.
T2 - MIS Quarterly
DA - 2021///
PY - 2021
VL - 45
IS - 2
SP - –
LA - en
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Dr Math gets MUDDY: the "dirt" on how to attract teenagers to Mathematics and Science by using multi-user dungeon games over Mxit on cell phones
AU - Butgereit, L.
AU - Leonard, B.
AU - Le Roux, C.
AU - Rama, H.
AU - De Sousa, M.
AU - Naidoo, T.
AB - The current group of teenagers has been called many things – some of the terms unprintable in respectable publications. However terms such as the “thumb tribe” (because they can type faster on their cell phones with their thumbs than adults can type on a keyboard using ten fingers) and “gamers” (because they play computer games for hours, and even days, at a time) are indicative of the close relationship teenagers have with their cell phones and computers. This paper explores a project where multi-user dungeon games (MUDs) with a science and mathematical twist were deployed using Mxit (a popular instant messaging system in South Africa) on cell phones to encourage teenagers to learn more about math and science to practice math and science skills
DA - 2010/05//
PY - 2010
DP - researchspace.csir.co.za
LA - en
PB - The authors
SN - 978-1-905824-15-1
ST - Dr Math gets MUDDY
UR - https://researchspace.csir.co.za/dspace/handle/10204/4085
Y2 - 2022/12/26/14:45:18
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - COVID-19 in Higher Education Literature Database (CHELD V1): An open access systematic literature review database with coding rules
AU - Butler-Henderson, K.
AU - Crawford, J.
AU - Rudolph, J.
AU - Lalani, K.
AU - Sabu, K. M.
T2 - Journal of Applied Learning & Teaching
AB - The novel coronavirus (COVID-19) pandemic has affected every sectoracross every corner of the world. The higher education sector is notimmune from the pandemic and is facing significant learning and teachingchallenges. The existing literature databases on COVID-19 are focusedon the medical elements of the pandemic. This manuscript documentsthe method for the creation of the first version of the COVID-19 in HigherEducation Literature Database (CHELD). Our aspiration is to provide anopen access resource to support future learning and teaching scholars togain timely access to pre-examined literature on higher education duringCOVID-19. This first version documents 138 manuscripts published oronline-first between 1 January 2020 to 30 June 2020. Using a rigoroussystematic review method, engaging in the PRISMA approach, qualityassessment using the Mixed Method Appraisal Tool (MMAT) and QualityAssessment Tool for Theory and Literature (QATTL), we offer a first glanceat the metadata of articles published on COVID-19 in higher educationduring the first six months of 2020. By providing an open access database,we see the opportunities for future research as boundless.
DA - 2020///
PY - 2020
DO - 10.37074/jalt.2020.3.2.11
DP - eprints.utas.edu.au
VL - 3
IS - 2
SP - 1
EP - 6
LA - en
SN - 2591-801X
ST - COVID-19 in Higher Education Literature Database (CHELD V1)
UR - https://eprints.utas.edu.au/34687/
Y2 - 2022/04/05/20:30:04
ER -
TY - JOUR
TI - Collaboration and self-regulation in teachers' professional development
AU - Butler, D.L.
AU - Lauscher, H.N.
AU - Jarvis-Selinger, S.
AU - Beckingham, B.
T2 - Teaching and Teacher Education
DA - 2004///
PY - 2004
DO - 10.1016/j.tate.2004.04.003
VL - 20
IS - 5
SP - 435
EP - 455
ST - Collaboration and self-regulation in teachers' professional development
ER -
TY - BOOK
TI - "Don't Be Too Polite, Girls!" Women, Work, and Vocational Education and Training: A Critical Review of the Literature
AU - Butler, Elaine
AU - Ferrier, Fran
AB - Most of the research on women and vocational education and training (VET) in Australia and elsewhere that was published in 1987-1998 may be characterized as follows: (1) it was undertaken to inform or support policy decisions and is therefore framed by political and ideological agendas; (2) it is piecemeal; (3) it tends to consider women as "other" while normalizing the experiences of men; and (4) it lacks a perspective of "advantage" as opposed to "disadvantage." The literature on women and VET revolves around the following themes: (1) globalization and change; (2) social, cultural, and demographic changes; (3) policies, politics, and VET; (4) marketization of VET; (5) economic and social policies and practices for VET; (6) gender issues in VET; and (7) curriculum, pedagogies, and practices in VET. The literature on all these themes reveals a consistency in research findings and recommendations that seek structural systemic change in the VET system, including the political will to position equity as a central organizing feature. A scheme providing research grants for VET operating like the grants awarded by the Australian Research Council should be established. Grants should promote a vigorous, knowledge-seeking and inclusive culture in VET. (Fourteen tables/figures are included. The bibliography lists 279 references.) (MN)
DA - 2000///
PY - 2000
DP - ERIC
LA - en
PB - National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia; E-mail: ncver@ncver
SN - 978-0-87397-582-7
ST - "Don't Be Too Polite, Girls!" Women, Work, and Vocational Education and Training
Y2 - 2018/08/01/15:08:12
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - Adult Education
KW - C:Australia
KW - CLL:en
KW - Continuing Education
KW - Curriculum
KW - Education Work Relationship
KW - Educational Needs
KW - Educational Policy
KW - Educational Practices
KW - Educational Research
KW - Educational Trends
KW - Employed Women
KW - Equal Education
KW - Foreign Countries
KW - Literature Reviews
KW - Marketing
KW - Needs Assessment
KW - Policy Formation
KW - Politics of Education
KW - Postsecondary Education
KW - Public Policy
KW - Secondary Education
KW - Social Change
KW - Teaching Methods
KW - Trend Analysis
KW - Vocational Education
KW - Womens Education
KW - publicImportV1
ER -
TY - JOUR
TI - Teacher assistant support and deployment in mainstream schools
AU - Butt, Rosemary
T2 - International Journal of Inclusive Education
AB - Models of support for students with disability and learning difficulties in mainstream classes in Australia rely extensively on teacher assistants (TAs). Current models, however, inadvertently perpetuate low expectations because providing TA support can be one of the most restrictive supports offered in a school [Giangreco, M. F. 2010a. “One-to-One Paraprofessionals for Students with Disabilities in Inclusive Classrooms: Is Conventional Wisdom Wrong?” Intellectual and Developmental Disabilities 48 (1): 1–13; Etscheidt, S. 2005. “Paraprofessional Services for Students with Disabilities: A Legal Analysis of Issues.” Research and Practice for Persons with Severe Disabilities 30(2): 60–80]. In addition, the increasing instructional role of TAs in the classroom is concerning. Negative outcomes for students where TAs provide support have been noted [Giangreco, M. F., J. C. Suter, and M. B. Doyle. 2010. “Paraprofessionals in Inclusive Schools: A Review of Recent Research.” Journal of Educational and Psychological Consultation 20: 41–57; Webster, R., P. Blatchford, and A. Russell. 2010. “Should Teaching Assistants Have a Pedagogical Role? Lessons Following the DISS Project.” Paper Presented at the BERA annual conference, September 1–4, University of Warwick, UK]. A qualitative case study was conducted in an Australia city over three years across four primary school sites to identify the issues and propose possible solutions. The study identified five different models of TA support and deployment. It was found support models used in mainstream schools were generally inequitable – if students did not have a disability or learning difficulty they received instruction primarily from a qualified teacher, but if students had a disability or learning difficulty, they received instruction from a TA who may have had no qualifications, no involvement in planning, limited supervision and unclear reporting; and no clear duty statement requirements. A more inclusive and more equitable model of TA support is discussed.
DA - 2016/09/01/
PY - 2016
DO - 10.1080/13603116.2016.1145260
DP - Taylor and Francis+NEJM
VL - 20
IS - 9
SP - 995
EP - 1007
SN - 1360-3116
UR - https://doi.org/10.1080/13603116.2016.1145260
Y2 - 2021/03/07/18:02:45
KW - Teacher assistant
KW - deployment
KW - inclusive education
KW - mainstream
KW - support
ER -
TY - RPRT
TI - Narrowing the Digital Divide a case study of “learning by doing” approach to narrowing the Digital Divide in East Africa (Kenya) by Dubai Women's College students
AU - Butt, Z
AU - Chaudhri, AA
AU - Nassiri, N
AB - It is globally assumed that improvements in Information Communication Technology (ICT) will enforce a better global communication; improve business processes and commercial activities, thereby leading to superior standards of living for individuals while benefitting society. This paper narrates the experiences of fifteen HCT students who visited Kenya in an attempt to narrow the existing “Digital Divide” by building computer networking labs in some of the vocational institutes in remote East Africa. This paper encapsulates key reflections of the study tour participants who embraced a “learning by doing” model in order to gain valuable international work experience and narrow the digital divide in four educational institutes in Kenya. The success of this initiative mandates that we document the learning from this experience in order to ensure success and sustainability of future projects of similar calibre. We believe the process of conducting “international field-trips” followed by reflections formulating lessons learnt from these trips will be useful for future volunteers.
DA - 2013///
PY - 2013
LA - en
M3 - Conference proceedings
UR - https://ieeexplore.ieee.org/abstract/document/6749487/
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:East Africa
KW - C:Kenya
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - F:access
KW - F:learning
KW - F:women
KW - P:economy
KW - Q:digital divide
KW - Q:digital technology
KW - R:case study
KW - T:TVET
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Digital game-based learning for K-12 mathematics education: A meta-analysis
AU - Byun, JaeHwan
AU - Joung, Eunmi
T2 - School Science and Mathematics
DA - 2018/04//
PY - 2018
DO - 10.1111/ssm.12271
VL - 118
IS - 3-4
SP - 113
EP - 126
J2 - School Science and Mathematics
LA - en
SN - 00366803
ST - Digital game-based learning for K-12 mathematics education
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Impacto del Programa “Computadores para Educar” en la deserción estudiantil, el logro escolar y el ingreso a la educación superior [Impact of the Programme Computers to Educate on Student Dropout, School Achievement and Admission to Higher Education
AU - C., Rodriguez
AU - F., Sánchez
AU - J, Márquez Zuñiga
T2 - Serie Documentos CEDe
DA - 2011///
PY - 2011
DO - https://repositorio.uniandes.edu.co/bitstream/handle/1992/8254/dcede2011-15.pdf?sequence=1&isAllowed=y
SP - 15
LA - es
KW - Final_citation
KW - ⚠️ Invalid DOI
ER -
TY - CONF
TI - Políticas públicas em educação: um apanhado histórico
AU - Cá, Lourenço Ocuni
AU - Ocuni Cá, Cristina Mandu
AB - Este trabalho pretende documentar e analisar as estruturas educacionais da Guiné-Bissau, a falta de infraestrutura deixada pelo colonialismo português e a implementação do novo sistema educacional pelo Partido Africano para Independência da Guiné e Cabo Verde (PAIGC). A análise é feita por meio de avaliação do desempenho de sucessivos períodos que fizeram parte da história educacional do país. Nesta análise, destaca-se, em primeiro momento, a ausência de instituições escolares na sociedade linhageira africana, não que isto significasse a inexistência de ensino-aprendizagem, pois se tratava de uma cultura oral que veio a ser sobreposta pela cultura escrita europeia. Nesse sentido, no ensino colonial, a Igreja Católica desempenhou o papel fundamental na docilização dos guineenses. A igreja não só ajudou na implantação da política educacional, como também participou na legitimação do colonialismo português, sancionando e santificando a missão civilizadora e função histórica de Portugal. Paralelamente a essa educação, o movimento de libertação nacional da Guiné e Cabo Verde (PAIGC) idealizou e instaurou a educação nas Zonas Libertadas (1963-1973) esta educação era mais aberta e mais dinâmica em relação ao mundo exterior. Ela não tinha mais como objetivo principal produzir uma situação de equilíbrio e de estagnação e sim procurava apoiar-se e favorecer o processo geral da luta de libertação nacional em que se inseria.
DA - 2015///
PY - 2015
DO - 10.20396/etd.v17i1.8634820
LA - pt
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:Cape Verde
KW - C:Guinea
KW - C:Guinea-Bissau
KW - CA:AandC
KW - CL:en
KW - CL:fr
KW - CL:pt
KW - CLL:pt
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:T
KW - P:culture
KW - P:health
KW - T:apprenticeship
KW - publicImportV1
ER -
TY - JOUR
TI - AMREF's Stand Up For African Mothers Campaign: Training Midwives to Reduce Maternal Mortality in Africa
AU - Cabridens, M
AU - Tolve, S
T2 - The Journal of Field Actions: Field Actions Science Reports
AB - Abstract. AMREF is the African Medical and Research Foundation, a uniquely African organization, created
in 1957 which runs 145 health programmes a year to help around 7 million people in Africa. Headquartered
in Nairobi and with offices around the world, AMREF ensures access to health care for the most vulnerable
and marginalized people in Africa, with a focus on women and children. AMREF works within the communities,
and works with and for women as they are the heart of the communities. Indeed, by focusing on midwives
training in the Stand Up For African Mothers campaign, AMREF is able to talk about the key role of women
and mothers for a healthy Africa and the needs of health workers to reduce mortality rates for mothers but
also for children.
Keywords. Health care, Africa, women, children, poverty, social work, midwifes, pregnancy.
DA - 2012///
PY - 2012
LA - en
UR - https://journals.openedition.org/factsreports/1862
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:West Africa
KW - C:Ethiopia
KW - C:South Sudan
KW - CA:AandC
KW - CL:de
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:Q
KW - CT:T
KW - Q:ICT
KW - Q:e-learning
KW - T:Ausbildung
KW - T:TVET
KW - T:Training
KW - _C:Uganda UGA
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Factors Affecting Students' Acceptance of Tablet PCs: A Study in Italian High Schools
AU - Cacciamani, Stefano
AU - Villani, Daniela
AU - Bonanomi, Andrea
AU - Carissoli, Claudia
AU - Olivari, Maria Giulia
AU - Morganti, Laura
AU - Riva, Giuseppe
AU - Confalonieri, Emanuela
T2 - Journal of Research on Technology in Education
DA - 2018///
PY - 2018
DO - 10.1080/15391523.2017.1409672
DP - Google Scholar
VL - 50
IS - 2
SP - 120
EP - 133
ST - Factors Affecting Students' Acceptance of Tablet PCs
KW - __C:filed:1
ER -
TY - JOUR
TI - Surveillance training for ebola preparedness in Côte d’Ivoire, Guinea-Bissau, Senegal, and Mali
AU - Cáceres, Victor M.
AU - Sidibe, Sekou
AU - Andre, McKenzie
AU - Traicoff, Denise
AU - Lambert, Stephanie
AU - King, Melanie E.
AU - Kazambu, Ditu
AU - Lopez, Augusto
AU - Pedalino, Biagio
AU - Herrera Guibert, Dionisio J.
AU - Wasswa, Peter
AU - Cardoso, Placido
AU - Assi, Bernard
AU - Ly, Alioune
AU - Traore, Bouyagui
AU - Angulo, Frederick J.
AU - Quick, Linda
AU - Dicker, Richard
AU - Brenner, Eric
AU - Dixon, Meredith G.
AU - Meyer, Erika
AU - Rhodes, Rachel
AU - Twinomugisha, Samuel
AU - Kimuli, Anthony
AU - Agnihotri, Sachin
AU - Johnson, Kenneth
T2 - Emerging Infectious Diseases
AB - © 2017, Centers for Disease Control and Prevention (CDC). All rights reserved. The 2014–2015 epidemic of Ebola virus disease in West Africa primarily affected Guinea, Liberia, and Sierra Leone. Several countries, including Mali, Nigeria, and Senegal, experienced Ebola importations. Realizing the importance of a trained field epidemiology workforce in neighboring countries to respond to Ebola importations, the Centers for Disease Control and Prevention Field Epidemiology Training Program unit implemented the Surveillance Training for Ebola Preparedness (STEP) initiative. STEP was a mentored, competency-based initiative to rapidly build up surveillance capacity along the borders of the at-risk neighboring countries Côte d’Ivoire, Mali, Senegal, and Guinea-Bissau. The target audience was district surveillance officers. STEP was delivered to 185 participants from 72 health units (districts or regions). Timeliness of reporting and the quality of surveillance analyses improved 3 months after training. STEP demonstrated that mentored, competency-based training, where learners attain competencies while delivering essential public health services, can be successfully implemented in an emergency response setting.
DA - 2017///
PY - 2017
DO - 10.3201/eid2313.170299
LA - en
AN - LOCAL-SCOPUS_ID:85041008962
KW - -FullBiblioUHMLgen
KW - -RRQ:M:final
KW - -missingHU
KW - A:West Africa
KW - C:Guinea
KW - C:Guinea-Bissau
KW - C:Liberia
KW - C:Mali
KW - C:Nigeria
KW - C:Senegal
KW - C:Sierra Leone
KW - CA:AandC
KW - CL:de
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:R
KW - CT:T
KW - P:health
KW - P:services
KW - R:survey
KW - T:Training
KW - T:competency-based training
KW - T:trainee
KW - _C:Sierra Leone SLE
KW - publicImportV1
ER -
TY - JOUR
TI - Systematic Review of the Literature About the Effects of the COVID-19 Pandemic on the Lives of School Children
AU - Cachón-Zagalaz, Javier
AU - Sánchez-Zafra, María
AU - Sanabrias-Moreno, Déborah
AU - González-Valero, Gabriel
AU - Lara-Sánchez, Amador J.
AU - Zagalaz-Sánchez, María Luisa
T2 - Frontiers in Psychology
AB - Background: The year 2020 has been marked by the emergence of COVID-19, this virus has reached many countries and has paralysed the lives of many people who have been forced to stay at home in confinement. There have been numerous studies that have sought to analyze the impact of this pandemic from different perspectives, however, this study will pay attention to how it has affected and how it may affect children between 0 and 12 years in the future after the closure of schools for months. Objective: The objective of this article is to learn about the research carried out on the child population in times of confinement, especially those dealing with psychological and motor aspects of minors. Methods: To carry out this systematic review, the PRISMA statement has been followed to achieve an adequate and organized structure of the manuscript. The bibliography has been searched in the WOS, SCOPUS and DIALNET databases, using as keywords: "COVID-19" and "Children". The criteria that were established for the selection of the articles were (1) articles focusing on an age of up to 12 years; (2) papers relating COVID-19 to children; (3) studies analysing the psychological and motor characteristics of children during confinement Results: A total of 9 manuscripts related to psychological and motor factors in children under 12 have been found. The table presenting the results includes the authors, title, place of publication and key ideas of the selected manuscripts. Conclusion: After concluding the systematic review, it has been detected that there are few studies that have focused attention on the psychological, motor or academic problems that can lead to minors after a situation of these characteristics. Similarly, a small number of studies have been found that promote actions at the family and school level to reverse this situation when life returns to normal. These results may be useful for future studies that seek to expand the information according to the evolution of the pandemic.
DA - 2020///
PY - 2020
DO - 10.3389/fpsyg.2020.569348
DP - Frontiers
VL - 11
J2 - Front. Psychol.
LA - English
SN - 1664-1078
UR - https://www.frontiersin.org/articles/10.3389/fpsyg.2020.569348/full
Y2 - 2021/04/26/15:21:19
KW - COVID-19
KW - Children
KW - Coronavirus
KW - Psychology
KW - physical activity
ER -
TY - JOUR
TI - Effects of Scaffolding in Digital Game-Based Learning on Student’s Achievement: a Three-Level Meta-analysis
AU - Cai, Zhihui
AU - Mao, Peipei
AU - Wang, Dandan
AU - He, Jinbo
AU - Chen, Xinjie
AU - Fan, Xitao
T2 - Educational Psychology Review
DA - 2022/06//
PY - 2022
DO - 10.1007/s10648-021-09655-0
VL - 34
IS - 2
SP - 537
EP - 574
J2 - Educ Psychol Rev
LA - en
SN - 1040-726X, 1573-336X
ST - Effects of Scaffolding in Digital Game-Based Learning on Student’s Achievement
KW - Final_citation
KW - cited
KW - existing
ER -
TY - ELEC
TI - Back Doors, Trap Doors, and Fourth-Party Deals: How You End up with Harmful Academic Surveillance Technology on Your Campus without Even Knowing
AU - Caines, Autumm
AU - Silverman, Sarah
T2 - The Journal of Interactive Technology and Pedagogy
DA - 2021/12/10/
PY - 2021
LA - English
ST - Back Doors, Trap Doors, and Fourth-Party Deals
UR - https://jitp.commons.gc.cuny.edu/?p
Y2 - 2022/01/01/01:32:30
KW - Final_citation
KW - Issue Twenty
KW - anystyle
KW - existing
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - How Charts Lie: Getting Smarter about Visual Information
AU - Cairo, Alberto
CY - New York
DA - 2019/10/15/
PY - 2019
DP - Amazon
SP - 256
LA - English
PB - W. W. Norton & Company
SN - 978-1-324-00156-0
ST - How Charts Lie
ER -
TY - CONF
TI - Increasing student involvement in their own learning
AU - Calay, P.
AU - Chambers, P.
AU - Edwards, P.
AU - Haßler, Björn
AU - C. Hill,
AU - P. Kahn
T2 - Undergraduate Mathematics Teaching Conference
C1 - Sheffield-Hallam University.
C3 - Proceedings of the Undergraduate Mathematics Teaching Conference
DA - 1999///
PY - 1999
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - A topography of climate change research
AU - Callaghan, Max
AU - Minx, Jan C.
AU - Forster, Piers M.
T2 - Nature Climate Change
AB - The massive expansion of scientific literature on climate change1 poses challenges for global environmental assessments and our understanding of how these assessments work. Big data and machine learning can help us deal with large collections of scientific text, making the production of assessments more tractable, and giving us better insights about how past assessments have engaged with the literature. We use topic modelling to draw a topic map, or topography, of over 400,000 publications from the Web of Science on climate change. We update current knowledge on the IPCC, showing that compared with the baseline of the literature identified, the social sciences are in fact over-represented in recent assessment reports. Technical, solutions-relevant knowledge—especially in agriculture and engineering—is under-represented. We suggest a variety of other applications of such maps, and our findings have direct implications for addressing growing demands for more solution-oriented climate change assessments that are also more firmly rooted in the social sciences2,3. The perceived lack of social science knowledge in assessment reports does not necessarily imply an IPCC bias, but rather suggests a need for more social science research with a focus on technical topics on climate solutions. The rapid growth of climate change research presents challenges for IPCC assessments and their stated aim of being comprehensive, objective and transparent. Here the authors use topic modelling to map the climate change literature, and assess how well it is represented in IPCC reports.
CN - openalex: W3003135817
DA - 2020/01/27/
PY - 2020
DO - 10.1038/s41558-019-0684-5
VL - 10
IS - 2
SP - 118
EP - 123
SN - 1758-678X
UR - https://doi.org/10.1038/s41558-019-0684-5
KW - openalex:cites
KW - openalex:import
KW - selected_for:effects of climate ch...on learning...LMICs 2024
KW - tagged
ER -
TY - JOUR
TI - El uso de las tabletas y su impacto en el aprendizaje. Una investigación nacional en centros de Educación Primaria
AU - Camacho Martí, Mar
AU - Esteve-Mon, Francesc M.
DA - 2018///
PY - 2018
DP - Google Scholar
KW - _C:Dominican Republic DOM
KW - _C:Finland FIN
KW - _C:France FRA
KW - _C:India IND
KW - _C:Iran IRN
KW - _C:Lebanon LBN
KW - _C:Malaysia MYS
KW - _C:Netherlands NLD
KW - _C:Spain ESP
KW - _C:Thailand THA
KW - _C:Turkey TUR
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - ELEC
TI - Leh wi Lan - Sierra Leone Secondary Education Improvement programme - Camb-Ed
AU - Cambridge Education
UR - https://www.camb-ed.com/intdev/article/510/education-at-the-heart-of-sierra-leones-post-recovery-and-march-to-growth
Y2 - 2020/05/29/16:30:54
KW - _C:Sierra Leone SLE
ER -
TY - JOUR
TI - Evaluating service quality and performance of higher education institutions: a systematic review and a post-COVID-19 outlook
AU - Camilleri, Mark Anthony
T2 - International Journal of Quality and Service Sciences
AB - Purpose This study aims to present a systematic review on service quality in higher education. It discusses about the latest opportunities and challenges facing higher educational institutions (HEIs) following the outbreak of the coronavirus (COVID-19) pandemic. Design/methodology/approach The study relied on the grounded theory’s inductive reasoning to capture, analyze and synthesize the findings from academic and non-academic sources. The methodology involved a systematic review from Scopus-indexed journals, from intergovernmental and non-governmental policy documents, as well as from university ranking sites and league tables. Findings The comprehensive review suggests that HEIs can use different performance indicators and metrics to evaluate their service quality in terms of their resources, student-centered education, high-impact research and stakeholder engagement. Moreover, this paper sheds light about the impact of an unprecedented COVID-19 on higher education services. Practical implications During the first wave of COVID-19, the delivery of higher educational services migrated from traditional and blended learning approaches to fully virtual and remote course delivery. In the second wave, policy makers imposed a number of preventative measures, including social distancing and hygienic practices, among others, on HEIs. Originality/value This timely contribution has synthesized the findings on service quality and performance management in the higher education context. Furthermore, it investigated the effect of COVID-19 on higher education services. It deliberates on the challenges and responses in the short/medium term and provides a discussion on the way forward. In conclusion, it implies that HEI leaders ought to embrace online teaching models and virtual systems, as they are here to stay in a post-COVID-19 era.
DA - 2021/01/01/
PY - 2021
DO - 10.1108/IJQSS-03-2020-0034
DP - Emerald Insight
VL - 13
IS - 2
SP - 268
EP - 281
SN - 1756-669X
ST - Evaluating service quality and performance of higher education institutions
UR - https://doi.org/10.1108/IJQSS-03-2020-0034
Y2 - 2022/04/05/20:22:54
KW - COVID-19
KW - Education technology
KW - Higher education
KW - Higher education institutions
KW - Higher education performance
KW - Higher education service quality
KW - Performance evaluation
KW - Performance indicators
KW - Service quality
KW - Universities
ER -
TY - JOUR
TI - The landscape of research on learning in low-tech environments
AU - Campana, Kathleen
AU - Agarwal, Naresh Kumar
T2 - Information and Learning Sciences
DA - 2019///
PY - 2019
DO - 10.1108/ILS-10-2019-0103
DP - Google Scholar
KW - __C:filed:1
ER -
TY - JOUR
TI - Participatory rural appraisal as qualitative research: distinguishing methodological issues from participatory claims
AU - Campbell, John R.
T2 - Human Organization
DA - 2001///
PY - 2001
DO - 10.17730/humo.60.4.4bgnlmy60fkvq4r2
DP - Google Scholar
VL - 60
IS - 4
SP - 380
EP - 389
ST - Participatory rural appraisal as qualitative research
ER -
TY - BOOK
TI - Procesos y condiciones en el aprendizaje de adultos. Jornada Nacional de Supervisores. Supervisión para aprendizajes de calidad y oportunidades para todos. Educación Rural
AU - Cardemil, C.
CY - Santiago
DA - 2001///
PY - 2001
PB - Ministerio de
UR - http://biblioteca.uahurtado.cl/ujah/Reduc/pdf/pdf/mfn253.pdf.
ER -
TY - JOUR
TI - 'Early Childhood Benefits at Low Cost: Evidence from a Randomized Trial in Mexico ', Unpublished Manuscript
AU - Cárdenas, Sergio
AU - Evans, David K.
AU - Holland, Peter
DA - 2015///
PY - 2015
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — A Roadmap for IGOs
AU - Caribbean Development Bank
AU - CARICOM
AU - Organisation of Eastern Caribbean States
CN - 0254
DA - 2021/06/30/
PY - 2021
M3 - Let's REAP!
PB - Open Development & Education
SN - 4
UR - https://docs.opendeved.net/lib/QH4R5PWC
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _yl:r
KW - _zenodo:submitted
KW - _zenodoETH:submitted
ER -
TY - RPRT
TI - The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — A Roadmap for Ministries
AU - Caribbean Development Bank
AU - CARICOM
AU - Organisation of Eastern Caribbean States
CN - 0252
DA - 2021/06/30/
PY - 2021
M3 - Let's REAP! Guide
PB - Open Development & Education
SN - 2
UR - https://docs.opendeved.net/lib/E5JR8NU9
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _DOILIVE
KW - _yl:s
KW - _zenodo:submitted
KW - _zenodoETH:submitted
ER -
TY - RPRT
TI - The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — Overview
AU - Caribbean Development Bank
AU - CARICOM
AU - Organisation of Eastern Caribbean States
CN - 0251
DA - 2021/06/30/
PY - 2021
M3 - Let's REAP! Guide
PB - Open Development & Education
SN - 1
UR - https://docs.opendeved.net/lib/NXIGDXWV
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _DOILIVE
KW - ___duplicate_item
KW - _yl:u
KW - _zenodo:submitted
KW - _zenodoETH:submitted
ER -
TY - RPRT
TI - The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — Overview
AU - Caribbean Development Bank
AU - CARICOM
AU - Organisation of Eastern Caribbean States
DA - 2021/06/30/
PY - 2021
M3 - Let It Rip! Guide
PB - Open Development & Education
SN - 4
UR - https://docs.opendeved.net/lib/NXIGDXWV
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - ___duplicate_item
KW - _yl:u
KW - _zenodo:submitted
KW - _zenodoETH:submitted
ER -
TY - RPRT
TI - The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — Roadmap for Principals
AU - Caribbean Development Bank
AU - CARICOM
AU - Organisation of Eastern Caribbean States
CN - 0253
DA - 2021/06/30/
PY - 2021
M3 - Let's REAP! Guide
PB - Open Development & Education
SN - 3
UR - https://docs.opendeved.net/lib/K9FG2R6M
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _DOILIVE
KW - _yl:t
KW - _zenodo:submitted
KW - _zenodoETH:submitted
ER -
TY - RPRT
TI - The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — Roadmap Poster
AU - Caribbean Development Bank
AU - CARICOM
AU - Organisation of Eastern Caribbean States
CN - 0255
DA - 2021/06/30/
PY - 2021
M3 - Let's REAP!
PB - Open Development & Education
SN - 5
UR - https://docs.opendeved.net/lib/K9FG2R6M
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _DOILIVE
KW - _yl:t
KW - _zenodo:submitted
KW - _zenodoETH:submitted
ER -
TY - RPRT
TI - Apart but Connected: Online Tutoring and Student Outcomes during the COVID-19 Pandemic
AU - Carlana, Michela
AU - Ferrara, Eliana
DA - 2021/02//
PY - 2021
LA - en
M3 - HKS Faculty Research Working Paper Series
SN - RWP21-001
UR - https://www.hks.harvard.edu/publications/apart-connected-online-tutoring-and-student-outcomes-during-covid-19-pandemic#citation
KW - Final_citation
ER -
TY - JOUR
TI - First-grade teachers’ response to three models of professional development in reading
AU - Carlisle, J.F.
AU - Cortina, K.A.
AU - Katz, L.A.
T2 - Reading & Writing Quarterly: Overcoming Difficulties
DA - 2011///
PY - 2011
DO - 10.1080/10573569.2011.560482
VL - 27
IS - 3
SP - 212
EP - 238
UR - https://doi.org/10.1080/10573569.2011.560482.
ER -
TY - GEN
TI - Using technology to deliver educational services to children and youth in environments affected by crisis and/or conflict
AU - Carlson, S,
DA - 2013///
PY - 2013
PB - USAID
ER -
TY - RPRT
TI - Using Technology to Deliver Educational Services to Children and Youth in Environments Affected by Crisis and/or Conflict
AU - Carlson, Samuel
DA - 2013///
PY - 2013
DP - Zotero
SP - 41
LA - en
M3 - JBS International
PB - USAID
KW - Screened
KW - ___working_potential_duplicate
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Broadening borders to build better schools: Virtual professional learning communities
AU - Carpenter, Daniel
AU - Munshower, Paul
T2 - International Journal of Educational Management
AB - Purpose The purpose of this paper is to explore how rural teachers provided a PLC by leveraging virtual technologies to connect educators of like subject disciplines from several schools, foreign and domestic. Design/methodology/approach A phenomenological case study-based approach was leveraged to investigate established vPLCs at schools (Creswell, 2013; Stake, 2010). Qualitative data were collected from multiple sources to obtain rural teacher perceptions on the impact vPLCs had on their practice (Creswell, 2013). Findings Teacher collaborative teams build relationships comparable to teams that met face to face as part of a similar PLC and PD experience. Participant reflections in this investigation showed that rural educators favored face-to-face meetings; however, vPLCs provided similar teacher experiences to that of the face-to-face PBL model. Results indicated that educators recognized virtual collaboration just as valuable a tool for enabling PLCs than face-to-face collaborations while still offering similarities to improved teacher practice. Research limitations/implications The research was limited to teachers in rural settings in the USA (Texas) and in the Dominican Republic. The research was limited to teacher perceptions of change, and observed changes as part of their participation in a research-based virtual PLC model. The research was limited to the school setting over an academic year. Practical implications The findings from this study have practical implications for rural teachers and school implementation of a professional learning community model. Originality/value The promise provided by this study is that vPLCs may provide opportunity for rural schools to provide a job-embedded professional development model (Croft et al., 2010) for otherwise isolated teachers (Barrett et al., 2015).
DA - 2019/01/01/
PY - 2019
DO - 10.1108/IJEM-09-2018-0296
DP - Emerald Insight
VL - 34
IS - 2
SP - 296
EP - 314
LA - English
SN - 0951-354X
ST - Broadening borders to build better schools
UR - https://doi.org/10.1108/IJEM-09-2018-0296
Y2 - 2021/06/25/16:01:48
KW - Collaboration
KW - Communities of Practice
KW - Computer Mediated Communication
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Education
KW - Educational technology
KW - Faculty Development
KW - Learning
KW - Meetings
KW - Preferences
KW - Professional development
KW - Professional learning communities
KW - Rural Schools
KW - Rural schools
KW - School districts
KW - Teacher Attitudes
KW - Teacher Collaboration
KW - Teacher collaboration
KW - Teachers
KW - Teaching
KW - Virtual professional learning communities
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2095794
KW - __finaldtb
ER -
TY - JOUR
TI - Does Math Achievement h'APP'en when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction?
AU - Carr, Jennie M
T2 - Journal of Information Technology Education
DA - 2012///
PY - 2012
VL - 11
IS - 1
J2 - JITE
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Pre-service teacher training in Malawi: findings of a pilot study on the viability of media players for teacher development
AU - Carrier, Carol
AU - Finholt-Daniel, Matt
AU - Sales, Gregory C
T2 - International Journal of Education and Development using Information and Communication Technology
AB - As part of the United States Agency for International Development (USAID funded Malawi Teacher Professional Development Support project, a sub-task was the piloting of an alternative technology that could be used for improving the quality and consistency of teacher continued professional development (CPD). The pilot, which included 26 open and distance learning (ODL) student teachers, was launched in the spring of 2011 using a low-cost portable MP3 multi-purpose device. A short course on numeracy, containing 5 weekly lessons, was piloted. Each lesson consisted of one or two readings, two videos, and an assignment that directed the learner to complete tasks and document their completion using the camera and audio recorder features of the media player. The viability of using the media player for CPD was evaluated on the ease of use, effectiveness of instruction, and potential for long-term scalability. The evaluation results demonstrated that, with a small amount if initial training, the devices were easy to use and they effectively deliver instruction. Scalability, however, is critical to the long-term success of an initiative based on these or similar devices. An analysis suggests that an affordable option worth considering is the systematic, shared use of media player devices within schools. This approach could dramatically reduce the cost of using this alternative technology for ODL training to pennies per lesson. [PUBLICATION ABSTRACT]
DA - 2012///
PY - 2012
VL - 8
IS - 2
SP - 77
EP - 91
LA - English
UR - https://files.eric.ed.gov/fulltext/EJ1084165.pdf
AN - 1039648350
KW - Distance learning
KW - Education
KW - Learning
KW - Malawi
KW - Software
KW - Student teachers
KW - Teacher education
KW - Teaching
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2096523
KW - __finaldtb
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - COVID-19 and teacher education: a literature review of online teaching and learning practices
AU - Carrillo, Carmen
AU - Flores, Maria Assunção
T2 - European Journal of Teacher Education
AB - The COVID-19 pandemic has impacted education at all levels in various ways. Institutions and teacher educators had to quickly respond to an unexpected and ‘forced’ transition from face-to-face to remote teaching. They also had to create learning environments for student teachers doing their preparation in the light of the requirements of teacher education programmes and the conditions in which both universities and schools had to operate. This paper provides a review of the literature on online teaching and learning practices in teacher education. In total, 134 empirical studies were analysed. Online teaching and learning practices related to social, cognitive and teaching presence were identified. The findings highlighted the need for a comprehensive view of the pedagogy of online education that integrates technology to support teaching and learning. The implications of this study for the development of online teaching and learning practices are discussed. Suggestions for further research are also examined.
DA - 2020/08/07/
PY - 2020
DO - 10.1080/02619768.2020.1821184
DP - Taylor and Francis+NEJM
VL - 43
IS - 4
SP - 466
EP - 487
SN - 0261-9768
ST - COVID-19 and teacher education
UR - https://doi.org/10.1080/02619768.2020.1821184
Y2 - 2021/04/26/15:21:06
KW - Covid-19
KW - Online learning
KW - online practices
KW - teacher education
ER -
TY - NEWS
TI - Madagascan heatwave ‘virtually impossible’ without human-caused global heating
AU - Carrington, Damian
AU - editor, Damian Carrington Environment
T2 - The Guardian
AB - Study finds impact of heat on millions of people went unrecorded, highlighting limitations many African countries face
DA - 2023/11/23/T06:00:50.000Z
PY - 2023
DP - The Guardian
LA - en-GB
SE - Environment
SN - 0261-3077
UR - https://www.theguardian.com/environment/2023/nov/23/madagascar-record-heatwave-climate-crisis-study
Y2 - 2023/11/24/22:27:14
KW - Africa
KW - Climate crisis
KW - Environment
KW - Extreme heat
KW - Extreme weather
KW - Madagascar
KW - World news
ER -
TY - JOUR
TI - Use of invented algorithms by second graders in a reform mathematics curriculum
AU - Carroll, W. M.
T2 - Journal of Mathematical Behavior
DA - 1996///
PY - 1996
DO - 10.1016/s0732-3123(96)90011-5
VL - 15
IS - 2
SP - 137
EP - 150
ST - Use of invented algorithms by second graders in a reform mathematics curriculum
ER -
TY - JOUR
TI - Engaging parents in their children’s education
AU - Carter, Becky
AB - In general systematic and rigorous reviews find limited (and little robust) evidence on the effectiveness of interventions to engage parents in their children’s learning in resource-constrained countries – when looking at parental participation in their children’s literacy development and parental engagement with schools. Effects tend to be mixed, with scarce evidence making it hard to come to firm conclusions on findings, including on the effects of the way parents engage in supporting their children’s learning. Reviews report more, and more consistent, evidence showing significant benefits from interventions supporting parental engagement with their children’s early childhood development (ECD). There are recommendations in the literature on the way parents are engaged in ECD interventions. In general the literature tends not to provide gender analysis, presumably because many interventions do not incorporate a gender focus (although some do). This rapid review has found limited evidence on the impact of interventions supporting parent engagement specifically for girls or for children with disabilities in resource constrained countries.
DA - 2017/05/26/
PY - 2017
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13089
Y2 - 2022/12/18/18:14:20
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Girls’ Educational Needs in Libya
AU - Carter, Becky
AB - Girls’ – and boys’ – education in Libya has been affected by the ongoing conflict. Seven years on from the 2011 crisis, three governments compete for power, with deep divisions along political, geographic, religious and ethnic lines (Freedom House, 2018; OCHA, 2017, pp. 7-8). Fighting continues in populated areas, and there is an environment of deepening vulnerability for the population at large with a proliferation of weapons and autonomous militias, and a rapidly deteriorating economy and public sector (Freedom House, 2018; OCHA, 2017, p. 7). The protracted crisis has damaged vital education infrastructure, and impacted on the education system’s delivery, outreach, coverage, retention and quality. In 2017 the majority of households with school-aged children (87.3%) reported facing no barrier to accessing education; IDP households were more likely to report barriers. For those that did report barriers, the most common challenges were the distance to school and not being able to afford educational services. Girls are particularly vulnerable to violence and insecurity in Libya. Their educational needs are shaped by multiple, intersecting factors such as location, tribal affiliation, presence of armed militias and organised crime, social norms driving gendered experiences including harmful practices such as child marriage, and the lack of adequate school WASH facilities, among others (Larsson and Mannergren, 2014, p. 21).
DA - 2018/09/11/
PY - 2018
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14056
Y2 - 2022/12/18/18:15:04
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Linkages Between Poverty, Inequality and Exclusion in Rwanda
AU - Carter, Becky
AB - This review summarises analysis in the literature that provides more detail behind the quantitative data, exploring the nature of inequalities and exclusion in Rwanda, the drivers of these, and how this shapes Rwandans’ vulnerability to poverty. Undertaken in six days, this review draws largely on academic studies as well as reports by international development agencies (most notably the World Bank). Many of the poverty and development studies include some form of gender analysis; there is also work that focuses solely on women and girl’s situations in Rwanda. There are a few studies looking at the linkages between poverty, exclusion and disabilities in Rwanda. Key findings of this review include few studies looking in-depth at the relationship between poverty and inequality in Rwanda, with a lack of disaggregated analyses or detailed case studies (Dawson 2018). Whilst Rwanda has achieved impressive sustained economic growth since the 1990s, poverty in Rwanda is widespread and Rwanda remains the most unequal country in East Africa. Furthermore, The World Bank’s 2015 poverty assessment finds Rwanda’s high inequality driven by location, education and occupation (Bundervoet et al, 2015) whereby there is a deep rural-urban divide, with those most at risk of poverty dependent on agricultural waged labour or smaller/less productive farms, and household heads with no secondary education. The same assessment finds improvements in agricultural productivity and diversification into non-farm activities the main drivers of consumption growth and poverty reduction for 2006-2011. In contrast, other studies highlight how rapid social transformation leads to winners and losers (in absolute or relative terms), and explores the difficulties faced by many in attempting to escape poverty (Verpoorten, 2014: 4; Abbott et al, 2015). Abbott et al (2015: 932) highlight that about a third of the population face a daily struggle for survival, making it difficult to take advantage of opportunities for empowerment. Finally, Rwanda’s path to development remains controversial, with a sharp contrast between the impressive economic progress and standstill in ‘voice and accountability’ (McKay and Verpoorten, 2016).
DA - 2018/07/09/
PY - 2018
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14189
Y2 - 2022/12/18/18:15:49
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana
AU - Carter, Emma
AU - Sabates, Ricardo
AU - Rose, Pauline
AU - Akyeampong, Kwame
T2 - International Journal of Educational Development
AB - This paper presents evidence on literacy trajectories for children in Ghana who enrolled in a Complementary Basic Education programme taught in mother tongue and transitioned into government schools. At the point of transition, we find that children who enrolled in government schools where the language of instruction differed from instruction in their mother tongue did not perform as well in literacy. After a year in government schools, those taught in another local language caught up. By contrast, those who transitioned into English did not. Our evidence reinforces the benefits of mother tongue and local language instruction for progress in literacy.
DA - 2020/07/01/
PY - 2020
DO - 10.1016/j.ijedudev.2020.102195
DP - ScienceDirect
VL - 76
SP - 102195
J2 - International Journal of Educational Development
LA - en
SN - 0738-0593
UR - https://www.sciencedirect.com/science/article/pii/S0738059319306066
Y2 - 2023/01/07/20:46:51
KW - Alternative education
KW - Ghana
KW - Literacy
KW - Mother tongue
KW - Out of school
ER -
TY - JOUR
TI - Qualité de l’air à l’intérieur des écoles
AU - Cartieaux, E.
AU - Rzepka, M.-A.
AU - Cuny, D.
T2 - Archives de Pédiatrie
DA - 2011/07//
PY - 2011
DO - 10.1016/j.arcped.2011.04.020
DP - DOI.org (Crossref)
VL - 18
IS - 7
SP - 789
EP - 796
J2 - Archives de Pédiatrie
LA - fr
SN - 0929693X
UR - https://linkinghub.elsevier.com/retrieve/pii/S0929693X11001928
Y2 - 2022/06/02/22:48:35
ER -
TY - JOUR
TI - Cross-Border Higher Education and Quality Assurance. Results from a Systematic Literature Review
AU - Carvalho, Nathan
AU - Rosa, Maria J.
AU - Amaral, Alberto
T2 - Journal of Studies in International Education
AB - Internationalisation has gained prominence in debates on higher education and can be analysed from different perspectives, including cross-border higher education. Cross-border higher education entails relevant challenges, namely regarding its quality. This paper intends to discuss, based on a literature review, the link between cross-border higher education and quality assurance, namely the role quality assurance may have in contributing to a quality cross-border educational offer. 79 documents (indexed in Scopus or Web of Science) published between 1998 and 2019 were content analysed. The results show that both internal and external quality assurance are relevant topics when discussing cross-border higher education and a means to stimulate the overall quality of this educational offer. Moreover, to be effective, quality assurance must rely on cooperation and mutual trust between importing and exporting countries, including their quality assurance agencies.
DA - 2022/02/28/
PY - 2022
DO - 10.1177/10283153221076900
DP - SAGE Journals
SP - 10283153221076900
J2 - Journal of Studies in International Education
LA - en
SN - 1028-3153
UR - https://doi.org/10.1177/10283153221076900
Y2 - 2022/04/05/20:27:49
KW - agencies
KW - cooperation
KW - cross-border higher education
KW - higher education institutions
KW - internationalisation
KW - quality assurance
KW - transnational education
ER -
TY - RPRT
TI - Planning for School Reopening and Recovery After COVID-19
AU - Carvalho, Shelby
AU - Rossiter, Jack
AU - Angrist, Noam
AU - Hares, Susannah
AU - Silverman, Rachel
DA - 2020///
PY - 2020
DP - Zotero
LA - en
PB - Centre for Global Development
UR - https://www.cgdev.org/sites/default/files/planning-school-reopening-and-recovery-after-covid-19.pdf
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Identifying barriers to the systematic literature review process
AU - Carver, J.C.
AU - Hassler, E.
AU - Hernandes, E.
T2 - International symposium on empirical software engineering and measurement
DA - 2013///
PY - 2013
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Learning Gains From the KinderTEK® iPad Math Program: Does Timing of a Preventative Intervention Matter?
AU - Cary, Mari Strand
AU - Kennedy, Patrick C.
AU - Shanley, Lina
AU - Clarke, Ben
T2 - Journal of Special Education Technology
DA - 2020///
PY - 2020
DO - 10.1177/0162643420928336
DP - Google Scholar
SP - 0162643420928336
ST - Learning Gains From the KinderTEK® iPad Math Program
KW - _C:Jordan JOR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - GEN
TI - Play in Crisis: support for parents and carers
AU - Casey, Theresa
DA - 2020///
PY - 2020
PB - International Play Association
UR - http://ipaworld.org/wp-content/uploads/2020/04/IPA-Play-in-Crisis-Booklet-for-parents-and-carers-2020.pdf
ER -
TY - JOUR
TI - Parental involvement in low-achieving children’s learning: The role of household wealth in rural India
AU - Cashman, Laura
AU - Sabates, Ricardo
AU - Alcott, Benjamin
T2 - International Journal of Educational Research
AB - Existing research recognises that while parents often aspire to be involved in their children’s education, some face barriers that prevent this. Studies situated in the Global North recognise economic constraints as a barrier, presenting a steep gradient whereby the richer households are, the higher their parental involvement levels. This paper analyses the influence of household wealth on parental involvement in low-achieving children's education in a resource-constrained area in rural Uttar Pradesh, India. Based on regression models from a sample of 13,558 households, we corroborate evidence from wealthier contexts: wealthier parents are consistently more likely to be involved in low-achieving children’s learning. This suggests that stakeholders should be aware of the potential influence of household wealth on parental involvement in rural India.
DA - 2021/01/01/
PY - 2021
DO - 10.1016/j.ijer.2020.101701
DP - ScienceDirect
VL - 105
SP - 101701
J2 - International Journal of Educational Research
LA - en
SN - 0883-0355
ST - Parental involvement in low-achieving children’s learning
UR - https://www.sciencedirect.com/science/article/pii/S0883035520318073
Y2 - 2023/01/07/20:46:48
KW - Asset ownership
KW - India
KW - Parental involvement
KW - Principal component analysis
KW - Wealth
ER -
TY - JOUR
TI - Global Proficiency Framework for Reading
AU - Cason, Crystal
DP - Zotero
SP - 152
LA - en
KW - ⛔ No DOI found
ER -
TY - GEN
TI - Improving machine learning performance using conceptual modeling
AU - Castellanos, A.
AU - Castillo, A.
AU - Tremblay, M.C.
DA - 2021///
PY - 2021
LA - en
ER -
TY - JOUR
TI - Can we open the black box of AI?
AU - Castelvecchi, D.
T2 - Nature
DA - 2016///
PY - 2016
VL - 538
IS - 7623
SP - 20
EP - 23
LA - en
KW - ❓ Multiple DOI
ER -
TY - BOOK
TI - Trends in Digital Personalized Learning: Landscape Review of Personalized Learning Solutions in Low and Middle-Income Countries
AU - Castillo, Nathan M.
AU - Adam, Taskeen
AU - Alam, Andaleeb
AU - Alrawashdeh, Ghaida S
AU - Tiwari, Priyamvada
AB - Digital Personalized Learning (DPL) - tech solutions and products that tailor learning to individuals and their specific learning needs - have the potential to improve learning outcomes and close gaps for students who have fallen behind. However, there is a limited of evidence from digital personalized learning interventions deployed across the developing world. This landscape review identifies trends and gaps in DPL implementation in low- and middle-income country (LMIC) contexts. This research report presents data on DPL effectiveness in LMICs from over 40 interventions worldwide by to classifying and categorizing design features, implementation models, and scalability factors. Implications for future research and design are discussed from a multi-stakeholder perspective.
DA - 2022///
PY - 2022
DP - University of Illinois Urbana-Champaign
PB - UNICEF Office of Global Insight & Policy
ST - Trends in Digital Personalized Learning
UR - https://www.unicef.org/globalinsight/reports/trends-digital-personalized-learning
Y2 - 2022/11/08/20:11:06
KW - Global studies
KW - Learning
KW - Policy action
KW - Quality of education
KW - technology in education
ER -
TY - JOUR
TI - MOOCs for development: trends, challenges, and opportunities
AU - Castillo, Nathan M.
AU - Lee, Jinsol
AU - Zahra, Fatima T.
AU - Wagner, Daniel A.
T2 - Information Technologies & International Development
DA - 2015///
PY - 2015
VL - 11
IS - 2
LA - en
ST - MOOCs for development
KW - Final_citation
KW - cited
KW - existing
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - MOOCs for development: trends, challenges, and opportunities
AU - Castillo, Nathan M
AU - Lee, Jinsol
AU - Zahra, Fatima T
AU - Wagner, Daniel A
T2 - Information Technologies & International Development
AB - The recent rise of massive open online courses (MOOCs) has generated significant media attention for their potential to disrupt the traditional modes of education trough ease of access and free or low-cost content delivery. MOOCs offer the potential to enable access to high-quality education to students, even in the most underserved regions of the world. However, much of the excitement surrounding opportunities for MOOCs in non-OECD contexts remains unproven. Challenges with regard to infrastructure, sustainability, and evaluation have disrupted early attempts to expand inclusion for those least educated. Drawing on proceedings from a recent international conference on MOOCs for Development held at the University of Pennsylvania, this report synthesizes trends, challenges, and opportunities within the growing subfield.
DA - 2015///
PY - 2015
DP - Zotero
VL - 11
IS - 2
SP - 35
EP - 42
LA - en
UR - https://repository.upenn.edu/literacyorg_articles/6
AN - 54052735
KW - ___working_potential_duplicate
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Improving the Impact of Educational Technologies on Learning Within Low-Income Contexts
AU - Castillo, Nathan
AU - Adam, Taskeen
AU - Haßler, Björn
T2 - Learning, Marginalization, and Improving the Quality of Education in Low-income Countries
T3 - Learning at the Bottom of the Pyramid
CY - Cambridge, UK
DA - 2022///
PY - 2022
DP - www.openbookpublishers.com
LA - English
PB - Open Book Publishers
SN - 978-1-80064-200-3 978-1-80064-201-0 978-1-80064-202-7 978-1-80064-203-4 978-1-80064-204-1 978-1-80064-205-8
SV - 2
UR - https://doi.org/10.11647/OBP.0256
Y2 - 2022/03/02/18:10:39
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - JOUR
TI - Do Large Language Models Understand Chemistry? A Conversation with ChatGPT
AU - Castro Nascimento, Cayque Monteiro
AU - Pimentel, André Silva
T2 - Journal of Chemical Information and Modeling
AB - Large language models (LLMs) have promised a revolution in answering complex questions using the ChatGPT model. Its application in chemistry is still in its infancy. This viewpoint addresses the question of how well ChatGPT understands chemistry by posing five simple tasks in different subareas of chemistry.
DA - 2023/03/27/
PY - 2023
DO - 10.1021/acs.jcim.3c00285
DP - ACS Publications
VL - 63
IS - 6
SP - 1649
EP - 1655
J2 - J. Chem. Inf. Model.
SN - 1549-9596
ST - Do Large Language Models Understand Chemistry?
UR - https://doi.org/10.1021/acs.jcim.3c00285
Y2 - 2024/02/24/17:42:54
ER -
TY - JOUR
TI - A literature review: efficacy of online learning courses for higher education institution using meta-analysis
AU - Castro, Mayleen Dorcas B.
AU - Tumibay, Gilbert M.
T2 - Education and Information Technologies
AB - The Internet has made online learning possible, and many educators and researchers are interested in online learning courses to enhance and improve the student learning outcomes while battling the shortage in resources, facilities and equipment particularly in higher education institution. Online learning has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place. It is imperative that the researchers consider, and examine the efficacy of online learning in educating students. For this study, the researchers reviewed literature through meta-analysis as the method of research concerning the use of ADDIE (Analysis, Design, Development, Implementation and Evaluation) framework for designing and developing instructional materials that can provide wider access to quality higher education. This framework can be used to list generic processes that instructional designers and training developers use (Morrison et al., 2010). It represents a descriptive guideline for building effective training and performance support tools in five phases, as follows: 1.) Analysis, 2.) Design, 3.) Development, 4.) Implementation, and 5.) Evaluation. The researchers collected papers relating to online learning courses efficacy studies to provide a synthesis of scientifically rigorous knowledge in online learning courses, the researchers searched on ERIC (Education Resources Information Center), ProQuest databases, PubMed, Crossref, Scribd EBSCO, and Scopus. The researchers also conducted a manual search using Google Scholar. Based on the analysis, three main themes developed: 1.) comparison of online learning and traditional face-to-face setting, 2.) identification of important factors of online learning delivery, and 3.) factors of institutional adoption of online learning. Based on the results obtained 50 articles. The researchers examine each paper and found 30 articles that met the efficacy of online learning courses through having well-planned, well-designed courses and programs for higher education institution. Also, it highlights the importance of instructional design and the active role of institutions play in providing support structures for educators and students. Identification of different processes and activities in designing and developing an Online Learning Courses for Higher Education Institution will be the second phase of this study for which the researchers will consider using the theoretical aspect of the ADDIE framework.
DA - 2021/03/01/
PY - 2021
DO - 10.1007/s10639-019-10027-z
DP - Springer Link
VL - 26
IS - 2
SP - 1367
EP - 1385
J2 - Educ Inf Technol
LA - en
SN - 1573-7608
ST - A literature review
UR - https://doi.org/10.1007/s10639-019-10027-z
Y2 - 2022/04/05/20:24:42
ER -
TY - JOUR
TI - Efficacy of Social Networking Sites for Sustainable Education in the Era of COVID-19: A Systematic Review
AU - Cavus, Nadire
AU - Sani, Abdullahi S.
AU - Haruna, Yusuf
AU - Lawan, Abdulmalik A.
T2 - Sustainability
AB - The sudden advent of the COVID-19 pandemic and the associated containment measures require educational institutions of all sizes to adopt eLearning as the only option for sustainable education. Despite the numerous Learning Management Systems, the rapid migration to eLearning posed numerous challenges that negatively affect the effectiveness and sustainability of the educational activities. The current study systematically reviewed recent articles that recognized the value and feasibility of using Social Networking Sites (SNSs) in education. The study highlighted the current eLearning challenges and illustrated effective strategies for the sustainable educational use of SNSs by both institutions, teachers, and students. Thus, solutions to the problems experienced in education during the COVID-19 period were highlighted based on SNS-supported strategies.
DA - 2021/01//
PY - 2021
DO - 10.3390/su13020808
DP - www.mdpi.com
VL - 13
IS - 2
SP - 808
LA - en
ST - Efficacy of Social Networking Sites for Sustainable Education in the Era of COVID-19
UR - https://www.mdpi.com/2071-1050/13/2/808
Y2 - 2021/10/05/11:40:26
KW - COVID-19
KW - _genre:LR-literature_review
KW - eLearning
KW - education
KW - social media
KW - social networking sites
ER -
TY - THES
TI - Exploring first-year students’ experiences of using Moodle in learning an accounting undergraduate module at a South African University
AU - Cele, Siyabonga Alpheos
DA - 2019///
PY - 2019
DP - Google Scholar
M3 - PhD Thesis
KW - _C:Australia AUS
KW - _C:Georgia GEO
KW - _C:Greece GRC
KW - _C:India IND
KW - _C:Korea XKOR
KW - _C:Malawi MWI
KW - _C:Netherlands NLD
KW - _C:New Zealand NZL
KW - _C:Nigeria NGA
KW - _C:Poland POL
KW - _C:Sierra Leone SLE
KW - _C:South Africa ZAF
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - RPRT
TI - Embracing digital skills: Now and tomorrow (Policy Brief)
AU - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe),
AU - UNESCO Regional Office for Southern Africa
AU - Education, Open Development and
CN - 0280
DA - 2022/06/01/
PY - 2022
LA - en
M3 - RTT Evaluation
PB - OpenDevEd
SN - 4
UR - https://docs.opendeved.net/lib/EVRRJE7P
KW - _r:AddedByZotZen
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Embracing digital skills: Now and tomorrow (infographic)
AU - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe),
AU - UNESCO Regional Office for Southern Africa
AU - Open Development and Education
CN - 0281
DA - 2022/06/01/
PY - 2022
LA - en
M3 - RTT Evaluation
PB - OpenDevEd
SN - 5
UR - https://docs.opendeved.net/lib/F9SADN3Z
KW - _r:AddedByZotZen
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Final Report for Evaluation of RTT
AU - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe),
AU - UNESCO Regional Office for Southern Africa
AU - Open Development and Education
CN - 0283
DA - 2022/06/20/
PY - 2022
LA - en
M3 - RTT Evaluation
PB - OpenDevEd
SN - 5
UR - https://docs.opendeved.net/lib/3JMFQDPD
KW - _r:AddedByZotZen
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Research Methods for Education
AU - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe)
AU - UNESCO Regional Office for Southern Africa
AU - Open Development and Education
CN - 0265
DA - 2021/12//
PY - 2021
LA - en
M3 - RTT Evaluation
PB - OpenDevEd
SN - 1
UR - https://docs.opendeved.net/lib/F6WS8X4W
KW - _r:AddedByZotZen
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Research Methods for Education: Reading List
AU - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe),
AU - UNESCO Regional Office for Southern Africa
AU - Open Development and Education
CN - 0267
DA - 2022/03/02/
PY - 2022
LA - en
M3 - RTT Evaluation
PB - OpenDevEd
SN - 3
UR - https://docs.opendeved.net/lib/MSK5WMMF
KW - _r:AddedByZotZen
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Summary Report: Evaluation of the Rapid Teacher Training
AU - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe),
AU - UNESCO Regional Office for Southern Africa
AU - Open Development and Education
CN - 0266
DA - 2022/02//
PY - 2022
LA - en
M3 - RTT Evaluation
PB - OpenDevEd
SN - 2
UR - https://docs.opendeved.net/lib/F6WS8X4W
KW - _r:AddedByZotZen
KW - _r:ImportedToMyEducationEvidence
ER -
TY - JOUR
TI - Implementation Research: Finding Common Ground on What, How, Why, Where, and Who
AU - Century, Jeanne
AU - Cassata, Amy
T2 - Review of Research in Education
AB - Over many decades, educators have developed countless interventions and theories about how to create lasting change. Implementation research is the study of these efforts with a set of basic questions: What are we doing? Is it working? For whom? Where? When? How? And, Why? In other words, implementation research is an endeavor to understand if and how educational efforts are accomplishing their goals. This chapter describes the landscape of implementation research, tracing it back to its historical roots and connecting it to other fields with the aim of identifying common threads across diverse efforts. The authors survey where the field is today and highlight different perspectives on complex questions that have long troubled researchers. They outline some of the sticky issues ahead and make a case for shared conceptual clarity and clearly communicated and understood language that will help researchers understand how various bodies of implementation research work are related. The authors conclude by describing the opportunity presented to the education research community in this moment: to capitalize on and learn from historical and contemporary work in education and other fields, and to identify connections across theories and approaches and find ways to collectively move forward toward the shared goal of making education better.
DA - 2016/03//
PY - 2016
DO - 10.3102/0091732X16665332
DP - DOI.org (Crossref)
VL - 40
IS - 1
SP - 169
EP - 215
J2 - Review of Research in Education
LA - en
SN - 0091-732X, 1935-1038
ST - Implementation Research
UR - http://journals.sagepub.com/doi/10.3102/0091732X16665332
Y2 - 2022/12/29/22:58:23
ER -
TY - JOUR
TI - Emergent practices and material conditions in tablet-mediated collaborative learning and teaching
AU - Cerratto-Pargman, Teresa
AU - Jahnke, Isa
AU - Damsa, Crina
AU - Nussbaum, Miguel
AU - Säljö, Roger
T2 - Making a Difference: Prioritizing Equity and Access in CSCL
DA - 2017///
PY - 2017
DP - Google Scholar
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - BLOG
TI - ChatGPT Pricing, Explained: Plus & Tokens (2024)
AU - Ch, David
T2 - Guides.ai
AB - ChatGPT Plus costs $20 per month ($23.80/month for EU + UK). The ChatGPT API costs $0.002 for every 1000 tokens.
DA - 2023/11/17/T19:39:35+00:00
PY - 2023
LA - en-US
ST - ChatGPT Pricing, Explained
UR - https://guides.ai/chatgpt-pricing/
Y2 - 2024/01/21/22:01:26
ER -
TY - RPRT
TI - Higher education institutions and the use of online instruction and online tools and resources during the COVID-19 outbreak - An online review of selected U.S. and SA's universities
AU - Chaka, Chaka
AB - Abstract
This online quasi-scoping review set out to review how 64 U.S. and 21 South African universities pivoted to online course delivery and used online tools and resources as one of their collective responses to continue their teaching and learning activities during the COVID-19 pandemic. The review was conducted on five online search engines, six online databases and two online social networking sites. Generally, all of the U.S and South African universities investigated transitioned to online classes and temporarily relinquished their in-person, campus-based classes. Additionally, all of these universities transiently opted for a strong form of social distancing and embraced emergency remote online pedagogy. Moreover, four online delivery typologies, with their attendant multiple permutations, emerged from these two sets of universities. Furthermore, when both U.S. and South African universities temporarily pivoted their classes to online delivery during the COVID-19 pandemic outbreak, they embraced and adopted certain online tools and resources more than the others. For instance, pertaining to 64 U.S. universities, Zoom was the most preferred tool, with video conferencing and LMS platforms emerging as the two dominant platforms. As regards the 21 South African universities, Blackboard (Collaborate) emerged as the most preferred tool, with both LMS and video conferencing platforms emerging as the two dominant platforms. Overall, Zoom, Blackboard (Collaborate) and institutional LMSes were the three common tools to which both sets of universities pivoted during the pandemic. Finally, the two sets of universities only embraced low-tech versions of the 4IR technologies such as video-conferencing, social media technologies, and cloud computing.
DA - 2020/08/21/
PY - 2020
DP - DOI.org (Crossref)
LA - en
M3 - preprint
PB - In Review
UR - https://www.researchsquare.com/article/rs-61482/v1
Y2 - 2021/10/05/11:42:57
ER -
TY - BOOK
TI - Ideas for Development
AU - Chambers, Robert
DA - 2oo4
PY - 2oo4
DP - DOI.org (Crossref)
LA - en
PB - Earthscan
SN - 978-1-136-56344-7
UR - https://www.taylorfrancis.com/books/9781136563447
Y2 - 2022/12/30/11:17:20
ER -
TY - JOUR
TI - Inclusive rigour for complexity
AU - Chambers, Robert
T2 - Journal of Development Effectiveness
DA - 2015///
PY - 2015
DO - 10.1080/19439342.2015.1068356
DP - Google Scholar
VL - 7
IS - 3
SP - 327
EP - 335
ER -
TY - JOUR
TI - Paradigm shifts and the practice of participatory research and development
AU - Chambers, Robert
DA - 1994///
PY - 1994
DP - Google Scholar
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Rural development: Putting the last first
AU - Chambers, Robert
DA - 2014///
PY - 2014
DP - Google Scholar
PB - Routledge
ST - Rural development
ER -
TY - JOUR
TI - The origins and practice of participatory rural appraisal
AU - Chambers, Robert
T2 - World development
DA - 1994///
PY - 1994
DO - 10.1016/0305-750X(94)90141-4
DP - Google Scholar
VL - 22
IS - 7
SP - 953
EP - 969
ER -
TY - CHAP
TI - Shifting power to make a difference
AU - Chambers, Robert
AU - Pettit, Jethro
T2 - Inclusive aid
DA - 2004///
PY - 2004
DP - Google Scholar
SP - 155
EP - 180
PB - Routledge
ER -
TY - THES
TI - Improving Motivation in Arabic Language Arts Classrooms Through Technology Integration
AU - Chamout, Rima
DA - 2020///
PY - 2020
DP - Google Scholar
M3 - PhD Thesis
PB - Walden University
KW - _C:Algeria DZA
KW - _C:China CHN
KW - _C:Croatia HRV
KW - _C:France FRA
KW - _C:Indonesia IDN
KW - _C:Japan JPN
KW - _C:Jordan JOR
KW - _C:Kurdistan XKRDN
KW - _C:Lebanon LBN
KW - _C:Malaysia MYS
KW - _C:Nigeria NGA
KW - _C:Oman OMN
KW - _C:Pakistan PAK
KW - _C:Saudi Arabia SAU
KW - _C:Spain ESP
KW - _C:State of Palestine PSE
KW - _C:Sudan SDN
KW - _C:Switzerland CHE
KW - _C:Syrian Arab Republic SYR
KW - _C:Turkey TUR
KW - _C:United Arab Emirates ARE
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Learning at home: home schooling resources and children’s learning during the COVID-19 lockdown in France and Italy
AU - Champeaux, Hugues
AU - Mangiavacchi, Lucia
AU - Marchetta, Francesca
AU - Piccoli, Luca
AB - School closures, forced by the COVID-19 crisis in many countries, impacted on children’s lives and their learning process. There will likely be substantial and persistent disparities between families in terms of education outcomes. Distant learning solutions adopted by schools have been heterogeneous over countries, within countries and between school levels. As a consequence, most of the burden of children’s learning fell on their parents, with likely uneven results depending on the socio-economic characteristics of the family. Using a real time survey data collected in April 2020 and early May in France and Italy on children’s use of time, distance learning resources and emotional status, we analyse how the lockdown has affected children’s use of time, their emotional wellbeing and their home learning process. We also estimate child fixed effects models to identify the main contributors of children’s status during the lockdown. The analysis focuses on the role played by online classes or other interactive methods on children’s home learning and emotional status. We find that the lockdown had a stronger impact on Italian families, both in terms of educational progress evaluation and of children’s emotional status, but attending online classes strongly reduced the negative impact in Italy, highlighting the major role played by teachers and children’s interaction with them in the Italian educational system. The less rigidly structured French classes, changing often teachers and classmates, may have contributed to build children’s independence from teachers and peer interactions, increasing their educational resilience during the COVID-19 lockdown.
DP - Zotero
SP - 26
LA - en
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Design archaeology: Generating design knowledge from real-world artifact design
AU - Chandra Kruse, L
AU - Seidel, S
AU - Brocke, J
C1 - Worcester, MA, USA
C3 - Proceedings of the International Conference on Design Science Research in Information Systems and Technology
DA - 2019///
PY - 2019
SP - 32
EP - 45
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Participatory rural appraisal
AU - Chandra, Ganesh
T2 - Katiha, PK, Vaas, KK, Sharma, AP, Bhaumik, U. & Chandra Ganesh (Eds). Issues and tools for social science research in inland fisheries. Central Inland Fisheries Research Institute, Barrackpore, Kolkata, India. Bulletin
DA - 2010///
PY - 2010
DP - Google Scholar
VL - 163
SP - 286
EP - 302
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Why the World Needs a Curriculum Alignment Hub
AU - Chandra, Shivi
DA - 2020/11/12/
PY - 2020
PB - Learning Equality
KW - Final_citation
KW - cited
KW - existing
ER -
TY - RPRT
TI - Why the World Needs a Curriculum Alignment Hub
AU - Chandra, Shivi
DA - 2020/11/12/
PY - 2020
M3 - Working Paper
PB - Learning Equality
UR - https://docs.edtechhub.org/lib/2RMKAHXF
KW - _zenodoETH
ER -
TY - SLIDE
TI - Equitable learning with ICT: study of an intervention at scale for underserved students in India
T2 - Comparative and International Education Society 65th Annual Meeting
A2 - Chandran, M.G.
A2 - Sarangapani, P.
CY - Virtual
DA - 2021/05//
PY - 2021
ER -
TY - CONF
TI - Pre-pilot findings on developing a literacy tablet
AU - Chang, Angela
AU - Nunez, David
AU - Roberts, Tom
AU - Sengeh, David
AU - Breazeal, Cynthia
T3 - IDC '13
AB - We report observations on how children in a developing country respond to a literacy tablet that is designed to initiate and scaffold literacy learning toward self-sufficiency. This paper describes our first lessons from developing an educational system for enabling children who have no access to schooling to read with minimal outside intervention. We share lessons learned from challenges in the design process, discuss implementation considerations for deploying in remote developing areas, and discuss observations of how children use the technology. We reflect how this experience impacts ongoing work on developing countries regarding collaboration and literacy learning.
C1 - New York, NY, USA
C3 - Proceedings of the 12th International Conference on Interaction Design and Children
DA - 2013/06/24/
PY - 2013
DO - 10.1145/2485760.2485809
DP - ACM Digital Library
SP - 471
EP - 474
PB - ACM
SN - 978-1-4503-1918-8
UR - https://doi.org/10.1145/2485760.2485809
KW - developing countries
KW - literacy tablet
KW - tablet interaction
KW - technology implementation
ER -
TY - BOOK
TI - Lean Impact: How to Innovate for Radically Greater Social Good
AU - Chang, Ann Mei
AB - Despite enormous investments of time and money, are we making a dent on the social and environmental challenges of our time? What if we could exponentially increase our impact? Around the world, a new generation is looking beyond greater profits, for meaningful purpose. But, unlike business, few social interventions have achieved significant impact at scale. Inspired by the modern innovation practices, popularized by bestseller The Lean Startup, that have fueled technology breakthroughs touching every aspect of our lives, Lean Impact turns our attention to a new goal - radically greater social good. Social change is far more complicated than building a new app. It requires more listening, more care, and more stakeholders. To make a lasting difference, solutions must be embraced by beneficiaries, address root causes, and include an engine that can accelerate growth to reach the scale of the need. Lean Impact offers bold ideas to reach audacious goals through customer insight, rapid experimentation and iteration, and a relentless pursuit of impact. Ann Mei Chang brings a unique perspective from across sectors, from her years as a tech executive in Silicon Valley to her most recent experience as the Chief Innovation Officer at USAID. She vividly illustrates the book with real stories from interviews with over 200 organizations across the US and around the world. Whether you are a nonprofit, social enterprise, triple bottom line company, foundation, government agency, philanthropist, impact investor, or simply donate your time and money, Lean Impact is an essential guide to maximizing social impact and scale.
DA - 2018/10/30/
PY - 2018
DP - Google Books
SP - 308
LA - en
PB - John Wiley & Sons
SN - 978-1-119-50659-1
ST - Lean Impact
KW - Business & Economics / Development / Sustainable Development
KW - Business & Economics / General
KW - Business & Economics / Nonprofit Organizations & Charities / Management & Leadership
KW - Social Science / Philanthropy & Charity
ER -
TY - BOOK
TI - Lean Impact: How to Innovate for Radically Greater Social Good
AU - Chang, Ann Mei
CY - Hoboken, New Jersey
DA - 2018/10/30/
PY - 2018
DP - Amazon
ET - 1st edition
SP - 304
LA - English
PB - Wiley
SN - 978-1-119-50660-7
ST - Lean Impact
ER -
TY - JOUR
TI - Chatbot-facilitated Nursing Education
AU - Chang, Ching-Yi
AU - Kuo, Shu-Yu
AU - Hwang, Gwo-Haur
T2 - Educational Technology & Society
DA - 2022///
PY - 2022
DP - Google Scholar
VL - 25
IS - 1
SP - 15
EP - 27
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Battle for the thermostat: Gender and the effect of temperature on cognitive performance
AU - Chang, Tom Y.
AU - Kajackaite, Agne
T2 - PLoS ONE
AB - This paper studies differences in the effect of temperature on cognitive performance by gender in a large controlled lab experiment (N = 543). We study performance in math, verbal and cognitive reflection tasks and find that the effects of temperature vary significantly across men and women. At higher temperatures, women perform better on a math and verbal task while the reverse effect is observed for men. The increase in female performance in response to higher temperature is significantly larger and more precisely estimated than the corresponding decrease in male performance. In contrast to math and verbal tasks, temperature has no impact on a measure of cognitive reflection for either gender. Our findings suggest that gender mixed workplaces may be able to increase productivity by setting the thermostat higher than current standards.
DA - 2019/05/22/
PY - 2019
DO - 10.1371/journal.pone.0216362
DP - PubMed Central
VL - 14
IS - 5
SP - e0216362
J2 - PLoS One
SN - 1932-6203
ST - Battle for the thermostat
UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6530830/
Y2 - 2022/06/02/21:40:37
ER -
TY - JOUR
TI - Mathematics teacher education curriculum at a university in Zambia: student teachers’ acquisition of appropriate competencies for teaching mathematics in secondary school.
AU - Changwe, Robert
AU - Mulenga, Innocent Mutale
DA - 2018///
PY - 2018
DP - Google Scholar
ST - Mathematics teacher education curriculum at a university in Zambia
UR - http://dspace.unza.zm/handle/123456789/6588
Y2 - 2023/12/06/15:21:54
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Curriculum Implementation in Zambia: Best Practices of Bridging the Gap between the Intended and the Achieved School Curriculum
AU - Changwe, Robert
AU - Mwanza, Christine
T2 - International Journal of Research and Innovation in Social Science
DA - 2022///
PY - 2022
DO - 10.47772/IJRISS.2022.6127
DP - Google Scholar
VL - 6
IS - 1
SP - 437
EP - 443
ST - Curriculum Implementation in Zambia
UR - https://www.researchgate.net/profile/Robert-Changwe/publication/358545651_Curriculum_Implementation_in_Zambia_Best_Practices_of_Bridging_the_Gap_between_the_Intended_and_the_Achieved_School_Curriculum/links/620768477b05f82592e3b4d8/Curriculum-Implementation-in-Zambia-Best-Practices-of-Bridging-the-Gap-between-the-Intended-and-the-Achieved-School-Curriculum.pdf
Y2 - 2023/11/28/15:07:36
ER -
TY - JOUR
TI - Advancing Social Justice for Asylum Seekers and Refugees in the UK: An Open Education Approach to Strengthening Capacity through Refugee Action’s Frontline Immigration Advice Project
AU - Charitonos, Koula
AU - Rodriguez, Carolina Albuerne
AU - Witthaus, Gabi
AU - Bossu, Carina
T2 - Journal of Interactive Media in Education
AB - Britain’s asylum system fails the most vulnerable; it cannot ensure that people who are least able to protect themselves are provided with the legal assistance that they require to cope with the challenges with which they are inevitably faced. Against this background, the charity Refugee Action developed the Frontline Immigration Advice Programme (FIAP), a technology-supported capacity strengthening programme that aims to increase access to justice for those going through the asylum system in the UK. This paper is concerned with the design and implementation of the FIAP as a free digitally enabled programme that provides learning opportunities for organisations and frontline workers in the refugee sector and supports them in developing new forms of legal practice. It provides empirical data from interviews with members of staff from six participating organisations in the FIAP, and from Refugee Action and the Office of the UK’s Immigration Services Commissioner1 (n = 21). The paper adopts a view on social justice, which according to Fraser (2005) is understood as ‘parity of participation’. We draw on Fraser’s work, as well as work of other scholars such as Lambert (2018) and Hodgkinson-Williams and Trotter (2018) to explore the relationship between social justice and open education by taking into consideration the context within which organisations and professionals operate. The analysis highlights six dimensions for social justice approaches for professional learning as demonstrated through the case of the FIAP: i. deliberate iterative design; ii. access to provision; iii. flexibility of provision; iv. development of resources; v. support and vi. advancing knowledge and skills whilst adapting the workplace. All these dimensions are discussed in the paper in relation to the concept of openness and are critical in developing open socially just programmes that aim to change work practice and address the needs of the most vulnerable.
DA - 2020/05/11/
PY - 2020
DO - 10.5334/jime.563
DP - jime.open.ac.uk
VL - 2020
IS - 1
SP - 11
LA - en
SN - 1365-893X
ST - Advancing Social Justice for Asylum Seekers and Refugees in the UK
UR - http://jime.open.ac.uk/articles/10.5334/jime.563/
Y2 - 2020/07/11/18:36:47
KW - Refugee Action
KW - access to justice
KW - open education
KW - professional learning
KW - refugee sector
KW - social justice
KW - technology-enhanced learning
ER -
TY - JOUR
TI - Organisation of Eastern Caribbean States (OECS) Education Reform Strategy: Report on Country Consultations and Work Plan.
AU - Charles, Hubert J.
DA - 1992///
PY - 1992
DP - Google Scholar
ST - Organisation of Eastern Caribbean States (OECS) Education Reform Strategy
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Stepwise organization of the β-structure identifies key regions essential for the propagation and cytotoxicity of insulin amyloid fibrils
AU - Chatani, Eri
AU - Imamura, Hiroshi
AU - Yamamoto, Naoki
AU - Kato, Minoru
T2 - The Journal of Biological Chemistry
AB - Amyloid fibrils are supramolecular assemblies, the deposition of which is associated with many serious diseases including Alzheimer, prion, and Huntington diseases. Several smaller aggregates such as oligomers and protofibrils have been proposed to play a role in early stages of the fibrillation process; however, little is known about how these species contribute to the formation of mature amyloid fibrils with a rigid cross-β structure. Here, we identified a new pathway for the formation of insulin amyloid fibrils at a high concentration of salt in which mature fibrils were formed in a stepwise manner via a prefibrillar intermediate: minute prefibrillar species initially accumulated, followed by the subsequent formation of thicker amyloid fibrils. Fourier transform infrared spectra suggested the sequential formation of two types of β-sheets with different strength hydrogen bonds, one of which was developed concomitantly with the mutual assembly of the prefibrillar intermediate to form mature fibrils. Interestingly, fibril propagation and cellular toxicity appeared only after the later step of structural organization, and a comparison of β-sheet regions between the prefibrillar intermediate and mature fibrils using proteolysis led to the proposal of specific regions essential for manifestation of these properties.
DA - 2014/04/11/
PY - 2014
DO - 10.1074/jbc.M113.520874
DP - PubMed
VL - 289
IS - 15
SP - 10399
EP - 10410
J2 - J Biol Chem
LA - eng
SN - 1083-351X
KW - Amino Acid Sequence
KW - Amyloid
KW - Animals
KW - Cytotoxicity
KW - Hot Temperature
KW - Hydrogen Bonding
KW - Insulin
KW - Mass Spectrometry
KW - Microscopy, Atomic Force
KW - Molecular Sequence Data
KW - PC12 Cells
KW - Prefibrillar Intermediate
KW - Propagation
KW - Protein Aggregation
KW - Protein Misfolding
KW - Protein Structure
KW - Protein Structure, Secondary
KW - Rats
KW - Salts
KW - Sodium Chloride
KW - Spectrometry, Mass, Matrix-Assisted Laser Desorption-Ionization
KW - Spectroscopy, Fourier Transform Infrared
KW - Temperature
KW - Time Factors
ER -
TY - JOUR
TI - Oster and Thornton
AU - Chaudhury
DA - 2013///
PY - 2013
ER -
TY - BOOK
TI - Philippines conditional cash transfer program impact evaluation 2012
AU - Chaudhury, Nazmul
AU - Friedman, Jed
AU - Onishi, Junko
CY - Manila
DA - 2013///
PY - 2013
PB - World Bank Report
ER -
TY - CHAP
TI - Conversational AI Applications in Ed‐Tech Industry: An Analysis of Its Impact and Potential in Education
AU - Chauhan, Deepika
AU - Singh, Chaitanya
AU - Rawat, Romil
AU - Chouhan, Mukesh
T2 - Conversational Artificial Intelligence
A2 - Rawat, Romil
A2 - Chakrawarti, Rajesh Kumar
A2 - Sarangi, Sanjaya Kumar
A2 - Vyas, Piyush
A2 - Alamanda, Mary Sowjanya
A2 - Srividya, Kotagiri
A2 - Sankaran, Krishnan Sakthidasan
DA - 2024/02/19/
PY - 2024
DP - DOI.org (Crossref)
ET - 1
SP - 411
EP - 433
LA - en
PB - Wiley
SN - 978-1-394-20056-6 978-1-394-20080-1
ST - Conversational AI Applications in Ed‐Tech Industry
UR - https://onlinelibrary.wiley.com/doi/10.1002/9781394200801.ch25
Y2 - 2024/02/24/10:03:09
ER -
TY - JOUR
TI - The Impact of HIV/AIDS on the Education Sector in Malawi: Study 2; Examining the Impact of HIV/AIDS on Governance in the Education Sector
AU - Chawani, Brenner S.
AU - Kadzamira, Esme
T2 - Ministry of Education Science and Technology (MoEST)/IIEP-UNESCO, Lilongwe, Malawi
DA - 2004///
PY - 2004
DP - Google Scholar
ST - The Impact of HIV/AIDS on the Education Sector in Malawi
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - The impact of HIV/AIDS on the education sector in Malawi
AU - Chawani, Brenner Samuel
AU - Kadzamira, Esme C.
DA - 2003///
PY - 2003
DP - Google Scholar
PB - Ministry of Education, Science and Technology (MoEst), Government of Malawi
KW - _C:Malawi MWI
ER -
TY - JOUR
TI - Technical and Vocational Education in Cameroon and Critical Avenues for Development
AU - Che, S. Megan
T2 - Research in Comparative and International Education
AB - Technical and vocational education (TVE) can influence development and economic progress for post-colonial societies. Some newly independent sub-Saharan African countries attempted curricular transformation that might produce a skilled workforce through widespread access to versions of TVE. In Cameroon, no such post-colonial curricular revolution was enacted. This article qualitatively analyzes fourteen Cameroonian secondary mathematics teachers' spontaneous discussions about the possibilities and perceived necessity for increased TVE avenues in Cameroon. Relationships between TVE, the problem of educated unemployed, the public and private sectors, and development are explored. This article views teachers' discussions from a lens of critical theory.
DA - 2007///
PY - 2007
DO - 10.2304/rcie.2007.2.4.333
LA - en
AN - DOI-10.2304/rcie.2007.2.4.333
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - C:Cameroon
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:D
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - D:developing nation
KW - F:access
KW - F:attitude
KW - F:curriculum
KW - P:economy
KW - P:teachers
KW - R:qualitative
KW - T:TVET
KW - Z:Critical Theory
KW - Z:Curriculum Development
KW - Z:Developing Nations
KW - Z:Economic Development
KW - Z:Economic Progress
KW - Z:Foreign Countries
KW - Z:Job Skills
KW - Z:Labor Force Development
KW - Z:Labor Market
KW - Z:Mathematics Teachers
KW - Z:Secondary School Mathematics
KW - Z:Secondary School Teachers
KW - Z:Teacher Attitudes
KW - Z:Technical Education
KW - Z:Unemployment
KW - Z:Vocational Education
KW - publicImportV1
ER -
TY - RPRT
TI - Cambodian Secondary School Teachers' Readiness for Online Teaching During the Covid-19 Pandemic
AU - Chea, Phal
AU - Chankoulika, Bo
AU - Minami, Ryuto
AB - This study intends to review alternative teaching methods during the Covid-19 pandemic and examine teacher readiness in adopting educational technology (edtech) for online teaching as well as factors associated with readiness in the context of secondary schools in Cambodia. To assess teacher readiness, we adopted the Technological Pedagogical Content Knowledge (TPACK), a framework developed by Mishra and Koehler (2006). Data analysis draws on the surveys of 687 teachers at 43 secondary schools in 10 Cambodian provinces collected in November 2021. The findings show that nearly all the sampled teachers experienced teaching online during the school closure, although about a third of them had completely returned to physical in-person teaching at the time of the interview. Although a good share of teachers adopted both synchronous and asynchronous teaching approaches for their online teaching, more than half of teachers who taught online used only one approach (either synchronous or asynchronous). Cambodian secondary teachers think their pedagogical and content knowledge is relatively high at 3.92 and 3.88 respectively. However, their technological knowledge is low at 2.87. The regression analysis suggests that at the individual level, factors that influence teacher readiness include gender, age, perceived challenge and perceived effectiveness of online teaching. Experience teaching at private schools and level of student-teacher interaction are also found to be positively associated with teacher readiness, while initial pre-service and in-service training are found to have little to no influence on teacher readiness. Teachers with access to computers seem to demonstrate a higher level of readiness for online teaching. As expected, teachers in Phnom Penh are likely to be more ready for online teaching, but to our surprise, teachers at resource schools exhibit a lower level of readiness than their peers at general schools.
DA - 2022/05/30/
PY - 2022
DP - ResearchGate
ER -
TY - RPRT
TI - Education for all in the time of COVID-19: how EdTech can be part of the solution
AU - Chebib, Kinda
CY - London
DA - 2020///
PY - 2020
PB - GSMA
UR - https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2020/09/EdTech-Final-WEB.pdf
Y2 - 2021/05/10/10:38:42
ER -
TY - JOUR
TI - School Policies as a Determinant for Selection of Home Science Subject: The Belvedere of the Kenyan Secondary School
AU - Chelagat, Abigael
AU - Kitainge, Kisilu
AU - Were, Gertrude
T2 - African Journal of Education,Science and Technology
AB - Home Science is a subject that facilitates acquisition of knowledge, skills and attitudes meant to improve lives of everyone yet very few students choose to pursue it in secondary school. This study sought to establish the influence of school policies on enrolment in Home Science subject in secondary school in 3 Sub-Counties of Elgeyo Marakwet County. It was guided by the following specific objectives: to identify the various school policies on subject selection in secondary schools in Elgeyo Marakwet County and to investigate how school policies on subject selection influenced enrolment of Home Science in secondary schools. The research design adopted was a descriptive survey. Purposive sampling technique was used to select all the six (6) county secondary schools offering Home Science subject at Kenya Certificate of Secondary Education (KCSE) level. This was to ensure a homogenous group for the study with the aim of curbing extraneous variables. Six (6) Home Science teachers were also purposively selected together with the six (6) Principals of all the purposively sampled county secondary schools. This study had a total of twelve (12) respondents. Data from the Home Science teachers was collected using questionnaires and interview schedules were used to collect data from the Principals. The sample size was deemed adequate due to their respective positions in the sampled schools. Data was analyzed descriptively. The study established that most schools did not have policies thus low enrolment in Home Science subject. Also, schools had streaming practices with a class being set specifically for Home Science thus limiting number of students choosing the subject. The study recommends that Home Science related professionals should market the subject through career talks and curriculum developers should review the curriculum for the sake of re-introducing the Home Science subject at primary school for learners to have prior knowledge to undertake the subject at Secondary school. These interventions will increase student enrolment in Home Science subject.
DA - 2018///
PY - 2018
DP - www.ajest.info
VL - 4
IS - 2
LA - en-US
ST - School Policies as a Determinant for Selection of Home Science Subject
UR - http://www.ajest.info/index.php/ajest/article/view/10
Y2 - 2020/02/02/16:19:01
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Students’ behavioral intention to use and achievements in ICT-Integrated mathematics remedial instruction: Case study of a calculus course
AU - Chen, C.-L.
AU - Wu, C.-C.
T2 - Computers and Education
AB - Mathematics remedial instruction is a mathematics education topic worthy of attention; therefore, studying how to effectively implement remedial instruction is essential. A Grade 12 calculus course was used as a case study for exploring the effects of information and communication technology (ICT)-integrated mathematics remedial instruction and factors affecting students' intention to use. A within-group design was adopted to examine whether students' grades on the same type of question in a posttest were significantly higher than in a pretest using a paired samples t-test. Results showed that when ICT-integrated mathematics remedial instruction was not implemented, students' scores in the posttest were not significantly higher; however, after implementing ICT-integrated mathematics remedial instruction, the grades in the posttest were significantly higher. Regarding students' intention to use ICT-integrated mathematics remedial instruction, the research model was developed from the technology acceptance model. This study analyzed data collected from questionnaires using the partial-least-squares structural equation modeling multivariate data analysis method. The results indicated that (1) perceived usefulness significantly affected attitude toward use and behavioral intention to use; (2) attitude toward use significantly affected behavioral intention to use; and (3) attitude toward use exhibited significant mediating effects between perceived usefulness and behavioral intention to use, indicating that perceived usefulness primarily affected students’ behavioral intention to use through attitude toward use. The results may facilitate the application of technology to implement mathematics remedial instruction. © 2019 Elsevier Ltd
DA - 2020///
PY - 2020
DO - 10.1016/j.compedu.2019.103740
VL - 145
J2 - Comput Educ
LA - English
SN - 03601315 (ISSN)
UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074199611&doi=10.1016%2fj.compedu.2019.103740&partnerID=40&md5=aeba46c8dcd8062e0e4ae72d46cd79f4
DB - Scopus
KW - Applications in subject areas
KW - Applications in subject areas ∙
KW - Calculations
KW - Computer aided instruction
KW - Edtech
KW - Education computing
KW - Improving classroom teaching
KW - Improving classroom teaching ∙
KW - Information and Communication Technologies
KW - Integration
KW - Interactive learning environment
KW - Interactive learning environments ∙
KW - Knowledge acquisition
KW - Least squares approximations
KW - Marginalised
KW - Multivariant analysis
KW - Multivariate data analysis method
KW - Pedagogy
KW - Structural equation modeling
KW - Students
KW - Surveys
KW - Teaching
KW - Teaching/learning strategies
KW - Teaching/learning strategy
KW - Technology acceptance model
KW - _AcademicRecoveryOECS
ER -
TY - JOUR
TI - Review of Learning Tools for Effective Radiology Education During the COVID-19 Era
AU - Chen, David
AU - Ayoob, Andres
AU - Desser, Terry S.
AU - Khurana, Aman
T2 - Academic Radiology
AB - Coronavirus disease 2019 (COVID-19) has significantly disrupted medical education around the world and created the risk of students missing vital education and experience previously held within actively engaging in-person activities by switching to online leaning and teaching activities. To retain educational yield, active learning strategies, such as microlearning and visual learning tools are increasingly utilized in the new digital format. This article will introduce the challenges of a digital learning environment, review the efficacy of applying microlearning and visual learning strategies, and demonstrate tools that can reinforce radiology education in this constantly evolving digital era such as innovative tablet apps and tools. This will be key in preserving and augmenting essential medical teaching in the currently trying socially and physically distant times of COVID-19 as well as in similar future scenarios.
DA - 2022/01/01/
PY - 2022
DO - 10.1016/j.acra.2021.10.006
DP - ScienceDirect
VL - 29
IS - 1
SP - 129
EP - 136
J2 - Academic Radiology
LA - en
SN - 1076-6332
UR - https://www.sciencedirect.com/science/article/pii/S1076633221004645
Y2 - 2022/04/05/20:27:38
KW - Coronavirus
KW - Electronic teaching tools
KW - Medical education
KW - Online education
KW - Radiology
KW - SARS-Cov-2
KW - _genre:LR-literature_review
ER -
TY - JOUR
TI - Visual learning analytics to support classroom discourse analysis for teacher professional learning and development
AU - Chen, Gaowei
T2 - The Routledge International Handbook of Research on Dialogic Education
DA - 2019///
PY - 2019
DO - 10.4324/9780429441677-15
DP - Google Scholar
KW - __C:filed:1
ER -
TY - CHAP
TI - Learning Career Knowledge: Can AI Simulation and Machine Learning Improve Career Plans and Educational Expectations?
AU - Chen, I-Chien
AU - Bradford, Lydia
AU - Schneider, Barbara
T2 - AI in Learning: Designing the Future
A2 - Niemi, Hannele
A2 - Pea, Roy D.
A2 - Lu, Yu
AB - As AI and machine learning permeates every area of life, its use to ameliorate educational inequities becomes of great interest. One important application of machine learning within education is to help students increase their alignment of career choice, educational attainment, and projected salary. Alignment theory has shown that having alignment yields higher educational attainment for students. Using the app, Init2Winit, which has students play a game which gives them points for correct alignment, this chapter explores how machine learning, in particular using a decision tree, can give insights into game use and its relation to educational expectations. This model builds a basis for the improvement of Init2Winit to increase student educational expectations through counselor interventions and how other educational applications could use machine learning for insights to improve educational outcomes. The model can decrease educational inequities by increasing educational attainment for those in underrepresented minorities.
CY - Cham
DA - 2023///
PY - 2023
DP - Springer Link
SP - 137
EP - 158
LA - en
PB - Springer International Publishing
SN - 978-3-031-09687-7
ST - Learning Career Knowledge
UR - https://doi.org/10.1007/978-3-031-09687-7_9
Y2 - 2024/02/23/23:57:15
KW - Alignment
KW - Artificial intelligence (AI)
KW - Career knowledge
KW - Decision trees
KW - Supervised machine learning algorithms
ER -
TY - JOUR
TI - Artificial Intelligence in Education: A Review
AU - Chen, Lijia
AU - Chen, Pingping
AU - Lin, Zhijian
T2 - IEEE Access
AB - The purpose of this study was to assess the impact of Artificial Intelligence (AI) on education. Premised on a narrative and framework for assessing AI identified from a preliminary analysis, the scope of the study was limited to the application and effects of AI in administration, instruction, and learning. A qualitative research approach, leveraging the use of literature review as a research design and approach was used and effectively facilitated the realization of the study purpose. Artificial intelligence is a field of study and the resulting innovations and developments that have culminated in computers, machines, and other artifacts having human-like intelligence characterized by cognitive abilities, learning, adaptability, and decision-making capabilities. The study ascertained that AI has extensively been adopted and used in education, particularly by education institutions, in different forms. AI initially took the form of computer and computer related technologies, transitioning to web-based and online intelligent education systems, and ultimately with the use of embedded computer systems, together with other technologies, the use of humanoid robots and web-based chatbots to perform instructors' duties and functions independently or with instructors. Using these platforms, instructors have been able to perform different administrative functions, such as reviewing and grading students' assignments more effectively and efficiently, and achieve higher quality in their teaching activities. On the other hand, because the systems leverage machine learning and adaptability, curriculum and content has been customized and personalized in line with students' needs, which has fostered uptake and retention, thereby improving learners experience and overall quality of learning.
DA - 2020///
PY - 2020
DO - 10.1109/ACCESS.2020.2988510
DP - IEEE Xplore
VL - 8
SP - 75264
EP - 75278
SN - 2169-3536
ST - Artificial Intelligence in Education
KW - Education
KW - Learning (artificial intelligence)
KW - Microcomputers
KW - Robots
KW - Technological innovation
KW - artificial intelligence
KW - leaner
ER -
TY - JOUR
TI - Assessing student–teacher relationship quality in cross-cultural contexts: Psychometric properties of student–teacher relationship drawings
AU - Chen, Mengdi
AU - Zee, Marjolein
AU - Roorda, Debora L.
T2 - European Journal of Developmental Psychology
AB - The present study examined the psychometric properties of Student–Teacher Relationship Drawings (STRDs) to assess student–teacher relationship quality in a cross-cultural context. A sample of upper elementary school students from both the Netherlands (N = 752) and China (N = 574) was included. Results showed sufficient inter-rater reliabilities of all drawing dimensions for both the Dutch (.68 < ICC < .84) and Chinese samples (.72 < ICC < .85). Multiple group analyses supported partially strong invariance of STRD-dimensions across the Dutch and Chinese samples. Relationship drawing dimensions also showed moderate associations with student-reported relationship quality and engagement across both the Dutch and Chinese sample. Future cross-cultural research may therefore employ STRDs to assess students’ relationship experiences.
DA - 2021/07/22/
PY - 2021
DO - 10.1080/17405629.2021.1952862
DP - Taylor and Francis+NEJM
VL - 0
IS - 0
SP - 1
EP - 15
SN - 1740-5629
ST - Assessing student–teacher relationship quality in cross-cultural contexts
UR - https://doi.org/10.1080/17405629.2021.1952862
Y2 - 2022/04/01/11:54:54
KW - Cross-cultural research
KW - measurement invariance
KW - student–teacher relationship drawings
KW - student–teacher relationships
ER -
TY - CHAP
TI - An AI-Powered Teacher Assistant for Student Problem Behavior Diagnosis
AU - Chen, Penghe
AU - Lu, Yu
T2 - AI in Learning: Designing the Future
A2 - Niemi, Hannele
A2 - Pea, Roy D.
A2 - Lu, Yu
AB - Student problem behavior refers to the students’ undesirable conducts and actions in schools. These behaviors severely affect students’ growth and development. In many cases, student problem behaviors are caused by the unsatisfied psychological needs, which are defined as the need deficiency. Hence, diagnosing students’ need deficiencies and regulating their problem behaviors are important educational tasks. The previous psychological studies have analyzed how distinct factors might affect student’s problem behaviors. However, the school teachers without such expertise may still encounter difficulties in applying these findings. Hence, this chapter describes the process of designing and implementing an intelligent teacher assistant, which could advise teachers and help them to handle the student problem behavior. Technically, it utilizes a task-oriented dialogue system to help identify the underlying reasons (i.e., the student need deficiency) behind their problem behaviors, and accordingly relies on a community question answering system to provide the advice. It also employs the semantic search technology to find the similar cases that have been well resolved by the experienced teachers.
CY - Cham
DA - 2023///
PY - 2023
DP - Springer Link
SP - 91
EP - 104
LA - en
PB - Springer International Publishing
SN - 978-3-031-09687-7
UR - https://doi.org/10.1007/978-3-031-09687-7_6
Y2 - 2024/02/23/23:57:15
KW - Assistant
KW - Dialogue system
KW - Need deficiency
KW - Problem behavior
KW - Question answering
ER -
TY - JOUR
TI - Applying the flipped classroom instructional model to rural online tutoring program in upper elementary mathematics
AU - Chen, Q.
AU - Kao, T.-C.
T2 - Contemporary Educational Research Quarterly
AB - Purpose The purpose of the study is to investigate the effectiveness of applying the Flipped Classroom Instructional Model to the rural online tutoring program for Upper Elementary Mathematics. Design/methodology/approach The study took the unequal-group pretest-posttest quasiexperimental design to conduct the teaching experiment. The research setting was the Digital Partner Online Tutoring Program of National Dong-Hwa University, which was supported by the Ministry of Education of Taiwan government. The participants consist of 54 upper grade students from rural elementary schools, with 25 students in the experimental group and 29 students in the control group. The effectiveness of the experiment was detected by the factorial design of covariance with pretest as covariate and grade level as moderator. Findings The results of the study indicated that the experimental group's overall learning performance on posttests was significantly better than the control group's after the effect of pretests had been controlled. And the differences all achieved medium effect size. Among the four mathematical concepts, the differences on the two more advanced ones, "Common Factor" and "Common Multiple" even achieved large effect size. Originality/value The application of "Flipped classroom model" in various fields provides a prospective possibility for teaching innovation. Its critical factors, "using technology" and "participatory interaction", exactly match the characteristics of the on-line tutoring program, including the on-line learning environment and the one-on-one interaction. The study provides empirical evidence for the effectiveness of applying the Flipped Classroom Model to the online tutoring program. © Centre for Educational Research and Evaluation 2019.
DA - 2019///
PY - 2019
DO - 10.6151/CERQ.201906_27(2).0001
VL - 27
IS - 2
SP - 1
EP - 37
J2 - Contemp. Educ. Res. Q.
LA - English; Chinese
SN - 18144810 (ISSN)
UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081669374&doi=10.6151%2fCERQ.201906_27%282%29.0001&partnerID=40&md5=1277386e12e6f5131f65e92008a4ff1a
DB - Scopus
KW - Flipped classroom instructional model
KW - On-line tutoring
KW - Remedial instruction
KW - Upper elementary mathematics
KW - _AcademicRecoveryOECS
ER -
TY - JOUR
TI - Artificial intelligence (AI) student assistants in the classroom: Designing chatbots to support student success
AU - Chen, Yu
AU - Jensen, Scott
AU - Albert, Leslie J.
AU - Gupta, Sambhav
AU - Lee, Terri
T2 - Information Systems Frontiers
DA - 2023///
PY - 2023
DO - 10.1007/s10796-022-10291-4
DP - Google Scholar
VL - 25
IS - 1
SP - 161
EP - 182
ST - Artificial intelligence (AI) student assistants in the classroom
UR - https://idp.springer.com/authorize/casa?redirect_uri=https://link.springer.com/article/10.1007/s10796-022-10291-4&casa_token=i0Tvbs3uATkAAAAA:m3HtSdLzEcqEu6kyUmpiVoHLfQb0Agc46v81LNGafhwtXnfOy6wjad-0pyG-xB29P9QkyJtRnYC990IUuA
Y2 - 2024/02/24/10:03:19
KW - _z:no_pdf
ER -
TY - JOUR
TI - Using machine learning to advance synthesis and use of conservation and environmental evidence
AU - Cheng, S. H.
AU - Augustin, C.
AU - Bethel, A.
AU - Gill, D.
AU - Anzaroot, S.
AU - Brun, J.
AU - DeWilde, B.
AU - Minnich, R. C.
AU - Garside, R.
AU - Masuda, Y. J.
AU - Miller, D. C.
AU - Wilkie, D.
AU - Wongbusarakum, S.
AU - McKinnon, M. C.
T2 - Conservation Biology
AB - Article impact statement: Machine learning optimizes processes of systematic evidence synthesis and improves its utility for evidence-based conservation.
DA - 2018///
PY - 2018
DO - 10.1111/cobi.13117
DP - Wiley Online Library
VL - 32
IS - 4
SP - 762
EP - 764
SN - 1523-1739
UR - https://conbio.onlinelibrary.wiley.com/doi/abs/10.1111/cobi.13117
Y2 - 2020/09/11/13:17:58
ER -
TY - RPRT
TI - Back to Business and (Re)employing Workers? Labor Market Activity During State COVID-19 Reopenings
AU - Cheng, Wei
AU - Carlin, Patrick
AU - Carroll, Joanna
AU - Gupta, Sumedha
AU - Rojas, Felipe Lozano
AU - Montenovo, Laura
AU - Nguyen, Thuy
AU - Schmutte, Ian
AU - Scrivner, Olga
AU - Simon, Kosali
AU - Wing, Coady
AU - Weinberg, Bruce
AB - In the early phases of the COVID-19 epidemic labor markets exhibited considerable churn, which we relate to three primary findings. First, reopening policies generated asymmetrically large increases in reemployment of those out of work, compared to modest decreases in job loss among those employed. Second, most people who were reemployed appear to have returned to their previous employers, but the rate of reemployment decreases with time since job loss. Lastly, the groups that had the highest unemployment rates in April also tended to have the lowest reemployment rates, potentially making churn harmful to people and groups with more and/or longer job losses. Taken together, these estimates suggest that employment relationships are durable in the short run, but raise concerns that employment gains requiring new employment matches may not be as rapid and may be particularly slow for hard-hit groups including Hispanic and Black workers, youngest and oldest workers, and women.
CY - Cambridge, MA
DA - 2020/06//
PY - 2020
DP - DOI.org (Crossref)
SP - w27419
LA - en
PB - National Bureau of Economic Research
SN - w27419
ST - Back to Business and (Re)employing Workers?
UR - http://www.nber.org/papers/w27419.pdf
Y2 - 2020/08/12/16:46:46
ER -
TY - JOUR
TI - An investigation of mobile learning readiness in higher education based on the theory of planned behavior
AU - Cheon, Jongpil
AU - Lee, Sangno
AU - Crooks, Steven M.
AU - Song, Jaeki
T2 - Computers & Education
AB - This study investigated the current state of college students' perceptions toward mobile learning in higher education. Mobile learning is a new form of learning utilizing the unique capabilities of mobile devices. Although mobile devices are ubiquitous on college campuses, student readiness for mobile learning has yet to be fully explored in the United States. The paper describes a conceptual model, based on the theory of planned behavior (TPB), which explains how college students' beliefs influence their intention to adopt mobile devices in their coursework. Structural equation modeling was used to analyze self-report data from 177 college students. The findings showed that the TPB explained college students' acceptance of m-learning reasonably well. More specifically, attitude, subjective norm, and behavioral control positively influenced their intention to adopt mobile learning. The results provide valuable implications for ways to increase college students' acceptance of mobile learning.
DA - 2012/11/01/
PY - 2012
DO - 10.1016/j.compedu.2012.04.015
DP - ScienceDirect
VL - 59
IS - 3
SP - 1054
EP - 1064
J2 - Computers & Education
LA - en
SN - 0360-1315
UR - http://www.sciencedirect.com/science/article/pii/S0360131512000991
Y2 - 2020/04/21/20:29:51
KW - Higher education
KW - Mobile learning
KW - m-learning
KW - m-learning adoption
ER -
TY - JOUR
TI - Artificial intelligence for climate change adaptation
AU - Cheong, So‐Min
AU - Sankaran, Kris
AU - Bastani, Hamsa
T2 - WIREs Data Mining and Knowledge Discovery
AB - Abstract
Although artificial intelligence (AI; inclusive of machine learning) is gaining traction supporting climate change projections and impacts, limited work has used AI to address climate change adaptation. We identify this gap and highlight the value of AI especially in supporting complex adaptation choices and implementation. We illustrate how AI can effectively leverage precise, real‐time information in data‐scarce settings. We focus on supervised learning, transfer learning, reinforcement learning, and multimodal learning to illustrate how innovative AI methods can enable better‐informed choices, tailor adaptation measures to heterogenous groups and generate effective synergies and trade‐offs.
This article is categorized under:
Application Areas > Government and Public Sector
DA - 2022/09//
PY - 2022
DO - 10.1002/widm.1459
DP - DOI.org (Crossref)
VL - 12
IS - 5
SP - e1459
J2 - WIREs Data Min & Knowl
LA - en
SN - 1942-4787, 1942-4795
UR - https://wires.onlinelibrary.wiley.com/doi/10.1002/widm.1459
Y2 - 2024/02/24/11:11:29
ER -
TY - JOUR
TI - Impacts of climate change on health and wellbeing in South Africa
AU - Chersich, Matthew F.
AU - Wright, Caradee Y.
AU - Venter, Francois
AU - Rees, Helen
AU - Scorgie, Fiona
AU - Erasmus, Barend
T2 - International journal of environmental research and public health
DA - 2018///
PY - 2018
DO - 10.3390/ijerph15091884
DP - Google Scholar
VL - 15
IS - 9
SP - 1884
KW - BE:LMIC
KW - BE:RELEVANT
ER -
TY - RPRT
TI - Chesterton Tablet Learning Scheme - Evaluation Report
AU - Chesterton Community College
DA - 2014///
PY - 2014
UR - http://chestertoncc.net/tabletlearning/the-scheme/evaluation-report/
Y2 - 2014/08/11/00:00:00
ER -
TY - JOUR
TI - Measuring the impacts of teachers II: Teacher valueadded and student outcomes in adulthood
AU - Chetty, R.
AU - Friedman, J.N.
AU - Rockoff, J.E.
T2 - The American Economic Review
DA - 2014///
PY - 2014
DO - 10.1257/aer.104.9.2633
VL - 104
IS - 9
SP - 2633
EP - 2679
ER -
TY - JOUR
TI - Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers: A Best-Evidence Synthesis
AU - Cheung, Alan C.K.
AU - Slavin, Robert E.
T2 - Reading Research Quarterly
AB - This review examines the effectiveness of educational technology applications in improving the reading achievement of struggling readers in elementary schools. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 20 studies based on about 7,000 students in grades 1–6 were included in the final analysis. Findings indicate that educational technology applications produced a positive but small effect on the reading skills of struggling readers (ES = .14) in comparison with “business as usual” methods. Among four types of educational technology applications, small-group integrated applications such as Read, Write & Type and the Lindamood Phoneme Sequence Program produced the largest effect sizes (ES = .32). These are tutorial educational technology applications that use small-group interaction tightly integrated with reading curriculum. Supplementary models, such as Jostens and Lexia, had a larger number of studies (N = 12) and a more modest effect size (ES = .18). Comprehensive models, such as READ 180 and ReadAbout (ES = .04) and Fast ForWord (ES = .06), did not produce meaningful positive effect sizes. However, the results of these two categories of programs should be interpreted with extreme caution due to the small number of studies involved. More studies are required to validate the effectiveness of all technology applications. Policy implications are discussed.
DA - 2013///
PY - 2013
DO - 10.1002/rrq.50
DP - Wiley Online Library
VL - 48
IS - 3
SP - 277
EP - 299
LA - en
SN - 1936-2722
ST - Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers
UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/rrq.50
Y2 - 2022/10/16/19:03:10
KW - Assistive technologies
KW - Childhood
KW - Comprehension
KW - Early childhood
KW - Evidence-based
KW - Experimental
KW - Final_citation
KW - Instructional intervention
KW - Instructional technology
KW - Program evaluation
KW - Research methodology
KW - Strategies
KW - Struggling learners
KW - To learners in which of the following categories does your work apply?
KW - and materials
KW - existing
KW - methods
KW - quasi-experimental
ER -
TY - JOUR
TI - A systematic review of ambient heat and sleep in a warming climate
AU - Chevance, Guillaume
AU - Minor, Kelton
AU - Vielma, Constanza
AU - Campi, Emmanuel
AU - O’Callaghan-Gordo, Cristina
AU - Basagaña, Xavier
AU - Ballester, Joan
AU - Bernard, Paquito
T2 - medRxiv (Cold Spring Harbor Laboratory)
AB - Abstract Background Earlier reviews documented the effects of a broad range of climate change outcomes on sleep but have not yet evaluated the effect of ambient temperature. This systematic review aims to identify and summarize the literature on ambient temperature and sleep outcomes in a warming world. Methods For this systematic review, we searched online databases (PubMed, Scopus, JSTOR, GreenFILE, GeoRef and PsycARTICLES) together with relevant journals for studies published before February 2023. We included articles reporting associations between objective indicators of ambient temperature and valid sleep outcomes measured in real-life environments. We included studies conducted among adults, adolescents, and children. A narrative synthesis of the literature was then performed. Findings The present systematic review shows that higher outdoor or indoor ambient temperatures, expressed either as daily mean or night-time temperature, are negatively associated with sleep quality and quantity worldwide. The negative effect of higher ambient temperatures on sleep is stronger in the warmest months of the year, among vulnerable populations and in the warmest areas of the world. This result appears consistent across several sleep indicators and measures. Interpretation Although this work identified several methodological limitations of the extant literature, a strong body of evidence from both this systematic review and previous experimental studies converge on the negative impact of elevated temperatures on sleep quality and quantity. In absence of solid evidence on fast adaptation to the effects of heat on sleep, rising temperatures induced by climate change pose a planetary threat to human sleep and therefore human health, performance and wellbeing.
CN - openalex: W4361213721
DA - 2023/03/28/
PY - 2023
DO - 10.1101/2023.03.28.23287841
SP - -
UR - https://doi.org/10.1101/2023.03.28.23287841
KW - openalex:citedBy
KW - openalex:import
KW - selected_for:effects of climate ch...on learning...LMICs 2024
KW - tagged
ER -
TY - JOUR
TI - A systematic review of ambient heat and sleep in a warming climate
AU - Chevance, Guillaume
AU - Minor, Kelton
AU - Vielma, Constanza
AU - Campi, Emmanuel
AU - O’Callaghan-Gordo, Cristina
AU - Basagaña, Xavier
AU - Ballester, Joan
AU - Bernard, Paquito
T2 - Sleep Medicine Reviews
AB - Climate change is elevating nighttime and daytime temperatures worldwide, affecting a broad continuum of behavioral and health outcomes. Disturbed sleep is a plausible pathway linking rising ambient temperatures with several observed adverse human responses shown to increase during hot weather. This systematic review aims to provide a comprehensive overview of the literature investigating the relationship between ambient temperature and valid sleep outcomes measured in real-world settings, globally. We show that higher outdoor or indoor temperatures are generally associated with degraded sleep quality and quantity worldwide. The negative effect of heat persists across sleep measures, and is stronger during the hottest months and days, in vulnerable populations, and the warmest regions. Although we identify opportunities to strengthen the state of the science, limited evidence of fast sleep adaptation to heat suggests rising temperatures induced by climate change and urbanization pose a planetary threat to human sleep, and therefore health, performance, and wellbeing.
CN - openalex: W4392505490
DA - 2024/03/01/
PY - 2024
DO - 10.1016/j.smrv.2024.101915
SP - 101915
EP - 101915
SN - 1087-0792
UR - https://doi.org/10.1016/j.smrv.2024.101915
KW - openalex:citedBy
KW - openalex:import
KW - selected_for:effects of climate ch...on learning...LMICs 2024
KW - tagged
ER -
TY - JOUR
TI - The withdraw of european missionaries from St. Anthony's Catholic secondary school: what are the implications?.
AU - Cheyeka, Austin
AU - Masaiti, Gift
AU - Mulenga, Innocent Mutale
DA - 2011///
PY - 2011
DP - Google Scholar
ST - The withdraw of european missionaries from St. Anthony's Catholic secondary school
UR - http://dspace.unza.zm/handle/123456789/6590
Y2 - 2023/12/06/16:01:36
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Driving the process or driven by the process? The transformation of Nkrumah college of education into Nkrumah university college.
AU - Cheyeka, Austin
AU - Mulenga, Innocent Mutale
AU - Masaiti, Gift
DA - 2010///
PY - 2010
DP - Google Scholar
ST - Driving the process or driven by the process?
UR - http://dspace.unza.zm/bitstream/handle/123456789/6599/The%20Transformation%20of%20Nkhrumah%20College%20of%20Education%20into%20a%20University%20-%20Article.pdf?sequence=1&isAllowed=y
Y2 - 2023/12/06/15:41:00
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Assessment-Informed Instruction: Systems Level
AU - Chiappetta, Melissa
AU - Piper, Benjamin
AU - Ralaingita, Wendi
AU - Norman, Julianne
M3 - Science of Teaching
UR - https://scienceofteaching.site/wp-content/uploads/2021/11/Assessment_System_F-1.pdf
Y2 - 2022/07/28/17:55:06
ER -
TY - JOUR
TI - Challenges of Using Icibemba in the Learning of Initial Literacy in Selected Primary Schools in Serenje District of Zambia: An Analysis of Views of Teachers and Learners
AU - Chibesakunda, Mwimba
AU - Mulenga, Innocent Mutale
T2 - Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736)
AB - The purpose of this study was to establish views and investigate challenges faced by teachers and learners in the use of Icibemba in teaching initial literacy in primary schools in Serenje district. A descriptive research design supported by qualitative data collection techniques was employed. A purposive sampling procedure was used to select all the participants giving the study a sample size of 56 comprising of 40 grade four learners and 16 of their teachers sampled from 10 primary schools. Researchers decided to have more learners in this study since they were the direct beneficiaries of the curriculum. And thus the need to have a wider view from them. This was also done so as to have enough participants from each school. Data was collected through interviews, focus group discussions and classroom observations of literacy lessons. Lesson observation was used to get first hand information on the learning experiences and helped the researchers to triangulate with what participants expressed during interviews and focus group discussions. Focus group discussions and interviews enabled participants to provide their detailed views of the exact situation learners and teachers encountered. Thematic analysis was used to analyze all the data. It involved organizing data through use of open, axial and selective coding before presenting the emerging themes. The findings revealed that although the Ministry of General Education zoned Serenje district under Icibemba instead of Icilala in teaching initial literacy, learners’ performance was low because the language used in school was unfamiliar to learners. Additionally, findings also showed that there was a lack of teacher’s guide books and learners’ text books to use in teaching initial literacy hence teacher’s delivery of lessons was negatively affected. Researchers concluded that learners performed poorly in literacy due to the fact that the zoned language was unfamiliar to learners in that area where it was used as a medium of teaching literacy. It is therefore recommended that the Ministry of General Education through the Curriclum Development Center should develop and produce and distribute learning materials for the teaching of literacy in grades one to four. Furthermore, lessons for literacy should be taught using concrete and real teaching and learning resources that can enhance learning. Additionally, there is a need to start thinking about the possibility of rezoning the whole country.
DA - 2019/06/21/
PY - 2019
DP - medicine.unza.zm
VL - 2
IS - 1
SP - 143
EP - 167
LA - en
SN - 2664-083X
ST - Challenges of Using Icibemba in the Learning of Initial Literacy in Selected Primary Schools in Serenje District of Zambia
UR - https://medicine.unza.zm/index.php/mjlsse/article/view/114
Y2 - 2023/12/05/14:29:17
KW - Familiar language
KW - Initial literacy
KW - Language of Instruction
KW - Local language
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Teachers' views about technical education: implications for reforms towards a broad based technology curriculum in Malawi
AU - Chikasanda, VK
AU - K Otrel-Cass, K
AU - Jones, A
T2 - International Journal of Technology and Design Education
AB - Internationally there has been concern about the direction of technical education and how it is positioned in schools. This has also been the case in Malawi where the curriculum has had a strong focus on skills development. However, lately there has been a call for enhancing technological literacy of students, yet little support has been provided for teachers to achieve this goal. This paper reports from a wider study that looked at teachers’ existing views and practices in technical education in Malawi. The article focuses on the findings from interviews that were conducted with six secondary school teachers to find out about their understanding of the meaning and rationale for technical education. It is also discussed how the teachers view technical education as involving skills development for making things and their thoughts on the benefits of such knowledge. It is argued that teachers’ views about technical education were strongly linked to the goals of the curriculum vacationalization policies adopted at the dawn of political independence. Besides skills training they saw the potential to impart thinking skills related to design and problem solving, and the need for essential pedagogical techniques to support learning in technical education. Examination requirements, inadequate opportunities to conduct practical activities and a lack of supportive policy were seen as limiting factors. This article claims that teachers’ views were shaped by their expectations and beliefs about the nature of technical education and what they perceived students may gain from such learning. Their views were also influenced by contextual factors which may have implications on reforms towards broader notions of technology education.
DA - 2011///
PY - 2011
DO - 10.1007/s10798-010-9125-5
LA - en
UR - https://link.springer.com/article/10.1007/s10798-010-9125-5
AN - UTI-10E36A62-F31B-3BA6-9A1F-5C1A789FDEE1
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - C:Malawi
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:curriculum
KW - P:teachers
KW - P:technology
KW - Q:educational technology
KW - T:TVET
KW - publicImportV1
ER -
TY - JOUR
TI - Tackling girls dropping out of school in Malawi: Is improving household socio-economic status the solution?
AU - Chikhungu, Lana
AU - Kadzamira, Esme
AU - Chiwaula, Lizzie
AU - Meke, Elizabeth
T2 - International Journal of Educational Research
DA - 2020///
PY - 2020
DO - 10.1016/j.ijer.2020.101578
DP - DOI.org (Crossref)
VL - 103
SP - 101578
J2 - International Journal of Educational Research
LA - en
SN - 08830355
ST - Tackling girls dropping out of school in Malawi
UR - https://linkinghub.elsevier.com/retrieve/pii/S0883035519325728
Y2 - 2022/08/17/14:52:24
KW - _C:Malawi MWI
ER -
TY - RPRT
TI - A Survey on Impacts of COVID-19 Pandemic on Children and Young People and Their Needs: Online Survey Conducted between 28 March and 10 April 2020
AU - Children and Youth Council of Thailand
AU - UNICEF
AU - The United Nations Development Programme (UNDP)
AU - The United Nations Populations Fund (UNFPA)
DA - 2020/01/05/
PY - 2020
UR - https://www.unicef.org/thailand/media/4031/file
Y2 - 2020/08/12/15:40:05
KW - _COVID_DEAA-List
ER -
TY - BOOK
TI - Community Sensitization and Mobilization Study
AU - Chimombo, J. P. G.
AU - Kadzamira, Esme C.
DA - 2002///
PY - 2002
DP - Google Scholar
PB - Centre for Educational Research and Training
KW - _C:Malawi MWI
ER -
TY - JOUR
TI - Classroom, school and home factors that negatively affect girls’ education in Malawi
AU - Chimombo, Joseph
AU - Chibwanna, Mike
AU - Dzimadzi, Chris
AU - Kadzamira, Esme
AU - Kunkwenzu, Esther
AU - Kunje, Demis
AU - Namphota, Dorothy
T2 - UNICEF, New York
DA - 2000///
PY - 2000
DP - Google Scholar
SP - 1
EP - 142
ST - Classroom, School and Home Factors That Negatively Affect Girls’ Education in Malawi
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - A Systematic Review On Education for Sustainable Development: Enhancing TVE Teacher Training Programme
AU - Chinedu C.C.
AU - Wan Mohamed W.A.
AU - Ajah A.O.
T2 - Journal of Technical Education and Training
AB - As the call for the advancement of TVET deepens, and as skill requirement for vocations transcends traditional job requirements due to technological advancement and innovation. It becomes imperative that workers in the industrial and vocational ambits of nations develop the requisite skills and capacities for work in the 21st century that adheres to sustainable standards and meets market needs also. Thereby, contributing to societal wellbeing and community development. To achieve this goal, teachers in Technical and Vocational Education (TVE) have a crucial to play as they will be responsible for the training of workers and developing their skills and capacities for work necessary to improving societal well-being and community development. The challenge is that technical and vocational teachers are not being trained to develop capabilities for Sustainability. Using a systematic literature review, this paper critically examines the extant literature on education for sustainable development and provides a synthesis of the literature in identifying the shared message that SD and ESD models attempt to represent. Furthermore, the paper discusses the factors that foster societal well-being and community development through an ESD perspective. Conclusively emphasis is paid on the unique and significant role that technical and Vocational teachers can play in contributing towards the transition to sustainable development. Consequently, this paper culminates with an analysis of the various ways TVE can help contribute towards societal wellbeing and community development if SD is rightly integrated within TVE teacher training programs.
DA - 2018/06/01/
PY - 2018
DO - 10.30880/jtet.2018.10.01.009
DP - DOI.org (Crossref)
VL - 10
IS - 1
SP - 109
EP - 125
J2 - JTET
LA - en
SN - 22298932, 26007932
ST - A Systematic Review On Education for Sustainable Development
UR - http://penerbit.uthm.edu.my/ojs/index.php/JTET/article/view/1678/1526
Y2 - 2022/04/05/23:23:57
KW - _genre:LR-literature_review
ER -
TY - BOOK
TI - Impact Evaluation of the Save the Children Early Childhood Stimulation Program in Bangladesh: Final Report.
AU - Chinen, Marjorie
AU - Bos, Johannes M.
DA - 2016///
PY - 2016
PB - American Institutes for Research
UR - http://pubdocs.worldbank.org/en/163331484753270396/SIEF-Bangladesh-Endline-Report-Nov2016FINAL.pdf
ER -
TY - RPRT
TI - Evaluation of the transformative potential of positive gender socialization in education for peace building
AU - Chinen, Marjorie
AU - Elmeski, Mohammed
AB - American Institutes for Research (AIR) is conducting an impact evaluation of The United Nations Children's Emergency Fund's (UNICEF's) teacher-training program and reinforcing text messages that aim to provide meaningful knowledge regarding the transformative potential of positive gender socialization in education for peace building in the region of Karamoja, Uganda. The impact evaluation assesses the effects of the teacher-training program, with an emphasis on gender socialization, on teachers' knowledge, attitudes, and practices concerned with gender equity, and positive gender socialization. The authors implemented a mixed-methods research design for the impact evaluation, using quantitative and qualitative methods. They compared the outcomes of interest among the teachers who benefit from the program with the outcomes of interest of comparable teachers in different schools who do not benefit from the program. The impact evaluation is based on an eight-month intervention, with baseline data collected in March 2015 and endline data collected in November 2015. One hundred five schools from eight Coordinating Centre Tutors (CCTs) located in the districts of Abim, Kaabong, and Napak are participating in the study, with a third of the schools receiving the training plus reinforcing text messages (the "complete intervention" group), another third receiving the teacher training only (the "limited intervention" group), and the other third not receiving any of the interventions (the control or "business as usual" group). A total of 916 teachers working in the 105 schools at the time of baseline data collection were surveyed. Provided that the various stakeholders respond in the manner anticipated, the trainings--and potentially the active teacher support and engagement delivered using the mobile SMS platform--should lead to a set of initial effects or intermediate outcomes. Tables and figures are appended.
CY - Evanston, IL
DA - 2016///
PY - 2016
LA - English
PB - Society for Research on Educational Effectiveness
UR - https://files.eric.ed.gov/fulltext/ED567431.pdf
KW - Comparative Analysis
KW - ERIC, Resources in Education (RIE)
KW - Educational Practices
KW - Elementary Education
KW - Elementary School Teachers
KW - Foreign Countries
KW - Inservice Teacher Education
KW - Intervention
KW - Mixed Methods Research
KW - Outcome Measures
KW - Peace
KW - Program Effectiveness
KW - Randomized Controlled Trials
KW - Sex Fairness
KW - Socialization
KW - Synchronous Communication
KW - Teacher Attitudes
KW - Teacher Characteristics
KW - Telecommunications
KW - Uganda
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2097972
KW - ___working_potential_duplicate
KW - __finaldtb
ER -
TY - JOUR
TI - Improvement needs of Nigerian technical college teachers in teaching vocational and technical subjects
AU - Chinonso Okolie, Ugochukwu
AU - Nwonu Elom, Elisha
AU - Uchechukwu Osuji, Catherine
AU - Agu Igwe, Paul
T2 - International Journal of Training Research
T3 - Journal
AB - © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. This study examined key areas in which Nigerian technical college teachers need improvements to effectively teach vocational and technical subjects to foster skills acquisition and improve the quality of graduates. The study was conducted in nine technical colleges in the south-eastern region of Nigeria. It adopted a mixed methods approach and data were collected through a structured questionnaire administered to 87 teachers and two focus groups with 14 of the teachers. The quantitative data were analysed using simple percentages, while the qualitative data were analysed thematically. Patterns of responses among respondents suggested that technical teachers need improvements in instructional planning, workshop management, student management, facilities and equipment management for effective teaching of vocational and technical subjects, and for improved learners’ experience to acquire relevant skills to be either paid or self-employed.
DA - 2019///
PY - 2019
DO - 10.1080/14480220.2019.1602207
ER -
TY - JOUR
TI - The State of Inclusive Education in Zimbabwe: Bachelor of Education (Special Needs Education) Students’ Perceptions
AU - Chireshe, Regis
T2 - Journal of Social Sciences
AB - The study sought to establish the current state of inclusive education in Zimbabwe. Focus was on the perceived gains of inclusive education, challenges in its implementation and how the challenges could be addressed. A survey design which was fundamentally qualitative in nature was used. Forty-two Bachelor of Education (Special Needs Education)(BEd SNE) purposefully selected students from Great Zimbabwe University participated in the study. The data were collected using an open ended questionnaire and were content analysed. The results revealed that the participants perceived inclusive education as having resulted in social acceptance of children with special educational needs. They perceived inclusion as having promoted positive attitudes among children without disabilities and in communities. Stigmatisation and discrimination were perceived as having been reduced. The challenges that were still perceived to be experienced included: lack of specific policy on inclusive education; scarcity of resources such as special needs education trained teachers and assistive devices; existence of negative attitudes among some stakeholders and lack of understanding of the meaning of inclusive education. The participants suggested several ways to address some of the above challenges. These included enacting a specific policy on inclusive education, training more teachers in special needs education, implementing more community awareness programmes, having itinerant specialist teachers, sufficient funding of the education system as a whole and availing more resources for inclusion.
DA - 2013/03/01/
PY - 2013
DO - 10.1080/09718923.2013.11893133
DP - Taylor and Francis+NEJM
VL - 34
IS - 3
SP - 223
EP - 228
SN - 0971-8923
ST - The State of Inclusive Education in Zimbabwe
UR - https://doi.org/10.1080/09718923.2013.11893133
Y2 - 2021/11/10/01:21:04
KW - Bachelor of Education
KW - Disability
KW - Inclusion
KW - Mainstreaming
KW - Perceptions
KW - Students
KW - Students with Special Needs
KW - Zimbabwe
ER -
TY - JOUR
TI - Loans and Scholarships in Africa’s Higher Education Finance: A Comparative Analysis of Capitation, Policy and Recoveries in Eleven Countries
AU - Chirwa, Ireen Nayame
AU - Masaiti, Gift
AU - Mwale, Nelly
AU - Mkandawire, Sitwe Benson
AU - Mulenga, Innocent Mutale
AU - Sichula, Noah Kenny
T2 - British Journal of Education
DA - 2022///
PY - 2022
DO - 10.37745/bje.2013/vol10n166788
DP - Google Scholar
VL - 10
IS - 16
SP - 67
EP - 88
ST - Loans and Scholarships in Africa’s Higher Education Finance
UR - https://www.researchgate.net/profile/Sitwe-Mkandawire/publication/366383780_Loans_and_Scholarships_in_Africa's_Higher_Education_Finance_A_Comparative_Analysis_of_Capitation_Policy_and_Recoveries_in_Eleven_Countries/links/639dc94c095a6a77743956fe/Loans-and-Scholarships-in-Africas-Higher-Education-Finance-A-Comparative-Analysis-of-Capitation-Policy-and-Recoveries-in-Eleven-Countries.pdf
Y2 - 2023/12/06/15:39:35
ER -
TY - JOUR
TI - Harmonisation of curricula and qualifications in higher education in africa: challenges and prospects.
AU - Chishimba, P. Chanda
AU - Kalimaposo, Kalisto
AU - Mulenga, Innocent Mutale
DA - 2013///
PY - 2013
DP - Google Scholar
ST - Harmonisation of curricula and qualifications in higher education in africa
UR - http://dspace.unza.zm/handle/123456789/6598
Y2 - 2023/12/06/16:01:38
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - A South African Curriculum for the twenty-first Century: Report of the Review Committee on Curriculum 2005
AU - Chisholm, L.
AU - Volmink, J.
AU - Ndhlovu, T.
AU - Potenza, E.
AU - Muller, J.
AU - Lubisi, C.
AU - Vinjevold, P.
AU - Ngozi, L.
AU - Malan, B.
AU - Mphahlele, L.
DA - 2000///
PY - 2000
DP - Google Scholar
ST - A South African Curriculum for the twenty-first Century
ER -
TY - JOUR
TI - Bandwidth management in universities in Zimbabwe: Towards a responsible user base through effective policy implementation
AU - Chitanana, Lockias
T2 - International Journal of Education and Development using Information and Communication Technology; Bridgetown
AB - This research was undertaken to investigate the issue of how to maximise or make efficient use of bandwidth. In particular, the research sought to find out about what universities in Zimbabwe are doing to manage their bandwidth. It was, therefore, appropriate to survey a sample of five universities and to catalogue their experiences. Results show that most universities in our sample did not have an official Acceptance Use Policy (AUP) to assist with bandwidth management. Successful provision of managed network bandwidth within a university is likely to involve the application of many tools encompassing a number of different techniques. These products are often expensive and are rarely available for loan. Fortunately, a cost-effective solution exists for all universities that can be deployed regardless of the campus' existing network configuration or installed devices. The authors recommend that using Quality of Service (QoS) and Bandwidth management will enable network administrators to control network traffic flow so that appropriate users and applications get priority during the allocation of network resources. Also, universities must contain in their IT policies a meaningful AUP which will help universities to develop and refine usage and access as well as plan for network resource allocation. [PUBLICATION ABSTRACT]
DA - 2012///
PY - 2012
DP - ProQuest
VL - 8
IS - 2
SP - 62
EP - 76
LA - English
SN - 18140556
ST - Bandwidth management in universities in Zimbabwe
UR - https://search.proquest.com/docview/1039653351/abstract/691A4728B2DE4429PQ/1
Y2 - 2018/06/09/16:56:16
KW - Bandwidths
KW - College campuses
KW - Computers
KW - Education
KW - Internet access
KW - Internet resources
KW - Product introduction
KW - Research
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The current state of e-learning at universities in Zimbabwe: Opportunities and challenges
AU - Chitanana, Lockias
AU - Makaza, Daga
AU - Madzima, Kudakwashe
T2 - International Journal of Education and Development using ICT
DA - 2008///
PY - 2008
DP - Google Scholar
VL - 4
IS - 2
SP - 5
EP - 15
ST - The current state of e-learning at universities in Zimbabwe
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - An analysis of the integration of instructional technology in pre-service teacher education in Zimbabwe
AU - Chitiyo, Rodwell
AU - Harmon, Stephen W.
T2 - Educational Technology Research and Development
DA - 2009///
PY - 2009
DO - 10.1007/s11423-009-9136-7
DP - Google Scholar
VL - 57
IS - 6
SP - 807
EP - 830
ER -
TY - JOUR
TI - Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education
AU - Chiu, Thomas K. F.
AU - Xia, Qi
AU - Zhou, Xinyan
AU - Chai, Ching Sing
AU - Cheng, Miaoting
T2 - Computers and Education: Artificial Intelligence
AB - Applications of artificial intelligence in education (AIEd) are emerging and are new to researchers and practitioners alike. Reviews of the relevant literature have not examined how AI technologies have been integrated into each of the four key educational domains of learning, teaching, assessment, and administration. The relationships between the technologies and learning outcomes for students and teachers have also been neglected. This systematic review study aims to understand the opportunities and challenges of AIEd by examining the literature from the last 10 years (2012–2021) using matrix coding and content analysis approaches. The results present the current focus of AIEd research by identifying 13 roles of AI technologies in the key educational domains, 7 learning outcomes of AIEd, and 10 major challenges. The review also provides suggestions for future directions of AIEd research.
DA - 2023/01/01/
PY - 2023
DO - 10.1016/j.caeai.2022.100118
DP - ScienceDirect
VL - 4
SP - 100118
J2 - Computers and Education: Artificial Intelligence
LA - en
SN - 2666-920X
UR - https://www.sciencedirect.com/science/article/pii/S2666920X2200073X
Y2 - 2023/12/06/20:33:30
KW - AI
KW - Artificial intelligence
KW - Artificial intelligence in education
KW - Assessment
KW - Final_citation
KW - Learning
KW - Systematic review
KW - Teaching
KW - anystyle
KW - existing
ER -
TY - JOUR
TI - Sustainable curriculum planning for artificial intelligence education: A self-determination theory perspective
AU - Chiu, Thomas KF
AU - Chai, Ching-sing
T2 - Sustainability
DA - 2020///
PY - 2020
DO - 10.3390/su12145568
DP - Google Scholar
VL - 12
IS - 14
SP - 5568
ST - Sustainable curriculum planning for artificial intelligence education
UR - https://www.mdpi.com/2071-1050/12/14/5568
Y2 - 2024/02/24/08:53:24
ER -
TY - JOUR
TI - Creation and evaluation of a pretertiary artificial intelligence (AI) curriculum
AU - Chiu, Thomas KF
AU - Meng, Helen
AU - Chai, Ching-Sing
AU - King, Irwin
AU - Wong, Savio
AU - Yam, Yeung
T2 - IEEE Transactions on Education
DA - 2021///
PY - 2021
DO - 10.1109/TE.2021.3085878
DP - Google Scholar
VL - 65
IS - 1
SP - 30
EP - 39
UR - https://ieeexplore.ieee.org/abstract/document/9455898/
Y2 - 2024/02/24/08:53:29
ER -
TY - JOUR
TI - School Participation And Pupil Performance: Baseline Survey
AU - Chiuye, Grace
AU - Selemani-Meke, Elizabeth
AU - Kadzamira, Esme
DA - 2012///
PY - 2012
DP - Google Scholar
ST - School Participation And Pupil Performance
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Social Justice and Diversity in Zambia: The Role of Civic Education and Teachers
AU - Chivunda, Kaumba
AU - Kabombwe, Yvonne
AU - Mwanza, Christine
AU - Mupeta, Sydney
T2 - Asian Journal of Education and Social Studies
AB - This article explores the role civic education plays in social justice and diversity in Zambia from the civic education teacher’s perspective as well as establish the extent to which teacher’s themselves are actively engaged in social justice and diversity. Predicated on the fundamental role civic education plays in teaching and promoting diversity and social justice, it is highly expected that civic education teachers should be the lodestars in undertaking this activity. It is noted that teachers of civic education can bring about social justice in society; this can be achieved through active participation in local communities and consolidating the teaching of democracy, human rights and promotion of participation within people’s local communities and global level for social justice. Therefore, the teaching for diversification is of great significance in the delivery of Civic Education in Zambia both at teacher training and secondary school level. Anchored on the explanatory design as a methodological bedrock, this study found that teachers where not actively engaged with issues of diversity. The study concludes that there is little to no engagement among teachers in diversity and in bringing about social change especially on matters that affect the wider community. This is partly attributed to the impractical nature in which Civic Education is delivered at secondary school or tertiary level. The study recommends that different approaches to the teaching of civic education must be introduced in the civic education curriculum.
DA - 2023/09/21/
PY - 2023
DO - 10.9734/ajess/2023/v48i41090
DP - article.publish4promo.com
VL - 48
IS - 4
SP - 112
EP - 120
LA - en
SN - 2581-6268
ST - Social Justice and Diversity in Zambia
UR - https://doi.org/10.9734/ajess/2023/v48i41090
Y2 - 2023/11/28/15:08:16
ER -
TY - JOUR
TI - The Impact of COVID-19 on Primary Education in Malawi: Exploring Policy Responses and Practices
AU - Chiwaula, Lizzie W.
AU - Kadzamira, Esme Chipo
AU - Meke, Elizabeth Selemani
T2 - Journal of international cooperation in education
DA - 2021///
PY - 2021
DP - Google Scholar
VL - 24
IS - 2
SP - 61
EP - 76
ST - The Impact of COVID-19 on Primary Education in Malawi
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - An Integrative Literature Review on Pain Alleviation Interventions for Hospitalized Children
AU - Cho, Haeryun
AU - Lee, Jungmin
AU - Kim, Shin-Jeong
T2 - Child Health Nursing Research
DA - 2020///
PY - 2020
DO - 10.4094/chnr.2020.26.2.254
DP - Google Scholar
VL - 26
IS - 2
SP - 254
EP - 266
KW - __C:filed:1
ER -
TY - JOUR
TI - Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristics
AU - Chocarro, Raquel
AU - Cortiñas, Mónica
AU - Marcos-Matás, Gustavo
T2 - Educational Studies
DA - 2021///
PY - 2021
DO - 10.1080/03055698.2020.1850426
DP - Google Scholar
SP - 1
EP - 19
ST - Teachers’ attitudes towards chatbots in education
ER -
TY - THES
TI - Understanding the impact of district-level decision -making on the distribution of highly qualified teachers: A multi-method and geo -spatial approach
AU - Choi, Daniel S.
AB - June 30, 2006 was the deadline under the No Child Left Behind (NCLB) Act for ensuring “...that poor and minority children were not taught at higher rates than other children by inexperienced, unqualified, or out-of-field teachers...” In the weeks after the deadline, the US Department of Education informed state departments of education that while no extension had been declared, states can still be in good standing if they show a “good faith” effort. Though states bear this responsibility, districts have the most direct influence on the distribution of “highly qualified” teachers. It is the district that directly recruits, selects, hires, and places teachers in all its schools. Therefore, the district makes the final decisions that control, in many ways, the balance of the distribution.
This study, therefore, takes a district-level perspective for understanding the distribution of highly qualified teachers (HQTs) across schools. A multiple methods study approach was used to understand the various influences on the distribution of highly qualified teachers. In particular, I used three distinct, yet related methods in this study. They were: (1) Quantitative Analysis; (2) Geographical Analysis; and (3) Qualitative Analysis.
The quantitative analyses revealed that weaker definitions of teacher quality mask the teacher quality shortage and gap that exists between local districts and between schools of varying demographic characteristics---particularly those with high concentrations of poor and minority students. The geographical analyses suggested that quality of geographical space influenced the presence of teacher quality in schools. Lastly, the qualitative analyses revealed that the district plays a mediating role as it enacts its own policy. In this process, the district is both influenced and is itself an influence on the final distribution of HQTs. The interviews with district and school staff revealed that the district's definition of teacher quality becomes stronger as the process moves closer to an actual hiring decision. It is at the school site where they seem to apply or screen for the fuller range of characteristics consistent with what the literature has identified as a HQT. In the end, these findings contribute to understanding the distribution of teacher quality more fully.
CY - United States -- Arizona
DA - 2007///
PY - 2007
DP - ProQuest
SP - 274
LA - English
M3 - Ph.D.
PB - Arizona State University
ST - Understanding the impact of district-level decision -making on the distribution of highly qualified teachers
UR - https://search.proquest.com/docview/304896333/abstract/19EAB292F07744BBPQ/1
Y2 - 2021/03/07/17:41:10
KW - Decision-making
KW - Education
KW - Highly qualified teachers
KW - School districts
KW - _C:India IND
KW - _C:Philippines PHL
KW - _C:Spain ESP
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - BOOK
TI - L’avenir du travail en Afrique
T2 - Africa Development Forum series
A3 - Choi, Jieun
A3 - Dutz, Mark Andrew
A3 - Usman, Zainab
CY - Washington, DC, USA
DA - 2020///
PY - 2020
DP - Zotero
SP - 222
LA - fr
PB - World Bank Group
SN - 978-1-4648-1761-8
ST - The future of work in Africa
KW - _yl:b
ER -
TY - BOOK
TI - The future of work in Africa: harnessing the potential of digital technologies for all
T2 - Africa Development Forum series
A3 - Choi, Jieun
A3 - Dutz, Mark Andrew
A3 - Usman, Zainab
CY - Washington, DC, USA
DA - 2020///
PY - 2020
DP - K10plus ISBN
SP - 222
LA - eng
PB - World Bank Group
SN - 978-1-4648-1445-7 978-1-4648-1444-0
ST - The future of work in Africa
KW - _yl:a
ER -
TY - JOUR
TI - The use of AI chatbot as an assistant tool for SW education
AU - Choi, Seo-Won
AU - Nam, Jae-Hyun
T2 - Journal of the Korea Institute of Information and Communication Engineering
DA - 2019///
PY - 2019
DP - Google Scholar
VL - 23
IS - 12
SP - 1693
EP - 1699
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The building block thesis
AU - Choudary, Sangeet Paul
AU - Maruwada, Shankar
DA - 2022///
PY - 2022
DP - Zotero
LA - en
KW - Final_citation
KW - cited
KW - existing
KW - ⛔ No DOI found
ER -
TY - GEN
TI - Developing theory using machine learning methods
AU - Choudhury, P.
AU - Allen, R
AU - Endres, M.
DA - 2018///
PY - 2018
LA - en
UR - http://ssrn.
ER -
TY - RPRT
TI - The MOOC Phenomenon: Who Takes Massive Open Online Courses and Why?
AU - Christensen, Gayle
AU - Steinmetz, Andrew
AU - Alcorn, Brandon
AU - Bennett, Amy
AU - Woods, Deirdre
AU - Emanuel, Ezekiel
AB - Massive open online courses (MOOCs) have commanded considerable public attention due to their sudden rise and disruptive potential. But there are no robust, published data that describe who is taking these courses and why they are doing so. As such, we do not yet know how transformative the MOOC phenomenon can or will be. We conducted an online survey of students enrolled in at least one of the University of Pennsylvania’s 32 MOOCs offed on the Coursera platform. The student population tends to be young, well educated, and employed, with a majority from developed countries. There are significantly more males than females taking MOOCs, especially in BRIC and other developing countries. Students’ main reasons for taking a MOOC are advancing in their current job and satisfying curiosity. The individuals the MOOC revolution is supposed to help the most — those without access to higher education in developing countries — are underrepresented among the early adopters.
CY - Rochester, NY
DA - 2013/11/06/
PY - 2013
DP - papers.ssrn.com
LA - en
M3 - SSRN Scholarly Paper
PB - Social Science Research Network
SN - ID 2350964
ST - The MOOC Phenomenon
UR - https://papers.ssrn.com/abstract=2350964
Y2 - 2020/09/15/12:06:52
KW - C: International
KW - Distance Education
KW - MOOCs
KW - Massive Open Online Courses
KW - Online Education
ER -
TY - RPRT
TI - Open Data Readiness Assessment: Prepared for the Government of Sierra Leone
AU - Chrzanowski, Pierre
AU - Holm, Jeanne
AU - Manley, Laura
AU - Dodds, Elizabeth
AU - Baker, Rob
DA - 2016///
PY - 2016
PB - World Bank Group; Open Aid Partnership
UR - https://opendatatoolkit.worldbank.org/docs/odra/odra_sierra_leone.pdf
Y2 - 2020/12/15/17:45:57
KW - _C:Sierra Leone SLE
ER -
TY - RPRT
TI - Cost-Effectiveness and EdTech: Considerations and case studies
AU - Chuang, Rachel
AU - Burnett, Nicholas
AU - Robinson, Elizabeth
DA - 2021/06/30/
PY - 2021
LA - en
PB - EdTech Hub
ST - Cost-Effectiveness and EdTech
ER -
TY - RPRT
TI - Back-to-School Campaigns Following Disruptions to Education
AU - Chuang, Rachel
AU - Kaye, Tom
AU - Moss Coflan, Caitlin
AU - Haßler, Björn
CY - Nairobi, Kenya, Washington D.C., USA, and Cambridge, UK
DA - 2020/06//
PY - 2020
LA - EN
M3 - EdTech Hub Helpdesk Response
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - COV:COVID and reopening of schools
KW - F: Helpdesk response
KW - LP: English
KW - _C:Afghanistan AFG
KW - _C:Bangladesh BGD
KW - _C:Bolivia BOL
KW - _C:Congo XCO
KW - _C:Congo, Democratic Republic COD
KW - _C:Ghana GHA
KW - _C:Guinea GIN
KW - _C:India IND
KW - _C:Lebanon LBN
KW - _C:Liberia LBR
KW - _C:Malawi MWI
KW - _C:Mozambique MOZ
KW - _C:Nigeria NGA
KW - _C:Rwanda RWA
KW - _C:Sierra Leone SLE
KW - _C:South Africa ZAF
KW - _C:Sri Lanka LKA
KW - _C:Zambia ZMB
KW - _EdTechHub_Output
KW - __C:filed:1
KW - __C:scheme:1
KW - _cover:v1
KW - _r:ImportedToMyEducationEvidence
KW - _zenodoETH
KW - docs.opendeved.net
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - RPRT
TI - Low-Tech Devices and Connectivity for Learning in Lebanon
AU - Chuang, Rachel
AU - Khalayleh, Abdullah
DA - 2021///
PY - 2021
M3 - EdTech Hub Helpdesk Response
PB - EdTech Hub
SN - 29
UR - https://docs.edtechhub.org/lib/ISTFVCA7
KW - _r:ImportedToMyEducationEvidence
KW - _zenodoETH
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - BLOG
TI - Nine takeaways from our reviews of COVID-19 education responses
AU - Chuang, Rachel
AU - Moss Coflan, Caitlin
AU - Kaye, Thomas
AU - Koomar, Saalim
AU - McBurnie, Chris
DA - 2020///
PY - 2020
UR - https://edtechhub.org/2020/08/31/nine-takeaways-from-helpdesk-reviews-of-covid-19-education-responses/
ER -
TY - GEN
TI - Protecting Student Data in a Digital World
AU - Chui, M.
AU - Sarakatsannis, J.
DA - 2015///
PY - 2015
LA - en
UR - https://www.mckinsey.com/industries/education/our-insights/protecting-student-data-in-a-digital-world.
KW - Final_citation
KW - anystyle
KW - existing
ER -
TY - JOUR
TI - Information and communication technology: The pivot of teaching and learning of skills in electrical and electronics technology programme in Nigeria
AU - Chukwuedo
T2 - International Journal of Vocational and Technical Education
AB - The polymorphous nature of teaching and learning has contributed to the quest for skills delivery and acquisition at any place and pace. Teaching and learning of skills in electrical and electronics programme cannot be restricted to the traditional classroom settings, but should adopt favourable and acceptable technological dynamism. The inadequacy in the supply of facilities and qualified manpower perhaps has contributed to the need for skills delivery and acquisition in electrical and electronics programme through other technological means. One of such means found achievable is information and communication technologies (ICTs). This paper therefore reviewed ICTs as the pivot of globalizing teaching and learning of skills in electrical and electronics technology programme. The paper identified some of the skills in this programme, and ICTs that can be used to teach and learn the skills, by both normal and impaired teachers and learners. The findings from the survey questioning revealed that learners unavoidably support their teaching-learning situation with ICTs. It was therefore concluded that ICTs are pivot of teaching and learning of electrical and electronic skills.
DA - 2013///
PY - 2013
LA - en
UR - http://www.academicjournals.org/journal/IJVTE/article-full-text-pdf/0BC31E742499
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - C:Nigeria
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:learning
KW - F:teaching
KW - P:electro
KW - P:technology
KW - Q:ICT
KW - Q:distance learning
KW - T:Educação profissionalizante
KW - T:TVET
KW - publicImportV1
ER -
TY - CHAP
TI - Mobile Technologies and Digital Resources for Learning
AU - Churchill, Daniel
T2 - Digital Resources for Learning
DA - 2017///
PY - 2017
DP - Google Scholar
SP - 175
EP - 226
PB - Springer
KW - __C:filed:1
ER -
TY - JOUR
TI - Learning in a mobile age: an investigation of student motivation: Learning in a mobile age
AU - Ciampa, K.
T2 - Journal of Computer Assisted Learning
DA - 2014///
PY - 2014
DO - 10.1111/jcal.12036
DP - CrossRef
VL - 30
IS - 1
SP - 82
EP - 96
LA - en
SN - 02664909
ST - Learning in a mobile age
UR - http://doi.wiley.com/10.1111/jcal.12036
Y2 - 2014/04/08/10:45:23
ER -
TY - JOUR
TI - Artificial intelligence for strengthening healthcare systems in low- and middle-income countries: a systematic scoping review
AU - Ciecierski-Holmes, Tadeusz
AU - Singh, Ritvij
AU - Axt, Miriam
AU - Brenner, Stephan
AU - Barteit, Sandra
T2 - npj Digital Medicine
AB - In low- and middle-income countries (LMICs), AI has been promoted as a potential means of strengthening healthcare systems by a growing number of publications. We aimed to evaluate the scope and nature of AI technologies in the specific context of LMICs. In this systematic scoping review, we used a broad variety of AI and healthcare search terms. Our literature search included records published between 1st January 2009 and 30th September 2021 from the Scopus, EMBASE, MEDLINE, Global Health and APA PsycInfo databases, and grey literature from a Google Scholar search. We included studies that reported a quantitative and/or qualitative evaluation of a real-world application of AI in an LMIC health context. A total of 10 references evaluating the application of AI in an LMIC were included. Applications varied widely, including: clinical decision support systems, treatment planning and triage assistants and health chatbots. Only half of the papers reported which algorithms and datasets were used in order to train the AI. A number of challenges of using AI tools were reported, including issues with reliability, mixed impacts on workflows, poor user friendliness and lack of adeptness with local contexts. Many barriers exists that prevent the successful development and adoption of well-performing, context-specific AI tools, such as limited data availability, trust and evidence of cost-effectiveness in LMICs. Additional evaluations of the use of AI in healthcare in LMICs are needed in order to identify their effectiveness and reliability in real-world settings and to generate understanding for best practices for future implementations.
DA - 2022/10/28/
PY - 2022
DO - 10.1038/s41746-022-00700-y
DP - www.nature.com
VL - 5
IS - 1
SP - 1
EP - 13
J2 - npj Digit. Med.
LA - en
SN - 2398-6352
ST - Artificial intelligence for strengthening healthcare systems in low- and middle-income countries
UR - https://www.nature.com/articles/s41746-022-00700-y
Y2 - 2024/01/21/23:26:35
KW - Health policy
KW - Translational research
ER -
TY - JOUR
TI - Is assessment good for learning or learning good for assessment? A. Both? B. Neither? C. It depends?
AU - Cilliers, Francois J.
T2 - Perspectives on Medical Education
AB - Newman JH. Discourses on the scope and nature of university education, addressed to the Catholics of Dublin. Dublin: James Duffy; 1852. Osler W. Examinations, examiners and examinees. Lancet. 1913;1047–59. Deng F, Gluckstein JA, Larsen DP. Student-directed retrieval practice is a predictor of medical licensing examination performance. Perspect Med Educ. 2015;4. DOI: 10.1007/s40037-015-0220-x Cilliers FJ, Schuwirth LWT, Adendorff HJ, Herman N, Vleuten CPM van der. The mechanism of impact of summative assessment on medical students’ learning. Adv Health Sci Educ. 2010;15:695–715. Article Google Scholar Dochy F, Segers M, Gijbels D, Struyven K. Assessment engineering: breaking down barriers between teaching and learning, and assessment. In: Boud D, Falchikov N, editors. Rethinking assessment in higher education: learning for the longer term. Oxford: Routledge; 2007. pp. 87–100. Cilliers FJ, Schuwirth LWT, Herman N, Adendorff H, Vleuten CPM van der. A model of the pre-assessment learning effects of summative assessment in medical education. Adv Health Sci Educ. 2012;17:39–53. Article Google Scholar Roediger HL, Butler AC. The critical role of retrieval practice in long-term retention. Trends Cogn Sci. 2011;15:20–7. Article Google Scholar Watling C. Cognition, culture, and credibility: deconstructing feedback in medical education. Perspect Med Educ. 2014;3:124–8. Article Google Scholar Saville BK, Pope D, Lovaas P, Williams J. Interteaching and the testing effect: a systematic replication. Teach Psychol. 2012;39:280–3. Article Google Scholar Lundeberg MA, Fox PW. Do laboratory findings on test expectancy generalize to classroom outcomes? Rev Educ Res. 1991;61:94–106. Article Google Scholar Watling CJ. Unfulfilled promise, untapped potential: feedback at the crossroads. Med Teacher. 2014;36(8):692–7. Article Google Scholar Sundre DL, Kitsantas A. An exploration of the psychology of the examinee: can examinee self-regulation and test-taking motivation predict consequential and non-consequential test performance? Contemp Educ Psychol. 2004;29:6–26. Article Google Scholar Cilliers FJ, Schuwirth LWT, Vleuten CPM van der. A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context. BMC Med Educ. 2012;12. Download references Department of Health Sciences Education, Faculty of Health Sciences, University of Cape Town, Anzio Road, 7925, Observatory, South Africa Francois J Cilliers You can also search for this author in PubMed Google Scholar Correspondence to Francois J Cilliers. This article is published under an open access license. Please check the 'Copyright Information' section for details of this license and what re-use is permitted. If your intended use exceeds what is permitted by the license or if you are unable to locate the licence and re-use information, please contact the Rights and Permissions team. Cilliers, F. Is assessment good for learning or learning good for assessment? A. Both? B. Neither? C. It depends?. Perspect Med Educ 4, 280–281 (2015). https://doi.org/10.1007/s40037-015-0229-1 Download citation Published: 23 October 2015 Issue Date: December 2015 DOI: https://doi.org/10.1007/s40037-015-0229-1
DA - 2015/10/23/
PY - 2015
DO - 10.1007/s40037-015-0229-1
DP - www.scilit.net
VL - 4
IS - 6
SP - 280
EP - 281
LA - en
SN - 22122761
ST - Is assessment good for learning or learning good for assessment?
UR - https://www.scilit.net/article/cb735c15281b3d3d69f798146b1cc07f
Y2 - 2020/08/12/17:07:15
KW - __C:filed:1
ER -
TY - JOUR
TI - Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa
AU - Cilliers, J
AU - Fleisch, B
AU - Kotze, J
AU - Mohohlwane, N
AU - Taylor, S
AU - Thulare, T
AB - We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proficiency (0.12 SD), had no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude effectiveness, but rather that in-person contact enabled more accountability and support.
DA - 2021///
PY - 2021
DO - 10.35489/BSG-RISE-WP_2020/050
J2 - Unpublished Working Paper.
LA - en
UR - https://riseprogramme.org/sites/default/files/inline-files/Virtual%20vs%20InPerson%20Coaching%20Working%20Paper.pdf
ER -
TY - MANSCPT
TI - Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa
AU - Cilliers, J.
AU - Fleischz, B.
AU - Kotze, J.
AU - Mohohlwanex, N.
AU - Taylor, S.
AU - Thulare, T.
AB - We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proficiency (0.12 SD), had no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude effectiveness, but rather that in-person contact enabled more accountability and support.
DA - 2020///
PY - 2020
LA - en
ST - Can Virtual Replace In-person Coaching?
UR - https://riseprogramme.org/sites/default/files/inline-files/Virtual%20vs%20InPerson%20Coaching%20Working%20Paper.pdf
Y2 - 2022/12/20/03:25:45
KW - Final_citation
KW - cited
KW - existing
ER -
TY - MANSCPT
TI - Can virtual replace in-person coaching? Experimental evidence on teacher professional development and student learning
AU - Cilliers, J
AU - Fleischz, B
AU - Kotzex, J
AU - Mohohlwanex, N
AU - Taylor, S
AU - Thulare, T
AB - We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proficiency (0.12 SD), had no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude effectiveness, but rather that in-person contact enabled more accountability and support.
DA - 2020///
PY - 2020
LA - en
UR - https://riseprogramme.org/sites/default/files/inline-files/Virtual%20vs%20InPerson%20Coaching%20Working%20Paper.pdf
KW - Important
KW - Read
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - How to Support Students When Schools Reopen?
AU - Cilliers, Jacobus
DA - 2020/06/22/
PY - 2020
DP - DOI.org (Crossref)
LA - en
PB - Research on Improving Systems of Education (RISE)
UR - https://www.riseprogramme.org/publications/how-support-students-when-schools-reopen
Y2 - 2020/09/06/17:22:55
ER -
TY - RPRT
TI - Alternative forms of early grade instructional coaching: Emerging evidence from field experiments in South Africa
AU - Cilliers, Jacobus
AU - Fleisch, Brahm
AU - Kotze, Janeli
AU - Mohohlwane, Nompumelelo
AU - Taylor, Stephen
AU - Thulare, Tshegofatso
DA - 2020/07/17/
PY - 2020
LA - en
UR - https://www.dropbox.com/s/n0hza4nyrvz4mpt/Can%20Virtual%20Replace%20InPerson%20Coaching%20Working%20Paper.pdf?dl=0
Y2 - 2020/07/22/21:32:02
ER -
TY - DATA
TI - Improving the teaching of English as a first additional language in South Africa.
AU - Cilliers, Jacobus
AU - Fleisch, Brahm
AU - Kotze, Janeli
AU - Mohohlwane, Nompumelelo
AU - Taylor, Stephen
AU - Thulare, Tshegofatso
AB - We experimentally compare on-site with virtual coaching of South African teachers. After three
years, on-site coaching improved students’ English oral language and reading proficiency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proficiency (0.12 SD), had no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude effectiveness, but rather that in-person contact enabled more accountability and support.
DA - 2020/07/15/
PY - 2020
LA - en
PB - American Economic Association
Y2 - 2020/07/20/18:09:47
KW - C:South Africa
KW - __C:filed:1
ER -
TY - JOUR
TI - How to Improve Teaching Practice?: An Experimental Comparison of Centralized Training and In-Classroom Coaching
AU - Cilliers, Jacobus
AU - Fleisch, Brahm
AU - Prinsloo, Cas
AU - Taylor, Stephen
T2 - Journal of Human Resources
DA - 2020///
PY - 2020
DO - 10.3368/jhr.55.3.0618-9538R1
DP - DOI.org (Crossref)
VL - 55
IS - 3
SP - 926
EP - 962
J2 - J. Human Resources
LA - en
SN - 0022-166X, 1548-8004
ST - How to Improve Teaching Practice?
UR - http://jhr.uwpress.org/lookup/doi/10.3368/jhr.55.3.0618-9538R1
Y2 - 2022/04/18/13:44:19
ER -
TY - RPRT
TI - How to Improve Teaching Practice? Experimental Comparison of Centralized Training and In-classroom Coaching
AU - Cilliers, Jacobus
AU - Fleisch, Brahm
AU - Prinsloo, Cas
AU - Taylor, Stephen
AB - We experimentally compare two modes of in-service professional development for South African public primary school teachers. In both programs teachers received the same learning material and daily lesson plans, aligned to the official literacy curriculum. Pupils exposed to two years of the program improved their reading proficiency by 0.12 standard deviations if their teachers received centralized Training, compared to 0.24 if their teachers received in-class Coaching. Classroom observations reveal that teachers were more likely to split pupils into smaller reading groups, which enabled individualized attention and more opportunities to practice reading. Results vary by class size and baseline pupil reading proficiency.
DA - 2018/09/11/
PY - 2018
DP - DOI.org (Crossref)
LA - en
PB - Research on Improving Systems of Education (RISE)
ST - How to Improve Teaching Practice?
UR - https://www.riseprogramme.org/publications/rise-working-paper-18024-how-improve-teaching-practice-experimental-comparison
Y2 - 2020/05/16/20:38:36
KW - C: South Africa
KW - _C:South Africa ZAF
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - RPRT
TI - Can Public Rankings Improve School Performance? Evidence from a Nationwide Reform in Tanzania
AU - Cilliers, Jacobus
AU - Mbiti, Isaac
AU - Zeitlin, Andrew
AB - In 2013, Tanzania introduced “Big Results Now in Education”, a low-stakes accountability program that published both nationwide and within-district school rankings. Using data from the universe of school performance from 2011-2016, we identify the impacts of the reform using a difference-in-differences estimator that exploits the differential pressure exerted on schools at the top and bottom of their respective district rankings. We find that BRN improved learning outcomes for schools in the bottom two deciles of their districts. However, the program also led schools to strategically exclude students from the terminal year of primary school.
DA - 2019/02/19/
PY - 2019
DP - DOI.org (Crossref)
LA - en
PB - Research on Improving Systems of Education (RISE)
ST - Can Public Rankings Improve School Performance?
UR - https://www.riseprogramme.org/publications/rise-working-paper-19027-can-public-rankings-improve-school-performance-evidence
Y2 - 2020/09/06/17:28:21
ER -
TY - GEN
TI - 2020 Remote Teaching Guide (Web-linked)
AU - CILT
AB - Please note: This is a live doc and will change from time to time. You can access this document from http://bit.ly/cilt-remote-teaching UCT Remote Teaching - Quick Guide Lecturers and academic support staff should prepare for remote teaching. Undertaking remote teaching and learning activit...
DA - 2020///
PY - 2020
DP - docs.google.com
LA - en
PB - Centre for Innovation in Learning and Teaching
UR - https://docs.google.com/document/d/1Z1fdzyTCtYZGdR7bCMSQkgCPK0haYeSdAEzeqXLwjdw/edit?usp=sharing&usp=embed_facebook
Y2 - 2020/04/21/20:31:32
ER -
TY - GEN
TI - UCT Low Tech Remote Teaching Guidelines
AU - CILT
AB - University of Cape Town Low Tech Remote Teaching Principles Teaching and learning remotely during a global pandemic is a challenging task for everyone. Keep it simple for you and your students. CILT will help you move your course online: reach out to us at help@vula.uct.ac.za, use the rem...
DA - 2020/04//
PY - 2020
DP - docs.google.com
LA - en
PB - Centre for Innovation in Learning and Teaching
UR - https://docs.google.com/document/d/1zPN7XUitOCw75FW6UeqrYAcWl41UqgKoZ_HRoYTKFZI/edit?usp=sharing&usp=embed_facebook
Y2 - 2020/04/21/20:31:23
ER -
TY - CONF
TI - Chatbot: An education support system for student
AU - Clarizia, Fabio
AU - Colace, Francesco
AU - Lombardi, Marco
AU - Pascale, Francesco
AU - Santaniello, Domenico
C3 - International Symposium on Cyberspace Safety and Security
DA - 2018///
PY - 2018
DO - 10.1007/978-3-030-01689-0_23
DP - Google Scholar
SP - 291
EP - 302
PB - Springer
ST - Chatbot
ER -
TY - RPRT
TI - A Theory of Change for Parents and Caregivers Towards a Technology-Enhanced Education System in Bangladesh
AU - Clark-Wilson, Alison
AU - Bashir, Amreen
AU - Ahmed, Shakil
AU - Mazari, Haani
AU - Kaye, Tom
AU - Radford, Kate
AU - Otieno, Jennifer
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2022/10/07/
PY - 2022
DP - DOI.org (Crossref)
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/GQSKFD62
Y2 - 2023/01/18/22:17:49
ER -
TY - RPRT
TI - A Theory of Change for a Technology-Enhanced Education System in Bangladesh
AU - Clark-Wilson, Alison
AU - Bashir, Amreen
AU - Kaye, Tom
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2021/03/17/
PY - 2021
LA - en
M3 - Working Paper
PB - EdTech Hub
SN - 30
UR - https://docs.edtechhub.org/lib/2T7DPIBU
KW - _DOILIVE
KW - _EdTechHub_Output
KW - _MELA_seen
KW - _cover:analysis:nopdf
KW - _r:AddedByZotZen
KW - _zenodo:submitted
ER -
TY - JOUR
TI - Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis
AU - Clark, Douglas B.
AU - Tanner-Smith, Emily E.
AU - Killingsworth, Stephen S.
DA - 2015///
PY - 2015
SP - 44
LA - en
ST - Digital Games, Design, and Learning
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Climate Responsive Design
AU - Clegg, Peter
AU - Sandeman, Isabel
AB - Although countries in East-Africa seem to have a perfect climate, people are not fully benefiting or making efficient use of its potential. They suffer from insufficient daylight or overheating and live on sites that are not coherently organized nor efficiently utilised. Energy is wasted. Trees are considered an abundant energy provider, especially for cooking purposes or for burning bricks. The Forum on ‘Raising Awareness for Climate Responsive Design in East Africa’ took place in Kampala (Uganda) on 27th and 28th February 2019. It was organized by Enabel, the Belgian development agency, and the Construction Management Unit of the Ministry of Education and Sports. Enabel (until 2018 called ‘BTC’ or Belgian Technical Cooperation) has been active in Uganda since 2005 mainly in the Education and Healthcare sectors. The group of organizers and speakers at the Forum decided to sustain momentum and set up a platform that would bring together a community of professionals from private and public sectors, to work towards a higher positive impact on our environment and communities. This document is the first step in this process. The topics of the Forum cover both hard and soft issues that contribute to improving people’s living conditions and environment. They include participation, using local and durable materials, passive ventilation and natural daylighting, sustainable landscapes, and water and waste-management. Architects and engineers must learn to identify the constraints and opportunities of each project site and help local communities to develop their full potential. We hope this document will achieve the critical mass necessary to instigate lasting behavioural change in the way we are living in our environment.
C3 - Proceedings of a conference on raising awareness of Climate Responsive Design in East Africa
DA - 2019/02/27/28
PY - 2019
DP - Zotero
LA - en
PB - Enabel
UR - https://fcbstudios.com/practice/explore/manifesto-for-climate-responsive-design/
ER -
TY - JOUR
TI - Global Skill Partnerships: a proposal for technical training in a mobile world
AU - Clemens, Michael A.
T2 - IZA Journal of Labor Policy
AB - Skilled workers emigrate from developing countries in rising numbers, raising fears of a drain on the human and financial resources of the countries they leave. This paper critiques existing policy proposals to address the development effects of skilled migration. It then proposes a new kind of ex ante public-private agreement to link skill formation and skilled migration for the mutual benefit of origin countries, destination countries, and migrants: ‘Global Skill Partnerships’. The paper describes how such an agreement might work in one profession (nursing) and one region (North Africa), and offers design lessons from related initiatives around the world.
DA - 2015/01/29/
PY - 2015
DO - 10.1186/s40173-014-0028-z
DP - BioMed Central
VL - 4
IS - 1
SP - 2
J2 - IZA Journal of Labor Policy
SN - 2193-9004
ST - Global Skill Partnerships
UR - https://doi.org/10.1186/s40173-014-0028-z
Y2 - 2022/05/03/13:18:30
KW - Aging
KW - Brain drain
KW - Development
KW - Education
KW - Eldercare
KW - Finance
KW - Health
KW - Migration
KW - Mobility
KW - Nurse
ER -
TY - RPRT
TI - Maximizing the Shared Benefits of Legal Migration Pathways: Lessons from Germany’s Skills Partnerships
AU - Clemens, Michael
AU - Dempster, Helen
AU - Gough, Kate
AB - Germany is one country piloting and implementing projects that can help alleviate such demographic pressures and maximize the potential mutual benefits of legal labor migration.
DA - 2019///
PY - 2019
LA - en
ST - Maximizing the Shared Benefits of Legal Migration Pathways
UR - https://www.cgdev.org/publication/maximizing-shared-benefits-legal-migration-pathways
Y2 - 2022/05/03/13:18:57
ER -
TY - JOUR
TI - Open Pedagogy: A Systematic Review of Empirical Findings
AU - Clinton-Lisell, Virginia
T2 - Journal of Learning for Development
AB - Open licensing used in open educational resources allows for teaching and learning practices that are not possible with traditional copyright. There is a growing body of empirical research on open pedagogy. However, definitions and instantiations of open pedagogy vary in the literature. The purpose of this review was to systematically search and synthesize empirical findings on open pedagogy. In this, the definitions of open pedagogy across empirical reports were examined. Generally, open pedagogy was defined in the context of open licensing affordances; however, there were exceptions particularly when examining faculty experiences with open pedagogy. Synthesized findings may be used by faculty to inform use of open pedagogy especially when considering issues with student confusion and changing power dynamics.
DA - 2021/07/19/
PY - 2021
DP - jl4d.org
VL - 8
IS - 2
SP - 255
EP - 268
LA - en
SN - 2311-1550
ST - Open Pedagogy
UR - https://jl4d.org/index.php/ejl4d/article/view/511
Y2 - 2022/04/05/12:25:43
KW - open education
KW - open pedagogy
KW - systematic review
KW - ⛔ No DOI found
ER -
TY - VIDEO
TI - Drone Delivery Start-Up Zipline Beats Amazon, UPS And FedEx To The Punch
AU - CNBC
DA - 2018/04/03/
PY - 2018
DP - YouTube
UR - https://www.youtube.com/watch?v=FeSCEalMOL8
Y2 - 2019/01/07/20:56:05
ER -
TY - BOOK
TI - Democracy and Governance in Nigeria: Challenges and Prospects
AU - Co-
CY - Kano
DA - 2015///
PY - 2015
LA - en
PB - Bayero University
ER -
TY - GEN
TI - Islamic Political Thoughts and Institutions, Kano, International Institute of Islamic Thought (Nigeria
AU - Co-
DA - 2011///
PY - 2011
LA - en
ER -
TY - GEN
TI - Perspectives on Elections and the Challenges for Democracy in Nigeria
AU - Co-
DA - 2018///
PY - 2018
LA - en
ER -
TY - JOUR
TI - Geospatial Analysis: A New Window Into Educational Equity, Access, and Opportunity
AU - Cobb, Casey D.
T2 - Review of Research in Education
AB - A robust body of geographic education policy research has been amassing over the past 25 years, as researchers from a variety of disciplinary backgrounds have recognized the value of examining education phenomena from a spatial perspective. In this chapter, I synthesize 42 studies that examine education issues using a geographic information system, or GIS. The review is framed by the major thread that runs through this body of research: educational equity, access, and opportunity. I summarize the research within seven theme-based research topics and offer examples of geospatial analysis as applied to education. The chapter includes a discussion of the major barriers and limitation facing GIS researchers and offers thoughts about the future.
DA - 2020/03/01/
PY - 2020
DO - 10.3102/0091732X20907362
DP - SAGE Journals
VL - 44
IS - 1
SP - 97
EP - 129
J2 - Review of Research in Education
LA - en
SN - 0091-732X
ST - Geospatial Analysis
UR - https://doi.org/10.3102/0091732X20907362
Y2 - 2021/03/07/14:15:55
KW - Lebanon_event_2021
KW - _C:Brazil BRA
KW - _C:Canada CAN
KW - _C:Chile CHL
KW - _C:Japan JPN
KW - _C:Netherlands NLD
KW - _C:New Zealand NZL
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Design Experiments in Educational Research
AU - Cobb, Paul
AU - Confrey, Jere
AU - diSessa, Andrea
AU - Lehrer, Richard
AU - Schauble, Leona
T2 - Educational Researcher
AB - In this article, the authors first indicate the range of purposes and the variety of settings in which design experiments have been conducted and then delineate five crosscutting features that collectively differentiate design experiments from other methodologies. Design experiments have both a pragmatic bent??engineering? particular forms of learning?and a theoretical orientation?developing domain-specific theories by systematically studying those forms of learning and the means of supporting them. The authors clarify what is involved in preparing for and carrying out a design experiment, and in conducting a retrospective analysis of the extensive, longitudinal data sets generated during an experiment. Logistical issues, issues of measure, the importance of working through the data systematically, and the need to be explicit about the criteria for making inferences are discussed.
DA - 2003/01/01/
PY - 2003
DO - 10.3102/0013189X032001009
DP - SAGE Journals
VL - 32
IS - 1
SP - 9
EP - 13
LA - en
SN - 0013-189X
UR - https://doi.org/10.3102/0013189X032001009
Y2 - 2022/11/23/12:12:28
ER -
TY - JOUR
TI - Relationships of knowledge and practice: Teacher learning in communities
AU - Cochran-Smith, M.
AU - Lytle, S.L.
T2 - Review of Research in Education
A2 - Iran-Nejar, A.
A2 - Pearson, P.D.
DA - 1999///
PY - 1999
DO - 10.2307/1167272
DP - JSTOR
VL - 24
SP - 249
EP - 305
SN - 0091-732X
ST - Relationships of knowledge and practice: Teacher learning in communities
UR - http://www.jstor.org/stable/1167272 .
ER -
TY - RPRT
TI - Great Teaching Toolkit: Evidence Review
AU - Coe, Rob
AU - Rauch, C.J.
AU - Kime, Stuart
AU - Singleton, Dan
DA - 2019///
PY - 2019
PB - Evidence Based Education
UR - https://assets.website-files.com/5ee28729f7b4a5fa99bef2b3/5ee9f507021911ae35ac6c4d_EBE_GTT_EVIDENCE%20REVIEW_DIGITAL.pdf
Y2 - 2020/08/11/15:20:31
KW - C:England/International
ER -
TY - RPRT
TI - Using education technology to support learners with special educational needs and disabilities in low- and middle-income countries
AU - Coflan, Caitlin Moss
AU - Kaye, Thomas
CY - Washington, D.C., USA
DA - 2020/03/04/
PY - 2020
M3 - EdTech Hub Helpdesk Response
PB - EdTech Hub
SN - 4
KW - L:Special education needs and disabilities (SEND)
KW - LP: English
KW - _C:Brazil BRA
KW - _C:Ghana GHA
KW - _C:India IND
KW - _C:Kenya KEN
KW - _C:Lesotho LSO
KW - _C:Pakistan PAK
KW - _C:Portugal PRT
KW - _C:South Africa ZAF
KW - _C:Spain ESP
KW - _EdTechHub_Output
KW - __C:filed:1
KW - __C:scheme:1
KW - _cover:v1
KW - _r:ImportedToMyEducationEvidence
KW - _zenodoETH
KW - docs.opendeved.net
KW - dode_eth-src-dode
ER -
TY - RPRT
TI - Using education technology to support learners with special educational needs and disabilities in low- and middle-income countries
AU - Coflan, Caitlin Moss
AU - Kaye, Tom
CY - Washington, D.C., USA
DA - 2020/04/08/
PY - 2020
LA - en
PB - Zenodo
KW - Final_citation
KW - cited
KW - existing
ER -
TY - RPRT
TI - Developing a national EdTech strategy
AU - Coflan, Caitlin
AU - Wyss, Natalie
AU - Thinley, Sangay
AU - Roland, Mark
DA - 2022/10/03/
PY - 2022
LA - en
PB - EdTech Hub
KW - Final_citation
KW - cited
KW - existing
ER -
TY - BOOK
TI - Statistical power analysis for the behavioral sciences
AU - Cohen, J.
CY - Hillsdale, NJ
DA - 1988///
PY - 1988
ET - 2nd ed
PB - Lawrence Erlbaum Associates
ER -
TY - CHAP
TI - Action research
AU - Cohen, Louis
AU - Manion, Lawrence
AU - Morrison, Keith
T2 - Research methods in education
DA - 2017///
PY - 2017
DP - Google Scholar
SP - 440
EP - 456
PB - Routledge
ER -
TY - BOOK
TI - Research Methods in Education
AU - Cohen, Louis
AU - Manion, Lawrence
AU - Morrison, Keith
AB - This thoroughly updated and extended eighth edition of the long-running bestseller Research Methods in Education covers the whole range of methods employed by educational research at all stages. Its five main parts cover: the context of educational research; research design; methodologies for educational research; methods of data collection; and data analysis and reporting. It continues to be the go-to text for students, academics and researchers who are undertaking, understanding and using educational research, and has been translated into several languages. It offers plentiful and rich practical advice, underpinned by clear theoretical foundations, research evidence and up-to-date references, and it raises key issues and questions for researchers planning, conducting, reporting and evaluating research. This edition contains new chapters on: Mixed methods research The role of theory in educational research Ethics in Internet research Research questions and hypotheses Internet surveys Virtual worlds, social network software and netography in educational research Using secondary data in educational research Statistical significance, effect size and statistical power Beyond mixed methods: using Qualitative Comparative Analysis (QCA) to integrate cross-case and within-case analyses. Research Methods in Education is essential reading for both the professional researcher and anyone involved in educational and social research. The book is supported by a wealth of online materials, including PowerPoint slides, useful weblinks, practice data sets, downloadable tables and figures from the book, and a virtual, interactive, self-paced training programme in research methods. These resources can be found at: www.routledge.com/cw/cohen.
DA - 2017/10/12/
PY - 2017
DP - Google Books
SP - 945
LA - en
PB - Routledge
SN - 978-1-315-45652-2
KW - Education / Experimental Methods
KW - Education / General
KW - Education / Research
ER -
TY - BOOK
TI - Research Methods in Education
AU - Cohen, Louis
AU - Manion, Lawrence
AU - Morrison, Keith
AB - This thoroughly updated and extended eighth edition of the long-running bestseller Research Methods in Education covers the whole range of methods employed by educational research at all stages. Its five main parts cover: the context of educational research; research design; methodologies for educational research; methods of data collection; and data analysis and reporting. It continues to be the go-to text for students, academics and researchers who are undertaking, understanding and using educational research, and has been translated into several languages. It offers plentiful and rich practical advice, underpinned by clear theoretical foundations, research evidence and up-to-date references, and it raises key issues and questions for researchers planning, conducting, reporting and evaluating research.
This edition contains new chapters on:
Mixed methods research
The role of theory in educational research
Ethics in Internet research
Research questions and hypotheses
Internet surveys
Virtual worlds, social network software and netography in educational research
Using secondary data in educational research
Statistical significance, effect size and statistical power
Beyond mixed methods: using Qualitative Comparative Analysis (QCA) to integrate cross-case and within-case analyses.
Research Methods in Education is essential reading for both the professional researcher and anyone involved in educational and social research. The book is supported by a wealth of online materials, including PowerPoint slides, useful weblinks, practice data sets, downloadable tables and figures from the book, and a virtual, interactive, self-paced training programme in research methods. These resources can be found at: www.routledge.com/cw/cohen.
CY - London
DA - 2017/10/30/
PY - 2017
ET - 8
SP - 944
PB - Routledge
SN - 978-1-315-45653-9
ER -
TY - BOOK
TI - Research Methods in Education
AU - Cohen, Louis
AU - Manion, Lawrence
AU - Morrison, Keith
AB - This thoroughly updated and extended eighth edition of the long-running bestseller Research Methods in Education covers the whole range of methods employed by educational research at all stages. Its five main parts cover: the context of educational research; research design; methodologies for educational research; methods of data collection; and data analysis and reporting. It continues to be the go-to text for students, academics and researchers who are undertaking, understanding and using educational research, and has been translated into several languages. It offers plentiful and rich practical advice, underpinned by clear theoretical foundations, research evidence and up-to-date references, and it raises key issues and questions for researchers planning, conducting, reporting and evaluating research.This edition contains new chapters on:Mixed methods researchThe role of theory in educational researchEthics in Internet researchResearch questions and hypothesesInternet surveysVirtual worlds, social network software and netography in educational research Using secondary data in educational researchStatistical significance, effect size and statistical powerBeyond mixed methods: using Qualitative Comparative Analysis (QCA) to integrate cross-case and within-case analyses.Research Methods in Education is essential reading for both the professional researcher and anyone involved in educational and social research. The book is supported by a wealth of online materials, including PowerPoint slides, useful weblinks, practice data sets, downloadable tables and figures from the book, and a virtual, interactive, self-paced training programme in research methods. These resources can be found at: www.routledge.com/cw/cohen.
CY - London ; New York
DA - 2017/11/03/
PY - 2017
DP - Amazon
ET - 8th edition
SP - 916
LA - English
PB - Routledge
SN - 978-1-138-20988-6
ER -
TY - JOUR
TI - Teaching Group Counseling in Botswana: Two U.S.-Trained Counselors Discuss Experiences and Share Cultural Considerations for Practice
AU - Coker, Angela D.
AU - Majuta, Aaron R.
T2 - Journal for Specialists in Group Work
AB - There is a paucity of research in the area of teaching group counseling within an African context. In this article we describe and reflect on our experiences teaching group counseling at an institution of higher learning in the country of Botswana. We discuss cultural traditions and strengths that support an environment of group work in Botswana, describe cross-cultural challenges we experienced along the way as we implemented Western-derived didactic and experiential components of group counseling training, and discuss the ways in which we addressed the cultural differences we encountered. Implications for future cross-cultural research and training are discussed.
DA - 2015///
PY - 2015
DO - 10.1080/01933922.2014.992506
LA - en
AN - DOI-10.1080/01933922.2014.992506
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:Botswana
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:attitude
KW - F:learning
KW - F:pedagogy
KW - F:teaching
KW - P:culture
KW - P:environment
KW - P:social
KW - Q:higher education
KW - T:Training
KW - T:trainee
KW - Z:Acquired Immunodeficiency Syndrome (AIDS)
KW - Z:Colleges
KW - Z:Counselor Training
KW - Z:Cross Cultural Training
KW - Z:Cultural Awareness
KW - Z:Cultural Differences
KW - Z:Foreign Countries
KW - Z:Group Counseling
KW - Z:Group Dynamics
KW - Z:Higher Education
KW - Z:Interpersonal Communication
KW - Z:Prosocial Behavior
KW - Z:Social Attitudes
KW - publicImportV1
ER -
TY - JOUR
TI - Using video for professional development: the role of the discussion facilitator
AU - Coles, Alf
T2 - Journal of Mathematics Teacher Education
AB - Past research into the use of video for professional development has failed to problematise or theorise sufficiently the role of the discussion facilitator. It has been reported consistently that it can be hard or take time to establish norms for discussion of video but little has been said about reasons why, or the role of the discussion facilitator. As a starting point in this area, I suggest fives aspects or decision points in the role of the facilitator. Two aspects are taken from the literature and the others are drawn from empirical data, collected as part of an enactivist study into the use of video in one sec- ondary school. At the school, teachers commented on finding video watching in a group more useful than lesson observation, with no evidence of this taking time to develop. I offer speculations, based on enactivist category theory, as to why the use of video in this school is effective. Having presented key aspects of the role of the facilitator of video use, a further look at the detail of the data from discussions serves to highlight some of the complexities involved in just one of the categories (and, by implication, the others). I conclude that the role of the facilitator cannot be separated from a consideration of the historical context in which discussion takes place.
DA - 2013/06//
PY - 2013
DO - 10.1007/s10857-012-9225-0
DP - DOI.org (Crossref)
VL - 16
IS - 3
SP - 165
EP - 184
J2 - J Math Teacher Educ
LA - en
SN - 1386-4416, 1573-1820
ST - Using video for professional development
UR - http://link.springer.com/10.1007/s10857-012-9225-0
Y2 - 2021/05/30/00:07:04
ER -
TY - JOUR
TI - Preference Signaling in Matching Markets
AU - Coles, Peter
AU - Kushnir, Alexey
AU - Niederle, Muriel
DP - Zotero
SP - 38
LA - en
KW - _C:Korea XKOR
KW - _C:Switzerland CHE
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ❓ Multiple DOI
ER -
TY - ELEC
TI - CORONAVIRUS: OP-ED: Why it can’t be education as usual
AU - Collective, Bua-lit
T2 - Daily Maverick
AB - In this time of the Covid-19 pandemic and school closures, we need to plan and strategise creatively so that ALL South African children – not just those with access to digital devices, data, and network coverage – can continue to learn.
DA - 2020/04/14/
PY - 2020
LA - en
ST - CORONAVIRUS
UR - https://www.dailymaverick.co.za/article/2020-04-14-why-it-cant-be-education-as-usual/
Y2 - 2020/04/20/21:13:54
ER -
TY - JOUR
TI - Teacher education in anglophone west Africa: Does policy match practice?
AU - Colley, Kabba E.
T2 - International Perspectives on Education and Society
AB - © 2014 by Emerald Group Publishing Limited All rights of reproduction in any form reserved. This chapter focuses on a study, which investigates the question: How do teacher education policies match teacher education practices in Anglophone West Africa? Teacher education policy in this chapter refers to action statements in verbal or written form made by national education authorities/agencies about teacher education, while teacher education practice refers to the work that teachers do. Using the method of research synthesis, multi-layered, purposeful sampling of various data sources, Boolean and non-Boolean search strategies, qualitative and quantitative analytical procedures, the study identified over a hundred documents. Out of these, 77 documents met the criteria for inclusion in the study. The distribution of research outcomes by Anglophone West African countries were as follows: 18.2% were on Gambia, 27.3% were on Ghana, 10.4% were on Liberia, 24.7% were on Nigeria, and 19.5% were on Sierra Leone. From this research synthesis, it is evident that there is a gap between teacher education policy and practice in Anglophone West Africa. Most teacher education policies are "add-on," meaning that they were formulated as part of a larger national policy framework on basic, secondary and tertiary education. In addition, the research synthesis found that Gambia, Ghana, Nigeria, and Sierra Leone are very similar in terms of their pre-service teacher training models, but differ in their in-service and professional development systems, while Liberia has a slightly different in-service model with varying durations. The limitations and implications of the findings for further comparative and international education research are discussed in the chapter.
DA - 2014///
PY - 2014
DO - 10.1108/s1479-367920140000025015
LA - en
AN - LOCAL-SCOPUS_ID:84912563796
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:West Africa
KW - AAZ:West Africa
KW - C:Gambia
KW - C:Liberia
KW - C:Nigeria
KW - C:Sierra Leone
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - F:inclusion
KW - F:outcomes
KW - F:policy
KW - P:services
KW - P:teacher education
KW - P:teacher training
KW - P:teachers
KW - Q:tertiary education
KW - R:qualitative
KW - R:quantitative
KW - R:synthesis
KW - T:Training
KW - Z:Education
KW - Z:Policy
KW - Z:Supply
KW - Z:Teacher
KW - Z:Training
KW - _C:Ghana GHA
KW - _C:Sierra Leone SLE
KW - publicImportV1
ER -
TY - CHAP
TI - Teacher Education in Anglophone West Africa: Does Policy Match Practice?
AU - Colley, Kabba E.
T2 - Annual Review of Comparative and International Education 2014
T3 - International Perspectives on Education and Society
AB - This chapter focuses on a study, which investigates the question: How do teacher education policies match teacher education practices in Anglophone West Africa? Teacher education policy in this chapter refers to action statements in verbal or written form made by national education authorities/agencies about teacher education, while teacher education practice refers to the work that teachers do. Using the method of research synthesis, multi-layered, purposeful sampling of various data sources, Boolean and non-Boolean search strategies, qualitative and quantitative analytical procedures, the study identified over a hundred documents. Out of these, 77 documents met the criteria for inclusion in the study. The distribution of research outcomes by Anglophone West African countries were as follows: 18.2% were on Gambia, 27.3% were on Ghana, 10.4% were on Liberia, 24.7% were on Nigeria, and 19.5% were on Sierra Leone. From this research synthesis, it is evident that there is a gap between teacher education policy and practice in Anglophone West Africa. Most teacher education policies are “add-on,” meaning that they were formulated as part of a larger national policy framework on basic, secondary and tertiary education. In addition, the research synthesis found that Gambia, Ghana, Nigeria, and Sierra Leone are very similar in terms of their pre-service teacher training models, but differ in their in-service and professional development systems, while Liberia has a slightly different in-service model with varying durations. The limitations and implications of the findings for further comparative and international education research are discussed in the chapter.
DA - 2014/01/01/
PY - 2014
DP - Emerald Insight
VL - 25
SP - 201
EP - 233
PB - Emerald Group Publishing Limited
SN - 978-1-78350-453-4 978-1-78350-454-1
ST - Teacher Education in Anglophone West Africa
UR - https://doi.org/10.1108/S1479-367920140000025015
Y2 - 2020/03/04/13:33:13
KW - Education
KW - Policy
KW - Supply
KW - Teacher
KW - Training
KW - West Africa
ER -
TY - BOOK
TI - The effects of Reading Recovery® on the American Indian/non-American Indian achievement gap
AU - Collins, Mary L.
DA - 2012///
PY - 2012
DP - Google Scholar
PB - University of South Dakota
KW - _AcademicRecoveryOECS
ER -
TY - JOUR
TI - The Impact of Open Educational Resources on Various Student Success Metrics
AU - Colvard, Nicholas B
AU - Watson, C Edward
AU - Park, Hyojin
DP - Zotero
SP - 15
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Design of Teacher Assignment: Theory and Evidence.
AU - Combe, Julien
AU - Tercieux, Olivier
AU - Terrier, Camille
AB - To assign teachers to schools, a modified version of the well-known deferred acceptance mechanism has been proposed in the literature and is used in practice. We show that this mechanism fails to be fair and efficient for both teachers and schools. We identify a class of strategyproof mechanisms that cannot be improved upon in terms of both efficiency and fairness. Using a rich dataset on teachers’ applications in France, we estimate teachers preferences and perform a counterfactual analysis. The results show that these mechanisms perform much better than the modified version of deferred acceptance. For instance, the number of teachers moving from their positions more than triples under our mechanism.
DA - 2020///
PY - 2020
DP - Zotero
SP - 88
LA - en
UR - https://www.dropbox.com/s/92xsi3rg1jx1pzc/CTT.pdf?dl=0
KW - Lebanon_event_2021
KW - _C:Czech Republic CZE
KW - _C:France FRA
KW - _C:Germany DEU
KW - _C:Ireland IRL
KW - _C:Italy ITA
KW - _C:Mexico MEX
KW - _C:Peru PER
KW - _C:Portugal PRT
KW - _C:Spain ESP
KW - _C:Turkey TUR
KW - _C:United States USA
KW - _C:Uruguay URY
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The hidden ones: children with disabilities in Africa and the right to education
AU - Combrinck, Helene
T2 - Children’s rights in Africa: A legal perspective
DA - 2008///
PY - 2008
DP - Google Scholar
SP - 311
ST - The hidden ones
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Social Choice, Agency, Inclusiveness and Capabilities
AU - Comim, Flavio
AU - Anand, P. B.
AU - Fennell, Shailaja
AB - The capability approach is a versatile framework rooted on issues of justice and multidimensional assessment of quality of life developed in the 1980s as an alternative approach to prevailing mainstream development ideas focused narrowly on economic development. Most closely associated with the work of Amartya Sen, it has become of great interest to development scholars from a variety of different disciplines. Much has already been done exploring the conceptual foundations of the capability approach and discussing Sen's contribution to the field, but few books have explored the links between social choice (another field with rich contributions by Sen) and human development issues. Featuring many of the world's leading experts on social choice theory and capability indicators, Social Choice, Agency, Inclusiveness and Capabilities combines these interrelated themes into one volume and fully explores the relevance of social choice to human development.
DA - 2024/03/14/
PY - 2024
DP - Google Books
SP - 445
LA - en
PB - Cambridge University Press
SN - 978-1-00-923270-8
UR - https://www.cambridge.org/core/books/social-choice-agency-inclusiveness-and-capabilities/A57BB5D00D89B563D4B59B8A5EE4EEDB
KW - Business & Economics / Development / Economic Development
KW - Social Science / Sociology / General
ER -
TY - JOUR
TI - An integrative review of teaching reading in Kenyan primary schools
AU - Commeyras, M.
AU - Inyega, H.N.
T2 - Reading Research Quarterly
DA - 2007///
PY - 2007
DO - 10.1598/RRQ.42.2.3
VL - 42
IS - 2
SP - 258
EP - 281
UR - https://doi.org/10.1598/RRQ.42.2.3.
ER -
TY - GEN
TI - A Blueprint for Education Data: Realising Children’s Best Interests in Digitised Education
AU - Commission, Digital Futures
DA - 2023///
PY - 2023
LA - en
UR - https://digitalfuturescommission.org.uk/wp-content/uploads/2023/03/A-Blueprint-for-Education-Data-FINAL-Online.pdf
KW - Final_citation
KW - anystyle
KW - existing
ER -
TY - RPRT
TI - COL in the Commonwealth: Sierra Leone
AU - Commonwealth of Learning
DA - 2020///
PY - 2020
UR - http://oasis.col.org/bitstream/handle/11599/3546/2018-2020_Africa_Sierra_Leone_Country_Highlights.pdf?sequence=1&isAllowed=y
Y2 - 2020/06/25/18:21:50
KW - _C:Sierra Leone SLE
ER -
TY - ELEC
TI - International Partnership of Distance and Online Learning for COVID-19
AU - Commonwealth of Learning
T2 - Commonwealth of Learning
DA - 2020///
PY - 2020
LA - en-US
UR - https://opendoor.col.org/
Y2 - 2020/04/22/06:58:17
ER -
TY - RPRT
TI - The Status of ICT in Education in Saint Lucia
AU - Commonwealth of Learning
DA - 2017///
PY - 2017
UR - https://camdu.edu.lc/wp-content/uploads/2017/09/2017_Saint-Lucia_ICTinEDStatus_Final_Jun27.pdf
Y2 - 2020/12/07/20:14:31
ER -
TY - RPRT
TI - Commonwealth Secretariat Strategic Plan 2021/22 – 2024/25
AU - Commonwealth Secretariat
DA - 2021/09/29/
PY - 2021
UR - https://commonwealthchamber.com/commonwealth-secretariat-strategic-plan-2021-22-2024-25/
ER -
TY - GEN
TI - Public Universities with a Public Conscience - A Proposed Plan.pdf
AU - Concerned Academics
AB - A Proposed Plan for a Social Pedagogy Alternative in the Time of Pandemic
DA - 2020/04//
PY - 2020
DP - drive.google.com
UR - https://drive.google.com/file/d/1tyiyKND-5xT1W2BNaYZ43yCJmWb7Y-vR/view?usp=embed_facebook
Y2 - 2020/04/21/15:10:42
ER -
TY - CHAP
TI - WhatsApp or Telegram. Which is the Best Instant Messaging Tool for the Interaction in Teamwork?
AU - Conde, Miguel Á
AU - Rodríguez-Sedano, Francisco J.
AU - Rodríguez Lera, Francisco J.
AU - Gutiérrez-Fernández, Alexis
AU - Guerrero-Higueras, Ángel Manuel
T2 - International Conference on Human-Computer Interaction
CY - Cham
DA - 2021///
PY - 2021
DP - Google Scholar
VL - 12784
SP - 239
EP - 249
LA - en
PB - Springer
SN - 978-3-030-77888-0 978-3-030-77889-7
UR - https://link.springer.com/10.1007/978-3-030-77889-7_16
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - HLAEquity: Examining biases in pan-allele peptide-HLA binding predictors
AU - Conev, Anja
AU - Fasoulis, Romanos
AU - Hall-Swan, Sarah
AU - Ferreira, Rodrigo
AU - Kavraki, Lydia E.
T2 - iScience
DA - 2024/01/19/
PY - 2024
DO - 10.1016/j.isci.2023.108613
DP - www.cell.com
VL - 27
IS - 1
J2 - iScience
LA - English
SN - 2589-0042
ST - HLAEquity
UR - https://www.cell.com/iscience/abstract/S2589-0042(23)02690-1
Y2 - 2024/02/23/23:47:34
KW - Computational bioinformatics
KW - Human Geography
KW - Immune system
KW - Machine learning
ER -
TY - JOUR
TI - Using eye-tracking in applied linguistics and second language research
AU - Conklin, Kathy
AU - Pellicer-Sánchez, Ana
T2 - Second Language Research
AB - With eye-tracking technology the eye is thought to give researchers a window into the mind. Importantly, eye-tracking has significant advantages over traditional online processing measures: chiefly that it allows for more ‘natural’ processing as it does not require a secondary task, and that it provides a very rich moment-to-moment data source. In recognition of the technology’s benefits, an ever increasing number of researchers in applied linguistics and second language research are beginning to use it. As eye-tracking gains traction in the field, it is important to ensure that it is established in an empirically sound fashion. To do this it is important for the field to come to an understanding about what eye-tracking is, what eye-tracking measures tell us, what it can be used for, and what different eye-tracking systems can and cannot do. Further, it is important to establish guidelines for designing sound research studies using the technology. The goal of the current review is to begin to address these issues.
DA - 2016/07//
PY - 2016
DO - 10.1177/0267658316637401
DP - DOI.org (Crossref)
VL - 32
IS - 3
SP - 453
EP - 467
J2 - Second Language Research
LA - en
SN - 0267-6583, 1477-0326
UR - http://journals.sagepub.com/doi/10.1177/0267658316637401
Y2 - 2024/03/01/13:12:31
KW - Final_citation
ER -
TY - BOOK
TI - Identifying effective education interventions in sub-Saharan Africa: A meta-analysis of rigorous impact evaluations
AU - Conn, K.
CY - New York
DA - 2014///
PY - 2014
PB - Columbia University
ER -
TY - JOUR
TI - Identifying effective education interventions in sub-Saharan Africa: A meta-analysis of impact evaluations
AU - Conn, K.M.
T2 - Review of Educational Research
AB - In this article, I identify educational interventions with an impact on student learning in Sub-Saharan Africa. After a systematic literature search, I conducted a meta-analysis synthesizing 56 articles containing 66 separate experiments and quasi-experiments and 83 treatment arms. I evaluated 12 types of education interventions such as the provision of school supplies, the use of teacher incentives, and school-based management programs. I examine each intervention type, present analytics on relative effectiveness, and explore why certain interventions seem to be more effective. A key finding is that programs that alter teacher pedagogy or classroom instructional techniques had an effect size approximately 0.30 standard deviations greater than all other types of programs combined. Limited evidence further suggests that pedagogical programs that employed adaptive instruction or teacher coaching were particularly effective. Given that the literature in the field is still nascent overall, these results advocate for further research into these pedagogical interventions.
DA - 2017/10//
PY - 2017
DO - 10.3102/0034654317712025
DP - DOI.org (Crossref)
VL - 87
IS - 5
SP - 863
EP - 898
J2 - Review of Educational Research
LA - en
SN - 0034-6543, 1935-1046
ST - Identifying Effective Education Interventions in Sub-Saharan Africa
UR - https://doi.org/10.3102/0034654317712025.
ER -
TY - JOUR
TI - A systematic literature review of empirical evidence on computer games and serious games
AU - Connolly, Thomas M.
AU - Boyle, Elizabeth A.
AU - MacArthur, Ewan
AU - Hainey, Thomas
AU - Boyle, James M.
T2 - Computers & Education
DA - 2012/09//
PY - 2012
DO - 10.1016/j.compedu.2012.03.004
VL - 59
IS - 2
SP - 661
EP - 686
J2 - Computers & Education
LA - en
SN - 03601315
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Evidence-based practices and implementation science in special education
AU - Cook, Bryan G.
AU - Odom, Samuel L.
T2 - Exceptional children
DA - 2013///
PY - 2013
DP - Google Scholar
VL - 79
IS - 2
SP - 135
EP - 144
KW - ❓ Multiple DOI
ER -
TY - JOUR
TI - Adapting a compilation of implementation strategies to advance school-based implementation research and practice
AU - Cook, Clayton R.
AU - Lyon, Aaron R.
AU - Locke, Jill
AU - Waltz, Thomas
AU - Powell, Byron J.
T2 - Prevention Science
DA - 2019///
PY - 2019
DO - 10.1007/s11121-019-01017-1
DP - Google Scholar
VL - 20
IS - 6
SP - 914
EP - 935
ER -
TY - MPCT
TI - 21st century learning in Zambia - iSchool.zm and OER4Schools.org
AU - Cook, Peter
A3 - Haßler, Björn
AB - This video features http://ischool.zm and http://www.oer4schools.org. It was produced by Björn Haßler (http://bjohas.de), directed by Peter Cook, and camera by Rich Peart. The video was part-funded by ARM, and part-funded by OER4Schools.
DA - 2014///
PY - 2014
UR - http://bjohas.de/wiki/Zambia2014
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _bjoern_cv
KW - _r:ImportedToMyEducationEvidence
ER -
TY - JOUR
TI - Defining the process to literature searching in systematic reviews: a literature review of guidance and supporting studies
AU - Cooper, Chris
AU - Booth, Andrew
AU - Varley-Campbell, Jo
AU - Britten, Nicky
AU - Garside, Ruth
T2 - BMC Medical Research Methodology
AB - Systematic literature searching is recognised as a critical component of the systematic review process. It involves a systematic search for studies and aims for a transparent report of study identification, leaving readers clear about what was done to identify studies, and how the findings of the review are situated in the relevant evidence.
DA - 2018/08/14/
PY - 2018
DO - 10.1186/s12874-018-0545-3
DP - BioMed Central
VL - 18
IS - 1
SP - 85
J2 - BMC Medical Research Methodology
SN - 1471-2288
ST - Defining the process to literature searching in systematic reviews
UR - https://doi.org/10.1186/s12874-018-0545-3
Y2 - 2021/04/17/19:28:23
KW - Citation Chasing
KW - Information Specialists
KW - Literature Search Process
KW - Tacit Models
KW - Unique Guidance
ER -
TY - JOUR
TI - Organizing knowledge syntheses: a taxonomy of literature reviews
AU - Cooper, H.M.
T2 - Knowledge in Society
DA - 1988///
PY - 1988
VL - 1
IS - 1
SP - 104
EP - 126
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Effects of Summer Vacation on Achievement Test Scores: A Narrative and Meta-Analytic Review
AU - Cooper, Harris
AU - Nye, Barbara
AU - Charlton, Kelly
AU - Lindsay, James
AU - Greathouse, Scott
T2 - Review of Educational Research
DA - 1996/09//
PY - 1996
DO - 10.3102/00346543066003227
DP - DOI.org (Crossref)
VL - 66
IS - 3
SP - 227
EP - 268
J2 - Review of Educational Research
LA - en
SN - 0034-6543, 1935-1046
ST - The Effects of Summer Vacation on Achievement Test Scores
UR - http://journals.sagepub.com/doi/10.3102/00346543066003227
Y2 - 2020/08/12/16:54:40
KW - __C:filed:1
ER -
TY - JOUR
TI - Information technology implementation research: a technological diffusion approach
AU - Cooper, Randolph B.
AU - Zmud, Robert W.
T2 - Management science
DA - 1990///
PY - 1990
DO - 10.1287/mnsc.36.2.123
DP - Google Scholar
VL - 36
IS - 2
SP - 123
EP - 139
ST - Information technology implementation research
ER -
TY - RPRT
TI - Implementation of education technology in schools and colleges
AU - CooperGibson Research
DA - 2022///
PY - 2022
DP - Zotero
LA - en
PB - Department for Education
ER -
TY - JOUR
TI - Exploring the Use of Tweets and Word Clouds as Strategies in Educational Research
AU - Cooshna-Naik, Dorothy
T2 - Journal of Learning for Development
AB - This paper presents personal insights and discussions on the exploration of specific strategies which relate to data collection and analysis used to support the focus group discussion data collection and preliminary analysis of a doctoral research entitled Undergraduate students’ experiences of learning with digital multimodal texts. The main objective of the doctoral research was to understand the different ways undergraduate students experienced learning with digital multimodal texts (DMTs) within the context of a history module included in their first-year programme of studies both as readers (consumers) and authors (producers). Data were collected through semi-structured interviews, written reflection accounts, a focus group discussion and consideration given to the DMT (a video) produced by the participants. The focus group discussion event included a hands-on task whereby participants were requested to write their views in response to a given prompt question in the form of tweets. Also, the written tweets were visualised as word clouds for the purpose of initial analysis. The findings reported in this paper, which are based on observation notes and investigation of the word clouds, suggest that the tweet-related, hands-on task acted as a good ice breaker, making the participants feel at ease and more relaxed about sharing their views amongst each other while eliciting discussions and fostering deeper thinking. Also, the word clouds were revealed to be an effective data visualisation tool allowing emerging and salient themes to stand out from the participants’ written tweets and reflections.
DA - 2022/03/15/
PY - 2022
DP - jl4d.org
VL - 9
IS - 1
SP - 89
EP - 103
LA - en
SN - 2311-1550
UR - https://jl4d.org/index.php/ejl4d/article/view/541
Y2 - 2022/04/05/12:27:31
KW - Educational research
KW - Multimodal Texts
KW - Tweets
KW - Word Clouds
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8
AU - Copple, Carol
AU - Bredekamp, Sue
CY - Washington, D.C.
DA - 2010///
PY - 2010
ET - 3
PB - National Association for the Education of Young Children
SN - 978-1-928896-64-7
ER -
TY - RPRT
TI - Developing Great Teaching: Lessons from the international reviews into effective professional development.
AU - Cordingley, P
AU - Huggins, S
AU - Greany, T
AU - Buckley, N
AU - Coles-Jordan, D
AU - Crisp, B
AU - Saunders, L
AU - Coe, R
AB - Developing Great Teaching: Lessons from the international reviews into effective professional development In September 2014 the Teacher Development Trust, with kind support from TES Global, commissioned a review of the international research into what constitutes effective professional development for teachers. The review was conducted by an...
CY - London
DA - 2015///
PY - 2015
DP - tdtrust.org
LA - en-GB
PB - Teacher Development Trust
UR - https://tdtrust.org/about/dgt
Y2 - 2020/04/28/12:57:39
KW - C:England / International
KW - STC-TLC
KW - __C:filed:1
KW - ___working_potential_duplicate
KW - ⛔ No DOI found
ER -
TY - CONF
TI - From transmission to collaborative learning: Best evidence in continuing professional development (CPD)
AU - Cordingley, P
AU - Rundell, B
AU - Temperey, J
AU - McGregor, J
T2 - International Congress for School Effectiveness and Improvement (ICSEI)
C1 - Rotterdam, The Netherlands
DA - 2004///
PY - 2004
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The impact of collaborative continuing professional development (CPD) on classroom teaching and learning
AU - Cordingley, Philippa
AU - Bell, Miranda
AU - Thomason, S.
AU - Firth, A.
T2 - Review: How do collaborative and sustained CPD and sustained but not collaborative CPD affect teaching and learning
DA - 2005///
PY - 2005
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Rhizomatic Education: Community as Curriculum
AU - Cormier, Dave
T2 - Innovate: Journal of Online Education
AB - The pace of technological change has challenged historical notions of what counts as knowledge. Dave Cormier describes an alternative to the traditional notion of knowledge. In place of the expert-centered pedagogical planning and publishing cycle, Cormier suggests a rhizomatic model of learning. In the rhizomatic model, knowledge is negotiated, and the learning experience is a social as well as a personal knowledge creation process with mutable goals and constantly negotiated premises. The rhizome metaphor, which represents a critical leap in coping with the loss of a canon against which to compare, judge, and value knowledge, may be particularly apt as a model for disciplines on the bleeding edge where the canon is fluid and knowledge is a moving target. (Contains 4 exhibits.)
DA - 2008/01/01/
PY - 2008
DP - ResearchGate
VL - 4
J2 - Innovate: Journal of Online Education
ST - Rhizomatic Education
KW - Final_citation
KW - cited
KW - existing
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Student engagement with computerized practising: Ability, task value, and difficulty perceptions
AU - Cornelisz, Ilja
AU - Van Klaveren, Chris
T2 - Journal of Computer Assisted Learning
DA - 2018///
PY - 2018
DO - 10.1111/jcal.12292
DP - Google Scholar
VL - 34
IS - 6
SP - 828
EP - 842
ST - Student engagement with computerized practising
KW - _C:Netherlands NLD
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - RPRT
TI - Teaching and Learning of Mathematics in the Context of the National Numeracy Programme in Malawi: Findings from a Rapid In-depth Qualitative Study
AU - Correa de Oliveira, André
AU - Kanyoza, Charity
AU - Lurvink, Anne-Fleur
AU - Boilo, Violet
AU - Kadzamira, Esme
AU - Haßler, Björn
DA - 2023/01//
PY - 2023
LA - en
M3 - Working Paper
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/B8SQMMBA
KW - _forthcoming
KW - _r:AddedByZotZen
ER -
TY - THES
TI - A incompatibilidade entre os atributos dos recursos educacionais abertos e as preferências dos usuários como barreira à difusão de inovação
AU - Correa, Juliana Nelia do Nascimento
CY - São Paulo
DA - 2019/01/02/
PY - 2019
DP - DOI.org (Crossref)
LA - pt
M3 - Mestrado em Administração
PB - Universidade de São Paulo
UR - http://www.teses.usp.br/teses/disponiveis/12/12139/tde-20122018-174850/
Y2 - 2020/08/12/23:42:16
KW - _C:Australia AUS
KW - _C:Brazil BRA
KW - _C:Canada CAN
KW - _C:Chile CHL
KW - _C:China CHN
KW - _C:Germany DEU
KW - _C:Iceland ISL
KW - _C:India IND
KW - _C:Ireland IRL
KW - _C:Korea XKOR
KW - _C:Luxembourg LUX
KW - _C:Mauritius MUS
KW - _C:Montenegro MNE
KW - _C:Netherlands NLD
KW - _C:Pakistan PAK
KW - _C:Peru PER
KW - _C:South Africa ZAF
KW - _C:Spain ESP
KW - _C:Sudan SDN
KW - _C:Sweden SWE
KW - _C:Tanzania TZA
KW - _C:Turkey TUR
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Venezuela VEN
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Effects of school reform factors on students’ acceptance of technology
AU - Corredor, Javier
AU - Olarte, Fredy Andres
T2 - Journal of Educational Change
DA - 2019///
PY - 2019
DO - 10.1007/s10833-019-09350-6
DP - Google Scholar
VL - 20
IS - 4
SP - 447
EP - 468
KW - __C:filed:1
ER -
TY - JOUR
TI - Teacher self-efficacy in online education: a review of the literature
AU - Corry, Michael
AU - Stella, Julie
T2 - Publisher
AB - Although empirical validation of teacher self-efficacy in face-to-face environments continues, it remains a relatively new construct in online education. This literature review, which was conducted over academic databases and which examined work published in the past 15 years, explores three areas of research about teacher self-efficacy in online education: (1) ease of adopting online teaching, (2) online teaching self-efficacy in comparison to demographic and experience variables and (3) changes in teacher self-efficacy in professional development scenarios where self-efficacy was measured before and after treatment. Research studies demonstrate agreement (or no discernible disagreement) in the importance of system/curriculum quality in the implementation of online learning and the recognition that a measure of self-efficacy in online pedagogy has not yet been empirically derived. Researchers continue to examine the balance of technological and pedagogical knowledge that supports the development of teacher self-efficacy, the role of learner self-efficacy in teacher self-efficacy and whether teacher self-efficacy differs fundamentally in online education. In addition, it seems clear that empirical validation of the association of teacher self-efficacy and student success has yet to occur in online education with the rigour seen in face-to-face modes of delivery.
DA - 2018/10/17/
PY - 2018
DO - 10.25304/rlt.v26.2047
DP - scholarworks.iupui.edu
LA - en_US
ST - Teacher self-efficacy in online education
UR - https://scholarworks.iupui.edu/handle/1805/21251
Y2 - 2021/03/07/18:06:36
KW - _C:State of Palestine PSE
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Too Little or Too Much? Actionable Advice in an Early-Childhood Text Messaging Experiment
AU - Cortes, Kalena E.
AU - Fricke, Hans
AU - Loeb, Susanna
AU - Song, David S.
DA - 2018///
PY - 2018
UR - https://www.nber.org/papers/w24827.pdf
Y2 - 2020/09/09/10:00:37
ER -
TY - JOUR
TI - Artificial Intelligence and Environmental Decision Support Systems
AU - Cortés, U.
AU - Sànchez-Marrè, M.
AU - Ceccaroni, L.
AU - R-Roda, I.
AU - Poch, M.
T2 - Applied Intelligence
DA - 2000///
PY - 2000
DO - 10.1023/A:1008331413864
DP - DOI.org (Crossref)
VL - 13
IS - 1
SP - 77
EP - 91
SN - 0924669X
UR - http://link.springer.com/10.1023/A:1008331413864
Y2 - 2024/02/24/11:17:22
ER -
TY - JOUR
TI - Open and Innovative Schooling: An Implementation Experience in Fifteen Secondary Schools across Mozambique
AU - Cossa, Sérgio Paulo
AU - Nakala, Lurdes Patrocínia Matavela
AU - Cherinda, Nilsa Adelaide Issufo Enoque Pondja
T2 - Journal of Learning for Development
AB - This case study explores the open and innovative schooling model piloted in fifteen secondary schools across all regions of Mozambique in the period 2018 to 2020. The model involved provision of access to curriculum-based digital Open Educational Resources (OER) using an Aptus device to enable sharing offline. Learning support centres offering access to some ICT as well as opportunities for individual use or structured tutorials were established in fifteen schools around the country. A mixed methods tracer study was designed and implemented using quantitative analysis to ascertain student enrolment, retention and success and then used qualitative focus surveys and focus groups to gauge the satisfaction of students, teachers and managers with the OIS model to inform future planning. While the pilot was generally considered successful in augmenting existing secondary schooling provision, access to devices, teacher development and support and expansion of curriculum coverage were all found to be in critical need of improvement if the model is to be scaled.
DA - 2021/11/17/
PY - 2021
DP - jl4d.org
VL - 8
IS - 3
SP - 601
EP - 610
LA - en
SN - 2311-1550
ST - Open and Innovative Schooling
UR - https://jl4d.org/index.php/ejl4d/article/view/580
Y2 - 2022/04/05/12:26:00
KW - Aptus
KW - OER
KW - _genre:PR-primary_research
KW - learing support
KW - open schooling
KW - secondary schooling
KW - tracer study
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Doing Research In and On the Digital: Research Methods across Fields of Inquiry
A3 - Costa, Cristina
A3 - Condie, Jenna
DA - 2018/05/23/
PY - 2018
DP - Amazon
SP - 226
LA - Inglés
ST - Doing Research In and On the Digital
ER -
TY - ELEC
TI - Accredited Institutions
AU - COTVET
DA - 2020///
PY - 2020
LA - en-US
UR - https://cotvet.gov.gh/accredited-institutions/
Y2 - 2020/07/13/17:01:38
ER -
TY - ELEC
TI - Children’s data protection in an education setting - Guidelines
AU - Council of Europe
T2 - Council of Europe Publishing
AB - Children's digital footprint: guidelines to support organisations and individuals in the educational context to respect, protect and fulfil children's rights in the digital environmentThe digital environment shapes children’s lives in many ways, creating opportunities and risks to their well-being and enjoyment of Human Rights.This applies in the everyday life but also increasingly in education settings where tools designed for teaching, supervision, assessment of children are deployed without the various actors always being aware of the challenges to children’s private life and personal data protection.The introduction of digital tools to the classroom in effect opens up the school gates to a wide range and high volume of stakeholders who interact with children’s everyday activities. The majority of the devices and applications, software and learning platforms, adopted in educational settings are developed by private, commercial actors.The Guidelines on Children’s Data Protection in an Educational Setting aim at supporting organisations and individuals in the context of education to respect, protect and fulfil the data protection rights of the child in the digital environment, within the scope of Article 3 of the modernised Convention 108 (more commonly referred to as “Convention 108+”), and in accordance with the CoE instruments including the Guidelines on Children in the Digital Environment Recommendation CM/Rec(2018)7.
DA - 2021///
PY - 2021
LA - en
UR - https://edoc.coe.int/en/children-and-the-internet/9620-childrens-data-protection-in-an-education-setting-guidelines.html
Y2 - 2022/12/28/04:53:07
KW - Final_citation
KW - existing
ER -
TY - JOUR
TI - Curriculum and training needs of mid-level health workers in Africa: A situational review from Kenya, Nigeria, South Africa and Uganda
AU - Couper, Ian
AU - Couper, Ian
AU - Ray, Sunanda
AU - Ray, Sunanda
AU - Blaauw, Duane
AU - Ng'Wena, Gideon
AU - Muchiri, Lucy
AU - Oyungu, Eren
AU - Omigbodun, Akinyinka
AU - Omigbodun, Akinyinka
AU - Morhason-Bello, Imran
AU - Ibingira, Charles
AU - Tumwine, James
AU - Conco, Daphney
AU - Fonn, Sharon
T2 - BMC Health Services Research
AB - © 2018 The Author(s). Background: Africa's health systems rely on services provided by mid-level health workers (MLWs). Investment in their training is worthwhile since they are more likely to be retained in underserved areas, require shorter training courses and are less dependent on technology and investigations in their clinical practice than physicians. Their training programs and curricula need up-dating to be relevant to their practice and to reflect advances in health professional education. This study was conducted to review the training and curricula of MLWs in Kenya, Nigeria, South Africa and Uganda, to ascertain areas for improvement. Methods: Key informants from professional associations, regulatory bodies, training institutions, labour organisations and government ministries were interviewed in each country. Policy documents and training curricula were reviewed for relevant content. Feedback was provided through stakeholder and participant meetings and comments recorded. 421 District managers and 975 MLWs from urban and rural government district health facilities completed self-administered questionnaires regarding MLW training and performance. Results: Qualitative data indicated commonalities in scope of practice and in training programs across the four countries, with a focus on basic diagnosis and medical treatment. Older programs tended to be more didactic in their training approach and were often lacking in resources. Significant concerns regarding skills gaps and quality of training were raised. Nevertheless, quantitative data showed that most MLWs felt their basic training was adequate for the work they do. MLWs and district managers indicated that training methods needed updating with additional skills offered. MLWs wanted their training to include more problem-solving approaches and practical procedures that could be life-saving. Conclusions: MLWs are essential frontline workers in health services, not just a stop-gap. In Kenya, Nigeria and Uganda, their important role is appreciated by health service managers. At the same time, significant deficiencies in training program content and educational methodologies exist in these countries, whereas programs in South Africa appear to have benefited from their more recent origin. Improvements to training and curricula, based on international educational developments as well as the local burden of disease, will enable them to function with greater effectiveness and contribute to better quality care and outcomes.
DA - 2018///
PY - 2018
DO - 10.1186/s12913-018-3362-9
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - AA:Africa
KW - C:Kenya
KW - C:Nigeria
KW - C:South Africa
KW - CA:AandC
KW - CL:de
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - F:Improvement
KW - F:curriculum
KW - F:ministry
KW - F:outcomes
KW - F:pedagogy
KW - F:policy
KW - P:health
KW - P:media
KW - P:services
KW - P:technology
KW - R:interview
KW - R:qualitative
KW - R:quantitative
KW - R:questionnaire
KW - T:TVET
KW - T:Training
KW - T:training needs
KW - Z:Curricula
KW - Z:Educational models
KW - Z:Healthcare providers
KW - Z:Healthcare workers
KW - Z:Mid-level workers
KW - Z:Primary healthcare
KW - Z:Quality of healthcare
KW - _C:Uganda UGA
KW - publicImportV1
ER -
TY - JOUR
TI - Student acceptance of tablet devices in secondary education: A three-wave longitudinal cross-lagged case study
AU - Courtois, Cédric
AU - Montrieux, Hannelore
AU - De Grove, Frederik
AU - Raes, Annelies
AU - De Marez, Lieven
AU - Schellens, Tammy
T2 - Computers in Human Behavior
DA - 2014///
PY - 2014
DO - 10.1016/j.chb.2014.03.017
VL - 35
SP - 278
EP - 286
ER -
TY - GEN
TI - Working with children, young people, and families to mitigate the impact of the Covid-19 pandemic
AU - COVID Trauma Response Working Group
DA - 2020///
PY - 2020
UR - https://docs.google.com/document/d/1IliqAT0nAQM0wiapyyGgC3EC4PMLft-0/edit
ER -
TY - RPRT
TI - Short-run Effects of COVID-19 on U.S. Worker Transitions
AU - Cowan, Benjamin W
AB - I use Current Population Survey Data from February and April 2020 to examine how individual workers have transitioned between labor-market states and which workers have been hurt most by the COVID-19 pandemic. I find not only large effects on workers becoming unemployed but also a decline in labor-force participation, an increase in absence from one’s job, and a decrease in hours worked. Generally, more vulnerable populations—racial and ethnic minorities, those born outside the U.S., women with children, the least educated, and workers with a disability—have experienced the largest declines in the likelihood of (full-time) work and work hours.
DA - 2020/06//
PY - 2020
DP - National Bureau of Economic Research
M3 - Working Paper
PB - National Bureau of Economic Research
SN - 27315
UR - http://www.nber.org/papers/w27315
Y2 - 2020/08/12/17:02:49
ER -
TY - CHAP
TI - Artificial Intelligence in Education as a Rawlsian Massively Multiplayer Game: A Thought Experiment on AI Ethics
AU - Cowley, Benjamin Ultan
AU - Charles, Darryl
AU - Pfuhl, Gerit
AU - Rusanen, Anna-Mari
T2 - AI in Learning: Designing the Future
A2 - Niemi, Hannele
A2 - Pea, Roy D.
A2 - Lu, Yu
AB - In this chapter, we reflect on the deployment of artificial intelligence (AI) as a pedagogical and educational instrument and the challenges that arise to ensure transparency and fairness to staff and students . We describe a thought experiment: ‘simulation of AI in education as a massively multiplayer social online game’ (AIEd-MMOG). Here, all actors (humans, institutions, AI agents and algorithms) are required to conform to the definition of a player. Models of player behaviour that ‘understand’ the game space provide an application programming interface for typical algorithms, e.g. deep learning neural nets or reinforcement learning agents, to interact with humans and the game space. The definition of ‘player’ is a role designed to maximise protection and benefit for human players during interaction with AI. The concept of benefit maximisation is formally defined as a Rawlsian justice game, played within the AIEd-MMOG to facilitate transparency and trust of the algorithms involved, without requiring algorithm-specific technical solutions to, e.g. ‘peek inside the black box’. Our thought experiment for an AIEd-MMOG simulation suggests solutions for the well-known challenges of explainable AI and distributive justice.
CY - Cham
DA - 2023///
PY - 2023
DP - Springer Link
SP - 297
EP - 316
LA - en
PB - Springer International Publishing
SN - 978-3-031-09687-7
ST - Artificial Intelligence in Education as a Rawlsian Massively Multiplayer Game
UR - https://doi.org/10.1007/978-3-031-09687-7_18
Y2 - 2024/02/23/23:58:46
KW - Artificial intelligence
KW - Ethics
KW - Learning analytics
KW - Learning assistant
KW - Massively multiplayer game
KW - Rawlsian game
KW - Thought experiment
ER -
TY - JOUR
TI - The AI gambit: leveraging artificial intelligence to combat climate change—opportunities, challenges, and recommendations
AU - Cowls, Josh
AU - Tsamados, Andreas
AU - Taddeo, Mariarosaria
AU - Floridi, Luciano
T2 - AI & SOCIETY
AB - Abstract
In this article, we analyse the role that artificial intelligence (AI) could play, and is playing, to combat global climate change. We identify two crucial opportunities that AI offers in this domain: it can help improve and expand current understanding of climate change, and it can contribute to combatting the climate crisis effectively. However, the development of AI also raises two sets of problems when considering climate change: the possible exacerbation of social and ethical challenges already associated with AI, and the contribution to climate change of the greenhouse gases emitted by training data and computation-intensive AI systems. We assess the carbon footprint of AI research, and the factors that influence AI’s greenhouse gas (GHG) emissions in this domain. We find that the carbon footprint of AI research may be significant and highlight the need for more evidence concerning the trade-off between the GHG emissions generated by AI research and the energy and resource efficiency gains that AI can offer. In light of our analysis, we argue that leveraging the opportunities offered by AI for global climate change whilst limiting its risks is a gambit which requires responsive, evidence-based, and effective governance to become a winning strategy. We conclude by identifying the European Union as being especially well-placed to play a leading role in this policy response and provide 13 recommendations that are designed to identify and harness the opportunities of AI for combatting climate change, while reducing its impact on the environment.
DA - 2023/02//
PY - 2023
DO - 10.1007/s00146-021-01294-x
DP - DOI.org (Crossref)
VL - 38
IS - 1
SP - 283
EP - 307
J2 - AI & Soc
LA - en
SN - 0951-5666, 1435-5655
ST - The AI gambit
UR - https://link.springer.com/10.1007/s00146-021-01294-x
Y2 - 2024/02/24/11:14:05
ER -
TY - JOUR
TI - Open Textbooks and Social Justice: Open Educational Practices to Address Economic, Cultural and Political Injustice at the University of Cape Town
AU - Cox, Glenda
AU - Masuku, Bianca
AU - Willmers, Michelle
T2 - Journal of Interactive Media in Education
AB - There is currently a clarion call to address social injustice in South African higher education (HE) in order to achieve greater equity in access. Within this context, current social injustices pertain to financial exclusion as well as epistemic marginalisation and are embodied in the predominance of expensive textbooks which are authored in the Global North, meaning that they are unaffordable for many students and do not represent local realities.
This paper provides evidence from the Digital Open Textbooks for Development (DOT4D) project at the University of Cape Town (UCT), on the potential of open textbooks to address social injustice in South African HE and the practices utilised by UCT staff to address these challenges.
The paper uses Nancy Fraser’s (2005) trivalent lens to examine inequality, specifically as relates to the following dimensions: economic (maldistribution of resources); cultural (misrecognition of culture and identities); and political (misrepresentation or exclusion of voice). This enables the authors to critically analyse the UCT context and the extent to which open textbook production as well as open education practices within the classroom promote social justice through “parity of participation”.
The findings presented demonstrate that open textbooks have the potential to disrupt histories of exclusion in South African HE institutions by addressing issues of cost and marginalisation through the creation of affordable, contextually-relevant learning resources. In addition to this, they provide affordances which enable lecturers to change the way they teach, include student voices and create innovative pedagogical strategies.
DA - 2020/05/11/
PY - 2020
DO - 10.5334/jime.556
DP - jime.open.ac.uk
VL - 2020
IS - 1
SP - 2
LA - en
SN - 1365-893X
ST - Open Textbooks and Social Justice
UR - http://jime.open.ac.uk/articles/10.5334/jime.556/
AN - University lecturers
Y2 - 2020/07/11/18:36:12
KW - open textbooks
KW - pedagogy
KW - social justice
ER -
TY - JOUR
TI - Factors shaping lecturers’ adoption of OER at three South African universities
AU - Cox, Glenda
AU - Trotter, Henry
AB - The research presented here focuses on understanding the obstacles, opportunities and practices associated with Open Educational Resources (OER) adoption at three South African universities. It addresses the question: Why do South African lecturers adopt – or not adopt – OER? In trying to answer this, the authors also attempt to identify which factors shape lecturers’ OER adoption decisions, and how lecturers’ institutional cultures influence their OER use and creation choices. This study employed a qualitative research approach through in-depth personal interviews with 18 respondents at three different universities which together broadly represent the characteristics of South Africa’s university sector. Unique analytical tools – the OER adoption pyramid and OER adoption readiness tables – were developed to help with analysing and synthesising the data. Findings indicate that whether and how OER adoption takes place at an institution is shaped by a layered sequence of factors – infrastructural access, legal permission, conceptual awareness, technical capacity, material availability, and individual or institutional volition – which are further influenced by prevailing cultural and social variables. This study has value and application for researchers and institutions pursuing an OER agenda, policy-makers seeking tools to assess OER readiness in institutional contexts, and funding agencies aiming to boost institutional OER engagement.
The dataset arising from this study can be accessed at:
https://www.datafirst.uct.ac.za/dataportal/index.php/catalog/555
DA - 2017/08/18/
PY - 2017
DP - open.uct.ac.za
LA - eng
UR - https://open.uct.ac.za/handle/11427/26401
Y2 - 2018/06/09/16:59:09
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Researching Information Technology in Education: Meeting the Challenges of an Ever-Changing Environment
AU - Cox, Margaret J.
T2 - Second Handbook of Information Technology in Primary and Secondary Education
DA - 2018///
PY - 2018
DP - Google Scholar
SP - 1105
ST - Researching Information Technology in Education
KW - __C:filed:1
KW - ❓ Multiple DOI
ER -
TY - JOUR
TI - Effective Classroom Adaptations for Students with Visual Impairments
AU - Cox, Penny R.
AU - Dykes, Mary K.
T2 - TEACHING Exceptional Children
DA - 2001/07//
PY - 2001
DO - 10.1177/004005990103300609
DP - DOI.org (Crossref)
VL - 33
IS - 6
SP - 68
EP - 74
J2 - TEACHING Exceptional Children
LA - en
SN - 0040-0599, 2163-5684
UR - http://journals.sagepub.com/doi/10.1177/004005990103300609
Y2 - 2024/03/27/15:15:22
ER -
TY - RPRT
TI - Developing and evaluating complex interventions: new guidance
AU - Craig, Peter
AU - Dieppe, Paul
AU - Macintyre, Sally
AU - Michie, Susan
AU - Nazareth, Irwin
AU - Petticrew, Mark
CY - London
DA - 2008///
PY - 2008
PB - Medical Research Council
ER -
TY - JOUR
TI - (Re)considering the Concept of Literature Review Reproducibility
AU - Cram, W. Alec
AU - Templier, Mathieu
AU - Pare, Guy
T2 - Journal of the Association for Information Systems
DA - 2020/09/11/
PY - 2020
DO - 10.17705/1jais.00630
VL - 21
IS - 5
SP - 1103
EP - 1114
LA - en
SN - 1536-9323
UR - https://aisel.aisnet.org/jais/vol21/iss5/10
ER -
TY - CONF
TI - An investigation of purpose built netbooks for primary school education
AU - Cramer, M.
AU - Beauregard, R.
AU - Sharma, M.
T2 - Proceedings of the 8th international conference on interaction design and children
DA - 2009///
PY - 2009
DO - 10.1145/1551788.1551796
SP - 36
EP - 43
PB - ACM
ST - An investigation of purpose built netbooks for primary school education
ER -
TY - BOOK
TI - Mapping: A Critical Introduction to Cartography and GIS
AU - Crampton, Jeremy W.
AB - Mapping: A Critical Introduction to Cartography and GIS is an introduction to the critical issues surrounding mapping and Geographic Information Systems (GIS) across a wide range of disciplines for the non-specialist reader. Examines the key influences Geographic Information Systems (GIS) and cartography have on the study of geography and other related disciplines Represents the first in-depth summary of the “new cartography” that has appeared since the early 1990s Provides an explanation of what this new critical cartography is, why it is important, and how it is relevant to a broad, interdisciplinary set of readers Presents theoretical discussion supplemented with real-world case studies Brings together both a technical understanding of GIS and mapping as well as sensitivity to the importance of theory
DA - 2011/09/09/
PY - 2011
DP - Google Books
SP - 253
LA - en
PB - John Wiley & Sons
SN - 978-1-4443-5673-1
ST - Mapping
KW - Science / Earth Sciences / Geography
ER -
TY - JOUR
TI - Machine learning methods for crop yield prediction and climate change impact assessment in agriculture
AU - Crane-Droesch, Andrew
T2 - Environmental Research Letters
DA - 2018///
PY - 2018
DO - 10.1088/1748-9326/aae159
DP - Google Scholar
VL - 13
IS - 11
SP - 114003
UR - https://iopscience.iop.org/article/10.1088/1748-9326/aae159/meta
Y2 - 2024/02/24/11:09:26
ER -
TY - JOUR
TI - Compassionate transitions: Reconnecting school communities post-Covid-19 closures
AU - Crawford, Alison
AU - Currie, Laura-Ann
AU - Hannah, Beth
AU - Ward, Jacqui
AU - Wooton, Imogen
DA - 2020/06/22/
PY - 2020
DP - discovery.dundee.ac.uk
LA - English
ST - Compassionate transitions
UR - https://discovery.dundee.ac.uk/en/publications/compassionate-transitions-reconnecting-school-communities-post-co
Y2 - 2020/08/12/16:56:26
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - BLOG
TI - Tech plus teachers: Did one-on-one phone tutorials help kids learn better during school closures in Sierra Leone?
AU - Crawfurd, L
AU - Evans, D
AU - Guiterrez Bernal, M
AU - Hares, S
AU - Sam-Kpakra, R
AU - Sandefur, J
AU - Shojo, M
DA - 2021///
PY - 2021
UR - https://blogs.worldbank.org/africacan/tech-plus-teachers-did-one-one-phone-tutorials-help-kids-learn-better-during-school
KW - _C:Sierra Leone SLE
ER -
TY - BLOG
TI - Why the COVID Crisis Is Not EdTech’s Moment in Africa
AU - CrawFurd, Lee
T2 - Open Development & Education
AB - This blog was originally posted on the Center for Global Development blog on the 18th May 2020. Open Development & Education is part of The EdTech Hub and the data used here was from the EdTech Hub’s database of interventions. This database, which was initially limited to sub-Saharan Africa, now has […]
DA - 2020/05/20/T11:35:48+00:00
PY - 2020
LA - en-GB
UR - https://opendeved.net/2020/05/20/why-the-covid-crisis-is-not-edtechs-moment-in-africa/
Y2 - 2020/06/23/20:00:17
ER -
TY - CHAP
TI - What has Worked at Scale?
AU - Crawfurd, Lee
AU - Hares, Susannah
AU - Sandefur, Justin
T2 - Schooling for All Feasible Strategies to Achieve Universal Education
DA - 2022///
PY - 2022
PB - Centre for Global Development
UR - https://www.cgdev.org/sites/default/files/schooling-for-all-feasible-strategies-universal-eduction.pdf
Y2 - 2022/12/18/13:03:55
KW - Final_citation
KW - cited
KW - existing
ER -
TY - CHAP
TI - What has Worked at Scale?
AU - Crawfurd, Lee
AU - Hares, Susannah
AU - Sandefur, Justin
T2 - Schooling for All - Feasible Strategies to Achieve Universal Education
DA - 2022/04//
PY - 2022
PB - Centre for Global Development
UR - https://www.cgdev.org/sites/default/files/schooling-for-all-feasible-strategies-universal-eduction.pdf
Y2 - 2022/12/18/13:03:55
ER -
TY - JOUR
TI - Teacher labor markets in developing countries
AU - Crawfurd, Lee
AU - Pugatch, Todd
DA - 2020///
PY - 2020
DO - 10.2139/ssrn.3542654
DP - Google Scholar
ER -
TY - JOUR
TI - Wider collateral damage to children in the UK because of the social distancing measures designed to reduce the impact of COVID-19 in adults
AU - Crawley, Esther
AU - Loades, Maria
AU - Feder, Gene
AU - Logan, Stuart
AU - Redwood, Sabi
AU - Macleod, John
T2 - BMJ Paediatrics Open
DA - 2020/05//
PY - 2020
DO - 10.1136/bmjpo-2020-000701
DP - DOI.org (Crossref)
VL - 4
IS - 1
SP - e000701
J2 - bmjpo
LA - en
SN - 2399-9772
UR - http://bmjpaedsopen.bmj.com/lookup/doi/10.1136/bmjpo-2020-000701
Y2 - 2020/08/12/16:56:12
KW - __C:filed:1
ER -
TY - JOUR
TI - A Measure to Assess Student-Instructor Relationships
AU - Creasey, Gary
AU - Jarvis, Pat
AU - Knapcik, Elyse
T2 - International Journal for the Scholarship of Teaching and Learning
AB - There is a need for an instrument that assesses student-instructor relationships as many experts speculate that close, non-threatening relationships between students and instructors predict positive achievement orientations, academic progress and success. In this paper, we present reliability and additional validity data concerning the Student-Instructor Relationship Scale, a 36-item inventory we developed that taps studentinstructor relationship connectedness and anxiety. In the first study, college students completed this instrument twice over a 3-4 week time period and the instrument subscales possessed good test-retest reliability. In the second study, the subscales of the SIRS were associated with student perceptions of test anxiety in a randomly determined class. As predicted, student-instructor connectedness was negatively associated with test anxiety and student-instructor anxiety was positively associated with this construct. Study implications and suggestions for future research are offered.
DA - 2009/07/01/
PY - 2009
DO - 10.20429/ijsotl.2009.030214
DP - DOI.org (Crossref)
VL - 3
IS - 2
J2 - ij-sotl
LA - en
SN - 1931-4744
UR - http://digitalcommons.georgiasouthern.edu/ij-sotl/vol3/iss2/14
Y2 - 2022/04/01/17:32:54
ER -
TY - JOUR
TI - Post‐abyssal ethics in education research in settings of conflict and crisis: Stories from the field
AU - Cremin, Hilary
AU - Aryoubi, Hogai
AU - Hajir, Basma
AU - Kurian, Nomisha
AU - Salem, Hiba
T2 - British Educational Research Journal
DA - 2021/08//
PY - 2021
DO - 10.1002/berj.3712
DP - DOI.org (Crossref)
VL - 47
IS - 4
SP - 1102
EP - 1119
J2 - Br Educ Res J
LA - en
SN - 0141-1926, 1469-3518
ST - Post‐abyssal ethics in education research in settings of conflict and crisis
UR - https://onlinelibrary.wiley.com/doi/pdfdirect/10.1002/berj.3712
Y2 - 2022/01/07/15:42:43
ER -
TY - BOOK
TI - Research design: Qualitative, quantitative, and mixed methods approaches
AU - Creswell, John W.
DA - 2013///
PY - 2013
DP - Google Scholar
PB - Sage publications
ST - Research design
Y2 - 2016/09/01/15:47:13
KW - CitedIn:BIBBTVET
KW - CitedIn:OER4Schools-HHH3-A
KW - CitedIn:OER4Schools-HHH3-A-PREVIOUS
KW - CitedIn:PhD_Thesis
KW - InterviewMethodology
KW - TPD@Scale-cited
KW - TPD@Scale_1
ER -
TY - BOOK
TI - Research design: Qualitative, quantitative, and mixed methods approaches
AU - Creswell, John W.
AU - Creswell, J. David
DA - 2017///
PY - 2017
DP - Google Scholar
PB - Sage publications
ST - Research design
KW - CitedIn:eCubed
KW - Done:ReferenceFixed
KW - TPD@Scale_1
KW - eCubed
ER -
TY - BOOK
TI - Qualitative Inquiry and Research Design: Choosing Among Five Approaches
AU - Creswell, John W.
AU - Poth, Cheryl N.
AB - In the revised Fourth Edition of the best-selling text, John W. Creswell and new co-author Cheryl N. Poth explore the philosophical underpinnings, history, and key elements of five qualitative inquiry approaches: narrative research, phenomenology, grounded theory, ethnography, and case study. Preserving Creswell's signature writing style, the authors compare the approaches and relate research designs to each of the traditions of inquiry in a highly accessible manner. Featuring new content, articles, pedagogy, references, and expanded coverage of ethics throughout, the Fourth Edition is an ideal introduction to the theories, strategies, and practices of qualitative inquiry.
DA - 2016/12/19/
PY - 2016
DP - Google Books
SP - 489
LA - en
PB - SAGE Publications
SN - 978-1-5063-3019-8
ST - Qualitative Inquiry and Research Design
KW - Reference / Research
KW - Social Science / Methodology
ER -
TY - BOOK
TI - Designing and Conducting Mixed Methods Research
AU - Creswell, John
AU - Plano Clark, Vicki
CY - London
DA - 2018///
PY - 2018
ET - 3rd Edition
PB - SAGE
ER -
TY - RPRT
TI - It takes a village to raise a teacher: the Learning Assistant programme in Sierra Leone
AU - Crisp, Martin
AU - Safford, Kimberly
AU - Wolfenden, Freda
DA - 2017///
PY - 2017
PB - The Open University and Plan International
UR - http://oro.open.ac.uk/49603/1/Sierra%20Leone%20LA%20Research%20Report%20170517%20FINAL.PDF
Y2 - 2020/07/15/10:11:07
KW - _C:Sierra Leone SLE
ER -
TY - RPRT
TI - It takes avillage to raise a teacher: The Learning assistant programme in Sierra Leone
AU - Crisp, Martin
AU - Safford, Kimberly
AU - Wolfenden, Freda
DA - 2017///
PY - 2017
UR - http://oro.open.ac.uk/49603/1/Sierra%20Leone%20LA%20Research%20Report%20170517%20FINAL.PDF
ER -
TY - CONF
TI - Innovative delivery of education in Bangladesh using mobile technology
AU - Cristol, Dean
AU - Al-Sabbagh, Samah
AU - Abdulbaki, Anwar
AU - Majareh, Maryam
AU - Tuhin, Salah Uddin
AU - Gimbert, Belinda
C3 - World Conference on Mobile and Contextual Learning
DA - 2019///
PY - 2019
DP - Google Scholar
SP - 37
EP - 45
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The narrowing of curriculum and pedagogy in the age of accountability: Urban educators speak out
AU - Crocco, M.S.
AU - Costigan, A.T.
T2 - Urban Education
DA - 2007///
PY - 2007
DO - 10.1177/0042085907304964
VL - 42
IS - 6
SP - 512
EP - 535
UR - https://doi.org/10.1177/0042085907304964.
ER -
TY - JOUR
TI - Inclusive open education: presumptions, principles, and practices
AU - Croft, Benjamin
AU - Brown, Monica
T2 - Distance Education
AB - Open education has long been forwarded as a producer of equity. However, there currently exists a lack of critical engagement with issues of justice in open educational practices (OEP). Although the affordances of open education have potential for increasing equity, creating knowledge alongside learners is inherently rife with complexities for inclusion and diversity. As online faculty build relationships with and between students and engage in unconventional but authentic instruction, they must be cognizant of the ways in which historically underrepresented populations are systematically marginalized and might be excluded from full participation. This article seeks to investigate tensions at the nexus of OEP and social justice, identify underlying principles of inclusive OEP, and offer initial strategies on using OEP inclusively and in alignment with a social justice framework.
DA - 2020/04/02/
PY - 2020
DO - 10.1080/01587919.2020.1757410
DP - Taylor and Francis+NEJM
VL - 41
IS - 2
SP - 156
EP - 170
SN - 0158-7919
ST - Inclusive open education
UR - https://doi.org/10.1080/01587919.2020.1757410
Y2 - 2021/03/24/14:38:42
KW - marginalization
KW - open education
KW - open educational practices
KW - open pedagogy
KW - social identity
KW - social justice
ER -
TY - JOUR
TI - Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review [JRTE]
AU - Crompton, Helen
AU - Burke, Diane
AU - Jordan, Katy
AU - Wilson, Samuel
T2 - Journal of Research on Technology in Education
AB - Emergencies can cause disruption to education. This study is unique in providing the first empirical systematic review on teacher support for Emergency Remote Education (ERE) from 2010 to 2020. A total of 57 studies emerged from the PRISMA search. This mixed-method study used deductive and inductive iterative methods to examine the data. The data reveal teacher support strategies from across 50 different high and low-income countries. Few studies focused on a teacher’s subject and the age range taught. In the examination of professional development provided to prepare K-12 teachers to conduct ERE, eight codes emerged from the grounded coding as; 1) prior preparation, 2) understanding ERE, 3) needs analysis, 4) digital pedagogical strategies, 5) technology tools, 6) frameworks, 7) digital equity, and 8) mental wellness.
DA - 2021/04/06/
PY - 2021
DO - 10.1080/15391523.2021.1899877
DP - Taylor and Francis+NEJM
VL - 0
IS - 0
SP - 1
EP - 16
SN - 1539-1523
ST - Support provided for K-12 teachers teaching remotely with technology during emergencies
UR - https://doi.org/10.1080/15391523.2021.1899877
Y2 - 2021/04/08/13:32:10
KW - COVID-19
KW - Teacher education
KW - _EdTechHub_Output
KW - _GS:indexed
KW - _cover:analysis:nopdf
KW - _genre:LR-literature_review
KW - _r:CopiedFromEvLib
KW - _yl:a
KW - emergencies
KW - emergency remote education
KW - remote education
ER -
TY - JOUR
TI - Learning with technology during emergencies: A systematic review of K-12 education [BJET]
AU - Crompton, Helen
AU - Burke, Diane
AU - Jordan, Katy
AU - Wilson, Samuel W. G.
T2 - British Journal of Educational Technology
AB - Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID-19 pandemic created the largest disruption of education in history, affecting 94% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE). The purpose of this study is to determine how technology has been used to continue K-12 learning remotely during an emergency. This systematic review included an aggregated and configurative synthesis to examine extant empirical work over eleven years, from January 2010 to December 2020. Following a rigorous, PRISMA selection process, 60 articles were included in the final analysis from 48 countries. Grounded coding of the strategies used for learning revealed the following categories: communication, delivery systems, student ERE readiness, partnerships, promoting student learning and engagement, and resources. Grounded coding of the technologies revealed that types of technologies used were divided into two major categories: Internet-based and non-Internet based, with the majority using Internet-based technologies. Practitioner notes What is already known about this topic The COVID-19 pandemic has caused school closures across the globe and prevented in-person school teaching. The rapid shift to distance education in schools can be conceptualised as ‘emergency remote education’ (ERE). Prior ERE research focused on bounded geographic locations where localised emergencies occurred. What this paper adds This provides the scholarly community with a unique systematic review of existing academic research on K-12 ERE implementation in emergencies. This provides aggregated data and analysis on the past 11 years of the types of emergencies, participants, subject domain, technologies used, and location information. This provides findings of the types of remote teaching strategies involving technology used to continue K-12 learning in emergency situations. This provides a set of recommendations on ERE for teachers, school leaders, policy makers, and funders. This provides researchers with a review of the field with identification of gaps and future research opportunities. Implications for practice and/or policy Recommendations regarding ERE are provided in this paper that will be of benefit to K-12 teachers, school leaders policymakers, and funders in the continuing COVID-19 pandemic and future emergencies. The research gaps highlighted in this paper, such as the lack of studies conducted in low and low middle-income countries, are presented with suggestions for much needed future research. This can lead to changes in practice and policy.
DA - 2021///
PY - 2021
DO - 10.1111/bjet.13114
DP - Wiley Online Library
LA - en
SN - 1467-8535
ST - Learning with technology during emergencies
UR - https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13114
Y2 - 2021/05/25/19:07:09
KW - COVID-19
KW - _EdTechHub_Output
KW - _yl:b
KW - disasters
KW - emergencies
KW - emergency remote education
KW - pandemic
ER -
TY - JOUR
TI - Evaluating the Impact of 1: 1 Laptops on High School Science Students and Teachers
AU - Crook, Simon Joseph
DA - 2016///
PY - 2016
DP - Google Scholar
ST - Evaluating the Impact of 1
KW - _C:Australia AUS
KW - _C:Bangladesh BGD
KW - _C:Canada CAN
KW - _C:Cuba CUB
KW - _C:Germany DEU
KW - _C:Japan JPN
KW - _C:Jordan JOR
KW - _C:Luxembourg LUX
KW - _C:Singapore SGP
KW - _C:Switzerland CHE
KW - _C:Thailand THA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - The Foundations of Social Research: Meaning and Perspective in the Research Process
AU - Crotty, Michael J.
CY - London ; Thousand Oaks, Calif
DA - 2020///
PY - 2020
DP - Amazon
ET - First edition
SP - 256
LA - English
PB - SAGE Publications Ltd
SN - 978-0-7619-6106-2
ST - The Foundations of Social Research
ER -
TY - RPRT
TI - Meeting the data challenge in education: a knowledge and innovation exchange
AU - Crouch, Luis
AB - The purpose of this paper is to describe the current landscape in education data systems and spark discussion and debate around potential areas for KIX investment.
DA - 2019///
PY - 2019
DP - www.globalpartnership.org
LA - en
PB - Global Partnership for Education
UR - https://www.globalpartnership.org/content/meeting-data-challenge-education-knowledge-and-innovation-exchange-kix-discussion-paper
Y2 - 2020/08/06/13:49:16
KW - ___working_potential_duplicate
ER -
TY - RPRT
TI - Systems Implications for Core Instructional Support Lessons from Sobral (Brazil), Puebla (Mexico), and Kenya
AU - Crouch, Luis
DA - 2020/07/08/
PY - 2020
DP - DOI.org (Crossref)
PB - Research on Improving Systems of Education (RISE)
UR - https://www.riseprogramme.org/publications/systems-implications-core-instructional-support-lessons-sobral-brazil-puebla-mexico
Y2 - 2020/09/06/17:22:55
ER -
TY - JOUR
TI - Doing Reform Differently: Combining Rigor and Practicality in Implementation and Evaluation of System Reforms
AU - Crouch, Luis
AU - DeStefano, Joseph
AB - This paper brings together two promising intellectual trends in development: Doing Development Differently (DDD), and whole-system reform. In addition, it provides a framework for evaluating system reforms, as rigorously as possible. Doing Development Differently proposes an approach to development in which many different things are tried, in smallish ways, involving stakeholders; in one sense it is a reaction against “blueprint” development. These approaches have much to recommend them.
DA - 2017/01/31/
PY - 2017
DP - www.rti.org
LA - en
ST - Doing Reform Differently
UR - https://www.rti.org/publication/doing-reform-differently
Y2 - 2022/12/15/21:21:04
KW - Final_citation
KW - cited
KW - existing
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Eliminating global learning poverty: The importance of equalities and equity
AU - Crouch, Luis
AU - Rolleston, Caine
AU - Gustafsson, Martin
T2 - International Journal of Educational Development
AB - This paper explores the quantitative relationships between average levels of learning achievement across countries, changes in average levels of learning achievement, the inequality of distribution of achievement (akin to income or wealth inequality in general development analysis), and the proportion of students learning at or below an absolute minimum (akin to poverty in general development analysis). The paper uses a variety of data from cross-national and national assessments: aggregate data, micro (student-level) data, school-level data, and time-series data. The paper shows how various factors such as gender or wealth impact learning levels, but also shows that ‘systems-related’ inequality, not directly related to such factors, is typically much larger than inequality associated with any of those factors. The paper shows that countries progress from very low average levels of achievement to middle levels more by reducing the percentage of students with very low scores (that is, by paying attention to the ‘bulging’ left-hand tail of the distribution) than by increasing the percentage of high performing students. The availability of micro data from a particular case allows exploration of the relationship between inequality measures and measures of the percentage of students below a low level of achievement and shows that, at least in that case, the reduction in inequality that accompanies improvements in the average levels takes place mostly through a reduction in the percentage below a low level. Unlike in the case of income, where vast reductions in income poverty seem possible without reducing income inequality, the evidence presented here suggests that this typically does not happen with learning levels: inequality reduction, reductions in percentages below a low level, and improvements in the averages are all empirically connected. More work is needed to show whether that connection is also causal.
DA - 2021/04/01/
PY - 2021
DO - 10.1016/j.ijedudev.2020.102250
DP - ScienceDirect
VL - 82
SP - 102250
J2 - International Journal of Educational Development
LA - en
SN - 0738-0593
ST - Eliminating global learning poverty
UR - https://www.sciencedirect.com/science/article/pii/S0738059320304090
Y2 - 2022/05/11/20:52:27
KW - Learning crisis
KW - Learning equity
KW - Learning inequality
KW - Learning poverty
KW - SDGs
ER -
TY - JOUR
TI - Student-teacher relationships matter for school inclusion: school belonging, disability, and school transitions
AU - Crouch, Ronald
AU - Keys, Christopher B.
AU - McMahon, Susan D.
T2 - Journal of Prevention & Intervention in the Community
AB - For students with disabilities, the process of school inclusion often begins with a move from segregated settings into general education classrooms. School transitions can be stressful as students adjust to a new environment. This study examines the adjustment of 133 students with and without disabilities who moved from a school that served primarily students with disabilities into 23 public schools in a large urban school district in the Midwest. These students and 111 of their teachers and other school staff rated the degree that students felt they belonged in their new schools and the quality of their social interactions. Results show that students who experienced more positive and fewer negative social interactions with school staff had higher school belonging. Teachers accurately noted whether students felt they belonged in their new settings, but were not consistently able to identify student perceptions of negative social interactions with staff. Implications for inclusion and improving our educational system are explored.
DA - 2014///
PY - 2014
DO - 10.1080/10852352.2014.855054
DP - PubMed
VL - 42
IS - 1
SP - 20
EP - 30
J2 - J Prev Interv Community
LA - eng
SN - 1540-7330
ST - Student-teacher relationships matter for school inclusion
KW - Adaptation, Psychological
KW - Adolescent
KW - Data Collection
KW - Disabled Children
KW - Faculty
KW - Female
KW - Humans
KW - Interpersonal Relations
KW - Mainstreaming, Education
KW - Male
KW - Midwestern United States
KW - Peer Group
KW - Social Adjustment
KW - Social Identification
KW - Social Perception
KW - Surveys and Questionnaires
ER -
TY - ELEC
TI - Design-Based Research and Design-Based Implementation Research | InformalScience.org
AU - Crowley, Kevin
DA - 2016///
PY - 2016
UR - https://www.informalscience.org/news-views/design-based-research-and-design-based-implementation-research
Y2 - 2021/11/04/01:42:31
KW - Final_citation
KW - existing
ER -
TY - ELEC
TI - Design-Based Research and Design-Based Implementation Research | InformalScience.org
AU - Crowley, Kevin
DA - 2016///
PY - 2016
UR - https://www.informalscience.org/news-views/design-based-research-and-design-based-implementation-research
Y2 - 2021/11/04/01:42:31
ER -
TY - JOUR
TI - Do Tests Applied to Teachers Predict Their Effectiveness?
AU - Cruz-Aguayo, Yyannú
AU - Ibarrarán, Pablo
AU - Schady, Norbert
T2 - Economics Letters
DA - 2017///
PY - 2017
DO - 10.1016/j.econlet.2017.06.035
VL - 159
SP - 108
EP - 111
UR - https://doi.org/10.1016/j.econlet.2017.06.035
ER -
TY - RPRT
TI - Digital Literacy and Skills Toolkit Implementation in Indonesia: Experience and Lessons Learned from a Small Survey
AU - CSIS Indonesia
DA - 2022///
PY - 2022
UR - https://csis.or.id/publication/digital-literacy-and-skills-toolkit-implementation-in-indonesia/
ER -
TY - JOUR
TI - Creating the golden triangle of evidence-informed education technology with EDUCATE
AU - Cukurova, Mutlu
AU - Luckin, Rosemary
AU - Clark-Wilson, Alison
T2 - British Journal of Educational Technology
AB - EDUCATE is a London-based programme that supports the development of research-informed educational technology (EdTech), allowing entrepreneurs and start-ups to create their products and services, and simultaneously grow their companies in a more evidence-informed manner. The programme partners businesses with researchers who mentor, guide and support this research journey, a key aspect of which is the evaluation of the company’s EdTech product or service. However, conducting impact evaluations of technology in education is challenging, particularly for early stage technologies, as rapid cycles of innovation and change are part of their essence. Here, we present the pragmatic approach to evidence-informed education technology design and impact evaluation, as developed and adopted by the EDUCATE programme. The research process is shaped by the core principles of evidence-informed decision making detailed in the paper. The contributions of the paper are threefold. First, it defines and details an academia-industry-education collaboration model centred on a research training programme. Second, it presents emerging impact results of the programme. Third, it provides clear reflections on the challenges encountered during the implementation of the model in the EdTech ecosystem of London, which should be addressed if we are to move towards evidence-informed EdTech globally.
DA - 2019///
PY - 2019
DO - 10.1111/bjet.12727
DP - Wiley Online Library
VL - 50
IS - 2
SP - 490
EP - 504
LA - en
SN - 1467-8535
UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12727
Y2 - 2021/09/17/11:27:26
KW - Stefanie
ER -
TY - GEN
TI - Reference Coverage Analysis of OpenAlex compared to Web of Science and Scopus
AU - Culbert, Jack
AU - Hobert, Anne
AU - Jahn, Najko
AU - Haupka, Nick
AU - Schmidt, Marion
AU - Donner, Paul
AU - Mayr, Philipp
AB - OpenAlex is a promising open source of scholarly metadata, and competitor to the established proprietary sources, the Web of Science and Scopus. As OpenAlex provides its data freely and openly, it permits researchers to perform bibliometric studies that can be reproduced in the community without licensing barriers. However, as OpenAlex is a rapidly evolving source and the data contained within is expanding and also quickly changing, the question naturally arises as to the trustworthiness of its data. In this empirical paper, we will study the reference and metadata coverage within each database and compare them with each other to help address this open question in bibliometrics. In our large-scale study, we demonstrate that, when restricted to a cleaned dataset of 16,788,282 recent publications shared by all three databases, OpenAlex has average reference numbers comparable to both Web of Science and Scopus. We also demonstrate that the comparison of other core metadata covered by OpenAlex shows mixed results, with OpenAlex capturing more ORCID identifiers, fewer abstracts and a similar number of Open Access information per article when compared to both Web of Science and Scopus.
DA - 2024/01/29/
PY - 2024
DP - arXiv.org
PB - arXiv
UR - http://arxiv.org/abs/2401.16359
Y2 - 2024/02/01/16:54:13
KW - Computer Science - Digital Libraries
ER -
TY - CONF
TI - Tweens with the iPad classroom—Cool but not really helpful?
AU - Culén, A., & Gasparini, A.
C3 - In e-Learning and e-Technologies in Education (ICEEE), 2012 International Conference on
DA - 2012///
PY - 2012
SP - 1
EP - 6
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The disconnected: COVID-19 and disparities in access to quality broadband for higher education students
AU - Cullinan, John
AU - Flannery, Darragh
AU - Harold, Jason
AU - Lyons, Seán
AU - Palcic, Dónal
T2 - International Journal of Educational Technology in Higher Education
AB - Abstract
The COVID-19 pandemic forced many higher education institutions (HEIs) across the world to cancel face-to-face teaching, close campus facilities, and displace staff and students to work and learn from home. Given the persistent nature of the pandemic, many HEIs have continued to deliver courses online and/or use a blended learning approach. However, there are concerns around differences in student access to digital learning resources while at home, including high quality broadband connectivity. This is important, since variation in connectivity may impact the type of online/blended model that faculty can deliver or constrain student engagement with online content. In this context, this paper combines national data on the domiciles of students enrolled in Irish HEIs with detailed spatial data on broadband coverage to estimate the number of higher education students ‘at risk’ of poor access to high quality internet connectivity. Overall it finds that one-in-six students come from areas with poor broadband coverage, with large disparities by geography and by HEI. It also finds that students from the poorest broadband coverage areas are more likely to be socioeconomically disadvantaged. As a result, this paper recommends that HEIs use their detailed registration data to help identify and support at-risk students. In particular, the results suggest that some HEIs may need to prioritise access to campus facilities and services to less well-off students living in poor broadband coverage areas.
DA - 2021/12//
PY - 2021
DO - 10.1186/s41239-021-00262-1
DP - DOI.org (Crossref)
VL - 18
IS - 1
SP - 26
J2 - Int J Educ Technol High Educ
LA - en
SN - 2365-9440
ST - The disconnected
UR - https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-021-00262-1
Y2 - 2024/03/04/14:13:16
KW - Final_citation
ER -
TY - JOUR
TI - COVID-19 and Social Mobility Impact Brief #1: School Shutdown
AU - Cullinane, Carl
AU - Montacute, Rebecca
DA - 2020///
PY - 2020
DP - Zotero
SP - 11
LA - en
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - iPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research project
AU - Cumming, Therese M
AU - Strnadová, Iva
AU - Singh, Sylvia
T2 - Action Research
DA - 2014///
PY - 2014
DO - 10.1177/1476750314525480
VL - 12
IS - 2
SP - 151
EP - 176
ER -
TY - RPRT
TI - Collective action and the deployment of teachers in Niger: a political economy analysis
AU - Cummings, Clare
AB - This briefing paper explores causes of inequitable teacher deployment in Niger and asks whether collective action might be the solution.
DA - 2016///
PY - 2016
LA - en-gb
ST - Collective action and the deployment of teachers in Niger
UR - https://odi.org/en/publications/collective-action-and-the-deployment-of-teachers-in-niger-a-political-economy-analysis/
Y2 - 2022/01/05/21:21:31
KW - C:Niger
ER -
TY - BLOG
TI - Calculating the Educational Impact of COVID-19 (Part II): Using Data from Successive Grades to Estimate Learning Loss | SharEd
AU - Cummiskey, Chris
DA - 2020/05/13/
PY - 2020
UR - https://shared.rti.org/content/calculating-educational-impact-covid-19-part-ii-using-data-successive-grades-estimate
Y2 - 2020/08/12/15:37:57
KW - _COVID_DEAA-List
ER -
TY - JOUR
TI - Developing an emergency nursing short course in Tanzania
AU - Cunningham, C.
AU - Brysiewicz, P.
AU - Sepeku, A.
AU - White, L.
AU - Murray, B.
AU - Lobue, N.
AU - Sawe, H.
T2 - African Journal of Emergency Medicine
AB - Abstract Nurses are the largest group of healthcare workers in Africa. By adequately equipping nurses to identify, intervene and care for emergency conditions, emergency healthcare systems can be strengthened. To address this need, a nursing working group was formed within the African Federation for Emergency Medicine (AFEM). The aim of this international emergency nursing group was to develop a guiding document to help improve emergency nursing skills within Africa. Using this guiding document, a group of Tanzanian clinical nurse trainers was selected to develop a context specific short course. They used this guiding document as a foundation to improve skill development. The pilot course was well received and has since expanded to training in five regions within the United Republic of Tanzania. The clinical nurse trainers leading the course, are supported by a mentorship programme with competent educators within a global emergency nursing infrastructure. This course, a combination of local knowledge, formal mentorship programs, and international nursing support, demonstrates that investing in the improvement of emergency nursing skills can have high impact results with low-cost. This will ultimately improve emergency care on the continent.
DA - 2017///
PY - 2017
DO - 10.1016/j.afjem.2017.08.002
LA - en
UR - https://www.sciencedirect.com/science/article/pii/S2211419X17300575
AN - LOCAL-DOI:10.1016/j.afjem.2017.08.002
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:Tanzania
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - F:Improvement
KW - P:health
KW - P:media
KW - P:nurse
KW - R:impact
KW - T:Training
KW - T:trainee
KW - publicImportV1
ER -
TY - JOUR
TI - Implementation science made too simple: a teaching tool
AU - Curran, Geoffrey M.
T2 - Implementation Science Communications
DA - 2020///
PY - 2020
DO - 10.1186/s43058-020-00001-z
DP - Google Scholar
VL - 1
IS - 1
SP - 1
EP - 3
ST - Implementation science made too simple
ER -
TY - JOUR
TI - Unbundling and Rebundling Higher Education in an Age of Inequality
AU - Czerniewicz, Laura
AB - Unbundling and rebundling are happening in different parts of college and university education, through new forms of teaching and learning provision a
DA - 2018/09//
PY - 2018
LA - en
UR - https://er.educause.edu/articles/2018/10/unbundling-and-rebundling-higher-education-in-an-age-of-inequality
Y2 - 2023/02/01/15:08:34
KW - Final_citation
KW - anystyle
KW - existing
KW - ⛔ No DOI found
ER -
TY - VIDEO
TI - Week 2 - Laura Czerniewicz - Equity and Care in Moving Online
AB - Laura Czerniewicz shares experiences this past year in South Africa and offers insight and guidance for educators now confronting a forced move online #PivotOnline Course - https://www.edx.org/course/pivoting-t... - https://linkresearchlab.org/pivot/
C1 - Czerniewicz, Laura
C5 - Interview
DA - 2020/03/30/
PY - 2020
DP - YouTube
UR - https://www.youtube.com/watch?v=ifpXcAGy9rs&feature=emb_title
Y2 - 2020/04/20/21:15:19
ER -
TY - JOUR
TI - Developing world MOOCs: A curriculum view of the MOOC landscape
AU - Czerniewicz, Laura
AU - Deacon, Andrew
AU - Small, Janet
AU - Walji, Sukaina
T2 - Journal of Global Literacies, Technologies, and Emerging Pedagogies
DA - 2014/07//
PY - 2014
VL - 2
IS - 3
SP - 122
EP - 136
SN - 2128-1333
KW - Final_citation
KW - cited
KW - existing
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Are scripted lessons in for-profit schools ‘‘an audacious answer” for poor kids in Africa and Asia? [Web log post]
AU - , D
T2 - Learning and teaching materials: Policy and practice for provision
CY - London
DA - 2015/08/03/
PY - 2015
PB - Department for International Development
UR - https://dianeravitch.net/2015/08/03/are-scripted-lessons-in-forprofit-school-an-audacious-answer-for-poor-kids-in-africa-and-asia/.
ER -
TY - RPRT
TI - Supporting Teaching to Improve Teaching and Learning: A GPE KIX Scoping Study Working Paper
AU - D'Angelo, Sophia
AU - Cameron, L
AU - Assane Igodoe, A
AU - Sheria Nfundiko, J
CY - Washington DC, USA, and Ottawa, Canada
DA - 2023///
PY - 2023
PB - Global Partnership for Education Knowledge and Innovation Exchange
UR - https://www.gpekix.org/knowledge-repository/supporting-teachers-improve-teaching-and-learning-gpe-kix-scoping-study
ER -
TY - RPRT
TI - Additional Materials
AU - D’Angelo, Sophia
AU - Haßler, Björn
CY - London, UK
DA - 2019///
PY - 2019
M3 - Project Teacher Professional Development
PB - Save the Children, Open Development & Education
SN - 100
UR - https://docs.opendeved.net/lib/YU8XCUQ9
KW - Author:OpenDevEd
KW - _publish
KW - _r:ImportedToMyEducationEvidence
KW - _yl:v
ER -
TY - RPRT
TI - Module 4: Code of Conduct (For Master Trainers and Trainers)
AU - D’Angelo, Sophia
AU - Haßler, Björn
CY - London, UK
DA - 2019///
PY - 2019
M3 - Project Teacher Professional Development
PB - Save the Children, Open Development & Education
SN - 4
UR - https://docs.opendeved.net/lib/SA3FSUTU
KW - Author:OpenDevEd
KW - _publish
KW - _r:ImportedToMyEducationEvidence
KW - _yl:s
ER -
TY - RPRT
TI - Module 5: Girls’ Education (For Master Trainers and Trainers)
AU - D’Angelo, Sophia
AU - Haßler, Björn
CY - London, UK
DA - 2019///
PY - 2019
M3 - Teacher Professional Development
PB - Save the Children, Open Development & Education
SN - 5
UR - https://docs.opendeved.net/lib/JFNZD9DC
KW - Author:OpenDevEd
KW - _publish
KW - _r:ImportedToMyEducationEvidence
KW - _yl:t
ER -
TY - RPRT
TI - Module 6: Conflict Sensitive Education (For Master Trainers and Trainers)
AU - D’Angelo, Sophia
AU - Haßler, Björn
CY - London, UK
DA - 2019///
PY - 2019
M3 - Teacher Professional Development
PB - Save the Children, Open Development & Education
SN - 6
UR - https://docs.opendeved.net/lib/SGZJVBSV
KW - Author:OpenDevEd
KW - _publish
KW - _r:ImportedToMyEducationEvidence
KW - _yl:u
ER -
TY - RPRT
TI - Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: Recommendations for policy from a systematic review
AU - D'Angelo, Sophia
AU - Hennessy, Sara
AU - Kreimeia, Adam
AU - Koomar, Saalim
AU - Cao, Lydia
AU - McIntyre, Nora
AU - Brugha, Meaghan
AU - Zubairi, Asma
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2022/01/18/
PY - 2022
LA - en
M3 - Policy Brief
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/7S9CUP77
KW - _r:AddedByZotZen
ER -
TY - RPRT
TI - LAC Reads Capacity Program: Curriculum coding schemes
AU - D’Angelo, Sophia
AU - Regis, Callista
AU - Megha-Bongnkar, Ghislaine
AU - McBurnie, Chris
AU - Haßler, Björn
CN - 0209
DA - 2021/08/09/
PY - 2021
LA - EN
M3 - LAC Reads Capacity Program
PB - Open Development & Education
SN - 5
KW - Author:OpenDevEd
ER -
TY - JOUR
TI - Hybrid online/offline mobile solutions for accessing open educational resources in areas with poor internet connectivity
AU - D.L. Pugoy, Reinald Adrian
AU - D.L. Habito, Consuelo
AU - B. Figueroa, Roberto
T2 - Asian Association of Open Universities Journal
DA - 2016/09/05/
PY - 2016
DO - 10.1108/aaouj-09-2016-0030
DP - emeraldinsight.com (Atypon)
VL - 11
IS - 2
SP - 182
EP - 196
J2 - Asian Assoc Open Uni Jrnl
SN - 2414-6994
UR - https://www.emeraldinsight.com/doi/full/10.1108/AAOUJ-09-2016-0030
Y2 - 2018/06/09/16:49:15
KW - __C:filed:1
ER -
TY - CONF
TI - UNESCO’s Contributions to the Development of Education in Latin American Countries: Brazil and Bolivia
AU - da Costa Santos, Johnatan
AU - Quiroga, Maria Luisa Claure
C3 - 2nd International Conference on Education Science and Social Development (ESSD 2019)
DA - 2019///
PY - 2019
DP - Google Scholar
PB - Atlantis Press
ST - UNESCO’s Contributions to the Development of Education in Latin American Countries
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Support for teachers in challenging situations as a factor of change: reflections from a continuing professional development programme in Guinea-Bissau
AU - da Silva, Rui
AU - Oliveira, Joana
C3 - FIRE: Forum for International Research in Education
DA - 2020///
PY - 2020
DO - 10.32865/fire202062181
DP - Google Scholar
VL - 6
ST - Support for teachers in challenging situations as a factor of change
KW - _C:Angola AGO
KW - _C:Canada CAN
KW - _C:Cape Verde CPV
KW - _C:Guinea-Bissau GNB
KW - _C:Kenya KEN
KW - _C:Namibia NAM
KW - _C:Netherlands NLD
KW - _C:Portugal PRT
KW - _C:South Africa ZAF
KW - _C:South Sudan SSD
KW - _C:Sweden SWE
KW - _C:Tanzania TZA
KW - _C:Uganda UGA
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Reflecting on Five Decades of Teacher Professional Development in Tanzania: The Missing Dimensions
AU - Dachi, Hillary
T2 - Papers in Education and Development
AB - The importance of teacher development need not be over stated. This is adducible by the fact that transformations, innovations and diffusions in education make it imperative that teachers have to continually change and adopt. This paper takes stock of the trajectory of teacher professional development in Tanzania by locating related initiatives in the macro-policies and education transformations spanning a period of nearly five decades. It identifies the missing dimensions for robust in-service continuous professional development programmes (CPD) for primary and secondary school teachers. The paper proposes the need to support a cost effective in-service CPD model, which is school based designed around a reflective practitioner approach, for which teaching is an interactive problem solving professional undertaking requiring continuous updating of key competences that teachers require for classroom practices. Key words: teachers’ professionalism; teachers’ continuous professional development; macro-policies; education transformations
DA - 2016/02/18/
PY - 2016
DP - journals.udsm.ac.tz
VL - 36
IS - 0
LA - en
SN - 0856-4027
ST - Reflecting on Five Decades of Teacher Professional Development in Tanzania
UR - http://journals.udsm.ac.tz/index.php/ped/article/view/2528
Y2 - 2019/06/01/11:48:49
KW - _C:Canada CAN
KW - _C:Finland FIN
KW - _C:Germany DEU
KW - _C:Ghana GHA
KW - _C:Kenya KEN
KW - _C:Korea, Republic KOR
KW - _C:Malaysia MYS
KW - _C:Namibia NAM
KW - _C:Sweden SWE
KW - _C:Tanzania TZA
KW - _C:Uganda UGA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Structured information extraction from scientific text with large language models
AU - Dagdelen, John
AU - Dunn, Alexander
AU - Lee, Sanghoon
AU - Walker, Nicholas
AU - Rosen, Andrew S.
AU - Ceder, Gerbrand
AU - Persson, Kristin A.
AU - Jain, Anubhav
T2 - Nature Communications
AB - Abstract
Extracting structured knowledge from scientific text remains a challenging task for machine learning models. Here, we present a simple approach to joint named entity recognition and relation extraction and demonstrate how pretrained large language models (GPT-3, Llama-2) can be fine-tuned to extract useful records of complex scientific knowledge. We test three representative tasks in materials chemistry: linking dopants and host materials, cataloging metal-organic frameworks, and general composition/phase/morphology/application information extraction. Records are extracted from single sentences or entire paragraphs, and the output can be returned as simple English sentences or a more structured format such as a list of JSON objects. This approach represents a simple, accessible, and highly flexible route to obtaining large databases of structured specialized scientific knowledge extracted from research papers.
DA - 2024/02/15/
PY - 2024
DO - 10.1038/s41467-024-45563-x
DP - DOI.org (Crossref)
VL - 15
IS - 1
SP - 1418
J2 - Nat Commun
LA - en
SN - 2041-1723
UR - https://www.nature.com/articles/s41467-024-45563-x
Y2 - 2024/02/23/23:13:12
ER -
TY - JOUR
TI - Remote Sensing Techniques in Mapping Spatial Variability of Salinity in Kano River Irrigation Project (KRIP
AU - Dahiru, M.
AU - Maina, M.M.
AU - Audu, I.
AU - Tudunwada, I.Y.
AU - Nasiru, N.K.
T2 - Nigeria. Nigerian Journal of Technology (NIJOTECH
DA - 2021///
PY - 2021
DO - 10.4314/njt.v40i4.20
VL - 40
IS - 4
SP - 732
EP - 739
LA - en
ER -
TY - JOUR
TI - Response Surface Regression Model for Predicting Clay Composition and it Relationship with selected Soil Properties at Kano River Irrigation Project, Nigeria
AU - Dahiru, M.
AU - Maina, M.M.
AU - Audu, I.
AU - Tudunwada, I.Y.
AU - Nasiru, N.K.
AU - Umar, S.E.
T2 - Dutse Journal of Pure and Applied Sciences (DUJOPAS
DA - 2021///
PY - 2021
VL - 7
IS - 1March
LA - en
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Education in Conflict and Crisis: How Can Technology Make a Difference? A Landscape Review.
AU - Dahya, N.
DA - 2016///
PY - 2016
PB - GIZ
UR - https://www.eccnetwork.net/sites/default/files/media/file/GIZ%20InDesign-Vorlage%20fu%CC%88r%20Publikationen%20%E2%80%93%20DIN%20A4%20hoch.pdf
KW - Final_citation
KW - cited
KW - existing
ER -
TY - RPRT
TI - Education in Conflict and Crisis: How Can Technology Make a Difference? A Landscape Review
AU - Dahya, Negin
DA - 2016///
PY - 2016
DP - Google Scholar
PB - GIZ
ST - Education in Conflict and Crisis
UR - https://inee.org/sites/default/files/resources/20160303_Landscape_Review_ICT4E_in_Conflict_and_Crisis.pdf
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Landscape Review: Education in Conflict and Crisis - How Can Technology Make a Difference? | INEE
AU - Dahya, Negin
AB - Conflict and crisis are among the biggest obstacles to ensuring inclusive and quality education for all (Sustainable Development Goal 4). The use of information and communication technology (ICT) has the potential to support, enhance, and enable education for the most marginalized, affected by war, natural disasters, and the rapid spread of disease. Across these different contexts, tools like radio, mobile phones, mobile projectors, e-readers and tablets, laptops and computers can facilitate teaching and learning in a range of different ways. The term “mobility” with regard to learning is highly relevant in this landscape: it recognizes that learning should not stop as people move, and that people on the move are focused on continuing their education. This landscape aims to identify major trends, patterns, and lessons learned about the use of mobile technologies in crisis and conflict settings, and also to define gaps in our existing knowledge base.
DA - 2016///
PY - 2016
ST - Landscape Review
UR - https://inee.org/resources/landscape-review-education-conflict-and-crisis-how-can-technology-make-difference
ER -
TY - JOUR
TI - Social support networks, instant messaging, and gender equity in refugee education
AU - Dahya, Negin
AU - Dryden-Peterson, Sarah
AU - Douhaibi, Dacia
AU - Arvisais, Olivier
T2 - Information, Communication & Society
DA - 2019///
PY - 2019
DO - 10.1080/1369118X.2019.1575447
VL - 22
IS - 6
SP - 774
EP - 790
ER -
TY - JOUR
TI - Collaborative construction of artificial intelligence curriculum in primary schools
AU - Dai, Yun
AU - Liu, Ang
AU - Qin, Jianjun
AU - Guo, Yanmei
AU - Jong, Morris Siu‐Yung
AU - Chai, Ching‐Sing
AU - Lin, Ziyan
T2 - Journal of Engineering Education
AB - Abstract
Background
The recent discussion of introducing artificial intelligence (AI) knowledge to K–12 students, like many engineering and technology education topics, has attracted a wide range of stakeholders and resources for school curriculum development. While teachers often have to directly interact with external stakeholders out of the public schooling system, few studies have scrutinized their negotiation process, especially teachers' responses to external influences, in such complex environments.
Purpose
Guided by an integrated theoretical framework of social constructionism, this research examined the process of
how
a teacher‐initiated AI curriculum was constructed with external influences. The research focused on teachers' perspectives and responses in mediating external influences into local schools and classrooms.
Methods
A 3‐year ethnographic study was conducted in relation to an AI curriculum project among 23 Computer Science (CS) teachers from primary schools. Data collected from ethnographic observation, teacher interviews, and artifacts, were analyzed using open coding and triangulation rooted in the ethnographic, interpretivist approach.
Results
Three sets of external influences were found salient for teachers' curriculum decisions, including the orientation of state‐level educational policies, AI faculty at a partner university, and students' media and technology environments. The teachers' situational logics and strategic actions were reconstructed with thick descriptions to uncover how they navigated and negotiated the external influences to fulfill local challenges and expectations in classrooms and schools.
Conclusions
The ethnographic study uncovered the dynamic and multifaceted negotiation involved in the collaborative curriculum development, and offers insights to inform policymaking, teacher education, and student support in engineering education.
DA - 2023/01//
PY - 2023
DO - 10.1002/jee.20503
DP - DOI.org (Crossref)
VL - 112
IS - 1
SP - 23
EP - 42
J2 - J of Engineering Edu
LA - en
SN - 1069-4730, 2168-9830
UR - https://onlinelibrary.wiley.com/doi/10.1002/jee.20503
Y2 - 2024/02/24/08:53:41
ER -
TY - JOUR
TI - Distribution of Soil Chemical Properties of Smallholder Farms on Derelict Mined-Sites of Jos South LGA, Jos Plateau, Nigeria
AU - Dakagan, J.B.
AU - Tudunwada, I.Y.
AU - Ajiji, S.A.
AU - Aliyu, J.A.
T2 - Asian Journal of Soil Science and Plant Nutrition
DA - 2024///
PY - 2024
DO - 10.9734/ajsspn/2024/v10i1208
VL - 10
IS - ue 1
SP - 30
EP - 44,
LA - en
ER -
TY - JOUR
TI - Using digital technology to enhance formative assessment in mathematics classrooms
AU - Dalby, Diane
AU - Swan, Malcolm
T2 - British Journal of Educational Technology
DA - 2018///
PY - 2018
DO - 10.1111/bjet.12606
DP - Google Scholar
VL - 50
IS - 2
SP - 832
EP - 845
KW - _C:Netherlands NLD
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - CONF
TI - Sharing open deep learning models
AU - Dalgali, A
AU - Crowston, K
C1 - Grand Wailea, Hawaii, USA
C3 - Proceedings of the hawaii international conference on system sciences
DA - 2019///
PY - 2019
DO - 10.24251/HICSS.2019.256
LA - en
ER -
TY - CHAP
TI - Corruption in the Administration of Local Government”
T2 - Rural and Community Strategy: The Local Government Perspective
A2 - Dalhatu, S.
DA - 2009///
PY - 2009
SP - 200
EP - 216
LA - en
PB - Kano Benchmark Publisher Ltd
ER -
TY - CONF
TI - Do animations in enhanced ebooks for children favour the reading comprehension process?: a pilot study
AU - Dalla Longa, Nicol
AU - Mich, Ornella
C3 - Proceedings of the 12th International Conference on Interaction Design and Children
DA - 2013///
PY - 2013
DO - 10.1145/2485760.2485885
SP - 621
EP - 624
PB - ACM
ER -
TY - JOUR
TI - Silenced by an Unknown Language? Exploring Language Matching during Transitions from Complementary Education to Government Schools in Ghana
AU - Daly, Kieran
AU - Carter, Emma
AU - Sabates, Ricardo
T2 - Compare: A Journal of Comparative and International Education
AB - Mother tongue-based education has been central to the promotion of early literacy skills in many multilingual contexts of the Global South. However, learners in such environments may face significant linguistic challenges when changing language of instruction during schooling. In particular, the linguistic distance between mother tongue and official language may be a significant barrier to learners. This paper provides an empirical approach to this issue by employing language matching based on linguistic distance between languages to explore changes in literacy scores for learners who change language of instruction. Findings show that the greater the linguistic distance between two languages, the larger the loss in foundational literacy. We conclude that language matching could be introduced as a tool to identify at-risk learners during transitions and, if possible, as a tool for linguistic allocation of students who have the possibility of selecting between schools with different languages for instruction.
DA - 2021/07/27/
PY - 2021
DO - 10.1080/03057925.2021.1941772
DP - Taylor and Francis+NEJM
VL - 0
IS - 0
SP - 1
EP - 18
SN - 0305-7925
ST - Silenced by an Unknown Language?
UR - https://doi.org/10.1080/03057925.2021.1941772
Y2 - 2023/01/07/20:46:22
KW - Ghana
KW - Mother tongue education
KW - language matching
KW - literacy
KW - multilingualism
ER -
TY - RPRT
TI - Accelerated Learning and EdTech: A Rapid Evidence Review
AU - Damani, Kalifa
DA - 2020///
PY - 2020
LA - en
M3 - Rapid Evidence Review
PB - EdTech Hub
SN - 6
UR - https://docs.edtechhub.org/lib/I4UFGAQA
KW - L:Gender and education
KW - LP: English
KW - _DOILIVE
KW - _EdTechHub_Output
KW - _MELA_seen
KW - _P:Evidence review VCMFM9ZD
KW - _cover:v2
KW - _zenodoETH
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Accelerated Learning and EdTech: A Rapid Evidence Review
AU - Damani, Kalifa
DA - 2020/01/01/
PY - 2020
LA - en
PB - EdTech Hub
ST - Accelerated Learning and EdTech
KW - Final_citation
KW - cited
KW - existing
ER -
TY - RPRT
TI - Rapid Evidence Review: Accelerated Learning and EdTech
AU - Damani, Kalifa
DA - 2020///
PY - 2020
LA - English
PB - The EdTech Hub
UR - https://edtechhub.org/wp-content/uploads/2020/09/RER-Accelerated-Learning-and-EdTech.pdf
Y2 - 2020/11/13/00:00:00
ER -
TY - RPRT
TI - Radio: A Rapid Evidence Review
AU - Damani, Kalifa
AU - Mitchell, Joel
DA - 2020/06//
PY - 2020
LA - en
PB - EdTech Hub
ST - Radio
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Radio: Rapid Evidence Review
AU - Damani, Kalifa
AU - Mitchell, Joel
AB - This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of radio in education in low- and middle-income countries (LMICs). The present RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread shutdown of schools. It, therefore, highlights transferable insights that may be applicable to educational responses resulting from the limitations caused by COVID-19. Established approaches to delivering distance education have renewed salience during this period because many students cannot access schooling in a school building due to social distancing requirements. As one of the longest-serving and most accessible types of educational technology (EdTech), and one that has had some success in education delivery in an LMIC context that was affected by an epidemic, it is particularly useful to focus on radio (Barnett et al., 2018; Hallgarten, 2020). Notably, the RER aims neither to advocate nor discourage the use of radio in education in response to the COVID-19 pandemic. Instead, it provides an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential of radio in education delivery.
DA - 2020/07/01/
PY - 2020
DO - 10.5281/ZENODO.3948149
DP - DOI.org (Datacite)
LA - en
ST - Radio
UR - https://zenodo.org/record/3948149
Y2 - 2021/03/26/19:20:28
ER -
TY - RPRT
TI - Rapid Evidence Review: Radio
AU - Damani, Kalifa
AU - Mitchell, Joel
DA - 2020///
PY - 2020
LA - en
ST - Rapid Evidence Review
UR - https://docs.edtechhub.org/lib/YMWE6FR6
ER -
TY - THES
TI - Challenges in the Informal Construction Artisan Training System in the Ghanaian Construction Industry
AU - Damasah, SK
AB - This research sought to find out the challenges confronting the informal artisan training system in the Ghanaian construction industry and provide available opportunities to help improve the system. The study was limited to two regions namely Greater Accra and Volta regions of Ghana. In all, two hundred and thirty-three (233) artisans comprising of one hundred and thirteen (113) apprentices and one hundred and twenty (120) master artisans were used for the study. Questionnaires were the main research instrument but personal observation was also used by the researcher. The sample of three hundred (300) was used in the data analysis. Qualitative research approach was used, employing the descriptive approach. Data from the field was analysed using percentages. From the findings, it was realized that two main modes of skill acquisition were in play pertaining to the informal sector, these are the traditional method (75%) and the attachment method (25%). Another finding was that, one shortcoming of the informal system appears to be a lack of consistency and adequate content in the training that apprentice receive. The study concludes that there is little external motivation or capability for the system’s trainees to progress in performance or in improving their methods. More than 55% of the master artisans apply experimentation or trial and error in their work. It is recommended that, it will be essential to involve the master artisans in a reform process including efforts to provide them with opportunities to upgrade their own knowledge of construction skills.
DA - 2016///
PY - 2016
LA - en
PB - College of Art and Built Environment
UR - http://dspace.knust.edu.gh/handle/123456789/9219
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - A:West Africa
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:T
KW - P:artist
KW - P:construction
KW - T:Formal apprenticeship
KW - T:Training
KW - _C:Ghana GHA
KW - publicImportV1
ER -
TY - JOUR
TI - A Model for Wholesale and Retail Assessment Centres in Regulated Occupational Learning in South Africa
AU - Damons, Deonita
AU - Cape Peninsula University of Technology, South Africa
AU - le Grange, Jason J
AU - Mason, Roger B
AU - Louw, Steven W
A2 - Damons, Deonita; Cape Peninsula University of Technology, South Africa
T3 - Journal Article
AB - South Africa's new occupational and vocational qualifications require assessment centres with a national footprint to conduct national summative assessments which are convenient and cost effective for learners. This new assessment process requires specialised facilities, but few current facilities can provide these. The research project proposed a model which is able to serve the needs of the quality assurance body and industry and be appropriate to the retail sector occupational qualifications. A qualitative method was used, involving a literature review and secondary data analysis; small focus groups; semi-structured interviews; and follow-up workshops to peer review the findings. The participants included industry experts, education providers and quality assurance experts. Two models were identified and considered, namely: Model A, which involves private businesses that can be accredited to become assessment centres; and Model B, which uses Technical Vocational Education and Training (TVET) colleges for all national assessments. The overall finding was that Model B is more suitable.
DA - 2019///
PY - 2019
DO - 10.1080/18146627.2016.1224588
ER -
TY - JOUR
TI - Arizona literature mapper: an integrated approach to monitor and analyze global bioterrorism research literature
AU - Dang, Y.
AU - Zhang, Y.
AU - Chen, H.
T2 - Journal of the American Society for Information Science and Technology
DA - 2009///
PY - 2009
DO - 10.1002/asi.21077
VL - 60
IS - 7
SP - 1466
EP - 1485
LA - en
ER -
TY - RPRT
TI - Challenging Systematic Prejudices - An Investigation into Bias Against Women and Girls in Large Language Models
AU - Daniel van Niekerk
AU - María Pérez-Ortiz
AU - John Shawe-Taylor
AU - Davor Orlič
AU - Ivana Drobnjak
AU - Jackie Kay
AU - Noah Siegel
AU - Katherine Evans
AU - Nyalleng Moorosi
AU - Tina Eliassi-Rad
AU - Leonie Maria Tanczer
AU - Wayne Holmes
AU - Marc Peter Deisenroth
AU - Isabel Straw
AU - Maria Fasli
AU - Rachel Adams
AU - Nuria Oliver
AU - Dunja Mladenić
AU - Urvashi Aneja
DA - 2024///
PY - 2024
PB - UNESCO / IRCAI
ER -
TY - CHAP
TI - The Framework for Teaching: Evaluation Instrument
AU - Danielson, C.
T2 - The Danielson Group.
DA - 2013///
PY - 2013
ER -
TY - ELEC
TI - Why is India obsessed with English-medium education – when it goes against scientific consensus?
AU - Daniyal, Shoaib
T2 - Scroll.in
AB - Several empirical studies support what the New Education Policy is proposing about education in the mother tongue early on, adding English later.
LA - en_US
M3 - Text
UR - https://scroll.in/article/969356/why-is-india-obsessed-with-english-medium-education-when-it-goes-against-scientific-consensus
Y2 - 2020/08/12/11:55:51
ER -
TY - JOUR
TI - Heat impact on schoolchildren in Cameroon, Africa: potential health threat from climate change
AU - Dapi, Léonie N.
AU - Rocklöv, Joacim
AU - Nguefack-Tsague, Georges
AU - Tetanye, Ekoe
AU - Kjellstrom, Tord
T2 - Global Health Action
AB - Background: Health impacts related to climate change are potentially an increasing problem in Cameroon, especially during hot seasons when there are no means for protective and adaptive actions.
Objective: To describe environmental conditions in schools and to evaluate the impact of heat on schoolchildren’s health during school days in the Cameroon cities of Yaounde´ and Douala.
Methods: Schoolchildren (N0285) aged 12Á16 years from public secondary schools completed a questionnaire about their background, general symptoms, and hot feelings in a cross-sectional study. In Yaounde´, 50 schoolchildren were individually interviewed during school days about hourly symptoms (fatigue, headache, and feeling very hot) and performance. Lascar dataloggers were used to measure indoor classroom temperatures and humidity.
Results: There was a significant correlation between daily indoor temperature and the percentages of schoolchildren who felt very hot, had fatigue, and headaches in Yaounde´. A high proportion of schoolchildren felt very hot (48%), had fatigue (76%), and headaches (38%) in Yaounde´. Prevalences (%) were higher among girls than boys for headaches (58 vs 39), feeling ‘very hot overall’ (37 vs 21), and ‘very hot in head’ (21 vs 18). Up to 62% were absentminded and 45% had slow writing speed. High indoor temperatures of 32.58C in Yaounde´ and 36.68C in Douala were observed in school.
Conclusions: Headache, fatigue, and feeling very hot associated with high indoor air temperature were observed among schoolchildren in the present study. Longitudinal data in schools are needed to confirm these results. School environmental conditions should be improved in order to enhance learning.
DA - 2010/12//
PY - 2010
DO - 10.3402/gha.v3i0.5610
DP - DOI.org (Crossref)
VL - 3
IS - 1
SP - 5610
J2 - Global Health Action
LA - en
SN - 1654-9716, 1654-9880
ST - Heat impact on schoolchildren in Cameroon, Africa
UR - https://www.tandfonline.com/doi/full/10.3402/gha.v3i0.5610
Y2 - 2022/05/28/21:00:49
KW - BE:LMIC
KW - BE:RELEVANT
ER -
TY - JOUR
TI - Teaching as a profession: Lessons in teacher preparation and professional development
AU - Darling-Hammond, L.
T2 - Phi delta kappan
DA - 2005///
PY - 2005
DO - 10.1177/003172170508700318
VL - 87
IS - 3
SP - 237
UR - http://www.oup.hu/howhigh_doug.pdf.
ER -
TY - CHAP
TI - Professional learning in the learning profession
AU - Darling-Hammond, L.
AU - Wei, R.C.
AU - Andree, A.
AU - Richardson, N.
AU - Orphanos, S.
T2 - National Staff Development Council
CY - Washington, DC
DA - 2009///
PY - 2009
UR - http://www.ostrc.org/docs/document_library/ppd/Professionalism/Professional%20Learning%20i
ER -
TY - JOUR
TI - Constructing 21st-Century Teacher Education
AU - Darling-Hammond, Linda
T2 - Journal of Teacher Education
AB - Much of what teachers need to know to be successful is invisible to lay observers, leading to the view that teaching requires little formal study and to frequent disdain for teacher education programs. The weakness of traditional program models that are collections of largely unrelated courses reinforce this low regard. This article argues that we have learned a great deal about how to create stronger, more effective teacher education programs. Three critical components of such programs include tight coherence and integration among courses and between course work and clinical work in schools, extensive and intensely supervised clinical work integrated with course work using pedagogies that link theory and practice, and closer, proactive relationships with schools that serve diverse learners effectively and develop and model good teaching. The article also urges that schools of education should resist pressures to water down preparation, which ultimately undermine the preparation of entering teachers, the reputation of schools of education, and the strength of the profession.
DA - 2006/05/01/
PY - 2006
DO - 10.1177/0022487105285962
DP - SAGE Journals
VL - 57
IS - 3
SP - 300
EP - 314
J2 - Journal of Teacher Education
LA - en
SN - 0022-4871
UR - https://doi.org/10.1177/0022487105285962
Y2 - 2020/09/10/18:22:12
ER -
TY - RPRT
TI - Effective teacher professional development
AU - Darling-Hammond, Linda
AU - Hyler, Maria E.
AU - Gardner, Madelyn
CY - Palo Alto, CA
DA - 2017///
PY - 2017
DP - Google Scholar
PB - Learning Policy Institute
UR - https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_REPORT.pdf
KW - ___working_potential_duplicate
ER -
TY - RPRT
TI - Effective Teacher Professional Development
AU - Darling-Hammond, Linda
AU - Hyler, Maria E
AU - Gardner, Madelyn
AU - Gardner, Madelyn
CY - Learning Policy Institute
DA - 2016///
PY - 2016
DP - Zotero
SP - 76
LA - EN
PB - Learning Policy Institute
UR - https://www.yu.edu/sites/default/files/inline-files/Effective_Teacher_Professional_Development_REPORT.pdf
KW - C:United States / International
KW - __C:filed:1
KW - important
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Research review/teacher learning: What matters
AU - Darling-Hammond, Linda
AU - Richardson, Nikole
T2 - Educational leadership
DA - 2009///
PY - 2009
VL - 66
IS - 5
SP - 46
EP - 53
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Wanted, A National Teacher Supply Policy for Education:The Right Way to Meet The "Highly Qualified Teacher" Challenge
AU - Darling-Hammond, Linda
AU - Sykes, Gary
T2 - education policy analysis archives
AB - Teacher quality is now the focus of unprecedented policy analysis. To achieve its goals, the No Child Left Behind Act (NCLB) requires a “highly qualified teacher” in all classrooms. The concern with teacher quality has been driven by a growing recognition, fueled by accumulating research evidence, of how critical teachers are to student learning. To acquire and retain high-quality teachers in our Nation’s classrooms will require substantial policy change at many levels. There exists longstanding precedent and strong justification for Washington to create a major education manpower program. Qualified teachers are a critical national resource that requires federal investment and cross-state coordination as well as other state and local action. NCLB provides a standard for equitable access to teacher quality that is both reasonable and feasible. Achieving this goal will require a new vision of the teacher labor market and the framing of a national teacher supply policy. States and local districts have vital roles to play in ensuring a supply of highly qualified teachers; however, they must be supported by appropriate national programs. These programs should be modeled on U.S. medical manpower efforts, which have long supplied doctors to high- need communities and eased shortages in specific health fields. We argue that teacher supply policy should attract well-prepared teachers to districts that sorely need them while relieving shortages in fields like special education, math and the physical sciences. We study the mal-distribution of teachers and examine its causes. We describe examples of both states and local school districts that have fashioned successful strategies for strengthening their teaching forces. Unfortunately, highly successful state and local program to meet the demand for qualified teachers are the exception rather than the rule. They stand out amid widespread use of under-prepared teachers and untrained aides, mainly for disadvantaged children in schools that suffer from poor working conditions, inadequate pay and high teacher turnover. The federal government has a critical role to play in enhancing the supply of qualified teachers targeted to high-need fields and locations, improving retention of qualified teachers, especially in hard-to-staff schools, and in creating a national labor market by removing interstate barriers to mobility.
DA - 2003/09/17/
PY - 2003
DO - 10.14507/epaa.v11n33.2003
DP - epaa.asu.edu
VL - 11
IS - 0
SP - 33
LA - en
SN - 1068-2341
ST - Wanted, A National Teacher Supply Policy for Education
UR - https://epaa.asu.edu/ojs/article/view/261
Y2 - 2021/03/07/17:46:24
KW - Program Development
KW - Teacher Qualifications
KW - Teacher Supply and Demand
KW - _C:Argentina ARG
KW - _C:Brazil BRA
KW - _C:Canada CAN
KW - _C:Dominican Republic DOM
KW - _C:Georgia GEO
KW - _C:Singapore SGP
KW - _C:Spain ESP
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - BOOK
TI - How high-achieving countries develop great teachers
AU - Darling-Hammond, Linda
AU - Wei, Ruth Chung
AU - Andree, Alethea
DA - 2010///
PY - 2010
DP - Google Scholar
PB - Stanford Center for Opportunity Pollcy in Education
ER -
TY - BOOK
TI - Using Technology to Support At-Risk Students’ Learning
AU - Darling-Hammond, Linda
AU - Zielezinski, Molly
AU - goldman, shelley
CY - Washington, DC
DA - 2014/09/01/
PY - 2014
DP - ResearchGate
LA - en
PB - Alliance for Excellent Education
KW - Final_citation
KW - anystyle
KW - existing
ER -
TY - JOUR
TI - The implications of the COVID-19 pandemic for policy in relation to children and young people
AU - DARMODY, MERIKE
AU - SMYTH, EMER
AU - RUSSELL, HELEN
T2 - ESRI Survey and Statistical Report Series
DA - 2020///
PY - 2020
DP - Google Scholar
VL - 94
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - What Does the Evidence Tell Us about ‘Thinking and Working Politically’ in Development Assistance?
AU - Dasandi, Niheer
AU - Laws, Ed
AU - Marquette, Heather
AU - Robinson, Mark
T2 - Politics and Governance
DA - 2019/06/05/
PY - 2019
DO - 10.17645/pag.v7i2.1904
DP - www.cogitatiopress.com
VL - 7
IS - 2
SP - 155
EP - 168
LA - en
SN - 2183-2463
UR - https://www.cogitatiopress.com/politicsandgovernance/article/view/1904
Y2 - 2020/09/06/17:19:09
KW - aid effectiveness
KW - development assistance
KW - donors
KW - evidence
KW - governance
KW - politics
KW - thinking and working politically
ER -
TY - JOUR
TI - Teachers' Responses to Success for All: How Beliefs, Experiences, and Adaptations Shape Implementation
AU - Datnow, Amanda
AU - Castellano, Marisa
T2 - American Educational Research Journal
AB - Success for All (SFA) is a whole-school reform model that organizes resources to focus on prevention and early intervention to ensure that students succeed in reading throughout the elementary grades. In this article we use qualitative data gathered in extensive interviews and observations in two SFA schools to examine how teachers respond to SFA and how their beliefs, experiences, and programmatic adaptations influence implementation. We found that teachers fell into four distinct categories ranging from strong support for SFA to resistance. Support for the reform did not directly correlate with teachers' personal characteristics such as experience level, gender, or ethnic background. Moreover, teachers' levels of support for SFA did not necessarily predict the degree of fidelity with which they implemented it. Almost all teachers made adaptations to the program, in spite of the developers' demands to closely follow the model. Teachers supported the continued implementation of SFA because they believed it was beneficial for students. At the same time many teachers felt that the program constrained their autonomy and creativity. Implications of this study for the future successful implementation of SFA and other externally developed reform models are discussed.
DA - 2000/01/01/
PY - 2000
DO - 10.3102/00028312037003775
DP - SAGE Journals
VL - 37
IS - 3
SP - 775
EP - 799
LA - en
SN - 0002-8312
ST - Teachers' Responses to Success for All
UR - https://doi.org/10.3102/00028312037003775
Y2 - 2022/11/23/12:22:06
ER -
TY - JOUR
TI - Pupil Learning with Digital Tablet in Classroom
AU - Dauphin, Anyck
T2 - Journal of Economics and Economic Education Research
DA - 2019///
PY - 2019
DP - Google Scholar
VL - 20
IS - 4
SP - 1
EP - 19
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - THES
TI - Etude de cas sur l'intégration des tablettes et du tableau blanc interactif dans un établissement primaire genevois: facteurs d'appropriation chez les enseignants
AU - Dauve-Raeis, Véronique Evelyne Célia
DA - 2018///
PY - 2018
DP - Google Scholar
M3 - PhD Thesis
PB - University of Geneva
ST - Etude de cas sur l'intégration des tablettes et du tableau blanc interactif dans un établissement primaire genevois
KW - _C:Canada CAN
KW - _C:France FRA
KW - _C:Georgia GEO
KW - _C:Portugal PRT
KW - _C:Saudi Arabia SAU
KW - _C:Sweden SWE
KW - _C:Turkey TUR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Using Machine Learning to Analyze Physical Causes of Climate Change: A Case Study of U.S. Midwest Extreme Precipitation
AU - Davenport, Frances V.
AU - Diffenbaugh, Noah S.
T2 - Geophysical Research Letters
AB - Abstract
While global warming has generally increased the occurrence of extreme precipitation, the physical mechanisms by which climate change alters regional and local precipitation extremes remain uncertain, with debate about the role of changes in the atmospheric circulation. We use a convolutional neural network (CNN) to analyze large‐scale circulation patterns associated with U.S. Midwest extreme precipitation. The CNN correctly identifies 91% of observed precipitation extremes based on daily sea level pressure and 500‐hPa geopotential height anomalies. There is evidence of increasing frequency of extreme precipitation circulation patterns (EPCPs) over the past two decades, although frequency changes are insignificant over the past four decades. Additionally, we find that moisture transport and precipitation intensity during EPCPs have increased. Our approach, which uses deep learning visualization to understand how the CNN predicts EPCPs, advances machine learning as a tool for providing insight into physical causes of changing extremes, potentially reducing uncertainty in future projections.
,
Plain Language Summary
Extreme precipitation and flooding cause widespread impacts on human society. While global warming has increased the occurrence of these damaging events, there is still uncertainty about how climate change will affect precipitation and flooding, making it difficult to adequately prepare for future hazards. We use machine learning to understand why extreme precipitation is becoming more common in the U.S. Midwest by analyzing the atmospheric circulation patterns during extreme precipitation events. Our results show that there is heavier precipitation when extreme precipitation patterns occur, but the patterns themselves have not changed significantly in frequency over the past four decades. Our method could be used to better understand changes in extreme events in the Midwest and in other regions of the world.
,
Key Points
We use a neural network to predict extreme precipitation from daily sea level pressure and 500‐hPa geopotential height fields
Increasing Midwest extreme precipitation is linked to increasing moisture transport and precipitation during specific circulation patterns
Our method is generalizable to studying how climate change affects the physical causes of various types of extreme events in other regions
DA - 2021/08//
PY - 2021
DO - 10.1029/2021GL093787
DP - DOI.org (Crossref)
VL - 48
IS - 15
SP - e2021GL093787
J2 - Geophysical Research Letters
LA - en
SN - 0094-8276, 1944-8007
ST - Using Machine Learning to Analyze Physical Causes of Climate Change
UR - https://agupubs.onlinelibrary.wiley.com/doi/10.1029/2021GL093787
Y2 - 2024/02/24/11:10:23
KW - _z:no_pdf
ER -
TY - JOUR
TI - Video as a tool for agricultural extension in Africa: a case study from Ghana
AU - David, Soniia
AU - Asamoah, Christopher
T2 - International Journal of Education and Development using ICT
AB - The paper explores the effectiveness of video viewing clubs (VVCs) as a training method based on a formal survey of 32 Ghanaian women farmers who were trained on cocoa integrated crop and pest management (ICPM) using this method. Results suggests that the video viewing club is effective as a relatively low cost, interactive training method for providing low literacy populations with skills, information and knowledge on complex technical topics. While there was no significant difference between VVC participants and a control group in cocoa yields and implementation of selected ICPM practices, the study demonstrated that VVC training significantly improved farmers' knowledge of most topics covered. Farmers' perception of changes in their practices provided further evidence of the positive impact of the training, as did their high rate of knowledge diffusion. The use of local facilitators in the VVCs, which created a sense of ownership and added to the credibility of the technical messages, contributed to farmers' appreciation of the method. The paper concludes by discussing the challenges of scaling up VVCs and identifying issues for further research. [PUBLICATION ABSTRACT]
DA - 2011///
PY - 2011
LA - en
AN - LOCAL-PQ-906340893
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - F:women
KW - HDR25
KW - P:agricultural
KW - Q:distance learning
KW - Q:educational technology
KW - Q:interactive
KW - R:case study
KW - R:impact
KW - R:survey
KW - T:Training
KW - T:trainee
KW - Z:Agricultural education
KW - Z:Cocoa
KW - Z:Distance learning
KW - Z:Educational technology
KW - Z:Farmers
KW - Z:Video
KW - _C:Ghana GHA
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - An analysis of the impact of the Accelerated Learning Project with year 11 students in Bristol schools, Bristol City Council
AU - Davies, John Dwyfor
AU - Last, Kathryn
AU - Smart, Dean
AB - 1.1 Context
In the summer of 2005, thirty-six per cent of Year 11 pupils in the City of
Bristol Local Authority (LA) schools achieved 5 or more GCSE A*-C grades
compared to the national average of 57%, with other further indicators of
under performance. This resulted in considerable disquiet locally and much
negative media interest.
Bristol is England‟s eighth largest city and is the biggest population centre in
the South West government region. Areas of the City are very multicultural,
with about 10% of young Bristolians having English as an additional language.
The regional importance, and service industry/financial base, of the city
attracts a higher than average number of graduates to employment in greater
Bristol, but conversely 28% of adults locally have limited or no qualifications.
Some districts enjoy considerable wealth and 24% of the regions employment
is centred here, with the local unemployment figure below the national
average at 3.1% of the working age population. There are also pockets of
extreme socio-economic deprivation, with some wards within the bottom
percentage point of the most socio-economically deprived districts in England.
75% of Bristol 11-16 year olds are educated in the LA secondary schools, with
the remainder educated in the schools of neighbouring LAs or in the large
local independent sector.
DA - 2020/06/19/
PY - 2020
DP - uwe-repository.worktribe.com
LA - en
UR - https://uwe-repository.worktribe.com/output/1035679
Y2 - 2020/06/19/06:49:35
KW - Marginalised
KW - _AcademicRecoveryOECS
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Starting from scratch: Critical reflections on an educational reform programme in St Vincent and the Grenadines
AU - Davies, John Dwyfor
AU - Lee, John
DA - 2010/04/26/
PY - 2010
DP - uwe-repository.worktribe.com
LA - en
ST - Starting from scratch
UR - https://uwe-repository.worktribe.com/output/980108
Y2 - 2020/11/19/10:36:41
KW - _Added to LR
KW - _G:reviewed
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Special Education in Mainstream Schools: Guidance Report
AU - Davies, Kath
AU - Henderson, Peter
DA - 2020///
PY - 2020
PB - Education Endowment Foundation
ER -
TY - JOUR
TI - The Learnership Model of Workplace Training and Its Effective Management: Lessons Learnt from a Southern African Case Study
AU - Davies, Theresa-Anne
AU - Farquharson, Fiona
T2 - Journal of Vocational Education & Training
AB - Since 1998, the "Learnership" model of workplace training has been promoted in South Africa as a creative vehicle for addressing high unemployment rates and a serious skills shortage. This is achieved through fast-tracking the acquisition of skills and increasing a learner's chances of employment. However, because learnerships are a recent innovation, the body of applied knowledge is small. This article aims to contribute to what is known through examining a series of pilot projects, implemented between 1997 and 2001 in KwaZulu-Natal. A key finding concerns how learnerships are managed: the effective delivery of a learnership programme and of its outcomes requires the involvement of key stakeholders from the outset, role clarity and a carefully structured and monitored process of implementation. Using a case study approach, this article situates learnerships within the context of workplace training; explores four key lessons learnt and presents a proposed model of effective learnership management. (Contains 2 tables, 2 figures and 4 notes.)
DA - 2004///
PY - 2004
DO - 10.1080/13636820400200253
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - C:South Africa
KW - CA:AandC
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - F:outcomes
KW - P:measurement
KW - R:case study
KW - T:Lehrlingsausbildung
KW - T:TVET
KW - T:Training
KW - Z:Apprenticeships
KW - Z:Case Studies
KW - Z:Education Work Relationship
KW - Z:Foreign Countries
KW - Z:Job Skills
KW - Z:Job Training
KW - Z:Labor Market
KW - Z:Models
KW - Z:Pilot Projects
KW - Z:Skill Development
KW - Z:Vocational Education
KW - Z:Work Experience
KW - publicImportV1
ER -
TY - RPRT
TI - Methodology for Program Design
AU - Davis, Chris
DP - Zotero
SP - 249
EP - 252
LA - en
PB - Pacific Crest
KW - ⛔ No DOI found
ER -
TY - BLOG
TI - Mitigating COVID-19 impacts and getting education systems up and running again: Lessons from Sierra Leone
AU - Davis, Edward
AU - Berry, Chris
T2 - Global Partnership for Education
AB - Reflexions on some of the lessons from the Sierra Leone Ebola education response that could be relevant for countries facing shutdowns of their education systems due to the COVID-19 pandemic.
DA - 2020///
PY - 2020
LA - en
ST - Mitigating COVID-19 impacts and getting education systems up and running again
UR - https://www.globalpartnership.org/blog/mitigating-covid-19-impacts-and-getting-education-systems-and-running-again-lessons-sierra
Y2 - 2020/08/18/00:49:44
KW - _C:Sierra Leone SLE
ER -
TY - JOUR
TI - The interrelation between cognitive and motor development in typically developing children aged 4–11 years is underpinned by visual processing and fine manual control
AU - Davis, Emma E.
AU - Pitchford, Nicola J.
AU - Limback, Ellie
T2 - British Journal of Psychology
DA - 2011///
PY - 2011
DO - 10.1111/j.2044-8295.2011.02018.x
DP - Google Scholar
VL - 102
IS - 3
SP - 569
EP - 584
ER -
TY - JOUR
TI - Strengthening Agricultural Education and Training in sub-Saharan Africa from an Innovation Systems Perspective: A Case Study of Mozambique
AU - Davis, Kristin E.
AU - Ekboir, Javier
AU - Spielman, David J.
T2 - The Journal of Agricultural Education and Extension
AB - This paper examines how post-secondary agricultural education and training (AET) in sub-Saharan Africa can contribute to agricultural development by strengthening the capacity to innovate*to introduce new products and processes that are socially or economically relevant to smallholder farmers and other agents. Using the AET system in Mozambique as a case study, this paper examines the role of AET within the context of an agricultural innovation system. This innovation systems perspective offers an analytical framework to examine technological change in agriculture as a complex process of interactions among diverse actors who generate, exchange, and use knowledge, conditioned by complex social and economic institutions. The paper argues that while AET is conventionally viewed as key to the development of human capital, it also has a vital role to play in building the capacity of organizations and individuals to transmit and adapt information, products and processes, and new organizational cultures and behaviors. The paper emphasizes the importance of improving AET systems by strengthening the capabilities of organizations and professionals; changing organizational cultures, behaviors, and incentives; and building innovation networks and linkages. The paper offers several recommendations to enhance the effectiveness of AET for agricultural innovation and development. Key reforms include aligning the mandates of AET organizations with national development aspirations; inducing change in the cultures of AET organizations through the introduction of educational programs and linkages beyond the AET system; and enhancing innovative individual and organizational capacity by improving incentives to forge stronger links between AET and other stakeholders.
DA - 2008/03//
PY - 2008
DO - 10.1080/13892240701820371
DP - DOI.org (Crossref)
VL - 14
IS - 1
SP - 35
EP - 51
J2 - The Journal of Agricultural Education and Extension
LA - en
SN - 1389-224X, 1750-8622
ST - Strengthening Agricultural Education and Training in sub-Saharan Africa from an Innovation Systems Perspective
UR - http://www.tandfonline.com/doi/abs/10.1080/13892240701820371
Y2 - 2020/05/28/10:58:41
ER -
TY - CHAP
TI - Outreach Activities by Universities as a Channel for Science Communication
AU - Davis, Lloyd Spencer
T2 - Communicating Science to the Public
AB - Universities engage in outreach activities about science for a variety of reasons, including enhancing their reputation, recruitment and the personal satisfaction of those involved. Be that as it may, such activities are typically portrayed as a form of science communication whereby the public is informed about science. Outreach activities may be classified according to their costs, their reach (i.e. the audience size) and their persistence (i.e. the duration of the activity and how long it is available to the public). When costs of many activities traditionally favoured by universities as outreach for science are weighed against their reach and persistence, they prove not to be the most effective forms of outreach in terms of the value they provide. Encouraging and facilitating staff (and, where appropriate, students) to engage in interviews about science with the media as well as to popularise science – through writing books and articles for the popular press and, where possible, being involved in documentaries about science – are amongst the most effective means by which universities can communicate science to the public. Enhancing such practices will require universities to recognise and reward staff for popularising science, rather than rewarding only publications and citations in scientific journals. Online outreach activities are also an area of great potential when it comes to persistence and the size of the audience: promoting science on the university’s website, encouraging staff to write blogs or contribute to group blogs or forums about science and posting material about science to iTunes U are some of the most cost-effective ways to communicate science to the public. When using more traditional forms of outreach – such as public talks, café scientifiques and U3A – their effectiveness may be enhanced if they occur regularly or are packaged as a group of activities in a way that the public can subscribe to them. Talks in schools, often treated as a source of potential recruitment by universities, can also be viewed as critical for helping to reverse a developing trend in recent times of disinterest in science amongst secondary school pupils. Finally, there may be social reasons favouring outreach activities by universities that go beyond a simple cost-benefit analysis, such as engaging indigenous peoples in science.
DA - 2014///
PY - 2014
DP - link.springer.com
SP - 161
EP - 181
LA - en
PB - Springer, Dordrecht
SN - 978-94-017-9096-3 978-94-017-9097-0
UR - https://link.springer.com/chapter/10.1007/978-94-017-9097-0_10
Y2 - 2018/06/09/16:57:10
ER -
TY - JOUR
TI - Seeing, thinking and acting against malaria - A new aprroach to health worker training in rural Gambia
AU - Dawson, Angela
AU - Joof, Balla Musa
T2 - Education for Health: Change in Learning and Practice
AB - Context: In the Gambia, West Africa, Malaria is a major cause of death among children in rural areas. It has been estimated that in one division in the country malaria accounts for 40% of all deaths in children aged between one and 4 years. Most malaria cases are managed at home assisted by primary healthcare workers. The strategic plan of Gambia's National Malaria Control Programme includes improved training and supervision of all health care providers, at all levels, and increased community awareness in order to reduce the malaria burden by 50% before 2007. Issue: A malaria in-service training program for Community Health Nurses (CHNs) working at village level was piloted in 2004. The program includes a computer-based training (CBT) package, the first of its kind for health professionals in Gambia. The education program is part of a larger initiative, funded by the Gates Malaria Partnership, that aims to increase community involvement in malaria control. The objective of the course is to enable CHNs to facilitate the change process. The curriculum was informed by a reference group and stakeholder input. Interviews and evaluation forms were used to gather information about learner experience and learning preferences. Analysis: The CBT package was well received. Learners reported wanting more computer instruction, but felt they had gained confidence. There was resistance from other health professionals regarding the development of information technology skills in CHNs. This related to the perceived role and status of CHNs, as well as confidence in their ability. Some modifications of the CBT package were necessary, including the reworking of some activities and language. Lessons learned: There are issues related to sustainability and resource implications that need to be addressed. Opportunities exist to expand e-learning in the Gambia for preservice CHNs and other professionals. An investigation into the viability of reproducing this module as a generic planning tool for allied health workers and other extension workers at community level will be undertaken. © 2005 Taylor & Francis.
DA - 2005///
PY - 2005
DO - 10.1080/13576280500307264
LA - en
AN - LOCAL-SCOPUS_ID:28044446976
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:West Africa
KW - C:Gambia
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:D
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - D:developing context
KW - F:curriculum
KW - F:learning
KW - P:health
KW - P:health professionals
KW - P:nurse
KW - Q:ICT
KW - Q:e-learning
KW - R:evaluation
KW - R:interview
KW - T:Ausbildung
KW - T:Training
KW - T:work-based learning
KW - Z:Community health nurses
KW - Z:Computer based training developing contexts
KW - Z:Health worker education and training
KW - Z:computer based training developing contexts
KW - Z:health worker education and training
KW - publicImportV1
ER -
TY - RPRT
TI - Summer Schools Programme for Disadvantaged Pupils: Key findings for Schools Research report
AU - Day, Laurie
AU - Martin, Kerry
AU - Sharp, Caroline
AU - Gardner, Rachel
AU - Barham, Jo
CY - London
DA - 2013///
PY - 2013
DP - Zotero
LA - English
PB - Department for Education
UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/197198/DFE-RR271B.pdf
KW - _Added to LR
KW - _G:reviewed
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Quality Education in Rwanda: A Critical Analysis of Quality Indicators
AU - de Dieu, Habyarimana Jean
AU - Theogene, Hashakimana
AU - Philothere, Ntawiha
AU - Ke, Zhou
DA - 2020///
PY - 2020
DP - Google Scholar
ST - Quality Education in Rwanda
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The performance of school assignment mechanisms in practice
AU - de Haan, Monique
AU - Gautier, Pieter A
AU - Oosterbeek, Hessel
AB - On the basis of theory alone, it is hard to advise school districts which school assignment mechanism to adopt. While the Deferred Acceptance (DA) mechanism has some desirable properties (strategy proofness and stability) that the Boston mechanism lacks, Boston may outperform DA in terms of welfare because it allows students to express the intensity of their preferences. We use a unique combination of administrative data and survey data to compare the two mechanisms empirically. We find that DA results in higher average welfare than Boston. This finding contradicts the baseline results from some recent studies that use structural approaches. This contradiction can be attributed to the structural models’ assumption that students do not make strategic mistakes. When we impose this assumption, the welfare ranking of the mechanisms reverses.
DO - 10.2139/ssrn.2655067
DP - Zotero
SP - 35
LA - en
KW - _C:Netherlands NLD
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - The Impact of an Accountability Intervention With Diagnostic Feedback: Evidence from Mexico (English)
AU - de Hoyos Navarro, E.Rafael
AU - Moreno, Vincente A.Garcia
AU - Patrinos, Harry Anthony
T2 - The Quarterly Journal of Economics
T3 - Policy Research Working Paper No. WPS 7393
DA - 2015///
PY - 2015
VL - 133
SP - 993
EP - 1039
UR - http://documents.worldbank.org/curated/en/297561468188928817/The-impact-of-an-accountability-intervention-with-diagnostic-feedback-evidencefrom-Mexico
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Teaching With the Test: Experimental Evidence on Diagnostic Feedback and Capacity-Building for Schools in Argentina.
AU - de Hoyos
AU - Rafael, Alejandro Ganimian
AU - Holland, Peter
T2 - World Bank Economic Review
DA - 2019///
PY - 2019
UR - https://doi.org/10.1093/wber/lhz026
ER -
TY - JOUR
TI - Computer simulations - technological advances in inquiry learning
AU - de Jong, T.
T2 - Science
DA - 2006///
PY - 2006
DO - 10.1126/science.1127750
VL - 312
IS - 5773
SP - 532
EP - 533
ST - Computer simulations - technological advances in inquiry learning
ER -
TY - JOUR
TI - Understanding Teacher Digital Competence in the Framework of Social Sustainability: A Systematic Review
AU - De la Calle, Ana Maria
AU - Pacheco-Costa, Alejandra
AU - Gomez-Ruiz, Miguel Ángel
AU - Guzman-Simon, Fernando
T2 - MDPI Journals
A2 - Motyl, Barbara
AB - Due to the global COVID-19 pandemic, ICT has been urgently introduced in education systems in a generalised manner.
In this context, it is essential for teachers to master a spectrum of basic digital competencies and manifest digital leadership in the classroom.
In addition, it is necessary to consider the relationship between digital competence development and social sustainability, that is, social and cultural heritage, and to what extent they contribute to improving social cohesion and living conditions in a community.
This study presents a systematic review of research on teacher digital competence and social sustainability based on the PRISMA model and a review of 22 studies indexed in SCOPUS.
The review reveals that most are intended to measure the digital competence level of teachers, usually in compulsory stages of the educational system and through quantitative studies based on virtual questionnaires comprised of closed-ended questions.
However, the studies tend to ignore questions related to social sustainability (access to resources, heritage culture, intergenerational transmission, employability, or gender equality).
It is therefore urgent to develop research committed to a sustainable society that is oriented towards social justice.
DA - 2021/11//
PY - 2021
DO - 10.3390/su132313283
VL - 12
IS - 23
LA - English
UR - https://www.mdpi.com/2071-1050/13/23/13283
ER -
TY - JOUR
TI - Artificial intelligence to automate the systematic review of scientific literature
AU - De La Torre-López, José
AU - Ramírez, Aurora
AU - Romero, José Raúl
T2 - Computing
AB - Abstract
Artificial intelligence (AI) has acquired notorious relevance in modern computing as it effectively solves complex tasks traditionally done by humans. AI provides methods to represent and infer knowledge, efficiently manipulate texts and learn from vast amount of data. These characteristics are applicable in many activities that human find laborious or repetitive, as is the case of the analysis of scientific literature. Manually preparing and writing a systematic literature review (SLR) takes considerable time and effort, since it requires planning a strategy, conducting the literature search and analysis, and reporting the findings. Depending on the area under study, the number of papers retrieved can be of hundreds or thousands, meaning that filtering those relevant ones and extracting the key information becomes a costly and error-prone process. However, some of the involved tasks are repetitive and, therefore, subject to automation by means of AI. In this paper, we present a survey of AI techniques proposed in the last 15 years to help researchers conduct systematic analyses of scientific literature. We describe the tasks currently supported, the types of algorithms applied, and available tools proposed in 34 primary studies. This survey also provides a historical perspective of the evolution of the field and the role that humans can play in an increasingly automated SLR process.
DA - 2023/10//
PY - 2023
DO - 10.1007/s00607-023-01181-x
DP - DOI.org (Crossref)
VL - 105
IS - 10
SP - 2171
EP - 2194
J2 - Computing
LA - en
SN - 0010-485X, 1436-5057
UR - https://link.springer.com/10.1007/s00607-023-01181-x
Y2 - 2024/03/12/20:48:31
ER -
TY - CHAP
TI - Vocational Training and the Informal Economy
AU - de Largentaye, Armand Rioust
T2 - Promoting Pro-poor Growth: Employment
DA - 2009///
PY - 2009
DP - Zotero
LA - en
PB - OECD
UR - ttp://www.oecd.org/dataoecd/27/5/43280323.pdf
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Length of secondary schooling and risk of HIV infection in Botswana: evidence from a natural experiment
AU - De Neve, Jan-Walter
AU - Fink, Günther
AU - Subramanian, S V
AU - Moyo, Sikhulile
AU - Bor, Jacob
T2 - The Lancet Global Health
AB - Background
An estimated 2·1 million individuals are newly infected with HIV every year. Cross-sectional and longitudinal studies have reported conflicting evidence for the association between education and HIV risk, and no randomised trial has identified a causal effect for education on HIV incidence. We aimed to use a policy reform in secondary schooling in Botswana to identify the causal effect of length of schooling on new HIV infection.
Methods
Data for HIV biomarkers and demographics were obtained from the nationally representative household 2004 and 2008 Botswana AIDS Impact Surveys (N=7018). In 1996, Botswana reformed the grade structure of secondary school, expanding access to grade ten and increasing educational attainment for affected cohorts. Using exposure to the policy reform as an instrumental variable, we used two-stage least squares to estimate the causal effect of years of schooling on the cumulative probability that an individual contracted HIV up to their age at the time of the survey. We also assessed the cost-effectiveness of secondary schooling as an HIV prevention intervention in comparison to other established interventions.
Findings
Each additional year of secondary schooling caused by the policy change led to an absolute reduction in the cumulative risk of HIV infection of 8·1 percentage points (p=0·008), relative to a baseline prevalence of 25·5% in the pre-reform 1980 birth cohort. Effects were particularly large in women (11·6 percentage points, p=0·046). Results were robust to a wide array of sensitivity analyses. Secondary school was cost effective as an HIV prevention intervention by standard metrics (cost per HIV infection averted was US$27 753).
Interpretation
Additional years of secondary schooling had a large protective effect against HIV risk in Botswana, particularly for women. Increasing progression through secondary school could be a cost-effective HIV prevention measure in HIV-endemic settings, in addition to yielding other societal benefits.
Funding
Takemi Program in International Health at the Harvard T.H.Chan School of Public Health, Belgian American Educational Foundation, Fernand Lazard Foundation, Boston University, National Institutes of Health.
DA - 2015/08/01/
PY - 2015
DO - 10.1016/S2214-109X(15)00087-X
DP - ScienceDirect
VL - 3
IS - 8
SP - e470
EP - e477
J2 - The Lancet Global Health
LA - en
SN - 2214-109X
ST - Length of secondary schooling and risk of HIV infection in Botswana
UR - https://www.sciencedirect.com/science/article/pii/S2214109X1500087X
Y2 - 2021/05/19/15:07:20
ER -
TY - GEN
TI - AI Insights: A Case Study on Utilizing ChatGPT Intelligence for Research Paper Analysis
AU - De Silva, Anjalee
AU - Wijekoon, Janaka L.
AU - Liyanarachchi, Rashini
AU - Panchendrarajan, Rrubaa
AU - Rajapaksha, Weranga
AB - This paper discusses the effectiveness of leveraging Chatbot: Generative Pre-trained Transformer (ChatGPT) versions 3.5 and 4 for analyzing research papers for effective writing of scientific literature surveys. The study selected the \textit{Application of Artificial Intelligence in Breast Cancer Treatment} as the research topic. Research papers related to this topic were collected from three major publication databases Google Scholar, Pubmed, and Scopus. ChatGPT models were used to identify the category, scope, and relevant information from the research papers for automatic identification of relevant papers related to Breast Cancer Treatment (BCT), organization of papers according to scope, and identification of key information for survey paper writing. Evaluations performed using ground truth data annotated using subject experts reveal, that GPT-4 achieves 77.3\% accuracy in identifying the research paper categories and 50\% of the papers were correctly identified by GPT-4 for their scopes. Further, the results demonstrate that GPT-4 can generate reasons for its decisions with an average of 27\% new words, and 67\% of the reasons given by the model were completely agreeable to the subject experts.
DA - 2024/03/05/
PY - 2024
DP - arXiv.org
PB - arXiv
ST - AI Insights
UR - http://arxiv.org/abs/2403.03293
Y2 - 2024/03/12/20:52:53
KW - Computer Science - Artificial Intelligence
ER -
TY - CHAP
TI - The 2020 World Bank education strategy: Nothing new, or the same old gospel
AU - De Siqueira, Angela C.
T2 - The World Bank and Education
DA - 2012///
PY - 2012
DP - Google Scholar
SP - 67
EP - 81
PB - Brill
ST - The 2020 World Bank education strategy
UR - https://brill.com/downloadpdf/book/9789460919039/BP000006.pdf
Y2 - 2024/02/29/14:14:08
KW - Final_citation
ER -
TY - JOUR
TI - Bitcoin's growing energy problem
AU - De Vries, Alex
T2 - Joule
DA - 2018///
PY - 2018
DO - 10.1016/j.joule.2018.04.016
DP - Google Scholar
VL - 2
IS - 5
SP - 801
EP - 805
UR - https://www.cell.com/joule/pdf/S2542-4351(18)30177-6.pdf
Y2 - 2024/03/17/19:07:34
ER -
TY - JOUR
TI - Cryptocurrencies on the road to sustainability: Ethereum paving the way for Bitcoin
AU - De Vries, Alex
T2 - Patterns
DA - 2023///
PY - 2023
DO - 10.1016/j.patter.2022.100633
DP - Google Scholar
VL - 4
IS - 1
ST - Cryptocurrencies on the road to sustainability
UR - https://www.cell.com/patterns/pdf/S2666-3899(22)00265-3.pdf
Y2 - 2024/03/17/19:07:38
KW - _yl:b
ER -
TY - JOUR
TI - The growing energy footprint of artificial intelligence
AU - De Vries, Alex
T2 - Joule
DA - 2023///
PY - 2023
DO - 10.1016/j.joule.2023.09.004
DP - Google Scholar
VL - 7
IS - 10
SP - 2191
EP - 2194
UR - https://www.cell.com/joule/pdf/S2542-4351(23)00365-3.pdf
Y2 - 2024/03/17/19:07:35
KW - _yl:a
ER -
TY - BLOG
TI - The Reach of the COVID-19 Crisis in Rwanda: Lessons from the RECOVR Survey
AU - Debenedetti, Luciana
AU - Kirke-Smith, Doug
AU - Habarimana Mfura, Jean Leodomir
T2 - Innovations for Poverty Action
AB - During the COVID-19 pandemic, countries have worked to reduce prevalence as well as to mitigate the socioeconomic impact of lockdown and other measures that have slowed down economic activity. To better understand the impact of the crisis on the Rwandan population, IPA ran the first round of our RECOVR survey in Rwanda from June 4-12. Similar to our approach in other RECOVR countries, we surveyed 1,482 respondents on a number of health, economic, and education outcomes by randomly dialing phone numbers in a sample that is representative of the set of active mobile phone numbers held by adults in Rwanda. A large portion of our respondents live in Kigali, the average age of the sample is 30, and 37 percent of respondents are female.This blog post summarizes the key findings and their policy implications. More information about the RECOVR survey, a cross-country panel survey that is tracking the socioeconomic impacts of COVID-19 over time in nine countries, is available here.
DA - 2020/08/19/T16:24:42-04:00
PY - 2020
LA - en
ST - The Reach of the COVID-19 Crisis in Rwanda
UR - https://www.poverty-action.org/blog/reach-covid-19-crisis-rwanda-lessons-recovr-survey
Y2 - 2020/08/23/20:34:50
ER -
TY - JOUR
TI - An investigation of using a tablet computer for searching on the web and the influence of cognitive load
AU - Debue, Nicolas
AU - Ou, Nora
AU - van de Leemput, Cécile
T2 - Tutorials in Quantitative Methods for Psychology
DA - 2020///
PY - 2020
DO - 10.20982/tqmp.16.3.p226
DP - Google Scholar
VL - 16
SP - 226
EP - 239
KW - __C:filed:1
ER -
TY - RPRT
TI - COVID-19's spring 2020 school closures: The effect on teacher candidates
AU - DeFeo, Dayna
AU - Tran, Trang
AB - In response to the COVID-19 pandemic, Governor Dunleavy mandated that Alaska’s K12 schools closed to in-person instruction; later, these school closures were extended until the end of the 2019-2020 academic year. Across the state, educators worked not only to ensure they met their responsibilities for instruction, but also other key school functions including parent resources, meal services, and social-emotional learning. Concurrently, senior college students in teacher licensure programs at the University of Alaska (UA) were in classrooms fulfilling their clinical experience (student teaching) requirements. During the school closures, students were still “placed” in schools, but the nature of their internship experience changed fundamentally as classes were moved to distance delivery.
On March 20, Alaska’s Education Commissioner Michael Johnson announced that the state of Alaska would grant emergency certification to teachers who were unable to complete the required number of clinical placement hours due to COVID-19 school closures. Many of these new graduates will qualify for licensure, but how will the pandemic affect them as they become teachers?
In this paper, we explore how teacher candidates perceive their readiness for teaching in the fall, and their career intentions. By comparing survey responses collected from spring 2020 graduates against graduates of spring 2019 (the students who had a “typical” student teaching experience), we find that the 2020 graduating class feels ready for the classroom. However, these new teachers – and those hired from teacher education programs (TEPs) outside of Alaska – will need supports as they transition to teaching.
DA - 2020/06/30/
PY - 2020
DP - scholarworks.alaska.edu
LA - en_US
M3 - Report
PB - Institute of Social and Economic Research
ST - COVID-19's spring 2020 school closures
UR - https://scholarworks.alaska.edu/handle/11122/11173
Y2 - 2020/08/12/17:11:54
ER -
TY - JOUR
TI - Evaluation of Rural Public Libraries to Address Telemedicine Inequities
AU - DeGuzman, Pamela B.
AU - Siegfried, Zack C.
AU - Leimkuhler, Megan E.
T2 - medRxiv
DA - 2020///
PY - 2020
DP - Google Scholar
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Is the German Qualifications Framework an Instrument that Contributes to Permeability and Progression Within the VET System? – An International Perspective
AU - Deissinger, Thomas
T2 - From Diagnostics to Learning Success: Proceedings in Vocational Education and Training
A2 - Beck, Klaus
A2 - Zlatkin-Troitschanskaia, Olga
T3 - Professional and VET learning
CY - Rotterdam
DA - 2013/01/01/
PY - 2013
DP - brill.com
SP - 295
EP - 307
LA - en
ST - Is the German Qualifications Framework an Instrument that Contributes to Permeability and Progression Within the VET System?
UR - https://brill.com/view/book/edcoll/9789462091917/BP000023.xml
Y2 - 2020/05/31/11:27:23
KW - Apprenticeship System
KW - Apprenticeship Training
KW - Dual System
KW - Qualification Framework
KW - Vocational Qualification
KW - ⚠️ Invalid DOI
ER -
TY - CHAP
TI - TVET System Research
AU - Deissinger, Thomas
T2 - Areas of Vocational Education Research
A2 - Zhao, Zhiqun
A2 - Rauner, Felix
T3 - New Frontiers of Educational Research
AB - Research on TVET systems now comes up with various theoretical approaches. Apart from methodological issues, such as ‘typologies’, comparative criteria are crucial theoretical components by which existing TVET systems can be analysed. It is against this background—and not just by looking at the institutional and/or organisational pattern typical of a given TVET system—that underlying factors, such as the evaluation given to TVET, the different cultural imprints, the meaning of TVET and the political attention states dedicate to the field of post-compulsory education in general, should be taken into account. Differences between the German-speaking countries and the Anglo-Saxon world are hereby obvious and a good example for depicting cultural and pedagogical diversity in the field of TVET. The article focusses on various methodological perspectives for the purpose of understanding, among others, these differences.
CY - Berlin, Heidelberg
DA - 2014///
PY - 2014
DP - Springer Link
SP - 91
EP - 108
LA - en
PB - Springer Berlin Heidelberg
SN - 978-3-642-54224-4
UR - https://doi.org/10.1007/978-3-642-54224-4_5
Y2 - 2018/09/23/15:04:36
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - CLL:en
KW - Dual System
KW - Vocational Pathway
KW - Vocational School
KW - Vocational Training
KW - Workplace Learning
KW - publicImportV1
ER -
TY - RPRT
TI - Guidance Note on Qualitative Research in Education: Considerations for Best Practice
AU - DeJaeghere, J
AU - Morrow, V
AU - Richardson, D
AU - Schowengerdt, B
AU - Hinton, R
AU - Muñoz Boudet, A
AB - This guidance note presents examples of qualitative research on education, privileging those from low and middle-income countries when available; however, the content of the note is not exclusive to research in one sector or income level, and the main principles and processes outlined apply across research topics and locations. The research examples provided in this note meet the criteria for strong evidence and present evidence-based guidance based on qualitative research. These studies included at minimum: a solid explanation of the study purpose and the methodology used; a detailed account of the data collection process, including sampling and/or selection of participants; an explanation of the analysis process and how data were analyzed to arrive at findings; and findings that are supported by a detailed description of data.
CY - London, England: United Kingdom.
DA - 2020///
PY - 2020
LA - en
PB - Department for International Development, prepared for Building Evidence in Education (BE2)
UR - https://www.youthpower.org/resources/be2s-guidance-note-qualitative-research-education-considerations-best-practice
Y2 - 2022/12/17/22:31:10
ER -
TY - CONF
TI - Framing the News:From Human Perception to Large Language Model Inferences
AU - del Barrio, David Alonso
AU - Gatica-Perez, Daniel
AB - Identifying the frames of news is important to understand the articles' vision, intention, message to be conveyed, and which aspects of the news are emphasized. Framing is a widely studied concept in journalism, and has emerged as a new topic in computing, with the potential to automate processes and facilitate the work of journalism professionals. In this paper, we study this issue with articles related to the Covid-19 anti-vaccine movement. First, to understand the perspectives used to treat this theme, we developed a protocol for human labeling of frames for 1786 headlines of No-Vax movement articles of European newspapers from 5 countries. Headlines are key units in the written press, and worth of analysis as many people only read headlines (or use them to guide their decision for further reading.) Second, considering advances in Natural Language Processing (NLP) with large language models, we investigated two approaches for frame inference of news headlines: first with a GPT-3.5 fine-tuning approach, and second with GPT-3.5 prompt-engineering. Our work contributes to the study and analysis of the performance that these models have to facilitate journalistic tasks like classification of frames, while understanding whether the models are able to replicate human perception in the identification of these frames.
C3 - Proceedings of the 2023 ACM International Conference on Multimedia Retrieval
DA - 2023/06/12/
PY - 2023
DO - 10.1145/3591106.3592278
DP - arXiv.org
SP - 627
EP - 635
ST - Framing the News
UR - http://arxiv.org/abs/2304.14456
Y2 - 2024/02/23/17:11:17
KW - Computer Science - Computation and Language
KW - Computer Science - Human-Computer Interaction
ER -
TY - RPRT
TI - Working From Home Under COVID-19: Who Is Affected? Evidence From Latin American and Caribbean Countries
AU - Delaporte, Isaure
AU - Pena, Werner
AB - Millions of individuals are required to work from home as part of national efforts to fight COVID-19. To evaluate the employment impact of the pandemic, an important point is whether individuals are able to work from home. This paper estimates the share of jobs that can be performed at home in 23 Latin American and Caribbean (LAC) countries as well as examines the workers' characteristics associated with such jobs. To carry out this analysis, this paper uses rich harmonised household surveys and presents two measures of teleworkability. The first measure of the feasibility of working from home is borrowed from Dingel and Neiman (2020), while the second closely follows the methodology of Saltiel (2020). We use the second measure as our benchmark, as it is based on a more representative task content of occupations for LAC countries. We find that the share of individuals who are able to work from home varies from 7% in Guatemala to 16% in the Bahamas. We document considerable variation in the potential to work from home across occupations, industries, regions and workers' socioeconomic characteristics. Our results show that some individuals are better positioned to cope with the current situation than others. This highlights the need to assist the most vulnerable workers in the context of the global pandemic.
CY - Rochester, NY
DA - 2020/04/01/
PY - 2020
DP - papers.ssrn.com
LA - en
M3 - SSRN Scholarly Paper
PB - Social Science Research Network
SN - ID 3610885
ST - Working From Home Under COVID-19
UR - https://papers.ssrn.com/abstract=3610885
Y2 - 2020/07/25/14:35:46
KW - COVID-19
KW - Demographics
KW - Employment
KW - Teleworking
ER -
TY - JOUR
TI - Predicting and resolving non-completion in higher (online) education – A literature review
AU - Delnoij, Laurie E. C.
AU - Dirkx, Kim J. H.
AU - Janssen, José P. W.
AU - Martens, Rob L.
T2 - Educational Research Review
AB - Non-completion in higher education is a persistent problem and even worse of a problem in higher online education. Although there is a lot of research on predictors of non-completion, less is known about what interventions resolve the non-completion problem and to what extent these interventions focus on relevant predictors of non-completion. To close that gap, the literature was systematically reviewed with a twofold aim: 1. Identify modifiable predictors of non-completion in higher (online) education 2. Investigate characteristics of effective interventions to reduce non-completion in higher (online) education. Results showed that study- or learning strategies, academic self-efficacy, (academic) goals and intentions, institutional or college adjustment, employment, supportive network, and faculty-student interaction are modifiable consistent predictors of non-completion. Coaching, remedial teaching, and peer mentoring are promising interventions to resolve the problem of non-completion in higher education. Interventions aimed at increasing completion rates are limited in targeting relevant modifiable predictors of non-completion.
DA - 2020/02/01/
PY - 2020
DO - 10.1016/j.edurev.2020.100313
DP - ScienceDirect
VL - 29
SP - 100313
J2 - Educational Research Review
LA - en
SN - 1747-938X
UR - https://www.sciencedirect.com/science/article/pii/S1747938X1930171X
Y2 - 2022/04/05/20:37:31
KW - Higher education
KW - Intervention
KW - Non-completion
KW - Predictors
KW - Review
ER -
TY - JOUR
TI - On the impact of early marriage on schooling outcomes in Sub-Saharan Africa and South West Asia
AU - Delprato, Marcos
AU - Akyeampong, Kwame
AU - Sabates, Ricardo
AU - Hernandez-Fernandez, Jimena
T2 - International Journal of Educational Development
AB - This paper examines the effect of age of marriage on women's schooling outcomes for 36 countries from Sub-Saharan Africa and South West Asia. We employ an instrumental variable approach to account for the endogeneity of early marriage driven by socio-economic and cultural factors. Our results show that delaying early marriage by one year is associated with an increase of half a year of education in Sub-Saharan Africa and nearly one third of a year of education in South West Asia as well as a lower likelihood of dropping out from secondary school of 5.5% in South West Asia.
DA - 2015/09/01/
PY - 2015
DO - 10.1016/j.ijedudev.2015.06.001
DP - ScienceDirect
VL - 44
SP - 42
EP - 55
J2 - International Journal of Educational Development
LA - en
SN - 0738-0593
UR - https://www.sciencedirect.com/science/article/pii/S0738059315000747
Y2 - 2023/01/07/20:45:52
KW - Early marriage
KW - Empowerment
KW - Instrumental variable
KW - South West Asia
KW - Sub-Saharan Africa
KW - Women education
ER -
TY - RPRT
TI - Analysing Cost-Effectiveness Of Raising Learning For Marginalised Girls Through Camfed'S Programme: Methodological A Methodological Note
AU - Delprato, Marcos
AU - Alcott, Benjamin
AU - Rose, Pauline
AU - Sabates, Ricardo
AB - This note provides an overview of the methodological approach being taken to analyse cost-effectiveness of Camfed’s programme in Tanzania and Zimbabwei. It highlights the association between Value for Money and cost-effectiveness, and pays particular attention to the importance of measuring cost-effectiveness from an equity perspective. It further identifies the implications of calculating cost-effectiveness with consideration of sustainability, scalability and replicability of Camfed’s programme.
DA - 2017/10/01/
PY - 2017
DP - DataCite
LA - en
PB - Zenodo
ST - Analysing Cost-Effectiveness Of Raising Learning For Marginalised Girls Through Camfed'S Programme
UR - https://zenodo.org/record/1247324
Y2 - 2018/06/08/15:01:12
ER -
TY - JOUR
TI - Collaborative inquiry as a professional learning structure for educators: a scoping review
AU - DeLuca, Christopher
AU - Shulha, Jason
AU - Luhanga, Ulemu
AU - Shulha, Lyn M.
AU - Christou, Theodore M.
AU - Klinger, Don A.
T2 - Professional Development in Education
DA - 2015/08/08/
PY - 2015
DO - 10.1080/19415257.2014.933120
DP - DOI.org (Crossref)
VL - 41
IS - 4
SP - 640
EP - 670
J2 - Professional Development in Education
LA - en
SN - 1941-5257, 1941-5265
ST - Collaborative inquiry as a professional learning structure for educators
UR - https://www.researchgate.net/publication/271874474_Collaborative_inquiry_as_a_professional_learning_structure_for_educators_a_scoping_review
Y2 - 2021/05/28/13:50:36
ER -
TY - JOUR
TI - From the Field: Education Research During a Pandemic
AU - DeMatthews, David
AU - Knight, David
AU - Reyes, Pedro
AU - Benedict, Amber
AU - Callahan, Rebecca
T2 - Educational Researcher
AB - Education researchers have been impacted by COVID-19 as school closures interrupted ongoing education research, including clinical trials, case study and ethnographic inquiry in schools, and longitudinal studies using federal, state, or district administrative data. The recommendations we present here focus on immediate and future actions education researchers can take to support public health and educational institutions dealing with a pandemic. Clearly not exhaustive, our recommendations are intended to prompt the education research community to collectively consider how the field’s efforts can both inform the knowledge base and support frontline educators and health care researchers dealing with COVID-19.
DA - 2020/07/07/
PY - 2020
DO - 10.3102/0013189X20938761
DP - SAGE Journals
SP - 0013189X20938761
J2 - Educational Researcher
LA - en
SN - 0013-189X
ST - From the Field
UR - https://doi.org/10.3102/0013189X20938761
Y2 - 2020/08/12/17:02:35
KW - __C:filed:1
ER -
TY - CONF
TI - Pedagogical renewal and teacher development in sub-Saharan Africa: A thematic synthesis
AU - Dembélé, Martial
AU - Miaro-II, Be Rammaj
C3 - Background paper for the Beinnial Meeting of ADEA, Grand Baie Mauritius
DA - 2003///
PY - 2003
DP - Google Scholar
PB - Citeseer
ST - Pedagogical renewal and teacher development in sub-Saharan Africa
KW - ⛔ No DOI found
ER -
TY - ELEC
TI - Covid-19 Practice in Primary Schools in Ireland Report: A Two-month Follow-up
AU - Dempsey, Majella
AU - Burke, Jolanta
AB - This research report looks at leadership and wellbeing in Primary Schools two months after the COVID-19 school closures, in total 939 leaders completed the survey. It follows a previous report on practice in Primary Schools two weeks after school closures (Burke and Dempsey, 2020). It reports on the changes in communication, concerns and wellbeing from week two to month two after the COVID-19 school closure; the wellbeing of school leaders in the middle of the COVID-19 school closure; and, investigates the intricacies in wellbeing between teaching and administrative principals, given that their daily duties differ significantly. Quantitative data was analysed using SPSS, and qualitative data was analysed using MAXQDA. It found that principals are adapting to the impact of the pandemic, both professionally and personally, however there have been significant challenges noted. It was noted that social wellbeing is the biggest challenge for principals, however seven out of 10 principals have taken specific actions to address this challenge during the lockdown. Lack of time was an issue for those principals who have not taken positive action regarding their wellbeing, with some fulfilling multiple professional and personal roles. While there have been challenges associated with the adaptation and implementation of new online practices, and some schools lack technology, there has been a positive move to online learning.
DA - 2020///
PY - 2020
LA - en
M3 - Monograph
ST - Covid-19 Practice in Primary Schools in Ireland Report
UR - http://mural.maynoothuniversity.ie/13001/
Y2 - 2020/08/12/17:25:08
ER -
TY - GEN
TI - Idea to Retire: Decentralized IT Governance
AU - Denford, J.
DA - 2016///
PY - 2016
LA - en
KW - Final_citation
KW - anystyle
KW - existing
ER -
TY - ELEC
TI - Pupils' progress in the 2020 to 2022 academic years
AU - Department for Education (England, United Kingdom)
T2 - GOV.UK
AB - Research reports presenting findings from analysis into the progress pupils made during the 2020 to 2021 and 2021 to 2022 academic years.
LA - en
UR - https://www.gov.uk/government/publications/pupils-progress-in-the-2020-to-2022-academic-years
Y2 - 2022/04/18/12:55:47
ER -
TY - RPRT
TI - 2020 Draft Framework for Curriculum Recovery Post COVID-19
AU - Department of Basic Education
DA - 2020///
PY - 2020
PB - Department of Basic Education, South Africa
UR - https://www.sirpierre.co.za/wp-content/uploads/2020/04/Curriculum-Recovery-Plan-Final-Draft-6-April-2020.pdf
Y2 - 2020/04/20/21:53:57
ER -
TY - RPRT
TI - Department of Education Statistical Digest
AU - Department of Education
CY - Castries
DA - 2016///
PY - 2016
PB - Government of St. Lucia
UR - http://www.govt.lc/media.govt.lc/www/resources/publications/digest-2016-electronic-version.pdf
Y2 - 2020/11/11/12:03:19
ER -
TY - JOUR
TI - Adaptive programming in practice: shared lessons from the DFID-funded LASER and SAVI programmes
AU - Derbyshire, Helen
AU - Donovan, Elbereth
DP - Zotero
SP - 38
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Evaluation of outcome-based accounting education and training in selected colleges in West Oromia, Ethiopia
AU - Deresse Mersha Lakew
AU - Mohammed Getahun Musa
T2 - Business, Management and Education
AB - Purpose: The demand for accountants is increasing from time to time because of the increase in the complexity of the business environment. Higher education institutions are responsible for producing well qualified and ethical accountant required by different organisations. Specifically, Technical and Vocational education and Training (TVET) colleges play a great role in training middle and lower level accountant in Ethiopia. However, academicians, practitioner and employers are raising concern on the excellence and significance of training given in TVET colleges. The objective of this research is to evaluate the education and training in accounting offered by public and private colleges in West Oromia region, Ethiopia.
Research Methodology: This study used the cross-sectional survey to obtain the opinion of the trainee, trainers and college deans on how TVET in accounting program is performing about each of the components of CIPP model and identify the knowledge and skill gap as compared to the actual work environment. Both descriptive and inferential statistical tools were used in the analysis.
Findings: Examination of the existing TVET in accounting curriculum found that it has a limitation concerning relevance and content. The study further found that there is a lack of sufficient inputs such as an adequate number of qualified trainers, computers and Reference books. Trainers mainly use lecture methods, and there are various problems associated with continuous and summative evaluation. Therefore, it is recommended that the existing curriculum should be revisited, sufficient training inputs should be availed and cooperative training should be strengthened.Research Limitations: This research is based on the respondent’s opinion from a limited part of the country. The nationwide survey is required to conclude at the country level.
Practical Implication: the finding and recommendation given in this study can be used in strengthening TVET in accounting education and training in Ethiopia.
Originality / Value: Previous studies investigated the challenges of TVET education and training in general terms, and this specific study which focuses on TVET in accounting is the first attempt in Ethiopia.
DA - 2019///
PY - 2019
DO - 10.3846/bme.2019.6921
ER -
TY - JOUR
TI - A review of research on teacher competencies in higher education
AU - Dervenis, Charalampos
AU - Fitsilis, Panos
AU - Iatrellis, Omiros
T2 - Quality Assurance in Education
AB - Purpose The purpose of this paper is to thoroughly assemble, analyze and synthesize previous research to investigate and identify teaching staff competencies derived from the roles and tasks attributed to university professors. Design/methodology/approach In this literature review, the authors looked at both the conceptual framework exploring the educational concepts and the learning theories focusing on teaching staff roles and competencies in higher education. Thirty-nine scientific papers were studied in detail from a total of 102 results, which were eligible based on the preferred reporting items for systematic reviews and meta-analyses statement. Findings A multi-dimensional approach to teacher competencies in higher education was proposed, which consists of six main dimensions with their respective characteristics. Thirty-two discrete teaching staff competencies were identified and distributed in the aforementioned dimensions. The research revealed that specific competencies, such as the digital competence of teachers, which have lately become of high importance worldwide due to the COVID-19 pandemic implications, surprisingly, until recently, they were considered secondary in the educational process. Research limitations/implications The study was based on the existing literature without using data drawn from an appropriate questionnaire addressed to students and/or interviews with academics. In addition, in an effort to maintain a homogeneous base of teacher competencies, inclusion of domains of expertise was avoided. Further research should focus on designing and developing a holistic model using analytical learning approaches that will contribute to the assessment of teachers’ competencies and explore the relationship of these competencies to students’ academic achievement, contributing quality to higher education. Practical implications A specific framework of teacher competencies in higher education, in practice, can be a useful reference point not only for ensuring quality in the selection of teachers and their career-long professional development but also for national education policy strategies. The definition of teacher competencies framework contributes to facilitating effective dialogue for the evaluation and quality assurance in education between agencies, authorities, researchers, teachers, policymakers, education managers and different communities at large. Social implications These competencies are at the heart not only of the teaching and learning process but also in the workplace and in society in general and are increasingly recognized as essential. An adequately prepared community and management equipped with the required employee competencies is able to react immediately and in a positive way to any obstacle, yielding optimal results. Originality/value This is the first review, to the authors’ knowledge, to comprehensively explore the literature to identify, classify and rank the teaching staff competencies in higher education, revealing the gap between perceived and actual importance of various competencies.
DA - 2022/01/01/
PY - 2022
DO - 10.1108/QAE-08-2021-0126
DP - Emerald Insight
VL - 30
IS - 2
SP - 199
EP - 220
SN - 0968-4883
UR - https://doi.org/10.1108/QAE-08-2021-0126
Y2 - 2022/04/05/20:28:13
KW - Competencies
KW - Higher education
KW - Quality education
KW - Skills
KW - Teacher effectiveness
KW - Teacher quality
ER -
TY - JOUR
TI - Improving Impact Studies of Teachers' Professional Development: Toward Better Conceptualizations and Measures
AU - Desimone L.M.
T2 - Educational Researcher
DA - 2009///
PY - 2009
DO - 10.3102/0013189x08331140
VL - 38
IS - 3
SP - 181
EP - 199
ER -
TY - JOUR
TI - Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures
AU - Desimone, L.M.
T2 - Educational Researcher
DA - 2009///
PY - 2009
DO - 10.3102/0013189X08331140
VL - 38
IS - 3
SP - 181
EP - 199
ST - Improving impact studies of teachers’ professional development
UR - https://isidore.udayton.edu/access/content/group/48d85ee6-68d7-4a63-ac4e-db6c0e01d494/EDT650/readings/Desimone_Laura_M.pdf
KW - ___duplicate_item
ER -
TY - JOUR
TI - A Primer on Effective Professional Development
AU - Desimone, Laura M.
T2 - Phi Delta Kappan
DA - 2011/03/01/
PY - 2011
DO - 10.1177/003172171109200616
DP - pdk.sagepub.com
VL - 92
IS - 6
SP - 68
EP - 71
J2 - Phi Delta Kappan
LA - en
SN - 0031-7217, 1940-6487
UR - http://pdk.sagepub.com/content/92/6/68
Y2 - 2016/03/26/15:24:44
ER -
TY - ELEC
TI - Mapped: The Median Age of the Population on Every Continent
AU - Desjardins, Jeff
T2 - Visual Capitalist
AB - This chart takes a look at the median age of every continent, while also breaking down the youngest and oldest countries in the world.
DA - 2019/02/15/T12:36:58-08:00
PY - 2019
LA - en-US
ST - Mapped
UR - https://www.visualcapitalist.com/mapped-the-median-age-of-every-continent/
Y2 - 2020/08/01/14:38:20
ER -
TY - BLOG
TI - Calculating the Educational Impact of COVID-19: Closed Schools, Lost learning, Unequal Impact | SharEd
AU - DeStefano, Joe
DA - 2020/04/21/
PY - 2020
UR - https://shared.rti.org/content/calculating-educational-impact-covid-19%C2%A0-closed-schools-lost-learning-unequal-impact
Y2 - 2020/08/13/11:54:28
ER -
TY - RPRT
TI - Data for development: What’s next? Concepts, trends and recommendations for German development cooperation
AU - Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH
DA - 2017///
PY - 2017
UR - https://webfoundation.org/docs/2018/01/Final_Data-for-development_Whats-next_Studie_EN.pdf
Y2 - 2024/03/19/19:52:06
KW - Final_citation
ER -
TY - ELEC
TI - Social protection responses to the COVID-19 lockdown in South Africa
AU - Devereux, Stephen
T2 - The Conversation
AB - Several groups of people are at high risk of hardship, especially those who have effectively become unemployed because of the lockdown.
DA - 2020/04/06/
PY - 2020
LA - en
UR - http://theconversation.com/social-protection-responses-to-the-covid-19-lockdown-in-south-africa-134817
Y2 - 2020/04/20/21:13:39
ER -
TY - JOUR
TI - Violence against primary school children with disabilities in Uganda: a cross-sectional study
AU - Devries, Karen M.
AU - Kyegombe, Nambusi
AU - Zuurmond, Maria
AU - Parkes, Jenny
AU - Child, Jennifer C.
AU - Walakira, Eddy J.
AU - Naker, Dipak
T2 - BMC public health
DA - 2014///
PY - 2014
DO - 10.1186/1471-2458-14-1017
DP - Google Scholar
VL - 14
IS - 1
SP - 1
EP - 9
ST - Violence against primary school children with disabilities in Uganda
ER -
TY - JOUR
TI - Reducing Physical Violence Toward Primary School Students With Disabilities
AU - Devries, Karen
AU - Kuper, Hannah
AU - Knight, Louise
AU - Allen, Elizabeth
AU - Kyegombe, Nambusi
AU - Banks, Lena Morgon
AU - Kelly, Susan
AU - Naker, Dipak
T2 - Journal of Adolescent Health
AB - Purpose
We tested whether the Good School Toolkit reduces physical violence from peers and school staff toward students with and without disabilities in Ugandan primary schools.
Methods
We conducted a cluster randomized controlled trial, with data collected via cross-sectional surveys in 2012 and 2014. Forty-two primary schools in Luwero District, Uganda, were randomly assigned to receive the Good School Toolkit for 18 months, or to a waitlisted control group. The primary outcome was past week physical violence from school staff, measured by primary 5, 6, and 7 students' (aged 11–14 years) self-reports using the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional. Disability was assessed through the six Short Set Washington Group questions on functioning. Analyses were by intention to treat.
Results
At endline, 53% of control group students with no functional difficulties reported violence from peers or school staff, versus 84% of students with a disability. Prevalence of past week physical violence from school staff was lower in intervention schools than in the control schools after the intervention, in students with no functional difficulties (adjusted odds ratio [aOR] = .41, 95% confidence interval [CI .26–.65]), students with some functional difficulties (aOR = .36, 95% CI .21–.63), and students with disabilities (aOR = .29, 95% CI .14–.59). The intervention also reduced violence from peers in young adolescents, with no evidence of a difference in effect by disability status.
Conclusions
The Good School Toolkit is an effective intervention to reduce violence perpetrated by peers and school staff against young adolescents with disabilities in Ugandan primary schools.
DA - 2018/03/01/
PY - 2018
DO - 10.1016/j.jadohealth.2017.09.004
DP - ScienceDirect
VL - 62
IS - 3
SP - 303
EP - 310
J2 - Journal of Adolescent Health
LA - en
SN - 1054-139X
UR - https://www.sciencedirect.com/science/article/pii/S1054139X17304688
Y2 - 2022/04/01/12:45:02
KW - Adolescents
KW - Children
KW - Disabilities
KW - Physical abuse
KW - School-based interventions
KW - Uganda
KW - Violence
ER -
TY - STAT
TI - DFID Research Open and Enhanced Access Policy (v1.1)
AU - DFID
DA - 2013///
PY - 2013
SP - 19
LA - en
UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/181176/DFIDResearch-Open-and-Enhanced-Access-Policy.pdf
ER -
TY - STAT
TI - DFID Research Open and Enhanced Access - Implementation Guide (v1.1)
AU - DFID
DA - 2013///
PY - 2013
UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/181177/DFIDResearch-Open-and-Enhanced-Access-Implementation-Guide.pdf
Y2 - 2020/08/18/16:53:37
ER -
TY - STAT
TI - DFID Digital Strategy
AU - DFID
DA - 2018///
PY - 2018
UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/701443/DFID-Digital-Strategy-23-01-18a.pdf
Y2 - 2020/09/06/17:34:40
ER -
TY - RPRT
TI - DFID Education Policy: Get Children Learning
AU - DFID
DA - 2018///
PY - 2018
DP - Zotero
SP - 46
LA - en
UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/685536/DFID-Education-Policy-2018a.pdf
ER -
TY - JOUR
TI - DFID ethical guidance for research, evaluation and monitoring activities
AU - DFID
DA - 2019///
PY - 2019
DP - Zotero
SP - 33
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - DFID Ethical guidance for research evaluation and monitoring activities [interactive version]
AU - DFID
DA - 2019///
PY - 2019
DP - Zotero
SP - 78
LA - en
ER -
TY - RPRT
TI - DFID Ethics Principles for Research and Evaluation
AU - DFID
DA - 2011///
PY - 2011
UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/67483/dfid-ethics-prcpls-rsrch-eval.pdf
Y2 - 2021/05/09/20:00:47
ER -
TY - RPRT
TI - Girls Education Challenge: Thematic Review (Education Technology)
AU - DFID
DA - 2018///
PY - 2018
PB - DFID
UR - https://dfid-gec-api.s3.amazonaws.com/linked-resources/Thematic-Review-Educational-Technology.pdf
ER -
TY - GEN
TI - Leh Wi Learn - Sierra Leone Secondary Education Improvement Programme
AU - DFID
DA - 2018///
PY - 2018
LA - EN
Y2 - 2020/12/15/00:00:00
KW - _C:Sierra Leone SLE
ER -
TY - BLOG
TI - Zero-rate mobile services for health, education and development. NOW!
AU - DGMT
T2 - DGMT: The Human Factor
AB - Investing in South Africa's potential
LA - en
UR - https://dgmt.co.za/zero-rate-mobile-services-for-health-education-and-development-now/
Y2 - 2020/04/21/15:04:51
ER -
TY - JOUR
TI - Comparative cost‐ effectiveness analysis to inform policy in developing countries: a general framework with applications for education
AU - Dhaliwal, Iqbal
AU - Duflo, Esther
AU - Glennerster, Rachel
AU - Tulloch, Caitlin
T2 - Education Policy in Developing Countries
DA - 2013///
PY - 2013
DO - 10.7208/chicago/9780226078854.003.0008
VL - 285
IS - 338
ER -
TY - JOUR
TI - Role of artificial intelligence in operations environment: a review and bibliometric analysis
AU - Dhamija, Pavitra
AU - Bag, Surajit
T2 - The TQM Journal
DA - 2020///
PY - 2020
DO - 10.1108/TQM-10-2019-0243
DP - Google Scholar
VL - 32
IS - 4
SP - 869
EP - 896
ST - Role of artificial intelligence in operations environment
UR - https://www.emerald.com/insight/content/doi/10.1108/TQM-10-2019-0243/full/html
Y2 - 2024/02/24/11:17:28
ER -
TY - JOUR
TI - The Role of the iPad in the Hands of the Learner
AU - Dhir, Amandeep
AU - Gahwaji, Nahla M
AU - Nyman, Gote
T2 - Journal of Universal Computer Science
DA - 2013///
PY - 2013
VL - 19
IS - 5
SP - 706
EP - 727
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Strengthening the Governance of Skills Systems: Lessons from Six OECD Countries
AU - Di Maio, Gina
AU - Seitzl, Lina
AU - Unterweger, Daniel Franz
DA - 2020/03/27/
PY - 2020
DP - www.alexandria.unisg.ch
LA - en
ST - Strengthening the Governance of Skills Systems
UR - https://www.alexandria.unisg.ch/handle/20.500.14171/112292
Y2 - 2024/03/19/23:08:49
KW - Final_citation
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - SDG Digital Investment Framework A Whole-of-Government Approach to Investing in Digital Technologies to Achieve the SDGs
AU - Dial
DA - 2019///
PY - 2019
UR - https://www.itu.int/dms_pub/itu-d/opb/str/D-STR-DIGITAL.02-2019-PDF-E.pdf
Y2 - 2022/12/15/22:11:12
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Impact of using cool paints on energy demand and thermal comfort of a residential building
AU - Dias, Diana
AU - Machado, João
AU - Leal, Vítor
AU - Mendes, Adélio
T2 - Applied Thermal Engineering
AB - This work studies the impact of using cool paints and/or thermal insulation on the thermal behavior and energy demand of a residential building. Buildings with thermal characteristics representing both old and new constructions are considered. The results were obtained using the dynamic computer simulator ESP-r. Recommendations for designers and/or house-owners in terms of deciding the best thermal comfort solution are withdrawn. For a case-study building in Portugal, in the summer, it was found that an increase in roof and façade value of total solar reflectance (TSR) from 50% to 92% reduced the maximum indoor free-float temperature between 2.0 °C and 4.7 °C in old construction (without thermal insulation), and between 1.2 °C and 3.0 °C in new construction (with thermal insulation). This had as a trade-off effect the decrease of the minimum indoor temperature of up to 1.5 °C. The results of annual energy demand for heating showed a maximum penalty of about 30% when using cool paints. However, it was demonstrated that the cooling demand almost vanishes, eliminating the need to install air-conditioning devices. The analysis of specific real hot weather time periods showed that the maximum altitude of the sun, which is related to the month of the year, determines the solution that originates the highest temperature reduction. As the maximum sun altitude decreases the cool paints show comparatively better results.
DA - 2014/04/01/
PY - 2014
DO - 10.1016/j.applthermaleng.2013.12.056
DP - ScienceDirect
VL - 65
IS - 1
SP - 273
EP - 281
J2 - Applied Thermal Engineering
SN - 1359-4311
UR - https://www.sciencedirect.com/science/article/pii/S1359431113009538
Y2 - 2023/11/07/19:50:59
KW - Cool paints
KW - Emissivity
KW - Residential building
KW - Thermal comfort
KW - Thermal insulation
KW - Total solar reflectance
ER -
TY - JOUR
TI - Orchestrating the XO computer with digital and conventional resources to teach mathematics
AU - Diaz, A
AU - Nussbaum, M
AU - Varela, I
T2 - Journal of Computer Assisted Learning
DA - 2014///
PY - 2014
DO - 10.1111/jcal.12081
ER -
TY - JOUR
TI - Pervasive human-driven decline of life on Earth points to the need for transformative change
AU - Díaz, Sandra
AU - Settele, Josef
AU - Brondízio, Eduardo S.
AU - Ngo, Hien T.
AU - Agard, John
AU - Arneth, Almut
AU - Balvanera, Patricia
AU - Brauman, Kate A.
AU - Butchart, Stuart H. M.
AU - Chan, Kai M. A.
AU - Garibaldi, Lucas A.
AU - Ichii, Kazuhito
AU - Liu, Jianguo
AU - Subramanian, Suneetha M.
AU - Midgley, Guy F.
AU - Miloslavich, Patricia
AU - Molnár, Zsolt
AU - Obura, David
AU - Pfaff, Alexander
AU - Polasky, Stephen
AU - Purvis, Andy
AU - Razzaque, Jona
AU - Reyers, Belinda
AU - Chowdhury, Rinku Roy
AU - Shin, Yunne-Jai
AU - Visseren-Hamakers, Ingrid
AU - Willis, Katherine J.
AU - Zayas, Cynthia N.
T2 - Science
AB - The time is now
For decades, scientists have been raising calls for societal changes that will reduce our impacts on nature. Though much conservation has occurred, our natural environment continues to decline under the weight of our consumption. Humanity depends directly on the output of nature; thus, this decline will affect us, just as it does the other species with which we share this world. Díaz
et al.
review the findings of the largest assessment of the state of nature conducted as of yet. They report that the state of nature, and the state of the equitable distribution of nature's support, is in serious decline. Only immediate transformation of global business-as-usual economies and operations will sustain nature as we know it, and us, into the future.
Science
, this issue p.
eaax3100
,
BACKGROUND
Human actions have long been known to drive declines in nature, and there is growing awareness of how globalization means that these drivers increasingly act at a distance (telecoupling). However, evidence from different disciplines has largely accumulated in parallel, and the global effects of telecouplings have never been addressed comprehensively. Now, the first integrated global-scale intergovernmental assessment of the status, trends, and future of the links between people and nature provides an unprecedented picture of the extent of our mutual dependence, the breadth and depth of the ongoing and impending crisis, and the interconnectedness among sectors and regions.
ADVANCES
Human impacts on life on Earth have increased sharply since the 1970s. The world is increasingly managed to maximize the flow of material contributions from nature to keep up with rising demands for food, energy, timber, and more, with global trade increasing the geographic separation between supply and demand. This unparalleled appropriation of nature is causing the fabric of life on which humanity depends to fray and unravel: Most indicators of the state of nature, whether monitored by natural and social scientists or by Indigenous Peoples and local communities, are declining. These include the number and population size of wild species, the number of local varieties of domesticated species, the distinctness of ecological communities, and the extent and integrity of many terrestrial and aquatic ecosystems. As a consequence, nature’s capacity to provide crucial benefits has also declined, including environmental processes underpinning human health and nonmaterial contributions to human quality of life. The costs are distributed unequally, as are the benefits of an expanding global economy.
These trends in nature and its contributions to people are projected to worsen in the coming decades—unevenly so among different regions—unless rapid and integrated action is taken to reduce the direct drivers responsible for most change over the past 50 years: land and sea use change, direct harvesting of many plants and animals, climate change (whose impacts are set to accelerate), pollution, and the spread of invasive alien species. Exploratory scenarios suggest that a world with increased regional barriers—resonating with recent geopolitical trends—will yield more negative global trends in nature, as well as the greatest disparity in trends across regions, greater than a world with liberal financial markets, and much greater than one that prioritizes and integrates actions toward sustainable development. Evidence from target-seeking scenarios and pathways indicates that a world that achieves many of the global biodiversity targets and sustainability goals related to food, energy, climate, and water is not—yet—beyond reach, but that no single action can get us there.
OUTLOOK
Our comprehensive assessment of status, trends, and possible futures for nature and people suggests that action at the level of direct drivers of nature decline, although necessary, is not sufficient to prevent further deterioration of the fabric of life on Earth. Reversal of recent declines—and a sustainable global future—are only possible with urgent transformative change that tackles the root causes: the interconnected economic, sociocultural, demographic, political, institutional, and technological indirect drivers behind the direct drivers. As well as a pan-sectoral approach to conserving and restoring the nature that underpins many goals, this transformation will need innovative governance approaches that are adaptive; inclusive; informed by existing and new evidence; and integrative across systems, jurisdictions, and tools. Although the challenge is formidable, every delay will make the task even harder. Crucially, our analysis pinpoints five priority interventions (“levers”) and eight leverage points for intervention in the indirect drivers of global social and economic systems where they can make the biggest difference.
Traditional diversity-rich human landscapes, and the livelihoods and identities that depend on them, face global threats.
Mosaics of crops, forest, and pasture have been maintained for millennia around the world. Now, they are under increasing threat from climate change and large-scale land use change to accommodate global demands for commodities. So are the livelihoods and cultural identity of the peoples that live in them, such as this woman collecting fodder for her flock in the Checacupe district, Perú.
Photo credit
www.estebantapella.com
,
The human impact on life on Earth has increased sharply since the 1970s, driven by the demands of a growing population with rising average per capita income. Nature is currently supplying more materials than ever before, but this has come at the high cost of unprecedented global declines in the extent and integrity of ecosystems, distinctness of local ecological communities, abundance and number of wild species, and the number of local domesticated varieties. Such changes reduce vital benefits that people receive from nature and threaten the quality of life of future generations. Both the benefits of an expanding economy and the costs of reducing nature’s benefits are unequally distributed. The fabric of life on which we all depend—nature and its contributions to people—is unravelling rapidly. Despite the severity of the threats and lack of enough progress in tackling them to date, opportunities exist to change future trajectories through transformative action. Such action must begin immediately, however, and address the root economic, social, and technological causes of nature’s deterioration.
DA - 2019/12/13/
PY - 2019
DO - 10.1126/science.aax3100
DP - DOI.org (Crossref)
VL - 366
IS - 6471
SP - eaax3100
J2 - Science
LA - en
SN - 0036-8075, 1095-9203
UR - https://www.science.org/doi/10.1126/science.aax3100
Y2 - 2024/02/29/13:56:57
KW - Final_citation
ER -
TY - JOUR
TI - Defining and Quantifying National-Level Targets, Indicators and Benchmarks for Management of Natural Resources to Achieve the Sustainable Development Goals
AU - Dickens, Chris
AU - Smakhtin, Vladimir
AU - McCartney, Matthew
AU - O’Brien, Gordon
AU - Dahir, Lula
T2 - Sustainability
AB - The 2030 Agenda for Sustainable Development, the Sustainable Development Goals (SDGs), are high on the agenda for most countries of the world. In its publication of the SDGs, the UN has provided the goals and target descriptions that, if implemented at a country level, would lead towards a sustainable future. The IAEG (InterAgency Expert Group of the SDGs) was tasked with disseminating indicators and methods to countries that can be used to gather data describing the global progress towards sustainability. However, 2030 Agenda leaves it to countries to adopt the targets with each government setting its own national targets guided by the global level of ambition but taking into account national circumstances. At present, guidance on how to go about this is scant but it is clear that the responsibility is with countries to implement and that it is actions at a country level that will determine the success of the SDGs. Reporting on SDGs by country takes on two forms: i) global reporting using prescribed indicator methods and data; ii) National Voluntary Reviews where a country reports on its own progress in more detail but is also able to present data that are more appropriate for the country. For the latter, countries need to be able to adapt the global indicators to fit national priorities and context, thus the global description of an indicator could be reduced to describe only what is relevant to the country. Countries may also, for the National Voluntary Review, use indicators that are unique to the country but nevertheless contribute to measurement of progress towards the global SDG target. Importantly, for those indicators that relate to the security of natural resources security (e.g., water) indicators, there are no prescribed numerical targets/standards or benchmarks. Rather countries will need to set their own benchmarks or standards against which performance can be evaluated. This paper presents a procedure that would enable a country to describe national targets with associated benchmarks that are appropriate for the country. The procedure builds on precedent set in other countries but in particular on a procedure developed for the setting of Resource Quality Objectives in South Africa. The procedure focusses on those SDG targets that are natural resource-security focused, for example, extent of water-related ecosystems (6.6), desertification (15.3) and so forth, because the selection of indicator methods and benchmarks is based on the location of natural resources, their use and present state and how they fit into national strategies.
DA - 2019/01//
PY - 2019
DO - 10.3390/su11020462
DP - www.mdpi.com
VL - 11
IS - 2
SP - 462
LA - en
SN - 2071-1050
UR - https://www.mdpi.com/2071-1050/11/2/462
Y2 - 2022/08/30/13:09:39
KW - Author:OpenDevEd
KW - SDGs
KW - benchmark
KW - goal
KW - natural resources
KW - resource security
KW - standard
KW - target
KW - water resources
ER -
TY - JOUR
TI - Do the maths: An analysis of the gender gap in mathematics in Africa
AU - Dickerson, Andy
AU - McIntosh, Steven
AU - Valente, Christine
T2 - Economics of Education Review
DA - 2015/06//
PY - 2015
DO - 10.1016/j.econedurev.2015.02.005
DP - DOI.org (Crossref)
VL - 46
SP - 1
EP - 22
J2 - Economics of Education Review
LA - en
SN - 02727757
ST - Do the maths
UR - https://linkinghub.elsevier.com/retrieve/pii/S0272775715000230
Y2 - 2020/04/28/12:56:04
ER -
TY - BOOK
TI - Beginning literacy with language: Young children learning at home and school.
AU - Dickinson, David K
AU - Tabors, Patton O
CY - Baltimore, MD
DA - 2000///
PY - 2000
PB - Brookes Publishing Co.
ER -
TY - RPRT
TI - Eckpunktepapier: Wirtschaftliche Entwicklung Afrikas – Herausforderungen und Optionen
AU - Die Bundesregierung
CY - Berlin, Germany
DA - 2017///
PY - 2017
UR - https://www.bundesregierung.de/resource/blob/997532/444316/1423bb55c37af6ce594b4e6f14ab36ca/2017-06-07-eckpunkte-afrika-data.pdf?download=1
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - -missingHU
KW - publicImportV1
ER -
TY - RPRT
TI - Child Rights Impact Assessment - A tool to realise children’s rights in the digital environment
AU - Digital Futures Commission
DA - 2021/03//
PY - 2021
UR - https://digitalfuturescommission.org.uk/wp-content/uploads/2021/03/CRIA-Report.pdf
Y2 - 2024/03/20/00:00:26
KW - Final_citation
ER -
TY - ELEC
TI - Principles for Digital Development
AU - Digital Impact Alliance
T2 - Principles for Digital Development
AB - Resources & Expertise for the Digital Principles
DA - 2021///
PY - 2021
LA - en-US
UR - https://digitalprinciples.org/
Y2 - 2020/04/29/21:15:32
KW - ___duplicate_item
KW - auto_merged
ER -
TY - JOUR
TI - Cognitive Science in the Field: A Preschool Intervention Durably Enhances Intuitive But Not Formal Mathematics.
AU - Dillon, Moira R.
AU - Kannan, Harina
AU - Dean, Joshua T.
AU - Spelke, Elizabeth S.
AU - Duflo, Esther
DA - 2017///
PY - 2017
SP - 47
EP - 55
UR - https://science.sciencemag.org/content/357/6346/47/tab-figures-data
ER -
TY - JOUR
TI - A Guide to the Dimensions Data Approach
AU - Dimensions Resources
AB - Dimensions is a modern and innovative, linked research data infrastructure and tool, re-imagining discovery and access to research: grants, publications, citations, clinical trials and patents in one place.
This document provides an overview of the Dimensions content.
DA - 2019///
PY - 2019
DO - 10.6084/M9.FIGSHARE.5783094
DP - DOI.org (Datacite)
SP - 1945877
EP - Bytes
LA - en
UR - https://dimensions.figshare.com/articles/A_Guide_to_the_Dimensions_Data_Approach/5783094
Y2 - 2021/05/03/10:11:42
KW - 160511 Research, Science and Technology Policy
KW - FOS: Political science
ER -
TY - JOUR
TI - Dimensions - A Collaborative Approach to Enhancing Research Discovery
AU - Dimensions Resources
AU - Adams, Jonathan
AU - Phill Jones
AU - Porter, Simon
AU - Szomszor, Martin
AU - Draux, Hélène
AU - Osipov, Igor
AB - Developed in partnership with over 100 leading research organizations around the world, Dimensions aims to break down barriers to discovery and innovation by enabling users to find and access the most relevant information faster, analyze the academic and broader outcomes of research, and gather insights to inform future activities.
This report takes a closer look at some of the research insights that can be gathered using the new Dimensions platform, with a focus on the benefits of its collaborative approach to development.
DA - 2018///
PY - 2018
DO - 10.6084/M9.FIGSHARE.5783160
DP - DOI.org (Datacite)
SP - 4483018
EP - Bytes
LA - en
UR - https://dimensions.figshare.com/articles/Dimensions_-_A_Collaborative_Approach_to_Enhancing_Research_Discovery/5783160
Y2 - 2021/05/03/10:11:39
KW - 160511 Research, Science and Technology Policy
KW - FOS: Political science
ER -
TY - ELEC
TI - Government of Sierra Leone Education Data Hub
AU - Directorate of Science, Technology and Innovation
DA - 2019///
PY - 2019
UR - https://educationdatahub.dsti.gov.sl/
Y2 - 2020/12/17/08:58:28
KW - _C:Sierra Leone SLE
ER -
TY - RPRT
TI - Sierra Leone National Innovation and Digital Strategy (2019-2029): Digitization for all: Identity, Economy, and Governance
AU - Directorate of Science, Technology & Innovation
DA - 2019/11/01/
PY - 2019
LA - EN
UR - https://www.dsti.gov.sl/wp-content/uploads/2019/11/Sierra-Leone-National-Innovation-and-Digital-Strategy.pdf
Y2 - 2020/11/23/18:19:41
KW - _C:Sierra Leone SLE
ER -
TY - ELEC
TI - DSTI | Home
AU - Directorate of Science, Technology & Innovation (Sierra Leone)
DA - 2020///
PY - 2020
UR - https://www.dsti.gov.sl/
Y2 - 2020/06/25/17:36:19
ER -
TY - BLOG
TI - Scientists at DSTI go the extra mile to make it easier for children to get to school
AU - Directorate of Science, Technology & Innovation (Sierra Leone)
AB - Mike Fabrikant, a software developer from Washington D.C., is embedded within the data science team at the Directorate of Science, Technology, and Innovation (DSTI) to support systems delivery. His workRead More
DA - 2020/01/22/T09:38:40+00:00
PY - 2020
LA - en-US
UR - https://www.dsti.gov.sl/scientists-at-dsti-go-the-extra-mile-to-make-it-easier-for-children-to-get-to-school/
Y2 - 2020/06/25/17:27:59
ER -
TY - BLOG
TI - Sierra Leone designs online portal to take long wait out of teacher recruitment
AU - Directorate of Science, Technology & Innovation (Sierra Leone)
AB - A new teacher recruitment portal developed at the Directorate of Science, Technology, and Innovation (DSTI) will make it easier and faster for education administrators to hire teachers, and allocate teachersRead More
DA - 2019/12/23/T11:12:31+00:00
PY - 2019
LA - en-US
UR - https://www.dsti.gov.sl/sierra-leone-designs-online-portal-to-take-long-wait-out-of-teacher-recruitment/
Y2 - 2020/06/25/17:29:02
KW - _C:Sierra Leone SLE
ER -
TY - RPRT
TI - Sierra Leone National Innovation and Digital Strategy
AU - Directorate of Science, Technology & Innovation (Sierra Leone)
DA - 2019///
PY - 2019
UR - https://www.dsti.gov.sl/wp-content/uploads/2019/11/Sierra-Leone-National-Innovation-and-Digital-Strategy.pdf
Y2 - 2020/06/25/16:58:56
KW - _C:Sierra Leone SLE
ER -
TY - BLOG
TI - Sierra Leone turns to technology and analytics to put quality back into education
AU - Directorate of Science, Technology & Innovation (Sierra Leone)
AB - Today, an estimated 2 million students return to school for the second year of the Free Quality School Education (FQSE) Program. The Government of Sierra Leone commits 21% of theRead More
DA - 2019/09/16/T15:14:59+00:00
PY - 2019
LA - en-US
UR - https://www.dsti.gov.sl/sierra-leone-turns-to-technology-and-analytics-to-put-quality-back-into-education/
Y2 - 2020/06/25/17:27:09
KW - _C:Sierra Leone SLE
ER -
TY - VIDEO
TI - Skills Training & Certification for Refugees in Uganda
AU - DIT Uganda
AB - Skills Training & Certification for Refugees in Uganda
DA - 2018///
PY - 2018
DP - YouTube
UR - https://www.youtube.com/watch?v=CXzqBDy9dFE&feature=youtu.be
Y2 - 2020/05/27/19:19:02
ER -
TY - CONF
TI - Knowledge extraction and applications utilizing context data in knowledge graphs
AU - Do ̈rpinghaus, J
AU - Stefan, A
C1 - Leipzig, Germany
C3 - Proceedings of the federated conference on computer science and information systems
DA - 2019///
PY - 2019
SP - 265
EP - 272
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Open and distance learning for health: supporting health workers through education and training
AU - Dodds, T
T2 - Open Learning: The Journal of Open, Distance and e-Learning
AB - This case study surveys the growing use of open and distance learning approaches to the provision of support, education and training to health workers over the past few decades. It classifies such uses under four headings, providing brief descriptions from the literature of a few examples of each group. In conclusion, it identifies key lessons from the experience of open and distance learning generally that could be of benefit in health education and training at a distance.
DA - 2011///
PY - 2011
DO - 10.1080/02680513.2011.567757
SP - 5
LA - en
UR - https://www.tandfonline.com/doi/abs/10.1080/02680513.2011.567757
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:West Africa
KW - C:Gambia
KW - CA:AandC
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:Q
KW - CT:T
KW - P:health
KW - P:measurement
KW - Q:ODEL
KW - Q:distance learning
KW - Q:e-learning
KW - Q:open educational resources
KW - Q:open learning
KW - T:Ausbildung
KW - T:Training
KW - T:continuing education
KW - publicImportV1
ER -
TY - BOOK
TI - Which World Bank Reports are Widely Read?
AU - Doemeland, Doerte
AU - Trevino, James
T2 - Policy Research Working Papers
DA - 2014/05//
PY - 2014
DP - DOI.org (Crossref)
LA - en
PB - The World Bank
UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-6851
Y2 - 2021/05/28/12:42:57
ER -
TY - JOUR
TI - The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: a review
AU - Dogan, Selcuk
AU - Pringle, Rose
AU - Mesa, Jennifer
T2 - Professional Development in Education
AB - The purpose of this article is to provide a review of empirical studies investigating the impact of professional learning communities (PLCs) on science teachers’ practices and knowledge. Across 14 articles that satisfied the definition we embraced, most were devoted to the change in science teaching practices, disciplinary content knowledge (DCK) and pedagogical content knowledge (PCK) of K–12 science teachers. Although a small number of studies have implicit focus on comparing measures of student learning, we set out to examine the studies in science education and present how teachers engaged in PLCs focusing on examining and exploring strategies to promote student learning. Analysis of the related studies resulted in the following: PLCs can help teachers increase their PCK and DCK; increases in PCK and DCK may facilitate the change in teacher practices from traditional into more inquiry-based approaches; science teachers collaboratively focusing on student learning in PLCs are more likely to change their practice; and studies do not embrace student learning as an essential feature of PLCs. Methodological flaws and future directions along with implications for science teachers’ professional development are discussed.
DA - 2016/08/07/
PY - 2016
DO - 10.1080/19415257.2015.1065899
DP - Taylor and Francis+NEJM
VL - 42
IS - 4
SP - 569
EP - 588
SN - 1941-5257
ST - The impacts of professional learning communities on science teachers’ knowledge, practice and student learning
UR - https://doi.org/10.1080/19415257.2015.1065899
Y2 - 2021/06/22/15:25:05
KW - professional development
KW - professional learning communities
KW - science education
KW - teacher knowledge
KW - teacher practice
ER -
TY - JOUR
TI - Meeting agenda matters: promoting reflective dialogue in teacher communities
AU - Dogan, Selcuk
AU - Yurtseven, Nihal
AU - Tatık, Ramazan Şamil
T2 - Professional Development in Education
AB - (2018). Meeting agenda matters: promoting reflective dialogue in teacher communities. Professional Development in Education. Ahead of Print.
DA - 2018/05/29/
PY - 2018
DP - www.tandfonline.com
LA - en
SN - 10.1080/19415257.2018.1474484
ST - Meeting agenda matters
UR - https://www.tandfonline.com/doi/abs/10.1080/19415257.2018.1474484
AN - world
Y2 - 2018/06/08/19:36:48
KW - _C:Australia AUS
KW - _C:Lebanon LBN
KW - _C:Pakistan PAK
KW - _C:Turkey TUR
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Revisiting Brainstorming within an Educational Context: A Meta-Thematic Analysis
AU - Doğan, Yunus
AU - Batdı, Veli
T2 - Journal of Learning for Development
AB - An increase in research on teaching of creativity in learning environments is being witnessed as more studies continue to reveal its effects on learning outcomes and academic achievement. Thus, any investigative attempt to examine the relevant approaches to teaching of creative thinking skills is appreciated within the creativity literature. However, it is evident that the research on brainstorming as a creativity-promoting technique within educational context has been overlooked for a while. Therefore, this research sythesis tried to recombine and reinterpret the results of some qualitative studies on the impacts of brainstorming technique on learners’ achievement. To this end, 34 studies were reached and 7 of them were found to be conducive to the meta-thematic analysis. The results of the meta-thematic analysis suggest that the brainstorming technique has positive effects on learners’ cognitive skills and affect. It is believed that designing instruction with brainstorming could foster students’ creativity, by directing them to solving problems via critical thinking. The study further dwells on the reported drawbacks that are encountered during the implementation of this technique within classroom, and discusses some possible solutions as implications.
DA - 2021/11/17/
PY - 2021
DP - jl4d.org
VL - 8
IS - 3
SP - 541
EP - 556
LA - en
SN - 2311-1550
ST - Revisiting Brainstorming within an Educational Context
UR - https://jl4d.org/index.php/ejl4d/article/view/495
Y2 - 2022/04/05/12:26:24
KW - academic achievement
KW - brainstorming
KW - creativity
KW - meta-thematic analysis
KW - thinking skills
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Developing soft skills through project-based learning in technical and vocational institutions
AU - Dogara, Gimba
AU - Bin Saud, Muhammad Sukri
AU - Bin Kamin, Yusri
AU - Bin Abd Hamid, Mohd Zolkifli
AU - Bin Nordin, Mohd Safarin
T2 - International Journal of Recent Technology and Engineering
T3 - Journal
AB - © BEIESP. Soft skills have become critical in the preparation of employable graduates. The education system must, therefore, aim to ensure quality training for the production of employable graduates. Soft skills are personal abilities that one retains and can adequately be nurtured through active participation of students in the teaching and learning process. It is validated by researchers that the prevalent employability skills deficiencies have been one of the main causes of unemployment globally. Consequently, soft skills have all the potentials for equipping graduates with adequate employability skills. Thus, this study investigated the effect of project-based learning on the development of soft skills among technical students at technical and vocational colleges, Kaduna State, Nigeria Smart PLS software was used to test the developed model. As the sample size for this study was relatively small, the researchers were not certain to have normally distributed data. Subsequently, Smart PLS is appropriate for non-normally distributed data and therefore, it was used to simultaneously evaluate the measurement model, structural models and to confirm the convergent and discriminant validity of the measure. The study revealed that collaborative skills construct have a significant positive relationship with soft skills of technical students at technical and vocational colleges, while communication skills, initiative skills, and problem-solving skills have a positive insignificant relationship with soft skills of technical students at technical and vocational colleges. The findings of this study suggest that the curriculum of technical programs in Nigerian technical colleges need to be reviewed and geared more towards activity-based teaching and learning to enable technical students effectively develop soft skills for employment.
DA - 2019///
PY - 2019
DO - 10.35940/ijrte.A9803.098319
ER -
TY - RPRT
TI - Global Teacher Status Index 2018
AU - Dolton, Peter
AU - Marcenaro, Oscar
AU - De Vries, Robert
AU - She, Po-Wen
DA - 2018///
PY - 2018
PB - Varkey Foundation
UR - https://www.varkeyfoundation.org/media/4867/gts-index-13-11-2018.pdf
Y2 - 2021/08/03/18:39:33
ER -
TY - JOUR
TI - An instrument to elicit teachers' beliefs and assumptions
AU - Donaghue, Helen
T2 - ELT Journal
AB - Teachers' beliefs influence the acceptance and uptake of new approaches, techniques, and activities, and therefore play an important part in teacher development. Consequently, trainers running teacher education courses should consider encouraging participants to think about their personal beliefs and theories about teaching before providing input. This article proposes the use of an instrument designed to elicit teachers' beliefs based on Kelly's (1969) theory of personal constructs, using an adapted version of his repertory grid technique.
DA - 2003/10/01/
PY - 2003
DO - 10.1093/elt/57.4.344
DP - Silverchair
VL - 57
IS - 4
SP - 344
EP - 351
J2 - ELT Journal
SN - 0951-0893
UR - https://www.researchgate.net/publication/31494759_An_instrument_to_elicit_teachers'_beliefs_and_assumptions
Y2 - 2021/06/10/11:46:05
ER -
TY - JOUR
TI - PowerUp! A Tool for Calculating Minimum Detectable Effect Sizes and Minimum Required Sample Sizes for Experimental and Quasi-Experimental Design Studies
AU - Dong, Nianbo
AU - Maynard, Rebecca
T2 - Journal of Research on Educational Effectiveness
AB - This paper and the accompanying tool are intended to complement existing supports for conducting power analysis tools by offering a tool based on the framework of Minimum Detectable Effect Sizes (MDES) formulae that can be used in determining sample size requirements and in estimating minimum detectable effect sizes for a range of individual- and group-random assignment design studies and for common quasi-experimental design studies. The paper and accompanying tool cover computation of minimum detectable effect sizes under the following study designs: individual random assignment designs, hierarchical random assignment designs (2-4 levels), block random assignment designs (2-4 levels), regression discontinuity designs (6 types), and short interrupted timeseries designs. In each case, the discussion and accompanying tool consider the key factors associated with statistical power and minimum detectable effect sizes, including the level at which treatment occurs and the statistical models (e.g., fixed effect and random effect) used in the analysis. The tool also includes a module that estimates for one and two level random assignment design studies the minimum sample sizes required in order for studies to attain user-defined minimum detectable effect sizes.
DA - 2013/01//
PY - 2013
DO - 10.1080/19345747.2012.673143
DP - Crossref
VL - 6
IS - 1
SP - 24
EP - 67
LA - en
SN - 1934-5747, 1934-5739
ST - PowerUp!
UR - http://www.tandfonline.com/doi/abs/10.1080/19345747.2012.673143
Y2 - 2018/11/19/16:53:35
ER -
TY - JOUR
TI - Community Involvement and Teacher Attendance in Basic Schools: The Case of East Mamprusi District in Ghana
AU - Donkor, Anthony Kudjo
AU - Waek, Biliman Izal
T2 - International Journal of Education and Practice
DA - 2018///
PY - 2018
DO - 10.18488/journal.61.2018.62.50.63
DP - DOI.org (Crossref)
VL - 6
IS - 2
SP - 50
EP - 63
J2 - International Journal of Education and Practice
SN - 23116897, 23103868
ST - Community Involvement and Teacher Attendance in Basic Schools
UR - https://archive.conscientiabeam.com/index.php/61/article/view/561
Y2 - 2022/01/06/16:32:07
ER -
TY - CONF
TI - Automatic Teacher Modeling from Live Classroom Audio
AU - Donnelly, Patrick J.
AU - Blanchard, Nathan
AU - Samei, Borhan
AU - Olney, Andrew M.
AU - Sun, Xiaoyi
AU - Ward, Brooke
AU - Kelly, Sean
AU - Nystran, Martin
AU - D'Mello, Sidney K.
T3 - UMAP '16
AB - We investigate automatic analysis of teachers' instructional strategies from audio recordings collected in live classrooms. We collected a data set of teacher audio and human-coded instructional activities (e.g., lecture, question and answer, group work) in 76 middle school literature, language arts, and civics classes from eleven teachers across six schools. We automatically segment teacher audio to analyze speech vs. rest patterns, generate automatic transcripts of the teachers' speech to extract natural language features, and compute low-level acoustic features. We train supervised machine learning models to identify occurrences of five key instructional segments (Question & Answer, Procedures and Directions, Supervised Seatwork, Small Group Work, and Lecture) that collectively comprise 76% of the data. Models are validated independently of teacher in order to increase generalizability to new teachers from the same sample. We were able to identify the five instructional segments above chance levels with F1 scores ranging from 0.64 to 0.78. We discuss key findings in the context of teacher modeling for formative assessment and professional development.
C1 - New York, NY, USA
C3 - Proceedings of the 2016 Conference on User Modeling Adaptation and Personalization
DA - 2016/07/13/
PY - 2016
DO - 10.1145/2930238.2930250
DP - ACM Digital Library
SP - 45
EP - 53
PB - Association for Computing Machinery
SN - 978-1-4503-4368-8
UR - https://doi.org/10.1145/2930238.2930250
Y2 - 2021/03/07/00:00:00
KW - _C:Canada CAN
KW - _C:Congo, Republic COG
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - automatic feedback
KW - classroom discourse
KW - dialogic instruction
KW - educational data mining
KW - speech recognition
ER -
TY - JOUR
TI - Learning Development’s Role in Supporting Academic Synergies through Co-evolution of Teaching Excellence and Practice
AU - Donnelly, Roisin
T2 - Journal of Learning for Development
AB - This report from the field discusses a new approach taken to the co-evolution of teaching excellence and evidence-based practice in the context of Learning Development in a Technological University in Ireland. It explores supporting faculty in their exploration of pedagogic inquiry and teaching excellence and how this can co-evolve to generate synergies in academic productivity (the core activity sets of the faculty). A key part of this Learning Development work is understanding how integrating inquiry and teaching can drive excellence and pedagogic innovation in practice.
DA - 2021/11/17/
PY - 2021
DP - jl4d.org
VL - 8
IS - 3
SP - 611
EP - 620
LA - en
SN - 2311-1550
UR - https://jl4d.org/index.php/ejl4d/article/view/520
Y2 - 2022/04/05/12:25:53
KW - co-evolution
KW - pedagogic inquiry
KW - scholarship
KW - teaching excellence
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - How students learn: Science in the classroom
A2 - Donovan, M.S.
A2 - Bransford, J.D.
CY - Washington, DC
DA - 2005///
PY - 2005
PB - National Academies Press
ER -
TY - THES
TI - A Topic is Not a Theme: Towards a Contextualised Approach to Topic Modelling
AU - Doogan, Caitlin
DA - 2022///
PY - 2022
DP - Google Scholar
M3 - PhD Thesis
PB - Monash University
ST - A Topic is Not a Theme
UR - https://scholar.archive.org/work/oxqvp3wizffwph6zyspz53zeri/access/wayback/https://au-east.erc.monash.edu.au/fpfiles/36222867/Caitlin_Doogan___PhD_Thesis___2022__Post_examination_.pdf?AWSAccessKeyId=e00145a6f706457aab45051570081e49&Expires=1657662627&Signature=An36ELCMgoyi1Zfb8CoBMf5aswE%3D
Y2 - 2024/02/23/17:11:12
ER -
TY - JOUR
TI - COVID-19 and student learning in the United States: The hurt could last a lifetime
AU - Dorn, Emma
AU - Hancock, Bryan
AU - Sarakatsannis, Jimmy
AU - Viruleg, Ellen
DP - Zotero
SP - 9
LA - en
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Supporting Parenting through Differentiated and Personalized Text-Messaging: Testing Effects on Learning During Kindergarten
AU - Doss, Christopher
AU - Fahle, Erin
AU - Loeb, Susanna
AU - York, Ben
DA - 2017///
PY - 2017
UR - https://files.eric.ed.gov/fulltext/ED579680.pdf
Y2 - 2020/09/09/10:00:55
ER -
TY - JOUR
TI - Mitigating the wider health effects of covid-19 pandemic response
AU - Douglas, Margaret
AU - Katikireddi, Srinivasa Vittal
AU - Taulbut, Martin
AU - McKee, Martin
AU - McCartney, Gerry
T2 - BMJ
DA - 2020/04/27/
PY - 2020
DO - 10.1136/bmj.m1557
DP - DOI.org (Crossref)
SP - m1557
J2 - BMJ
LA - en
SN - 1756-1833
UR - http://www.bmj.com/lookup/doi/10.1136/bmj.m1557
Y2 - 2020/08/12/16:50:30
KW - __C:filed:1
ER -
TY - CHAP
TI - Why Publish a Systematic Review: An Editor’s and Reader’s Perspective
AU - Dowd, Alicia C.
AU - Johnson, Royel M.
T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application
A2 - Zawacki-Richter, Olaf
A2 - Kerres, Michael
A2 - Bedenlier, Svenja
A2 - Bond, Melissa
A2 - Buntins, Katja
AB - Systematic reviews provide more than just a summary of the research literature related to a particular topic or question--rather they offer clear and compelling answers to questions related to the ”who,” "why," and "when" of studies. In this chapter, the authors draw on their experiences with systematic reviews—one as an editor of a highly regarded educational research journal, the other as a researcher and review author—to trace the growing popularity of systematic reviews in education literature and to pose a series of challenges to aspiring review authors to motivate and enliven their work. In particular, the authors stress the importance of melding scientific and rigorous review procedures with 'stylish' academic writing that engages its audience through effective storytelling, attention to context (the people, places, policies, and practices represented in the studies under review), and clear implications for research and practice.
CY - Wiesbaden
DA - 2020///
PY - 2020
DP - Springer Link
SP - 69
EP - 87
LA - en
PB - Springer Fachmedien
SN - 978-3-658-27602-7
ST - Why Publish a Systematic Review
UR - https://doi.org/10.1007/978-3-658-27602-7_5
Y2 - 2020/11/26/15:49:34
ER -
TY - JOUR
TI - Places to go: Connectivism & connective knowledge
AU - Downes, Stephen
T2 - Innovate: Journal of Online Education
DA - 2008///
PY - 2008
DP - Google Scholar
VL - 5
IS - 1
SP - 6
ST - Places to go
KW - Final_citation
KW - cited
KW - existing
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The outcomes of sexting for children and adolescents: A systematic review of the literature
AU - Doyle, Caoimhe
T2 - Journal of Adolescence
AB - Introduction
Given associated risks, sexting among children and adolescents has yielded significant interest in recent years. Several previous reviews have examined data on the prevalence, determinants, and correlates of sexting behaviour, however, in an ever-changing digital media context, a comprehensive overview of findings regarding its outcomes is warranted. This novel review aimed to systematically identify and conduct a narrative synthesis of empirical evidence regarding the outcomes of sexting involvement for children and adolescents.
Methods
Four databases were searched for peer-reviewed literature on sexting, and 54 articles were identified for inclusion in the review. The quality of included studies was appraised using Dixon-Woods et al. (2006) five question prompts.
Results
Four ‘outcomes’ categories were derived, namely, psychological (victimisation; sexual abuse/victimisation; mental health and quality of life; and emotional outcomes), behavioural (sexual activity, risk behaviours, and perpetration of abuse and harassment), relational (personal connections with others & reputational outcomes), and systems-level (distribution/public exposure of sexting content).
Conclusions
Findings indicate that the outcomes of sexting for children and adolescents (aged ≤19 years) are wide-ranging, some positive and desirable, others negative and unwanted. Furthermore, identified outcomes were located along a continuum spanning benefits for adolescents’ well-being and relationships, stigma and associated difficulties, and serious harm or trauma. Limitations (e.g., methodological constraints of studies) and implications (e.g., informing harm prevention/intervention initiatives; further large-scale and replication studies) are discussed within.
DA - 2021/10/01/
PY - 2021
DO - 10.1016/j.adolescence.2021.08.009
DP - ScienceDirect
VL - 92
IS - October
SP - 86
EP - 113
J2 - Journal of Adolescence
LA - en
SN - 0140-1971
ST - The outcomes of sexting for children and adolescents
UR - https://www.sciencedirect.com/science/article/pii/S0140197121001111
Y2 - 2023/01/05/00:09:01
KW - Adolescents
KW - Children
KW - Cybersex
KW - Final_citation
KW - Review
KW - Sexting
KW - anystyle
KW - existing
ER -
TY - RPRT
TI - DQ Global Standards Report 2019 Common Framework for Digital Literacy, Skills and Readiness
AU - DQ Institute
DA - 2019///
PY - 2019
LA - English
UR - https://www.dqinstitute.org/wp-content/uploads/2019/03/DQGlobalStandardsReport2019.pdf
ER -
TY - BOOK
TI - Global school feeding sourcebook: lessons from 14 countries
AU - Drake, Lesley
AU - Woolnough, Alice
AU - Bundy, Donald
AU - Burbano, Carmen
DA - 2016///
PY - 2016
DP - Google Scholar
PB - world scientific
ST - Global school feeding sourcebook
ER -
TY - JOUR
TI - The impact of ‘learning at home’ on the educational outcomes of vulnerable children in Australia during the COVID-19 pandemic
AU - Drane, Catherine
AU - Vernon, Lynette
AU - O’Shea, Sarah
DP - Zotero
SP - 17
LA - en
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - BLOG
TI - ChatGPT Pricing: How Much Does ChatGPT Cost?
AU - Drapkin, Aaron
T2 - Tech.co
AB - ChatGPT has lots of different plans, models and services. But how much do they actually cost? We take a closer look.
DA - 2023/12/11/T12:22:36+00:00
PY - 2023
LA - en-US
ST - ChatGPT Pricing
UR - https://tech.co/news/how-much-does-chatgpt-cost
Y2 - 2024/01/21/21:59:45
ER -
TY - ELEC
TI - Digital Resilience in the American Workforce (DRAW) | Adult Education and Literacy | U.S. Department of Education
AU - DRAW
AB - Building Skills and Literacy for Equitable Advancement September 2021
LA - en
UR - https://lincs.ed.gov/state-resources/federal-initiatives/draw
Y2 - 2023/11/01/20:46:11
ER -
TY - ELEC
TI - DRAW-Frameworks-Defs-Standards-V2.pdf
AU - DRAW
UR - https://lincs.ed.gov/sites/default/files/DRAW-Frameworks-Defs-Standards-V2.pdf
Y2 - 2023/11/01/20:41:13
ER -
TY - BOOK
TI - Critical understandings of digital technology in education meta-connective pedagogy
AU - Dreamson, Neal
DA - 2021///
PY - 2021
DP - Open WorldCat
LA - English
SN - 978-1-00-069971-5
UR - https://www.vlebooks.com/vleweb/product/openreader?id=none&isbn=9781000699715
Y2 - 2022/03/31/17:03:34
ER -
TY - RPRT
TI - Promising practices for equitable remote learning Emerging lessons from COVID-19 education responses in 127 countries
AU - Dreesen, Thomas
AU - Akseer, Spogmai
AU - Brossard, Mathieu
AU - Dewan, Pragya
AU - Giraldo, Juan-Pablo
AU - Kamei, Akito
AU - Mizunoya, Suguru
AU - Correa, Javier Santiago Ortiz
DA - 2020///
PY - 2020
DP - Google Scholar
ER -
TY - JOUR
TI - Promising practices for equitable remote learning
AU - Dreesen, Thomas
AU - Akseer, Spogmai
AU - Brossard, Matt
AU - Dewan, Pragya
AU - Giraldo, Juan-Pablo
AU - Kamei, Akito
AU - Mizunoya, Suguru
AU - Ortiz, Javier Santiago
DP - Zotero
SP - 10
LA - en
UR - https://www.unicef-irc.org/publications/1090-promising-practices-for-equitable-remote-learning-emerging-lessons-from-covid.html
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - A Conceptual Understanding of How Educational Technology Coaches Help Teachers Integrate iPad Affordances into Their Teaching.
AU - Drennan, Gail
AU - Moll, Ian
T2 - Electronic Journal of e-Learning
DA - 2018///
PY - 2018
DP - Google Scholar
VL - 16
IS - 2
SP - 122
EP - 133
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Impact of Using Geography Open Education Resources (OER) to Capacitate Natural Science Teachers Teaching the Earth and Beyond Strand in South African Schools
AU - Dreyer, J. M.
AU - Dreyer, J.M.
T2 - Alternation Journal
DA - 2018///
PY - 2018
DO - 10.29086/2519-5476/2018/sp21a8
DP - Google Scholar
VL - SP
IS - 21
SP - 159
EP - 184
J2 - Alternation
SN - 10231757, 25195476
ST - AlternationSpecial Edition 21 (2018) 159–184159Print ISSN 1023-1757; Electronic ISSN
UR - http://alternation.ukzn.ac.za/Files/articles/volume-25/special-edition/21/08-Dreyer-F.pdf
Y2 - 2021/05/08/09:34:36
KW - _C:Australia AUS
KW - _C:China CHN
KW - _C:India IND
KW - _C:South Africa ZAF
KW - _C:Turkey TUR
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - CONF
TI - The Use of Tablets in Secondary Schools and Its Relationship with Computer Literacy
AU - Drossel, Kerstin
AU - Eickelmann, Birgit
C3 - IFIP World Conference on Computers in Education
DA - 2017///
PY - 2017
DO - 10.1007/978-3-319-74310-3_14
DP - Google Scholar
SP - 114
EP - 124
PB - Springer
KW - __C:filed:1
ER -
TY - BOOK
TI - Methods for the economic evaluation of health care programmes
AU - Drummond, M.F.
AU - Sculpher, M.J.
AU - Torrance, G.W.
AU - O'Brien, B.J.
AU - Stoddart, G.L.
CY - Oxford
DA - 2005///
PY - 2005
LA - English
PB - Oxford University Press
UR - https://bit.ly/3rbtRb1
Y2 - 2021/06/15/16:44:48
ER -
TY - BLOG
TI - Sierra Leone invests $1.5 million to bring education innovation to schools for better learning outcomes
AU - DSTI Media
T2 - Directorate of Science, Technology and Innovation
AB - A national education dashboard released last month by Sierra Leone’s agency for technology and innovation and the Ministry of Basic and Senior Secondary Education (MBSSE) showed that schools and studentsRead More
DA - 2019/10/24/T09:53:58+00:00
PY - 2019
LA - en-US
UR - https://www.dsti.gov.sl/sierra-leone-invests-1-5-million-to-bring-education-innovation-to-schools-for-better-learning-outcomes/
Y2 - 2020/12/15/18:38:55
KW - _C:Sierra Leone SLE
ER -
TY - JOUR
TI - Professional Learning Communities in the Teachers' College: A Resource for Teacher Educators.
AU - Du Plessis, Joy
AU - Muzaffar, Irfan
T2 - EQUIP1
DA - 2010///
PY - 2010
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Rigor in information systems positivist case research: current practices, trends, and recommendations
AU - Dube ́, L
AU - Paré, G
T2 - MIS Quarterly
DA - 2003///
PY - 2003
DO - 10.2307/30036550
VL - 27
IS - 4
SP - 597
EP - 636
LA - en
ER -
TY - THES
TI - Exploring Business Studies teachers’ perspectives on teaching Grade 12 learners for Entrepreneurship.
AU - Dube, Zinhle Thabisile Angeline
DA - 2019///
PY - 2019
DP - Google Scholar
M3 - PhD Thesis
KW - _C:Australia AUS
KW - _C:Botswana BWA
KW - _C:China CHN
KW - _C:Finland FIN
KW - _C:India IND
KW - _C:Kenya KEN
KW - _C:Mozambique MOZ
KW - _C:New Zealand NZL
KW - _C:Nigeria NGA
KW - _C:Norway NOR
KW - _C:Portugal PRT
KW - _C:Serbia SRB
KW - _C:Singapore SGP
KW - _C:South Africa ZAF
KW - _C:Spain ESP
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya
AU - Dubeck, M.M.
AU - Jukes, M.C.H.
AU - Brooker, S.J.
AU - Drake, T.L.
AU - Inyega, H.N.
T2 - International Journal of Educational Development
AB - What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy? We argue that two broad sets of considerations must be made in designing such an intervention. First, the intervention must be effective by bridging the gap between current teacher practice and the scientific literature on effective instruction. This broad consideration is detailed with 10 design recommendations. Second, the intervention must be amenable to being scaled-up and mainstreamed as part of government policy. This involves being (i) simple and replicable; (ii) well received by teachers; and (iii) cost effective. The paper describes how these factors were considered in the design of a literacy intervention in government primary schools in coastal Kenya. It also includes reactions from teachers about the intervention and their change in knowledge. [ABSTRACT FROM AUTHOR]
DA - 2015/03//
PY - 2015
DO - 10.1016/j.ijedudev.2014.11.022
VL - 41
SP - 88
EP - 96
J2 - International Journal of Educational Development
SN - 07380593
UR - doi.org/10.1016/j.ijedudev.2014.11.022.
KW - ADULTS
KW - BEST practices
KW - EDUCATION
KW - EDUCATIONAL innovations
KW - EDUCATIONAL intervention
KW - ELEMENTARY education
KW - KENYA
KW - Kenya
KW - LITERACY
KW - Literacy
KW - Perception
KW - Reading instruction
KW - TEACHER development
KW - TEACHING methods
KW - Teacher education
KW - Text messages
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2099920
KW - ___working_potential_duplicate
KW - __finaldtb
ER -
TY - JOUR
TI - Early primary literacy instruction in Kenya
AU - Dubeck, M.M.
AU - Jukes, M.C.H.
AU - Okello, G.
T2 - Comparative Education Review
DA - 2012///
PY - 2012
DO - 10.1086/660693
VL - 56
IS - 1
SP - 48
EP - 68
UR - https://doi.org/10.1086/660693.
ER -
TY - JOUR
TI - Effects on School Enrollment and Performance of a Conditional Cash Transfer Program in Mexico.
AU - Dubois, Pierre
AU - Janvry, Alain De
AU - Sadoulet, Elisabeth
T2 - Journal of Labor Economics
DA - 2012///
PY - 2012
DO - 10.1086/664928
VL - 30
SP - 555
EP - 589
UR - http://www.jstor.org/stable/10.1086/664928
ER -
TY - BOOK
TI - The Art of Feature Engineering: Essentials for Machine Learning
AU - Duboue, P.
AU - Eisenstein, J.
CY - Cambridge, UK
DA - 2020///
PY - 2020
LA - en
PB - Cambridge University Press
ER -
TY - JOUR
AU - Duflo
DA - 2017///
PY - 2017
KW - auto_merged
ER -
TY - JOUR
TI - Teacher community assistant initiative (TCAI). Policy brief 4004
AU - Duflo, A.
AU - Kiessel, J.
T2 - Economic and Political Science
DA - 2012///
PY - 2012
UR - http://www.theigc.org/wp-content/uploads/2015/07/Duflo-Kiessel-2012-Policy-Brief.pdf.
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Experimental Evidence on Alternative Policies to Increase Learning at Scale
AU - Duflo, Annie
AU - Kiessel, Jessica
AU - Lucas, Adrienne
CY - Cambridge, MA
DA - 2021/03//
PY - 2021
DP - DOI.org (Crossref)
SP - w27298
LA - en
M3 - Working paper
PB - National Bureau of Economic Research
SN - 27298
UR - http://www.nber.org/papers/w27298.pdf
Y2 - 2022/04/18/11:41:30
KW - C:Ghana
KW - _C:Ghana GHA
ER -
TY - RPRT
TI - External Validity: Four Models of Improving Student Achievement
AU - Duflo, Annie
AU - Kiessel, Jessica
AU - Lucas, Adrienne
AB - Randomized controlled trials in lower-income countries have demonstrated ways to increase learning, in specific settings. This study uses a large-scale, nationwide RCT in Ghana to show the external validity of four school-based interventions inspired by other RCTs. Even though the government implemented the programs within existing systems, student learning increased across all four models, more so for female than male students, and many gains persisted one year after the program ended. Three of the four interventions had a similar cost effectiveness. The intervention that directly targeted classroom teachers increased the likelihood that teachers were engaged with students.
CY - Cambridge, MA
DA - 2020/06//
PY - 2020
DP - DOI.org (Crossref)
SP - w27298
LA - en
PB - National Bureau of Economic Research
SN - w27298
ST - External Validity
UR - http://www.nber.org/papers/w27298.pdf
Y2 - 2020/08/28/11:48:38
KW - C:Ghana
KW - __C:filed:1
ER -
TY - JOUR
TI - The Impact of Education on Fertility and Child Mortality: Do Fathers Really Matter Less Than Mothers?
AU - Duflo, E.
AU - Breierova, L.
T2 - NBER Working Paper
DA - 2004///
PY - 2004
VL - 10513
UR - https://www.nber.org/papers/w10513
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Education, HIV, and Early Fertility: Experimental Evidence from Kenya.
AU - Duflo, E.
AU - Dupas, P.
AU - Kremer, M.
T2 - The American Economic Review
DA - 2015///
PY - 2015
DO - 10.1257/aer.20121607
VL - 105
SP - 2757
EP - 97
UR - https://doi.org/10.1257/aer.20121607
ER -
TY - JOUR
TI - Peer effects, teacher incentives, and the impact of tracking: Evidence from a randomized evaluation in Kenya
AU - Duflo, E.
AU - Dupas, P.
AU - Kremer, M.
T2 - The American Economic Review
DA - 2011///
PY - 2011
DO - 10.1257/aer.101.5.1739
VL - 101
IS - 5
SP - 1739
EP - 1774
UR - https://doi.org/10.1257/aer.101.5.1739.
ER -
TY - JOUR
TI - School governance, teacher incentives, and pupil–teacher ratios: Experimental evidence from Kenyan primary schools
AU - Duflo, E.
AU - Dupas, P.
AU - Kremer, M.
T2 - Journal of Public Economics
DA - 2015///
PY - 2015
DO - 10.1016/j.jpubeco.2014.11.008
VL - 123
SP - 92
EP - 110
UR - https://doi.org/10.1016/j.jpubeco.2014.11.008.
ER -
TY - JOUR
TI - Schooling and Labor Market Consequences of School Construction in Indonesia: Evidence from an Unusual Policy Experiment.
AU - Duflo, Esther
T2 - National Bureau of Economic Research (NBER) Working Paper
DA - 2000///
PY - 2000
VL - 7860
UR - https://economics.mit.edu/files/726
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - School Governance, Teacher Incentives, and Pupil-Teacher Ratios: Experimental Evidence from Kenyan Primary Schools.
AU - Duflo, Esther
AU - Dupas, Pascaline
AU - Kremer, Michael
T2 - Journal of Public Economics
DA - 2015/03//
PY - 2015
SP - 92
EP - 110
UR - https://scholar.harvard.edu/files/kremer/files/contract_teacher_jpe_123_2015.pdf
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - The impact of free secondary education: Experimental evidence from Ghana
AU - Duflo, Esther
AU - Dupas, Pascaline
AU - Kremer, Michael
T2 - Massachusetts Institute of Technology Working Paper
CY - Cambridge, MA
DA - 2017///
PY - 2017
ER -
TY - CHAP
TI - The Impact of Free Secondary Education: Experimental Evidence from Ghana.
AU - Duflo, Esther
AU - Dupas, Pascaline
AU - Kremer, Michael
T2 - Working Paper.
DA - 2019///
PY - 2019
UR - https://web.stanford.edu/
ER -
TY - JOUR
TI - Incentives Work: Getting Teachers to Come to School.
AU - Duflo, Esther
AU - Hanna, Rema
AU - Ryan, Stephen P.
T2 - American Economic Review
DA - 2012///
PY - 2012
DO - 10.1257/aer.102.4.1241
VL - 102
SP - 1241
EP - 78
UR - https://www.aeaweb.org/articles
ER -
TY - JOUR
TI - What Is a “Professional Learning Community”?
AU - DuFour, Richard
DA - 2006///
PY - 2006
DP - Zotero
SP - 6
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Indoor Conditions in Educational Buildings: the Case of Bolzano Schools
AU - Dugaria, S.
AU - Pernigotto, G.
AU - Gasparella, A.
DA - 2021///
PY - 2021
DP - Google Scholar
ST - Indoor Conditions in Educational Buildings
KW - BE:RELEVANT
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - A literature review of emotional intelligence and nursing education
AU - Dugué, Manon
AU - Sirost, Olivier
AU - Dosseville, Fabrice
T2 - Nurse Education in Practice
AB - Aim
The purpose of this study is to investigate the current state of knowledge about emotional intelligence (EI) in nursing education
Background
Human relationships and emotions are an integral part of nursing care and contribute to care quality. This part of the profession must be addressed in nursing education to prepare students and deal with their emotions and the patients’s. Research on emotional intelligence (EI) in nursing has been particularly developed recently. A broad understanding of many benefits of EI is crucial to include EI in this training program.
Design
Systematic literature review
Methods
Undertaken using electronic database (Cairn; PubMed; Science Direct; Wiley online library) and specific search terms. This research covered articles published in English and French between 2007 and 2021. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines (PRISMA) directed the systematic review process.
Results
57 articles are included in this systematic review. The literature focuses on EI and nursing education. The findings categorized into four themes: EI and performances; EI and Physical and mental health; EI and Social Relationship; and EI program.
Conclusions
This literature review reveals that EI has many benefits in nursing students. Several training programs aimed at developing this concept have proven to be effective in nursing education. We believe that a synthesis of this knowledge will then allow us to better understand the benefits of EI for a further implementation in nursing education. Perspectives and recommendations will also be formulated to enable the implementation of emotional skill development programs in such training.
DA - 2021/07/01/
PY - 2021
DO - 10.1016/j.nepr.2021.103124
DP - ScienceDirect
VL - 54
SP - 103124
J2 - Nurse Education in Practice
LA - en
SN - 1471-5953
UR - https://www.sciencedirect.com/science/article/pii/S1471595321001608
Y2 - 2022/04/05/20:22:32
KW - Emotional intelligence
KW - Health
KW - Nursing education
KW - Performances
KW - Social relationships
KW - Training
ER -
TY - JOUR
TI - A description of the self-perceived educational needs of emergency nurses in Durban, KwaZulu-Natal, South Africa
AU - Dulandas, Reka
AU - Brysiewicz, Petra
T2 - African Journal of Emergency Medicine
AB - © 2018 African Federation for Emergency Medicine Introduction: Emergency nurses are usually the first to interact with critically ill patients and victims of violence and injuries, and require advanced skills and knowledge to manage such patients. Inadequate training prevents nurses from providing optimal emergency care, and it is important to investigate if there are any skills and competencies lacking in these emergency nurses. We sought to describe the self-perceived educational needs of emergency nurses in Durban, South Africa. Methods: A descriptive quantitative survey was conducted with nurses working in four emergency centres (two state, and two privately funded hospitals) in Durban, South Africa. Results: The survey questionnaire was distributed with a response rate of 79% (n = 128). Almost half the respondents (48%, n = 61) scored less than the mean score of 29, thus indicating lower competency levels. The majority of respondents (67%, n = 85) perceived themselves as highly competent in basic skills (e.g. assess breathing, administer oxygen, assess circulation). Less than half the respondents (45%, n = 57) perceived themselves as highly competent in the intermediate skills (e.g. control haemorrhage, assist with endotracheal intubation, manage shock). A large number of respondents (46%, n = 59) perceived themselves as least competent in advanced skills (e.g. defibrillation/cardioversion, interpreting an echocardiogram [ECG]). The mean score obtained for educational need was 100, thus reflecting a high educational need, and more than half the respondents (62%, n = 79) scored higher than the mean score of 100 for educational needs. The lowest score was 41. Thirty percent (n = 38) of the respondents scored 117, indicating educational needs for all the competencies listed. Overall, 72% (n = 92) agreed that emergency education was a need. Discussion: The study emphasises the need for support systems for educational development of emergency nurses. Further training in specific skills and competencies may enhance emergency care provided. There is a growing need for ongoing educational development of emergency nurses in South Africa.
DA - 2018///
PY - 2018
DO - 10.1016/j.afjem.2018.03.001
LA - en
AN - LOCAL-SCOPUS_ID:85046742352
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:South Africa
KW - CA:AandC
KW - CCZ:South Africa
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:R
KW - CT:T
KW - P:media
KW - P:nurse
KW - R:quantitative
KW - R:questionnaire
KW - R:survey
KW - T:Training
KW - Z:Competency needs
KW - Z:Educational needs
KW - Z:Emergency nurses
KW - _C:Australia AUS
KW - _C:Botswana BWA
KW - _C:Ghana GHA
KW - _C:Pakistan PAK
KW - _C:Sierra Leone SLE
KW - _C:Singapore SGP
KW - _C:South Africa ZAF
KW - _C:Tanzania TZA
KW - _C:Thailand THA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - publicImportV1
ER -
TY - JOUR
TI - School readiness and later achievement
AU - Duncan, Greg J
AU - Dowsett, Chantelle J
AU - Claessens, Amy
AU - Magnuson, Katherine
AU - Huston, Aletha C
AU - Klebanov, Pamela
AU - Pagani, Linda S
AU - Feinstein, Leon
AU - Engel, Mimi
AU - Brooks-Gunn, Jeanne
AU - Sexton, Holly
AU - Duckworth, Kathryn
AU - Japel, Crista
T2 - Developmental Psychology
AB - Using 6 longitudinal data sets, the authors estimate links between three key elements of school readiness--school-entry academic, attention, and socioemotional skills--and later school reading and math achievement. In an effort to isolate the effects of these school-entry skills, the authors ensured that most of their regression models control for cognitive, attention, and socioemotional skills measured prior to school entry, as well as a host of family background measures. Across all 6 studies, the strongest predictors of later achievement are school-entry math, reading, and attention skills. A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills. By contrast, measures of socioemotional behaviors, including internalizing and externalizing problems and social skills, were generally insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior. Patterns of association were similar for boys and girls and for children from high and low socioeconomic backgrounds.
DA - 2007///
PY - 2007
DO - 10.1037/0012-1649.43.6.1428
VL - 43
IS - 6
SP - 1428
EP - 1446
Y2 - 2021/02/22/00:00:00
ER -
TY - JOUR
TI - Tablet vs. Paper: The Effect on Learners' Reading Performance.
AU - Dundar, Hakan
AU - Akcayir, Murat
T2 - International Electronic Journal of Elementary Education
DA - 2012///
PY - 2012
VL - 4
IS - 3
SP - 441
EP - 450
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Metasynthesis of preservice professional preparation and teacher education research studies
AU - Dunst, Carl J.
AU - Hamby, Deborah W.
AU - Howse, Robin B.
AU - Wilkie, Helen
AU - Annas, Kimberly
T2 - Education sciences
DA - 2019///
PY - 2019
DO - 10.3390/educsci9010050
DP - Google Scholar
VL - 9
IS - 1
SP - 50
UR - https://www.mdpi.com/2227-7102/9/1/50
Y2 - 2023/11/01/23:26:57
ER -
TY - JOUR
TI - The Ivory Tower Lost: How College Students Respond Differently than the General Public to the COVID-19 Pandemic
AU - Duong, Viet
AU - Pham, Phu
AU - Yang, Tongyu
AU - Wang, Yu
AU - Luo, Jiebo
T2 - arXiv:2004.09968 [cs]
AB - Recently, the pandemic of the novel Coronavirus Disease-2019 (COVID-19) has presented governments with ultimate challenges. In the United States, the country with the highest confirmed COVID-19 infection cases, a nationwide social distancing protocol has been implemented by the President. For the first time in a hundred years since the 1918 flu pandemic, the US population is mandated to stay in their households and avoid public contact. As a result, the majority of public venues and services have ceased their operations. Following the closure of the University of Washington on March 7th, more than a thousand colleges and universities in the United States have cancelled in-person classes and campus activities, impacting millions of students. This paper aims to discover the social implications of this unprecedented disruption in our interactive society regarding both the general public and higher education populations by mining people's opinions on social media. We discover several topics embedded in a large number of COVID-19 tweets that represent the most central issues related to the pandemic, which are of great concerns for both college students and the general public. Moreover, we find significant differences between these two groups of Twitter users with respect to the sentiments they expressed towards the COVID-19 issues. To our best knowledge, this is the first social media-based study which focuses on the college student community's demographics and responses to prevalent social issues during a major crisis.
DA - 2020/04/21/
PY - 2020
DP - arXiv.org
ST - The Ivory Tower Lost
UR - http://arxiv.org/abs/2004.09968
Y2 - 2020/08/12/17:13:10
KW - Computer Science - Computation and Language
KW - Computer Science - Machine Learning
KW - Computer Science - Social and Information Networks
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Co-design for a Competency Self-assessment Chatbot and Survey in Science Education
AU - Durall, Eva
AU - Kapros, Evangelos
A2 - Zaphiris, Panayiotis
A2 - Ioannou, Andri
T3 - Lecture Notes in Computer Science
AB - This paper describes a co-design process for a formative assessment tool in the area of core competencies such as creativity, communication, collaboration, and critical thinking. This process has been carried out in the context of non-formal science education institutions in 19 countries in Europe and the Middle East. The results of the co-design have been influential in the design of a formative assessment chatbot and survey that supports learner competency and self-regulation. We also discuss some preliminary results from the use of the tool and introduce additional considerations with regard to inclusion, technical aspects, and ethics, towards a set of best practices in this area.
C1 - Cham
C3 - Learning and Collaboration Technologies. Human and Technology Ecosystems
DA - 2020///
PY - 2020
DO - 10.1007/978-3-030-50506-6_2
DP - Springer Link
SP - 13
EP - 24
LA - en
PB - Springer International Publishing
SN - 978-3-030-50506-6
KW - Chatbots
KW - Co-design
KW - Competencies
ER -
TY - JOUR
TI - Social Discourse Influencing Elementary Teachers' Cognition and Metacognition for Problem Solving in Open-Ended Professional Development.
AU - Durley, Hui-Chen K.
AU - Ge, Xun
T2 - New Waves-Educational Research and Development Journal
DA - 2019///
PY - 2019
DP - Google Scholar
VL - 22
IS - 1
SP - 55
EP - 71
KW - _C:Mexico MEX
KW - _C:Spain ESP
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Lessons Learned from Online PLCs of Rural STEM Teachers
AU - Durr, Tony
AU - Kampmann, Jennifer
AU - Hales, Patrick
AU - Browning, Larry
T2 - The Rural Educator
AB - This exploratory study of a Title II grant funded project analyzed the design and delivery of online professional learning communities (PLC) for rural STEM teachers. This research identified the frequency a video posting, the type of videos posted, and the style of reflection questions, as critical aspects to the engagement to participating teachers. Additionally, teachers showed an increase in teacher efficacy as a result of being part of the online PLCs and they indicated strong enjoyment and value in participation of the program.
DA - 2020/04/08/
PY - 2020
DO - 10.35608/ruraled.v41i1.555
DP - DOI.org (Crossref)
VL - 41
IS - 1
SP - 20
EP - 26
J2 - TRE
LA - en
SN - 2643-9662, 0273-446X
UR - https://journals.library.msstate.edu/index.php/ruraled/article/view/555
Y2 - 2021/06/25/16:02:06
ER -
TY - JOUR
TI - A pilot of the use of short message service (SMS) as a training tool for anaesthesia nurses
AU - Duys, R.
AU - Duma, S.
AU - Dyer, R.
T2 - Southern African Journal of Anaesthesia and Analgesia
AB - © 2017 The Author(s). Background: Anaesthesia nurses form a critical part of the team providing perioperative care to patients, but no accredited training exists for them in South Africa. In this setting, short in-service training interventions are a pragmatic attempt at improving nurse performance and patient outcomes. Traditional didactic teaching formats have limitations, and mLearning (the use of mobile telephones to facilitate education) has proved equivalent or superior to traditional teaching methods in several settings. Despite very high levels of mobile phone ownership amongst healthcare workers in Africa, this form of educational delivery has not been tested in the hospital-based nursing population. Methods: A telephonic true/false pre-test was performed with 12 nurses of varying levels of training, to assess their preexisting knowledge of anaesthesia. A pre-learning package was then delivered to them in the form of daily SMSs for a month, covering relevant anaesthesia content. A telephonic post-intervention test was performed to assess whether anaesthesia theory knowledge had improved. Results: Median test scores out of 30 were compared using a Wilcoxon signed rank test and were statistically higher in the postintervention test: 25 (IQR 20-26) vs. 21 (IQR 20-21.25) (p = 0.018). Conclusions: The results demonstrate an association between a cheap and widely available educational vehicle, and an increase in nurse knowledge scores. The use of mobile telephones in medical education in limited-resource settings should be explored further.
DA - 2017///
PY - 2017
DO - 10.1080/22201181.2017.1317422
LA - en
AN - LOCAL-SCOPUS_ID:85021336791
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:South Africa
KW - CA:AandC
KW - CL:en
KW - CL:fr
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:outcomes
KW - F:pedagogy
KW - F:teaching
KW - F:teaching method
KW - P:health
KW - P:media
KW - P:nurse
KW - P:service industry
KW - P:services
KW - Q:e-learning
KW - T:Ausbildung
KW - T:Training
KW - T:work-based learning
KW - Z:Anaesthesia nurse
KW - Z:Nurse education
KW - Z:Short Message Service (SMS)
KW - Z:eLearning
KW - Z:mLearning
KW - _C:Australia AUS
KW - _C:Iran IRN
KW - _C:Ireland IRL
KW - _C:Kenya KEN
KW - _C:South Africa ZAF
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
KW - publicImportV1
ER -
TY - JOUR
TI - Online initial teacher education: a systematic review of the literature
AU - Dyment, Janet E.
AU - Downing, Jillian Jane
T2 - Asia-Pacific Journal of Teacher Education
AB - This paper presents a systematic review of the literature on online initial teacher education. This review is timely given the growing numbers of online students studying teacher education in Australia and beyond. The paper begins with a presentation of the search protocol including search terms, databases, and inclusion/exclusion criteria that resulted in 492 refereed articles being included in the review. Analysis of title and abstract of these articles allowed insight into a variety of factors and trends, including journal of publication, year of publication, research approach, and key focal areas. Two well-established research focal areas emerged: technological pedagogical innovations and student experiences of studying teacher education online. Two emerging research focal areas were teacher educator experiences of teaching online and online teacher education in traditionally experiential specialisations, such as drama and outdoor education. When all the articles are considered holistically, a fragmented and siloed research approach is revealed, evidenced by a large number of journals publishing articles on multiple focal areas, leading to considerable repetition among the evidences presented across the articles. As such, this paper highlights the need for a more coherent and organised approach to research in online teacher education and its dissemination to all stakeholders.
DA - 2020/05/26/
PY - 2020
DO - 10.1080/1359866X.2019.1631254
DP - Taylor and Francis+NEJM
VL - 48
IS - 3
SP - 316
EP - 333
SN - 1359-866X
ST - Online initial teacher education
UR - https://doi.org/10.1080/1359866X.2019.1631254
Y2 - 2022/04/05/20:39:12
KW - Online
KW - blended
KW - initial teacher education
KW - pre-service
KW - systematic review
KW - teacher education
ER -
TY - JOUR
TI - Entrepreneurship training and skills development in Africa: Evidence from Koforidua Technical University, Ghana
AU - Dzisi, Smile
AU - Odoom, Franklin Dodzi
AU - Gligah, Bernice
T2 - International Journal of Economics and Business Research
AB - Copyright © 2018 Inderscience Enterprises Ltd. The significant role entrepreneurial training plays in the success of entrepreneurs has been touted in the literature. This paper explores the idea of practical entrepreneurship training and skills development among African students. The primary objective is to establish the extent to which acquisition of practical entrepreneurial training in addition to the students’ course of study is beneficial to them. The findings revealed that practical entrepreneurial training is new to students in Ghana. The few students who are exposed to practical entrepreneurial training have acquired entrepreneurial skills and knowledge, and this enabled them to set up their own businesses. The findings of this study have implications on growth and development of the economies Africa by creating new and innovative jobs to subsequently and significantly decrease unemployment. The study recommends that tertiary institutions should have entrepreneurial centre for practical sessions.
DA - 2018///
PY - 2018
DO - 10.1504/ijebr.2018.092154
LA - en
AN - LOCAL-SCOPUS_ID:85048338891
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - AA:Africa
KW - CA:AandC
KW - CCZ:Ghana
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:T
KW - P:economy
KW - T:Training
KW - Z:Education
KW - Z:Entrepreneurial skills
KW - Z:Entrepreneurs
KW - Z:Innovation
KW - Z:Practical sessions
KW - Z:Students
KW - Z:Training
KW - _C:Ghana GHA
KW - publicImportV1
ER -
TY - BOOK
TI - Outcome mapping: building learning and reflection into development programs
AU - Earl, Sarah
AU - Carden, F.
AU - Patton, Michael Quinn
AU - Smutylo, Terry
CN - HD75.9 .E25 2001
CY - Ottawa
DA - 2001///
PY - 2001
DP - Library of Congress ISBN
SP - 139
PB - International Development Research Centre
SN - 978-0-88936-959-7
ST - Outcome mapping
KW - Assistance technique
KW - Community development
KW - Coopération internationale
KW - Développement communautaire
KW - Economic development projects
KW - Evaluation
KW - Evaluation research (Social action programs)
KW - International cooperation
KW - Projets de développement économique
KW - Technical assistance
KW - Évaluation
KW - Évaluation de programme
ER -
TY - BOOK
TI - The Tyranny of Experts: Economists, Dictators, and the Forgotten Rights of the Poor
AU - Easterly, William
AB - In this "bracingly iconoclastic” book (New York Times Book Review), a renowned economics scholar breaks down the fight to end global poverty and the rights that poor individuals have had taken away for generations.In The Tyranny of Experts, renowned economist William Easterly examines our failing efforts to fight global poverty, and argues that the "expert approved" top-down approach to development has not only made little lasting progress, but has proven a convenient rationale for decades of human rights violations perpetrated by colonialists, postcolonial dictators, and US and UK foreign policymakers seeking autocratic allies. Demonstrating how our traditional antipoverty tactics have both trampled the freedom of the world's poor and suppressed a vital debate about alternative approaches to solving poverty, Easterly presents a devastating critique of the blighted record of authoritarian development. In this masterful work, Easterly reveals the fundamental errors inherent in our traditional approach and offers new principles for Western agencies and developing countries alike: principles that, because they are predicated on respect for the rights of poor people, have the power to end global poverty once and for all.
CN - HD87 .E237 2013
CY - New York
DA - 2013///
PY - 2013
DP - Library of Congress ISBN
SP - 394
LA - en
PB - Hachette UK
SN - 978-0-465-03125-2
ST - The Tyranny of Experts
KW - Business & Economics / Development / Economic Development
KW - Business & Economics / Development / Sustainable Development
KW - Developing countries
KW - Economic aspects
KW - Economic policy
KW - Political Science / Political Economy
KW - Poverty
KW - Social aspects
ER -
TY - JOUR
TI - Children's travel to school—the interaction of individual, neighbourhood and school factors
AU - Easton, Sue
AU - Ferrari, Ed
T2 - Transport Policy
AB - The increase in average distance from home to secondary school over recent decades has been accompanied by a significant growth in the proportion of pupils travelling to school by motorized means as opposed to walking or cycling. More recently this switch in travel mode has received considerable attention as declining levels of physical activity, growing car dependence and the childhood obesity “crisis” have pushed concerns about the health of future generations up the public health agenda, particularly in the U.S., but also in the UK and Europe. This has led to a proliferation of international studies researching a variety of individual, school and spatial characteristics associated with children's active travel to school which has been targeted by some governments as a potential silver bullet to reverse the trend. However, to date national pupil census data, which comprises annual data on all English pupils, including a mode of travel to school variable, has been under-utilised in the analysis of how pupils commute to school. Furthermore, methodologically, the grouped nature of the data with pupils clustered within both schools and residential neighbourhoods has often been ignored - an omission which can have considerable consequences for the statistical estimation of the model. The research presented here seeks to address both of these points by analysing pupil census data on all 26,709 secondary pupils (aged 11–16) who attended schools in Sheffield, UK during the 2009–10 school year. Individual pupil data is grouped within school, and neighbourhood, within a cross-classified multilevel model of active versus motorised modes of commuting to school. The results support the findings of other research that distance to school is key, but suggest that sociospatial clustering within neighbourhoods and schools is also critical. A further finding is that distance to school varies significantly by ethnicity, with white British pupils travelling the shortest distance of all ethnic groups. The implications of these findings for education and transport policy are discussed.
DA - 2015/11/01/
PY - 2015
DO - 10.1016/j.tranpol.2015.05.023
DP - ScienceDirect
VL - 44
SP - 9
EP - 18
J2 - Transport Policy
LA - en
SN - 0967-070X
UR - https://www.sciencedirect.com/science/article/pii/S0967070X15300196
Y2 - 2021/03/25/16:24:45
KW - Active transport
KW - Mode of travel
KW - Motorised transport
KW - Multilevel model
KW - Pupils
KW - Secondary
KW - Sociospatial
KW - Travel to school
ER -
TY - JOUR
TI - Traditional eye medicine practice in Benin-City, Nigeria
AU - Ebeigbe, JA
T2 - Southern African Optometrist
AB - The use of traditional eye medicines as a form of eye care in Africa is very common. However, there is concern about the harmful effects of some traditional medicines on the eyes. This study was a cross-sectional survey conducted in Benin-City, Edo state, Nigeria. Sixty-eight traditional medicine practitioners (TMPs) who treated eye conditions participated in this study. Most (87%) were males and 13% were females. Their age ranged between 25 to 65 years with a mean age of 42.25 ± 2.14 years. Information was obtained through one-on-one oral interviews and a structured questionnaire consisting of open-ended questions. The most common method of training (46%) was by father-to-son tutelage. Conjunctivitis, itching and poor vision were the most common conditions treated by all practitioners. The majority of the TMPs (62%), practiced full time while 38% practiced part time. Forty six percent considered patients’ case histories as more important than physical examination of the eye while 54% felt both history and examination were equally important. Thirty-six percent of practitioners reported inverting the upper eyelids as part of their examination. Couching of cataracts was done by 38%. While
49% had referred ‘difficult’ or ‘stubborn’ cases to orthodox hospitals, 51% had never referred a case. Traditional healers are well accepted in their communities and will continue to be consulted
by the people. Health education programs with emphasis on safe eye care practices need to be established for traditional healers. Working with healers and training them to recognize cases needing urgent referral and encouraging the use of non-harmful practices may provide a more sustainable health care structure in the community. Cooperation between these two aspects of medicine is extremely important for the provision of primary eye care services in rural Africa.
DA - 2013///
PY - 2013
LA - en
UR - http://avehjournal.org/index.php/aveh/article/view/54
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:East Africa
KW - C:Nigeria
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:T
KW - F:learning
KW - F:payment
KW - P:healers
KW - P:media
KW - T:Formal apprenticeship
KW - T:Lehrlingsausbildung
KW - T:Training
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Playing with the Multiple Intelligences: How Play Helps Them Grow
AU - Eberle, Scott G
T2 - American Journal of Play
AB - Howard Gardner first posited a list of "multiple intelligences" as a liberating alternative to the assumptions underlying traditional IQ testing in his widely read study "Frames of Mind" (1983). Play has appeared only in passing in Gardner's thinking about intelligence, however, even though play instructs and trains the verbal, interpersonal, intrapersonal, logical, spatial, musical, and bodily intelligences that Gardner regards as original human endowments. Playing out of doors also enhances and exercises the faculty that Gardner later marked as the naturalist intelligence. As recess dwindles in American schools, and as free play shrinks in the childhood experience, this article finds fresh cause to inspect the merits of multiple-intelligence theory through the lens of play.
DA - 2011///
PY - 2011
VL - 4
IS - 1
SP - 19
EP - 51
UR - https://files.eric.ed.gov/fulltext/EJ985547.pdf
Y2 - 2021/02/22/00:00:00
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Elements of Play: Towards a Philosophy and Definition of Play
AU - Eberle, Scott G
T2 - American Journal of Play
AB - Scholars conventionally find play difficult to define because the concept is complex and ambiguous. The author proffers a definition of play that takes into consideration its dynamic character, posits six basic elements of play (anticipation,
surprise, pleasure, understanding, strength, and poise), and explores some of their
emotional, physical, and intellectual dimensions. He argues for a play ethos that recognizes play is evolution based and developmentally beneficial. He insists, however, that, at its most elemental, play always promises fun. In this context, any activity that lacks these six elements, he contends, will not fully qualify as play.
DA - 2014///
PY - 2014
VL - 6
IS - 2
SP - 214
EP - 233
UR - https://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/6-2-article-elements-of-play.pdf
Y2 - 2021/02/23/00:00:00
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - How much can we remedy very low learning levels in rural parts of low-income countries? Impact and generalizability of a multi-pronged para-teacher intervention from a cluster-randomized trial in The Gambia
AU - Eble, Alex
AU - Frost, Chris
AU - Camara, Alpha
AU - Bouy, Baboucarr
AU - Bah, Momodou
AU - Sivaraman, Maitri
AU - Hsieh, Pei-Tseng Jenny
AU - Jayanty, Chitra
AU - Brady, Tony
AU - Gawron, Piotr
T2 - Journal of Development Economics
DA - 2021///
PY - 2021
DO - 10.1016/j.jdeveco.2020.102539
DP - Google Scholar
VL - 148
SP - 102539
ST - How much can we remedy very low learning levels in rural parts of low-income countries?
ER -
TY - GEN
TI - An implementation research agenda
AU - Eccles, Martin P.
AU - Armstrong, David
AU - Baker, Richard
AU - Cleary, Kevin
AU - Davies, Huw
AU - Davies, Stephen
AU - Glasziou, Paul
AU - Ilott, Irene
AU - Kinmonth, Ann-Louise
AU - Leng, Gillian
DA - 2009///
PY - 2009
DP - Google Scholar
PB - BioMed Central
ER -
TY - GEN
TI - An implementation research agenda
AU - Eccles, Martin P.
AU - Armstrong, David
AU - Baker, Richard
AU - Cleary, Kevin
AU - Davies, Huw
AU - Davies, Stephen
AU - Glasziou, Paul
AU - Ilott, Irene
AU - Kinmonth, Ann-Louise
AU - Leng, Gillian
DA - 2009///
PY - 2009
DP - Google Scholar
PB - BioMed Central
ER -
TY - JOUR
TI - Welcome to Implementation Science
AU - Eccles, Martin P.
AU - Mittman, Brian S.
T2 - Implementation Science
AB - Implementation research is the scientific study of methods to promote the systematic uptake of research findings and other evidence-based practices into routine practice, and, hence, to improve the quality and effectiveness of health services and care. This relatively new field includes the study of influences on healthcare professional and organisational behaviour.
DA - 2006/02/22/
PY - 2006
DO - 10.1186/1748-5908-1-1
DP - BioMed Central
VL - 1
IS - 1
SP - 1
J2 - Implementation Science
SN - 1748-5908
UR - https://doi.org/10.1186/1748-5908-1-1
Y2 - 2022/12/29/23:22:23
ER -
TY - BLOG
TI - Government of St Lucia deprives 8,000 students ‘one-laptop-per child programme’
AU - Editorma
T2 - Caribbean News Global
DA - 2020/02/18/T05:57:38+00:00
PY - 2020
LA - en-gb
UR - https://www.caribbeannewsglobal.com/government-of-st-lucia-deprives-8000-students-one-laptop-per-child-programme/
Y2 - 2020/12/07/21:21:19
ER -
TY - JOUR
TI - You get what you pay for: Schooling incentives and child labor
AU - Edmonds, Eric V.
AU - Shrestha, Maheshwor
T2 - Journal of Development Economics
DA - 2014///
PY - 2014
DO - 10.1016/j.jdeveco.2014.09.005
VL - 111
SP - 196
EP - 211
ER -
TY - JOUR
TI - Students' potential abilities as correlates of self-employment start-up intentions: Evidence from private sector-led technical and vocational education institutions in Nigeria
AU - Edokpolor, James Edomwonyi
AU - Abusomwan, Vero Iyalekhue
T2 - International Journal of Learning, Teaching and Educational Research
T3 - Journal
AB - © 2019 Society for Research and Knowledge Management. All rights reserved. The current study examines the correlation between technical and vocational education and training (TVET) students' potential abilities and self-employment start-up intentions. The participants of the survey were 209 students of TVET institutions in Nigeria. Using a Bivariate Pearson Correlation Matrix and Simple Linear Regression tests of relationships, the results revealed a significant relationship between TVET students' potential abilities and self-employment start-up intentions. More specifically, the results revealed significant correlations among potential abilities (e.g., creativity and innovation skills, ICT functional literacy and numeracy skills, communication and collaboration skills, critical thinking and problem solving skills) and the intentions of TVET students to venture into self-employment upon graduation. The results also revealed significant correlations among potential abilities (e.g., managerial and leadership skills, flexibility and adaptability skills, lifelong learning and self-direction skills) and the intentions of TVET students to venture into self-employment upon graduation. Contrarily, the results revealed that there is no significant correlations among potential abilities (e.g., social and cross-cultural skills, desirability and feasibility skills) and the intentions of TVET students to venture into self-employment upon graduation. Implications, limitations and logical conclusions were spotted out in the study.
DA - 2019///
PY - 2019
DO - 10.26803/ijlter.18.9.8
ER -
TY - BLOG
TI - Curated Tools for Teacher Continuous Professional Development
AU - EdTech Hub
T2 - EdTech Hub
AB - EdTech Hub has created curated lists of teacher professional development (TPD) tools along with evidenced-based advice on how to effectively use them. Because, of course, it’s not only which tool you choose, but how you use it that will determine whether it will lead to better teaching and learning.
DA - 2021///
PY - 2021
LA - en-US
UR - https://edtechhub.org/edtech-tools/curated-tools-tcpd/
Y2 - 2023/01/06/07:17:34
ER -
TY - BLOG
TI - How the Government of Sierra Leone is improving its Education Data Hub
AU - EdTech Hub
T2 - EdTech Hub
AB - Sierra Leone’s Education Data Hub, is designed to make school-level data more useful in decision making. Nine months into its launch, MBSSE and DSTI were keen to understand who was using the Data Hub, the kinds of decisions it informed, and where improvements were needed to ensure that non-technical users, including policymakers, teachers, parents, and […]
DA - 2020/09/08/T16:35:56+00:00
PY - 2020
LA - en-GB
UR - https://edtechhub.org/2020/09/08/how-the-government-of-sierra-leone-is-improving-its-education-data-hub/
Y2 - 2020/09/17/11:14:14
KW - _C:Sierra Leone SLE
KW - _DOILIVE
KW - _EdTechHub_Output
KW - _zenodoETH
ER -
TY - BLOG
TI - Implementing a telephone helpline to supplement TV, radio and learning packets in Afghanistan 🇦🇫
AU - EdTech Hub
T2 - EdTech Hub
AB - Telephone Helpline in Afghanistan 🇦🇫 📅 May 2020 – Ongoing Key Sandbox Question: We know effective teacher presence in the classroom improves learning outcomes. How might this be replicated when students are learning at home? Subject: #literacy #numeracy Age: #secondary Place: #Afghanistan #rural People: #student_male #student_female #teacher #caregiver Product: #radio #TV #feature_phone Business Model: #donor #replication #government The Problem The…
LA - en-US
UR - https://edtechhub.org/innovation/telephone-helpline-in-afghanistan/
Y2 - 2021/03/19/17:43:53
ER -
TY - RPRT
TI - Sandbox Handbook V.2.0
AU - EdTech Hub
DA - 2022/08/24/
PY - 2022
LA - en
PB - EdTech Hub
KW - Final_citation
KW - cited
KW - existing
ER -
TY - RPRT
TI - Sandbox Handbook V.2.0
AU - EdTech Hub
DA - 2022/08/24/
PY - 2022
LA - en
PB - EdTech Hub
ER -
TY - BLOG
TI - The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania
AU - EdTech Hub
T2 - EdTech Hub
AB - The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania In partnership with Aga Khan University and Tanzania Institute of Education Country: Tanzania | Topic Area: Teacher Continuous Professional Development (TCPD) Project summary The study researches effective and cost-effective sustainable, technology-supported, decentralised, and school-based Teacher Continuous Professional Development (TCPD) models to improve learning outcomes in rural primary…
DA - 2022///
PY - 2022
LA - en-US
UR - https://edtechhub.org/evidence/edtech-hub-research-portfolio/study-4/
Y2 - 2022/12/22/00:16:25
ER -
TY - RPRT
TI - The Impact of GIS-Supported Teacher Allocation in Sierra Leone
AU - EdTech Hub
AU - Education Commission
AU - Fab Inc.
DA - 2022///
PY - 2022
LA - en
M3 - HLR3 Output
PB - EdTech Hub
SN - 1
ST - Inception Report 3
UR - https://docs.edtechhub.org/lib/QAH4K4D6
KW - _C:Sierra Leone SLE
ER -
TY - GEN
TI - Knowledge Pack : Digital Teaching and Learning
AU - , EdTech Team
DA - 2022///
PY - 2022
PB - World Bank
UR - https://documents1.worldbank.org/curated/en/099120304132286876/pdf/P17425202703c80400872f014bab55254c3.pdf
ER -
TY - BLOG
TI - Standards - EdTech Tulna
AU - EdTech Tulna
AB - The EdTech Tulna standards define a set of expectations for the design of EdTech products
DA - 2021///
PY - 2021
LA - en-US
UR - https://edtechtulna.org/standards/
Y2 - 2022/12/22/01:57:27
ER -
TY - ELEC
TI - Common Types of SEN - Best SEN Schools - special educational needs schools in the UK
AU - Education Advisers
DA - 2018///
PY - 2018
UR - https://www.best-sen-schools.co.uk/page.asp?t=SEN-Types
Y2 - 2021/03/25/15:04:32
ER -
TY - RPRT
TI - Education Workforce Initiative: Sierra Leone
AU - Education Commission
DA - 2020///
PY - 2020
ER -
TY - RPRT
TI - Innovative Education Workforce Analysis for More Equitable Education: Sierra Leone
AU - Education Commission
DA - 2020///
PY - 2020
M3 - Country Report
PB - Education Workforce Initiative
ER -
TY - RPRT
TI - Transforming the Education Workforce: Learning Teams for a Learning Generation
AU - Education Commission
CY - New York
DA - 2019///
PY - 2019
PB - Education Commission
UR - https://educationcommission.org/wp-content/uploads/2019/09/Transforming-the-Education-Workforce-Full-Report.pdf
KW - C: International
ER -
TY - RPRT
TI - Transforming the education workforce: Learning teams for a learning generation
AU - Education Commission
DA - 2019///
PY - 2019
DP - Google Scholar
ST - Transforming the education workforce
UR - https://educationcommission.org/wp-content/uploads/2019/09/Transforming-the-Education-Workforce-Full-Report.pdf
KW - ⛔ No DOI found
ER -
TY - BLOG
TI - Learning in the Time of Ebola
AU - Education Development Center
DA - 2014/11/04/
PY - 2014
LA - EN
UR - https://www.edc.org/learning-time-ebola
Y2 - 2020/04/04/16:52:41
ER -
TY - RPRT
TI - Cost evaluation guidance for EEF evaluations
AU - Education Endowment Foundation
DA - 2019///
PY - 2019
UR - https://educationendowmentfoundation.org.uk/public/files/Evaluation/Setting_up_an_Evaluation/Cost_Evaluation_Guidance_2019.12.11.pdf
Y2 - 2022/02/22/15:19:15
ER -
TY - GEN
TI - Early Years Toolkit
AU - Education Endowment Foundation
DA - 2018///
PY - 2018
PB - Education Endowment Foundation
UR - https://educationendowmentfoundation.org.uk/public/files/Toolkit/complete/EEF-Early-Years-toolkit-July-2018.pdf
Y2 - 2021/02/25/00:00:00
ER -
TY - ELEC
TI - Early Years Toolkit
AU - Education Endowment Foundation
AB - An accessible summary of educational research for early years teaching
DA - 2021///
PY - 2021
LA - en
UR - https://educationendowmentfoundation.org.uk/evidence-summaries/early-years-toolkit
Y2 - 2021/08/30/16:02:18
ER -
TY - ELEC
TI - EEF Toolkit
AU - Education Endowment Foundation
DA - 2014///
PY - 2014
UR - http://educationendowmentfoundation.org.uk
ER -
TY - RPRT
TI - Putting evidence to work: A school's guide to implementation
AU - Education Endowment Foundation
DA - 2019///
PY - 2019
UR - https://dera.ioe.ac.uk/31088/1/EEF-Implementation-Guidance-Report.pdf
Y2 - 2022/02/22/15:19:09
ER -
TY - ELEC
TI - Reducing class size
AU - Education Endowment Foundation
T2 - Education Endowment Foundation
DA - 2018/08/29/
PY - 2018
UR - https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/toolkit/?id=144&t=Teaching%20and%20Learning%20Toolkit&e=144&s=
Y2 - 2020/12/10/12:30:57
ER -
TY - GEN
TI - Teaching & Learning Toolkit
AU - Education Endowment Foundation
DA - 2018///
PY - 2018
PB - Education Endowment Foundation
UR - https://educationendowmentfoundation.org.uk/public/files/Toolkit/complete/EEF-Teaching-Learning-Toolkit-October-2018.pdf
Y2 - 2021/02/25/00:00:00
ER -
TY - RPRT
TI - EEF Evidence Database Coding Guide – Effect Size Data Extraction
AU - Education Endowment Foundation
AU - Durham University
DA - 2022/03//
PY - 2022
SN - Version 2
UR - https://d2tic4wvo1iusb.cloudfront.net/production/documents/toolkit/ESDE_CodingGuide_V2_March_2022-1.pdf
Y2 - 2023/11/02/14:40:25
KW - _yt:b
ER -
TY - RPRT
TI - EEF Evidence Database Coding Guide – Main Data Extraction
AU - Education Endowment Foundation
AU - Durham University
DA - 2022/03//
PY - 2022
SN - Version 3
UR - https://d2tic4wvo1iusb.cloudfront.net/production/documents/toolkit/MDE_CodingGuide_V3_March2022-1.pdf
Y2 - 2023/11/02/14:40:27
KW - _yt:a
ER -
TY - JOUR
TI - Reaching The Marginalized
AU - Education For All
T2 - Global Monitoring Report
DA - 2010///
PY - 2010
ST - Reaching The Marginalized
UR - http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2010-marginalization/
ER -
TY - BLOG
TI - Sierra Leone
AU - Education Partnerships Group
T2 - Education Partnerships Group
AB - After a number of years of political instability, Cote d’Ivoire now aims to achieve emerging economy status by 2020.
LA - en-GB
UR - https://epg.org.uk/projects/sierra-leone/
Y2 - 2020/12/15/18:30:52
KW - _C:Sierra Leone SLE
ER -
TY - RPRT
TI - Keeping children engaged and achieving in mathematics
AU - Education Review Office
CY - New Zealand
DA - 2018/02//
PY - 2018
UR - https://www.ero.govt.nz/publications/teaching-strategies-that-work-mathematics/
ER -
TY - RPRT
TI - Innovative Education Workforce Analysis for More Equitable Education: Sierra Leone
AU - Education Workforce Initiative
DA - 2020///
PY - 2020
M3 - Country Report
PB - Education Commission
UR - https://educationcommission.org/wp-content/uploads/2020/10/2020-EC-Country-Report-Sierra-Leone.pdf
Y2 - 2020/12/16/13:15:53
KW - _C:Sierra Leone SLE
ER -
TY - JOUR
TI - Interplay between Literacy and Health Services Access: The Case of Elderly Exemption Beneficiaries in Tanzania
AU - Edward, Joshua
T2 - Journal of Learning for Development
AB - Over the last two decades research has indicated an unpleasant experience for the elderly with exemptions. An important question for this paper is whether the unpleasant exempted experience for the elderly in accessing health services is linked to illiteracy. Since illiteracy can affect how services are used and its results, the answer to this paper’s question could affect how health services are accessed and their associated outcomes. Policy implementors are operating without a solid knowledge of this relationship. The study used a mixed methods approach. Purposive random sampling was applied to select 879 elderly and was guided by research assistants in filling in the questionnaires. Also, purposive sampling was used to recruit 23 key informants. Results indicates a significant relationship between illiteracy and selected indicators of health service access: awareness, acceptability and adequacy. This paper argues for more training opportunities through non-formal programs among adults and communication capacity building among health providers based on the results of implementing the elderly exemption policy in Ubungo and Mbarali districts in Tanzania.
DA - 2021/03/18/
PY - 2021
DP - jl4d.org
VL - 8
IS - 1
SP - 129
EP - 145
LA - en
SN - 2311-1550
ST - Interplay between Literacy and Health Services Access
UR - https://jl4d.org/index.php/ejl4d/article/view/494
Y2 - 2022/04/05/12:21:54
KW - exemption policy
KW - health services access and elderly
KW - literacy
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The importance of context in implementation research
AU - Edwards, Nancy
AU - Barker, Pierre M.
T2 - JAIDS Journal of Acquired Immune Deficiency Syndromes
DA - 2014///
PY - 2014
DO - 10.1097/QAI.0000000000000322
DP - Google Scholar
VL - 67
SP - S157
EP - S162
ER -
TY - JOUR
TI - The importance of context in implementation research
AU - Edwards, Nancy
AU - Barker, Pierre M.
T2 - JAIDS Journal of Acquired Immune Deficiency Syndromes
DA - 2014///
PY - 2014
DO - 10.1097/QAI.0000000000000322
DP - Google Scholar
VL - 67
SP - S157
EP - S162
ER -
TY - ELEC
TI - National Tutoring Programme: Nimble RCTs
AU - EEF
T2 - EEF
AB - The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.
DA - 2021///
PY - 2021
LA - en
ST - National Tutoring Programme
UR - https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/national-tutoring-programme-nimble-rcts
Y2 - 2022/12/28/17:09:46
KW - Final_citation
KW - cited
KW - existing
ER -
TY - RPRT
TI - A Roadmap to Vocational Education and Training Systems Around the World
AU - Eichhorst, Werner
AU - Rodríguez-Planas, Núria
AU - Schmidl, Ricarda
AU - Zimmermann, Klaus F
AB - With young people among the big losers of the recent financial crisis, vocational education and training (VET) is often seen as the silver bullet to the problem of youth joblessness. This paper provides a better understanding of VET around the world, dealing with three types of vocational systems: school-based education, a dual system in which school-based education is combined with firm-based training, and informal training. We first explore the motivation for these different types of training, before summarizing the institutional evidence, highlighting the key elements of each training system and discussing its main implementation strengths and challenges. We subsequently review the evidence on the effectiveness of VET versus general education and between the three VET systems. There are clear indications that VET is a valued alternative beyond the core of general education, while the dual system tends to be more effective than school-based VET. Informal training is effective, however relatively little is known of its relative strengths compared with other forms of vocational education.
CY - Bonn, Germany
DA - 2012///
PY - 2012
DP - Zotero
LA - English
M3 - Discussion Paper
PB - Institute of Labor Economics (IZA)
UR - http://repec.iza.org/dp7110.pdf
Y2 - 2018/06/11/00:00:00
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - C:Botswana
KW - C:South Africa
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - P:social
KW - Q:flexible
KW - R:quantitative
KW - T:Ausbildung
KW - T:TVET
KW - T:dual TVET
KW - T:firm-based training
KW - T:informal training
KW - T:school-based VET
KW - T:vocational school
KW - _C:Ghana GHA
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Vocational education and training in Sub-Saharan Africa: current situation and development
T2 - Vocational Education and Development Symposium
A3 - Eicker, F
A3 - Haseloff, G
A3 - Lennartz, B
CY - Bielefeld
DA - 2017/03/16/
PY - 2017
DP - Gemeinsamer Bibliotheksverbund ISBN
LA - en
PB - W. Bertelsmann Verlag GmbH & Co. KG
SN - 978-3-7639-5793-4
ST - Vocational education and training in Sub-Saharan Africa
UR - https://www.wbv.de/artikel/6004570w
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:East Africa
KW - A:Sub-Saharan Africa
KW - C:Namibia
KW - CA:AandC
KW - CL:de
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:learning
KW - P:economy
KW - P:teachers
KW - Q:higher education
KW - T:Educação profissionalizante
KW - T:TVET
KW - T:in-service TVET
KW - publicImportV1
ER -
TY - CHAP
TI - Fundamentals of the development of Vocational Education and Further Education of VET pedagogues in Sub-Saharan Africa
AU - Eicker, Friedhelm
AB - For many years, the University of Rostock/Technical Education has supported three universities from Mozambique, Ethiopia and South Africa in their effort to establish a modern educational and further educational programme for VET pedagogues. A Further Education network was established in the first steps. If more German universities support it, this network can expand to various other Sub-Saharan African countries. This still poses the essential question which scientific approach will be the basic position. Furthermore the question is how the Further Education network of universities, vocational schools and other VET institutions should be developed locally in Sub-Saharan Africa. A constructivist approach, which is positioned between academic discipline and vocational science, will be proposed here. In the first place, university lecturers and selected teachers will be able to acquire shaping competence. A “Train the Trainer Further Education System” will be proposed.
DA - 2017///
PY - 2017
DP - Zotero
LA - en
UR - http://www.oapen.org/download?type=document&docid=640951#page=120
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - C:Ethiopia
KW - C:Mozambique
KW - C:South Africa
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:T
KW - F:pedagogy
KW - T:TVET
KW - T:in-service TVET
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Networked shaping–a perspective for international vocational education and further education of vocational educators
AU - Eicker, Friedhelm
AU - Fiedler, Kai-Arne
AU - Haseloff, Gesine
A2 - Kaiser, Franz
A2 - Krugmann, Susann
C3 - Social Dimension and Participation in Vocational Education and Training
DA - 2017///
PY - 2017
DP - Google Scholar
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - CLL:en
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Moving in circles along a straight path: The elusiveness of inclusive education in early childhood development in Uganda
AU - Ejuu, G.
T2 - Journal of Childhood & Developmental Disorders
DA - 2016///
PY - 2016
DP - Google Scholar
VL - 2
IS - 1
SP - 2472
EP - 1786
ST - Moving in circles along a straight path
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Mobile phone images and video in science teaching and learning
AU - Ekanayake, Sakunthala
AU - Wishart, Jocelyn
T2 - Learning Media and Technology
DA - 2014///
PY - 2014
DO - 10.1080/17439884.2013.825628
VL - 39
IS - 2
LA - en
UR - https://www.researchgate.net/publication/263764480_Mobile_phone_images_and_video_in_science_teaching_and_learning
Y2 - 2020/09/23/12:43:46
ER -
TY - JOUR
TI - Students' Acceptance of Tablet PCs and Implications for Educational Institutions.
AU - El-Gayar, Omar F
AU - Moran, Mark
AU - Hawkes, Mark
T2 - Educational Technology & Society
DA - 2011///
PY - 2011
VL - 14
IS - 2
SP - 58
EP - 70
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Human Firewall: Cyber Awareness using WhatApp AI Chatbot
AU - El Hajal, Georges
AU - Daou, Roy Abi Zeid
AU - Ducq, Yves
C3 - 2021 IEEE 3rd International Multidisciplinary Conference on Engineering Technology (IMCET)
DA - 2021///
PY - 2021
DO - 10.1109/IMCET53404.2021.9665642
DP - Google Scholar
SP - 66
EP - 70
PB - IEEE
ST - Human Firewall
ER -
TY - RPRT
TI - The effectiveness of technology-supported teacher professional learning communities in emergency settings. Future-Proofing Teacher Education: Voices from South Africa and Beyond [open access]
AU - El-Sefary, Yomna
AU - Adam, Taskeen
AU - Haßler, Björn
DA - forthcoming
PY - forthcoming
KW - Author:OpenDevEd
ER -
TY - THES
TI - A portrait of hope: Experiences of a visually-impaired refugee with education in Lebanon
AU - El-Serafy, Yomna
DA - 2020///
PY - 2020
PB - University of Cambridge
KW - Author:OpenDevEd
ER -
TY - CHAP
TI - The effectiveness of technology-supported teacher professional learning communities in emergency settings. Future-Proofing Teacher Education: Voices from South Africa and Beyond
AU - El-Serafy, Yomna
AU - Adam, Taskeen
AU - Haßler, Björn
T2 - Future-Proofing Teacher Education: Voices from South Africa and Beyond
A2 - Gravett, Sarah
A2 - Petersen, Nadine
CY - London
DA - 2022/05/27/
PY - 2022
DP - DOI.org (Crossref)
ET - 1
LA - en
PB - Routledge
SN - 978-1-00-318549-9
ST - Future-Proofing Teacher Education
UR - https://www.taylorfrancis.com/books/9781003185499
Y2 - 2022/12/03/19:44:08
KW - Author:OpenDevEd
KW - _forthcoming
ER -
TY - RPRT
TI - Strategy for Tanzania — Focus Area: TCPD in primary schools
AU - El-Serafy, Yomna
AU - Khalayleh, Abdullah
AU - Carter, Alice
AU - Haßler, Björn
AU - Proctor, Jamie
AU - Adam, Taskeen
DA - 2021///
PY - 2021
PB - EdTech Hub
ST - Strategy for Tanzania — Focus Area
KW - Author:OpenDevEd
ER -
TY - RPRT
TI - KS-TVET Life Skills Course: Needs Analysis Report
AU - El-Serafy, Yomna
AU - Klune, Christopher
AB - An output of the Open Development & Education, https://.opendeved.net/
CN - 0296
DA - 2023///
PY - 2023
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/EJ7BFWZM
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - KS-TVET Life Skills Course Progress Report
AU - El-Serafy, Yomna
AU - Klune, Christopher
AB - An output of the Open Development & Education, https://.opendeved.net/
DA - 2023/10/05/
PY - 2023
DP - DOI.org (Crossref)
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/RMC522P5
Y2 - 2024/01/17/13:34:32
ER -
TY - RPRT
TI - KS-TVET Life Skills Course Progress Report
AU - El-Serafy, Yomna
AU - Klune, Christopher
AB - An output of the Open Development & Education, https://.opendeved.net/
CN - opendeved.1022
DA - 2023/10/05/T00:00:00.000Z
PY - 2023
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/RMC522P5
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - KS-TVET Life Skills Course: Validation Report
AU - El-Serafy, Yomna
AU - Klune, Christopher
AB - An output of the Open Development & Education, https://.opendeved.net/
DA - 2023/10/27/
PY - 2023
DP - DOI.org (Crossref)
PB - Open Development & Education
ST - KS-TVET Life Skills Course
UR - https://docs.opendeved.net/lib/N6IMHK4N
Y2 - 2024/01/17/13:34:23
ER -
TY - RPRT
TI - KS-TVET Life Skills Course: Validation Report
AU - El-Serafy, Yomna
AU - Klune, Christopher
AB - An output of the Open Development & Education, https://.opendeved.net/
CN - opendeved.1026
DA - 2023/10/27/T00:00:00.000Z
PY - 2023
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/N6IMHK4N
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - KS-TVET Life Skills Course: Process Report
AU - El-Serafy, Yomna
AU - Macharia, Grace
AU - Klune, Christopher
AB - An output of the Open Development & Education, https://opendeved.net/
DA - 2023/11/23/
PY - 2023
DP - DOI.org (Crossref)
PB - Open Development & Education
ST - KS-TVET Life Skills Course
UR - https://docs.opendeved.net/lib/JB94RH53
Y2 - 2024/01/17/13:34:13
ER -
TY - RPRT
TI - KS-TVET Life Skills Course: Process Report
AU - El-Serafy, Yomna
AU - Macharia, Grace
AU - Klune, Christopher
AB - An output of the Open Development & Education, https://opendeved.net/
CN - opendeved.1029
DA - 2023/11/23/T00:00:00.000Z
PY - 2023
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/JB94RH53
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - JOUR
TI - Evolution of galaxies with triaxial haloes
AU - El-Zant, A. A.
T2 - Astrophysics and Space Science
DA - 2001///
PY - 2001
DO - 10.1023/A:1017557204175
DP - Google Scholar
VL - 276
IS - 2-4
SP - 1023
EP - 1030
ER -
TY - JOUR
TI - Dynamics of galaxies with triaxial haloes
AU - El-Zant, A. A.
AU - Haßler, Björn
T2 - New Astronomy
DA - 1998///
PY - 1998
DO - 10.1016/s1384-1076(98)00025-6
VL - 3
IS - 7
SP - 493
EP - 537
SN - 1384-1076
UR - http://www.sciencedirect.com/science/article/pii/S1384107698000256
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _bjoern_cv
KW - _r:ImportedToMyEducationEvidence
ER -
TY - JOUR
TI - Dissipative motion in galaxies with non-axisymmetric potentials
AU - El-Zant, Amr
T2 - Physics reports
DA - 1999///
PY - 1999
DO - 10.1016/S0370-1573(98)00106-9
DP - Google Scholar
VL - 311
IS - 3-5
SP - 279
EP - 294
ER -
TY - JOUR
TI - Dark halo shapes and the fate of stellar bars
AU - El-Zant, Amr
AU - Shlosman, Isaac
T2 - The Astrophysical Journal
DA - 2002///
PY - 2002
DO - 10.1086/342117
DP - Google Scholar
VL - 577
IS - 2
SP - 626
KW - __C:filed:1
ER -
TY - JOUR
TI - Mobile Learning for English Language Acquisition: Taxonomy, Challenges, and Recommendations
AU - Elaish, Monther M.
AU - Shuib, Liyana
AU - Ghani, Norjihan Abdul
AU - Yadegaridehkordi, Elaheh
AU - Alaa, Musaab
T2 - IEEE Access
DA - 2017///
PY - 2017
DO - 10.1109/access.2017.2749541
DP - Google Scholar
VL - 5
SP - 19033
EP - 19047
ST - Mobile Learning for English Language Acquisition
KW - __C:filed:1
ER -
TY - GEN
TI - Achieving Net Zero within the NHS: System-wide transition to greener, sustainable care
AU - Eldridge-Thomas, B.
AU - Carden, S.
AU - Bücker, C.
AU - Davies, B.
AU - Ajadi, S.B.
AU - Coffey, C.
AU - Fauconberg, A.
DA - 2021///
PY - 2021
LA - en
UR - https://doi.org/10.17863/CAM.82738
ER -
TY - BLOG
TI - Elimu Scholarship Programme 2021
AU - Elimu Centre
T2 - Elimu Centre
AB - Elimu scholarship programme is sponsored by Kenya government, Equity Bank and World Bank. The programme benefits students from poor background
DA - 2020/02/29/T04:44:34+00:00
PY - 2020
LA - en-US
UR - https://www.elimucentre.com/elimu-scholarship-programme/
Y2 - 2021/07/16/19:03:20
ER -
TY - BOOK
TI - The university in the twenty-first century: teaching the new enlightenment in the digital age
AU - Elkana, Yehuda
AU - Kl??pper, Hannes
AU - Lazerson, Marvin
DA - 2016///
PY - 2016
DP - Open WorldCat
LA - English
SN - 978-963-386-039-7
ST - The university in the twenty-first century
UR - http://site.ebrary.com/id/11268829
Y2 - 2022/04/01/18:17:10
ER -
TY - JOUR
TI - School bus routing problem: Contemporary trends and research directions
AU - Ellegood, William A.
AU - Solomon, Stanislaus
AU - North, Jeremy
AU - Campbell, James F.
T2 - Omega
AB - The school bus routing problem (SBRP) is a challenging operations research problem that has been studied by researchers for almost 50 years. SBRP publications address one or more operational sub-problems, including: bus stop selection, bus route generation, bus route scheduling, school bell time adjustment, and strategic transportation policy issues. This paper reviews 64 new SBRP research publications and analyzes them by sub-problem type, problem characteristics and solution approach. The impact of key SBRP characteristics (number of schools, mixed load, fleet mix, service environment, objective and constraints) are discussed and the different solution approaches to the SBRP are summarized by sub-problem type and methodology. We found in recent years, SBRP researchers are examining more complex real-world problem settings, adopting both evolutionary-based and trajectory-based metaheuristic solution approaches, and considering ridership and travel time uncertainty. This review documents recent trends in SBRP research and highlights research gaps and promising opportunities for future SBRP research.
DA - 2020/09/01/
PY - 2020
DO - 10.1016/j.omega.2019.03.014
DP - ScienceDirect
VL - 95
SP - 102056
J2 - Omega
LA - en
SN - 0305-0483
ST - School bus routing problem
UR - https://www.sciencedirect.com/science/article/pii/S0305048318305127
Y2 - 2022/04/18/18:16:40
ER -
TY - RPRT
TI - The emergence of a digital underclass: digital policies in the UK and evidence for inclusion
AU - Ellen, Helsper
AB - New evidence shows that a digital underclass is forming in Britain. Although there is some improvement in access, skills and use of the internet among those who have lower education levels and no employment, these groups remain far behind other groups. As the government plans to make public services ‘digital by default’ these individuals will be unable to access them, not because of a lack of infrastructure but because of a lack of (effective) take up of the available connections. Exclusion of these most vulnerable groups has become entrenched. Gaps based on education and employment persist independent of age or other characteristics. They therefore represent a problem that is unlikely to go away even with better infrastructure or as younger generations grow up. These individuals are those that rely most on the government services that are now becoming ‘digital by default’ and will continue to do so. Those who need access to services most, from where the biggest cost savings through the digitisation of services are supposed to come, are the least likely to take these up even when access is available.
DA - 2011///
PY - 2011
M3 - Policy Brief
PB - Department of Media and Communications, London School of Economics and Political Science, London, UK
SN - Media Policy Brief 3
UR - http://blogs.lse.ac.uk/mediapolicyproject/
ER -
TY - RPRT
TI - The eLearning Africa Report 2014
AU - Elletson, H
AU - MacKinnon,, A
CY - Germany
DA - 2014///
PY - 2014
PB - ICWE
ER -
TY - JOUR
TI - Backward mapping: Implementation research and policy decisions
AU - Elmore, Richard F.
T2 - Political science quarterly
DA - 1979///
PY - 1979
DO - 10.2307/2149628
DP - Google Scholar
VL - 94
IS - 4
SP - 601
EP - 616
ST - Backward mapping
ER -
TY - ELEC
TI - Launch of Scopus AI to Help Researchers Navigate the World of Research
AU - Elsevier
T2 - www.elsevier.com
AB - Developed and tested with the research community, Scopus AI combines the world’s largest database of curated scientific literature with responsible AI
LA - en-US
UR - https://www.elsevier.com/about/press-releases/launch-of-scopus-ai-to-help-researchers-navigate-the-world-of-research
Y2 - 2024/01/19/22:30:51
ER -
TY - ELEC
TI - Scopus AI: Trusted content. Powered by responsible AI.
AU - Elsevier Products
T2 - www.elsevier.com
AB - Scopus AI combines generative artificial intelligence with Scopus’ trusted content and data to help researchers accelerate their research.
LA - en-US
ST - Scopus AI
UR - https://www.elsevier.com/products/scopus/scopus-ai
Y2 - 2024/01/19/22:33:55
ER -
TY - JOUR
TI - MOOCs taken by educated few
AU - Emanuel, Ezekiel J.
T2 - Nature
AB - Remarkably, human immunodeficiency virus (HIV)-1 infects macrophages — immune cells that are equipped to detect pathogens and mediate innate immune responses — without stimulating innate immunity. Greg Towers and colleagues now show that this depends on the recruitment to the HIV-1 capsid of specific cofactors that are involved in orchestrating nuclear entry and targeting. When these capsid–cofactor interactions are prevented either by virus mutation, cofactor depletion or pharmacological inhibition of cofactor recruitment, viral DNA can be detected by innate immune sensors, including cyclic GMP-AMP synthase.
DA - 2013/11//
PY - 2013
DO - 10.1038/503342a
DP - www.nature.com
VL - 503
IS - 7476
SP - 342
EP - 342
J2 - Nature
LA - en
SN - 1476-4687
UR - https://www.nature.com/articles/503342a
Y2 - 2020/01/19/11:38:04
KW - Final_citation
KW - cited
KW - existing
ER -
TY - RPRT
TI - An Assessment of the Transition to Virtual Learning in the OECS
AU - Emmanuel, Royston
AU - Anthony, Germain
AB - This assessment of the transition to Virtual Learning in the OECS is an initial step of a series of programmed activities that will help strengthen both the capacity and resilience of education systems in the region, particularly with respect to Online Learning. The context described here outlines some of the major challenges associated with regional efforts to successfully integrate ICTs in education. There appears to be consensus that Virtual Learning Environments (VLEs) can well support ambitions for improving equity of access to education, the quality and the relevance of education. What this assessment reveals, is that there is wide disparity in the region with respect to approaches to adopting and adapting to VLEs.
DA - 2020///
PY - 2020
LA - en-gb
UR - https://www.oecs.org/en/our-work/knowledge/library/an-assessment-of-the-transition-to-virtual-learning-in-the-oecs/download
Y2 - 2021/10/08/12:55:40
ER -
TY - CONF
TI - Integrating scientific research: Theory and design of discovering similar constructs
AU - Endicott, J.
AU - Larsen, K.
AU - Lukyanenko, R.
C1 - Cincinnati, Ohio
C3 - AIS SIGSAND Symposium
DA - 2017///
PY - 2017
SP - 1
EP - 7
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Evidence for Soft Power Created Via Scholarship Schemes
AU - Enfield, Sue
AB - While there is widespread endorsement of a view that scholarships are effective tools in promoting and enhancing a country’s soft power, investing in future leaders, providing access and equity, and increasing research excellence in a nation’s academic institutions it is at least possible that in part this derives in past from positive reinforcing trends amongst those delivering and receiving scholarships (for example Wilton Park conference attendees, 2016). Published, stand-alone evaluations of specific country scholarship programmes were not easily located, although there are references in the academic literature to several such studies. The most comprehensive commentary on evaluation research published between 2006 and 2016 (Mawer, 2018) is, therefore, an important summative document. This notes that the quality of evidence and the methods used to assess scholarship programmes vary enormously and that there is lack of evidence to substantiate the link that is claimed for such programmes and any soft power created.
DA - 2019/08/28/
PY - 2019
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14713
Y2 - 2022/12/18/18:14:26
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Secondary Vocational Education in South Africa: Can We Learn From Portugal?
AU - Engelbrecht, Mardine
AU - Cape Peninsula University of Technology, Cape Town, South Africa
AU - Tome, Eduardo
AU - Spencer, John
A2 - Engelbrecht, Mardine; Cape Peninsula University of Technology, Cape Town, South Africa
T3 - Journal Article
AB - The economy of Europe, and Portugal in particular, is doing well, with tourism as the driver! The same tourism-phenomenon took place in South Africa after the end of apartheid in 1994. However, despite tourism programmes being accredited in both countries, there exists a perceived problem in South Africa, not shared in Portugal, that the vocational programmes do not meet the specific needs on the tourism industry. Therefore, by introducing vocational tourism education, both Portugal and South Africa needed to use this specific system to respond to identified shortages of occupational skills within the Portuguese, and definitely the South African, labour markets. The National Certificate Vocational (NCV) tourism programme was introduced in 2007 at Technical, Vocational Education, and Training colleges (TVET) in South Africa. This study specifically chose Portugal because the secondary vocational system, reintroduced in that country in 1983 after almost completely disappearing for a decade and a half (after the abolition of technical education), is proving to be a viable alternative to "formal' education, certainly in combating unemployment in the tourism sector. The secondary education curriculum in Portugal was reformed in 2004, creating technological courses, which facilitated integration into the employment market. The initial South African research (2014-2017) compared vocational education in South Africa to other European countries (specifically Switzerland and Germany), identifying the need for a properly administered and controlled dual vocational education system in South Africa, as is currently followed in Portugal. This paper focuses on how the present NCV tourism programme in TVET colleges in South Africa may be improved by following the present Portuguese vocational education model. The NCV tourism programme was designed to provide both theoretical and practical knowledge of the tourism industry in South Africa, aiming to improve the employment possibilities for NCV tourism in graduates in the wider tourism labour market in the Western Cape Province of South Africa. This paper also supports the notion that an updated NCV tourism programme could learn from the Portuguese system on how to apply vocational tourism education, by including more practical and structured industry exposure. A literature review established that Portugal's secondary vocational education is thriving and their primary goal is the development of young employees' vocational training, which allows the development of specific skills indispensable to an occupation, such as tourism, as can be seen in the breakdown of the programmes discussed in the 'results' section. The original research on the NCV tourism programme was conducted in the Western Cape in the form of an empirical survey to gather information using research questionnaires, and this paper proposes the use of both quantitative and qualitative methodologies, to also include a comparison on the guidelines, investments and results on the Portuguese and the South African experience on the last years.
DA - 2019///
PY - 2019
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Strategies for Reducing Inequalities and Improving Developmental Outcomes for Young Children in Low-Income and Middle-Income Countries.
AU - Engle, Patrice L
AU - Fernald, Lia CH
AU - Alderman, Harold
AU - Behrman, Jere
AU - O'Gara, Chloe
AU - Yousafzai, Aisha
AU - de Mello, Meena Cabral
AU - Hidrobo, Melissa
AU - Ulkuer, Nurper
AU - Ertem, Ilgi
AU - Iltus, Selim
T2 - The Lancet
DA - 2011///
PY - 2011
DO - 10.1016/S0140-6736(11)60889-1
DP - DOI.org (Crossref)
VL - 378
IS - 9799
SP - 1339
EP - 53
J2 - The Lancet
LA - en
SN - 01406736
UR - https://digitalcommons.calpoly.edu/cgi/viewcontent.cgi
Y2 - 2021/03/20/16:27:09
ER -
TY - RPRT
TI - The Classroom Practices of Primary and Secondary School Teachers Participating in English in Action
AU - English in Action
DA - 2011///
PY - 2011
UR - https://assets.publishing.service.gov.uk/media/57a08ad9ed915d622c00093f/2a_the_classroom_practices-teachers_participating_in_english_in_action.pdf
Y2 - 2020/09/23/13:01:24
ER -
TY - RPRT
TI - Core Keywording Strategy
AU - EPPI Centre
DA - 2003///
PY - 2003
UR - https://eppi.ioe.ac.uk/CMS/Portals/0/PDF%20reviews%20and%20summaries/EPPI_Keyword_strategy.pdf
Y2 - 2023/10/30/17:42:18
ER -
TY - RPRT
TI - EPPI-Centre Core Keywording Strategy
AU - EPPI-Centre
DA - 2001///
PY - 2001
UR - https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=184#Guidelines
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - publicImportV1
ER -
TY - RPRT
TI - EPPI-Centre Guidelines for extracting data and quality assessing primary studies in educational research
AU - EPPI-Centre
DA - 2003///
PY - 2003
UR - https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=184#Guidelines
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - publicImportV1
ER -
TY - JOUR
TI - Sınıf Öğretmenlerinin Eğitimde Teknoloji Kullanımı, Tersine Çevrilmiş Sınıf ve İşbirlikli Öğrenme Hakkındaki Görüşleri (Primary Teachers’ Views on Using Technology in Education, Flipped Classroom and Cooperative Learning)
AU - Erbil, Deniz Gökçe
AU - Kocabaş, Ayfer
T2 - İlköğretim Online
DA - 2019///
PY - 2019
DO - 10.17051/ilkonline.2019.527150
DP - Google Scholar
VL - 18
IS - 1
SP - 31
EP - 51
KW - _C:Australia AUS
KW - _C:Hungary HUN
KW - _C:Spain ESP
KW - _C:Turkey TUR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - A Meta-Analysis of the Effect of Parental Involvement on Students’ Academic Achievement
AU - Erdem, Cahit
AU - Kaya, Metin
T2 - Journal of Learning for Development
AB - This study aims to examine the effect of parental involvement on students’ academic achievement at pre-school, elementary and secondary levels by using the meta-analysis method with respect to home-based and school-based parental involvement strategies. Data consisted of 55 independent research studies in English published between 2010 and 2019, and accessed through ERIC, Academic Search Complete, Science Direct, Wiley Online Library, and PsycNet databases. Findings revealed that the effect of parental involvement on academic achievement was positive but small. Parental expectations had the biggest effect on academic achievement and parental control had a negative and small effect. The mean effect of parental involvement on students’ academic achievement does not differ significantly according to moderator variables of education level, measurement type or measurement area but differs by developmental level of the country. The results are discussed using available related meta-analysis studies in the literature.
DA - 2020/11/19/
PY - 2020
DP - jl4d.org
VL - 7
IS - 3
SP - 367
EP - 383
LA - en
SN - 2311-1550
UR - https://jl4d.org/index.php/ejl4d/article/view/417
Y2 - 2020/11/21/13:31:39
KW - academic achievement
KW - developing countries
KW - education level
KW - meta-analysis
KW - parental involvement
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Makerspace in school: considerations from a large-scale national testbed
AU - Eriksson, Eva
AU - Heath, Carl
AU - Ljungstrand, Peter
AU - Parnes, Peter
T2 - International Journal of Child-Computer Interaction
DA - 2018///
PY - 2018
DO - 10.1016/j.ijcci.2017.10.001
VL - 16
SP - 9
EP - 15
KW - Stefanie
ER -
TY - JOUR
TI - Rethinking A Framework for Contextualising and Collaborating in MOOCs by Higher Education Institutions in Africa
AU - Erkkie, Haipinge
AU - Kadhila, Ngepathimo
T2 - Journal of Learning for Development
AB - Massive Open Online Courses (MOOCs) are online courses that are open to anyone with Internet access. Pioneered in North America, they were developed for contexts with broader access to technology and wider access to the Internet. As globally networked learning environments (GNLEs), MOOCs foster collaborative communities and learning in ways not conceived as feasible until recently. The affordances of MOOCs, such as the ability to access learning beyond one’s immediacy, exemplify their benefits for open and distance learning, especially in developing countries that continue to consume rather than produce online courses. However, the globality of MOOCs and their delivery mode pose a challenge of contextualising learning content to the local needs of educational institutions or individual students that choose to use the courses. This theoretical paper used a desk-research approach by revising literature to investigate and propose ways of contextualising MOOCs to the African higher education setting. It applied the principles of reuse and repurposing learning content, while suggesting the use of mobile learning as a technological delivery solution that is relevant to the local context. The paper also suggests a framework for inter-institutional collaboration for higher education institutions to guide future efforts in the creation and sharing of credit-bearing MOOCs.
DA - 2021/03/19/
PY - 2021
DP - jl4d.org
VL - 8
IS - 1
SP - 204
EP - 220
LA - en
SN - 2311-1550
UR - https://jl4d.org/index.php/ejl4d/article/view/442
Y2 - 2022/04/05/12:21:07
KW - MOOCs
KW - Sub-Saharan Africa
KW - connectivism
KW - contextualisation
KW - higher education
KW - online learning
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Family matters: Impacts of family background on educational attainments
AU - Ermisch, John
AU - Francesconi, Marco
T2 - Economica
DA - 2001///
PY - 2001
DO - 10.1111/1468-0335.00239
VL - 68
SP - 137
EP - 56
ER -
TY - RPRT
TI - Education Technology: An Evidence-Based Review
AU - Escueta, Maya
AU - Quan, Vincent
AU - Nickow, Andre Joshua
AU - Oreopoulos, Philip
AB - In recent years, there has been widespread excitement around the potential for technology to transform learning. As investments in education technology continue to grow, students, parents, and teachers face a seemingly endless array of education technologies from which to choose—from digital personalized learning platforms to educational games to online courses. Amidst the excitement, it is important to step back and understand how technology can help—or in some cases hinder—how students learn. This review paper synthesizes and discusses experimental evidence on the effectiveness of technology-based approaches in education and outlines areas for future inquiry. In particular, we examine RCTs across the following categories of education technology: (1) access to technology, (2) computer-assisted learning, (3) technology-enabled behavioral interventions in education, and (4) online learning. While this review focuses on literature from developed countries, it also draws upon extensive research from developing countries. We hope this literature review will advance the knowledge base of how technology can be used to support education, outline key areas for new experimental research, and help drive improvements to the policies, programs, and structures that contribute to successful teaching and learning.
CY - Cambridge, MA
DA - 2017/08//
PY - 2017
DP - DOI.org (Crossref)
SP - w23744
LA - en
PB - National Bureau of Economic Research
SN - w23744
ST - Education Technology
UR - http://www.nber.org/papers/w23744.pdf
Y2 - 2022/12/19/04:09:29
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Education Technology: An Evidence-Based Review.
AU - Escueta, Maya
AU - Quan, Vincent
AU - Nickow, Andre Joshua
AU - Oreopoulos, Philip
T2 - NBER Working Paper
DA - 2017///
PY - 2017
VL - 23744
UR - http://www.nber.org/papers/w23744.pdf
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Education Technology: An Evidence-Based Review
AU - Escueta, Maya
AU - Quan, Vincent
AU - Nickow, Andre Joshua
AU - Oreopoulos, Philip
AB - In recent years, there has been widespread excitement around the potential for technology to transform learning. As investments in education technology continue to grow, students, parents, and teachers face a seemingly endless array of education technologies from which to choose—from digital personalized learning platforms to educational games to online courses. Amidst the excitement, it is important to step back and understand how technology can help—or in some cases hinder—how students learn. This review paper synthesizes and discusses experimental evidence on the effectiveness of technology-based approaches in education and outlines areas for future inquiry. In particular, we examine RCTs across the following categories of education technology: (1) access to technology, (2) computer-assisted learning, (3) technology-enabled behavioral interventions in education, and (4) online learning. While this review focuses on literature from developed countries, it also draws upon extensive research from developing countries. We hope this literature review will advance the knowledge base of how technology can be used to support education, outline key areas for new experimental research, and help drive improvements to the policies, programs, and structures that contribute to successful teaching and learning.
CY - Cambridge, MA
DA - 2017/08//
PY - 2017
DP - DOI.org (Crossref)
SP - w23744
LA - en
PB - National Bureau of Economic Research
SN - w23744
ST - Education Technology
UR - http://www.nber.org/papers/w23744.pdf
Y2 - 2022/12/19/04:09:29
ER -
TY - SLIDE
TI - Thermal energy storage enhanced windcatcher system for hybrid cooling and ventilation in buildings
A2 - Eso, Olamide
DA - 2023///
PY - 2023
KW - _z:class:countries
KW - _z:class:themes
ER -
TY - CONF
TI - Integrated Phase Change Material windcatcher system for hybrid cooling and ventilation in tropical building
AU - Eso, Olamide
AU - Darkwa, Jo
AU - Calautit, John
T2 - World Energy Storage Conference
AB - This study presents a novel solar fan-assisted multi-directional windcatcher (MDW) with encapsulated phase change material tubes (E-PCMT) for tropical buildings. The ventilation, cooling, and thermal storage performance of the integrated ventilative cooling system is investigated using Computational Fluid Dynamics (CFD) Ansys Fluent software under tropical climate conditions. A parametric geometric analysis of three different E-PCMT configurations with melting temperatures at 28oC was conducted to assess the thermal storage performance at different air velocities. The impact of the optimised EPCMT when incorporated inside the air stream of the MDW was further studied. To overcome air flow resistance caused by the obstruction by EPCM-T inside the air streams, the windcatcher airflow is assisted by a wall-mounted axial solar fan that is activated when outdoor air velocity is less than 2m/s. The results based on a typical tropical location showed that the system was able to achieve a consistent and stable air temperature drop of up to 2.64oC over a 4-6-hour. Even at an outdoor air velocity of 1.88m/s, the novel integrated system, in addition to its cooling performance was still able to achieve a supply air velocity rate of 0.16 - 0.57 m/s, meeting the ventilation rates required for indoor comfort.
C1 - Istanbul, Turkiye
DA - 2022///
PY - 2022
KW - _z:class:countries
KW - _z:class:themes
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Analyzing the Impact of COVID-19 on Education Professionals. Toward a Paradigm Shift: ICT and Neuroeducation as a Binomial of Action
AU - Espino-Díaz, Luis
AU - Fernandez-Caminero, Gemma
AU - Hernandez-Lloret, Carmen-Maria
AU - Gonzalez-Gonzalez, Hugo
AU - Alvarez-Castillo, Jose-Luis
T2 - Sustainability
AB - This study analyzed the current situation of education in the context of the pandemic caused by COVID-19. The worldwide health emergency situation has caused the confinement of people and with it, the closure of centers and the transfer of face-to-face education to online education. Faced with these facts, teachers have had to adapt at a dizzying pace not only to new methodological approaches, but also to their own confinement, presenting high levels of stress. The purpose of this study is to offer a proposal that optimizes the work of education professionals in the current context of a pandemic through the use of Information and Communication Technologies (ICT) under the novel approach of the contributions of neuroeducation in the field of managing emotions and motivational processes, contributing to meaningful learning in students. The symbiosis of ICT and neuroeducation can make a great contribution to the paradigm shift that is taking place today.
DA - 2020/01//
PY - 2020
DO - 10.3390/su12145646
DP - www.mdpi.com
VL - 12
IS - 14
SP - 5646
LA - en
ST - Analyzing the Impact of COVID-19 on Education Professionals. Toward a Paradigm Shift
UR - https://www.mdpi.com/2071-1050/12/14/5646
Y2 - 2020/08/12/17:20:06
KW - COVID-19
KW - ICT
KW - __C:filed:1
KW - neuroeducation
KW - stress
KW - teachers
ER -
TY - RPRT
TI - School-to-school mobility patterns and retention rates of payroll teachers in Sierra Leone
AU - Espinoza-Revollo, Patricia
AU - Ali, Yusuf
AU - Garrod, Oliver
AU - Atherton, Paul
AU - Beoku-Betts, Iman
AU - Haßler, Björn
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2022/12/31/
PY - 2022
LA - en
M3 - HLR3 Output
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/DE7XUSMJ
KW - _C:Sierra Leone SLE
KW - _r:AddedByZotZen
ER -
TY - RPRT
TI - School-to-School Mobility Patterns and Retention Rates of Payroll Teachers in Sierra Leone
AU - Espinoza-Revollo, Patricia
AU - Ali, Yusuf
AU - Garrod, Oliver
AU - Atherton, Paul
AU - Mackintosh, Alasdair
AU - Beoku-Betts, Iman
AU - Haßler, Björn
AB - This report is one of several on the research project on the Impact of GIS-Supported Teacher Allocation in Sierra Leone. Recent studies from this series have shown that being put on the government payroll can incentivise teachers to relocate to remote areas of the country. There is a concern, however, that being put on the payroll does not necessarily ensure the retention of teachers in these areas and that teachers will soon move to locations they consider more favourable. As there is no data on teacher mobility patterns and schools’ teacher retention rates, policies tend to be based on anecdotal evidence.
This paper aims to fill this evidence gap by exploring teachers’ school-to-school mobility trends and retention rates using the Annual School Census (ASC) data from 2015 to 2021. Using data on teachers’ individual characteristics, as well as geospatial location data of each school, the paper explores whether mobility patterns vary by teachers’ gender or qualifications and whether the teaching workforce is urbanising. While studies have looked at teacher retention, this study is the first in a low-income country to use school census data to create a panel dataset to study teachers’ movements and school retention rates over time.
Keywords: teacher mobility; teacher retention rates; mobility patterns; teacher deployment; Sierra Leone; education
An output of the EdTech Hub https://edtechhub.org
DA - 2023///
PY - 2023
M3 - Working Paper
PB - EdTech Hub
SN - 48
UR - https://docs.edtechhub.org/lib/DE7XUSMJ
ER -
TY - RPRT
TI - School Leaders’ Preferences on School Location in Sierra Leone: An individual and school-level study
AU - Espinoza-Revollo, Patricia
AU - Ramirez, Ana
AU - Atherton, Paul
AU - Mackintosh, Alasdair
AB - Attracting qualified teachers to remote areas is a challenge in Sierra Leone. The pupil-to-qualified-teacher ratio in rural areas is 76:1, rising to 83:1 for schools located more than 15 km away from urban centres — well above the national target of 40:1. As equitable teacher deployment is crucial to ensure high-quality education, the Teaching Service Commission (TSC) aims to increase the deployment of qualified teachers to the most remote areas of the country.
This paper describes a quantitative survey of school leaders’ perceptions of what shapes school location preferences and what factors need to be in place (i.e., incentives) to address the imbalanced distribution of qualified teachers in the country.
We used data from a text message survey sent to school leaders around the country. This paper accompanies a qualitative inquiry on the same topic: What Matters Most for Teacher Deployment? A case study on teacher school choice preferences in Sierra Leone. Together with the qualitative study, our findings aim to address a gap in empirical evidence on teacher school preferences in Sierra Leone and contribute to a growing literature on teachers’ preferences in low- and middle-income countries.
An output of the EdTech Hub, https://edtechhub.org
DA - 2022/09/30/
PY - 2022
LA - en
M3 - Technical Report
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/MFH269TU
KW - _C:Sierra Leone SLE
KW - _r:AddedByZotZen
ER -
TY - RPRT
TI - Learning for all? Second-level education in Ireland during COVID-19
AU - ESRI
AU - Mohan, Gretta
AU - McCoy, Selina
AU - ESRI
AU - Carroll, Eamonn
AU - ESRI
AU - Mihut, Georgiana
AU - ESRI
AU - Lyons, Seán
AU - ESRI
AU - Mac Domhnaill, Ciarán
AU - ESRI
DA - 2020/06/26/
PY - 2020
DP - DOI.org (Crossref)
LA - en
PB - ESRI
ST - Learning for all?
UR - https://www.esri.ie/publications/learning-for-all-second-level-education-in-ireland-during-covid-19
Y2 - 2020/08/12/17:02:10
ER -
TY - JOUR
TI - Supervised Machine Learning Approaches for Predicting Key Pollutants and for the Sustainable Enhancement of Urban Air Quality: A Systematic Review
AU - Essamlali, Ismail
AU - Nhaila, Hasna
AU - Khaïli, Mohamed El
T2 - Sustainability
AB - Urban air pollution is a pressing global issue driven by factors such as swift urbanization, population expansion, and heightened industrial activities. To address this challenge, the integration of Machine Learning (ML) into smart cities presents a promising avenue. Our article offers comprehensive insights into recent advancements in air quality research, employing the PRISMA method as a cornerstone for the reviewing process, while simultaneously exploring the application of frequently employed ML methodologies. Focusing on supervised learning algorithms, the study meticulously analyzes air quality data, elucidating their unique benefits and challenges. These frequently employed ML techniques, including LSTM (Long Short-Term Memory), RF (Random Forest), ANN (Artificial Neural Networks), and SVR (Support Vector Regression), are instrumental in our quest for cleaner, healthier urban environments. By accurately predicting key pollutants such as particulate matter (PM), nitrogen oxides (NOx), carbon monoxide (CO), and ozone (O3), these methods offer tangible solutions for society. They enable informed decision-making for urban planners and policymakers, leading to proactive, sustainable strategies to combat urban air pollution. As a result, the well-being and health of urban populations are significantly improved. In this revised abstract, the importance of frequently employed ML methods in the context of air quality is explicitly emphasized, underlining their role in improving urban environments and enhancing the well-being of urban populations.
CN - openalex: W4391131339
DA - 2024/01/23/
PY - 2024
DO - 10.3390/su16030976
VL - 16
IS - 3
SP - 976
EP - 976
SN - 2071-1050
UR - https://doi.org/10.3390/su16030976
KW - openalex:citedBy
KW - openalex:import
KW - selected_for:effects of climate ch...on learning...LMICs 2024
KW - tagged
ER -
TY - JOUR
TI - Higher Education Students' Ownership and Usage of Smart Phones and Tablets: The Case of Kwame Nkrumah University of Science and Technology (KNUST).
AU - Essel, Harry Barton
AU - Nunoo, Francis Kofi Nimo
AU - Tachie-Menson, Akosua
AU - Amankwa, John Opuni
T2 - International Journal of Educational Technology
DA - 2018///
PY - 2018
DP - Google Scholar
VL - 5
IS - 1
SP - 20
EP - 28
ST - Higher Education Students' Ownership and Usage of Smart Phones and Tablets
KW - _C:Australia AUS
KW - _C:Ghana GHA
KW - _C:Ireland IRL
KW - _C:Nigeria NGA
KW - _C:Spain ESP
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Who Needs Global Citizenship Education? A Review of the Literature on Teacher Education
AU - Estellés, Marta
AU - Fischman, Gustavo E.
T2 - Journal of Teacher Education
AB - Given the seemingly ever-increasing scholarly production about the ideas and ideals of global citizenship education (GCE), it is not surprising those discussions started to gain influence in teacher education (TE) debates. In this study, we examine the discourses that tacitly shape the meanings of GCE within the contemporary academic literature on TE. After analyzing the peer-reviewed scholarship published from 2003 to 2018, we identified patterns in how GCE for TE was described and defended, beyond the differences in their conceptual frameworks. The dominant trend found is to frame GCE as a redemptive educational solution to global problems. This framing requires teachers to embrace a redemptive narrative following a model of rationality based on altruistic, hyperrationalized and overly romanticized ideals. Ultimately, TE literature contributes to the configuration of an excessively naïve discourse that tends to ignore the neoliberal context in which both GCE and TE take place today.
DA - 2021/03/01/
PY - 2021
DO - 10.1177/0022487120920254
DP - SAGE Journals
VL - 72
IS - 2
SP - 223
EP - 236
J2 - Journal of Teacher Education
LA - en
SN - 0022-4871
ST - Who Needs Global Citizenship Education?
UR - https://doi.org/10.1177/0022487120920254
Y2 - 2022/04/05/20:16:08
KW - civic education discourses
KW - global citizenship education
KW - literature review
KW - teacher education
ER -
TY - RPRT
TI - Das duale System in Deutschland – Vorbild für einen Transfer ins Ausland?
AU - Euler, Dieter
DA - 2013///
PY - 2013
PB - Bertelsmann Stiftung
UR - https://www.bertelsmann-stiftung.de/fileadmin/files/BSt/Publikationen/GrauePublikationen/GP_Das_duale_System_in_Deutschland.pdf
Y2 - 2020/05/28/13:19:38
ER -
TY - RPRT
TI - Berufsausbildung in einer Einwanderungsgesellschaft
AU - Euler, Dieter
AU - Eckart, Severing
DA - 2016///
PY - 2016
LA - De
UR - https://www.bertelsmann-stiftung.de/fileadmin/files/BSt/Publikationen/GrauePublikationen/LL_GP_Integration_Hintergrundpapier.pdf
Y2 - 2022/05/03/13:19:16
ER -
TY - BOOK
TI - The impact of Artificial Intelligence on learning, teaching, and education.
AU - European Commission. Joint Research Centre.
AB - This report describes the current state of the art in artificial intelligence (AI) and its potential impact for learning, teaching, and education. It provides conceptual foundations for well-informed policy-oriented work, research, and forward-looking activities that address the opportunities and challenges created by recent developments in AI. The report is aimed for policy developers, but it also makes contributions that are of interest for AI technology developers and researchers studying the impact of AI on economy, society, and the future of education and learning.
CY - LU
DA - 2018///
PY - 2018
DP - DOI.org (CSL JSON)
LA - en
PB - Publications Office
UR - https://data.europa.eu/doi/10.2760/12297
Y2 - 2023/09/19/18:20:11
ER -
TY - BOOK
TI - The likely impact of COVID-19 on education: reflections based on the existing literature and recent international datasets.
AU - European Commission. Joint Research Centre.
CY - LU
DA - 2020///
PY - 2020
DP - DOI.org (CSL JSON)
LA - en
PB - Publications Office
ST - The likely impact of COVID-19 on education
UR - https://data.europa.eu/doi/10.2760/126686
Y2 - 2021/04/26/15:26:07
ER -
TY - BOOK
TI - Public-private partnerships for skills development: a governance perspective. Volume II, Case studies.
AU - European Training Foundation.
CY - LU
DA - 2020///
PY - 2020
DP - DOI.org (CSL JSON)
LA - en
PB - Publications Office
ST - Public-private partnerships for skills development
UR - https://data.europa.eu/doi/10.2816/371790
Y2 - 2024/03/19/20:10:13
KW - Final_citation
ER -
TY - JOUR
TI - The influence of mobile technologies on preschool and elementary children’s literacy achievement: a systematic review spanning 2007–2019
AU - Eutsler, L.
AU - Mitchell, C.
AU - Stamm, B.
AU - Kogut, A.
T2 - Educational Technology Research and Development
DA - 2020///
PY - 2020
DP - Google Scholar
SP - 1
EP - 30
ST - The influence of mobile technologies on preschool and elementary children’s literacy achievement
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - What really works to improve learning in developing countries? An analysis of divergent findings in systematic reviews [World Bank Group eLibrary]
AU - Evans, D.K.
AU - Popova, A.
AB - In the past two years alone, at least six systematic reviews or meta-analyses have examined the interventions that improve learning outcomes in low- and middle-income countries. However, these reviews have sometimes reached starkly different conclusions: reviews, in turn, recommend information technology, interventions that provide information about school quality, or even basic infrastructure (such as desks) to achieve the greatest improvements in student learning. This paper demonstrates that these divergent conclusions are largely driven by differences in the samples of research incorporated by each review. The top recommendations in a given review are often driven by the results of evaluations not included in other reviews. Of 227 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Variance in classification also plays a role. Across the reviews, the three classes of programs that are recommended with some consistency (albeit under different names) are pedagogical interventions (including computer-assisted learning) that tailor teaching to student skills; repeated teacher training interventions, often linked to another pedagogical intervention; and improving accountability through contracts or performance incentives, at least in certain contexts. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories.
DA - 2015///
PY - 2015
PB - World Bank Group
UR - https://elibrary.worldbank.org/doi/pdf/10.1596/1813-9450-7203
ER -
TY - CHAP
TI - What really works to improve learning in developing countries? An analysis of divergent findings in systematic reviews. World Bank Research Observer
AU - Evans, D.K.
AU - Popova, A.
T2 - Statistical Methods for Research Workers
CY - Edinburgh: Oliver
DA - 2016///
PY - 2016
ET - 1st ed
VL - 10
IS - 1093
PB - Oliver and Boyd, Ltd
KW - ___duplicate_item
ER -
TY - BLOG
TI - Cost Analysis for Education Projects: Resources and Reflections
AU - Evans, David
T2 - Center for Global Development | Ideas to Action
AB - You’ve got an education program, and you’re confident that it’s having an impact. But is it worth the cost? How can you know, and how can you compare it to other education programs? Cost-effectiveness analysis tells you how much you pay for a given increase in student learning or student school participation, but most evaluations don’t include it (for various reasons).
LA - en
ST - Cost Analysis for Education Projects
UR - https://www.cgdev.org/blog/cost-analysis-education-projects-resources-and-reflections
Y2 - 2023/02/25/12:54:59
ER -
TY - BLOG
TI - How to Write the Introduction of Your Development Economics Paper
AU - Evans, David
T2 - Center for Global Development | Ideas to Action
AB - You win or lose your readers with the introduction of your economics paper. Your title and your abstract should convince people to read your introduction. Research shows that economics papers with more readable introductions get cited more. The introduction is your opportunity to lay out your research question, your empirical strategy, your findings, and why it matters. Succinctly.
LA - en
UR - https://www.cgdev.org/blog/how-write-introduction-your-development-economics-paper
Y2 - 2022/05/09/18:21:28
ER -
TY - CHAP
TI - The Power of a Label: Merit Scholarships vs Needs-Based Scholarships?
AU - Evans, David
T2 - World Bank Blog
DA - 2018///
PY - 2018
UR - http://blogs.worldbank.org/developmenttalk/power-label-merit-scholarships-vs-needs-based-scholarships
ER -
TY - BLOG
TI - Virtual Teacher Coaching May Not Be the Solution We Hoped For
AU - Evans, David
T2 - Center For Global Development
AB - How can we help teachers to upgrade their pedagogical skills? Teacher coaching is a promising and increasingly popular candidate. Teacher coaching means teachers receive feedback in their place of work on specific things they can do better, not some general theory of pedagogy that’s completely disconnected from their day-to-day practice.
DA - 2020/08/25/
PY - 2020
LA - en
UR - https://www.cgdev.org/blog/virtual-teacher-coaching-may-not-be-solution-we-hoped
Y2 - 2020/09/29/15:15:34
ER -
TY - JOUR
TI - Education Technology for Effective Teachers
AU - Evans, David K.
DA - 2021///
PY - 2021
DO - 10.1596/35079
ER -
TY - JOUR
TI - Education in Africa: What Are We Learning? [journal paper]
AU - Evans, David K
AU - Mendez Acosta, Amina
T2 - Journal of African Economies
AB - Countries across Africa continue to face major challenges in education. In this review, we examine 145 recent empirical studies (from 2014 onward) on how to increase access to and improve the quality of education across the continent, specifically examining how these studies update previous research findings. We find that 64% of the studies evaluate government-implemented programs, 36% include detailed cost analysis and 35% evaluate multiple treatment arms. We identify several areas where new studies provide rigorous evidence on topics that do not figure prominently in earlier evidence syntheses. New evidence shows promising impacts of structured pedagogy interventions (which typically provide a variety of inputs, such as lesson plans and training for teachers together with new materials for students) and of mother tongue instruction interventions, as well as from a range of teacher programs, including both remunerative (pay-for-performance of various designs) and non-remunerative (coaching and certain types of training) programs. School feeding delivers gains in both access and learning. New studies also show long-term positive impacts of eliminating school fees for primary school and positive impacts of eliminating fees in secondary school. Education technology interventions have decidedly mixed impacts, as do school grant programs and programs providing individual learning inputs (e.g., uniforms or textbooks).
DA - 2021/01/05/
PY - 2021
DO - 10.1093/jae/ejaa009
DP - Silverchair
VL - 30
IS - 1
SP - 13
EP - 54
J2 - Journal of African Economies
SN - 0963-8024
ST - Education in Africa
UR - https://doi.org/10.1093/jae/ejaa009
Y2 - 2022/04/05/20:17:48
KW - _genre:LR-literature_review
ER -
TY - RPRT
TI - What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews [report]
AU - Evans, David K
AU - Popova, Anna
T2 - Policy Research Working Paper
CY - Washington, D.C.
DA - 2015///
PY - 2015
DP - Zotero
SP - 43
LA - en
PB - World Bank Group
SN - 7203
UR - https://openknowledge.worldbank.org/bitstream/handle/10986/21642/WPS7203.pdf?sequence=1&isAllowed=y
KW - *Topic:Curriculum and resources
KW - _Source:Intuitive
KW - _THEME: Education management
KW - _THEME: Learning assessments
KW - _THEME: Teacher Professional Development
KW - _proposed-for: Scoping review
KW - ❓ Multiple DOI
ER -
TY - JOUR
TI - What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews [World Bank Research Observer]
AU - Evans, David K.
AU - Popova, Anna
T2 - The World Bank Research Observer
DA - 2016/08//
PY - 2016
DO - 10.1093/wbro/lkw004
DP - DOI.org (Crossref)
VL - 31
IS - 2
SP - 242
EP - 270
J2 - World Bank Res Obs
LA - en
SN - 0257-3032, 1564-6971
ST - What Really Works to Improve Learning in Developing Countries?
UR - https://academic.oup.com/wbro/article-lookup/doi/10.1093/wbro/lkw004
Y2 - 2020/05/15/11:34:58
KW - C:Low- and middle-income countries
KW - STC-TLC
KW - __C:filed:1
KW - ___duplicate_item
KW - _genre:LR-literature_review
ER -
TY - JOUR
TI - 'Economic Returns to Interventions that Increase Learning ', Policy Research Working Paper, The World Bank
AU - Evans, David K.
AU - Yuan, Fei
DA - 2019///
PY - 2019
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - How Big Are Effect Sizes in International Education Studies?
AU - Evans, David K.
AU - Yuan, Fei
T2 - Educational Evaluation and Policy Analysis
AB - A growing literature measures the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But how should one contextualize the size of impacts? This article provides the distribution of standardized effect sizes on learning and access from 234 studies in low- and middle-income countries. We identify a median effect size of 0.10 standard deviations on learning and 0.07 standard deviations on access among randomized controlled trials. Effect sizes are similar for quasi-experimental studies. Effects are larger and demonstrate higher variance for small-scale studies than for large-scale studies. The distribution of existing effects can help researchers and policymakers to situate new findings within current knowledge and design new studies with sufficient statistical power to identify effects.
DA - 2022/09/01/
PY - 2022
DO - 10.3102/01623737221079646
DP - SAGE Journals
VL - 44
IS - 3
SP - 532
EP - 540
LA - en
SN - 0162-3737
UR - https://doi.org/10.3102/01623737221079646
Y2 - 2022/12/18/23:40:42
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - How Big Are Effect Sizes in International Education Studies?
AU - Evans, David K.
AU - Yuan, Fei
T2 - Educational Evaluation and Policy Analysis
AB - A growing literature measures the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But how should one contextualize the size of impacts? This article provides the distribution of standardized effect sizes on learning and access from 234 studies in low- and middle-income countries. We identify a median effect size of 0.10 standard deviations on learning and 0.07 standard deviations on access among randomized controlled trials. Effect sizes are similar for quasi-experimental studies. Effects are larger and demonstrate higher variance for small-scale studies than for large-scale studies. The distribution of existing effects can help researchers and policymakers to situate new findings within current knowledge and design new studies with sufficient statistical power to identify effects.
DA - 2022/09/01/
PY - 2022
DO - 10.3102/01623737221079646
DP - DOI.org (Crossref)
VL - 44
IS - 3
SP - 532
EP - 540
J2 - Educational Evaluation and Policy Analysis
LA - en
SN - 0162-3737, 1935-1062
UR - http://journals.sagepub.com/doi/10.3102/01623737221079646
Y2 - 2023/01/16/23:33:11
ER -
TY - JOUR
TI - What We Learn About Girls’ Education from Interventions that Do Not Focus on Girls.
AU - Evans, David K.
AU - Yuan, Fei
T2 - World Bank Policy Research Working Paper
DA - 2019///
PY - 2019
VL - 8944
UR - https://elibrary.worldbank.org/doi/abs/10.1596/1813-9450-8944
KW - _genre:LR-literature_review
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - What We Learn about Girls’ Education from Interventions That Do Not Focus on Girls
AU - Evans, David K
AU - Yuan, Fei
T2 - The World Bank Economic Review
AB - What is the best way to improve access and learning outcomes for girls? This review brings together evidence from 267 educational interventions in 54 low- and middle-income countries – regardless of whether the interventions specifically target girls – and identifies their impacts on girls. To improve access and learning, general interventions deliver average gains for girls that are comparable to girl-targeted interventions. General interventions have similar impacts for girls as for boys. Taken together, these findings suggest that many educational gains for girls may be achieved through nontargeted programs. Many of the most effective interventions to improve access for girls relax household-level constraints (such as cash transfer programs), and many of the most effective interventions to improve learning for girls involve improving the pedagogy of teachers. Girl-targeted interventions may make the most sense when addressing constraints that are unique to, or most pronounced for, girls.
DA - 2022/02/02/
PY - 2022
DO - 10.1093/wber/lhab007
DP - Silverchair
VL - 36
IS - 1
SP - 244
EP - 267
J2 - The World Bank Economic Review
SN - 0258-6770
UR - https://doi.org/10.1093/wber/lhab007
Y2 - 2023/01/16/23:37:08
ER -
TY - GEN
TI - Studies of COVID-19 and Education in LMICs
AU - Evans, David
AU - Acosta, Amina
AB - Sheet1
Authors,Title,Country,Level,Outcome,Region,Date,Product,Provenance,In twitter thread
Angrist N, Bergman P, Brewster C, Matsheng M,Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech In...
LA - en-GB
UR - https://docs.google.com/spreadsheets/d/1g8d7Jv2OerXn1C1uUtt29PlKwUfCEUeoir02Pl9OZpM/edit?usp=sharing&usp=embed_facebook
Y2 - 2020/08/12/15:26:55
ER -
TY - BLOG
TI - What is the impact of #COVID19 on children and youth’s access to learning opportunities and on their actual learning in low- and middle-income countries?
AU - Evans, David
AU - Acosta, Amina
M3 - Twitter
UR - https://twitter.com/DaveEvansPhD/status/1293178148000079872
ER -
TY - JOUR
TI - Education in Africa: What Are We Learning? [preprint]
AU - Evans, David
AU - Acosta, Amina Mendez
AB - Countries across Africa continue to face major challenges in education. In this review, we examine 145 recent empirical studies (from 2014 onward) on how to increase access to and improve the quality of education across the continent, specifically examining how these studies update previous research findings. We find that 64 percent of the studies evaluate government implemented programs, 36 percent include detailed cost analysis, and 35 percent evaluate multiple treatment arms. We identify several areas where new studies provide rigorous evidence on topics that do not figure prominently in earlier evidence syntheses. New evidence shows promising impacts of structured pedagogy interventions (which typically provide a variety of inputs, such as lesson plans and training for teachers together with new materials for students) and of mother tongue instruction interventions, as well as from a range of teacher programs, including both remunerative (pay-for-performance of various designs) and non-remunerative (coaching and certain types of training) programs. School feeding delivers gains in both access and learning. New studies also show long-term positive impacts of eliminating school fees for primary school and positive impacts of eliminating fees in secondary school. Education technology interventions have decidedly mixed impacts, as do school grant programs and programs providing individual learning inputs (e.g., uniforms or textbooks).
DA - 2020///
PY - 2020
DP - Zotero
SP - 101
LA - en
UR - https://www.cgdev.org/sites/default/files/education-africa-what-are-we-learning.pdf
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Gender gaps in education: The long view
AU - Evans, David
AU - Akmal, Maryam
AU - Jakiela, Pamela
AB - Many countries remain far from achieving gender equality in the classroom. Using data from 126 countries between 1960 and 2010, we document four facts. First, women are more educated today than fifty years ago in every country in the world. Second, they remain less educated than men in the vast majority of countries. Third, in many countries with low levels of education for both men and women in 1960, gender gaps widened as more boys went to school, then narrowed as girls enrolled; thus, gender gaps got worse before they got better. Fourth, gender gaps rarely persist in countries where boys are attaining high levels of education. Most countries with large, current gender gaps have low levels of male educational attainment. Many also perform poorly on other measures of development such as life expectancy and GDP per capita. Improving girls’ education is an important goal in its own right, but closing gender gaps in education will not be sufficient to close critical gaps in adult life outcomes.
CY - Washington D.C.
DA - 2020///
PY - 2020
DP - Zotero
SP - 56
LA - en
PB - Centre for Global Development
UR - https://www.cgdev.org/sites/default/files/gender-gaps-education-long-view-revised-march-2020.pdf
ER -
TY - RPRT
TI - How big are effect sizes in international education studies?
AU - Evans, David
AU - Yuan, Fei
AB - In recent years, a growing literature has measured the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But interpretation of those effect sizes as large or small tends to rely on benchmarks developed by a psychologist in the United States in the 1960s. In this paper, we demonstrate the distribution of standardized effect sizes on learning and access from hundreds of studies from low- and middle-income countries.
DA - 2020///
PY - 2020
LA - en
PB - Center for Global Development
UR - https://www.cgdev.org/publication/how-big-are-effect-sizes-international-education-studies
Y2 - 2021/02/18/10:46:49
ER -
TY - JOUR
TI - Metaknowledge
AU - Evans, JA
AU - Foster, JG
T2 - Science
DA - 2011///
PY - 2011
DO - 10.1126/science.1201765
VL - 331
IS - 11
SP - 721
EP - 725
LA - af
ER -
TY - JOUR
TI - From Modernisation, Dependency and Soft Power Toward a Commonwealth of Learning
AU - Evans, Terry
AU - Jakupec, Victor
T2 - Journal of Learning for Development
AB - This article reflects on some influential theories, concepts and institutions that have shaped the nature and substance of international development since the mid-20th century. In particular, theories of modernisation and dependency are deployed to reflect on the ways in which the International Financial Institutions, such as, the World Bank and the Asian Development Bank have adopted a ‘Washington Consensus’ concerning the social and economic development of ‘developing’ nations. ‘Soft power’ national agencies, such as, the British Council and USAID are brought into consideration, especially, for their interests and influences over matters of learning for development. The multi-national Commonwealth of Learning’s particular contribution to learning for development is discussed with suggestions made for developing member nations’ capacities to produce new local knowledge and to bring their existing local knowledge to the fore to share as part of a (Lockean) ‘commonwealth of learning’.
DA - 2021/11/17/
PY - 2021
DP - jl4d.org
VL - 8
IS - 3
SP - 473
EP - 486
LA - en
SN - 2311-1550
UR - https://jl4d.org/index.php/ejl4d/article/view/568
Y2 - 2022/04/05/12:27:07
KW - dependency theory
KW - learning for development
KW - modernisation theory
KW - soft power
KW - the Washington Consensus.
KW - ‘commonwealth of learning’
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Promoting the development of teacher professional knowledge: Integrating content and pedagogy in teacher education
AU - Evens, Marie
AU - Elen, Jan
AU - Larmuseau, Charlotte
AU - Depaepe, Fien
T2 - Teaching and Teacher Education
AB - The study investigates the explicit and integrated presentation of pedagogical content knowledge (PCK), pedagogical knowledge (PK), and content knowledge (CK) in teacher education. We compare learning environments to study whether only presenting PK and CK is sufficient for PCK development, whether only presenting PCK is sufficient for PK and CK development, and whether PCK development is affected by integrating PCK, PK and CK. We find that only presenting two knowledge domains to students is insufficient to develop the third one, and integrating knowledge domains does not impact PCK development.
DA - 2018/10/01/
PY - 2018
DO - 10.1016/j.tate.2018.07.001
DP - ScienceDirect
VL - 75
SP - 244
EP - 258
J2 - Teaching and Teacher Education
LA - en
SN - 0742-051X
ST - Promoting the development of teacher professional knowledge
UR - http://www.sciencedirect.com/science/article/pii/S0742051X17315640
Y2 - 2020/09/11/08:28:52
KW - Digital learning environment
KW - Instructional design
KW - Knowledge integration
KW - Pedagogical content knowledge
KW - Teacher professional knowledge
ER -
TY - JOUR
TI - Addressing the challenge of scholarship and industry currency in vocational education: a pilot
AU - Everingham, Nancy
AU - McLean, David
AU - Mancini, Jane
AU - Mitton, Amber
AU - Williams, Melanie
T2 - International Journal of Training Research
AB - This paper explores a pilot project in which three VET teachers in an Australian dual-sector university trialled a scholarship framework by undertaking a small ethnographic inquiry into current practices in their respective industries. The framework defined a method for engaging with industry while simultaneously developing VET teacher capability in scholarly practice. The teachers were asked to reflect on their experience of engaging in a scholarly project and how new knowledge has been incorporated into their teaching and curriculum design. The reflections were analysed using the indicators of scholarly quality from the self-same framework, and the key enabling factors and benefits were identified. The claimed success of the pilot is traced primarily to having a framework that provided a logical guide for the planning and execution of the projects and institutional support in the form of mentoring and paid time release.
DA - 2018/01/02/
PY - 2018
DO - 10.1080/14480220.2017.1403946
DP - Taylor and Francis+NEJM
VL - 16
IS - 1
SP - 83
EP - 97
SN - 1448-0220
ST - Addressing the challenge of scholarship and industry currency in vocational education
UR - https://doi.org/10.1080/14480220.2017.1403946
Y2 - 2018/08/13/08:01:21
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - C:Australia
KW - CLL:en
KW - Vocational currency
KW - industry currency
KW - publicImportV1
KW - scholarly practice
KW - scholarship
ER -
TY - MGZN
TI - What Happens When AI is Used to Set Grades?
AU - Evgeniou, Theodoros
AU - Hardoon, David R.
AU - Ovchinnikov, Anton
T2 - Harvard Business Review
AB - In 2020, with high school exams canceled in many countries, the International Baccalaureate Organization (IBO) deployed an AI to determine final grades based on current and historical data. When the results came in, many scores did not correlate with grades that had been predicted, as had been the case in previous years, prompting many people to appeal their grades. Unfortunately, the appeals system for grades had not been changed from previous years, which was assumed that students would write examination papers. Since university place offers in many countries are contingent on students achieving predicted grades, many students have been denied places at their universities of choice, which has resulted in a great deal of anger. This experience highlights the risks of delegating life-altering decisions to AI without considering how apparently anomalous decisions can be appealed and, if necessary, changed.
DA - 2020/08/13/
PY - 2020
DP - hbr.org
VL - 13
LA - en
SN - 0017-8012
UR - https://hbr.org/2020/08/what-happens-when-ai-is-used-to-set-grades
Y2 - 2024/03/01/11:39:59
KW - Business education
KW - Final_citation
KW - Technology and analytics
KW - anystyle
KW - existing
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Taming the youth bulge in africa: Rethinking the world bank's policy on technical and vocational education for disadvantaged youth in the knowledge economy
AU - Evoh, Chijioke J.
T2 - International Perspectives on Education and Society
AB - This study presents an innovative approach to Information and communication technology (ICT) skill training and employment generation for out-of-school and disadvantaged youths in Africa. With technical and policy assistance from the World Bank, ICTs can be used to revitalize technical and vocational training to meet skill and employment needs of disadvantaged youths in the region. The deplorable conditions of out-ofschool youth and the state of secondary education in Africa underscore the urgency to engage disadvantaged youth in productive economic activities. An ICT-enhanced technical and vocational training program in Africa provides both private and social gains: it provides economic prospects for disadvantaged youth and; it adds to the development of the knowledge economy in Africa. The NairoBits Digital Design School in Kenya is presented as a model of a vocational and training school that uses ICTs to improve skill formation among disadvantaged youths in informal settlements in urban Africa. Meeting the objectives of an ICTbased training and employment generation program for underprivileged youth in Africa require strong regulatory frameworks and contributions from the World Bank. The involvement of the bank, particularly through private sector grants for ICT skill train in Africa will help to revitalize technical and vocational education and training in the region. Above all, the collaboration of government agencies, private businesses, other international development agencies and civil society groups in ICT skill training will help to meaningfully engage African youths in the development of their communities in the emerging knowledge economy. © 2012 by Emerald Group Publishing Limited.
DA - 2012///
PY - 2012
DO - 10.1108/s1479-3679(2012)0000016019
LA - en
AN - LOCAL-SCOPUS_ID:84887218022
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:policy
KW - P:economy
KW - P:social
KW - Q:ICT
KW - Q:secondary education
KW - T:TVET
KW - T:Training
KW - publicImportV1
ER -
TY - JOUR
TI - Knowledge Production in the Knowledge Economy: Higher Education Institutions and the Application of Innovations in ICT for Capacity Development in Africa
AU - Evoh, CJ
AU - Mugimu, Christopher
AU - Chavula, Hopestone
AB - [FRGMNT] … 16.7 101.6 34.1 6 6.1 0 20 40 60 80 100 120 Pre-primary Primary secondary TVET Tertiary Fig. 1. Education Access in Sub-Saharan Africa (% GER), 2011. Sources: Nsapato, Limbani (2012). Knowledge Production in the Knowledge Economy 295 Page 12 … [...]… RESEARCH METHODOLOGY Data for the study was gathered through qualitative research method, and theory-driven multiple case study approach was adopted (Yin, 2004) to examine the higher education system in Kenya and Uganda (East Africa) … [...]… Data for the study was gathered through qualitative research method, and theory-driven multiple case study approach was adopted (Yin, 2004) to examine the higher education system in Kenya and Uganda (East Africa) … 120 Pre-primary Primary secondary TVET Tertiary Fig …
DA - 2014///
PY - 2014
LA - en
UR - https://www.emeraldinsight.com/doi/pdf/10.1108/S1479-3679(2013)0000021013
KW - -FullBiblioUHMLgen
KW - -RRQ:LOW
KW - A:Africa
KW - A:East Africa
KW - A:Sub-Saharan Africa
KW - C:Kenya
KW - CA:AandC
KW - CL:de
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - F:access
KW - P:economy
KW - P:measurement
KW - P:production
KW - Q:ICT
KW - Q:higher education
KW - R:case study
KW - R:qualitative
KW - R:research method
KW - T:TVET
KW - _C:Uganda UGA
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - ADHD symptoms and the teacher–student relationship: a systematic literature review
AU - Ewe, Linda Plantin
T2 - Emotional and Behavioural Difficulties
AB - This systematic review integrates the existing literature regarding relationships that students with attention-deficit/hyperactivity disorder (ADHD) have with their teachers, in mainstream inclusive primary, secondary and high school settings. Theoretical approaches and methodical choices were considered in understanding the literature and considering possible research areas. The methods used in the reviewed literature show that investigations in this research field have predominantly used quantitative surveys. Several theoretical approaches have been used, with attachment theory the most-prominent. The findings indicate students with ADHD generally feel less close to their teacher than do their non-ADHD peers, which agrees with the teachers’ perceptions. Thus, teachers experience less emotional closeness, less co-operation and more conflicts in their relations with their students with ADHD than with other students. Teachers’ rejection of ADHD students poses a risk factor for not only school failure, but also peer exclusion and rejection, leading to low self-esteem and loneliness.
DA - 2019/04/03/
PY - 2019
DO - 10.1080/13632752.2019.1597562
DP - Taylor and Francis+NEJM
VL - 24
IS - 2
SP - 136
EP - 155
SN - 1363-2752
ST - ADHD symptoms and the teacher–student relationship
UR - https://doi.org/10.1080/13632752.2019.1597562
Y2 - 2022/04/07/14:42:48
KW - ADHD
KW - school settings
KW - systematic review
KW - teacher–student relationship
ER -
TY - CHAP
TI - Computationally Intensive Methods
AU - Ewens, Warren J.
AU - Grant, Gregory R.
T2 - Statistical Methods in Bioinformatics: An Introduction
A2 - Ewens, Warren J.
A2 - Grant, Gregory R.
T3 - Statistics for Biology and Health
AB - An important trend in statistical inference over the last twenty years has been the introduction of computationally intensive methods. These have been made possible by the availability of convenient and greatly increased computing power, and these methods are useful in bioinformatics and computational biology. Aspects of some computationally intensive methods used for both estimation and hypothesis testing are outlined in this chapter. Computationally intensive methods arise in both classical and Bayesian inference: We concentrate here on computationally intensive methods in classical inference.
CY - New York, NY
DA - 2001///
PY - 2001
DP - Springer Link
SP - 349
EP - 363
LA - en
PB - Springer
SN - 978-1-4757-3247-4
UR - https://doi.org/10.1007/978-1-4757-3247-4_12
Y2 - 2022/12/28/16:56:48
KW - Bootstrap Estimate
KW - Bootstrap Procedure
KW - Bootstrap Sample
KW - Final_citation
KW - Null Hypothesis
KW - Permutation Procedure
KW - cited
KW - existing
ER -
TY - JOUR
TI - Notes from the Field: 'Nurses International' Uses OER to Support Nurse Educators
AU - Ewing, Helen
AU - Chickering, Miriam
AU - Burner, Lindsay
AU - Keating, Stacen A.
AU - Berland, Alex
AU - Frank, Erica
T2 - Journal of Learning for Development
AB - Educating nurses in developing countries is challenging due to limited resources. Nurses International advances nursing education through the use of Open Educational Resources which provides a unique model to teach and mentor nurse educators globally. Using current resources and materials that are free online and teacher-facing, an innovative program has been established that can be employed to scale up education of the healthcare workforce through teaching the teachers and enhancing the education of nurses.
DA - 2020/11/19/
PY - 2020
DP - jl4d.org
VL - 7
IS - 3
SP - 459
EP - 466
LA - en
SN - 2311-1550
ST - Notes from the Field
UR - https://jl4d.org/index.php/ejl4d/article/view/425
Y2 - 2020/11/21/13:31:53
KW - Open Educational Resources
KW - educator development
KW - nurse education
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - ChatGPT has entered the classroom: how LLMs could transform education
AU - Extance, Andy
T2 - Nature
AB - Researchers, educators and companies are experimenting with ways to turn flawed but famous large language models into trustworthy, accurate ‘thought partners’ for learning.
DA - 2023/11/16/
PY - 2023
DO - 10.1038/d41586-023-03507-3
DP - DOI.org (Crossref)
VL - 623
IS - 7987
SP - 474
EP - 477
J2 - Nature
LA - en
SN - 0028-0836, 1476-4687
ST - ChatGPT has entered the classroom
UR - https://www.nature.com/articles/d41586-023-03507-3
Y2 - 2023/11/16/21:41:22
KW - Computer science
KW - Education
KW - Machine learning
KW - Mathematics and computing
ER -
TY - BOOK
TI - Cash transfers and teen education: evidence from South Africa
AU - Eyal, Katherine
AU - Woolard, Ingrid
AU - Burns, Justine
DA - 2014///
PY - 2014
PB - Report, unpublished
ER -
TY - BOOK
TI - &
AU - Eyal, Woolard
DA - 2014///
PY - 2014
PB - Burns
ER -
TY - BOOK
TI - International Aid and the Making of a Better World: Reflexive Practice
AU - Eyben, Rosalind
AB - How can international aid professionals manage to deal with the daily dilemmas of working for the wellbeing of people in countries other than their own? A scholar-activist and lifelong development practitioner seeks to answer that question in a book that provides a vivid and accessible insight into the world of aid – its people, ideas and values against the backdrop of a broader historical analysis of the contested ideals and politics of aid operations from the 1960s to the present day. Moving between aid-recipient countries, head office and global policy spaces, Rosalind Eyben critically examines her own behaviour to explore what happens when trying to improve people’s lives in far-away countries and warns how self-deception may construct obstacles to the very change desired, considering the challenge to traditional aid practices posed by new donors like Brazil who speak of history and relationships. The book proposes that to help make this a better world, individuals and organisations working in international development must respond self-critically to the dilemmas of power and knowledge that shape aid’s messy relations. Written in an accessible way with vignettes, stories and dialogue, this critical history of aid provides practical tools and methodology for students in development studies, anthropology and international studies and for development practitioners to adopt the habit of reflexivity when helping to make a better world.
DA - 2014/04/03/
PY - 2014
DP - Google Books
SP - 282
LA - en
PB - Routledge
SN - 978-1-135-13274-3
ST - International Aid and the Making of a Better World
KW - Business & Economics / Development / Economic Development
KW - Business & Economics / Development / Sustainable Development
KW - Business & Economics / Environmental Economics
KW - Political Science / Public Policy / Environmental Policy
KW - Social Science / Developing & Emerging Countries
ER -
TY - JOUR
TI - Capacity Building For Entrepreneurship Education: The Challenge For The Developing Nations
AU - Eze, John F.
AU - Nwali, Anthony C.
T2 - American Journal of Business Education (AJBE)
DA - 2012/07/10/
PY - 2012
DO - 10.19030/ajbe.v5i4.7117
DP - clutejournals.com
VL - 5
IS - 4
SP - 401
EP - 408
LA - en
SN - 1942-2512
ST - Capacity Building For Entrepreneurship Education
UR - https://clutejournals.com/index.php/AJBE/article/view/7117
Y2 - 2020/05/27/17:54:32
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:Nigeria
KW - CA:AandC
KW - CL:en
KW - CL:fr
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:D
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - Capacity Building
KW - D:developing country
KW - D:developing nation
KW - D:developing world
KW - Economic Development
KW - Entrepreneurship
KW - Entrepreneurship Education
KW - F:curriculum
KW - F:inclusion
KW - F:learning
KW - F:policy
KW - P:economy
KW - P:service industry
KW - P:social
KW - Q:certificate
KW - Q:degree
KW - Q:diploma
KW - Q:higher education
KW - T:Ausbildung
KW - T:entrepreneurship education
KW - Z:Business education
KW - Z:Business schools
KW - Z:Curriculum development
KW - Z:Developing countries--LDCs
KW - Z:Economic development
KW - Z:Entrepreneurship
KW - Z:Higher education
KW - Z:Studies
KW - publicImportV1
ER -
TY - JOUR
TI - Paradigms for Networking Universities and Vocational Education and Training (VET) Institutions on Competency-Based Further Education in Sub-Saharan Africa
AU - Ezekoye, Benadeth N
DA - 2017///
PY - 2017
DP - Zotero
SP - 11
LA - en
AN - UA-D817B237-7BE9-4322-AAA9-D0D6A0626163
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - A:Africa
KW - CLL:en
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Learning from Experience: A post-Covid-19 data architecture for a resilient education data ecosystem in Sierra Leone
AU - Fab Inc.
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2021/09/09/
PY - 2021
LA - en
M3 - Working Paper
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/JTKTA5X5
KW - _C:Sierra Leone SLE
KW - _DOILIVE
KW - _r:AddedByZotZen
KW - _zenodo:submitted
ER -
TY - SLIDE
TI - Climate, Enviroment and Education - Presentation for the Tanzania Education Donors-Partners working group
T2 - Tanzania Education Donors-Partners working group
A2 - Fab Inc
A2 - Laterite
A2 - Open Development and Education
AB - Presentation for the Tanzania Education Donors-Partners working group – session on Education, Climate and Environment.
CY - Tanzania
DA - 2023///
PY - 2023
LA - EN
ER -
TY - RPRT
TI - Broadcasting education: The long-term effects of Mexico’s telesecundarias
AU - Fabregas, Raissa
DA - 2019///
PY - 2019
DP - Google Scholar
PB - Working Paper
ST - Broadcasting education
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Digital technology and the futures of education: Towards ‘Non-Stupid’optimism
AU - Facer, Keri
AU - Selwyn, Neil
T2 - Paper commissioned for the UNESCO Futures of Education report
DA - 2021///
PY - 2021
DP - Google Scholar
ST - Digital technology and the futures of education
UR - https://www.academia.edu/download/98619725/Unesco_Background_Ed_Tech.pdf
Y2 - 2024/02/29/13:27:39
KW - Final_citation
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Do boys and girls use computers differently, and does it contribute to why boys do worse in school than girls?
AU - Fairlie, Robert W.
T2 - The BE Journal of Economic Analysis & Policy
AB - Boys are doing worse in school than are girls, which has been dubbed “the Boy Crisis.” An analysis of the latest data on educational outcomes among boys and girls reveals extensive disparities in grades, reading and writing test scores, and other measurable educational outcomes, and these disparities exist across family resources and race. Focusing on disadvantaged schoolchildren, I then examine whether time investments made by boys and girls related to computer use contribute to the gender gap in academic achievement. Data from several sources indicate that boys are less likely to use computers for schoolwork and are more likely to use computers for playing games, but are less likely to use computers for social networking and email than are girls. Using data from a large field experiment randomly providing free personal computers to schoolchildren for home use, I also test whether these differential patterns of computer use displace homework time and ultimately translate into worse educational outcomes among boys. No evidence is found indicating that personal computers crowd out homework time and effort for disadvantaged boys relative to girls. Home computers also do not have negative effects on educational outcomes such as grades, test scores, courses completed, and tardies for disadvantaged boys relative to girls.
DA - 2016/01/01/
PY - 2016
DO - 10.1515/bejeap-2015-0094
DP - Google Scholar
VL - 16
IS - 1
SP - 59
EP - 96
LA - en
SN - 1935-1682
UR - https://www.degruyter.com/document/doi/10.1515/bejeap-2015-0094/html
ER -
TY - JOUR
TI - Experimental Evidence on the Effects of Home Computers on Academic Achievement Among Schoolchildren.
AU - Fairlie, Robert W.
AU - Robinson, Jonathan
T2 - American Economic Journal: Applied Economics
DA - 2013///
PY - 2013
DO - 10.1257/app.5.3.211
VL - 3
SP - 211
EP - 40
UR - https://ssrn.com/abstract
ER -
TY - RPRT
TI - Incentivizing Textbooks for Self-Study: Experimental Evidence from the Democratic Republic of Congo
AU - Falisse, Jean-Benoit
AU - Huysentruyt, Marieke
AU - Olofsgård, Anders
AB - We use a randomized field experiment to test whether a new self-study routine, designed to encourage the use of textbooks at home, can improve student achievement. In treatment schools, students and teachers were incentivized to adopt the routine through, respectively, a public display of stars (one for each time they took home books) and financial incentives (to compensate for potential loss or damage of textbooks). French language test scores improved in the treatment schools by 0.319σ relative to the control group, but no impact on math test scores was found. The intervention also raised the average likelihood of a student taking the high-stake end of the year national exam by 10 percentage points, without a negative impact on average exam results. The routine increased students’ job and secondary school aspirations and their perceptions of the usefulness of textbooks, likely pathways for the main results. The low-cost routine relied on a more efficient usage of existing basic educational material, making it feasible also in a very resource constrained and fragile setting. Our findings highlight the critical role of self-learning to promote student achievement and suggest that a simple ‘textbook at home’ routine may compensate for lower quality teaching in class.
DA - 2019/05//
PY - 2019
DP - journals.aom.org (Atypon)
ST - Incentivizing Textbooks for Self-Study
UR - https://novafrica.org/wp-content/uploads/2019/05/textbook-paper-May-19-2019-final-Lisbon-draft-clean.pdf
Y2 - 2022/04/18/10:47:44
KW - AOM Annual Meeting Proceedings 2020
ER -
TY - JOUR
TI - Incentivizing Textbooks for Self-Study: Experimental Evidence from the Democratic Republic of Congo
AU - Falisse, Jean-Benoit
AU - Huysentruyt, Marieke
AU - Olofsgård, Anders
T2 - Academy of Management Proceedings
AB - We use a randomized field experiment to study the impact of a simple “textbooks for self-study” incentive scheme targeting primary school students in South Kivu. Students in the treatment schools scored 0.320s higher in French but did no better in math. They were more likely to take the high-stakes end-of-6th-grade national exam and to aspire to a non-manual profession.. The largest positive impact was found in schools with lower-quality teaching performance and for lower-ability students. Our results demonstrate that programs designed to intensify and diversify students’ use of existing school resources can sharply improve student achievement and career aspirations.
DA - 2020/08//
PY - 2020
DO - 10.5465/AMBPP.2020.19578abstract
DP - journals.aom.org (Atypon)
VL - 2020
IS - 1
SP - 19578
J2 - Proceedings
SN - 0065-0668
ST - Incentivizing Textbooks for Self-Study
UR - https://journals.aom.org/doi/10.5465/AMBPP.2020.19578abstract
Y2 - 2022/04/18/10:47:44
KW - AOM Annual Meeting Proceedings 2020
ER -
TY - JOUR
TI - Promoting teachers’ implementation of culturally and contextually relevant class-wide behavior plans
AU - Fallon, Lindsay M.
AU - Cathcart, Sadie C.
AU - DeFouw, Emily R.
AU - O'Keeffe, Breda V.
AU - Sugai, George
T2 - Psychology in the Schools
AB - Disproportionality in disciplinary actions for certain racial groups has been well documented for several decades. In an effort to support all students, specifically those who are culturally and linguistically diverse, many have called for adopting a multitiered system of support framework that is considerate of student culture and school context. This framework applies to supporting students’ learning and behavior across settings, particularly in the classroom. To bridge existing gaps between theory and practice, this empirical study sought to evaluate whether teachers who self-assessed their own use of culturally and contextually relevant practices would implement a class-wide behavior plan with high levels of implementation fidelity. Results indicated that teachers who engaged in self-assessment and training did implement the plan with high levels of implementation fidelity, particularly when given performance feedback. Additionally, students tended to display slightly higher rates of academic engagement upon consistent implementation of the plan.
DA - 2018///
PY - 2018
DO - 10.1002/pits.22107
DP - Wiley Online Library
VL - 55
IS - 3
SP - 278
EP - 294
LA - en
SN - 1520-6807
UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.22107
Y2 - 2022/11/23/12:56:50
KW - diverse learners
KW - implementation fidelity
KW - single-case design
ER -
TY - CONF
TI - iPads in the Primary School: Emerging Research
AU - Falloon, Garry
T2 - ACEC 2014
C1 - Adelaide
DA - 2014///
PY - 2014
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Exploring young students’ talk in iPad-supported collaborative learning environments
AU - Falloon, Garry
AU - Khoo, Elaine
T2 - Computers & Education
DA - 2014///
PY - 2014
DO - 10.1016/j.compedu.2014.04.008
VL - 77
SP - 13
EP - 28
SN - 0360-1315
UR - http://www.sciencedirect.com/science/article/pii/S0360131514000931
ER -
TY - RPRT
TI - Teaching in Distress An assessment of the impact of protracted violence due to insurgence on the Primary School teaching workforce in Borno State
AU - Famuyiwa-Alaka, Motunrayo
AU - Powell, Matthew
AU - Akogun, Oladele B
AU - Musa, Hadiza
AU - Mohammed, Abba Jimme
AU - Njobi.2018, Sani
LA - en
ER -
TY - JOUR
TI - The effects of ventilation and temperature on sleep quality and next-day work performance: pilot measurements in a climate chamber
AU - Fan, Xiaojun
AU - Shao, Huiqi
AU - Sakamoto, Mitsuharu
AU - Kuga, Kazuki
AU - Lan, Li
AU - Wyon, David P.
AU - Ito, Kazuhide
AU - Bivolarova, Mariya P.
AU - Liao, Chenxi
AU - Wargocki, Pawel
T2 - Building and Environment
AB - Ten healthy young adults slept one by one in a specially designed and constructed sleep capsule located in a climate chamber at two temperatures (24 °C and 28 °C) and two ventilation rates that ensured that the resulting CO2 concentrations were 800 and 1700 ppm. Subjectively rated sleep quality was reduced at 28 °C and reduced ventilation, while sleep onset latency was longer under these conditions. Sleep efficiency was lower at 28 °C. Subjectively rated fatigue and sleepiness decreased after sleeping under all conditions but less so after sleeping at 28 °C. The subjects indicated that their work performance improved after sleeping at 24 °C but not when ventilation was reduced and the temperature increased. Both objectively measured and subjectively rated work performance was worse after sleeping in the condition with increased temperature. The subjects felt warmer at 28 °C although the thermal environment was still rated as acceptable but the air in the capsule was rated stuffier, the acceptability of the air quality decreased and the rated odour intensity increased at this condition. The wrist skin temperature was always higher at 28 °C with reduced ventilation but only during the sleep onset latency period. The subjects felt slightly warm and rated the air stuffier when ventilation was reduced. The present results, albeit from a small exploratory pilot study, show that increased temperature and reduced ventilation both have negative effects on sleep quality, which may have consequences for next-day work performance. These pilot experiment results require validation due to the low number of subjects.
DA - 2022/02/01/
PY - 2022
DO - 10.1016/j.buildenv.2021.108666
DP - ScienceDirect
VL - 209
SP - 108666
J2 - Building and Environment
LA - en
SN - 0360-1323
ST - The effects of ventilation and temperature on sleep quality and next-day work performance
UR - https://www.sciencedirect.com/science/article/pii/S0360132321010568
Y2 - 2022/05/29/15:12:35
KW - BE:RELEVANT
KW - Next-day work performance
KW - Physiological responses
KW - Sleep quality
KW - Temperature
KW - Ventilation
ER -
TY - BOOK
TI - The wretched of the earth
AU - Fanon, Frantz
CY - London
DA - 1961///
PY - 1961
DP - collan-newton.lib.cam.ac.uk Library Catalog
SP - 255
LA - eng
PB - MacGibbon & Kee
KW - Africa
KW - Algeria
KW - DEVELOPING countries
KW - History
KW - Imperialism
KW - National liberation movements
KW - Politics and government
KW - Politics and governments
KW - Revolution, 1954-1962
ER -
TY - JOUR
TI - SemOpenAlex: The Scientific Landscape in 26 Billion RDF Triples
AU - Färber, Michael
AU - Lamprecht, David
AU - Krause, Johan
AU - Aung, Linn
AU - Haase, Peter
A2 - Payne, Terry R.
A2 - Presutti, Valentina
A2 - Qi, Guilin
A2 - Poveda-Villalón, María
A2 - Stoilos, Giorgos
A2 - Hollink, Laura
A2 - Kaoudi, Zoi
A2 - Cheng, Gong
A2 - Li, Juanzi
AB - Abstract
We present
SemOpenAlex
, an extensive RDF knowledge graph that contains over 26 billion triples about scientific publications and their associated entities, such as authors, institutions, journals, and concepts. SemOpenAlex is licensed under CC0, providing free and open access to the data. We offer the data through multiple channels, including RDF dump files, a SPARQL endpoint, and as a data source in the Linked Open Data cloud, complete with resolvable URIs and links to other data sources. Moreover, we provide embeddings for knowledge graph entities using high-performance computing. SemOpenAlex enables a broad range of use-case scenarios, such as exploratory semantic search via our website, large-scale scientific impact quantification, and other forms of scholarly big data analytics within and across scientific disciplines. Additionally, it enables academic recommender systems, such as recommending collaborators, publications, and venues, including explainability capabilities. Finally, SemOpenAlex can serve for RDF query optimization benchmarks, creating scholarly knowledge-guided language models, and as a hub for semantic scientific publishing.
Data and Services:
https://semopenalex.org
https://w3id.org/SemOpenAlex
Code:
https://github.com/metaphacts/semopenalex/
Data License:
Creative Commons Zero (CC0)
Code License:
MIT License
DA - 2023///
PY - 2023
DO - 10.1007/978-3-031-47243-5_6
DP - Semantic Scholar
VL - 14266
SP - 94
EP - 112
LA - en
ST - SemOpenAlex
UR - https://link.springer.com/10.1007/978-3-031-47243-5_6
Y2 - 2024/03/10/19:41:16
ER -
TY - JOUR
TI - An assessment of the implementation and enforcement of the Rights of children with disabilities in Uganda, a case study of Kampala district
AU - Faridah, Nanyondo
DA - 2019///
PY - 2019
DP - Google Scholar
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - A study of online English language teacher education programmes in distance education context in Pakistan
AU - Farooq, Muhammad U.
AU - Al Asmari, AbdulRahman
AU - Javid, Choudhary Z.
T2 - English Language Teaching
AB - Technology-based initiatives have transformed the process of teaching and learning activities at formal institutions generally and distance education institutions particularly. Distance education is at the heart of the digital age making maximum use of the emerging technologies. Researchers have favoured computer mediated communications (CMC) for improving the quality of teacher education in developing countries by providing access to more and better educational resources. The researchers designed a CMC-ELT blended model and offered online English language teacher education courses at post-graduate level. A group of students enrolled in MA TEFL programme of Allama Iqbal Open University (AIOU) Islamabad Pakistan, was selected randomly and was guided through CMC-ELT blended model. The results of the study showed that the online support in distance education enhanced students' performance in terms of access, interaction and cost. The effective use of online support in distance education can improve the quality of English language teaching programmes in Pakistan.
DA - 2012///
PY - 2012
DO - 10.5539/elt.v5n11p91
VL - 5
IS - 11
SP - 91
EP - 103
LA - English
SN - 1916-4742, 1916-4742
UR - https://files.eric.ed.gov/fulltext/EJ1080034.pdf
AN - 1773213777; EJ1080034
KW - Access to Education
KW - Blended Learning
KW - Computer Mediated Communication
KW - Control Groups
KW - Costs
KW - Distance Education
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Educational Quality
KW - English (Second Language)
KW - Experimental Groups
KW - Foreign Countries
KW - Higher Education
KW - Language Teachers
KW - Masters Programs
KW - Online Courses
KW - Open Universities
KW - Pakistan
KW - Postsecondary Education
KW - Pretests Posttests
KW - Program Improvement
KW - Second Language Instruction
KW - Second Language Learning
KW - Statistical Analysis
KW - Student Attitudes
KW - Student Characteristics
KW - Teacher Education Programs
KW - Teaching Methods
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2096524
KW - __finaldtb
ER -
TY - JOUR
TI - Using repeated visual exposure, rewards and modelling in a mobile application to increase vegetable acceptance in children
AU - Farrow, Claire
AU - Belcher, Esme
AU - Coulthard, Helen
AU - Thomas, Jason M.
AU - Lumsden, Joanna
AU - Hakobyan, Lilit
AU - Haycraft, Emma
T2 - Appetite
DA - 2019///
PY - 2019
DO - 10.1016/j.appet.2019.104327
DP - Google Scholar
VL - 141
SP - 104327
KW - __C:filed:1
ER -
TY - JOUR
TI - Open education and critical pedagogy
AU - Farrow, Robert
T2 - Learning, Media and Technology
AB - This paper argues for a revaluation of the potential of open education to support more critical forms of pedagogy. Section 1 examines contemporary discourses around open education, offering a commentary on the perception of openness as both a disruptive force in education, and a potential solution to contemporary challenges. Section 2 examines the implications of the lack of consensus around what it means to be open, focusing on the example of commercial and proprietary claims to openness commonly known as ‘openwashing’. Section 3 uses Raymond's influential essay on open source software ‘The Cathedral and the Bazaar’ as a framework for thinking through these issues, and about alternative power structures in open education. In Section 4, an explicit link is drawn between more equal and democratic power structures and the possibility for developing pedagogies which are critical and reflexive, providing examples which show how certain interpretations of openness can raise opportunities to support critical approaches to pedagogy.
DA - 2017/04/03/
PY - 2017
DO - 10.1080/17439884.2016.1113991
DP - Taylor and Francis+NEJM
VL - 42
IS - 2
SP - 130
EP - 146
SN - 1743-9884
UR - https://doi.org/10.1080/17439884.2016.1113991
Y2 - 2020/01/13/21:52:11
KW - Final_citation
KW - MOOC
KW - OER
KW - cited
KW - critical pedagogy
KW - critical theory
KW - critique
KW - discourse analysis
KW - evidence
KW - existing
KW - open education
KW - openwashing
ER -
TY - JOUR
TI - Examining the Practices and Challenges of Distance Education of PhD Candidates in the Context of COVID-19
AU - Fast, Olha
AU - Semenog, Olena
AU - Vovk, Myroslava
AU - Buhaichuk, Nazar
AU - Golya, Galyna
T2 - Journal of Learning for Development
AB - The distance education system is actively developing in the world due to the COVID-19 pandemic. The sharp transition of PhD candidates to distance education caused difficulties in organising the educational process. The aim of this study was to analyse the methods of distance education for postgraduate students in the context of a COVID-19 pandemic. A survey of graduate students was conducted through specially- designed and semi-standardised interviews of focus groups of producers and consumers of educational services. The study showed that the process of adaptation of postgraduate students majoring in Physical Culture and Sports and Biology was much more difficult than in the major Educational, Pedagogical Sciences and Philology. The reasons for the problems of distance education of PhD candidates included the complexity of creating educational and methodological materials for distance learning; lack of a centralised system of certification and accreditation of electronic courses; insufficient motivation of teachers; shortage of teachers who could competently develop distance learning courses in higher education. The study identified opportunities to implement promising areas of online learning in the system of training of academic and teaching staff: retraining of a large proportion of the teaching staff, implementation of a system approach to the development of the online environment of educational institutions, development of skills and abilities to use educational content. Prospects for further research include the study of problems of violation of academic integrity by postgraduate students in the course of distance learning.
DA - 2022/03/15/
PY - 2022
DP - jl4d.org
VL - 9
IS - 1
SP - 73
EP - 88
LA - en
SN - 2311-1550
UR - https://jl4d.org/index.php/ejl4d/article/view/581
Y2 - 2022/04/05/12:27:33
KW - COVID-19 Pandemic
KW - Distance Education/Learning
KW - Health and Recreational Technologies
KW - Online Learning Technologies
KW - Training of PhD Candidates
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Knowledge hiding behavior in higher education institutions: a scientometric analysis and systematic literature review approach
AU - Fauzi, Muhammad Ashraf
T2 - Journal of Knowledge Management
AB - Purpose The purpose of this paper is to systematically review knowledge hiding (KH) behavior in higher education institutions (HEIs). KH is regarded as an unethical and antisocial behavior by many scholars, which should not be prevalent in HEIs. Design/methodology/approach A two-phase analysis through quantitative scientometric analysis and qualitative systematic literature review method through the preferred reporting items for systematic reviews and meta-analyses (PRISMA) model was applied. In phase 1,174 articles were analyzed using the VOSviewer through co-word and co-citation analyses. In Phase 2, 20 related studies on KH in HEIs were qualitatively analyzed on the fundamental concept of KH. The main themes were determined based on current research findings, through the identification of relevant gaps in the context of higher education. Findings In Phase 1, co-word and co-citation analyses resulted in six and three clusters, respectively. Subsequently, in Phase 2, five themes were discovered: terminology of KH, scale of KH, cultural and geographical context, KH among academics and students and relevant theories. Further, discussion on the institutional factors of individuals, organizations, technology and culture is presented. Practical implications This review lays out a practical guide to facilitate HEIs in managing KH behavior among academics, employees, and students. Strategies can be planned and implemented to foster and inculcate knowledge sharing behavior to circulate knowledge while at the same time diminishing KH behavior in HEIs. Originality/value To the best of the author’s knowledge, this study is the first to review KH behavior in the context of HEIs through quantitative and qualitative analysis.
DA - 2022/01/01/
PY - 2022
DO - 10.1108/JKM-07-2021-0527
DP - Emerald Insight
VL - ahead-of-print
IS - ahead-of-print
SN - 1367-3270
ST - Knowledge hiding behavior in higher education institutions
UR - https://doi.org/10.1108/JKM-07-2021-0527
Y2 - 2022/04/05/20:27:36
KW - Academics
KW - Higher education institution
KW - Knowledge hiding
KW - Knowledge sharing
KW - Students
ER -
TY - JOUR
TI - How Useful Are They?
AU - Fawcett, Liz
DA - 2016///
PY - 2016
DP - Google Scholar
KW - _C:Canada CAN
KW - _C:Ireland IRL
KW - _C:Malaysia MYS
KW - _C:Nepal NPL
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Large Learning Gains in Pockets of Extreme Poverty: Experimental Evidence from Guinea Bissau
AU - Fazzio, Ila
AU - Eble, Alex
AU - Lumsdaine, Robin
AU - Boone, Peter
AU - Bouy, Baboucarr
AU - Hsieh, Pei-Tseng Jenny
AU - Jayanty, Chitra
AU - Johnson, Simon
AU - Silva, Ana Filipa
AB - Children in many extremely poor, remote regions are growing up illiterate and innumerate despite high reported school enrollment ratios. Possible explanations for such poor outcomes include demand – for example, low perceived returns to education compared to opportunity cost; and supply – poor state provision and inability of parents to coordinate and finance better schooling. We conducted a cluster-randomized trial in rural Guinea Bissau to understand the effectiveness and cost of concerted supply-based interventions in such contexts. Our intervention created simple schools offering four years of education to primary-school aged children in lieu of the government. At endline, children receiving the intervention scored 58.1 percentage points better than controls on early grade reading and math tests, demonstrating that the intervention taught children to read and perform basic arithmetic, from a counterfactual condition of very high illiteracy. Our results provide evidence that particularly needy areas may require more concerted, dramatic interventions in education than those usually considered, but that such interventions hold great potential for increasing education levels among the world’s poorest people.
CY - Cambridge, MA
DA - 2020/09//
PY - 2020
DP - DOI.org (Crossref)
SP - w27799
LA - en
PB - National Bureau of Economic Research
SN - w27799
ST - Large Learning Gains in Pockets of Extreme Poverty
UR - http://www.nber.org/papers/w27799.pdf
Y2 - 2020/11/30/22:26:54
ER -
TY - JOUR
TI - Challenges and burden of the Coronavirus 2019 (COVID-19) pandemic for child and adolescent mental health: a narrative review to highlight clinical and research needs in the acute phase and the long return to normality
AU - Fegert, Jörg M.
AU - Vitiello, Benedetto
AU - Plener, Paul L.
AU - Clemens, Vera
T2 - Child and Adolescent Psychiatry and Mental Health
AB - Background: The coronavirus disease 2019 (COVID-19) is profoundly affecting life around the globe. Isolation, contact restrictions and economic shutdown impose a complete change to the psychosocial environment in affected countries. These measures have the potential to threaten the mental health of children and adolescents significantly. Even though the current crisis can bring with it opportunities for personal growth and family cohesion, disadvantages may outweigh these benefits. Anxiety, lack of peer contact and reduced opportunities for stress regulation are main concerns. Another main threat is an increased risk for parental mental illness, domestic violence and child maltreatment. Especially for children and adolescents with special needs or disadvantages, such as disabilities, trauma experiences, already existing mental health problems, migrant background and low socioeconomic status, this may be a particularly challenging time. To maintain regular and emergency child and adolescent psychiatric treatment during the pandemic is a major challenge but is necessary for limiting long-term consequences for the mental health of children and adolescents. Urgent research questions comprise understanding the mental health effects of social distancing and economic pressure, identifying risk and resilience factors, and preventing long-term consequences, including—but not restricted to—child maltreatment. The efficacy of telepsychiatry is another highly relevant issue is to evaluate the efficacy of telehealth and perfect its applications to child and adolescent psychiatry. Conclusion: There are numerous mental health threats associated with the current pandemic and subsequent restrictions. Child and adolescent psychiatrists must ensure continuity of care during all phases of the pandemic. COVID-19-associated mental health risks will disproportionately hit children and adolescents who are already disadvantaged and marginalized. Research is needed to assess the implications of policies enacted to contain the pandemic on mental health of children and adolescents, and to estimate the risk/benefit ratio of measures such as home schooling, in order to be better prepared for future developments.
DA - 2020/12//
PY - 2020
DO - 10.1186/s13034-020-00329-3
DP - DOI.org (Crossref)
VL - 14
IS - 1
SP - 20
J2 - Child Adolesc Psychiatry Ment Health
LA - en
SN - 1753-2000
ST - Challenges and burden of the Coronavirus 2019 (COVID-19) pandemic for child and adolescent mental health
UR - https://capmh.biomedcentral.com/articles/10.1186/s13034-020-00329-3
Y2 - 2020/08/12/17:12:15
KW - __C:filed:1
ER -
TY - JOUR
TI - The effectiveness of inputs in primary education: Insights from recent student surveys for sub-Saharan Africa
AU - Fehrler, S.
AU - Michaelowa, K.
AU - Wechtler, A.
T2 - The Journal of Development Studies
DA - 2009///
PY - 2009
DO - 10.1080/00220380802663625
VL - 45
IS - 9
SP - 1545
EP - 1578
UR - https://doi.org/10.1080/00220380802663625.
ER -
TY - RPRT
TI - The global digital skills gap: Current trends and future directions
AU - Feijao, Carolina
AU - Flanagan, Isabel
AU - Van Stolk, Christian
AU - Gunashekar, Salil
AB - The overarching aim of the research was to carry out a scoping study to examine the evidence associated with various aspects of the current digital skills landscape, focusing on the digital skills gap. We sought to better understand whether and why the digital skills gap is widening, as well as its implications for digital and social inequalities, and what various stakeholders are doing in response.
DA - 2021///
PY - 2021
SP - 41
PB - Rand Corporation
SN - RR-A1533-1
UR - https://www.rand.org/pubs/research_reports/RRA1533-1.html
ER -
TY - JOUR
TI - From preparation to practice: Designing a continuum to strengthen and sustain teaching
AU - Feiman-Nemser, Sharon
T2 - The Teachers College Record
DA - 2001///
PY - 2001
DO - 10.1111/0161-4681.00141
DP - Google Scholar
VL - 103
IS - 6
SP - 1013
EP - 1055
ST - From preparation to practice
UR - http://www.tcrecord.org/DefaultFiles/SendFileToPublic.asp?ft=pdf&FilePath=c:%5CWebSites%5Cwww_tcrecord_org_documents%5C38_10824.pdf&fid=38_10824&aid=2&RID=10824&pf=Content.asp?ContentID=10824
Y2 - 2016/03/27/14:19:20
ER -
TY - JOUR
TI - Dietary patterns related to attainment in school: the importance of early eating patterns
AU - Feinstein, L.
AU - Sabates, R.
AU - Sorhaindo, A.
AU - Rogers, I.
AU - Herrick, D.
AU - Northstone, K.
AU - Emmett, P.
T2 - Journal of Epidemiology & Community Health
AB - Objectives: To empirically test the impact of dietary intake at several time points in childhood on children’s school attainment and to investigate whether any differences in school attainment between children who ate packed lunches or school meals was due to who these children were, their pre-school dietary patterns, or to what they ate at school.
Design: Using longitudinal data available in the Avon Longitudinal Study of Parents and Children (ALSPAC), multivariate linear regression was used to assess the relative importance of diet at different ages for school attainment.
Main outcome measures: Three indicators of school attainment were used: at ages 4–5 entry assessments to school, at ages 6–7 Key Stage 1 national tests and at ages 10–11 Key Stage 2 national tests. These outcome variables were measured in levels as well as in changes from the previous educational stage.
Results: The key finding at age 3 was that “junk food” dietary pattern had a negative association with the level of school attainment. A weak association remained after controlling for the impact of other dietary patterns at age 3, dietary patterns at ages 4 and 7 and other confounding factors. The authors did not find evidence that eating packed lunches or eating school meals affected children’s attainment, once the impact of junk food dietary pattern at age 3 was accounted for in the model.
Conclusions: Early eating patterns have implications for attainment that appear to persist over time, regardless of subsequent changes in diet.
DA - 2008/08/01/
PY - 2008
DO - 10.1136/jech.2007.068213
DP - jech.bmj.com
VL - 62
IS - 8
SP - 734
EP - 739
LA - en
SN - 0143-005X, 1470-2738
ST - Dietary patterns related to attainment in school
UR - https://jech.bmj.com/content/62/8/734
Y2 - 2023/01/07/20:45:50
ER -
TY - JOUR
TI - A MODEL OF THE INTER-GENERATIONAL TRANSMISSION OF EDUCATIONAL SUCCESS
AU - Feinstein, Leon
AU - Duckworth, Kathryn
AU - Sabates, Ricardo
DP - Zotero
LA - en
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - : Passing Success Across the Generations
AU - Feinstein, Leon
AU - Duckworth, Kathryn
AU - Sabates, Ricardo
AB - Why it is that success, deprivation or disadvantage are so often passed down intergenerationally? What part does education play?
The educational achievement of parents is often reflected in that of their children and there are many underlying causes for such a relationship. Education and the Family argues that government policy has an important role to play in addressing this inequality even though many of the causes lie within the home. Although each child should be supported to achieve his or her objectives, differences in the willingness or capabilities of families to take advantage of educational opportunities exacerbate social class differences and limit actual equality of opportunity for many. Understanding the causes of this transmission is key to tackling both social class inequality and to expanding the skill base of the economy.
By providing an overview of academic and policy thinking in relation to the role of the family, this book explores the educational success of children. It focuses on the education of the parents but also considers how the family - compared to wider, external influences such as schools - is a driver of differences in educational outcomes. It concludes with a consideration of what policy-makers are attempting to do about this key issue and why, and how this will impact on schools and teachers.
This book will interest researchers and academics in education and social policy, as well as teachers and other education and social policy practitioners.
CY - London
DA - 2008/06/25/
PY - 2008
SP - 240
PB - Routledge
SN - 978-0-203-89492-7
ER -
TY - JOUR
TI - 4. What are the effects of education on health?
AU - Feinstein, Leon
AU - Sabates, Ricardo
AU - Anderson, Tashweka M
AU - Sorhaindo, Annik
AU - Hammond, Cathie
DA - 2006///
PY - 2006
DP - Zotero
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The role of professional learning communities to support teacher development: A social practice theory perspective
AU - Feldman, Jennifer
T2 - South African Journal of Education
DA - 2020///
PY - 2020
DO - 10.15700/saje.v40n1a1668
VL - 40
IS - 1
ER -
TY - JOUR
TI - Cognitive Load and Classroom Teaching: The Double-Edged Sword of Automaticity
AU - Feldon, David F.
T2 - Educational Psychologist
DA - 2007/07/27/
PY - 2007
DO - 10.1080/00461520701416173
DP - DOI.org (Crossref)
VL - 42
IS - 3
SP - 123
EP - 137
J2 - Educational Psychologist
LA - en
SN - 0046-1520, 1532-6985
ST - Cognitive Load and Classroom Teaching
UR - https://www.tandfonline.com/doi/full/10.1080/00461520701416173
Y2 - 2022/07/28/14:39:28
ER -
TY - RPRT
TI - The learning circle experience: Findings from the P2PU participant survey
AU - Fellows, Michelle
CY - Seattle, WA, USA
DA - 2018///
PY - 2018
PB - University of Washington Information School
UR - https://digital.lib.washington.edu/researchworks/bitstream/handle/1773/40986/Findings%20from%20the%20P2PU%20learning%20circle%20participant%20post-survey.pdf
Y2 - 2020/07/20/12:45:40
ER -
TY - JOUR
TI - Education and Disability in the Global South: New Perspectives from Africa and Asia
AU - Fennell, Shailaja
T2 - Journal of Human Development and Capabilities
DA - 2020///
PY - 2020
DO - 10.1080/19452829.2020.1827518
DP - Taylor and Francis+NEJM
VL - 21
IS - 4
SP - 399
EP - 401
SN - 1945-2829
ST - Education and Disability in the Global South
UR - https://doi.org/10.1080/19452829.2020.1827518
Y2 - 2020/12/10/00:00:00
ER -
TY - BOOK
TI - World Yearbook of Education 2014: Governing Knowledge: Comparison, Knowledge-Based Technologies and Expertise in the Regulation of Education
AU - Fenwick, Tara
AU - Mangez, Eric
AU - Ozga, Jenny
AB - This latest volume in the World Yearbook of Education Series focuses on a major and highly significant development in the governing of education across the globe: the use of knowledge-based technologies as key policy sources. A combination of factors has produced this shift: first, the massive expansion of technological capacity signalled by the arrival of ‘big data’ that allows for the collection, circulation and processing of extensive system knowledge. The rise of data has been observed and discussed extensively, but its role in governing and the rise of comparison as a basis for action is now a determining practice in the field of education. Comparison provides the justification for ‘modernising’ policy in education, both in the developed and developing world, as national policy makers (selectively) seek templates of success from the high performers and demand solutions to apparent underperformance through the adoption of the policies favoured by the likes of Singapore, Finland and Korea. In parallel, the growth of particular forms of expertise: the rise and rise of educational consultancy, the growth of private (for profit) involvement in provision of educational goods and services and the increasing consolidation of networks of influence in the promotion of ‘best practice’ are affecting policy decisions. Through these developments, the nature of knowledge is altered, along with the relationship between knowledge and politics. Knowledge in this context is co-constructed: it is not disciplinary knowledge, but knowledge that emerges in the sharing of experience. This book provides a global snapshot of a changing educational world by giving detailed examples of a fundamental shift in the governing and practice of education learning by: • Assessing approaches to the changing nature of comparative knowledge and information • Tracking the translation and mobilisation of these knowledges in the governing of education/learning; • Identification of the key experts and knowledge producers/circulators/translators and analysis of how best to understand their influence; • Mapping of the global production of these knowledges in terms of their range and reach the interrelationships of actors and their effects in different national settings. Drawing on material from around the world, the book brings together scholars from different backgrounds who provide a tapestry of examples of the global production and national reception and mediation of these knowledges and who show how change enters different national spaces and consider their effects in different national settings.
DA - 2014/01/10/
PY - 2014
DP - Google Books
SP - 301
LA - en
PB - Routledge
SN - 978-1-317-81457-3
ST - World Yearbook of Education 2014
KW - Education / Educational Policy & Reform / General
KW - Education / General
KW - Education / Higher
ER -
TY - JOUR
TI - Knowledge mobilization plan
AU - Ferguson, Nathan
DP - Zotero
SP - 8
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Impact of Educational Technology on Teacher Stress and Anxiety: A Literature Review
AU - Fernández-Batanero, José-María
AU - Román-Graván, Pedro
AU - Reyes-Rebollo, Miguel-María
AU - Montenegro-Rueda, Marta
T2 - International Journal of Environmental Research and Public Health
AB - Educational technology has become an increasingly important element for improving the teaching and learning process of students. To achieve these goals, it is essential that teachers have the skills they need to be able to introduce technology into their teaching practice. However, this is often overwhelming and stressful for many of them. The aim of this review was to find out how research on teacher stress and anxiety associated with the use of educational technology was proceeding. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines through the following bibliographic databases: PubMed, Web of Science, and Scopus. Sixteen articles were found from the review. The main findings show that teachers present high levels of anxiety or stress due to their use of educational technology in the classroom. Among the conclusions, the need for research on different strategies to prevent the emergence of these anxiety and stress symptoms in teachers stands out.
DA - 2021/01//
PY - 2021
DO - 10.3390/ijerph18020548
DP - www.mdpi.com
VL - 18
IS - 2
SP - 548
LA - en
SN - 1660-4601
ST - Impact of Educational Technology on Teacher Stress and Anxiety
UR - https://www.mdpi.com/1660-4601/18/2/548
Y2 - 2022/12/20/23:39:25
KW - Final_citation
KW - anxiety disorders
KW - anystyle
KW - cited
KW - educational technology
KW - existing
KW - mental health
KW - review
KW - teacher burnout
ER -
TY - JOUR
TI - Gamification for climate change engagement: review of corpus and future agenda
AU - Fernández Galeote, Daniel
AU - Rajanen, Mikko
AU - Rajanen, Dorina
AU - Legaki, Nikoletta-Zampeta
AU - Langley, David J
AU - Hamari, Juho
T2 - Environmental Research Letters
AB - Abstract
Both bottom-up and top-down initiatives are essential for addressing climate change effectively. These include initiatives aiming to achieve widespread behavioral change towards reduction of greenhouse gas emissions as well as pursuing education regarding adaptation measures. While awareness of the issue of climate change is now pervasive, and actions are being taken at all levels of society, there is still much to do if international goals are to be met. Games and gamification offer one approach to foster both behavioral change and education. In this paper, we investigate the state-of-the-art of game-based climate change engagement through a systematic literature review of 64 research outputs comprising 56 different gamified approaches. Our analysis of the literature reveals a trend of promising findings in this nascent and growing area of research, suggesting the potential to impact multiple engagement dimensions simultaneously, as well as create an engaging gameful experience. Overall, the corpus appears to offer a fruitful balance in foci between climate science, mitigation, and adaptation, as well as a variety of formats in game-based approaches (i.e. digital, analog, and hybrid). However, shortcomings were also observed, such as geographic and demographic imbalances and the short duration of interventions. The reviewed studies yield a large number of results indicating climate change engagement through gamification, especially in the form of cognitive engagement, affect towards climate change-related topics, and in-game behavioral engagement with others. Nevertheless, heterogeneity in terms of contexts, designs, outcomes, and methods, as well as limited rigor in research designs and reporting, hinders drawing overall conclusions. Based on our review, we provide guidelines regarding contexts, interventions, results, and research quality and internal validity for advancing the space of game-based interventions for climate change engagement.
DA - 2021/06/01/
PY - 2021
DO - 10.1088/1748-9326/abec05
DP - DOI.org (Crossref)
VL - 16
IS - 6
SP - 063004
J2 - Environ. Res. Lett.
LA - en
SN - 1748-9326
ST - Gamification for climate change engagement
UR - https://iopscience.iop.org/article/10.1088/1748-9326/abec05
Y2 - 2023/07/31/18:16:08
ER -
TY - JOUR
TI - Mobile learning technology based on iOS devices to support students with special education needs
AU - Fernández-López, Álvaro
AU - Rodríguez-Fórtiz, María José
AU - Rodríguez-Almendros, María Luisa
AU - Martínez-Segura, María José
T2 - Computers & Education
DA - 2013///
PY - 2013
DO - 10.1016/j.compedu.2012.09.014
VL - 61
SP - 77
EP - 90
ER -
TY - BLOG
TI - Tich mi ar tich dem (E-Cubed) - Open Development & Education
AU - Ferrao, Evette
AB - Funded by Dubai Cares via the Interagency Network for Education in Emergencies’ E-Cubed research grant, the Tich Mi Ar Tich Dem (‘Teach me to teach them’) programme research addresses the Sierra Leonean government’s need to optimise and validate an effective model for in-service teacher professional development (TPD) in crisis-vulnerable areas of the country.
DA - 2022/05/17/T13:47:18+00:00
PY - 2022
LA - en-GB
UR - https://opendeved.net/programmes/e-cubed/, https://opendeved.net/programmes/e-cubed/
Y2 - 2024/01/06/12:52:00
ER -
TY - JOUR
TI - Tablet PCs, academic results and educational inequalities
AU - Ferrer, Ferran
AU - Belvís, Esther
AU - Pàmies, Jordi
T2 - Computers & Education
DA - 2011///
PY - 2011
DO - 10.1016/j.compedu.2010.07.018
VL - 56
IS - 1
SP - 280
EP - 288
ER -
TY - ELEC
TI - Feynman AI
AU - Feynman AI
AB - Feynman - An AI assistant to make reading, writing and understanding academic literature easier.
LA - en
UR - https://www.feynman.ai/
Y2 - 2024/01/20/00:04:22
ER -
TY - RPRT
TI - Wheels of Change: Transforming Girl’s Lives with Bicycles
AU - Fiala, Nathan
AU - Garcia-Hernandez, Ana
AU - Narula, Kritika
AU - Prakash, Nishith
DA - 2020///
PY - 2020
DP - Google Scholar
PB - Working Paper
ST - Wheels of Change
ER -
TY - RPRT
TI - Wheels of Change: Transforming Girls' Lives with Bicycles
AU - Fiala, Nathan
AU - Garcia-Hernandez, Ana
AU - Narula, Kritika
AU - Prakash, Nishith
T2 - IZA Discussion Papers
AB - Reducing the gender gap in education is a primary goal for many countries. Two major challenges for many girls are the distance to school and their safety when commuting to school. In Zambia, we studied the impact of providing a bicycle to a school-going girl who lives more than 3 km from the school. We randomized whether a girl received a bicycle with a small cost to her family to cover replacement parts, a bicycle where these costs are covered by the program, and therefore is zero cost to the family, or a control group. One year after the intervention, we find that the bicycle reduced average commuting time to school by 35%, reduced late arrival by 66%, and decreased absenteeism by 27%. We find continued improvement in girls' attendance and reduction in dropouts two, three, and four years after the intervention. We also find evidence of improved math test scores, girls expressing higher feelings of control over their lives and, for those who received bicycles with a small cost to her family, higher levels of aspirations, self-image, and a desire to delay marriage and pregnancy. Heterogeneity analysis by distance to school shows an inverted U-shape for most of the schooling and empowerment results, suggesting greater impact for girls that live further away from school. These results suggest that empowerment outcomes worked through increased attendance in school.
DA - 2022/02//
PY - 2022
DP - ideas.repec.org
LA - en
PB - Institute of Labor Economics (IZA)
SN - 15076
ST - Wheels of Change
UR - https://ideas.repec.org/p/iza/izadps/dp15076.html
Y2 - 2022/04/19/21:25:03
KW - Zambia
KW - attendance
KW - bicycles
KW - dropout
KW - female aspiration
KW - female empowerment
KW - girls' education
KW - grade transition
KW - safety
KW - test scores
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Wheels of Change: Transforming Womens Lives with Education and Empowerment
AU - Fiala, Nathan
AU - Garcia-Hernandez, Ana
AU - Narula, Kritika
AU - Prakash, Nishith
C3 - Center for the Study of African Economies Conference Papers.
DA - 2020///
PY - 2020
DP - Google Scholar
VL - 20
ST - Wheels of Change
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Early Marriage, Age of Menarche, and Female Schooling Attainment in Bangladesh
AU - Field, Erica
AU - Ambrus, Attila
T2 - Journal of Political Economy
DA - 2008///
PY - 2008
DO - 10.1086/593333
VL - 116
SP - 881
EP - 930
ER -
TY - RPRT
TI - Independent Reporting Mechanism (IRM): Sierra Leone Design Report 2019–2021
AU - Field, Tracey-Lynn
DA - 2020///
PY - 2020
PB - Open Government Partnership
UR - https://www.opengovpartnership.org/documents/sierra-leone-design-report-2019-2021/
KW - _C:Sierra Leone SLE
ER -
TY - JOUR
TI - Evidence and Lessons Learned Regarding the Effect of Equitable Quality Education on ‘Open Society’
AU - Fieldsend, Astrid
AB - The purpose of this review is to assist FCDO in understanding the evidence of impact and any valuable lessons regarding the effect equitable quality education can have on ‘open society’. The search revealed that there is a considerable volume of evidence which focuses on education’s ability to reduce poverty, increase economic growth, boost employability and achieve better health outcomes. There is less which focuses on the aspects of ‘open society’ as defined in this paper. The scope of this review was narrowed to focus upon areas of the ‘open society’ definition where the most evidence does exist, given the timeframe for the review. The scope was narrowed to focus on: democracy, civic engagement, and social cohesion. The review of the literature found strong evidence that equitable quality education can have a range of positive impacts on democracy (specifically, its institutions and processes), civic engagement and social cohesion. There is a considerable body of evidence which indicates that there is a correlation between equitable quality education and benefits to societies (more peaceful, higher levels of trust, greater participation in politics, etc). However, there was no clear evidence that investment in equitable quality education directly leads to positive societal outcomes. This is because there are so many other factors to account for in attempting to prove causation. The lack of rigorous studies which attempt to attribute causation demonstrates a clear evidence gap. It is important to note that education systems themselves are politicised and cannot be divorced from the political process. The extent to which education can impact positively on open society depends a great deal on the value education has within the political system in which it is operating.
DA - 2021/05//
PY - 2021
DO - 10.19088/K4D.2021.094
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/16723
Y2 - 2022/12/18/18:14:24
ER -
TY - RPRT
TI - School Enrollment, Selection and Test Scores.
AU - Filmer, D.
AU - Schady, N.
DA - 2009///
PY - 2009
UR - http://documents1.worldbank.org/curated/en/495041468224995463/pdf/WPS4998.pdf
KW - ❓ Multiple DOI
ER -
TY - RPRT
TI - Teacher Performance-Based Incentives and Learning Inequality
AU - Filmer, Deon
AU - Habyarimana, James
AU - Sabarwal, Shwetlena
AB - This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average
improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a “discouragement effect” (once incentives were withdrawn, student performance did not fall below prebaseline levels). Rather, impacts on learning were sustained beyond the intervention period. However, these incentives may have exacerbated learning inequality within and across schools. Increases in learning were concentrated among initially better-performing schools and students. At the same time, learning outcomes may have decreased for schools and students that were lower performing at baseline. Finally, the study finds that
incentivizing students without simultaneously incentivizing teachers did not produce observable learning gains.
CY - Oxford
DA - 2020/09//
PY - 2020
LA - English
M3 - RISE Working Paper
PB - Rise Programme
SN - 20/047
UR - https://riseprogramme.org/sites/default/files/2020-09/RISE_WP-047_Filmer_etal.pdf
Y2 - 2020/09/15/19:31:12
KW - _B:important
KW - _G:important
KW - _G:reviewed
KW - _Tanzania
KW - _final_bib
KW - _important
ER -
TY - RPRT
TI - Identifying Effective Teachers: Lessons from Four Classroom Observation Tools
AU - Filmer, Deon
AU - Molina, Ezequiel
AU - Wane, Waly
DA - 2020/08/27/
PY - 2020
DP - DOI.org (Crossref)
PB - Research on Improving Systems of Education (RISE)
ST - Identifying Effective Teachers
UR - https://riseprogramme.org/publications/identifying-effective-teachers-lessons-four-classroom-observation-tools
Y2 - 2020/09/06/17:26:31
ER -
TY - JOUR
TI - Learning-Adjusted Years of Schooling (LAYS): Defining a New Macro Measure of Education
AU - Filmer, Deon
AU - Rogers, Halsey
AU - Angrist, Noam
AU - Sabarwal, Shwetlena
T2 - Economics of Education Review
DA - 2020///
PY - 2020
DO - 10.1016/j.econedurev.2020.101971
DP - Google Scholar
VL - 77
SP - 101971
ST - Learning-adjusted years of schooling (LAYS)
UR - https://www.sciencedirect.com/science/article/pii/S0272775719300263
ER -
TY - JOUR
TI - Learning-adjusted years of schooling (LAYS): Defining a new macro measure of education
AU - Filmer, Deon
AU - Rogers, Halsey
AU - Angrist, Noam
AU - Sabarwal, Shwetlena
T2 - Economics of Education Review
AB - The standard summary metric of education-based human capital used in macro analyses is a quantity-based one: The average number of years of schooling in a population. But as recent research shows, students in different countries who have completed the same number of years of school often have vastly different learning outcomes. We therefore propose a new summary measure, the Learning-Adjusted Years of Schooling (LAYS). This measure combines quantity and quality of schooling into a single easy-to-understand metric of progress, revealing considerably larger cross-country education gaps than the standard metric. We show that the comparisons produced by this measure are robust to different ways of adjusting for learning and that LAYS is consistent with other evidence, including other approaches to quality adjustment. Like other learning measures, LAYS reflects learning, and barriers to learning, both inside and outside of school; also, cross-country comparability of LAYS rests on assumptions related to learning trajectories and the validity, reliability, and comparability of test data. Acknowledging these limitations, we argue that LAYS nonetheless improves on the standard metric in key ways.
DA - 2020/08/01/
PY - 2020
DO - 10.1016/j.econedurev.2020.101971
DP - ScienceDirect
VL - 77
SP - 101971
J2 - Economics of Education Review
LA - en
SN - 0272-7757
ST - Learning-adjusted years of schooling (LAYS)
UR - https://www.sciencedirect.com/science/article/pii/S0272775719300263
Y2 - 2022/11/24/12:08:38
KW - Education
KW - Human capital
KW - Learning
KW - Returns to education
KW - Schooling
KW - Test Scores
ER -
TY - JOUR
TI - Getting girls into school: Evidence from a scholarship program in Cambodia
AU - Filmer, Deon
AU - Schady, Norbert
T2 - Economic Development and Cultural Change
DA - 2008///
PY - 2008
DO - 10.1086/533548
VL - 56
SP - 581
EP - 617
ER -
TY - BOOK
TI - Hur lärare kan arbeta med problemlösningsuppgifter
AU - Findelius Jämsén, Isabelle
AU - Nilsson, Frida
DA - 2018///
PY - 2018
DP - Google Scholar
KW - _C:Australia AUS
KW - _C:Greece GRC
KW - _C:Sweden SWE
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - ELEC
TI - Is standardization the enemy of personalization? Not necessarily
AU - Fisher, Julia Freeland
T2 - Christensen Institute
AB - A key difference between a system that standardizes to personalize and one that doesn’t is whether it starts with robust diagnostics that put precision first.
DA - 2018/05/17/T19:17:21+00:00
PY - 2018
LA - en-US
ST - Is standardization the enemy of personalization?
UR - https://www.christenseninstitute.org/blog/is-standardization-the-enemy-of-personalization-not-necessarily/
Y2 - 2024/01/31/05:50:23
KW - Final_citation
KW - existing
ER -
TY - CHAP
TI - Playing around in School: Implications for Learning and Edu-cational Policy
AU - Fisher, Kelly R
AU - Hirsh-Pasek, Kathy
AU - Golinkoff, Roberta M
AU - Singer, Dorothy G
AU - Berk, Laura E
T2 - The Oxford Handbook of the Development of Play
A2 - Pellegrini, Anthony D
CY - Oxford
DA - 2011///
PY - 2011
SP - 341
EP - 360
PB - Oxford University Press
ER -
TY - ELEC
TI - CIRCL Primer: Design-Based Implementation Research.
AU - Fishman, B
AU - Cheng, B
AU - Penuel, W
T2 - CIRCL
DA - 2019///
PY - 2019
UR - http://circlcenter.org/dbir/
ER -
TY - JOUR
TI - Design-Based Implementation Research: An Emerging Model for Transforming the Relationship of Research and Practice
AU - Fishman, Barry J
AU - Penuel, William R
AU - Allen, Anna-Ruth
AU - Cheng, Britte Haugan
AU - Sabelli, Nora
AB - This chapter presents an introduction to design-based implementation research (DBIR). We describe the need for DBIR as a research approach that challenges educational researchers and practitioners to transcend traditional research/practice barriers to facilitate the design of educational interventions that are effective, sustainable, and scalable. We examine antecedents to DBIR, including evaluation research, community-based participatory research, design-based research, and implementation research. The four core principles of DBIR are explained: (1) a focus on persistent problems of practice from multiple stakeholders’ perspectives; (2) a commitment to iterative, collaborative design; (3) a concern with developing theory and knowledge related to both classroom learning and implementation through systematic inquiry; and (4) a concern with developing capacity for sustaining change in systems. We close with an overview of the chapters contained in this NSSE Yearbook on DBIR and explain how each chapter contributes to the overall development of the DBIR approach.
DA - 2013///
PY - 2013
DO - 10.1177/016146811311501415
DP - Zotero
SP - 21
LA - en
ER -
TY - JOUR
TI - Enablers and Barriers to the Successful Delivery of Accelerated Learning Programmes
AU - Fitzpatrick, Rachael
AB - This review identified enablers and barriers to the successful delivery of accelerated learning programmes and complementary education. The policy environment is identified as being an overarching factor that can behave as both an enabler and a barrier, with contexts that integrate non-formal education into policy texts being among the most enabling. Other enablers and barriers are explored in relation to programme delivery, followed by a brief exploration of learners transitioning into the formal education system. The report identified inconsistencies in the terminology surrounding accelerated learning and complementary learning programmes, and has therefore adopted the most common language used: accelerated education programmes (AEPs). A key reflection from this review is on the tension that exists between successful AEPs integrating effectively with national systems, whilst also remaining independent enough to overcome the barriers faced by those same systems.
DA - 2020/08/07/
PY - 2020
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15579
Y2 - 2022/12/18/18:14:18
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Evidence on the Impact of Population Growth on Education Financing and Provision in Tanzania
AU - Fitzpatrick, Rachael
AB - Tanzania has made great strides in increasing enrolment rates amidst a rapidly growing population. However, despite gains made in primary enrolment, completion rates have not exceeded 70% in the past five years, and enrolment at secondary level remains low (37%).
An analysis of expenditure suggests a lack of equitability in distribution of funds within the education sector. Having achieved near universal enrolment at primary level, since 2016 the Government of Tanzania has almost doubled spend on secondary education and increased spending on higher education. In the same period, however, spend per pupil at primary level has halved suggesting that budget is being directed away from pre-primary and primary education to fund secondary, with higher education slightly increasing. Furthermore, the Education Sector Analysis outlines that 35% of the education budget is spent on the top 10% highest educated in the system (Kahangwa et al. 2021, 168). In addition to disparities on spend by education level, regional differences persist in the number of classrooms, textbooks, desks and teacher shortages also exist.
Despite current disparities and challenges, Tanzania’s economic growth in recent years suggests that, with increased commitment in minimum spending on education as a proportion of GDP, the education needs of the population could be met. However, this would assume continued economic growth and require a greater proportion of spend to be allocated to education, suggesting trade-offs may be required.
DA - 2022/02/28/
PY - 2022
DO - 10.19088/K4D.2022.072
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17549
Y2 - 2022/12/18/18:14:41
ER -
TY - JOUR
TI - Secondary Education Provision and Impacts of Low Secondary Uptake on Wider Societal Outcomes
AU - Fitzpatrick, Rachael
AB - This report explores the current uptake and completion of secondary education globally, with a particular focus on sub-Saharan Africa. The report also explores the wider societal benefits of increased secondary completion rates, and the financial considerations that are needed to increase uptake and completion. Using data from UIS (2022) and UNESCO WIDE (2022), the report identified disparities in net enrolment, attendance and completion between primary and both levels of secondary education, particularly upper secondary. In sub-Saharan African countries, achievements in net enrolment at primary level are rarely met with high enrolment levels at either lower or upper secondary level, with this difference even more stark when observing completion rates. Currently, both lower and upper secondary education is not a funding priority amongst many countries in sub-Saharan Africa. Of the 27 countries included in analysis, only one country (Mauritius) spent a higher proportion on secondary education compared to other levels (UIS, 2022). Some countries were found to spend a higher proportion of GDP on tertiary education compared to other education levels, with over double the amount spent on tertiary compared to both lower and upper secondary education combined in some instances (Ethiopia, Sierra Leone, South Sudan) (UIS, 2022).
DA - 2022/08/01/
PY - 2022
DO - 10.19088/K4D.2022.122
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17657
Y2 - 2022/12/18/18:16:28
ER -
TY - JOUR
TI - Improving Resilience, Adaptation and Mitigation to Cimate Change Through Education in Low- and Lower-middle Income Countries
AU - Fitzpatrick, Rachael
AU - West, Helen
AB - Climate resilience is the ability to anticipate, prepare for, and respond to hazardous events, trends, or disturbances related to climate (C2ES, 2022). Mitigation focuses on reducing the human impacts contributing to climate change (Burton, 2007, cited in Rousell & Cutter-Mackenzie-Knowles, 2020). Adaptation is about increasing people’s adaptive capacity, reducing the vulnerability of communities and managing risks (Anderson, 2012). Anderson further defines adaptation as not just being able to adapt from one stable climate to another but having the skills to adapt to uncertainty and make informed decisions in a changing environment. While ‘climate change’ is the term used throughout these briefs, it should be read as a shorthand for a more inclusive approach, which also captures associated environmental degradation. The Intergovernmental Panel on Climate Change (IPCC) warned, in their latest report, that global surface temperatures will continue to increase until 2050 (IPCC, 2021, p. 17). This will take place regardless of human intervention to reduce greenhouse gas emissions. The report also warns that the traditional technocratic approaches are insufficient to tackle the challenge of climate change, and that greater focus on the structural causes is needed. High- and upper-middle-income countries have been persistently shown to be the biggest contributors to the global carbon dioxide emissions, with lower income countries facing the most disruptive climate hazards, with Africa countries particularly vulnerable (CDP, 2020; IPCC, 2021). The vulnerability of low-income contexts exacerbates this risk, as there is often insufficient infrastructure and resources to ensure resilience to climate hazards (IPCC, 2021). For decades, advocates of climate change education have been highlighting the potential of education to help mitigate against climate change, and support adaptation efforts. However, implementation has been patchy, with inconsistent approaches and a lack of evidence to help determine the most effective way forward.This paper is divided into three sections, drawing together evidence on the key aspects of system reform,green and resilient infrastructure and Curriculum, pedagogy, assessment and teacher development.
DA - 2022/03/31/
PY - 2022
DO - 10.19088/K4D.2022.083
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17607
Y2 - 2022/12/18/18:15:29
ER -
TY - JOUR
TI - Programmes to Support Foundational Learning in South Asia
AU - Fitzpatrick, Rachel
AB - Despite great achievements in improving school enrolment and completion levels in South Asia, a high proportion of learners continue to live in learning poverty, with approximately 50 per cent of learners unable to read or understand a simple text by age ten (UNICEF, 2021). Learning levels were severely impacted by large scale school closures as a result of Covid-19, with approximately 434 million learners impacted in the region (UNICEF, 2021). Improving foundational learning outcomes, particularly for the most marginalised, is a key policy priority for many South Asian countries. This report draws together learning from seven programmes in South Asia aimed at improving foundational learning, to provide insight into effective approaches that have previously or continue to have an impact on foundational learning levels.
DA - 2022/06/20/
PY - 2022
DO - 10.19088/K4D.2022.081
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17597
Y2 - 2022/12/18/18:16:18
ER -
TY - JOUR
TI - The Connection Between Socio-emotional Learning and Girls’ Educational Outcomes
AU - Fitzpatrick, Rachel
AU - Page, Ella
AB - The literature on socio-emotional learning is vast, with a broad range of programmes and interventions spanning multiples ages with a variety of different objectives. A USAID systematic literature review of SEL interventions, identified a broad range of outcomes identified in evaluations of SEL programmes. The majority of the literature on academic outcomes is drawn from high-income contexts, though a small number of studies looking at the impact of girls’ clubs have sought to make a connection between participation in clubs and academic performance (Marcus et al, 2017; Amenya et al, 2021).
Interventions targeting Early Years typically focus on play-based interventions at home and in primary care settings, and on parenting and prenatal skills development and support (Sánchez Puerta et al., 2016). The outcomes of these interventions typically focus on the development of socio-emotional learning skills, parenting behaviours, but also on academic performance (ibid). A World Bank review found that interventions before school were more likely to show favourable results during follow-up.
Aside from the direct academic outcomes, SEL is found to have intermediate outcomes too, particularly in lower-income contexts. For example, girls’ clubs are associated with increased enrolment and retention rates at multiple levels of education (Marcus et al, 2017), in addition to increasing girls’ self-esteem and motivation to learn (Amenya et al, 2021). Other programmes with a focus on SEL have been found to improve career-related outcomes, delay pregnancy and early marriage, and support the development of skills required by the workplace, or advancing prosocial/anti-conflict behaviours (Sánchez Puerta et al., 2016).
DA - 2022/09//
PY - 2022
DO - 10.19088/K4D.2022.154
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17710
Y2 - 2022/12/18/18:13:31
KW - ⚠️ Invalid DOI
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Multimodal digital classroom assessments
AU - Fjørtoft, Henning
T2 - Computers & Education
DA - 2020///
PY - 2020
DO - 10.1016/j.compedu.2020.103892
DP - Google Scholar
SP - 103892
KW - __C:filed:1
ER -
TY - JOUR
TI - Educator Perspectives on the Impact of Covid-19 on Teaching and Learning in Australia and New Zealand
AU - Flack, Clare Buckley
AU - Walker, Dr Lyndon
AU - Bickerstaff, Amanda
AU - Earle, Hester
AU - Margetts, Cara
DP - Zotero
SP - 38
LA - en
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Socioeconomic Disparities in Australian Schooling During the Covid-19 Pandemic
AU - Flack, Dr Clare Buckley
AU - Walker, Dr Lyndon
AU - Bickerstaff, Amanda
AU - Margetts, Cara
DP - Zotero
SP - 36
LA - en
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Preprints Involving Medical Research—Do the Benefits Outweigh the Challenges?
AU - Flanagin, Annette
AU - Fontanarosa, Phil B.
AU - Bauchner, Howard
T2 - JAMA
AB - A preprint is a complete manuscript posted to a preprint server by authors before peer review and publication in a journal. The goals of preprints are to enable authors to obtain timely feedback and comments on research before submission to a peer-reviewed journal, to claim provenance of an idea, and to facilitate and expedite dissemination of and access to research. Preprints can be amended or updated, commented on by others, and remain on the preprint server even if subsequently published in a journal. They can be cited and indexed and increasingly are given attention in the news and social media.
DA - 2020/11/10/
PY - 2020
DO - 10.1001/jama.2020.20674
DP - Silverchair
VL - 324
IS - 18
SP - 1840
EP - 1843
J2 - JAMA
SN - 0098-7484
UR - https://doi.org/10.1001/jama.2020.20674
Y2 - 2021/10/05/18:39:01
ER -
TY - BOOK
TI - Sharing words: Theory and practice of dialogic learning
AU - Flecha, Ramón
DA - 2000///
PY - 2000
PB - Rowman & Littlefield
SN - 0-8476-9596-4
KW - __C:filed:1
ER -
TY - JOUR
TI - Communicating Scientific Uncertainty in an Age of COVID-19: An Investigation into the Use of Preprints by Digital Media Outlets
AU - Fleerackers, Alice
AU - Riedlinger, Michelle
AU - Moorhead, Laura
AU - Ahmed, Rukhsana
AU - Alperin, Juan Pablo
T2 - Health Communication
AB - In this article, we investigate the surge in use of COVID-19-related preprints by media outlets. Journalists are a main source of reliable public health information during crises and, until recently, journalists have been reluctant to cover preprints because of the associated scientific uncertainty. Yet, uploads of COVID-19 preprints and their uptake by online media have outstripped that of preprints about any other topic. Using an innovative approach combining altmetrics methods with content analysis, we identified a diversity of outlets covering COVID-19-related preprints during the early months of the pandemic, including specialist medical news outlets, traditional news media outlets, and aggregators. We found a ubiquity of hyperlinks as citations and a multiplicity of framing devices for highlighting the scientific uncertainty associated with COVID-19 preprints. These devices were rarely used consistently (e.g., mentioning that the study was a preprint, unreviewed, preliminary, and/or in need of verification). About half of the stories we analyzed contained framing devices emphasizing uncertainty. Outlets in our sample were much less likely to identify the research they mentioned as preprint research, compared to identifying it as simply “research.” This work has significant implications for public health communication within the changing media landscape. While current best practices in public health risk communication promote identifying and promoting trustworthy sources of information, the uptake of preprint research by online media presents new challenges. At the same time, it provides new opportunities for fostering greater awareness of the scientific uncertainty associated with health research findings.
DA - 2021/01/03/
PY - 2021
DO - 10.1080/10410236.2020.1864892
DP - Taylor and Francis+NEJM
VL - 0
IS - 0
SP - 1
EP - 13
SN - 1041-0236
ST - Communicating Scientific Uncertainty in an Age of COVID-19
UR - https://doi.org/10.1080/10410236.2020.1864892
Y2 - 2021/10/05/18:38:09
ER -
TY - CHAP
TI - EXBOX-Digital–Praxisorientiertes Unterrichtskonzept zum Einsatz digitaler Medien im Chemie-und Physikunterricht
AU - Fleischer, Timo
AU - Deibl, Ines
AU - Strahl, Alexander
AU - Moser, Stephanie
AU - Maier, Simone Christine
AU - Zumbach, Jörg
T2 - Neue Impulse in der Naturwissenschaftsdidaktik
DA - 2020///
PY - 2020
DP - Google Scholar
SP - 211
EP - 223
PB - Waxmann Verlag
KW - __C:filed:1
ER -
TY - JOUR
TI - Digital Technologies and Innovative Learning Environments in Schooling: A New Zealand Experience
AU - Fletcher, Jo
AU - Everatt, John
AU - Mackey, Julie
AU - Fickel, Letitia Hochstrasser
T2 - New Zealand Journal of Educational Studies
DA - 2020///
PY - 2020
DP - Google Scholar
SP - 1
EP - 22
ST - Digital Technologies and Innovative Learning Environments in Schooling
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - How to accelerate your internet: a practical guide to bandwidth management and optimisation using open source software
AU - Flickenberg, Rob
CY - Place of publication not identified
DA - 2006///
PY - 2006
DP - Open WorldCat
LA - en
PB - INASP/ICTP
SN - 978-0-9778093-1-8
ST - How to accelerate your internet
ER -
TY - JOUR
TI - Mental health and wellbeing outcomes of climate change mitigation and adaptation strategies: A systematic review
AU - Flores, Elaine C.
AU - Brown, Laura J.
AU - Kakuma, Ritsuko
AU - Eaton, Julian
AU - Dangour, Alan D.
T2 - Environmental Research Letters
AB - Abstract Climate change has already impacted the health and wellbeing of ∼5 billion people globally. However, the potential influence of climate change mitigation and adaptation strategies on mental health and wellbeing outcomes in low-and-middle-income countries (LMICs) remains insufficiently understood. We aimed to determine the effect of these strategies on mental health and wellbeing outcomes among LMIC beneficiaries. We carried out a systematic review to identify intervention and case studies published from 2013 to 2022, searching OVID Medline, Embase, PsycINFO, Global Health, Cochrane Library, GreenFile, Web of Science, and a subset of studies from the ‘Global Adaptation Mapping Initiative’ database. We included controlled, quasi-experimental, pilot, and focussed case studies reporting mental health or wellbeing outcomes assessments of climate change mitigation and adaptation strategies. We categorised studies by design, geographic region, target population, setting, environmental hazard, strategy type and primary outcomes. PROSPERO registry: CRD42021262711. A total of 9532 studies were initially retrieved, and 15 studies involving 12 255 participants met the inclusion criteria. Among these, twelve studies described evidence from single-adaptation strategies in nine LMICs, while three reported mitigation programmes. Only two randomised evaluations assessed common mental disorders such as depression, trauma or anxiety using validated scales. Most studies evaluated broader wellbeing at the community and individual levels. Nine studies (53.3%) reported significant beneficial changes in mental health or wellbeing outcomes among beneficiaries, while six (46.7%) obtained mixed results linked to local and sociocultural factors. The interventions ‘practical significance and overall impact remained unclear due to the heterogeneous reporting in program effectiveness, gaps in effect size assessments or qualitative insights. Our review highlights the scarcity and limited nature of the current evidence, underscoring the need for further equitable research. The ongoing global climate and mental health crises press us to fully understand and address these strategies’ psychosocial impacts and translate these findings into effective policy and transdisciplinary action as an opportunity to prevent and ameliorate significant, long-term problems in the population’s mental health and wellbeing.
CN - openalex: W4389660070
DA - 2023/12/20/
PY - 2023
DO - 10.1088/1748-9326/ad153f
VL - 19
IS - 1
SP - 014056
EP - 014056
SN - 1748-9326
UR - https://doi.org/10.1088/1748-9326/ad153f
KW - openalex:citedBy
KW - openalex:import
KW - selected_for:effects of climate ch...on learning...LMICs 2024
KW - tagged
ER -
TY - RPRT
TI - COVID-19: Supporting the Government of Sierra Leone with mobility data
AU - Flowminder Foundation
DA - 2020///
PY - 2020
UR - https://www.flowminder.org/media/vg5ov5s5/sle_africell_report_v1-2_dec20.pdf
KW - _C:Sierra Leone SLE
ER -
TY - JOUR
TI - Results from a Study for Teaching Human Body Systems to Primary School Students Using Tablets
AU - Fokides, Emmanuel
AU - Mastrokoukou, Aikaterini
T2 - Contemporary Educational Technology
DA - 2018///
PY - 2018
DO - 10.30935/cet.414808
DP - Google Scholar
VL - 9
IS - 2
SP - 154
EP - 170
KW - _C:Canada CAN
KW - _C:Dominican Republic DOM
KW - _C:Greece GRC
KW - _C:Singapore SGP
KW - _C:Sweden SWE
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Higher education, developmental leadership and good governance
AU - Fontana, Giuditta
AB - The last decade has witnessed renewed interest in the social benefits of higher education, with recent research suggesting that universities have a role in nurturing developmental leaders who enable positive change and better governance in low-income and conflict-affected countries (Brannelly et al, 2011b). This review summarises available evidence on the relationship between higher education, developmental leadership and good governance in developing and conflict-affected countries. It draws on examples from a variety of countries, including Ghana, the Philippines, Oman, Lebanon, Cote d’Ivoire and Botswana among others. Most of the literature considered in this report is academic. A large proportion was produced by the Developmental Leadership Programme (DLP) based at the University of Birmingham, which is currently in the process of publishing a summary report.
DA - 2017/08/23/
PY - 2017
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13210
Y2 - 2022/12/18/18:15:10
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - The Inclusion of Technology in Mathematics: The Effects of Electronic Mobile Devices in Early Years Mathematics
AU - Ford, Emily Jayne
T2 - Reflective Practice in Teaching
DA - 2019///
PY - 2019
DP - Google Scholar
SP - 149
EP - 154
PB - Springer
ST - The Inclusion of Technology in Mathematics
KW - __C:filed:1
ER -
TY - NEWS
TI - 'Political vandalism': DfID and Foreign Office merger met with anger by UK charities
AU - Ford, Liz
T2 - The Guardian
AB - Unicef, Save the Children and Christian Aid among organisations warning move will harm those most in need and reduce UK’s power overseas
DA - 2020/06/16/T16:23:52.000Z
PY - 2020
DP - www.theguardian.com
LA - en-GB
SE - Global development
SN - 0261-3077
ST - 'Political vandalism'
UR - https://www.theguardian.com/global-development/2020/jun/16/political-vandalism-dfid-and-foreign-office-merger-met-with-anger-by-uk-charities
Y2 - 2020/06/17/14:47:29
KW - Aid
KW - Boris Johnson
KW - Department for International Development (DfID)
KW - Global development
KW - Politics
KW - Society
KW - UK news
KW - World news
ER -
TY - JOUR
TI - Educational reform in the OECS countries
AU - Forde, George
T2 - Educational Reform in the Commonwealth Caribbean
DA - 1999///
PY - 1999
DP - Google Scholar
SP - 255
EP - 289
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - A review of traditional Ghanaian and Western philosophies of adult education
AU - Fordjor, P
AU - Kotoh, , A
AU - Kpeli, K Kumah
T2 - International Journal of Lifelong Education
AB - The primary objective of this article is to critically examine some aspects of the traditional Ghanaian and Western philosophies of adult education. It is a well-attested fact that many of the pre-colonial and early colonial writers about Africa portrayed Africa as a dark continent devoid of advanced centres of learning worthy of emulation by others. The old West African civilizations of Ghana, Mali and Songhai with advanced centres of learning at Timbuktu and Djenne in the 11th century seemed to have been completely ignored by these writers (Boahen 1967: 20, Davidson 1966b: 50). Even though many other writers including several missionaries, anthropologists and historians, depicted Africa in a rather positive and scientific manner (Davidson 1966b, Goody 1966), much of the negative image created long ago still exists and needs to be examined and corrected. The formal Western system of school education was introduced in Ghana more than a century ago. Despite this, about 60% of the adult population today makes its living as illiterate farmers, workers, apprentices or master craftsmen in the various traditional art and craft production centres. Consequently, traditional adult education continues to play an important role in the social and economic development of the country. Like the Western system of adult education the Ghanaian traditional education has sound philosophical foundations, which have helped to maintain political stability and social cohesion in the country over the years. Much is written about Western and eastern philosophies but there is a dearth of literature on philosophies of adult education from Africa. Given that Africa is the second largest continent on the globe and that adult education proliferates throughout the continent, the authors felt their investigation would make a significant contribution to a global understanding of the field. Additionally, there is an increasing need for African students to appreciate and re-establish confidence in their own culture. This review cannot cover all of Africa so the focus is on Ghana, one country in West Africa.
DA - 2003///
PY - 2003
DO - 10.1080/0260137032000055321
LA - en
UR - https://www.tandfonline.com/doi/abs/10.1080/0260137032000055321
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:West Africa
KW - CA:AandC
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:Q
KW - CT:T
KW - P:measurement
KW - Q:adult education
KW - T:Lehrlingsausbildung
KW - T:Training
KW - T:apprentice
KW - _C:Canada CAN
KW - _C:Denmark DNK
KW - _C:Germany DEU
KW - _C:Ghana GHA
KW - _C:Greece GRC
KW - _C:Mali MLI
KW - _C:Nigeria NGA
KW - _C:Tanzania TZA
KW - _C:Trinidad and Tobago TTO
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - publicImportV1
ER -
TY - RPRT
TI - Addressing the climate, environment, and biodiversity crises in and through girls’ education
AU - Foreign, Commonwealth & Development Office
DA - 2022///
PY - 2022
M3 - FCDO Position Paper
UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1122368/Addressing_the_climate__environment__and_biodiversity_crises_in_and_through_girls__education.pdf
Y2 - 2024/03/05/18:43:04
KW - selected_for:effects of climate ch...on learning...LMICs 2024
ER -
TY - THES
TI - Stakeholders' Roles in Prioritizing Technical Vocational Education and Training in Postconflict Liberia
AU - Forh, Edward
CY - Walden University
DA - 2014///
PY - 2014
DP - Zotero
LA - en
ER -
TY - THES
TI - Stakeholders' Roles in Prioritizing Technical and Vocational Education and Training in PostConflict Liberia
AU - Forh, Edward S.
AB - Postconflict governments and counterparts have collaborated to provide skills training to communities as a critical postconflict development strategy. In these undertakings, the role of community members remains largely undefined. The purpose of this qualitative descriptive case study was to understand the perceptions held by rural community members regarding the role they played in influencing government's policy priority for technical and vocational education and training (TVET) as a local human development strategy in postconflict Liberia. The conceptual framework was based on human capital theory and concepts of motivation and achievement. Fourteen participants were purposefully selected for the study. Data were collected from interviews, focus group discussion, and documents and analyzed using constant comparison. Results indicated that increasing human capital, restoring self-esteem, encouraging civic participation, and building peace were among the community members' motivations for establishing a skills training institution. Leadership, advocacy, and ownership were major roles community stakeholders played in establishing their local skill training institution; voluntarism and collaboration were found to be strategies for support to the local TVET initiatives. Findings have positive social change implications for facilitating community-initiated TVET programs for youth employment as well as informing TVET policies in countries transitioning from conflict to development.
DA - 2014///
PY - 2014
LA - en
PB - Walden University
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:Liberia
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - F:achievement
KW - F:leadership
KW - F:motivation
KW - F:policy
KW - P:administration
KW - P:social
KW - Q:higher education
KW - R:case study
KW - R:focus groups
KW - R:interview
KW - R:qualitative
KW - T:TVET
KW - T:Training
KW - Z:Education Policy
KW - Z:Higher Education Administration
KW - Z:Higher education
KW - Z:Sub Saharan Africa Studies
KW - Z:Vocational education
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Implementation science and school psychology.
AU - Forman, Susan G.
AU - Shapiro, Edward S.
AU - Codding, Robin S.
AU - Gonzales, Jorge E.
AU - Reddy, Linda A.
AU - Rosenfield, Sylvia A.
AU - Sanetti, Lisa MH
AU - Stoiber, Karen C.
T2 - School Psychology Quarterly
DA - 2013///
PY - 2013
DO - 10.1037/spq0000019
DP - Google Scholar
VL - 28
IS - 2
SP - 77
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Implementation science and school psychology.
AU - Forman, Susan G.
AU - Shapiro, Edward S.
AU - Codding, Robin S.
AU - Gonzales, Jorge E.
AU - Reddy, Linda A.
AU - Rosenfield, Sylvia A.
AU - Sanetti, Lisa MH
AU - Stoiber, Karen C.
T2 - School Psychology Quarterly
DA - 2013///
PY - 2013
DO - 10.1037/spq0000019
DP - Google Scholar
VL - 28
IS - 2
SP - 77
ER -
TY - JOUR
TI - Sustainable tourism industry development in sub-Saharan Africa: Consequences of foreign hotels for local employment
AU - Fortanier, Fabienne
AU - Wijk, Jeroen van
T2 - International Business Review
AB - Abstract While foreign investment in the tourism industry is often considered important in stimulating sustainable development in least developed countries, empirical evidence is still scarce and ambiguous. Focusing on the social (employment) dimension of sustainable development, this paper analyses how foreign firms in the hotel industry influence the quantity of local employment (number of jobs) and its quality (skills). Using interview data with managers of 123 foreign and locally owned hotels in Mozambique, Tanzania and Ethiopia, we find that the simple scale effects of foreign hotels in least developed countries are positive. However, rather than contributing to local human capital via training, foreign firms instead prefer to hire well-trained employees from local hotels. We explore the implications of such reverse knowledge transfer for policy makers in least developed countries.
DA - 2010///
PY - 2010
DO - 10.1016/j.ibusrev.2009.11.007
LA - en
UR - https://www.sciencedirect.com/science/article/pii/S0969593109001449
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - AA:Africa
KW - C:Ethiopia
KW - C:Mozambique
KW - C:Tanzania
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - F:policy
KW - F:pro-poor
KW - P:services
KW - P:social
KW - P:tourism
KW - R:interview
KW - T:Training
KW - T:trainee
KW - Z:Employment
KW - Z:Foreign direct investment
KW - Z:International hotel industry
KW - Z:Knowledge transfer
KW - Z:Pro-poor tourism
KW - Z:Services
KW - Z:Sustainable development
KW - publicImportV1
ER -
TY - RPRT
TI - Open Access Research: A Review of DFID’s Policy and Practice
AU - Fosci, Mattia
AU - Johnson, Rob
AU - Chiarelli, Andrea
DA - 2019/03//
PY - 2019
UR - https://assets.publishing.service.gov.uk/media/5d88c88be5274a156810713c/Review_DFID_Open_Access_Reseach_Policy_and_Practice_2019.pdf
Y2 - 2020/08/18/16:53:31
ER -
TY - JOUR
TI - Estimating Reading Growth Attributable to Accelerated Reader at One American School in the Caribbean
AU - Foster, David K
AU - Foster, Dean P
T2 - Reading Psychology
AB - This article provides a statistical analysis of the reading gains observed at one American school in the Caribbean that was using Accelerated Reader. It provides an estimate of the number of hours students needed to read to advance their reading performance an additional year. The authors estimate how much Accelerated Reader contributed to the advancement and determine how many points per grade a student needs to earn to make a year of reading growth. When points are converted to hours of time, the data show that it takes about 800 hours of time each year for students in grade 3 through grade 12 to achieve a year of growth. It is the conclusion then that students who read this much would spend about 9,600 total hours reading during their first 12 years of schooling.
DA - 2014///
PY - 2014
DO - 10.1080/02702711.2013.789764
VL - 35
IS - 6
SP - 529
EP - 547
KW - _Added to LR
KW - _G:reviewed
ER -
TY - JOUR
TI - International large-scale computer-based studies on information technology literacy in education
AU - Fraillon, Julian
T2 - Second Handbook of Information Technology in Primary and Secondary Education
DA - 2018///
PY - 2018
DO - 10.1007/978-3-319-53803-7_80-1
DP - Google Scholar
SP - 1
EP - 19
KW - _C:Australia AUS
KW - _C:Japan JPN
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - BOOK
TI - IEA international computer and information literacy study 2018 assessment framework
AU - Fraillon, Julian
AU - Ainley, John
AU - Schulz, Wolfram
AU - Duckworth, Daniel
AU - Friedman, Tim
DA - 2019///
PY - 2019
DP - Google Scholar
PB - Springer Nature
KW - _C:Australia AUS
KW - _C:Belgium BEL
KW - _C:Chile CHL
KW - _C:Cuba CUB
KW - _C:Denmark DNK
KW - _C:Finland FIN
KW - _C:France FRA
KW - _C:Germany DEU
KW - _C:Italy ITA
KW - _C:Kazakhstan KAZ
KW - _C:Korea XKOR
KW - _C:Korea, Republic KOR
KW - _C:Lithuania LTU
KW - _C:Luxembourg LUX
KW - _C:Netherlands NLD
KW - _C:New Zealand NZL
KW - _C:Norway NOR
KW - _C:Portugal PRT
KW - _C:Russian Federation RUS
KW - _C:Spain ESP
KW - _C:Sweden SWE
KW - _C:Switzerland CHE
KW - _C:Trinidad and Tobago TTO
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Uruguay URY
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - International Computer and Information Literacy Study 2018: Assessment Framework
AU - Fraillon, Julian
AU - Ainley, John
AU - Schulz, Wolfram
AU - Duckworth, Daniel
AU - Friedman, Tim
DA - 2019///
PY - 2019
DO - 10.1007/978-3-030-19389-8
DP - Google Scholar
ST - International Computer and Information Literacy Study 2018
KW - _C:Australia AUS
KW - _C:Belgium BEL
KW - _C:Chile CHL
KW - _C:Cuba CUB
KW - _C:Denmark DNK
KW - _C:Finland FIN
KW - _C:France FRA
KW - _C:Germany DEU
KW - _C:Italy ITA
KW - _C:Kazakhstan KAZ
KW - _C:Korea XKOR
KW - _C:Korea, Republic KOR
KW - _C:Lithuania LTU
KW - _C:Luxembourg LUX
KW - _C:Netherlands NLD
KW - _C:New Zealand NZL
KW - _C:Norway NOR
KW - _C:Portugal PRT
KW - _C:Russian Federation RUS
KW - _C:Spain ESP
KW - _C:Sweden SWE
KW - _C:Switzerland CHE
KW - _C:Trinidad and Tobago TTO
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Uruguay URY
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - BOOK
TI - Preparing for life in a digital age: The IEA International Computer and Information Literacy Study international report
AU - Fraillon, Julian
AU - Ainley, John
AU - Schulz, Wolfram
AU - Friedman, Tim
AU - Gebhardt, Eveline
DA - 2014///
PY - 2014
DP - Google Scholar
PB - Springer Nature
ST - Preparing for life in a digital age
UR - https://library.oapen.org/bitstream/handle/20.500.12657/28001/1001996.pdf
Y2 - 2024/03/04/14:50:14
KW - Final_citation
ER -
TY - CHAP
TI - Students’ Use of and Engagement with ICT at Home and School
AU - Fraillon, Julian
AU - Ainley, John
AU - Schulz, Wolfram
AU - Friedman, Tim
AU - Gebhardt, Eveline
T2 - Preparing for Life in a Digital Age
C2 - Fraillon, Julian
C2 - Ainley, John
C2 - Schulz, Wolfram
C2 - Friedman, Tim
C2 - Gebhardt, Eveline
CY - Cham
DA - 2014///
PY - 2014
DP - DOI.org (Crossref)
SP - 125
EP - 166
LA - en
PB - Springer International Publishing
SN - 978-3-319-14221-0 978-3-319-14222-7
UR - http://link.springer.com/10.1007/978-3-319-14222-7_6
Y2 - 2024/03/04/14:50:11
KW - Final_citation
ER -
TY - JOUR
TI - Is Standardization the Answer to Personalization?
AU - France, P.E.
T2 - Educational Leadership
DA - 2017///
PY - 2017
VL - 74
IS - 6
SP - 40
EP - 44
LA - en
KW - Final_citation
KW - anystyle
KW - existing
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Internet skills for expediting students’ learning
AU - Francis, Bakare Shola
AU - Latib, Azlan Bin Abdul
AU - Bin Kamin, Yusri
AU - Nordin, Mohd Safarin
AU - Subari, Kamalularifin
T2 - International Journal of Recent Technology and Engineering
T3 - Journal
AB - ©BEIESP. The accomplishment of any educational system despite the strategic design depends to a large extent on the quality of teachers. Therefore, this study was carried out to determine the internet skills needs of vocational and technology teachers to facilitate students’ learning in Nigeria technical and vocational institutions. The study adopted a survey research design. The population for the study consisted of 215 technology and vocational education teachers from Six (6) south western states of Nigeria. A research question was developed to guide the study. A structured questionnaire was used to collect data from the respondents which was duly validated by experts. Cronbach Alpha reliability technique was used to determine the internal consistency of the questionnaire items at 0.91. Data collected were analysed through Confirmatory factor Analysis (CFA) using Statistics Package for Social Sciences (SPSS) and Analysis Moment of statistics (AMOS). After a preliminary analysis (descriptive), data from respondents were found suitable for inclusion in Confirmatory factor analysis (CFA). The CFA was performed and the results of the analysis support the one-factor model of the internet skills component for facilitating students’ learning. The study found that technology teachers require nine (9) internet proficiencies under investigation. Thus, it was recommended that conferences, workshops, seminars, training and retraining programmes should be organized at regular interval for teachers in order to enhance their competency for the purpose of boosting their performance in teaching.
DA - 2019///
PY - 2019
DO - 10.35940/ijrte.C4460.098319
ER -
TY - JOUR
TI - Teacher ‘quality’ and attainment grouping: The role of within-school teacher deployment in social and educational inequality
AU - Francis, Becky
AU - Hodgen, Jeremy
AU - Craig, Nicole
AU - Taylor, Becky
AU - Archer, Louise
AU - Mazenod, Anna
AU - Tereshchenko, Antonina
AU - Connolly, Paul
T2 - Teaching and Teacher Education
AB - Prior research suggests that where pupils are 'tracked', better qualified, more experienced teachers tend to be deployed to higher attainment groups, at the expense of pupils in lower tracks. This is especially pertinent from a social justice perspective, given consistent findings in the UK that pupils from socially-disadvantaged backgrounds are over-represented in low attainment groups. This article draws on data from 380 teachers, drawn from 126 secondary schools in England, and interviews with 118 Year 7 students, to examine whether these findings from prior research in the US and elsewhere extend to the case of England in the present day. Findings show some evidence of these inequitable tendencies: those teachers highly qualified in their taught subject were less likely to be allocated to low sets. We also examine whether an intervention designed to encourage more equitable distribution had any impact on practice, and find tentative evidence that deployment in intervention schools had been impacted in relation to teacher subject qualifications. Pupils believed that teachers of higher sets had higher expectations and standards of behaviour, whereas those for low sets were seen to be unhelpfully indulgent, indicating a need for research attention to pedagogy and tracking. Findings are analysed from a social justice perspective, with interest in the consequences of inequitable distribution of teachers for the reproduction of social inequality.
DA - 2019/01/01/
PY - 2019
DO - 10.1016/j.tate.2018.10.001
DP - ScienceDirect
VL - 77
SP - 183
EP - 192
J2 - Teaching and Teacher Education
LA - en
SN - 0742-051X
ST - Teacher ‘quality’ and attainment grouping
UR - https://www.sciencedirect.com/science/article/pii/S0742051X18300854
Y2 - 2021/03/07/18:00:13
KW - _C:Ireland IRL
KW - _C:Pakistan PAK
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Implementation science: what do we know and where do we go from here?
AU - Franks, Robert P.
AU - Schroeder, Jennifer
DA - 2013///
PY - 2013
DP - Google Scholar
ST - Implementation science
KW - ⛔ No DOI found
ER -
TY - CONF
TI - SparseGPT: Massive Language Models Can be Accurately Pruned in One-Shot
AU - Frantar, Elias
AU - Alistarh, Dan
T2 - International Conference on Machine Learning
AB - We show for the first time that large-scale generative pretrained transformer (GPT) family models can be pruned to at least 50% sparsity in one-shot, without any retraining, at minimal loss of accuracy. This is achieved via a new pruning method called SparseGPT, specifically designed to work efficiently and accurately on massive GPT-family models. We can execute SparseGPT on the largest available open-source models, OPT-175B and BLOOM-176B, in under 4.5 hours, and can reach 60% unstructured sparsity with negligible increase in perplexity: remarkably, more than 100 billion weights from these models can be ignored at inference time. SparseGPT generalizes to semi-structured (2:4 and 4:8) patterns, and is compatible with weight quantization approaches. The code is available at: https://github.com/IST-DASLab/sparsegpt.
C3 - Proceedings of the 40th International Conference on Machine Learning
DA - 2023/07/03/
PY - 2023
DP - proceedings.mlr.press
SP - 10323
EP - 10337
LA - en
PB - PMLR
ST - SparseGPT
UR - https://proceedings.mlr.press/v202/frantar23a.html
Y2 - 2024/02/24/17:43:14
ER -
TY - JOUR
TI - Preprinting the COVID-19 pandemic
AU - Fraser, Nicholas
AU - Brierley, Liam
AU - Dey, Gautam
AU - Polka, Jessica K.
AU - Pálfy, Máté
AU - Nanni, Federico
AU - Coates, Jonathon Alexis
T2 - bioRxiv
AB - The world continues to face a life-threatening viral pandemic. The virus underlying the COVID-19 disease, SARS-CoV-2, has caused over 98 million confirmed cases and 2.2 million deaths since January 2020. Although the most recent respiratory viral pandemic swept the globe only a decade ago, the way science operates and responds to current events has experienced a paradigm shift in the interim. The scientific community has responded rapidly to the COVID-19 pandemic, releasing over 125,000 COVID-19 related scientific articles within 10 months of the first confirmed case, of which more than 30,000 were hosted by preprint servers. We focused our analysis on bioRxiv and medRxiv, two growing preprint servers for biomedical research, investigating the attributes of COVID-19 preprints, their access and usage rates, as well as characteristics of their propagation on online platforms. Our data provides evidence for increased scientific and public engagement with preprints related to COVID-19 (COVID-19 preprints are accessed more, cited more, and shared more on various online platforms than non-COVID-19 preprints), as well as changes in the use of preprints by journalists and policymakers. We also find evidence for changes in preprinting and publishing behaviour: COVID-19 preprints are shorter and reviewed faster. Our results highlight the unprecedented role of preprints and preprint servers in the dissemination of COVID-19 science, and the impact of the pandemic on the scientific communication landscape.
DA - 2021/02/05/
PY - 2021
DO - 10.1101/2020.05.22.111294
DP - www.biorxiv.org
SP - 2020.05.22.111294
LA - en
UR - https://www.biorxiv.org/content/10.1101/2020.05.22.111294v3
Y2 - 2021/04/25/15:19:42
KW - _genre:PR-primary_research
ER -
TY - JOUR
TI - The evolving role of preprints in the dissemination of COVID-19 research and their impact on the science communication landscape
AU - Fraser, Nicholas
AU - Brierley, Liam
AU - Dey, Gautam
AU - Polka, Jessica K.
AU - Pálfy, Máté
AU - Nanni, Federico
AU - Coates, Jonathon Alexis
T2 - PLOS Biology
AB - The world continues to face a life-threatening viral pandemic. The virus underlying the Coronavirus Disease 2019 (COVID-19), Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2), has caused over 98 million confirmed cases and 2.2 million deaths since January 2020. Although the most recent respiratory viral pandemic swept the globe only a decade ago, the way science operates and responds to current events has experienced a cultural shift in the interim. The scientific community has responded rapidly to the COVID-19 pandemic, releasing over 125,000 COVID-19–related scientific articles within 10 months of the first confirmed case, of which more than 30,000 were hosted by preprint servers. We focused our analysis on bioRxiv and medRxiv, 2 growing preprint servers for biomedical research, investigating the attributes of COVID-19 preprints, their access and usage rates, as well as characteristics of their propagation on online platforms. Our data provide evidence for increased scientific and public engagement with preprints related to COVID-19 (COVID-19 preprints are accessed more, cited more, and shared more on various online platforms than non-COVID-19 preprints), as well as changes in the use of preprints by journalists and policymakers. We also find evidence for changes in preprinting and publishing behaviour: COVID-19 preprints are shorter and reviewed faster. Our results highlight the unprecedented role of preprints and preprint servers in the dissemination of COVID-19 science and the impact of the pandemic on the scientific communication landscape.
DA - 2021/04/02/undefined
PY - 2021
DO - 10.1371/journal.pbio.3000959
DP - PLoS Journals
VL - 19
IS - 4
SP - e3000959
J2 - PLOS Biology
LA - en
SN - 1545-7885
UR - https://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.3000959
Y2 - 2021/10/05/18:35:35
KW - Altmetrics
KW - COVID 19
KW - Metadata
KW - Pandemics
KW - Peer review
KW - SARS CoV 2
KW - Scientific publishing
KW - Twitter
ER -
TY - JOUR
TI - Education 3.0 and Internet Governance: A new global alliance for children and young people’s sustainable digital development
AU - Frau-Meigs, Divina
AU - Hibbard, Lee
DA - 2016///
PY - 2016
DP - Google Scholar
ST - Education 3.0 and Internet Governance
UR - https://www.cigionline.org/sites/default/files/gcig_no27web_0.pdf
Y2 - 2024/03/01/12:38:53
KW - Final_citation
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Learning the master's trade: Apprenticeship and human capital in Ghana
AU - Frazer, Garth
AU - Frazer, Garth
T2 - Journal of Development Economics
AB - This paper explores the institution of apprenticeship in Ghana. A model is presented where apprenticeship training is idiosyncratic, increasing an individual's productivity in the current firm, but not in any other firm. Still, individuals are willing to fund apprenticeships as they can reap the returns to the specific training of apprenticeship if they manage to acquire the capital required to start their own firms, and replicate the technology and business practice of the apprenticeship firm. Predictions of the model for the productivity and remuneration of different workers are developed and tested using both a linked employer-employee survey of manufacturing firms and a national household survey. © 2006 Elsevier B.V. All rights reserved.
DA - 2006///
PY - 2006
DO - 10.1016/j.jdeveco.2005.06.006
LA - en
AN - LOCAL-SCOPUS_ID:33749984734
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - AA:Africa
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - F:learning
KW - F:remuneration
KW - P:manufacture
KW - P:technology
KW - Q:masters
KW - R:survey
KW - T:Lehrlingsausbildung
KW - T:Training
KW - T:apprenticeship training
KW - Z:Apprenticeship
KW - Z:Human capital
KW - _C:Ghana GHA
KW - publicImportV1
ER -
TY - JOUR
TI - K4D Strengthening Cross-sector Learning for Education and FCAS
AU - Freed, Danielle
AB - This K4D Impact Story shares how the K4D’s Education in Fragile and Conflict Affected States (FCAS) Learning Journey supported the UK Government’s and global partners’ understanding of the subject, facilitated dialogue and learning, and equipped advisors with evidence and ideas that promote ongoing stability. This case study was made possible through the contribution of the K4D Programme team, staff at the Foreign, Commonwealth and Development Office, and others who engaged with the resources and K4D Programme.
DA - 2022/09//
PY - 2022
DO - 10.19088/K4D.2022.159
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17714
Y2 - 2022/12/18/18:15:35
ER -
TY - RPRT
TI - NMC/CoSN horizon report: 2017 K
AU - Freeman, Alex
AU - Becker, Samantha Adams
AU - Cummins, Michele
DA - 2017///
PY - 2017
DP - Google Scholar
PB - The New Media Consortium
ST - NMC/CoSN horizon report
UR - https://www.learntechlib.org/p/182003/
Y2 - 2024/03/04/14:17:29
KW - Final_citation
ER -
TY - JOUR
TI - The ripple effects of school closures during the COVID-19 pandemic
AU - Freeman, Sloane J.
AU - Cohen-Silver, Justine
AU - Baker, Jillian M.
AU - Rozenblyum, Evelyn
AU - Suleman, Shazeen
T2 - Canadian Family Physician
DA - 2020/08/09/
PY - 2020
DP - www.cfp.ca
LA - en
UR - https://www.cfp.ca/news/2020/05/13/05-13
Y2 - 2020/08/12/17:18:31
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Identifying publication bias in meta-analyses of continuous outcomes
AU - Freeman, Suzanne
AU - Sutton, Alex
T2 - Cochrane Training
DA - 2020/07//
PY - 2020
LA - en
UR - https://training.cochrane.org/resource/identifying-publication-bias-meta-analyses-continuous-outcomes
Y2 - 2023/11/02/21:26:31
ER -
TY - RPRT
TI - Government of Sierra Leone Education Data Hub: A User Research Report
AU - Freiermuth, Sophie
AU - Bedoui, Claire
AU - Middleton, Emily
AU - Taddese, Abeba
AB - Report on the Government of Sierra Leone Education Data Hub
CY - Cambridge, UK; Washington D.C.
DA - 2020/07/30/
PY - 2020
PB - EdTech Hub
ST - Government of Sierra Leone Education Data Hub
UR - https://docs.edtechhub.org/lib/8CB5PTUQ
KW - C:Sierra Leone
KW - ES:Educational data
KW - LP: English
KW - _C:Sierra Leone SLE
KW - _DOILIVE
KW - _EdTechHub_Output
KW - _MELA_seen
KW - _cover:v1
KW - _zenodoETH
ER -
TY - BOOK
TI - Pedagogy of the oppressed
AU - Freire, Paulo
CY - New York
DA - 1970///
PY - 1970
PB - The Continuum International Publishing Group Inc
ER -
TY - CONF
TI - Towards a Maturity Model for Learning Analytics Adoption An Overview of its Levels and Areas
AU - Freitas, Elyda
AU - Fonseca, Fernando
AU - Garcia, Vinicius
AU - Ferreira, Rafael
AU - Gašević, Dragan
T2 - 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT)
AB - Learning Analytics is a new field in education whose adoption can bring benefits for teaching and learning processes. However, many higher education institutions may not be ready to start using learning analytics due to challenges such as organizational culture, infrastructure, and privacy. In this context, Maturity Models (MMs) can support institutions to systematize their processes, enabling them to progress successively in the learning analytics adoption. MMs are used in different fields to support the improvement of processes, describing them in terms of maturity levels, and identifying enhancements that could lead an organization to higher levels of such maturity. Thus, this paper presents an outline of a MM for Learning Analytics adoption in higher education institutions, describing its levels and areas, together with its development methodology.
C3 - 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT)
DA - 2020/07//
PY - 2020
DO - 10.1109/ICALT49669.2020.00059
DP - IEEE Xplore
SP - 122
EP - 126
UR - https://ieeexplore.ieee.org/abstract/document/9155796
Y2 - 2024/03/19/21:31:40
KW - Analytical models
KW - Data analysis
KW - Data models
KW - Education
KW - Final_citation
KW - Organizations
KW - Standards organizations
KW - Task analysis
KW - adoption
KW - learning analytics
KW - maturity model
KW - policy development
ER -
TY - BOOK
TI - Tusome external evaluation—Midline report. Prepared for the Ministry of Education of Kenya, USAID/Kenya, and the UK Department for International Development under Contract No. AID-615-TO-1600012
AU - Freudenberger, E.
AU - Davis, J.
CY - Washington, DC
DA - 2017///
PY - 2017
PB - Management Sciences International (MSI), a Tetra Tech company
UR - http://pdf.usaid.gov/pdf_docs/PA00MS6J.pdf.
ER -
TY - CONF
TI - Introducing EIDU’s Solver Platform: Facilitating Open Collaboration in AI to Help Solve the Global Learning Crisis
AU - Friedberg, Aidan
A2 - Rodrigo, Maria Mercedes
A2 - Matsuda, Noburu
A2 - Cristea, Alexandra I.
A2 - Dimitrova, Vania
T3 - Lecture Notes in Computer Science
AB - EIDU provides child-focused learning content along with digitally supported structured pedagogy programmes for teachers and is being rolled out to all public pre-primary schools across four counties in Kenya. EIDU is content-agnostic, allowing any provider to integrate new content into the platform, with the choice and order of content for each individual child optimised through personalisation algorithms. Autonomous digitised assessment tools enable real-time learning measurement which can be fed back to content providers and researchers, facilitating continuous improvement cycles. EIDU is providing open access to its platform to facilitate collaboration in the personalisation space with ‘the Solver Platform’. Researchers will have access to a vast, anonymised learning dataset to train and develop personalisation algorithms. These algorithms can be deployed onto the platform using a plug-in system and will automatically be evaluated and selected based on their measured learning impact, always ensuring the safety of learners comes first.
C1 - Cham
C3 - Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners’ and Doctoral Consortium
DA - 2022///
PY - 2022
DO - 10.1007/978-3-031-11647-6_18
DP - Springer Link
SP - 104
EP - 108
LA - en
PB - Springer International Publishing
SN - 978-3-031-11647-6
ST - Introducing EIDU’s Solver Platform
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Secondary Prevention in an RTI Model: A Step Toward Academic Recovery
AU - Friedman, Esther Klein
T2 - The Reading Teacher
AB - The secondary level of a Response to Intervention system, sometimes referred to as Tier II intervention, targets students who experience inadequate response to good classroom instruction for 10–15 weeks of validated small-group instruction. The twin purposes of secondary prevention are to (a) prevent the development of long-term reading difficulty and (b) assess whether a more intensive level of intervention (i.e., tertiary prevention, sometimes delivered under the auspices of special education) is necessary to ensure that the student exits school with the reading competence necessary for success. In this article, the author discusses a secondary prevention initiative that began in the New York City Public Schools in 2004; describes the resulting academic intervention toolkit with options for RTI assessment methods and instructional interventions; and discusses challenges to secondary prevention including building staff capacity, keeping parents informed, and the costs.
DA - 2010///
PY - 2010
DO - 10.1598/rt.64.3.8
DP - Wiley Online Library
VL - 64
IS - 3
SP - 207
EP - 210
LA - en
SN - 1936-2714
ST - Secondary Prevention in an RTI Model
UR - https://ila.onlinelibrary.wiley.com/doi/abs/10.1598/RT.64.3.8
Y2 - 2020/11/17/09:59:58
KW - _Not used in LR
KW - _T:reviewed
KW - article
KW - assessment
KW - childhood
KW - early adolescence
KW - intervention
KW - protocols
KW - remediation
KW - standardized
KW - standards
KW - struggling
ER -
TY - THES
TI - Teachers’ Experiences of Professional Development in (post)crisis Katanga Province, Southeastern Democratic Republic of Congo: A Case Study of Teacher Learning Circles
AU - Frisoli, Paul St J
DA - 2013///
PY - 2013
DP - DOI.org (Datacite)
LA - en
PB - University of Massachusetts Amherst
ST - Teachers’ Experiences of Professional Development in (post)crisis Katanga Province, Southeastern Democratic Republic of Congo
UR - https://scholarworks.umass.edu/dissertations_2/82
Y2 - 2021/02/11/14:45:07
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Mobile learning projects–a critical analysis of the state of the art
AU - Frohberg, Dirk
AU - Göth, Christoph
AU - Schwabe, Gerhard
T2 - Journal of Computer Assisted Learning
DA - 2009///
PY - 2009
DO - 10.1111/j.1365-2729.2009.00315.x
VL - 25
IS - 4
SP - 307
EP - 331
ER -
TY - BOOK
TI - Transforming education through teacher leadership
A3 - Frost, David
DA - 2014///
PY - 2014
PB - Leadership for Learning: The Cambridge Network
ER -
TY - BOOK
TI - Play and Child Development
AU - Frost, Joe L
AU - Wortham, Sue C
AU - Reifel, Stuart
CY - London
DA - 2012///
PY - 2012
ET - 4
PB - Pearson
SN - 10: 0-13-259683-0
UR - http://docshare03.docshare.tips/files/27020/270200789.pdf
ER -
TY - CHAP
TI - The production of human capital in developed countries: Evidence from 196 randomized field experiments
AU - Fryer, Jr, R.G.
T2 - Handbook of Economic Field Experiments
DA - 2017///
PY - 2017
VL - 2
SP - 95
EP - 322
ER -
TY - JOUR
TI - Learning as peripheral participation in communities of practice: a reassessment of key concepts in workplace learning
AU - Fuller, Alison
AU - Hodkinson, Heather
AU - Hodkinson, Phil
AU - Unwin, Lorna
T2 - British Educational Research Journal
DA - 2005/02//
PY - 2005
DO - 10.1080/0141192052000310029
DP - CrossRef
VL - 31
IS - 1
SP - 49
EP - 68
LA - en
SN - 0141-1926, 1469-3518
ST - Learning as peripheral participation in communities of practice
UR - http://doi.wiley.com/10.1080/0141192052000310029
Y2 - 2016/02/13/17:30:23
ER -
TY - JOUR
TI - What school factors raise achievement in the Third World?
AU - Fuller, B.
T2 - Review of Educational Research
DA - 1987///
PY - 1987
DO - 10.3102/00346543057003255
VL - 57
IS - 3
SP - 255
EP - 292
UR - https://doi.org/10.3102/00346543057003255.
ER -
TY - JOUR
TI - Indigenous Authorship on Open and Digital Platforms: Social Justice Processes and Potential
AU - Funk, Johanna
AU - Guthadjaka, Kathy
T2 - Journal of Interactive Media in Education
AB - Online digital platforms can increase access to educational opportunities for marginalised students, authors and communities, but digital platform design can further marginalise Indigenous knowledge because such platforms are structured according to western epistemological assumptions. They do not accommodate for Indigenous or alternative knowledge frameworks.
In addition, the premium placed on openness by certain platforms and licenses contradicts the approaches preferred by Indigenous knowledge authorities who tie the sharing of some types of knowledge to the identity and authority level of the intended audience. Knowledge in this context is not understood as discrete units of information that can be abstracted from their communities, easily shared on public platforms, but rather as sensitive materials that can only be shared by recognized knowledge authorities for specific purposes.
The processes by which Indigenous knowledge authorities engage with knowledge sharing on digital platforms comprise a complex landscape in which social justice concerns come into play. This paper discusses how, within institutional design contexts, open educational practice (OEP) by Northern Australian Indigenous authors can enable different forms of social justice and work incrementally towards achieving greater recognition of Indigenous intellectual sovereign acts with due respect to the wider significance of Indigenous Sovereignty (Rigney 2001). It examines three sets of Indigenous open resources to gauge the extent to which open digital platforms allow for the expression of Indigenous knowledge authority, one necessary feature for achieving social justice in the Australian context. It examines the resources using Fraser’s social justice framework (2005) as modelled by Hodgkinson-Williams and Trotters’ (2018) and Lambert’s (2018) approach to educational resources, and how design decisions can result in greater justice in knowledge affirmation and transformation but originate in offline decision making.
DA - 2020/05/11/
PY - 2020
DO - 10.5334/jime.560
DP - jime.open.ac.uk
VL - 2020
IS - 1
SP - 6
LA - en
SN - 1365-893X
ST - Indigenous Authorship on Open and Digital Platforms
UR - http://jime.open.ac.uk/articles/10.5334/jime.560/
Y2 - 2020/07/11/18:36:32
KW - Indigenous knowledge and language
KW - Open Education Practice
KW - authority
KW - authorship
KW - digital inclusion and diversity
KW - social justice
ER -
TY - JOUR
TI - A Comparison of Children’s Reading on Paper Versus Screen: A Meta-Analysis
AU - Furenes, May Irene
AU - Kucirkova, Natalia
AU - Bus, Adriana G.
T2 - Review of Educational Research
AB - This meta-analysis examines the inconsistent findings across experimental studies that compared children’s learning outcomes with digital and paper books. We quantitatively reviewed 39 studies reported in 30 articles (n = 1,812 children) and compared children’s story comprehension and vocabulary learning in relation to medium (reading on paper versus on-screen), design enhancements in digital books, the presence of a dictionary, and adult support for children aged between 1 and 8 years. The comparison of digital versus paper books that only differed by digitization showed lower comprehension scores for digital books. Adults’ mediation during print books’ reading was more effective than the enhancements in digital books read by children independently. However, with story-congruent enhancements, digital books outperformed paper books. An embedded dictionary had no or negative effect on children’s story comprehension but positively affected children’s vocabulary learning. Findings are discussed in relation to the cognitive load theory and practical design implications.
DA - 2021/08//
PY - 2021
DO - 10.3102/0034654321998074
DP - DOI.org (Crossref)
VL - 91
IS - 4
SP - 483
EP - 517
J2 - Review of Educational Research
LA - en
SN - 0034-6543, 1935-1046
ST - A Comparison of Children’s Reading on Paper Versus Screen
UR - http://journals.sagepub.com/doi/10.3102/0034654321998074
Y2 - 2022/09/27/11:47:13
KW - ECE
KW - Mixed outcomes
KW - Primary
KW - _Import_to_OpenDevEd_EvLib
KW - adult support
KW - ebooks
KW - high quality
KW - reading
KW - vocabulary
ER -
TY - JOUR
TI - Mobile learning vs. traditional classroom lessons: a comparative study
AU - Furió, D
AU - Juan, M-C
AU - Seguí, I
AU - Vivó, R
T2 - Journal of Computer Assisted Learning
DA - 2014///
PY - 2014
DO - 10.1111/jcal.12071
ER -
TY - JOUR
TI - The effects of the size and weight of a mobile device on an educational game
AU - Furió, David
AU - González-Gancedo, Santiago
AU - Juan, M
AU - Seguí, Ignacio
AU - Costa, María
AU - others
T2 - Computers & Education
DA - 2013///
PY - 2013
DO - 10.1016/j.compedu.2012.12.015
VL - 64
SP - 24
EP - 41
ER -
TY - JOUR
TI - The Importance of Using Manipulatives in Teaching Math Today
AU - Furner, Joseph M
AU - Worrell, Nancy L
AB - This paper explores the research and use of mathematics manipulatives in the teaching of mathematics today during an age of technology and standardized testing. It looks at the drawbacks and cautions educators as they use math manipulatives in their instruction. It also explores some cognitive concerns as a teacher goes about teaching with math manipulatives. The paper shares many commonly used math manipulatives used in today’s classrooms and matches them up to some of the Common Core Math Standards that are taught today in classrooms in the USA and around the world.
DP - Zotero
SP - 25
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Will, Skill or Conscientiousness: What Predicts Teachers' ICT-Related Professional Development?
AU - Fütterer, Tim
AU - Lachner, Andreas
AU - Scheiter, Katharina
AU - Scherer, Ronny
AU - Stürmer, Kathleen
DA - 2020///
PY - 2020
DP - Google Scholar
ST - Will, Skill or Conscientiousness
KW - _C:Germany DEU
KW - _C:Netherlands NLD
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - ELEC
TI - Country Dashboard
AU - G3ICT
DA - 2020///
PY - 2020
UR - https://g3ict.org/country-profile
Y2 - 2020/08/24/10:49:30
ER -
TY - JOUR
TI - Singal, N., Lynch, P. & Johansson, S. T. (eds) (2019) Education and Disability in the Global South
AU - Gachago, Violet
T2 - British Journal of Special Education
DA - 2019///
PY - 2019
DO - 10.1111/1467-8578.12292
DP - Wiley Online Library
VL - 46
IS - 4
SP - 511
EP - 512
LA - en
SN - 1467-8578
ST - Singal, N., Lynch, P. & Johansson, S. T. (eds) (2019) Education and Disability in the Global South
UR - http://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/1467-8578.12292
Y2 - 2020/12/10/00:00:00
ER -
TY - JOUR
TI - Policy Review on Adult Learning: The Adult Non-formal Education Policy of Mali, West Africa
AU - Gadio, Moussa
T2 - Adult Learning
AB - The shift to democracy was manifested in a constitution voted in 1992 that declared education a fundamental civil right and granted citizens the freedom of organizing themselves around their own needs. [...]new actors emerged in the education sector like the civil society and the private sector. Rapid changes in all societies today are creating new needs in relation with lifelong learning that the policy document doesn't cover sufficiently. [...]the policy document should be amended and completed with enforcement laws to provide adult education professionals and practitioners with instruments that would help to effectively recognize and reorganize the field to adapt it to the changing needs of modern Mali.
DA - 2011///
PY - 2011
DO - 10.1177/104515951102200303
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:West Africa
KW - C:Mali
KW - CA:AandC
KW - CL:de
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:learning
KW - F:policy
KW - Q:adult education
KW - Q:lifelong learning
KW - T:continuing education
KW - Z:Adult education
KW - Z:Adult learning
KW - Z:Continuing education
KW - Z:Decentralization
KW - Z:Democracy
KW - Z:Education policy
KW - Z:Lifelong learning
KW - publicImportV1
ER -
TY - JOUR
TI - Difficulties in the Material of Skeleton Systems and the Application of ICT in Learning Natural Sciences (IPA)
AU - Gafur, Irfan Andi
AU - Yustina, Yustina
AU - Zulfarina, Zulfarina
T2 - Journal of Educational Sciences
DA - 2020///
PY - 2020
DO - 10.31258/jes.4.1.p.187-199
DP - Google Scholar
VL - 4
IS - 1
SP - 187
EP - 199
KW - _C:China CHN
KW - _C:Indonesia IDN
KW - _C:Malaysia MYS
KW - _C:Singapore SGP
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - THES
TI - Understanding the distribution of teacher effectiveness
AU - Gagnon, Douglas Jude
AB - The classroom teacher plays a powerful role in improving student outcomes, and teachers are increasingly looked at as a means to address disparities in achievement. Consequently, policy makers are becoming interested in understanding the distribution of teacher effectiveness across school characteristics. Very recent research suggests that, on average, students in high-poverty schools receive instruction from less effective teachers (as operationalized through teacher value-added scores) than do students in lower-poverty schools. This research seeks to build upon this literature by also examining how teacher effectiveness varies across urbanicity and location, doing so while using an often overlooked subset of schools—namely those that come from small and/or rural districts. The results of this study support the notion that teacher effectiveness is not equal across the poverty level of schools, as it finds a meaningful and robust connection between school FRPL rates and teacher value-added scores; findings pertaining to the urbanicity of schools are less conclusive. This study also finds that teacher effects vary across location, as does the connection between teacher effects and school FRPL rates. Evidence is put forth which suggests that this variability may do due in part to the supply of teachers in a given region. This study is organized into three essays: the first examines teacher effects across school income and urbanicity; the second incorporates the impact of location and teacher staffing theory; the third essay is a policy brief intended for a wide audience, as it synthesizes the findings of the first two essays to make concrete policy recommendations.
CY - United States -- New Hampshire
DA - 2014///
PY - 2014
DP - ProQuest
SP - 115
LA - English
M3 - Ph.D.
PB - University of New Hampshire
UR - https://search.proquest.com/docview/1617959470/abstract/4BD8DE0B51754EC4PQ/1
Y2 - 2021/03/07/17:43:26
KW - Distribtution of Effectiveness
KW - Education
KW - Equality of Opportunity
KW - Social sciences
KW - Teacher Effectiveness
KW - Teacher Supply
KW - Value-Added Modeling
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - RPRT
TI - Survey of ICT and Education in the Caribbean: A summary report, Based on 16 Country Surveys
AU - Gaible, Edmond
DA - 2008///
PY - 2008
UR - https://www.infodev.org/sites/default/files/resource/InfodevDocuments_585.pdf
Y2 - 2020/12/08/11:43:20
ER -
TY - RPRT
TI - Survey of ICT and Education in the Caribbean Volume II: Country Reports
AU - Gaible, Edmond
DA - 2008///
PY - 2008
SN - Volume II
UR - https://www.infodev.org/infodev-files/resource/InfodevDocuments_600.pdf
Y2 - 2020/12/08/11:14:47
ER -
TY - RPRT
TI - Gender Issues in Technical and Vocational Education and Training
AU - Gaidzanwa, RB
AB - This paper argues that post primary education in Africa is uneven, biased by gender, location, class and region, resulting in the illiteracy of the majority of girls and women in Africa. A minority of African adolescents undertakes secondary schooling. The majority have little foundation for building on technical, vocational education and training, making technical, vocational education and training the preserve of a few, usually elite students. The rest of adolescents drop out of school and join the informal sector or work on family farms, enterprises and domestic domains with little systematic training. Girls and poor boys start working as early as age five and their schooling has to be undertaken together with unpaid family labour. Boys’ mobility allows them to earn better incomes while girls usually marry early, fall pregnant and have children, resulting in their occupational immobility. Educated adolescents acquire skilled and better-paid jobs with bright career prospects while poorly educated and illiterate adolescents secure poorly paid, easy entry easy exit jobs usually in the informal sector. The global sex industry has emerged a source of employment for young female adolescents who may be trafficked or recruited voluntarily for sex work in Europe, Australia, the United States and Canada. HIV and AIDS are threats to adolescents especially in Southern Africa where they may head households after being orphaned. Orphaned and other poor and vulnerable adolescents are at risk of infection with HIV, dropping out of school, entering the labour force too early and falling sick with overwork in poor quality jobs with meager wages.
The paper argues for provision of good quality formal and non-formal primary and some secondary and TVET for adolescents in Africa, especially for girls and poor boys in countries where barriers to schooling are high. The paper cites specific types of TVET which have been implemented in various countries, suggesting that secondary schooling, both formal and informal, be placed on a continuum and restructured to incorporated both formal and non-formal education, be made more accessible to poor, female, vulnerable and other adolescents and enable all students to choose any route to education and to ensure that there is equivalence, comparability and satisfactory quality in all types of education. The content of such TVET must suit the interests and life situations of the adolescents to make it relevant, effective and appropriate for generating decent levels of income and livelihoods for different types of adolescents.
DA - 2008///
PY - 2008
LA - en
UR - https://unevoc.unesco.org/e-forum/Session%205A%20Doc%202%20Gaidzanwa%20ENG.pdf
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - A:West Africa
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:access
KW - F:gender
KW - F:girl
KW - F:pay
KW - F:women
KW - P:culture
KW - P:nature
KW - Q:distance learning
KW - Q:primary education
KW - T:Educação profissionalizante
KW - T:TVET
KW - T:vocational school
KW - _C:Ghana GHA
KW - publicImportV1
ER -
TY - JOUR
TI - Increased educational attainment and its effect on child mortality in 175 countries between 1970 and 2009: a systematic analysis
AU - Gakidou, Emmanuela
AU - Cowling, Krycia
AU - Lozano, Rafael
AU - Murray, Christopher J.L.
T2 - The Lancet
DA - 2010///
PY - 2010
DO - 10.1016/S0140-6736(10)61257-3
VL - 376
SP - 959
EP - 74
ER -
TY - JOUR
TI - The impact of school mapping in the development of education in Tanzania: an assessment of the experiences of six districts
AU - Galabawa, Justinian C. J.
AU - Agu, Augustine Obeleagu
AU - Miyazawa, Ichiro
T2 - Evaluation and Program Planning
AB - In this study the authors have looked at the impact of school mapping in the development of education in Tanzania. The study examined the experiences of six districts where school mapping exercises were carried out. The key question that guided the study is what happened after school mapping. Through a combination of instruments and/or techniques—interviews, questionnaires, focus group discussion, and document analysis, the study found that school mapping impacted in varying degrees positively on the development of education in the districts in terms of increased enrollment and attendance, decreased incidents of dropping out, improved information for decision making, and enhanced capacities of field actors to plan and take action. The authors conclusively argued that for the benefits of school mapping to be maximized and sustained, it should not be a one shot activity for data collection purposes only. Rather, it should be an on-going process of assessment, analysis, and action.
DA - 2002/02/01/
PY - 2002
DO - 10.1016/S0149-7189(01)00046-5
DP - ScienceDirect
VL - 25
IS - 1
SP - 23
EP - 33
J2 - Evaluation and Program Planning
LA - en
SN - 0149-7189
ST - The impact of school mapping in the development of education in Tanzania
UR - http://www.sciencedirect.com/science/article/pii/S0149718901000465
Y2 - 2021/01/30/18:46:48
KW - _C:Central African Republic CAF
KW - _C:France FRA
KW - _C:Ghana GHA
KW - _C:India IND
KW - _C:Japan JPN
KW - _C:Kenya KEN
KW - _C:Tanzania TZA
KW - _C:Uganda UGA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - BOOK
TI - Globalization, Mass Education and Technical and Vocational Education and Training
AU - Galguera, MP
AB - This book assesses the influence of the international organization UNESCO on the development of national Technical and Vocational Education and Training (TVET) systems in the Southern African Community Region (SADC), focusing particularly on Botswana and Namibia. Designed around UNESCO’s Better Education for Africa’s Rise (BEAR) project, the study is an excellent example of applied policy research.
Analysis is from the perspective of key stakeholders including UNESCO headquarters and field offices, Ministries of Education and of Labor, employers and employees, education and training institutions, international partners and more. Both qualitative and quantitative evidence are used to provide a comparative overview, and the author also reveals the current state of data on skills.
Readers will discover common goals and challenges across the nations but also a common lack of action to measure the impact and influence that UNESCO’s programs have had at a national level, prior to this study. Were the newly implemented educational policies successful or not? If the public policies failed, why was that? These chapters shed light on such questions and how UNESCO's contribution influenced the national development processes, in the context of globalization processes and trends of global mass education.
The book has much to offer for both scholars and those working in UN agencies or national governments who seek to develop education systems and better link them to the world of work.
DA - 2018///
PY - 2018
LA - en
UR - https://link.springer.com/content/pdf/10.1007/978-3-319-91107-6.pdf
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - A:West Africa
KW - C:Namibia
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:qualification
KW - P:construction
KW - P:economy
KW - Q:ODEL
KW - Q:open learning
KW - T:Educação profissionalizante
KW - T:TVET
KW - publicImportV1
ER -
TY - JOUR
TI - Mental health and Psychosocial Support and Social and Emotional Learning support for Learning Outcomes in Conflict-Affected Settings
AU - Gallagher, Emma
AB - This rapid review synthesises findings on the importance of provision of mental health and psychosocial support interventions (MHPSS) and social and emotional learning (SEL) support for protecting or promoting the general psychosocial wellbeing of individuals and the treatment of more serious mental health issues, particularly in conflict or post-conflict situations. In conducting the literature search for this report, several papers which discuss how education can have a positive impact on psychosocial wellbeing were identified. However, the evidence showing the link in the other direction - on the effect of psychosocial support interventions on education outcomes - is sparse. Of the three studies identified which do attempt to show this link between MHPSS and education, one measured school attendance and classroom behaviour only (not learning), while another included academic performance as one element of a multi-component ‘school wellbeing’ metric. It was therefore impossible to ascertain the extent to which the programme had actually improved learning. The third study identified no effect of the intervention on education outcomes. It is therefore impossible to draw any conclusions about MHPSS and their effects on learning other than that a research link may have been established, which is based on evidence from a small number of studies, and often using less objectively verifiable research methods such as self-reported feedback or qualitative interviewing. The review finds body of evidence indicating direct links between SEL and learning is more established than MHPSS; however, given the context-specific nature of both MHPSS and SEL it will not be sufficient to rely on this body of evidence alone. Therefore, there is learning to be had from the US-based studies and the small number of LMICs studies which do exist and can draw a clear link between SEL and learning outcomes. However, further empirical research is needed in order to understand if and how such programmes will work in conflict-affected settings. Aber et al. (2016a; 2016b) makes a useful first step with this but more evidence is required in order to ensure the benefits are transferable.
DA - 2018/10/23/
PY - 2018
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14209
Y2 - 2022/12/18/18:15:58
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Challenge-based learning in higher education: an exploratory literature review
AU - Gallagher, Silvia Elena
AU - Savage, Timothy
T2 - Teaching in Higher Education
AB - The application of Challenge-Based Learning (CBL) has increased in higher education institutions, fostering student transversal competencies, knowledge of sociotechnical problems, and collaboration with industry and community actors. However, a broad range of different frameworks, hybrid approaches, and educational interventions are using this term to define their approach. This lack of standardization creates definitional and conceptual challenges for the domain. A review of CBL literature was conducted to examine key characteristics, challenges and benefits, and educational factors. A total of 100 articles were reviewed using a qualitative thematic matrix. Results describe CBL benefits despite many institutional, practical and academic challenges. Although there was much variability in CBL approaches, eight common characteristics emerged from the literature. This research can support future research and implementation of CBL by providing a guiding conceptual framework and a preliminary classification of CBL approaches.
DA - 2020/12/26/
PY - 2020
DO - 10.1080/13562517.2020.1863354
DP - Taylor and Francis+NEJM
VL - 0
IS - 0
SP - 1
EP - 23
SN - 1356-2517
ST - Challenge-based learning in higher education
UR - https://doi.org/10.1080/13562517.2020.1863354
Y2 - 2022/04/05/20:39:34
KW - Challenge-based learning
KW - educational methods
KW - educational theories
KW - higher education
ER -
TY - JOUR
TI - The Impact of Information Provision on Human Capital Accumulation and Child Labor in Peru.
AU - Gallego, Francisco
AU - Neilson, Christopher
AU - Molina, Oswaldo
DA - 2016///
PY - 2016
UR - https://www.poverty-action.org/printpdf/21321
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Equitable access to health professional training in Uganda: A cross sectional study
AU - Galukande, M.
AU - Maling, S.
AU - Kabakyenga, J.
AU - Nshaho, J.
AU - Oboke, H.
AU - Oonge, B.
AU - Muyenje, H.
AU - Katumba-Sentongo, G.
AU - Mayanja-Kizza, H.
AU - Sewankambo, N. K.
T2 - Annals of Global Health
AB - © 2018 The Author(s). Objective: We set out to assess inequalities to access health professional education, and the impact of an education improvement program supported by MEPI (Medical Education Partnership Initiative). Inequalities in the higher education system in sub-Saharan Africa remain despite some transformative policies and affirmative action. Methods: We reviewed enrollment data from four universities for the period 2001–2014 for various health professional training programs, and conducted group discussions through an iterative process with selected stakeholders, and including a group of education experts. Two time periods, 2001–2010 and 2011–2014, were considered. In 2010–11, the MEPI education program began. Gender ratios, regional representation, secondary schools, and the number of admissions by university and year were analysed. We used SPSS version 17 software to analyse these data with level of significance p < 0.05. We collated qualitative data along predetermined and emerging themes. Results: The overall male-to-female ratio among the student population was 2.3:1. In total, there were 7,023 admissions, 4,403 between 2001–2010 (440 per annum) and 2,620 between 2011–2014 (655 per annum) with p = 0.018. There were no significant increases in admissions in the central and western regions over the two time periods, 1,708 to 849 and 1,113 to 867 respectively, both p = 0.713 and p = 0.253. We propose improving the university admission criteria and increasing enrollment to health professions training schools. Conclusion: There were significant inequalities for higher education training in Uganda by gender, regional representation and school attended. Modifying the admission criteria and increasing enrollment may reduce these inequalities.
DA - 2018///
PY - 2018
DO - 10.29024/aogh.7
LA - en
AN - LOCAL-SCOPUS_ID:85054102666
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - CA:AandC
KW - CL:de
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - F:Improvement
KW - F:access
KW - F:equity
KW - F:gender
KW - F:policy
KW - P:health
KW - P:media
KW - Q:higher education
KW - R:impact
KW - R:iterative
KW - R:qualitative
KW - T:Ausbildung
KW - T:Educação Profissional Técnica de Nível Médio
KW - T:Fortbildung
KW - _C:Uganda UGA
KW - publicImportV1
ER -
TY - JOUR
TI - Promoting Intrinsic and Extrinsic Motivation among Chemistry Students using Computer-Assisted Instruction
AU - Gambari, Isiaka A.
AU - Gbodi, Bimpe E.
AU - Olakanmi, Eyitao U.
AU - Abalaka, Eneojo N.
T2 - Contemporary Educational Technology
AB - The role of computer-assisted instruction in promoting intrinsic and extrinsic motivation among Nigerian secondary school chemistry students was investigated in this study. The study employed two modes of computer-assisted instruction (computer simulation instruction and computer tutorial instructional packages) and two levels of gender (male and female) using pretest-posttest experimental group design. Ninety (45 males and 45 females) senior secondary one (SS1) students from three secondary schools in Minna, Nigeria, made up the sample. The schools were purposively sampled and randomly assigned to experimental and control groups. The Experimental Group I was taught two selected concepts of chemistry using computer simulation instructional package (CSIP), Experimental Group II was exposed to computer tutorial Instructional package (CTIP) while conventional teaching method (CTM) was used for the Control Group. Validated Chemistry Achievement Test (CAT) and Chemistry Motivation Questionnaire (CMQ) with reliability coefficient of 0.89 and 0.94 respectively were used for data collection. Classroom observations as well as interview schedules were also conducted. Data from CAT and CTM were analyzed using One-way ANOVA and Scheffe’s post-hoc test, while the data from the classroom observations and interview schedules were thematically analyzed. The outcome of this study revealed that students taught with CSIP performed better than those in CTIP and CTM groups. The CSIP and CTIP were found also to be gender friendly. Moreover, students taught with CSIP had higher intrinsic and extrinsic motivation than their counterparts in CTIP and CTM respectively. Based on the findings, it was recommended that chemistry teachers should employ computer simulation for improving their students’ performance and motivation in the subject.
DA - 2016/03/01/
PY - 2016
DO - 10.30935/cedtech/6161
DP - www.cedtech.net
VL - 7
IS - 1
SP - 25
EP - 46
J2 - CONTEMP EDUC TECHNOL
LA - english
SN - 1309-517X
UR - https://www.cedtech.net/article/promoting-intrinsic-and-extrinsic-motivation-among-chemistry-students-using-computer-assisted-6161
Y2 - 2020/07/27/13:08:01
KW - __C:filed:1
ER -
TY - JOUR
TI - International Review of Research in Open and Distributed Learning
AU - Ganapathi, Janani
DP - Google Scholar
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Open Educational Resources: Challenges and Opportunities in Indian Primary Education
AU - Ganapathi, Janani
T2 - International Review of Research in Open and Distributed Learning
DA - 2018///
PY - 2018
DO - 10.19173/irrodl.v19i3.3662
DP - Google Scholar
VL - 19
IS - 3
ST - Open Educational Resources
KW - _C:Australia AUS
KW - _C:India IND
KW - _C:Kenya KEN
KW - _C:New Zealand NZL
KW - _C:Poland POL
KW - _C:South Africa ZAF
KW - _C:United States USA
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - THES
TI - The role of open educational resources (OERs) in primary education in developing nations: A case study of India
AU - Ganapathi, Janani
DA - 2018///
PY - 2018
DP - Google Scholar
M3 - PhD Thesis
PB - Queensland University of Technology
ST - The role of open educational resources (OERs) in primary education in developing nations
KW - _C:Afghanistan AFG
KW - _C:Australia AUS
KW - _C:Bangladesh BGD
KW - _C:Brazil BRA
KW - _C:Cambodia KHM
KW - _C:Canada CAN
KW - _C:Chile CHL
KW - _C:China CHN
KW - _C:Colombia COL
KW - _C:Eritrea ERI
KW - _C:Finland FIN
KW - _C:Ghana GHA
KW - _C:India IND
KW - _C:Iran IRN
KW - _C:Ireland IRL
KW - _C:Japan JPN
KW - _C:Kenya KEN
KW - _C:Korea XKOR
KW - _C:Lesotho LSO
KW - _C:Malawi MWI
KW - _C:Malaysia MYS
KW - _C:Mexico MEX
KW - _C:Mozambique MOZ
KW - _C:Nepal NPL
KW - _C:New Zealand NZL
KW - _C:Nigeria NGA
KW - _C:Norway NOR
KW - _C:Pakistan PAK
KW - _C:Poland POL
KW - _C:Russian Federation RUS
KW - _C:Sierra Leone SLE
KW - _C:Singapore SGP
KW - _C:South Africa ZAF
KW - _C:Spain ESP
KW - _C:Sri Lanka LKA
KW - _C:Sudan SDN
KW - _C:Sweden SWE
KW - _C:Tanzania TZA
KW - _C:Tibet XTIBT
KW - _C:Togo TGO
KW - _C:Turkey TUR
KW - _C:Uganda UGA
KW - _C:United Arab Emirates ARE
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Viet Nam VNM
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Expert comments on: Are children with low vision adapted to the visual environment in classrooms of mainstream schools?
AU - Ganesh, Sandra
AU - Narendran, Kalpana
T2 - Indian Journal of Ophthalmology
DA - 2018///
PY - 2018
DP - Google Scholar
VL - 66
IS - 2
SP - 290
ST - Expert comments on
UR - https://journals.lww.com/ijo/fulltext/2018/66020/expert_comments_on__are_children_with_low_vision.26.aspx
Y2 - 2024/03/27/15:20:00
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Word Embedding based Generalized Language Model for Information Retrieval
AU - Ganguly, Debasis
AU - Roy, Dwaipayan
AU - Mitra, Mandar
AU - Jones, Gareth J.F.
T2 - SIGIR '15: The 38th International ACM SIGIR conference on research and development in Information Retrieval
C1 - Santiago Chile
C3 - Proceedings of the 38th International ACM SIGIR Conference on Research and Development in Information Retrieval
DA - 2015/08/09/
PY - 2015
DO - 10.1145/2766462.2767780
DP - DOI.org (Crossref)
SP - 795
EP - 798
LA - en
PB - ACM
SN - 978-1-4503-3621-5
UR - https://dl.acm.org/doi/10.1145/2766462.2767780
Y2 - 2024/02/23/17:09:50
ER -
TY - JOUR
TI - Improving education in developing countries: Lessons from rigorous impact evaluations
AU - Ganimian, A.J.
AU - Murnane, R.J.
T2 - Review of Educational Research
DA - 2016///
PY - 2016
DO - 10.3102/0034654315627499
VL - 86
IS - 3
SP - 719
EP - 755
UR - https://doi.org/10.3102/0034654315627499.
ER -
TY - BLOG
TI - Realizing the promise: How can education technology improve learning for all?
AU - Ganimian, Alejandro J.
AU - Vegas, Emeliana
AU - Hess, Frederick M
T2 - Brookings
AB - This research is intended as an evidence-based tool for ministries of education to adopt and more successfully invest in education technology.
DA - 2020/09/10/
PY - 2020
LA - en-US
ST - Realizing the promise
UR - https://www.brookings.edu/essay/realizing-the-promise-how-can-education-technology-improve-learning-for-all/
Y2 - 2022/12/24/01:22:07
KW - Final_citation
KW - cited
KW - existing
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Realizing the promise: How can education technology improve learning for all?
AU - Ganimian, Alejandro J.
AU - Vegas, Emiliana
AU - Hess, Frederick M.
AB - This research is intended as an evidence-based tool for ministries of education to adopt and more successfully invest in education technology.
DA - 2020/09/10/T13:00:00+00:00
PY - 2020
LA - en-US
ST - Realizing the promise
UR - https://docs.opendeved.net/lib/BJGB75GW
Y2 - 2021/06/04/17:41:31
ER -
TY - JOUR
TI - Improving Early-Childhood Human Development: Experimental Evidence from India
AU - Ganimian, Alejandro
AU - Muralidharan, Karthik
AU - Walters, Christopher R.
T3 - Society for Research on Educational Effectiveness Conference
DA - 2020///
PY - 2020
UR - https://www.sree.org/assets/conferences/2020s/virtual/InvitedSymposiumGlobal_P2_slides.pdf
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Entrepreneurship Education in Sub-Saharan Africa: Results of a Case Study in Senegal
AU - Garcia-Rodriguez, Francisco J
AU - Gil-Soto, Esperanza
AU - Ruiz-Rosa, Ines
AU - Sene, Papa Mamour
AB - The number of entrepreneurship education programs has grown worldwide in the last two decades. This has helped consolidate a fruitful line of research focusing on measuring the impact that these programs have on participating students' entrepreneurship potential. However, to date, these programs have almost exclusively centered on more developed countries. The present work, on the contrary, analyses the impact of an entrepreneurship promotion program carried out for a period of three years in the socioeconomic and cultural context of a less developed country: Senegal. Specifically, the program was aimed at students on different degree programs at the University of Gaston Berger. Theoretical approaches of effectuation and bricolage were applied and students' enterprise potential was tested ex ante and ex post. The results show that students had a significant improvement in their entrepreneurial potential, thus reflecting the effectiveness of entrepreneurship education in these contexts.
DA - 2017///
PY - 2017
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - C:Senegal
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:D
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - D:developing country
KW - D:less developed country
KW - F:Improvement
KW - F:attitude
KW - P:culture
KW - Q:degree
KW - R:case study
KW - R:impact
KW - T:entrepreneurship education
KW - Z:Attitudes
KW - Z:Developing countries--LDCs
KW - Z:Entrepreneurs
KW - Z:Students
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - La trascendencia de la Realidad Aumentada en la motivación estudiantil. Una revisión sistemática y meta-análisis
AU - García, Gerardo Gómez
AU - Jiménez, Carmen Rodríguez
AU - Marín, José Antonio Marín
T2 - Alteridad: revista de educación
DA - 2020///
PY - 2020
DP - Google Scholar
VL - 15
IS - 1
SP - 36
EP - 46
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Technology and Language Learning: Assessing the Influence of Prior iPad Experience
AU - Garcia, Jazmynn
DA - 2019///
PY - 2019
DP - Google Scholar
ST - Technology and Language Learning
KW - _C:Australia AUS
KW - _C:Denmark DNK
KW - _C:Korea, Republic KOR
KW - _C:Poland POL
KW - _C:Turkey TUR
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Socioeconomic inclusion during an era of online education
AU - Garcia, Manuel B.
DA - 2022///
PY - 2022
DP - Google Scholar
PB - IGI Global
ER -
TY - JOUR
TI - COMPARATIVE ANALYSIS FOR DEVELOPENT OF A HARMONISED PROTECTED AREAS MANAGEMENT FRAMEWORK WITHIN THE OECS REGION
AU - Gardner, Lloyd
DA - 2007///
PY - 2007
DP - Google Scholar
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - A cluster‐randomized trial assessing the impact of school water, sanitation and hygiene improvements on pupil enrolment and gender parity in enrolment
AU - Garn, Joshua V.
AU - Greene, Leslie E.
AU - Dreibelbis, Robert
AU - Saboori, Shadi
AU - Rheingans, Richard D.
AU - Freeman, Matthew C.
T2 - Journal of Water Sanitation and Hygiene for Development
DA - 2013///
PY - 2013
DO - 10.2166/washdev.2013.217
VL - 3
SP - 592
EP - 601
ER -
TY - CONF
TI - More Than "If Time Allows": The Role of Ethics in AI Education
AU - Garrett, Natalie
AU - Beard, Nathan
AU - Fiesler, Casey
T2 - AIES '20: AAAI/ACM Conference on AI, Ethics, and Society
C1 - New York NY USA
C3 - Proceedings of the AAAI/ACM Conference on AI, Ethics, and Society
DA - 2020/02/07/
PY - 2020
DO - 10.1145/3375627.3375868
DP - DOI.org (Crossref)
SP - 272
EP - 278
LA - en
PB - ACM
SN - 978-1-4503-7110-0
ST - More Than "If Time Allows"
UR - https://dl.acm.org/doi/10.1145/3375627.3375868
Y2 - 2024/02/24/08:49:16
ER -
TY - RPRT
TI - Cochrane Rapid Reviews. Interim Guidance from the Cochrane Rapid Reviews Methods Group
AU - Garritty, C.
AU - Gartlehner, G.
AU - Kamel, C.
AU - King, V.J.
AU - Nussbaumer-Streit, B.
AU - Stevens, A.
AU - Hamel, C.
AU - Affengruber, L.
DA - 2020///
PY - 2020
ER -
TY - CONF
TI - Tablet PCs–An Assistive Technology for Students with Reading Difficulties?
AU - Gasparini, Andrea A
AU - Culén, Alma Leora
C3 - ACHI 2012, The Fifth International Conference on Advances in Computer-Human Interactions
DA - 2012///
PY - 2012
SP - 28
EP - 34
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Developing Multimedia Programmes for Out-of-School Girls: The Case of GIRLS Inspire in Tanzania
AU - Gasuku, Samwel
T2 - Journal of Learning for Development
AB - Learning resources such as audio, video and online content are developed as supplementary learning resources to print-based materials. This study focuses on the development of multimedia learning in adult education programmes for out-of-school girls and young women in Tanzania. It defines multimedia and adult education before showing the relationship between them. The study used a descriptive paradigm and adopted a qualitative case study design. It is informed by 25 in-depth interviews that were conducted with Institute of Adult Education (IAE) facilitators in April, 2018. Participants were purposely selected based on their multimedia experience. The findings revealed that most facilitators have little experience in multimedia resource development. However, 13 self-instructional audio and audio-visual programmes were produced to elaborate and enhance the effectiveness of instructions. It will be argued that IAE should include development and use of multimedia resources in its strategic rolling plan. Learning material development policy should also include multimedia resources and create awareness.
DA - 2021/03/19/
PY - 2021
DP - jl4d.org
VL - 8
IS - 1
SP - 162
EP - 170
LA - en
SN - 2311-1550
ST - Developing Multimedia Programmes for Out-of-School Girls
UR - https://jl4d.org/index.php/ejl4d/article/view/453
Y2 - 2022/04/05/12:21:45
KW - _genre:PR-primary_research
KW - adult education
KW - multimedia
KW - out-of-school girls and young women
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Cost-Effective-Approaches-to-Improve-Global-Learning-What-Does-Recent-Evidence-Tell-Us-Are-Smart-Buys-for-Improving-Learning-in-Low-and-Middle-Income-Countries.pdf
AU - GEEAP
DA - 2020///
PY - 2020
PB - Global Education Evidence Advisory Panel
UR - https://documents1.worldbank.org/curated/en/719211603835247448/pdf/Cost-Effective-Approaches-to-Improve-Global-Learning-What-Does-Recent-Evidence-Tell-Us-Are-Smart-Buys-for-Improving-Learning-in-Low-and-Middle-Income-Countries.pdf
Y2 - 2022/12/25/00:35:29
KW - Final_citation
KW - cited
KW - existing
ER -
TY - SOUND
TI - BBC World Service - People Fixing the World, Using satellite photos to help distribute cash
T2 - BBC
A3 - Gelbart, Hannah
AB - Togo has found a new way to send emergency cash to people struggling in the pandemic
LA - en-GB
UR - https://www.bbc.co.uk/programmes/p099r62z
Y2 - 2021/05/29/12:49:28
ER -
TY - ELEC
TI - 2023 GEM Report background papers | Global Education Monitoring Report
AU - GEM Report UNESCO
AB - Technology in education
LA - en
UR - https://www.unesco.org/gem-report/en/technology-background-papers
Y2 - 2023/10/22/16:18:27
ER -
TY - BOOK
TI - Global Education Monitoring Report 2023: Technology in education: A tool on whose terms?
AU - GEM Report UNESCO
DA - 2023/07/26/
PY - 2023
DP - DOI.org (Crossref)
ET - 1
PB - GEM Report UNESCO
SN - 978-92-3-100609-8
ST - Global Education Monitoring Report 2023
UR - https://unesdoc.unesco.org/ark:/48223/pf0000385723
Y2 - 2024/03/19/23:47:24
KW - Final_citation
ER -
TY - BOOK
TI - Global Education Monitoring Report 2023: Technology in education: A tool on whose terms?
AU - GEM Report UNESCO
DA - 2023/07/26/
PY - 2023
DP - DOI.org (Crossref)
ET - 1
PB - GEM Report UNESCO
SN - 978-92-3-100609-8
ST - Global Education Monitoring Report 2023
UR - https://unesdoc.unesco.org/ark:/48223/pf0000385723
Y2 - 2023/10/22/16:23:11
ER -
TY - BOOK
TI - School mapping and decision-making
AU - GEM Report UNESCO
DA - 2023/01/01/
PY - 2023
DP - DOI.org (Crossref)
PB - GEM Report UNESCO
UR - https://unesdoc.unesco.org/ark:/48223/pf0000386107.locale=en
Y2 - 2023/10/22/16:19:01
ER -
TY - BOOK
TI - Technology use in teacher preparation and professional development in low-and middle-income countries
AU - GEM Report UNESCO
DA - 2023/01/01/
PY - 2023
DP - DOI.org (Crossref)
PB - GEM Report UNESCO
UR - https://unesdoc.unesco.org/ark:/48223/pf0000386082.locale=en
Y2 - 2023/10/22/16:19:17
ER -
TY - JOUR
TI - Comparative cross-cultural study in digital literacy
AU - GEMIKONAKLI, Orhan
AU - GEZGIN, Deniz Mertkan
AU - HAMUTOGLU, Nazire Burcin
AU - DE RAFFAELE, Clifford
T2 - Eurasian Journal of Educational Research
DA - 2020///
PY - 2020
DP - Google Scholar
VL - 20
IS - 88
SP - 121
EP - 148
UR - https://dergipark.org.tr/en/pub/ejer/issue/57483/815335
Y2 - 2023/11/01/20:26:53
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Book Review: McNaught & Gravett, Eds., Embedding Social Justice in Teacher Education and Development in South Africa
AU - Gentles, Carol Hordatt
T2 - Journal of Learning for Development
DA - 2022/03/15/
PY - 2022
DP - jl4d.org
VL - 9
IS - 1
SP - 151
EP - 154
LA - en
SN - 2311-1550
ST - Book Review
UR - https://jl4d.org/index.php/ejl4d/article/view/625
Y2 - 2022/04/05/10:31:03
KW - Book Review
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Antigua and Barbuda Education Statistical Digest
AU - George, Patricia
DP - Zotero
SP - 163
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Teacher as imperfect test: Reconceptualizing the referral process
AU - Gerber, Michael M.
AU - Semmel, Melvyn I.
T2 - Educational Psychologist
AB - A decade of public policy in special education has failed to yield suitable definitions, identification and assessment procedures, or reliable prevalence estimates of mild handicapping conditions, ...
DA - 2009/10/01/
PY - 2009
DO - 10.1080/00461528409529290
DP - www.tandfonline.com
LA - en
ST - Teacher as imperfect test
UR - https://www.tandfonline.com/doi/abs/10.1080/00461528409529290
AN - world
Y2 - 2021/03/26/15:53:32
ER -
TY - JOUR
TI - A theory of tailorable technology design
AU - Germonprez, M.
AU - Hovorka, D.
AU - Hovorka, D.
T2 - Journal of the Association for Information Systems
DA - 2007///
PY - 2007
DO - 10.17705/1jais.00131
VL - 8
IS - 6
SP - 351
EP - 367
LA - en
ER -
TY - ELEC
TI - Research guides: Knowledge syntheses: Systematic & Scoping Reviews, and other review types: What are Realist Reviews?
AU - Gerstein!, Ask
AB - Research guides: Knowledge syntheses: Systematic & Scoping Reviews, and other review types: What are Realist Reviews?
LA - en
ST - Research guides
UR - https://guides.library.utoronto.ca/c.php?g=713309&p=5105450
Y2 - 2023/10/23/18:44:52
ER -
TY - CHAP
TI - Summary of research on the effectiveness of math professional development approaches
AU - Gersten, R.
AU - Taylor, M.J.
AU - Keys, T.D.
AU - Rolfhus, E.
AU - Newman-Gonchar, R.
T2 - for Education Evaluation and Regional Assistance, U. S. Department of Education; and Regional Educational Laboratory Southeast at Florida State University
CY - Washington, DC
DA - 2014///
PY - 2014
UR - http://files.eric.ed.gov/fulltext/ED544681.pdf.
ER -
TY - JOUR
TI - Labor Market Returns to an Early Childhood Stimulation Intervention in Jamaica.
AU - Gertler, Paul
AU - Heckman, James
AU - Pinto, Rodrigo
AU - Zanolini, Arianna
AU - Vermeersch, Christel
AU - Walker, Susan
AU - Chang, Susan M.
AU - Grantham-McGregor, Sally
T2 - Science
DA - 2014///
PY - 2014
DO - 10.1126/science.1251178
VL - 344
SP - 998
EP - 1001
UR - https://pubmed.ncbi.nlm.nih.gov/24876490/
ER -
TY - JOUR
TI - Using design-based research to bring partnership between researchers and practitioners
AU - Getenet, Seyum
T2 - Educational Research
AB - Background: A key aim of educational research is for findings to inform practice, thereby bringing about improvements in teaching and learning. However, the relationship between research and practice is complex, and there is often no clear link between changes in practice and research findings. One of the challenges for research and practice is breaking down barriers and finding effective and sustainable ways to translate research findings into practical solutions in the classroom.Purpose: This discursive paper focuses on describing the nature of the partnership working involved when a design-based research (DBR) approach was employed to bring researchers and practitioners together. The researchers and practitioners worked in collaboration to design a professional development (PD) programme, in order to solve classroom problems and enhance practitioners’ research engagement.Sources of evidence: This paper describes the author’s experience of using DBR to co-design a PD programme that was responsive to a particular context and practitioners’ needs. It illustrates and exemplifies the ways in which the researcher–practitioner collaboration itself sits at the heart of the design process and enabled solutions to be found. The paper also considers the epistemological positions of the practitioners and researchers in the different stages of DBR. The context for the description is a mixed-methods intervention study conducted in two colleges of teacher education, which documented the design and refinement of a PD programme to facilitate teachers’ effective use of technology to teach mathematics.Discussion and conclusions: The examples presented and discussed here suggest how a DBR process is able to facilitate fruitful collaborations between researchers and practitioners and increase engagement in research. By working with practitioners to design interventions such as PD programmes, DBR can provide a practical approach for improving practice and deepening the relationship between educational research and classroom practice.
DA - 2019/10/02/
PY - 2019
DO - 10.1080/00131881.2019.1677168
DP - Taylor and Francis+NEJM
VL - 61
IS - 4
SP - 482
EP - 494
SN - 0013-1881
UR - https://doi.org/10.1080/00131881.2019.1677168
Y2 - 2019/12/10/14:31:40
KW - Design-based research
KW - evidence-informed practice
KW - practice
KW - practitioners
KW - professional development
KW - teacher education
ER -
TY - JOUR
TI - Designing a professional development program for mathematics teachers for effective use of technology in teaching
AU - Getenet, Seyum Tekeher
T2 - Education and Information Technologies
DA - 2020///
PY - 2020
DO - 10.1007/s10639-019-10056-8
DP - Google Scholar
VL - 25
IS - 3
SP - 1855
EP - 1873
KW - __C:filed:1
ER -
TY - JOUR
TI - Consumer toy or corporate tool: the iPad enters the workplace
AU - Geyer, Megan
AU - Felske, Frances
T2 - interactions
DA - 2011///
PY - 2011
DO - 10.1145/1978822.1978832
VL - 18
IS - 4
SP - 45
EP - 49
ER -
TY - JOUR
TI - Enhancing Physical Learning Environment for Autism
AU - Ghazali, Roslinda
AU - Md. Sakip, Siti Rasidah
AU - Samsuddin, Ismail
T2 - Asian Journal of Behavioural Studies
AB - The designated learning environment for autism is unique and should consider sensory issues to overcome their needs. The purpose of this paper is to review related articles to gain a better understanding of autism needs regarding sensory design, sensory issues, sensory space, internal environment, and physical learning environment. This paper will outline the sensory design of the physical learning environment that would impact the sensory design towards the physical learning environment. This research paper concludes to be a guide for the designer to overcome sensory input so that autistic can learn more efficiently and develop with less stress.
DA - 2019/12/31/
PY - 2019
DO - 10.21834/ajbes.v4i17.180
DP - DOI.org (Crossref)
VL - 4
IS - 17
SP - 1
J2 - AjBeS
LA - en
SN - 2398-4295
UR - https://ajbes.e-iph.co.uk/index.php/ajbes/article/view/180
Y2 - 2022/05/28/21:25:09
KW - BE:LMIC
KW - BE:RELEVANT
ER -
TY - JOUR
TI - Hackathons as a means of accelerating scientific discoveries and knowledge transfer
AU - Ghouila, Amel
AU - Siwo, Geoffrey Henry
AU - Entfellner, Jean-Baka Domelevo
AU - Panji, Sumir
AU - Button-Simons, Katrina A.
AU - Davis, Sage Zenon
AU - Fadlelmola, Faisal M.
AU - Participants, The DREAM of Malaria Hackathon
AU - Ferdig, Michael T.
AU - Mulder, Nicola
AU - Bensellak, Taoufik
AU - Ghansah, Anita
AU - Ghedira, Kais
AU - Gritzman, Ashley
AU - Isewon, Itunuoluwa
AU - Kishk, Ali
AU - Moussa, Ahmed
AU - Loucoubar, Cheikh
AU - Musicha, Patrick
AU - Pore, Meenal
AU - Sengeh, David Moinina
AU - Mapiye, Darlington Shingirirai
AU - Rallabandi, Pavan Kumar
AU - Varughese, Melvin
T2 - Genome Research
AB - Scientific research plays a key role in the advancement of human knowledge and pursuit of solutions to important societal challenges. Typically, research occurs within specific institutions where data are generated and subsequently analyzed. Although collaborative science bringing together multiple institutions is now common, in such collaborations the analytical processing of the data is often performed by individual researchers within the team, with only limited internal oversight and critical analysis of the workflow prior to publication. Here, we show how hackathons can be a means of enhancing collaborative science by enabling peer review before results of analyses are published by cross-validating the design of studies or underlying data sets and by driving reproducibility of scientific analyses. Traditionally, in data analysis processes, data generators and bioinformaticians are divided and do not collaborate on analyzing the data. Hackathons are a good strategy to build bridges over the traditional divide and are potentially a great agile extension to the more structured collaborations between multiple investigators and institutions.
DA - 2018/05/01/
PY - 2018
DO - 10.1101/gr.228460.117
DP - genome.cshlp.org
VL - 28
IS - 5
SP - 759
EP - 765
J2 - Genome Res.
LA - en
SN - 1088-9051, 1549-5469
UR - http://genome.cshlp.org/content/28/5/759
Y2 - 2020/09/01/18:36:54
ER -
TY - JOUR
TI - Characteristics of academic publications, preprints, and registered clinical trials on the COVID-19 pandemic
AU - Gianola, Silvia
AU - Jesus, Tiago S.
AU - Bargeri, Silvia
AU - Castellini, Greta
T2 - PLOS ONE
AB - The COVID-19 pandemic has unleashed a deluge of publications. For this cross-sectional study we compared the amount and reporting characteristics of COVID-19-related academic articles and preprints and the number of ongoing clinical trials and systematic reviews. To do this, we searched the PubMed database of citations and abstracts for published life science journals by using appropriate combinations of medical subject headings (MeSH terms), and the COVID-19 section of the MedRxiv and BioRxiv archives up to 20 May 2020 (21 weeks). In addition, we searched Clinicaltrial.gov, Chinese Clinical Trial Registry, EU Clinical Trials Register, and 15 other trial registers, as well as PROSPERO, the international prospective register of systematic reviews. The characteristics of each publication were extracted. Regression analyses and Z tests were used to detect publication trends and their relative proportions. A total of 3635 academic publications and 3805 preprints were retrieved. Only 8.6% (n = 329) of the preprints were already published in indexed journals. The number of academic and preprint publications increased significantly over time (p<0.001). Case reports (6% academic vs 0.9% preprints; p<0.001) and letters (17.4% academic vs 0.5% preprints; p<0.001) accounted for a greater share of academic compared to preprint publications. Differently, randomized controlled trials (0.22% vs 0.63%; p<0.001) and systematic reviews (0.08% vs 5%) made up a greater share of the preprints. The relative proportion of clinical studies registered at Clinicaltrials.gov, Chinese Clinical Trial Registry, and EU Clinical Trials Register was 57.9%, 49.5%, and 98.9%, respectively, most of which were still “recruiting”. PROSPERO listed 962 systematic review protocols. Preprints were slightly more prevalent than academic articles but both were increasing in number. The void left by the lack of primary studies was filled by an outpour of immediate opinions (i.e., letters to the editor) published in PubMed-indexed journals. Summarizing, preprints have gained traction as a publishing response to the demand for prompt access to empirical, albeit not peer-reviewed, findings during the present pandemic.
DA - 2020/10/06/undefined
PY - 2020
DO - 10.1371/journal.pone.0240123
DP - PLoS Journals
VL - 15
IS - 10
SP - e0240123
J2 - PLOS ONE
LA - en
SN - 1932-6203
UR - https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0240123
Y2 - 2021/10/05/18:37:12
KW - COVID 19
KW - Clinical trials
KW - Database searching
KW - Medical journals
KW - Pandemics
KW - Peer review
KW - Randomized controlled trials
KW - Systematic reviews
ER -
TY - JOUR
TI - Are Environmental Conditions in South African Classrooms Conducive for Learning?
AU - Gibberd, J
AU - Motsatsi, L
AB - Environmental factors have been shown to have a significant impact on quality of education. This exploratory study investigates environmental conditions in a case study classroom at a South African secondary school. It undertakes field measurements within a classroom over a typical school day in summer. Measurement data from the study is analysed and interpreted in relation to indoor environmental condition standards developed by American Society of Heating Refrigeration and Air Conditioning Engineers (ASHRAE) and South African Bureau of Standards (SABS).
DP - Zotero
SP - 12
LA - en
KW - BE:RELEVANT
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Scaling and ‘systems thinking’ in education: reflections from UK aid professionals
AU - Gibbs, Emma
AU - Jones, Charlotte
AU - Atkinson, Jess
AU - Attfield, Ian
AU - Bronwin, Rona
AU - Hinton, Rachel
AU - Potter, Amy
AU - Savage, Laura
T2 - Compare: A Journal of Comparative and International Education
DA - 2021/01/02/
PY - 2021
DO - 10.1080/03057925.2020.1784552
DP - Taylor and Francis+NEJM
VL - 51
IS - 1
SP - 137
EP - 156
SN - 0305-7925
ST - Scaling and ‘systems thinking’ in education
UR - https://doi.org/10.1080/03057925.2020.1784552
Y2 - 2022/11/18/18:44:21
ER -
TY - RPRT
TI - A Proposal for a National Curriculum Policy for the Grenada Education System
AU - Gift, Edrick H.
AU - Curriculum, A. National
AU - Gift, Edrick H.
AU - D, Ph
CY - Washington, D.C.
DA - 2003///
PY - 2003
DP - CiteSeer
LA - English
PB - World Bank
KW - _G:reviewed
KW - _Not used in LR
ER -
TY - ELEC
TI - First KaiOS smart feature phone drops in Malawi
AU - Gilbert, Paula
AU - Editor
AU - Africa, Connecting
T2 - Connecting Africa
AB - Telekom Networks Malawi (TNM) has rolled out the first 4G KaiOS-enabled smart feature phone in the country.
DA - 2020/08/05/
PY - 2020
LA - en
UR - http://www.connectingafrica.com/author.asp?section_id=761&doc_id=762961
Y2 - 2023/03/14/10:22:45
ER -
TY - JOUR
TI - The effectiveness of installing solar panels at schools in Pakistan to increase enrolment
AU - Gillani, Abbas A.
AU - Khan, Sana
AU - Nasir, Sadia
AU - Niaz, Salwa
T2 - Journal of Environmental Studies and Sciences
AB - At present, 35% of all primary schools and 15% of all secondary schools in Pakistan do not have access to electricity, severely impacting student participation and performance. Earlier literature exploring the effects of electrification of schools through solar electricity on educational access and outcome has been very limited, but recently it has gained attention. By examining data of more than 20,000 schools across 176 districts of Pakistan from the years 2013 until 2018, this paper quantifies the effectiveness of installing solar panels at schools to generate electricity, and thus increasing student participation through higher enrolment. The results show that a school where a solar panel was installed as an education policy initiative witnessed an increase in enrolment, when compared to a school that did not have a solar panel installed under the education policy initiative. This research highlights an immediate need of electrification of schools in order to improve learning outcomes. It also quantifies the effects of using solar electricity at schools that otherwise may not have access to electricity via the conventional grid system. Finally, as Pakistan ranks second in the list of countries with the worst pollution in the world, this study provides evidence for policymakers, and urges them to focus on expanding the use of renewable energy resources in all fields of socioeconomic activity in order to reverse the detrimental effects of climate change.
DA - 2022/09/01/
PY - 2022
DO - 10.1007/s13412-022-00747-z
DP - Springer Link
VL - 12
IS - 3
SP - 505
EP - 514
J2 - J Environ Stud Sci
LA - en
SN - 2190-6491
UR - https://doi.org/10.1007/s13412-022-00747-z
Y2 - 2024/03/14/14:34:38
KW - Education
KW - Education policy
KW - Enrolment
KW - Pakistan
KW - Solar panels
ER -
TY - CONF
TI - The RAIFFET, a network for support and development of TVET in teacher training institutions in Africa
AU - Ginestié, J
T2 - 29th PATT Conference "Plurality and complementarity of approaches in Design & Technology Education"
AB - The countries' development depends largely of the development and the effectiveness of their education systems, both to promote education for all (EFA) and technology and vocational education and training (TVET) for each of them. The situation is particularly difficult in sub-Saharan Africa (SSA) and it is very difficult for many countries to provide a school that offers all children the opportunity to attend school beyond some basics. The access to primary education is not guaranteed for all, and few of them have the opportunity to receive vocational training enabling them to obtain a recognized professional qualification. The lack of qualified and competent teachers is another manifestation of the problems. Many institutional actors, including UNESCO, help foster the development of educational policies to overcome these institutional, structural and functional weaknesses. The RAIFFET was formed to make a modest contribution to this momentum by supporting the development and structuring of teacher training and education research in SSA. This paper presents some elements of understanding of the situation and the orientations of the network's contribution to this dynamic.
DA - 2015///
PY - 2015
LA - en
UR - https://hal-amu.archives-ouvertes.fr/hal-01316021/
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Central Africa
KW - C:Gabon
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:Q
KW - CT:T
KW - P:teacher training
KW - P:technology
KW - Q:ICT
KW - T:Ausbildung
KW - T:TVET
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - L’EFTP en Afrique subsaharienne: où en est-on?
AU - Ginestié, Jacques
AU - Huot-Marchand, Hervé
AU - Delahaies, Laetitia
T2 - Éducation technologique, Formation professionnelle et égalité des chances
AB - The adoption of the Millennium Development Goals (MDGs) and the importance attached to Education for all (EFA) mark an important turning point in the elaboration of a common initiative, which aims to improve living conditions of people worldwide. Its ambition is to eliminate misery and to increase wealth. The means to achieve this goal focus essentially on education, which has become a goal in itself: reduce illiteracy, ensure global access to basic schooling and promote equal opportunities for all. Through education other objectives can be targeted, such as promoting poverty reduction through gainful employment, gender equality, and sustainable development and partnerships for development. This paper aims to present the situation in subSaharan Africa (SSA) since the end of the 1990s and the international focus on these great programs.
CY - Marseille
DA - 2012///
PY - 2012
DP - Google Scholar
SP - 61
EP - 76
LA - fr
PB - IUFM Aix-Marseille
ST - L’EFTP en Afrique subsaharienne
UR - https://www.researchgate.net/publication/236682702_L'EFTP_en_Afrique_subsaharienne_ou_en_est-on
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - -RRQv:f2-H-fr
KW - AA:SSA
KW - C:Central African Republic
KW - C:Gabon
KW - C:Ivory Coast
KW - C:Senegal
KW - C:Tunisia
KW - CLL:fr
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - CONF
TI - A sequence-to-sequence approach for document-level relation extraction
AU - Giorgi, John
AU - Bader, Gary
AU - Wang, Bo
T2 - BioNLP 2022
A2 - Demner-Fushman, Dina
A2 - Cohen, Kevin Bretonnel
A2 - Ananiadou, Sophia
A2 - Tsujii, Junichi
AB - Motivated by the fact that many relations cross the sentence boundary, there has been increasing interest in document-level relation extraction (DocRE). DocRE requires integrating information within and across sentences, capturing complex interactions between mentions of entities. Most existing methods are pipeline-based, requiring entities as input. However, jointly learning to extract entities and relations can improve performance and be more efficient due to shared parameters and training steps. In this paper, we develop a sequence-to-sequence approach, seq2rel, that can learn the subtasks of DocRE (entity extraction, coreference resolution and relation extraction) end-to-end, replacing a pipeline of task-specific components. Using a simple strategy we call entity hinting, we compare our approach to existing pipeline-based methods on several popular biomedical datasets, in some cases exceeding their performance. We also report the first end-to-end results on these datasets for future comparison. Finally, we demonstrate that, under our model, an end-to-end approach outperforms a pipeline-based approach. Our code, data and trained models are available at https://github.com/johngiorgi/seq2rel. An online demo is available at https://share.streamlit.io/johngiorgi/seq2rel/main/demo.py.
C1 - Dublin, Ireland
C3 - Proceedings of the 21st Workshop on Biomedical Language Processing
DA - 2022/05//
PY - 2022
DO - 10.18653/v1/2022.bionlp-1.2
DP - ACLWeb
SP - 10
EP - 25
PB - Association for Computational Linguistics
UR - https://aclanthology.org/2022.bionlp-1.2
Y2 - 2024/02/24/17:42:47
ER -
TY - JOUR
TI - Serious games as new educational tools: how effective are they? A meta-analysis of recent studies: Serious games as educational tools
AU - Girard, C.
AU - Ecalle, J.
AU - Magnan, A.
T2 - Journal of Computer Assisted Learning
DA - 2013/06//
PY - 2013
DO - 10.1111/j.1365-2729.2012.00489.x
VL - 29
IS - 3
SP - 207
EP - 219
J2 - Journal of Computer Assisted Learning
LA - en
SN - 02664909
ST - Serious games as new educational tools
KW - Final_citation
KW - cited
KW - existing
ER -
TY - THES
TI - A case study of the One Laptop per Child Project in Rwanda: Exploring the socio-cultural dimensions of delivery and implementation.
AU - Girgis, Robert
CY - Cambridge
DA - 2015///
PY - 2015
M3 - MPhil Dissertation
PB - University of Cambridge
KW - AWP2-actual
KW - CitedIn:OER4Schools-HHH3
KW - CitedIn:OER4Schools-HHH3-A
KW - CitedIn:OER4Schools-HHH3-A-PREVIOUS
ER -
TY - GEN
TI - Designing and monitoring distance teaching and learning interventions: A guide for projects and implementers | INEE
AU - Girls' Education Challenge
AU - EdTech Hub
DA - 2021///
PY - 2021
ST - Designing and monitoring distance teaching and learning interventions.
UR - https://inee.org/resources/designing-and-monitoring-distance-teaching-and-learning-interventions-guide-projects-and
Y2 - 2022/07/08/10:49:47
KW - Author:OpenDevEd
KW - _publish
ER -
TY - BOOK
TI - On critical pedagogy
AU - Giroux, Henry A.
DA - 2011///
PY - 2011
DP - Google Scholar
PB - Bloomsbury Publishing USA
ER -
TY - BOOK
TI - Race, Politics, and Pandemic Pedagogy: Education in a Time of Crisis
AU - Giroux, Henry A.
AB - In this book Henry A. Giroux passionately argues that education and critical pedagogy are needed now more than ever to combat injustices in our society caused by fake news, toxic masculinity, racism, consumerism and white nationalism. At the heart of the book is the idea that pedagogy has the power to create narratives of desire, values, identity, and agency at time when these narratives are being manipulated to promote right wing populism and emerging global fascist politics. The book expands on the notion of the plague as not only a medical crisis but also a crisis of politics, ethics, education, and democracy itself. The chapters cover a range topics beginning with historical perspectives on fascism and moving on to issues of social atomization, depoliticization, neoliberal pedagogy, the scourge of staggering inequality, populism, and pandemic pedagogy. The book concludes with a call for educators to make education central to politics, develop a discourse of critique and possibility, reclaim the vision of a radical democracy, and embrace their role as powerful agents of change.
DA - 2021/01/14/
PY - 2021
DP - Google Books
SP - 281
LA - en
PB - Bloomsbury Publishing
SN - 978-1-350-18445-9
ST - Race, Politics, and Pandemic Pedagogy
KW - Education / Philosophy, Theory & Social Aspects
KW - Philosophy / Political
KW - Political Science / Political Ideologies / Fascism & Totalitarianism
KW - Social Science / Anthropology / Cultural & Social
ER -
TY - ELEC
TI - Renewable energy, energy efficiency and access to energy services
AU - GIZ
AB - The programme aims to develop and implement a legal framework and appropriate concepts in the fields of rural energy supply and renewable energy efficiency and to strengthen institutional capacity.
LA - en
UR - https://www.giz.de/en/worldwide/20886.html
Y2 - 2020/08/04/10:32:16
ER -
TY - BOOK
TI - The Discovery of Grounded Theory: Strategies for Qualitative Research
AU - Glaser, B.G.
AU - Strauss, A.L.
CY - Chicago
DA - 1967///
PY - 1967
DP - http://worldcat.org
SP - 271
LA - English
PB - Aldine Publishing Company
SN - 978-0-202-30028-3 0-202-30028-5
ST - Discovery of Grounded Theory: Strategies for Qualitative Research
DB - /z-wcorg/
KW - CitedIn:eCubed
KW - Done:ReferenceFixed
KW - eCubed
ER -
TY - JOUR
TI - National Institutes of Health approaches to dissemination and implementation science: current and future directions
AU - Glasgow, Russell E.
AU - Vinson, Cynthia
AU - Chambers, David
AU - Khoury, Muin J.
AU - Kaplan, Robert M.
AU - Hunter, Christine
T2 - American journal of public health
DA - 2012///
PY - 2012
DO - 10.2105/AJPH.2012.300755
DP - Google Scholar
VL - 102
IS - 7
SP - 1274
EP - 1281
ST - National Institutes of Health approaches to dissemination and implementation science
ER -
TY - JOUR
TI - The collaborative apprenticeship model: situated professional development within school settings
AU - Glazer, E.M.
AU - Hannafin, M.J.
T2 - Teaching and Teacher Education
DA - 2006///
PY - 2006
DO - 10.1016/j.tate.2005.09.004
VL - 22
IS - 2
SP - 179
EP - 193
ST - The collaborative apprenticeship model: situated professional development within school settings
ER -
TY - CONF
TI - Conceptual design science research? How and why untested meta-artifacts have a place in *IS*
AU - Gleasure, R.
C1 - Miami, FL, USA
C3 - Proceedings of the international conference on design science research in information systems and technology
DA - 2014///
PY - 2014
SP - 99
EP - 114
LA - en
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - A Well-Incentivised Education System
AU - Glennerster, R
AU - Lea, N
AU - Rudge, A
AU - Fell, S
AU - Mulligan, R
T2 - Chief Economist's Office Working Paper
DA - 2018///
PY - 2018
ER -
TY - BOOK
TI - The Future of Aid: Global Public Investment
AU - Glennie, Jonathan
AB - International cooperation has never been more needed, but the current system of “aid” is outdated and ineffective. The Future of Aid calls for a wholesale restructuring of the aid project, a totally new approach fit for the challenges of the 21st century: Global Public Investment. Across the world, billions of people are struggling to get by in unequal and unsustainable societies, and international public finance, which should be part of the answer, is woefully deficient. Engagingly written by a well-known expert in the field, The Future of Aid calls for a series of paradigm shifts. From a narrow focus on poverty to a broader attack on inequality and sustainability. From seeing international public money as a temporary last resort, to valuing it as a permanent force for good. From North-South transfers to a collective effort, with all paying in and all benefitting. From outdated post-colonial institutions to representative decision-making. From the othering and patronising language of “foreign aid”, to the empowering concept of Global Public Investment. Ten years ago, in The Trouble with Aid, Jonathan Glennie highlighted the dangers of aid dependency and the importance of looking beyond aid. Now he calls for a revolution in the way that we think about the role of public money to back up our ambitious global objectives. In the wake of the COVID-19 crisis, it is time for a new era of internationalism.
DA - 2020/11/29/
PY - 2020
DP - Google Books
SP - 161
LA - en
PB - Routledge
SN - 978-1-00-026116-5
ST - The Future of Aid
KW - Business & Economics / Globalization
KW - Education / Philosophy, Theory & Social Aspects
KW - Political Science / International Relations / Arms Control
KW - Social Science / Developing & Emerging Countries
ER -
TY - JOUR
TI - Many children left behind? Textbooks and test scores in Kenya
AU - Glewwe, P.
AU - Kremer, M.
AU - Moulin, S.
T2 - American Economic Journal: Applied Economics
DA - 2009///
PY - 2009
DO - 10.1257/app.1.1.112
VL - 1
IS - 1
SP - 112
EP - 135
UR - https://doi.org/10.1257/app.1.1.112.
ER -
TY - CHAP
TI - Chapter 10 - Improving Education Outcomes in Developing Countries: Evidence, Knowledge Gaps, and Policy Implications
AU - Glewwe, P.
AU - Muralidharan, K.
T2 - Handbook of the Economics of Education
A2 - Hanushek, Eric A.
A2 - Machin, Stephen
A2 - Woessmann, Ludger
AB - Improvements in empirical research standards for credible identification of the causal impact of education policies on education outcomes have led to a significant increase in the body of evidence available on improving education outcomes in developing countries. This chapter aims to synthesize this evidence, interpret their results, and discuss the reasons why some interventions appear to be effective and others do not, with the ultimate goal of drawing implications for both research and policy. Interpreting the evidence for generalizable lessons is challenging because of variation across contexts, duration and quality of studies, and the details of specific interventions studied. Nevertheless, some broad patterns do emerge. Demand-side interventions that increase the immediate returns to (or reduce household costs of) school enrollment, or that increase students’ returns to effort, are broadly effective at increasing time in school and learning outcomes, but vary considerably in cost-effectiveness. Many expensive “standard” school inputs are often not very effective at improving outcomes, though some specific inputs (which are often less expensive) are. Interventions that focus on improved pedagogy (especially supplemental instruction to children lagging behind grade level competencies) are particularly effective, and so are interventions that improve school governance and teacher accountability. Our broad policy message is that the evidence points to several promising ways in which the efficiency of education spending in developing countries can be improved by pivoting public expenditure from less cost-effective to more cost-effective ways of achieving the same objectives. We conclude by documenting areas where more research is needed, and offer suggestions on the public goods and standards needed to make it easier for decentralized and uncoordinated research studies to be compared across contexts.
DA - 2016/01/01/
PY - 2016
DP - ScienceDirect
VL - 5
SP - 653
EP - 743
PB - Elsevier
ST - Chapter 10 - Improving Education Outcomes in Developing Countries
UR - https://www.sciencedirect.com/science/article/pii/B9780444634597000105
Y2 - 2023/10/26/14:21:09
KW - Cost effectiveness
KW - Demand for education
KW - Education in developing countries
KW - Learning outcomes
KW - Pedagogy
KW - Policy evaluation
KW - School enrollment and attendance
KW - School governance
KW - School inputs
ER -
TY - BOOK
TI - School Resources and Educational Outcomes in Developing Countries: A Review of the Literature from 1990 to 2010
AU - Glewwe, P.W.
AU - Hanushek, E.
AU - Humpage, S.D.
AU - Ravina, R.
T2 - Education Policy in Developing Countries
A2 - Glewwe, P.W.
CY - Chicago
DA - 2014///
PY - 2014
PB - University of Chicago Press
UR - https://doi.org/10.7208/chicago/9780226078854.003.0002.
ER -
TY - JOUR
TI - Retrospective vs. Prospective Analyses of School Inputs: The Case of Flip Charts in Kenya.
AU - Glewwe, Paul
AU - Kremer, Michael
AU - Moulin, Sylvie
AU - Zitzewitz, Eric
T2 - Journal of Development Economics
DA - 2004///
PY - 2004
DO - 10.1016/j.jdeveco.2003.12.010
SP - 251
EP - 268
UR - https://www.sciencedirect.com/science/article/abs/pii/S030438780300186X
ER -
TY - JOUR
TI - What policies will reduce gender schooling gaps in developing countries: Evidence and interpretation
AU - Glick, Peter
T2 - World Development
DA - 2008///
PY - 2008
DO - 10.1016/j.worlddev.2007.09.014
VL - 36
SP - 1623
EP - 46
ER -
TY - RPRT
TI - GETN Tenets & Principles of EdTech Trialing Networks & Environments within the US
AU - Global EdTech Trialing Network (United States)
AU - Boody Adorno, Katie
AU - Mote, Erin
DA - 2023/11/01/
PY - 2023
LA - en
PB - Global EdTech Testbeds Network
UR - https://docs.opendeved.net/lib/UF5E7H5N
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - Proposal for GPE accelerated funding for COVID-19 response (Malawi)
AU - Global Partnership for Education
DA - 2020///
PY - 2020
UR - https://www.globalpartnership.org/sites/default/files/document/file/2020-05-COVID-19%20AFF%20Request%20Malawi_0.pdf
Y2 - 2020/07/27/15:51:15
ER -
TY - ELEC
TI - Sierra Leone: The power of great teaching in times of crisis | Stories of change
AU - Global Partnership for Education
AB - The Ebola crisis that plagued Sierra Leone in 2014-2016 had an unexpected positive consequence: giving learners access to the country’s best teachers through an innovative radio educational program. This experience served the country well when the COVID-19 pandemic hit.
LA - en
ST - Sierra Leone
UR - https://www.globalpartnership.org/results/stories-of-change/sierra-leone-power-great-teaching-times-crisis
Y2 - 2020/11/25/19:06:42
KW - _C:Sierra Leone SLE
ER -
TY - RPRT
TI - A review of Empirical Research on School Leadership in the Global South
AU - Global School Leaders
DA - 2020///
PY - 2020
UR - https://static1.squarespace.com/static/58af429103596eb1eb5acace/t/5f20710484df25368418907b/1595961610688/GSL+Evidence+Review+Report.pdf
Y2 - 2020/08/11/10:34:22
KW - C:Low- and middle-income countries
KW - __C:filed:1
ER -
TY - RPRT
TI - Activating research-based testbeds in Victorian and international education environments
AU - Global Victoria EdTech Innovation Alliance
DA - 2022/03//
PY - 2022
DP - Zotero
LA - en
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - The Role of Social Goals in Academic Success: Recounting the Process of Conducting a Systematic Review
AU - Goagoses, Naska
AU - Koglin, Ute
T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application
A2 - Zawacki-Richter, Olaf
A2 - Kerres, Michael
A2 - Bedenlier, Svenja
A2 - Bond, Melissa
A2 - Buntins, Katja
AB - This chapter provides a reflective description of the steps taken in conducting a systematic review about the role of social goals in academic success. Through methodological reflections and explicit descriptions, we hope to provide guidance and inspiration to researchers who wish to conduct a systematic review in educational research. In our example, we illustrate the process of keyword selection, setting selection criteria, conducting the study selection and data extraction.
CY - Wiesbaden
DA - 2020///
PY - 2020
DP - Springer Link
SP - 145
EP - 161
LA - en
PB - Springer Fachmedien
SN - 978-3-658-27602-7
ST - The Role of Social Goals in Academic Success
UR - https://doi.org/10.1007/978-3-658-27602-7_9
Y2 - 2020/11/26/15:49:35
ER -
TY - JOUR
TI - Studying dilemmas of mathematics teaching in Southern Africa
AU - Gobede, Fraser
AU - Mosvold, Reidar
T2 - African Journal of Teacher Education and Development
DA - 2022///
PY - 2022
DO - 10.4102/ajoted.v1i1.4
DP - Google Scholar
UR - https://ntnuopen.ntnu.no/ntnu-xmlui/handle/11250/3054053
Y2 - 2023/11/14/15:50:50
ER -
TY - JOUR
TI - Assessment of students’ digital competences in primary school: a systematic review
AU - Godaert, Eline
AU - Aesaert, Koen
AU - Voogt, Joke
AU - Van Braak, Johan
T2 - Education and Information Technologies
DA - 2022/08//
PY - 2022
DO - 10.1007/s10639-022-11020-9
DP - DOI.org (Crossref)
VL - 27
IS - 7
SP - 9953
EP - 10011
J2 - Educ Inf Technol
LA - en
SN - 1360-2357, 1573-7608
ST - Assessment of students’ digital competences in primary school
UR - https://link.springer.com/10.1007/s10639-022-11020-9
Y2 - 2024/03/04/14:14:41
KW - Final_citation
ER -
TY - JOUR
TI - How learning and employment records shape access to quality education and jobs
AU - Goger, Annelies
AU - Parco, Allyson
AU - Carter-Rau, Rohan
AU - Homma, Kazumi
AU - Meliksetyan, Ani
AU - Milman, Natalie
DA - 2022///
PY - 2022
DP - Zotero
LA - en
KW - Final_citation
KW - existing
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Examining the impact of instructional technology and material design courses on technopedagogical education competency acquisition according to different variables
AU - Gokdas, Ibrahim
AU - Torun, Fulya
T2 - Kuram ve Uygulamada Egitim Bilimleri
AB - The need to integrate technology into education has made necessary a thorough examination of teachers’ technopedagogical competencies. While training preservice teachers, it is of particular importance that they acquire technopedagogical education competences during their preservice education. Practical and theoretical course content and Instructional Technology and Material Design (ITMD) courses are thought to be essential for preservice teachers’ technopedagogical education competency acquisition. However, the role of ITMD courses in preservice teachers’ technopedagogical education competency acquisition has remained obscure in the literature. As such, the study aims to describe the effect that ITMD courses have on technopedagogical education competency acquisition. The research was conducted with a total of 186 preservice teachers studying in the departments of classroom teaching and preschool teaching in a Faculty of Education in Turkey. The research data were gathered using the Technopedagogical Education Competency Scale (TPACK-deep), developed by Kabakci Yurdakul, Odabasi, Kilicer, Coklar, Birinci, and Kurt. This five-point Likert type scale consists of a total of four factors, i.e. design, proficiency, ethics, and exertion. The internal reliability coefficient of the 33-item scale was .95. The scale was applied by faculty members in-line with the course description designated by the Council of Higher Education (YÖK) as a pre- and post-test at the beginning and end of the semester that the course was given. A paired samples t-test and CHAID (Chi-squared Automatic Interaction Detection) analysis were incorporatedly employed to analyze the data. The research showed that ITMD courses influenced preservice teachers’ acquisition of technopedagogical education competencies. The following were observed to be critical predictor variables in technopedagogical education competency acquisition: having received computer training prior to taking the ITMD courses and the average time one spends using a computer per day.
DA - 2017/10//
PY - 2017
DO - 10.12738/estp.2017.5.0322
VL - 17
IS - 5
SP - 1733
EP - 1758
LA - English
SN - 13030485
UR - https://www.researchgate.net/publication/319283701_Examining_the_Impact_of_Instructional_Technology_and_Material_Design_Courses_on_Technopedagogical_Education_Competency_Acquisition_According_to_Different_Variables/link/59ac2cf7aca272f8a15887c9/download
AN - 1989487539
KW - Communication
KW - Computers
KW - Core curriculum
KW - Early childhood education
KW - Education
KW - Educational technology
KW - Knowledge
KW - Learning
KW - Mathematics
KW - Pedagogy
KW - Preschool education
KW - Science education
KW - Social research
KW - Students
KW - Teacher education
KW - Teaching methods
KW - Web 2.0
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2095985
KW - __finaldtb
ER -
TY - JOUR
TI - Test of English Language Learning (℡L)(Pearson, 2016)
AU - Gokturk, Nazlinur
T2 - Language Assessment Quarterly
DA - 2018///
PY - 2018
DO - 10.1080/15434303.2018.1448821
DP - Google Scholar
SP - 1
EP - 8
KW - __C:filed:1
ER -
TY - JOUR
TI - Three Decades of Research: The Case for Comprehensive Sex Education
AU - Goldfarb, Eva S.
AU - Lieberman, Lisa D.
T2 - Journal of Adolescent Health
AB - Purpose
School-based sex education plays a vital role in the sexual health and well-being of young people. Little is known, however, about the effectiveness of efforts beyond pregnancy and sexually transmitted disease prevention. The authors conducted a systematic literature review of three decades of research on school-based programs to find evidence for the effectiveness of comprehensive sex education.
Methods
Researchers searched the ERIC, PsycINFO, and MEDLINE. The research team identified papers meeting the systematic literature review criteria. Of 8,058 relevant articles, 218 met specific review criteria. More than 80% focused solely on pregnancy and disease prevention and were excluded, leaving 39. In the next phase, researchers expanded criteria to studies outside the U.S. to identify evidence reflecting the full range of topic areas. Eighty articles constituted the final review.
Results
Outcomes include appreciation of sexual diversity, dating and intimate partner violence prevention, development of healthy relationships, prevention of child sex abuse, improved social/emotional learning, and increased media literacy. Substantial evidence supports sex education beginning in elementary school, that is scaffolded and of longer duration, as well as LGBTQ–inclusive education across the school curriculum and a social justice approach to healthy sexuality.
Conclusions
Review of the literature of the past three decades provides strong support for comprehensive sex education across a range of topics and grade levels. Results provide evidence for the effectiveness of approaches that address a broad definition of sexual health and take positive, affirming, inclusive approaches to human sexuality. Findings strengthen justification for the widespread adoption of the National Sex Education Standards.
DA - 2021/01/01/
PY - 2021
DO - 10.1016/j.jadohealth.2020.07.036
DP - ScienceDirect
VL - 68
IS - 1
SP - 13
EP - 27
J2 - Journal of Adolescent Health
LA - en
SN - 1054-139X
ST - Three Decades of Research
UR - https://www.sciencedirect.com/science/article/pii/S1054139X20304560
Y2 - 2022/04/05/20:24:08
KW - CSE
KW - K-12
KW - National Sex Education Standards
KW - National Sexuality Education Standards
KW - Sex education
KW - Sexuality education
KW - Systematic Literature Review
KW - comprehensive sex education
ER -
TY - RPRT
TI - Sustainable Development Goal 4 in the Commonwealth - Status Update Report
AU - Goldie-Scot, Matthew
AU - Hollows, Sophie
AU - Hennessy, Sara
AU - Mathew, Primrose
AU - Delbridge-Smith, Paul
AU - Haßler, Björn
CY - London
DA - 2018///
PY - 2018
PB - Commonwealth Secretariat
UR - http://www.20ccem.gov.fj/images/CCEM_TAB/17022018/CCEM(20)SDG4%20RPT.pdf
Y2 - 2020/07/23/19:43:25
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - _C:Antigua and Barbuda ATG
KW - _C:Australia AUS
KW - _C:Bahamas BHS
KW - _C:Bangladesh BGD
KW - _C:Barbados BRB
KW - _C:Belize BLZ
KW - _C:Botswana BWA
KW - _C:Brunei Darussalam BRN
KW - _C:Cameroon CMR
KW - _C:Canada CAN
KW - _C:Cyprus CYP
KW - _C:Dominica DMA
KW - _C:Fiji FJI
KW - _C:Ghana GHA
KW - _C:Grenada GRD
KW - _C:Guinea GIN
KW - _C:Guyana GUY
KW - _C:India IND
KW - _C:Jamaica JAM
KW - _C:Kenya KEN
KW - _C:Kiribati KIR
KW - _C:Lesotho LSO
KW - _C:Malawi MWI
KW - _C:Malaysia MYS
KW - _C:Malta MLT
KW - _C:Mauritius MUS
KW - _C:Mozambique MOZ
KW - _C:Namibia NAM
KW - _C:Nauru NRU
KW - _C:New Zealand NZL
KW - _C:Nigeria NGA
KW - _C:Pakistan PAK
KW - _C:Papua New Guinea PNG
KW - _C:Rwanda RWA
KW - _C:Saint Kitts and Nevis KNA
KW - _C:Saint Lucia LCA
KW - _C:Saint Vincent and the Grenadines VCT
KW - _C:Samoa WSM
KW - _C:Seychelles SYC
KW - _C:Sierra Leone SLE
KW - _C:Singapore SGP
KW - _C:Solomon Islands SLB
KW - _C:South Africa ZAF
KW - _C:Sri Lanka LKA
KW - _C:Tanzania TZA
KW - _C:Tonga TON
KW - _C:Trinidad and Tobago TTO
KW - _C:Tuvalu TUV
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Vanuatu VUT
KW - _C:Zambia ZMB
KW - _C:eSwatini SWZ
KW - __C:filed:1
KW - __C:scheme:1
KW - _bjoern_cv
KW - _r:ImportedToMyEducationEvidence
ER -
TY - CHAP
TI - The race between education and technology
AU - Goldin, Claudia
AU - Katz, Lawrence F.
T2 - Inequality in the 21st Century
DA - 2018///
PY - 2018
DP - Google Scholar
SP - 49
EP - 54
PB - Routledge
UR - https://www.taylorfrancis.com/chapters/edit/10.4324/9780429499821-10/race-education-technology-claudia-goldin-lawrence-katz
Y2 - 2024/03/05/09:36:57
KW - Final_citation
ER -
TY - CONF
TI - Collaborative workshops for sustainable teacher development. In Proceedings of AFRICME5
AU - Golding J.
T2 - AFRICME5
C1 - Aga Khan University, Dar es Salaam, Tanzania
DA - 2018/08//
PY - 2018
SP - 173
EP - 177
UR - https://www.aku.edu/events/africme/Documents/AFRICME%205%20Proceedings.pdf
ER -
TY - JOUR
TI - A Design Approach to Mathematics Teacher Educator Development in East Africa
AU - Golding, Jennie
AU - Batiibwe, Marjorie Sarah K.
T2 - Journal of Research and Advances in Mathematics Education
DA - 2021/01//
PY - 2021
DO - 10.23917/jramathedu.v6i1.11898
VL - 6
IS - 1
LA - en
SN - 2503-3697
KW - Final_citation
KW - cited
KW - existing
ER -
TY - CHAP
TI - Changing teaching in a changing society
AU - Goldstein, C
AU - Mnisi, P
AU - Rodwell, P
T2 - Mathematics Teacher Education: Critical International Perspectives
A2 - Jaworski, B.
A2 - Wood, T.
A2 - Dawson, S.
T3 - Studies in Mathematics Education Series
DA - 1999///
PY - 1999
VL - 12
SP - 78
EP - 89
PB - Taylor and Francis
ST - Changing teaching in a changing society
ER -
TY - JOUR
TI - Virtual Community Mentoring Models for Middle School Underachievers Psychosocial Development and Well-Being During COVID-19
AU - Gomes, Roseline Florence
AU - Thomas, Lijo
T2 - Journal of Learning for Development
AB - Recent studies highlight the outcomes of COVID-19 on the psychosocial skills of early adolescents. It shows the unavailability of virtual community mentoring models for teenagers' individual and interpersonal growth in the virtual scenario. Hence, there emerges a need to explore and apply the available virtual communication resources by facilitators, families, and other community professionals for teenagers’ self-development. This article reports the application of virtual resources like WhatsApp, graphic design platforms (CANVA and Adobe), graphic interchange formats (GIPHY App), all-in-one visual content editing forums (InShot App), and memes (Meme Generator App) in engaging and supporting community mentoring capacities leading to psychosocial development and well-being for teenagers during COVID-19. Through this article, contemporary virtual models are explored and executed with community guidance to integrate the personal developmental skills of middle school underachievers. There is also a need to work with community interventions by using virtual mentoring skillsets for positive youth development.
DA - 2022/03/15/
PY - 2022
DP - jl4d.org
VL - 9
IS - 1
SP - 137
EP - 144
LA - en
SN - 2311-1550
UR - https://jl4d.org/index.php/ejl4d/article/view/614
Y2 - 2022/04/05/12:27:13
KW - COVID-19
KW - Psychosocial Development
KW - Virtual Community Models
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The transcendence of Augmented Reality in student motivation. A systematic review and meta-analysis
AU - Gómez García, Gerardo
AU - Rodríguez Jiménez, Carmen
AU - Marín Marín, José Antonio
T2 - ALTERIDAD. Revista de Educación
DA - 2020///
PY - 2020
DP - Google Scholar
VL - 15
IS - 1
SP - 36
EP - 46
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes
AU - Gomez, J.
AU - Moreno, Lorenzo
AU - Rolla, Andrea
AU - D'Sa, Nikhit
T2 - Developmental psychology
DA - 2015///
PY - 2015
VL - 51
SP - 309
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Effectivity of E-Learning through Whatsapp as a Teaching Learning Tool
AU - Gon, Sonia
AU - Rawekar, Alka
T2 - MVP Journal of Medical Sciences
AB - Introduction: WhatsApp is a free messenger application that works across multiple platform and is being widely used among undergraduate students to send multimedia messages like photos, videos, audios along with simple text messages. Aims and Objectives: To assess the affectivity of social media like WhatsApp in delivering knowledge to 4th semester MBBS students and to compare the improvement of knowledge gain through e-learning and didactic lecture. Simultaneously, perception of learners about e-learning via WhatsApp will also be collated. Material and Methods: This prospective analytical interventional study was conducted in the department of Pathology from 01.02.2015 to 31.06.2015, on 4th semester MBBS students. Two groups of students were taught the same topics by two different T-L activities i.e., through WhatsApp and via didactic lectures. Assessment of knowledge was done by giving pre and post-test questionnaire of 20 marks for each topic. Perception of e-learning through WhatsApp was done by feedback form. Observation and Results: The post test results revealed that the learners with WhatsApp as a learning tool scored in the range of 5-20 marks while those with didactic lecture scored in the range of 3-17.5 marks and had an average of 11.6 and 11.9 score respectively. The two tailed t value between the two groups is 0.635 which is not statistically significant. Technical, educational and instructional advantages of teaching learning activity via WhatsApp out pars disadvantages. Facilitator’s availability and Learning anytime anywhere were top two advantages of learning through WhatsApp with 86.72% and 86.55% students agreeing to it. Message flooding, time consuming and eye strain were the other technical disadvantages observed in the present study with 63.23%, 75.28% and 68.53 students agreeing to it. Conclusion: Constant availability of facilitator and learning anytime anywhere has made WhatsApp a new and convenient tool for teaching learning activity. Though there is no significant difference between gain of knowledge from WhatsApp or didactic lectures, advantages (technical, educational or instructional) out pars the disadvantages. A few disadvantages, like message flooding and eyestrain can be overruled by making small groups and using mobiles with bigger screen. Enabling a Wi-Fi in the college campus can make its use cost effective.
DA - 2017/05/01/
PY - 2017
DO - 10.18311/mvpjms.v4i1.8454
DP - www.mvpjms.org
SP - 19
EP - 25
J2 - MVP.J.M.S
LA - en-US
SN - 2348-2648
UR - http://www.mvpjms.org/index.php/mvpjms/article/view/158
Y2 - 2022/12/26/15:35:26
KW - Final_citation
KW - cited
KW - existing
KW - ⚠️ Invalid DOI
ER -
TY - JOUR
TI - Alignment of higher professional education with the needs of the local labour market: the case of Ghana
AU - Gondwe, Mtinkheni
AU - Walenkamp, Jos
DA - 2011///
PY - 2011
UR - https://www.voced.edu.au/content/ngv:49114
KW - GS_en
KW - _C:Ghana GHA
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Lifting the education revolution to the next level
AU - Gonsalves, Ralphe
AB - lifting the education revolution to the next level - Read more about educational, secondary, vincent, primary, facilities and grenadines.
CY - Kingstown
DA - 2010/11//
PY - 2010
LA - en
PB - Office of the Prime Minister
UR - https://www.yumpu.com/en/document/read/35941436/lifting-the-education-revolution-to-the-next-level-ralphegonsalvesorg
Y2 - 2020/11/12/09:37:48
ER -
TY - RPRT
TI - Data Collection Report: OECS Declaration on Education Statement
AU - Gonsalves, Sarah-Lee
AU - Regis, Callista
AU - Haßler, Björn
CN - 0262
CY - St. Lucia
DA - 2022/02//
PY - 2022
M3 - Academic Recovery Programme Phase II
PB - Organisation of Eastern Caribbean States
SN - 7
UR - https://docs.opendeved.net/lib/8MXW5XLH
KW - Author:OpenDevEd
ER -
TY - RPRT
TI - OECS Education Forum Meeting Report
AU - Gonsalves, Sarah-Lee
AU - Regis, Callista
AU - Haßler, Björn
CN - 0260
CY - St. Lucia
DA - 2022/02//
PY - 2022
M3 - Academic Recovery Programme Phase II
PB - Organisation of Eastern Caribbean States
SN - 5
UR - https://docs.opendeved.net/lib/EQ69UM4U
KW - Author:OpenDevEd
ER -
TY - RPRT
TI - Pitch Deck: Academic Recovery Programme Phase II
AU - Gonsalves, Sarah-Lee
AU - Regis, Callista
AU - Haßler, Björn
CN - 0258
CY - St. Lucia
DA - 2022/02//
PY - 2022
M3 - Academic Recovery Programme Phase II
PB - Organisation of Eastern Caribbean States
SN - 3
UR - https://docs.opendeved.net/lib/VCDTU7ES
KW - Author:OpenDevEd
ER -
TY - RPRT
TI - Revised Programme Brief
AU - Gonsalves, Sarah-Lee
AU - Regis, Callista
AU - Haßler, Björn
CN - 0259
CY - St. Lucia
DA - 2022/02//
PY - 2022
M3 - Academic Recovery Programme Phase II
PB - Organisation of Eastern Caribbean States
SN - 4
UR - https://docs.opendeved.net/lib/T85S88PM
KW - Author:OpenDevEd
ER -
TY - RPRT
TI - ARP Phase I Implementation Progress Report
AU - Gonsalves, Sarah-Lee
AU - Regis, Callista
AU - Megha-Bongnkar, Ghislaine
AU - Haßler, Björn
CN - 0257
CY - St. Lucia
DA - 2022/02//
PY - 2022
M3 - Academic Recovery Programme Phase II
PB - Organisation of Eastern Caribbean States
SN - 2
UR - https://docs.opendeved.net/lib/CZ63JZQS
KW - Author:OpenDevEd
ER -
TY - RPRT
TI - OECS Declaration on Education Statement
AU - Gonsalves, Sarah-Lee
AU - Regis, Callista
AU - Theeb, Thaer AlSheikh
AU - Haßler, Björn
CN - 0261
CY - St. Lucia
DA - 2022/02//
PY - 2022
M3 - Academic Recovery Programme Phase II
PB - Organisation of Eastern Caribbean States
SN - 6
UR - https://docs.opendeved.net/lib/79LLTCAU
KW - Author:OpenDevEd
KW - _bjoern_cv
ER -
TY - RPRT
TI - Revised Programme Description
AU - Gonsalves, Sarah-Lee
AU - Regis, Callista
AU - Villavicencio, Xuzel
AU - Haßler, Björn
CN - 0256
CY - St. Lucia
DA - 2022/02//
PY - 2022
M3 - Academic Recovery Programme Phase II
PB - Organisation of Eastern Caribbean States
SN - 1
UR - https://docs.opendeved.net/lib/BAT326IU
KW - Author:OpenDevEd
ER -
TY - BOOK
TI - Deep Learning, Adaptive Computation and Machine Learning Series
AU - Goodfellow, I.
AU - Bengio, Y
AU - Courville, A.
CY - Cambridge, MA
DA - 2016///
PY - 2016
LA - en
PB - MIT Press
ER -
TY - RPRT
TI - ROER4D Project Activity Toolkit - Evaluation
AU - Goodier, Sarah
AB - The Research on Open Educational Resources for Development (ROER4D) project was a four-year (2013–2017), large-scale networked project which set out to contribute a Global South research perspective on how open educational resources can help to improve access, enhance quality and reduce the cost of education in the Global South. The project engaged a total of 103 researchers in 18 sub-projects across 21 countries from South America, Sub-Saharan Africa and Asia, coordinated by Network Hub teams at the University of Cape Town (UCT) and Wawasan Open University. This chapter forms part of a project activity toolkit, which is comprised of five documents outlining activities associated with each of the ROER4D UCT Network Hub pillars of project management activity: networking, evaluation, communications, research capacity building, and curation and dissemination. It is hoped that these chapters will be of practical use to other projects attempting to integrate any of these functions in their operational strategy. The focus of this chapter is on the evaluation activity which took place within the ROER4D project. Using a Utilization-Focused Evaluation (UFE) framework as a scaffold, it outlines and reflects on what evaluation activity was undertaken in the ROER4D project against the 12-step UFE process, why this was done and what was learned from the process. It also offers recommendations for other Global South, large-scale networked projects that may wish to implement an internal, use-focused evaluation process.
DA - 2018/06/12/
PY - 2018
DP - Research on Open Educational Resources for Development project
LA - eng
PB - Research on Open Educational Resources for Development project
UR - https://zenodo.org/record/1221325
Y2 - 2018/07/19/14:44:48
KW - Adoption and Impact of OER in the Global South
KW - CitedIn:eCubed
KW - Done:ReferenceFixed
KW - Evaluation
KW - Global South
KW - OEP
KW - OER
KW - Open Educational Resources
KW - Utilization-Focused Evaluation
KW - eCubed
ER -
TY - RPRT
TI - ROER4D Project Activity Toolkit - Networking
AU - Goodier, Sarah
AU - Hodgkinson-Williams, Cheryl
AB - The Research on Open Educational Resources for Development (ROER4D) project was a four-year (2013–2017), large-scale networked project which set out to contribute a Global South research perspective on how open educational resources can help to improve access, enhance quality and reduce the cost of education in the Global South. The project engaged a total of 103 researchers in 18 sub-projects across 21 countries from South America, Sub-Saharan Africa and Asia, coordinated by Network Hub teams at the University of Cape Town (UCT) and Wawasan Open University. This chapter forms part of a project activity toolkit, which is comprised of five documents outlining activities associated with each of the ROER4D UCT Network Hub pillars of project management activity: networking, evaluation, communications, research capacity building, and curation and dissemination. It is hoped that these chapters will be of practical use to other projects attempting to integrate any of these functions in their operational strategy. The focus of this chapter is on the networking activities conducted within the ROER4D project. It explores the concept of networking in the ROER4D project context, outlines the project approach towards visualising and analysing the project network, identifies useful tools for network visualisation and offers insights into lessons learned. Overall, it highlights the value of positioning the networking function as a specific project objective in order to better engage current and prospective researchers, educators, publishers, other research projects, advocates and policy-makers.
DA - 2018/06/12/
PY - 2018
DP - Zenodo
LA - eng
PB - Research on Open Educational Resources for Development project
UR - https://zenodo.org/record/1221323
Y2 - 2018/07/19/14:44:49
KW - Adoption and Impact of OER in the Global South
KW - CitedIn:eCubed
KW - Done:ReferenceFixed
KW - Global South
KW - Networking
KW - OEP
KW - OER
KW - Open Educational Resources
KW - eCubed
ER -
TY - RPRT
TI - Use of tablet technology in the classroom.
AU - Goodwin, K.
DA - 2012///
PY - 2012
PB - NSW Department of Education and Communities
ER -
TY - JOUR
TI - Social media and teacher professional learning communities
AU - Goodyear, Victoria A.
AU - Parker, Melissa
AU - Casey, Ashley
T2 - Physical Education and Sport Pedagogy
AB - Background: An extensive and international evidence base positions professional learning communities (PLCs) as an effective continued professional development (CPD) mechanism that can impact on teachers’ practices and, in turn, students’ learning. The landscape of teacher PLCs is continuously developing; notably through teachers’ uses of social media. Yet, there is limited robust evidence identifying the characteristics of social media PLCs that impact on teachers’ learning and practice.Purpose: This exploratory study examined the characteristics of a specific Twitter-based professional learning community – #pechat. The research questions were: (i) what is the nature of a Twitter-based professional learning community? and (ii) what characteristics of a Twitter-based professional learning community develop learning and practice?Methods: Data were generated from 901 tweets between 100 participants; and 18 in-depth semi-structured elicitation interviews with participants and moderators of the Twitter-based professional learning community. Data were analysed through a process of deliberation, and a relativist approach informed quality.Findings: Two themes are reported to explain the nature of the Twitter-based professional learning community and the different types of characteristics of #pechat that developed learning and practice. The first theme engagement shows how different participants of #pechat engaged with discussions and how moderators played a key role in facilitating discussions between participants. The second theme shared practices shows how discussions between participants of #pechat led to the development of new practices that some teachers were able to use to accomplish particular objectives in their physical education lessons.Conclusion: The analysis of the data provided evidence to suggest that #pechat is a PLC and is representative of an established group of practitioners. These characteristics should be considered in the design of future online professional development experiences. Facilitator or moderator training could support the development of social media based PLCs that subsequently and positively impact on teachers’ practices.
DA - 2019/09/03/
PY - 2019
DO - 10.1080/17408989.2019.1617263
DP - Taylor and Francis+NEJM
VL - 24
IS - 5
SP - 421
EP - 433
SN - 1740-8989
UR - https://doi.org/10.1080/17408989.2019.1617263
Y2 - 2021/06/25/16:02:42
KW - Communities of practice
KW - constructivism
KW - professional learning
KW - situated learning
ER -
TY - BOOK
TI - Getting evidence into education: Evaluating the routes to policy and practice
AU - Gorard, Stephen
DA - 2020///
PY - 2020
DP - Google Scholar
PB - Routledge
ST - Getting evidence into education
UR - https://books.google.co.uk/books?hl=en&lr=&id=5AvaDwAAQBAJ&oi=fnd&pg=PA1978&ots=dMEZ5kK_Kq&sig=k1e2wSkUb0tpUIZ-MRPiXSrv-vs
Y2 - 2023/11/01/23:26:53
ER -
TY - JOUR
TI - Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63
AU - Gordon, Morris
AU - Patricio, Madalena
AU - Horne, Laura
AU - Muston, Alexandra
AU - Alston, Sebastian R.
AU - Pammi, Mohan
AU - Thammasitboon, Satid
AU - Park, Sophie
AU - Pawlikowska, Teresa
AU - Rees, Eliot L.
AU - Doyle, Andrea Jane
AU - Daniel, Michelle
T2 - Medical Teacher
AB - Background The novel coronavirus disease (COVID-19) was declared a pandemic in March 2020. This rapid systematic review synthesised published reports of medical educational developments in response to the pandemic, considering descriptions of interventions, evaluation data and lessons learned.Methods The authors systematically searched four online databases and hand searched MedEdPublish up to 24 May 2020. Two authors independently screened titles, abstracts and full texts, performed data extraction and assessed risk of bias for included articles. Discrepancies were resolved by a third author. A descriptive synthesis and outcomes were reported.Results Forty-nine articles were included. The majority were from North America, Asia and Europe. Sixteen studies described Kirkpatrick’s outcomes, with one study describing levels 1–3. A few papers were of exceptional quality, though the risk of bias framework generally revealed capricious reporting of underpinning theory, resources, setting, educational methods, and content. Key developments were pivoting educational delivery from classroom-based learning to virtual spaces, replacing clinical placement based learning with alternate approaches, and supporting direct patient contact with mitigated risk. Training for treating patients with COVID-19, service reconfiguration, assessment, well-being, faculty development, and admissions were all addressed, with the latter categories receiving the least attention.Conclusions This review highlights several areas of educational response in the immediate aftermath of the COVID-19 pandemic and identifies a few articles of exceptional quality that can serve as models for future developments and educational reporting. There was often a lack of practical detail to support the educational community in enactment of novel interventions, as well as limited evaluation data. However, the range of options deployed offers much guidance for the medical education community moving forward and there was an indication that outcome data and greater detail will be reported in the future.
DA - 2020/11/01/
PY - 2020
DO - 10.1080/0142159X.2020.1807484
DP - Taylor and Francis+NEJM
VL - 42
IS - 11
SP - 1202
EP - 1215
SN - 0142-159X
ST - Developments in medical education in response to the COVID-19 pandemic
UR - https://doi.org/10.1080/0142159X.2020.1807484
Y2 - 2022/04/05/20:29:30
KW - Best evidence medical education
KW - medicine
KW - methods
KW - postgraduate
KW - undergraduate
ER -
TY - JOUR
TI - Achieving the Promise to Leave No Girl behind in Commonwealth Countries
AU - Gordon, Rebecca
AU - Marston, Lauren
AU - Rose, Pauline
AU - Zubairi, Asma
T2 - The Round Table
DA - 2019/07/04/
PY - 2019
DO - 10.1080/00358533.2019.1634890
DP - DOI.org (Crossref)
VL - 108
IS - 4
SP - 383
EP - 398
J2 - The Round Table
LA - en
SN - 0035-8533, 1474-029X
UR - https://www.tandfonline.com/doi/full/10.1080/00358533.2019.1634890
Y2 - 2023/11/08/16:15:37
ER -
TY - JOUR
TI - 12 years of quality education for all girls: A commonwealth perspective
AU - Gordon, Rebecca
AU - Rose, Pauline
AU - Marston, Lauren
AU - Zubairi, Asma
DA - 2019///
PY - 2019
DP - Google Scholar
ST - 12 years of quality education for all girls
UR - https://research.birmingham.ac.uk/en/publications/12-years-of-quality-education-for-all-girls-a-commonwealth-perspe
Y2 - 2023/11/08/16:15:43
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Effects of Tulsa’s Pre‐K Program on Middle School Student Performance.
AU - Gormley, W. T. Jr., D. Phillips
AU - Anderson, S.
T2 - Journal of Policy Analysis and Management
DA - 2018///
PY - 2018
DO - 10.1002/pam.22023
SP - 63
EP - 87
UR - https://doi.org/10.1002/pam.22023
ER -
TY - JOUR
TI - Online tutoring works: Experimental evidence from a program with vulnerable children
AU - Gortazar, Lucas
AU - Hupkau, Claudia
AU - Roldán-Monés, Antonio
T2 - Journal of Public Economics
AB - We provide evidence from a randomized controlled trial on the effectiveness of a novel, 100-percent online math tutoring program, targeted at secondary school students from highly disadvantaged neighborhoods. The intensive, eight-week-long program was delivered in groups of two students during after-school hours, mostly by qualified math teachers. The intervention significantly increased standardized test scores (+0.26 SD) and end-of-year math grades (+0.49 SD), while reducing the probability of repeating the school year. The intervention also raised aspirations, as well as self-reported effort at school. The two-on-one design allows us to significantly reduce costs and improve scalability, while showing similar results as one-on-one tutoring programs.
DA - 2024/04/01/
PY - 2024
DO - 10.1016/j.jpubeco.2024.105082
DP - ScienceDirect
VL - 232
SP - 105082
J2 - Journal of Public Economics
SN - 0047-2727
ST - Online tutoring works
UR - https://www.sciencedirect.com/science/article/pii/S0047272724000185
Y2 - 2024/03/19/23:26:16
KW - Child outcomes
KW - Final_citation
KW - Mathematics
KW - Mentoring
KW - Online tutoring
KW - RCT
ER -
TY - BOOK
TI - World Yearbook of Education 2019: Comparative Methodology in the Era of Big Data and Global Networks
AU - Gorur, Radhika
AU - Sellar, Sam
AU - Steiner-Khamsi, Gita
AB - Digital methodologies, new forms of data visualization and computer-based learning and assessment are creating new challenges as well as opportunities for scholars in educational research. The World Yearbook of Education 2019 explores this highly relevant topic, opening a new discussion about the various conceptual and methodological challenges and opportunities in contemporary educational research. This volume explores contemporary methods of inquiry, with chapters organized around four topics of enduring interest in this field: impacts, patterns, relations and contexts. The World Yearbook of Education 2019 comprises contributions from internationally renowned scholars exploring novel concepts and methodologies in grappling with contemporary empirical phenomena in educational research. Vital questions such as how we understand the technological developments that are creating new possibilities for and demands on education, and how we make sense of complex cases that cut across multiple nations, are discussed. This newest addition to the prestigious World Yearbook of Education series provides a fascinating read for scholars in the fields of education policy and comparative education. It is not only a useful resource for educational researchers and policy makers examining new trends and emerging issues, but would be of interest to graduate students exploring innovative methodologies, particularly in the study of education and education policy.
DA - 2018/10/03/
PY - 2018
DP - Google Books
SP - 245
LA - en
PB - Routledge
SN - 978-1-351-37686-0
ST - World Yearbook of Education 2019
KW - Education / Experimental Methods
KW - Education / General
KW - Education / Research
ER -
TY - JOUR
TI - Student Learning Outcomes Assessment in Higher Education and in Academic Libraries: A Review of the Literature
AU - Goss, Harold
T2 - The Journal of Academic Librarianship
AB - Conducting effective assessment toward evaluating student learning outcomes (SLO) is a difficult and complex process for all higher education professionals. University-level conversations are increasingly centered on student learning outcomes as they pertain to issues such as students' skills competence, continuous improvement, retention, etc. In response to the increasing demand for units on campus (including academic libraries) to contribute to these conversations, an understanding of how to assess student learning outcomes becomes essential. This paper reviews recent academic literature pertaining to assessing student learning outcomes in higher education and academic libraries. The objective is to use both to create a starting point for academic librarians looking to embark on a SLO-based program of assessment at their academic libraries.
DA - 2022/03/01/
PY - 2022
DO - 10.1016/j.acalib.2021.102485
DP - ScienceDirect
VL - 48
IS - 2
SP - 102485
J2 - The Journal of Academic Librarianship
LA - en
SN - 0099-1333
ST - Student Learning Outcomes Assessment in Higher Education and in Academic Libraries
UR - https://www.sciencedirect.com/science/article/pii/S0099133321001762
Y2 - 2022/04/05/20:26:47
KW - Academic libraries
KW - Assessment
KW - Information literacy
KW - Librarians
KW - Student learning outcomes
KW - Student success
ER -
TY - JOUR
TI - Randomized Trial of Tablet Computers for Education and Learning in Children and Young People with Low Vision
AU - Gothwal, Vijaya K.
AU - Thomas, Rachel
AU - Crossland, Michael
AU - Bharani, Seelam
AU - Sharma, Sujata
AU - Unwin, Hilary
AU - Xing, Wen
AU - Khabra, Komel
AU - Dahlmann-Noor, Annegret
T2 - Optometry and Vision Science
AB - SIGNIFICANCE
Mobile devices such as tablet computers have become widely available as mainstream devices and are also used in some schools, but there is an absence of robust information regarding the efficacy of any optical/electronic low vision device or tablet computer in supporting education of young people with low vision.
PURPOSE
A randomized controlled trial (RCT) is needed to measure the impact of tablet computers on education, specifically on independent access to educational material, in children and young people with low vision. We conducted a pilot RCT to determine the feasibility of conducting a full-scale trial.
METHODS
This was a randomized multicenter pilot trial across two sites in the United Kingdom and one site in India. Forty children and young people aged 10 to 18 years with low vision (best-corrected visual acuity for distance between <20/60 [0.48 logMAR] and 20/400 [1.30 logMAR] in the better eye) in the United Kingdom (n = 20) and India (n = 20) were randomized to two parallel arms, with a 1:1 allocation ratio, to control (n = 20) or intervention (n = 20). Control group participants received standard low vision care. The intervention group received a tablet computer (iPad) with low vision applications and instruction in its use, including accessibility features. Four primary outcomes included (1) 6-month recruitment rate, (2) retention of participants for 3 months, (3) acceptance/usage of device, and (4) accessibility of device.
RESULTS
Nineteen participants (95%) enrolled within 6 months in the United Kingdom, and 20 participants (100%), in India. Retention at 3 months was 85% (n = 17) in the United Kingdom and 95% (n = 19) in India. More than one half of participants reported using a tablet computer at school at least once every day. The majority (90%) found it easily accessible.
CONCLUSIONS
This study demonstrated that it is feasible to recruit children and young people with low vision into an international multicenter RCT of electronic assistive technology. Regardless of geographical location, children and young people with low vision reported using tablet computers at least once a day at school and accessed them easily.
DA - 2018/09//
PY - 2018
DO - 10.1097/OPX.0000000000001270
DP - journals.lww.com
VL - 95
IS - 9
SP - 873
EP - 882
LA - en-US
SN - 1538-9235
UR - https://journals.lww.com/optvissci/Fulltext/2018/09000/Randomized_Trial_of_Tablet_Computers_for_Education.23.aspx
Y2 - 2022/04/16/10:01:09
ER -
TY - JOUR
TI - Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap
AU - Goudeau, Sébastien
AU - Sanrey, Camille
AU - Stanczak, Arnaud
AU - Manstead, Antony
AU - Darnon, Céline
T2 - Nature Human Behaviour
DA - 2021///
PY - 2021
DO - 10.1038/s41562-021-01212-7
DP - Google Scholar
VL - 5
IS - 10
SP - 1273
EP - 1281
ER -
TY - JOUR
TI - Weight of evidence: a framework for the appraisal of the quality and relevance of evidence
AU - Gough, David
T2 - Research papers in education
DA - 2007///
PY - 2007
DO - 10.1080/02671520701296189
DP - Google Scholar
VL - 22
IS - 2
SP - 213
EP - 228
ST - Weight of evidence
UR - http://www.tandfonline.com/doi/abs/10.1080/02671520701296189
Y2 - 2014/08/08/10:37:15
ER -
TY - BOOK
TI - An introduction to systematic reviews
AU - Gough, David
AU - Oliver, Sandy
AU - Thomas, James
DA - 2012///
PY - 2012
DP - Google Scholar
PB - Sage
UR - http://www.ebooks.com/880844/an-introduction-to-systematic-reviews/gough-david-ed--oliver-sandy-ed--thomas-james-ed/
AN - UA-e50fa1f9-697b-46bf-b0e0-3d13407587df
Y2 - 2015/03/09/23:48:27
KW - AWP2
KW - Research methods
ER -
TY - BLOG
TI - Overview of emerging country-level response to providing continuity under COVID-19 What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure?
AU - Gould, Briony
T2 - EdTech Hub
AB - Overview of emerging country-level response to providing continuity under COVID-19 What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? FULL REPORT PDF DOWNLOAD Summary of report Scope of study This report provides a rapid summary of country-level responses to the management of school closures in 2020, with a focus on the…
LA - en-US
UR - https://edtechhub.org/overview-of-emerging-country-level-response-to-providing-continuity-under-covid-19-what-steps-are-being-taken-to-reach-the-most-disadvantaged-students-during-the-period-of-covid-19-school-closure/
Y2 - 2021/03/25/14:05:29
ER -
TY - ELEC
TI - Core principles of agile
AU - gov.uk
T2 - GOV.UK
AB - Focus on user needs, deliver iteratively, improve continuously, fail fast, learn quickly.
DA - 2016///
PY - 2016
LA - en
UR - https://www.gov.uk/service-manual/agile-delivery/core-principles-agile
Y2 - 2022/10/17/03:38:40
KW - Final_citation
KW - cited
KW - existing
ER -
TY - RPRT
TI - Remote education research
AU - gov.uk
LA - en
UR - https://www.gov.uk/government/publications/remote-education-research/remote-education-research
Y2 - 2021/02/26/20:27:45
KW - _zenodoETH
ER -
TY - BOOK
TI - Early reading: Igniting education for all. A report by the Early Grade Learning Community of Practice (Rev. Ed.)
AU - Gove, A.
AU - Cvelich, P.
CY - Research Triangle Park, NC
DA - 2011///
PY - 2011
PB - RTI International
UR - https://www.rti.org/sites/default/files/resources/early-reading-report-revised.pdf.
ER -
TY - BOOK
TI - The Early Grade Reading Assessment: Applications and interventions to improve basic literacy
AU - Gove, A.
AU - Wetterberg, A.
CY - Research Triangle Park, NC
DA - 2011///
PY - 2011
PB - RTI Press
UR - https://doi.org/10.3768/rtipress.2011.bk.0007.1109.
ER -
TY - JOUR
TI - Sparking a Reading Revolution: Results of Early Literacy Interventions in Egypt and Jordan
AU - Gove, Amber
AU - Brombacher, Arnout
AU - Ward-Brent, Michelle
T2 - New Directions for Child and Adolescent Development
AB - This article examines the effects of two early grade reading interventions in two Arabic-speaking contexts (Egypt and Jordan), developed in partnership with ministries of education. The interventions relied on similar research bases for improving reading instruction in Arabic. In Egypt, the results of a 166-school pilot led to the national scale-up of the Early Grade Reading Program for more than 4 million children in grades 13. Informed by Egypt's experience, a demonstration effort in 43 schools led to a national rollout in Jordan's 2,651 public primary schools and the creation of a remediation program. We reflect on the conditions that influenced the pilot and scale-up outcomes given the commitments made to "inclusive and equitable quality education and lifelong learning opportunities for all" under the United Nations Sustainable Development Goals.
DA - 2017///
PY - 2017
DO - 10.1002/cad.20194
VL - 2017
IS - 155
SP - 97
EP - 115
KW - _Added to LR
KW - _T:reviewed
ER -
TY - JOUR
TI - Designing for Scale: Reflections on Rolling Out Reading Improvement in Kenya and Liberia
AU - Gove, Amber
AU - Korda Poole, Medina
AU - Piper, Benjamin
T2 - New Directions for Child and Adolescent Development
AB - Since 2008, the Ministries of Education in Liberia and Kenya have undertaken transitions from small-scale pilot programs to improve reading outcomes among primary learners to the large-scale implementation of reading interventions. The effects of the pilots on learning outcomes were significant, but questions remained regarding whether such large gains could be sustained at scale. In this article, the authors dissect the Liberian and Kenyan experiences with implementing large-scale reading programs, documenting the critical components and conditions of the program designs that affected the likelihood of successfully transitioning from pilot to scale. They also review the design, deployment, and effectiveness of each pilot program and the scale, design, duration, enabling conditions, and initial effectiveness results of the scaled programs in each country. The implications of these results for the design of both pilot and large-scale reading programs are discussed in light of the experiences of both the Liberian and Kenyan programs.
DA - 2017///
PY - 2017
DO - 10.1002/cad.20195
DP - Wiley Online Library
VL - 2017
IS - 155
SP - 77
EP - 95
LA - en
SN - 1534-8687
ST - Designing for Scale
UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/cad.20195
Y2 - 2022/12/15/01:21:23
KW - Final_citation
KW - cited
KW - existing
ER -
TY - BILL
TI - Standars and Creteria for Approval of Programmes in Vocational Enterprise Institutions (VEI) & Innovation Enterprise Institutions (IEI) Programmes (Nigeria)
A2 - Government: Nigeria
DA - 2007///
PY - 2007
LA - English
UR - https://net.nbte.gov.ng/sites/default/files/2017-10/STD%20AND%20CRETERIA.pdf
Y2 - 2018/12/06/17:30:22
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Nigeria
KW - publicImportV1
ER -
TY - ELEC
TI - BEH - Botswana Education Hub
AU - Government of Botswana
UR - http://www.beh.gov.bw/
Y2 - 2018/12/07/13:19:24
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Botswana
KW - publicImportV1
ER -
TY - GEN
TI - BNVQF - Botswana National Vocational Qualifications Framework
AU - Government of Botswana
DA - 2005///
PY - 2005
LA - English
UR - http://bqa.org.bw/sites/default/files/qualification-file/S00012.pdf
Y2 - 2018/11/28/21:23:07
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Botswana
KW - Qualification Framework
KW - publicImportV1
ER -
TY - ELEC
TI - BOTA - Botswana Training Authority
AU - Government of Botswana
AB - Copyright © 2011-2018 Govpage
LA - en
UR - http://www.bota.org.bw/
Y2 - 2018/12/07/13:12:54
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Botswana
KW - publicImportV1
ER -
TY - GEN
TI - BQA Act - Botswana Qualifications Authority Act Nº 24
AU - Government of Botswana
DA - 2013///
PY - 2013
LA - English
UR - http://www.bqa.org.bw/sites/default/files/documents/botswana_qualifications_authority_1_ncqf_act_0.pdf
Y2 - 2018/12/09/22:45:57
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Botswana
KW - publicImportV1
ER -
TY - ELEC
TI - BQA - Botswana Qualification Authority (Botswana)
AU - Government of Botswana
UR - https://www.bqa.org.bw/
Y2 - 2018/11/28/21:32:40
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Botswana
KW - publicImportV1
ER -
TY - GEN
TI - ETSSP 2015-2020 - Education & Training Sector Strategic Plan
AU - Government of Botswana
DA - 2015///
PY - 2015
LA - English
Y2 - 2018/11/23/11:48:52
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Botswana
KW - publicImportV1
ER -
TY - ELEC
TI - HRDC - Human Resource Development Council
AU - Government of Botswana
LA - English
ST - HRDC
UR - https://www.hrdc.org.bw/
Y2 - 2018/11/28/21:56:28
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Botswana
KW - publicImportV1
KW - tVET Key_institution
ER -
TY - GEN
TI - National Credit and Qualifications Framework
AU - Government of Botswana
DA - 2016///
PY - 2016
UR - https://www.bqa.org.bw/sites/default/files/documents/botswana_qualifications_authority_1_ncqf_act_0.pdf
Y2 - 2018/12/09/19:47:28
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Botswana
KW - Qualification Framework
KW - publicImportV1
ER -
TY - GEN
TI - National Policy on Vocational Education and Training
AU - Government of Botswana
DA - 1997///
PY - 1997
LA - English
Y2 - 2018/11/29/18:36:44
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Botswana
KW - publicImportV1
ER -
TY - GEN
TI - Revised National Youth Policy
AU - Government of Botswana
DA - 2010///
PY - 2010
LA - English
Y2 - 2018/11/28/22:06:44
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Botswana
KW - publicImportV1
ER -
TY - GEN
TI - Vocational Training Act
AU - Government of Botswana
DA - 1998///
PY - 1998
LA - English
UR - https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/88344/100971/F532562678/BWA88344%202012.pdf
Y2 - 2018/11/28/22:21:50
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Botswana
KW - publicImportV1
ER -
TY - ELEC
TI - Grow your Knowledge With Open Education Resources
AU - Government of Cambodia
T2 - OER Cambodia
AB - OER Cambodia are teaching, learning and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions.
LA - en
UR - https://oer.moeys.gov.kh
Y2 - 2022/07/13/09:24:39
ER -
TY - JOUR
TI - Education Statistics Annual Abstract
AU - Government of Ethiopia
DA - 2011///
PY - 2011
LA - English
UR - http://www.moe.gov.et/documents/20182/23015/Education+Statistics+Annual+Abstract/993180be-b6a2-44d3-9353-71b468be46dd
Y2 - 2019/01/04/17:12:57
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Ethiopia
KW - publicImportV1
ER -
TY - JOUR
TI - Gender Responsive Pedagogy Manual
AU - Government of Ethiopia
DA - 2014///
PY - 2014
UR - http://www.moe.gov.et/documents/20182/36315/Gender+Responsive+Pedagogy+Manual+%28Autosaved%29%281%29.pdf/56f75fcb-7a0b-4c7f-8cf0-02468495cd80
Y2 - 2019/01/04/17:02:25
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - publicImportV1
ER -
TY - BILL
TI - Gender Strategy for the Education and Training Sector
A2 - Government of Ethiopia
DA - 2014///
PY - 2014
UR - http://www.moe.gov.et/documents/20182/36315/GENDER+STRATEGY.pdf/b9e68a15-bc9e-4930-a5d2-1c1981ca264c
Y2 - 2019/01/04/16:52:19
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Ethiopia
KW - gender
KW - inclusion
KW - publicImportV1
ER -
TY - ELEC
TI - GIZ - Deutsche Gesellschaft für Internationale Zusammenarbeit
AU - Government of Germany
AB - Die GIZ bündelt die Kompetenzen und langjährigen Erfahrungen des DED, der GTZ und der Inwent.
LA - en
UR - https://www.giz.de/en/html/index.html
Y2 - 2018/11/29/12:17:41
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Germany
KW - CC:Ghana
KW - Networks
KW - publicImportV1
ER -
TY - STAT
TI - Education Regulation Bodies Bill, 2019
AU - Government of Ghana
DA - no date
PY - no date
UR - https://www.parliament.gh/epanel/docs/bills/Education%20%20Regulation%20Bodies%20Bill,%202019.pdf#viewer.action=download
Y2 - 2020/08/02/19:27:11
ER -
TY - GEN
TI - COTVET Act nº 718, 2006 - The Council for Technical and Vocational Education and Training Act
AU - Government of Ghana
DA - 2006///
PY - 2006
LA - English
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Ghana
KW - publicImportV1
ER -
TY - ELEC
TI - Council for Technical and Vocational Education and Training
AU - Government of Ghana
UR - http://www.cotvet.gov.gh/
Y2 - 2018/11/28/00:00:00
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Ghana
KW - publicImportV1
KW - tVET Key_institution
ER -
TY - ELEC
TI - Ghana Education Service
AU - Government of Ghana
UR - https://ges.gov.gh/
Y2 - 2020/05/27/20:51:14
ER -
TY - ELEC
TI - GSDI - Ghana Skills Development Initiative
AU - Government of Ghana
UR - http://www.ghanaskills.org/
Y2 - 2018/12/19/11:18:35
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Ghana
KW - Competency Based Education
KW - Networks
KW - publicImportV1
ER -
TY - ELEC
TI - National Board for Professional and Technician Examinations
AU - Government of Ghana
UR - https://nabptex.gov.gh/
Y2 - 2020/05/27/20:54:00
ER -
TY - GEN
TI - NBPTEX Act nº492, 1994 - The National Board for Professional and Technician Examinations Act
AU - Government of Ghana
DA - 1994///
PY - 1994
LA - English
UR - https://nabptex.gov.gh/wp-content/uploads/2017/05/NABPTEX-ACT-492-1994.pdf
Y2 - 2018/11/30/00:00:00
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Ghana
KW - publicImportV1
ER -
TY - GEN
TI - NTVETQF - National Technical and Vocational Education and Training Qualifications Framework
AU - Government of Ghana
DA - 2012///estimated
PY - 2012
UR - http://www.dhet.gov.za/Archive%20Manuals/Ghana/Appendix%202_National%20TVET%20Qualifications%20Framework.pdf
Y2 - 2018/12/19/09:24:37
KW - FullBiblioUHMLgen
KW - GeneralCitations
KW - Ghana
KW - Qualification Framework
ER -
TY - ELEC
TI - Polytechnic Law
AU - Government of Ghana
DA - 2007///
PY - 2007
UR - http://laws.ghanalegal.com/acts/id/545/polytechnic-law
Y2 - 2018/11/30/12:24:04
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Ghana
KW - publicImportV1
ER -
TY - ELEC
TI - Technical and Vocational Education Division - Ghana Education Service
AU - Government of Ghana
UR - https://ges.gov.gh/2019/07/15/technical-and-vocational-education-division/
Y2 - 2020/05/27/20:52:23
ER -
TY - GEN
TI - Education (Early Childhood Education Services) Regulations
AU - Government of Grenada
DA - 2014///
PY - 2014
PB - Government of Grenada
UR - https://www.gov.gd/sites/hop/files/Acts-SROs/2014/S.R._O.%2024%20of%202014%20Education%20(Early%20Childhood%20Edcation%20Services)%20Reg.%202014.pdf
Y2 - 2021/03/08/00:00:00
KW - _publish
ER -
TY - ELEC
TI - JICA - Japan International Cooperation Agency
AU - Government of Japan
UR - https://www.jica.go.jp/english/
Y2 - 2018/11/30/11:38:48
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - Networks
KW - publicImportV1
ER -
TY - RPRT
TI - Chiefs’ Act - Chapter 128
AU - Government of Kenya
DA - 2012///
PY - 2012
UR - http://extwprlegs1.fao.org/docs/pdf/ken102000.pdf
Y2 - 2021/07/16/18:01:18
ER -
TY - JOUR
TI - Guidelines for Registration of Training Providers
AU - Government of Kenya
DA - 2016///
PY - 2016
LA - English
UR - https://www.nita.go.ke/resources/downloads.html?task=document.viewdoc&id=33
Y2 - 2018/12/09/00:00:00
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Kenya
KW - publicImportV1
ER -
TY - ELEC
TI - Kenya National Qualifications Authority
AU - Government of Kenya
T2 - Kenya National Qualifications Authority
AB - Welcome to KNQA
The Kenya National Qualifications Authority (KNQA) was set up in 2015 to help coordinate and harmonize education, training, assessment and quality assurance of all qualifications awarded in the country; with the view to improving quality and international comparability. The KNQF which the authority has developed and is now implementing
LA - en-US
UR - http://www.knqa.go.ke/
Y2 - 2018/12/19/00:00:00
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Kenya
KW - publicImportV1
ER -
TY - GEN
TI - Kenya National Qualifications Framework Act Nº 22
AU - Government of Kenya
AB - AN ACT of Parliament to establish the Kenya National Qualifications Authority; to provide for the development of a Kenya Qualifications Framework and for connected purposes
DA - 2014///
PY - 2014
UR - https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/101066/121600/F-126668736/KEN101066.pdf
Y2 - 2018/12/10/16:48:01
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Kenya
KW - Qualification Framework
KW - publicImportV1
ER -
TY - ELEC
TI - Ministry of Education, Science and Technology
AU - Government of Kenya
AB - LATEST UPDATES LATEST NEWS UPCOMING EVENTS SCHOLARSHIPS OPPORTUNITIES LATEST NEWS {loadmodule mod_ajax_intro_articles,News Article} UPCOMING EVENTS {loadmo...
LA - English
M3 - Government
UR - http://www.education.go.ke/
Y2 - 2018/11/05/12:57:47
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Kenya
KW - publicImportV1
ER -
TY - RPRT
TI - National Education Sector Strategic Plan for the Period 2018 - 2022
AU - Government of Kenya
UR - https://www.globalpartnership.org/sites/default/files/document/file/kenya-nessp-2018-2002.pdf
Y2 - 2021/07/16/18:25:59
ER -
TY - ELEC
TI - National Industrial Training Authority
AU - Government of Kenya
AB - The National Industrial Training Authority (NITA) is a state corporation established under the Industrial Training (Amendment) Act of 2011. The Authority has five industrial training centres spread across the country.
UR - https://www.nita.go.ke/
Y2 - 2018/12/09/00:00:00
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Kenya
KW - Industrial Training Institutes
KW - publicImportV1
ER -
TY - GEN
TI - National Industrial Training Standards
AU - Government of Kenya
DA - 2015///
PY - 2015
LA - en
UR - https://www.nita.go.ke/resources/downloads.html?task=document.viewdoc&id=49
Y2 - 2018/09/11/00:00:00
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Kenya
KW - Qualification Framework
KW - publicImportV1
ER -
TY - ELEC
TI - Permanent Working Group on TVET in Kenya
AU - Government of Kenya
T2 - Permanent Working Group on TVET in Kenya
AB - An engagement platform for public/private stakeholders to enhance the efforts of Kenya’s vocational training transformation
LA - en-US
UR - https://tvetinkenya.net/about-us
Y2 - 2020/05/27/19:32:58
ER -
TY - ELEC
TI - Technical and Vocational Education and Training Authority
AU - Government of Kenya
UR - https://www.tveta.go.ke/
Y2 - 2020/05/27/20:00:45
ER -
TY - GEN
TI - TVET Act, nº29 of 2013 - Technical and Vocational Education and Training Act (Kenya) - L.N. 95/2013, L.N. 57/2014
AU - Government of Kenya
AB - An Act of Parliament to provide for the establishment of a technical
and vocational education and training system; to provide for the
governance and management of institutions offering technical and
vocational education and training; to provide for coordinated assessment,
examination and certification; to institute a mechanism for promoting access and equity in training; to assure standards, quality and relevance; and for connected purposes
DA - 2013///
PY - 2013
LA - English
UR - https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/98807/117649/F1763223240/KEN98807.pdf
Y2 - 2018/11/02/18:22:51
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Kenya
KW - publicImportV1
ER -
TY - GEN
TI - TVET Strategic Plan 2018-2022
AU - Government of Kenya
AB - A Strategic Plan that is aligned to both the dynamic operating environment and
the strategic priorities of the Government as outlined in the Kenya Vision 2030,
the Constitution of Kenya 2010, and other relevant regional and international
policy documents serves as a guide for the organization. I am, therefore, pleased
to participate in unveiling of TVETA’s 2018-2022 Strategic Plan which provides a
clear road map for the achievement of competitive human capital.
The development of this Strategic Plan was based on a review of the Authority’s
performance and experiences since its inception, and is a culmination of an
extensive consultative process among the Authority’s staff, board of directors and
key stakeholders in the country. Our vision and mission are geared towards realizing
our mandate by clearly identifying strategic objectives to pursue that conform to our
core values. We are aware that this can only be achieved if we continuously align
with the dynamism of our operating environment with a view to facilitating fair and competitive practices, while catalyzing the ever-evolving creativity and innovation
of the Kenyan public
DA - 2018///
PY - 2018
LA - English
UR - http://www.tvetauthority.go.ke/wp-content/uploads/2018/06/TIVETA-STRATEGIC-PLAN-2-e-pub_2-Compressed.pdf
Y2 - 2018/11/05/13:01:29
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Kenya
KW - publicImportV1
ER -
TY - GEN
TI - TVETA Competency Based Education and Training and Assessment Standards & Guidelines
AU - Government of Kenya
DA - 2018///
PY - 2018
LA - English
UR - http://www.tvetauthority.go.ke/wp-content/uploads/2018/06/CBETA-Standards-and-Guidelines-20180610.pdf
Y2 - 2018/11/14/15:41:00
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Kenya
KW - Qualification Framework
KW - publicImportV1
ER -
TY - GEN
TI - National Education Standards - primary and secondary education
AU - Government of Malawi
DA - 2015///
PY - 2015
LA - English
UR - http://www.education.gov.mw/phocadownload/NATIONAL%20EDUCATION%20STANDARS.pdf
Y2 - 2018/12/07/19:22:00
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Malawi
KW - Qualification Framework
KW - publicImportV1
ER -
TY - GEN
TI - Mauritius Qualifications Authority Regulations
AU - Government of Mauritius
DA - 2009///
PY - 2009
UR - http://www.mqa.mu/English/Documents/Regulation%20Framework/MQA%20_Registration_%20Regulations%202009.pdf
Y2 - 2018/11/28/01:08:22
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Mauritius
KW - Qualification Framework
KW - publicImportV1
ER -
TY - GEN
TI - MQA Act nº42, 2001 - Mauritius Qualifications Authority Act
AU - Government of Mauritius
DA - 2001///
PY - 2001
LA - English
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Mauritius
KW - publicImportV1
ER -
TY - JOUR
TI - Digest of TVET institutions statistics in Nigeria 2014-15
AU - Government of Nigeria
DA - 2017///
PY - 2017
UR - https://net.nbte.gov.ng/sites/default/files/2018-02/DIGEST%20OF%20TVET%20INSTITUTIONS%20STATISTICS%20IN%20NIGERIA%202014-15.pdf
Y2 - 2019/01/17/18:09:05
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - publicImportV1
ER -
TY - JOUR
TI - Directory of Accredited Programmes Offered in Polytechnics, Technical and Vocational Institutions
AU - Government of Nigeria
DA - 2017///
PY - 2017
LA - English
UR - https://net.nbte.gov.ng/sites/default/files/2018-02/2017%20DIRECTORY%20OF%20INSTITUTIONS%20UNDER%20THE%20PURVIEW%20OF%20NBTE.pdf
Y2 - 2018/12/06/17:24:46
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Nigeria
KW - TVET Provider
KW - publicImportV1
ER -
TY - GEN
TI - Education Act Nº 16 (National Minimum Standards and Establishment of Institutions)
AU - Government of Nigeria
DA - 1985///
PY - 1985
LA - English
Y2 - 2018/12/16/13:52:35
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Nigeria
KW - National Standards
KW - publicImportV1
ER -
TY - ELEC
TI - Education Programmes
AU - Government of Nigeria
UR - https://nigeria.gov.ng/programs-initiatives/education/
Y2 - 2020/05/27/20:58:46
ER -
TY - GEN
TI - Educational Correspondence Colleges Accreditation Act Nº 32, 1987
AU - Government of Nigeria
DA - 1987///
PY - 1987
UR - http://www.lawnigeria.com/LFN/E/Educational-Correspondance-Colleges-Accreditation-Act.php
Y2 - 2018/12/16/15:56:05
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - publicImportV1
ER -
TY - ELEC
TI - Federal Ministry of Education
AU - Government of Nigeria
UR - http://www.education.gov.ng/
Y2 - 2018/12/06/15:35:55
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Nigeria
KW - publicImportV1
ER -
TY - JOUR
TI - Guidelines and Procedures for the Establishment of Private Technical and Technological Institutions
AU - Government of Nigeria
DA - 2014///
PY - 2014
LA - English
UR - https://net.nbte.gov.ng/sites/default/files/2017-10/Guidelines%20and%20Procedures%20for%20TVET.pdf
Y2 - 2018/12/06/17:33:05
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Nigeria
KW - publicImportV1
ER -
TY - JOUR
TI - Guidelines for Establishment and Operation of Production Unit in Technical College
AU - Government of Nigeria
DA - 2006///
PY - 2006
LA - English
UR - https://net.nbte.gov.ng/sites/default/files/2017-10/Prod%20Uni%20in%20TC.pdf
Y2 - 2018/12/06/17:34:29
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Nigeria
KW - publicImportV1
ER -
TY - ELEC
TI - National Board for Technical Education
AU - Government of Nigeria
UR - https://net.nbte.gov.ng/
Y2 - 2018/12/06/15:44:02
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Nigeria
KW - publicImportV1
KW - tVET Key_institution
ER -
TY - ELEC
TI - NID Curricula - National Vocational Certificates
AU - Government of Nigeria
UR - https://net.nbte.gov.ng/nid%20curricula
Y2 - 2018/12/06/17:42:36
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Nigeria
KW - Qualification Framework
KW - publicImportV1
ER -
TY - RPRT
TI - Constitution of Sierra Leone
AU - Government of Sierra Leone
DA - 1991///
PY - 1991
DP - Zotero
LA - en
KW - _C:Sierra Leone SLE
ER -
TY - RPRT
TI - The Agenda for Prosperity: Road to Middle Income Status
AU - Government of Sierra Leone
DA - 2013///
PY - 2013
DP - Zotero
SP - 216
LA - en
UR - http://extwprlegs1.fao.org/docs/pdf/sie149110.pdf
KW - ⛔ No DOI found
ER -
TY - ELEC
TI - Department of Higher Education and Training
AU - Government of South Africa
UR - http://www.dhet.gov.za/SitePages/SETAlinks.aspx
Y2 - 2018/11/28/12:04:02
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:South Africa
KW - publicImportV1
KW - tVET Key_institution
ER -
TY - ELEC
TI - FETI - Further Education and Training Institute
AU - Government of South Africa
LA - English
UR - http://www.feti.ac.za/
Y2 - 2018/12/06/18:33:18
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:South Africa
KW - publicImportV1
ER -
TY - GEN
TI - Further Education and Training Act nº16, 2006
AU - Government of South Africa
AB - Also known as Continuing Education and Training Act.
DA - 2006///
PY - 2006
LA - English
UR - https://www.gov.za/sites/default/files/a16-06_0.pdf
Y2 - 2018/11/28/12:15:31
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:South Africa
KW - publicImportV1
ER -
TY - ELEC
TI - General and Further Education and Training Quality Assurance Act Nº58
AU - Government of South Africa
DA - 2001///
PY - 2001
LA - Language
UR - https://www.umalusi.org.za/docs/legislation/2001/actno58_2001.pdf
Y2 - 2018/12/19/18:03:54
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:South Africa
KW - Quality Assurance
KW - publicImportV1
ER -
TY - GEN
TI - Human Resource Development Strategy for South Africa (2010-2030)
AU - Government of South Africa
LA - English
UR - https://www.gov.za/sites/default/files/DoE_HRDS-SA_22022010.pdf
Y2 - 2018/11/28/00:00:00
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:South Africa
KW - publicImportV1
ER -
TY - BOOK
TI - Integrated strategic planning framework for teacher education and development in South Africa, 2011-2025
AU - Government of South Africa
CN - LB1727.S6 S67 2011
CY - Pretoria
DA - 2011///
PY - 2011
DP - Library of Congress ISBN
SP - 37
LA - English
PB - Department of Basic Education
SN - 978-1-4315-0394-0
UR - https://www.gov.za/sites/default/files/Integrated%20Strategic%20Plan%20Teacher%20Dev_0.pdf
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:South Africa
KW - Education
KW - Education and state
KW - Teachers
KW - Training of
KW - publicImportV1
ER -
TY - GEN
TI - National Policy on Community Education and Training Colleges
AU - Government of South Africa
DA - 2015///
PY - 2015
LA - en
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:South Africa
KW - publicImportV1
ER -
TY - GEN
TI - NQF Act nº67, 2008 - National Qualifications Framework
AU - Government of South Africa
AB - To provide for the National Qualifications Framework; to provide for the
responsibilities of the Minister of Education and the Minister of Labour; to provide
for the South African Qualifications Authority; to provide for Quality Councils; to provide for transitional arrangements; to repeal the South African Qualifications
Authority Act, 1995; and to provide for matters connected therewith.
DA - 2009///
PY - 2009
LA - English
UR - https://www.gov.za/sites/default/files/31909_167.pdf
Y2 - 2018/11/28/12:46:21
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:South Africa
KW - Qualification Framework
KW - publicImportV1
ER -
TY - GEN
TI - Regulation on the Assessment Process and Procedures for Adult Education and Training (AET) - NQF Level 1
AU - Government of South Africa
DA - 2013///
PY - 2013
LA - English
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:South Africa
KW - Qualification Framework
KW - publicImportV1
ER -
TY - ELEC
TI - UMALUSI
AU - Government of South Africa
LA - en-ZA
UR - https://www.umalusi.org.za/
Y2 - 2020/07/14/07:11:56
ER -
TY - ELEC
TI - Ministry of Education, Science and Technology
AU - Government of Tanzania
UR - http://www.moe.go.tz/en/
Y2 - 2018/12/08/14:14:58
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Tanzania
KW - publicImportV1
ER -
TY - ELEC
TI - Vocational Education and Training Authority
AU - Government of Tanzania
AB - The Vocational Education and Training Authority (VETA) is an autonomous Government Agency established by an Act of Parliament in 1994 (Cap 82 Revised edition 2006). The overall objective of VETA is to oversee the Vocational Education and Training system in Tanzania by coordinating, regulating, financing and providing of Vocational Education and Training in Tanzania.
UR - http://www.veta.go.tz/
Y2 - 2018/12/08/09:34:46
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Tanzania
KW - publicImportV1
KW - tVET Key_institution
ER -
TY - GEN
TI - BTVET Act - Business, Technical, Vocational Education Act and Training Act
AU - Government of Uganda
DA - 2008///
PY - 2008
UR - http://www.unche.or.ug/wp-content/uploads/2014/11/BVET-Act-20081.pdf
Y2 - 2018/12/20/09:32:06
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Uganda
KW - publicImportV1
ER -
TY - ELEC
TI - Directorate of Industrial Training
AU - Government of Uganda
LA - en-US
UR - http://dituganda.org/
Y2 - 2018/12/21/00:00:00
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Uganda
KW - publicImportV1
ER -
TY - JOUR
TI - Evaluating and improving the quality of education - Part 6: How we inspect. A guide to external evaluation
AU - Government of Uganda
DA - 2012///
PY - 2012
LA - English
UR - http://www.lcdinternational.org/sites/default/files/user-uploads/part_6_-_how_we_inspect.pdf
Y2 - 2018/12/18/17:12:11
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Uganda
KW - National Standards
KW - publicImportV1
ER -
TY - JOUR
TI - Formal Education Pathways (Uganda)
AU - Government of Uganda
UR - http://education.go.ug/files/downloads/Poster.pdf
Y2 - 2018/12/08/13:21:52
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Uganda
KW - publicImportV1
ER -
TY - GEN
TI - Gender in Education Policy
AU - Government of Uganda
DA - 2016///
PY - 2016
LA - English
UR - https://www.education.go.ug/files/downloads/GENDER%20IN%20EDUCATION%20SECTOR%20POLICY.pdf
Y2 - 2018/12/18/16:01:33
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Uganda
KW - publicImportV1
ER -
TY - GEN
TI - Guidelines for licensing and regulating private schools
AU - Government of Uganda
DA - 2013///
PY - 2013
LA - English
Y2 - 2018/12/18/16:34:17
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Uganda
KW - publicImportV1
ER -
TY - ELEC
TI - Ministry of Education and Sports
AU - Government of Uganda
UR - http://education.go.ug/
Y2 - 2018/12/08/12:12:50
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Uganda
KW - publicImportV1
ER -
TY - JOUR
TI - UBTEB rules on the assessment of competences and conduct of business, technical and vocational examinations in Uganda
AU - Government of Uganda
DA - 2014///
PY - 2014
LA - English
UR - http://ubteb.go.ug/sites/default/files/Rules%20of%20UBTEB%20Examinations%20Rules%20and%20Regulations.pdf
Y2 - 2018/12/08/12:27:39
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - publicImportV1
ER -
TY - ELEC
TI - Uganda BTVET Portal
AU - Government of Uganda
UR - http://www.btvet-uganda.org/
Y2 - 2018/12/08/13:29:03
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Uganda
KW - publicImportV1
ER -
TY - GEN
TI - Uganda Vocational Qualifications Framework (UVQF) Summary of Generic Level Descriptors
AU - Government of Uganda
DA - 2012///
PY - 2012
PB - Directorate of Industrial Training
UR - http://dituganda.org/
Y2 - 2018/12/21/00:00:00
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Uganda
KW - publicImportV1
ER -
TY - ELEC
TI - Duale Berufsausbildung in Deutschland
AU - GOVET
T2 - BIBB - Duale Berufsausbildung in Deutschland
AB - Das Bundesinstitut für Berufsbildung (BIBB) ist das anerkannte Kompetenzzentrum zur Erforschung und Weiterentwicklung der beruflichen Aus- und Weiterbildung in Deutschland.
LA - de
UR - https://www.bibb.de/govet/de/54880.php
Y2 - 2020/08/04/10:03:06
ER -
TY - JOUR
TI - Role of Technical Teachers in Public Relations towards Optimizing Students’ Enrollment in Technical and Vocational Education Training in Nigeria
AU - Gowon Kerter Eric
AU - Auta Mohammed Adamu
AU - Ibeneme Ogochukwu
T2 - International Journal of Social Sciences & Educational Studies
AB - This study was undertaken to investigate the role of technical teachers in public relations
towards optimizing students’ enrolment in TVET programmes in Nigeria. Two specific objectives and
corresponding research questions were generated with a null hypothesis formulated respectively to guide
the study. Descriptive survey design approach was adopted for the study. A 30 item questionnaire
structured in a five point rating scale was used to collect data for the study. The instrument was face
validated by three experts and a reliability coefficient of 0.79 was obtained with Cronbach’s Alpha
coefficient method. The population of this study was 216 respondents made up of 36 technical teachers
teaching in the three Government Science and Technical Colleges, Federal Science and Technical Colleges
and a Vocational Centre within the study area, 180 NTC III and NVC III students of the colleges/centre.
The population for this study was manageable; hence, there was no sampling and sampling techniques in
this study. The entire population was used as sample in the study. Data were analyzed using mean and
standard deviation to answer the research questions, while z-test statistics was used to test the hypothesis at
0.05 level of significance. The findings of this study revealed among others the public relation activities
practiced by technical teachers in Adamawa State colleges/centre such as; granting audience to the press on
TVET programmes; creating awareness of TVET through community organizations, reaching parents
through newsletter and contacts of technical teachers with alumni members. Strategies such as technical
teachers visiting religious and social gathering to create public awareness on the need for TVET enrollment
with gender equity, exhibits departmental work displayed at stores, fairs and festivals were revealed as those
public relation role which technical teachers can play to improve students’ enrollment. Consequently, it was
recommended among others that technical teachers should be actively involved in public relations activities
to inform the school and the larger community on the career viability of the range of TVET programmes
offered, so men and women can make informed vocational selection.
DA - 2019///
PY - 2019
DO - 10.23918/ijsses.v5i4p140
ER -
TY - THES
TI - An Outcomes Evaluation of the School Feeding Project Implemented By Caritas Zimbabwe at Chirongwe Primary School, Masvingo Province
AU - Gozo, Shingiriro Persistance
DA - 2016///
PY - 2016
DP - Google Scholar
M3 - PhD Thesis
PB - Lupane State University
ER -
TY - BLOG
TI - Adopted Resolutions – Global Privacy Assembly
AU - GPA
LA - en-GB
UR - https://globalprivacyassembly.org/document-archive/adopted-resolutions/
Y2 - 2023/01/06/01:19:50
KW - Final_citation
KW - existing
ER -
TY - SLIDE
TI - Sierra Leone teacher & school MIS developments: Sierra Leone Education Attendance Monitoring System (SLEAMS) and Teacher Records Management (TRM) system
A2 - Graham, Hannah
CY - Teaching Service Commission
DA - 2021/03//
PY - 2021
KW - _C:Sierra Leone SLE
ER -
TY - RPRT
TI - Sierra Leone Education Attendance Monitoring System (SLEAMS) Final Technical Report
AU - Graham, Hannah
AU - Kawa, Muniru
AU - Lee, Philip
AU - Malyon, Stephanie
AU - Hayward, Harry
AU - Conteh, Sheriff
AU - Chandia, Gloria
DA - 2020///
PY - 2020
PB - Charlie Goldsmiths Associates
KW - _C:Sierra Leone SLE
ER -
TY - ELEC
TI - Pandemic underscores gross inequalities in South Africa, and the need to fix them
AU - Graham, Lauren
T2 - The Conversation
AB - While small businesses will be partially cushioned by government support measures, there's no support for the most vulnerable workers.
DA - 2020/04/05/
PY - 2020
LA - en
UR - http://theconversation.com/pandemic-underscores-gross-inequalities-in-south-africa-and-the-need-to-fix-them-135070
Y2 - 2020/04/20/21:13:58
ER -
TY - JOUR
TI - Towards a study of information geographies: (im)mutable augmentations and a mapping of the geographies of information: Towards a study of information geographies
AU - Graham, Mark
AU - De Sabbata, Stefano
AU - Zook, Matthew A.
T2 - Geo: Geography and Environment
DA - 2015/06//
PY - 2015
DO - 10.1002/geo2.8
DP - CrossRef
VL - 2
IS - 1
SP - 88
EP - 105
LA - en
SN - 20544049
ST - Towards a study of information geographies
UR - http://doi.wiley.com/10.1002/geo2.8
Y2 - 2016/01/21/14:06:12
KW - Digital Divide
KW - Geoweb
KW - augmented realities
KW - immutable mobiles
KW - information geography
ER -
TY - JOUR
TI - Basic Education and Employment
AU - Grant, Catherine
AB - This review provides a summary of existing research on:
What are the different employment outcomes and cost effectiveness differences between public vs. private basic education (primary and lower secondary) in low and middle income countries and what accounts for any difference (disaggregated by gender as appropriate)?
Do either private or public education systems focus more greatly on providing students with foundation skills (literacy and numeracy skills) and does this have an impact on employment outcomes?
What is the relative value for money of basic child education (primary and lower secondary) vs. programmes focusing on providing foundation skills e.g. to out of school youth, if the main benefit measure is higher skilled/waged employment?
This report is not a systematic review, but aims to capture a substantial portion of the literature offering evidence on this topic, including the most important and useful papers to guide policy-making. It provides an annotated bibliography of the literature, followed by an evidence summary table assessing the literature according to DFID’s ‘strength of evidence’ guidelines
DA - 2016/11/18/
PY - 2016
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13044
Y2 - 2022/12/18/18:13:18
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Behaviour change approaches for social norms regarding gender
AU - Grant, Catherine
AB - This report aims to inform a project which will set up self-help groups for young men from deprived urban areas in developing countries. The project will deliver an open-source course or set of materials using the most appropriate format for community level mobilisers to equip themselves to facilitate a series of ‘courageous conversations’ amongst young men to spur critical thinking about gender roles and social norms. It aims to equip them to lead their own groups looking at harmful masculinities and the impact this has on their behaviour. A literature search was conducted looking for examples of community level support programmes which effectively used dissemination methods to enable these programmes to be self-managed and self-led. The subject area was widened to include self-help groups with other purposes using a variety of methods. There are many different ways in which different groups equip people to lead their own development and learning with others, thus enabling peer support and development without requiring trained facilitators to be physically present. This report considers social norms to be ‘shared beliefs about what is typical and appropriate behaviour in a valued reference group.
DA - 2017/01/04/
PY - 2017
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13049
Y2 - 2022/12/18/18:13:20
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Contribution of Education to Economic Growth
AU - Grant, Catherine
AB - There are many reasons why education is important, this report focuses on its contribution to economic growth and outcomes. Education ‘can be defined as the stock of skills, competencies, and other productivity-enhancing characteristics’ (WEF 2016). In general, education—as a critical component of a country’s human capital—increases the efficiency of each individual worker and helps economies to move up the value chain beyond manual tasks or simple production processes (WEF 2016). Human capital has long been considered the most distinctive feature of the economic system and further work has proven the impact of education on productivity growth empirically.
The World Economic Forum 2016 suggested three channels through which education affects a country’s productivity. First, it increases the collective ability of the workforce to carry out existing tasks more quickly. Second, secondary and tertiary education especially facilitate the transfer of knowledge about new information, products, and technologies created by others (Barro and Lee 2010). Finally, by increasing creativity it boosts a country’s own capacity to create new knowledge, products, and technologies.
There is a wealth of literature on this topic, showing the long held expectation that human capital formation (a population’s education and health status) plays a significant role in a country’s economic development. Better education leads not only to higher individual income but is also a necessary (although not always sufficient) precondition for long-term economic growth (IIASA 2008). Woessmann 2015 surveys the most recent empirical evidence stating that it shows the crucial role of education for individual and societal prosperity.
Education is a leading determinant of economic growth, employment, and earnings. Ignoring the economic dimension of education would endanger the prosperity of future generations, with widespread repercussions for poverty, social exclusion, and sustainability of social security systems (Woessman 2015). For every US$1 spent on education, as much as US$10 to US$15 can be generated in economic growth (UNESCO 2012). If 75% more 15-year-olds in forty-six of the world’s poorest countries were to reach the lowest OECD benchmark for mathematics, economic growth could improve by 2.1% from its baseline and 104 million people could be lifted out of extreme poverty (UNESCO 2012).
DA - 2017/03/03/
PY - 2017
DP - opendocs.ids.ac.uk
LA - es
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13117
Y2 - 2022/12/18/18:13:36
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Impact of School Health Programmes
AU - Grant, Catherine
AB - This report focuses on the impact of school health programmes. School health programmes can cover both the prevention and treatment of disease and malnutrition in a school setting (Snilstveit et al 2016). These services are designed to promote students' physical, cognitive, and social development. Effective school health programmes are broadly considered to be cost-effective. They build on existing health infrastructure and community partnerships, as well as a skilled workforce in schools (UNICEF 2000). This report focuses on four main areas of impact: enrolment (section 2); retention/dropout of students (section 3); learning outcomes (section 4), and health and nutritional benefits of students, families and communities (section 5). The report is divided into impacts at the primary, secondary and tertiary levels where this information was available, but a lot of the literature focused on schools in general. There was more evidence on school health programmes in primary schools than in secondary schools and very little literature found on the impact of health programmes in tertiary education.
DA - 2017/04/21/
PY - 2017
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13185
Y2 - 2022/12/18/18:15:24
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - A typology of reviews: an analysis of 14 review types and associated methodologies
AU - Grant, Maria J.
AU - Booth, Andrew
T2 - Health Information & Libraries Journal
AB - Background and objectives: The expansion of evidence-based practice across sectors has lead to an increasing variety of review types. However, the diversity of terminology used means that the full potential of these review types may be lost amongst a confusion of indistinct and misapplied terms. The objective of this study is to provide descriptive insight into the most common types of reviews, with illustrative examples from health and health information domains. Methods: Following scoping searches, an examination was made of the vocabulary associated with the literature of review and synthesis (literary warrant). A simple analytical framework—Search, AppraisaL, Synthesis and Analysis (SALSA)—was used to examine the main review types. Results: Fourteen review types and associated methodologies were analysed against the SALSA framework, illustrating the inputs and processes of each review type. A description of the key characteristics is given, together with perceived strengths and weaknesses. A limited number of review types are currently utilized within the health information domain. Conclusions: Few review types possess prescribed and explicit methodologies and many fall short of being mutually exclusive. Notwithstanding such limitations, this typology provides a valuable reference point for those commissioning, conducting, supporting or interpreting reviews, both within health information and the wider health care domain.
DA - 2009///
PY - 2009
DO - 10.1111/j.1471-1842.2009.00848.x
DP - Wiley Online Library
VL - 26
IS - 2
SP - 91
EP - 108
LA - en
SN - 1471-1842
ST - A typology of reviews
UR - https://www.researchgate.net/publication/26260835_A_typology_of_reviews_An_analysis_of_14_review_types_and_associated_methologies
Y2 - 2020/06/15/10:30:26
ER -
TY - BOOK
TI - Future-Proofing Teacher Education: Voices from South Africa and Beyond
AU - Gravett, Sarah
AU - Petersen, Nadine
CY - London
DA - 2022/05/27/
PY - 2022
DP - DOI.org (Crossref)
ET - 1
LA - en
PB - Routledge
SN - 978-1-00-318549-9
ST - Future-Proofing Teacher Education
UR - https://www.taylorfrancis.com/books/9781003185499
Y2 - 2022/12/03/19:44:08
ER -
TY - JOUR
TI - The use of learning technologies in complementary medicine education: Results of a student technology survey
AU - Gray, Alastair C.
AU - Diezel, Helene
AU - Steel, Amie
T2 - Advances in Integrative Medicine
DA - 2019///
PY - 2019
DO - 10.1016/j.aimed.2019.04.001
DP - Google Scholar
VL - 6
IS - 4
SP - 174
EP - 180
ST - The use of learning technologies in complementary medicine education
KW - __C:filed:1
ER -
TY - BOOK
TI - Build Back Better: our plan for growth
AU - Great Britain
AU - Treasury
DA - 2021///
PY - 2021
DP - Open WorldCat
LA - English
SN - 978-1-5286-2415-2
ST - Build Back Better
ER -
TY - JOUR
TI - Education, Equality and Social Cohesion: A distributional approach
AU - GREEN, ANDY
AU - PRESTON, JOHN
AU - SABATES, RICARDO
T2 - Compare: A Journal of Comparative and International Education
AB - Promoting social cohesion through education has re-emerged as an important policy objective in many countries during the past decade. But there is little clarity in policy discussions about what social cohesion means and how education may affect it. In this article we distinguish between social capital and societal cohesion and argue that education acts in differential ways on each. Using comparative, cross-country analysis, we develop a 'distributional model' which shows the relationship between equality of educational outcomes and various measures of social cohesion. In the final part of the article we discuss theories explaining the cross-country trends and variations in educational inequality and social inheritance in education, and argue that education system characteristics, such as degrees of 'comprehensiveness' in secondary schooling, may be an important factor in both. We conclude by arguing that policies to increase social cohesion through education must pay more attention to the reduction of educational equality than they currently do.
DA - 2003/12/01/
PY - 2003
DO - 10.1080/0305792032000127757
DP - Taylor and Francis+NEJM
VL - 33
IS - 4
SP - 453
EP - 470
SN - 0305-7925
ST - Education, Equality and Social Cohesion
UR - https://doi.org/10.1080/0305792032000127757
Y2 - 2023/01/07/20:45:33
ER -
TY - RPRT
TI - Education, Equity and Social Cohesion: A Distributional Model. Wider Benefits of Learning Research Report
AU - Green, Andy
AU - Preston, John
AU - Sabates, Ricardo
AB - The effects of education on social cohesion at the societal level were examined. First, a theoretical analysis and critique of models in the existing international and comparative literature on education, social capital, and social cohesion was conducted. The analysis resulted in development of a new hypothetical model relating skills distribution to social cohesion. Cross-national, quantitative research techniques were used to test the model on aggregated data for 15 countries from the World Values Survey, International Adult Literacy Survey, and Interpol crime statistics. The analysis established that societal cohesion is different, although related, to the community-level cohesion typically investigated in social capital research. The new "distributional" model therefore hypothesized a relation between education and societal cohesion based on distribution of educational outcomes rather than average levels of education. The analysis based on the new model established that Germany, Portugal, and the United States have the lowest scores on social cohesion, and the Netherlands, Denmark, and Norway have the highest. Measures of inequality in educational outcomes were higher in English-speaking countries and in some northern continental and Nordic countries. The analysis confirmed the hypothetical relationship between educational equality and societal cohesion. (Eight figures/tables are included. The bibliography lists 93 references. An explanation of the country indicators' derivation is appended.) (MN)
DA - 2003/03//
PY - 2003
DP - ERIC
LA - en
PB - The Centre for Research on the Wider Benefits of Learning, Institute of Education, 20 Bedford Way, London WC1H 0AL (5 British pounds)
ST - Education, Equity and Social Cohesion
UR - https://eric.ed.gov/?id=ED478332
Y2 - 2023/01/07/20:46:04
KW - Access to Education
KW - Comparative Education
KW - Crime
KW - Developed Nations
KW - Educational Attainment
KW - Educational Research
KW - Equal Education
KW - Foreign Countries
KW - Literature Reviews
KW - Models
KW - Multivariate Analysis
KW - Outcomes of Education
KW - Research Methodology
KW - Role of Education
KW - Skill Development
KW - Social Capital
KW - Social Integration
KW - Social Science Research
KW - Sociology
ER -
TY - VIDEO
TI - IPDCTalks - Speaker Cable Green's full speech on SDG 4: Education
AB - Up to two third of college and university students in the US can’t afford their school books,' says IPDC Talks speaker Cable Green (Director of Open Education at Creative Commons). In his presentation during the IPDC Talks, Cable Green elaborates on the importance of access to information for SDG4 Education.
Watch presentations from other IPDC Talks speakers on https://www.facebook.com/netherlands....
DA - 2016///
PY - 2016
DP - YouTube
ST - IPDCTalks - Speaker Cable Green's full speech on SDG 4
UR - https://www.youtube.com/watch?v=qvfC8A1oW30
Y2 - 2016/10/05/13:32:39
ER -
TY - BOOK
TI - The Promise of Access: Technology, Inequality, and the Political Economy of Hope
AU - Greene, Daniel
AB - "Based on fieldwork at three distinct sites in Washington, DC, this book finds that the persistent problem of poverty is often framed as a problem of technology"--
CY - Cambridge, Massachusetts
DA - 2021//06/Abril
PY - 2021
DP - Amazon
SP - 272
LA - Inglés
PB - The MIT Press
SN - 978-0-262-54233-3
ST - The Promise of Access
KW - Computer literacy
KW - Digital divide
KW - Knowledge economy
KW - Poverty
KW - Social aspects
KW - Technology and state
KW - Washington (D.C.)
ER -
TY - JOUR
TI - Social scholarship revisited: Changing scholarly practices in the age of social media
AU - Greenhow, Christine
AU - Gleason, Benjamin
AU - Staudt Willet, K. Bret
T2 - British Journal of Educational Technology
DA - 2019///
PY - 2019
DO - 10.1111/bjet.12772
DP - Google Scholar
VL - 50
IS - 3
SP - 987
EP - 1004
ST - Social scholarship revisited
KW - __C:filed:1
ER -
TY - BOOK
TI - Digital Transformation at Scale: Why the Strategy Is Delivery.
AU - Greenway, Andrew
AB - Organisations that grew up on the web have changed our attitude to the services we rely on every day. We expect them to work, be simple, cheap or free. They have done this by perfecting new technologies, practices, cultures and business models. However, organizations founded before the Internet aren't keeping pace - despite spending millions on IT. Faced with the digital revolution, many people working in large organisations instinctively see its consequences as another layer of complexity. To some of them, `digital' promises a better fax machine, a quicker horse, a brighter candle. In fact, digital is about applying the culture, practices, business models and technologies of the Internet era to respond to people's raised expectations. It is not a new function. It is not even a new way of running the existing functions of an organisation, whether those are IT or communications. It is a new way of running organisations. A successful digital transformation makes it possible not only to deliver products and services that are simpler, cheaper and better, but for the organisation as a whole to operate effectively in the online era. This book is a guide to building a digital institution. Based on experience and not theory it explains how a growing band of reformers in businesses and governments around the world have helped their organisations pivot to this new way of working, and what lessons others can learn from their experience. It is based on the authors' experience designing and helping to deliver the UK government's successful `Government Digital Service'. The GDS was a new institution made responsible for the digital transformation of government, designing public services for the Internet era. It snipped GBP4 billion off the government's technology bill, opened up public sector contracts to thousands of new suppliers, and delivered online services so good that citizens chose to use them over the offline alternatives, without a big marketing campaign. Other countries, and private sector companies too, took note. Here is a simple map to navigate a path through the blockers, buzzwords and bloody-mindedness that doom analogue organisations.
CY - Place of publication not identified
DA - 2018///
PY - 2018
DP - Open WorldCat
ET - 1
SP - 232
LA - English
PB - LONDON Publishing PARTNER
SN - 978-1-907994-78-4
ST - Digital Transformation at Scale
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Digital Transformation at Scale: Why the Strategy Is Delivery [2nd edition]
AU - Greenway, Andrew
AU - Terrett, Ben
AU - Bracken, Mike
AU - Loosemore, Tom
DA - 2021///
PY - 2021
DP - Zotero
ET - 2
LA - en
ER -
TY - CHAP
TI - Steuerungsformen von Erwerbsqualifizierung und die aktuelle Perspektive europäischer Bildungspolititk
AU - Greinert, W
T2 - Reihe Jugend und Arbeit - Positionen, Bertelsmann Stiftung
DA - 2008///
PY - 2008
ER -
TY - JOUR
TI - Systematic review searches must be systematic, comprehensive, and transparent: a critique of Perman et al
AU - Greyson, Devon
AU - Rafferty, Ellen
AU - Slater, Linda
AU - MacDonald, Noni
AU - Bettinger, Julie A.
AU - Dubé, Ève
AU - MacDonald, Shannon E.
T2 - BMC Public Health
AB - A high quality systematic review search has three core attributes; it is systematic, comprehensive, and transparent. The current over-emphasis on the primacy of systematic reviews over other forms of literature review in health research, however, runs the risk of encouraging publication of reviews whose searches do not meet these three criteria under the guise of being systematic reviews. This correspondence comes in response to Perman S, Turner S, Ramsay AIG, Baim-Lance A, Utley M, Fulop NJ. School-based vaccination programmes: a systematic review of the evidence on organization and delivery in high income countries. 2017; BMC Public Health 17:252, which we assert did not meet these three important quality criteria for systematic reviews, thereby leading to potentially unreliable conclusions. Our aims herein are to emphasize the importance of maintaining a high degree of rigour in the conduct and publication of systematic reviews that may be used by clinicians and policy-makers to guide or alter practice or policy, and to highlight and discuss key evidence omitted in the published review in order to contextualize the findings for readers. By consulting a research librarian, we identified limitations in the search terms, the number and type of databases, and the screening methods used by Perman et al. Using a revised Ovid MEDLINE search strategy, we identified an additional 1016 records in that source alone, and highlighted relevant literature on the organization and delivery of school-based immunization program that was omitted as a result. We argue that a number of the literature gaps noted by Perman et al. may well be addressed by existing literature found through a more systematic and comprehensive search and screening strategy. We commend both the journal and the authors, however, for their transparency in supplying information about the search strategy and providing open access to peer reviewer and editor’s comments, which enabled us to understand the reasons for the limitations of that review.
DA - 2019/02/04/
PY - 2019
DO - 10.1186/s12889-018-6275-y
DP - BioMed Central
VL - 19
IS - 1
SP - 153
J2 - BMC Public Health
SN - 1471-2458
ST - Systematic review searches must be systematic, comprehensive, and transparent
UR - https://doi.org/10.1186/s12889-018-6275-y
Y2 - 2021/04/17/19:27:55
KW - Immunization
KW - Narrative review
KW - Scholarly communication
KW - School
KW - Search methodology
KW - Systematic review
KW - Vaccination
ER -
TY - RPRT
TI - Education Coverage in Sierra Leone
AU - GRID3
DA - 2020/12//
PY - 2020
UR - https://grid3.org/publications/education-coverage-in-sierra-leone
KW - _C:Luxembourg LUX
KW - _C:Sierra Leone SLE
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Apps as learning tools: a systematic review
AU - Griffith, Shayl F.
AU - Hagan, Mary B.
AU - Heymann, Perrine
AU - Heflin, Brynna H.
AU - Bagner, Daniel M.
T2 - Pediatrics
DA - 2020///
PY - 2020
DO - 10.1542/peds.2019-1579
DP - Google Scholar
VL - 145
IS - 1
ST - Apps as learning tools
KW - __C:filed:1
ER -
TY - RPRT
TI - TVET teacher education in Africa
AU - Grijpstra, Douwe
AB - This study has three broad objectives. Firstly, it seeks to compare experiences on the education and training of Technical and Vocational Education and Training (TVET) teachers in South Africa, Egypt, Ghana, Tanzania, and Cameroon. Secondly, it seeks to get input from inspiring practices from European Member States. Lastly, policy pointers should be proposed for further action. This study was commissioned as part of the South Africa - EU Strategic Partnership sectoral policy dialogue in education. Data was collected between December 2014 and September 2015. The study serves as input to that policy dialogue, in particular in relation to the education and training of upper secondary and higher TVET teachers working in institution-based TVET providers in the formal public education system. Teachers are the most important in-school factor influencing the quality of student learning and the training of teachers is the key issue in this report. However, able practitioners do not necessarily reach their potential without appropriate support nor without being sufficiently professionally challenged and rewarded. The quality of TVET teaching also depends on other factors, such as the teacher's persona; the TVET organisation (at school or college level) and the wider TVET system (national structures related to TVET of which TVET teacher education is an important element). The main research activities consisted of desk research; interviews; country studies; and comparative analysis and reporting. To validate the findings and ensure a practical link to further dissemination of the results, policy workshops were organised with policymakers in the participating countries. In this summary, key conclusions are discussed per topic. For each topic, policy pointers are presented.
DA - 2015///
PY - 2015
DP - Zotero
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - C:Cameroon
KW - C:Egypt
KW - C:South Africa
KW - C:Tanzania
KW - CLL:en
KW - _C:Ghana GHA
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Learning and teaching with mobile devices: an approach in higher secondary education in Ghana
AU - Grimus, Margarete
AU - Ebner, Martin
T2 - International Journal of Mobile and Blended Learning
AB - While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods--specifically those involving the use of mobile-phones for both formal and informal learning--hold great promise for them (Grimus et al, 2013b). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones.
DA - 2015///
PY - 2015
DO - 10.4018/ijmbl.2015040102
VL - 7
IS - 2
SP - 17
EP - 32
LA - English
SN - 1941-8647, 1941-8647
UR - https://www.researchgate.net/publication/274254881_Learning_and_Teaching_With_Mobile_Devices_An_Approach_in_Higher_Secondary_Education_in_Ghana
AN - 1871575620; EJ1108581
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Educational Technology
KW - Faculty Development
KW - Feedback (Response)
KW - Foreign Countries
KW - Ghana
KW - Handheld Devices
KW - Online Surveys
KW - Secondary Education
KW - Semi Structured Interviews
KW - Student Attitudes
KW - Teacher Attitudes
KW - Technical Education
KW - Technology Uses in Education
KW - Telecommunications
KW - Workshops
KW - __:import:03
KW - __:match:final
KW - __:matched
KW - __:study_id:2096257
KW - ___working_potential_duplicate
KW - __finaldtb
ER -
TY - RPRT
TI - Deploying an e-Learning Environment in Zanzibar: A Short Guide
AU - Groeneveld, Caspar
AU - Kibga, Elia
AU - Kaye, Tom
AB - In April 2020, the MoEVT and the World Bank approached the EdTech Hub to explore the feasibility of implementing a Virtual Learning Environment (VLE). The parties agreed on three deliverables to support this work.
1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar.
2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly.
3. An implementation plan to guide the deployment of an e-learning system in Zanzibar.
This presentation deck is the third deliverable.
DA - 2020/08//
PY - 2020
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/85C5HVC7
KW - _r:ImportedToMyEducationEvidence
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
KW - publishPDF
ER -
TY - RPRT
TI - Deploying an e-learning Environment in Zanzibar: Digital Content Curation
AU - Groeneveld, Caspar
AU - Kibga, Elia
AU - Kaye, Tom
AB - In April 2020, the Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank approached the EdTech Hub (the Hub) to explore the feasibility of implementing a Virtual Learning Environment (VLE). The MoEVT, the World Bank and the Hub agreed that the Hub would work with the MoEVT to develop:
A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar.
A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly.
An implementation plan to guide the deployment of the e-learning system.
This document addresses part two of the request and is an elaboration of the digital content selection, curation and adaptation process suggested in the first report. However, this document is a stand-alone piece that does not require familiarity with any of the other deliverables.
DA - 2020///
PY - 2020
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/T2W7MU3K
KW - _r:ImportedToMyEducationEvidence
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - RPRT
TI - Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment
AU - Groeneveld, Caspar
AU - Kibga, Elia
AU - Kaye, Tom
AB - The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections:
An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied.
An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE.
A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem.
A conclusion with recommendations for Zanzibar, including short- and long-term steps.
In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.
DA - 2020/07/30/
PY - 2020
M3 - Technical Guidance
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/K7JDL4IL
KW - C:Tanzania
KW - H:Online learning
KW - LP: English
KW - _r:ImportedToMyEducationEvidence
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
KW - publishPDF
ER -
TY - GEN
TI - Implementing a Virtual Learning Environment: A Short Guide for Zanzibar
AU - Groeneveld, Caspar
AU - Kibga, Elia
AU - Kaye, Tom
DA - 2020///
PY - 2020
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/85C5HVC7
KW - _r:ImportedToMyEducationEvidence
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - RPRT
TI - SWOT Analysis of the Kenya Education Cloud
AU - Groeneveld, Caspar
AU - Kimenyi, Eric
AU - Kaye, Tom
DA - 2021/01/02/
PY - 2021
PB - EdTech Hub
KW - Final_citation
KW - cited
KW - existing
ER -
TY - RPRT
TI - SWOT Analysis of the Kenya Education Cloud
AU - Groeneveld, Caspar
AU - Kimenyi, Eric
AU - Kaye, Tom
DA - 2021/01/02/
PY - 2021
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/UMJTLGUE
KW - _r:ImportedToMyEducationEvidence
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - RPRT
TI - Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 5: Final report
AU - Groeneveld, Caspar
AU - Michels, Guillaume
AU - Kaye, Tom
DA - 2022/01/14/
PY - 2022
LA - en
PB - EdTech Hub
ST - Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 5
KW - Final_citation
KW - cited
KW - existing
ER -
TY - RPRT
TI - Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 5: Final report
AU - Groeneveld, Caspar
AU - Michels, Guillaume
AU - Kaye, Tom
AB - In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH).
The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions.
This document is the fifth and final report on the development of a proof of concept for the Hub.
We recommend beginning with this document and then moving to any of the remaining four reports, depending on your interest:
Inception report User research Skills taxonomy Content curation
An output of the EdTech Hub, https://edtechhub.org
DA - 2022/01/14/
PY - 2022
LA - en
M3 - Technical Report
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/5XBMPDX6
KW - _r:AddedByZotZen
ER -
TY - JOUR
TI - Randomized trials with missing outcome data: how to analyze and what to report
AU - Groenwold, Rolf HH
AU - Moons, Karel GM
AU - Vandenbroucke, Jan P.
T2 - Canadian Medical Association Journal
DA - 2014///
PY - 2014
DO - 10.1503/cmaj.131353
DP - Google Scholar
VL - 186
IS - 15
SP - 1153
EP - 1157
ST - Randomized trials with missing outcome data
KW - CitedIn:eCubed
KW - Done:ReferenceFixed
KW - eCubed
ER -
TY - BOOK
TI - A Content Analysis of Teaching and Learning in a 1: 1 K-12 Tablet Environment as Evidenced by Student Achievement and Pedagogy
AU - Grogan, Kelly
DA - 2018///
PY - 2018
DP - Google Scholar
PB - Lamar University-Beaumont
ST - A Content Analysis of Teaching and Learning in a 1
KW - __C:filed:1
ER -
TY - JOUR
TI - Twenty years of implementation research
AU - Grol, Richard
AU - Jones, Roger
T2 - Family practice
DA - 2000///
PY - 2000
DO - 10.1093/fampra/17.suppl_1.S32
DP - Google Scholar
VL - 17
IS - 90001
SP - 32
EP - 35
ER -
TY - JOUR
TI - Twenty years of implementation research
AU - Grol, Richard
AU - Jones, Roger
T2 - Family practice
DA - 2000///
PY - 2000
DO - 10.1093/fampra/17.suppl_1.S32
DP - Google Scholar
VL - 17
IS - 90001
SP - 32
EP - 35
ER -
TY - JOUR
TI - Decentralization and educational performance: evidence from the PROHECO Community School Program in rural Honduras
AU - Gropello, Di
AU - Emanuela
AU - Marshall, Jeffery H.
T2 - Education Economics
DA - 2011///
PY - 2011
DO - 10.1080/09645290902992816
VL - 19
SP - 161
EP - 80
ER -
TY - JOUR
TI - How Finland Is Teaching a Generation to Spot Misinformation
AU - Gross, Jenny
T2 - The New York Times
AB - The Nordic country is testing new ways to teach students about propaganda. Here’s what other countries can learn from its success.
DA - 2023/01/10/
PY - 2023
DO - 10.2307/jj.1357298
DP - NYTimes.com
LA - en-US
SN - 0362-4331
UR - https://www.nytimes.com/2023/01/10/world/europe/finland-misinformation-classes.html
Y2 - 2023/01/11/01:57:35
KW - Education (K-12)
KW - Europe
KW - Final_citation
KW - Finland
KW - News and News Media
KW - Open Society Foundations
KW - Rumors and Misinformation
KW - Social Media
KW - Teachers and School Employees
KW - anystyle
KW - existing
ER -
TY - JOUR
TI - Measure for measure: The relationship between measures of instructional practice in middle school English language arts and teachers’ valueadded scores
AU - Grossman, P.
AU - Loeb, S.
AU - Cohen, J.
AU - Wyckoff, J.
T2 - American Journal of Education
DA - 2013///
PY - 2013
DO - 10.1086/669901
VL - 119
IS - 3
SP - 445
EP - 470
ER -
TY - JOUR
TI - Community-Directed Interventions for Priority Health Problems in Africa: Results of a Multicountry Study
AU - Group, The C.D.I.Study
T2 - Bulletin of World Health Organization
DA - 2009///
PY - 2009
VL - 88
IS - 509
SP - 518
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Community-directed interventions for priority health problems in Africa: results of a multicountry study
AU - Group, The C.D.I.Study
T2 - Bulletin of the World Health Organization
DA - 2010///
PY - 2010
VL - 88
IS - 509
SP - 518
LA - en
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - The World Bank Group A to Z 2015
AU - Group, World Bank
AB - Note: Information in this title reflected the institution at the time of publication and may be subject to change... The World Bank Group (also known as the "Bank Group") is the largest anti-poverty institution in the world, offering loans, advice, knowledge, and an array of customized resources to more than 100 developing countries and countries in transition. Established in 1944 and headquartered in Washington DC, the Bank Group is a specialized agency of the United Nations that is made up of 188 member countries. It works with country governments, the private sector, civil society organizations (CSOs), regional development banks, think tanks, and other international institutions on a range of issues--from climate change, conflict, and food crises to education, agriculture, finance, and trade--with the sole purpose of meeting two goals: ending extreme poverty by 2030 and boosting shared prosperity of the bottom 40 percent of the population in all developing countries. The World Bank Group A to Z provides ready-reference insight into the history, mission, organization, policies, financial services, and knowledge products of the institution's five agencies. Each of the more than 200 entries are arranged in encyclopedic A-to-Z format and are extensively cross-referenced to related information in the book. This volume also has a detailed index, reference materials on World Bank Group country membership, organizational charts of the five agencies, and information about how to connect with or work for the institution. Building on previous editions of A Guide to the World Bank, The World Bank Group A to Z has been completely revised and updated to reflect the wide ranging reforms of recent years, including the new World Bank Group Strategy; new approaches to development assistance; the establishment of new Global Practice Groups and Cross Cutting Solutions Areas; and the goal of becoming a "Solutions Bank", one that will marshal the vast reserves of evidence and experiential knowledge across the five World Bank Group agencies and apply them to local problems. An indispensable guide for anyone interested in understanding what the World Bank Group does and how it does it, this book shows readers who want to learn more where to begin.
DA - 2014/09/30/
PY - 2014
DP - Google Books
SP - 260
LA - en
PB - World Bank Publications
SN - 978-1-4648-0382-6
KW - Business & Economics / Banks & Banking
KW - Business & Economics / Development / Economic Development
KW - Business & Economics / Development / Sustainable Development
KW - Business & Economics / International / Economics & Trade
KW - Business & Economics / Nonprofit Organizations & Charities / General
KW - Final_citation
KW - Political Science / Public Policy / Economic Policy
KW - Social Science / Developing & Emerging Countries
KW - Social Science / Poverty & Homelessness
KW - Social Science / Sociology / General
ER -
TY - BOOK
TI - Inclusive aid: changing power and relationships in international development
A3 - Groves, Leslie Christine
A3 - Hinton, Rachel Barbara
CN - HC60 .I418 2004
CY - London ; Sterling, Va
DA - 2004///
PY - 2004
DP - Library of Congress ISBN
SP - 237
LA - en
PB - Earthscan
SN - 978-1-84407-033-6 978-1-84407-032-9
ST - Inclusive aid
KW - Developing countries
KW - Economic assistance
KW - Poverty
ER -
TY - ELEC
TI - GSMA Mobile Connectivity Index | Sierra Leone
AU - GSMA
AB - The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions
DA - 2018///
PY - 2018
UR - https://www.mobileconnectivityindex.com/
Y2 - 2020/06/25/17:20:25
KW - _C:Sierra Leone SLE
ER -
TY - ELEC
TI - The GSMA Mobile Connectivity Index
AU - GSMA
DA - 2019///
PY - 2019
LA - EN
UR - https://www.mobileconnectivityindex.com/
ER -
TY - RPRT
TI - The-State-of-Mobile-Internet-Connectivity-Report-2022.pdf
AU - GSMA
DA - 2022/12//
PY - 2022
UR - http://www.ictworks.org/wp-content/uploads/2022/12/The-State-of-Mobile-Internet-Connectivity-Report-2022.pdf
Y2 - 2022/12/15/09:59:06
ER -
TY - RPRT
TI - The State of Mobile Internet Connectivity Report 2023
AU - GSMA
DA - 2023///
PY - 2023
PB - GSMA
UR - https://www.gsma.com/r/somic/
Y2 - 2023/01/12/00:00:00
ER -
TY - GEN
TI - Impact of Living Conditions on Online Education: Evidence from China. Sustainability 2022, 14, 3231
AU - Gu, J.
DA - 2022///
PY - 2022
DP - Google Scholar
PB - s Note: MDPI stays neu-tral with regard to jurisdictional claims in …
ST - Impact of Living Conditions on Online Education
ER -
TY - JOUR
TI - Family conditions and the accessibility of online education: the digital divide and mediating factors
AU - Gu, Jiafeng
T2 - Sustainability
DA - 2021///
PY - 2021
DO - 10.3390/su13158590
DP - Google Scholar
VL - 13
IS - 15
SP - 8590
ST - Family conditions and the accessibility of online education
ER -
TY - JOUR
TI - Impact of Living Conditions on Online Education: Evidence from China
AU - Gu, Jiafeng
T2 - Sustainability
DA - 2022///
PY - 2022
DO - 10.3390/su14063231
DP - Google Scholar
VL - 14
IS - 6
SP - 3231
ST - Impact of Living Conditions on Online Education
ER -
TY - JOUR
TI - Semiprivate space and access to online education during COVID-19: Empirical tests from China
AU - Gu, Jiafeng
T2 - Online Information Review
DA - 2021///
PY - 2021
DP - Google Scholar
ST - Semiprivate space and access to online education during COVID-19
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Teacher Motivation: Theoretical Framework, Situation Analysis of Save the Children Country Offices, and Recommended Strategies
AU - Guajardo, Jarret
DP - www.academia.edu
LA - en
ST - Teacher Motivation
UR - https://www.academia.edu/28952777/Teacher_Motivation_Theoretical_Framework_Situation_Analysis_of_Save_the_Children_Country_Offices_and_Recommended_Strategies
Y2 - 2021/02/11/16:10:34
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - What works to improve teacher attendance in developing countries? A systematic review
AU - Guerrero, Gabriela
AU - Leon, Juan
AU - Zapata, Mayli
AU - Sugimaru, Claudia
AU - Cueto, Santiago
AB - Previous studies have found national averages of teacher absenteeism in developing countries that range from 3 percent to 27 percent. However, within countries absenteeism is larger in poorer, more isolated schools, contributing to unequal educational opportunities. The purpose of this paper is to report on a systematic review of research on the effectiveness of interventions aimed at increasing teacher attendance in developing countries, as measured by the rate of teacher attendance. Whenever data are available we also estimate the impact of these programmes on student achievement.
DA - 2012///
PY - 2012
DP - Zotero
SP - 125
LA - en
KW - potential solutions
KW - ⛔ No DOI found
ER -
TY - THES
TI - Smarter without smartphones?: effects of mobile phone bans in schools on academic performance, well-being, and bullying
AU - Guldvik, Maria Køber
AU - Kvinnsland, Ingvild
DA - 2018///
PY - 2018
DP - Google Scholar
M3 - Master's Thesis
ST - Smarter without smartphones?
KW - _C:Colombia COL
KW - _C:France FRA
KW - _C:Norway NOR
KW - _C:Romania ROU
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Gastrointestinal and urinary parasitic infections amongst schoolchildren in Rumde, Yola
AU - GUNDIRI, M.A.
AU - Akogun, Oladele B
T2 - The Nigerian Journal of Parasitology
DA - 2000///
PY - 2000
VL - 21
SP - 117
EP - 124
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Febrile illness experience among Nigerian nomads
AU - Gundiri, M.A
AU - Badaki, J.A.
AU - Njobdi, S.Y
AU - Adesina, A.A
AU - Ogundahunsi, O.T.
AU - Akogun, Oladele B
T2 - International Journal for Equity in Health
DA - 2012///
PY - 2012
VL - 11
IS - 5
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - DARPA’s Explainable Artificial Intelligence (XAI) Program
AU - Gunning, D
AU - Aha, D
T2 - AI Magazine
DA - 2019///
PY - 2019
DO - 10.1609/aimag.v40i2.2850
VL - 40
IS - 2
SP - 44
EP - 58
LA - zu
ER -
TY - JOUR
TI - The digital divide in online learning in China during the COVID-19 pandemic
AU - Guo, Congbin
AU - Wan, Boshen
T2 - Technology in Society
DA - 2022///
PY - 2022
DO - 10.1016/j.techsoc.2022.102122
DP - Google Scholar
VL - 71
SP - 102122
ER -
TY - JOUR
TI - A review of project-based learning in higher education: Student outcomes and measures
AU - Guo, Pengyue
AU - Saab, Nadira
AU - Post, Lysanne S.
AU - Admiraal, Wilfried
T2 - International Journal of Educational Research
AB - Project-based learning (PjBL) is understood to be a promising approach that improves student learning in higher education. Empirical studies on project-based learning have been reviewed with a focus on student outcomes. Affective outcomes (i.e. perceptions of the benefits of PjBL and perceptions of the experience of PjBL) were most applied, which were measured by questionnaires, interviews, observation, and self-reflection journals. Cognitive outcomes (i.e. knowledge and cognitive strategies) and behavioral outcomes (i.e. skills and engagement) were measured by questionnaires, rubrics, tests, interviews, observation, self-reflection journals, artifacts, and log data. The outcome of artifact performance was assessed by rubrics. Future research should investigate more about students’ learning processes and final products. Measurement instruments and data analyses should also be improved.
DA - 2020/01/01/
PY - 2020
DO - 10.1016/j.ijer.2020.101586
DP - ScienceDirect
VL - 102
SP - 101586
J2 - International Journal of Educational Research
LA - en
SN - 0883-0355
ST - A review of project-based learning in higher education
UR - https://www.sciencedirect.com/science/article/pii/S0883035519325704
Y2 - 2022/04/05/20:37:18
KW - Higher education
KW - Learning outcomes
KW - Measurement instruments
KW - Project-based learning
KW - Review
ER -
TY - JOUR
TI - Professional development and teacher change
AU - Guskey, T. R.
T2 - Teachers and Teaching
DA - 2002/08/01/Online Publication Date
PY - 2002
DO - 10.1080/135406002100000512
VL - 8
IS - 3
SP - 381
EP - 391
ST - Professional development and teacher change
UR - http://www.tandfonline.com/doi/abs/10.1080/135406002100000512
ER -
TY - JOUR
TI - Does it make a difference? Evaluating professional development
AU - Guskey, Thomas R
T2 - Education Leadership
AB - Using five critical levels of evaluation, you can improve your school's professional
development program. But be sure to start with the desired result—improved student
outcomes.
DA - 2002/03//
PY - 2002
DP - Zotero
VL - 59
IS - 6
SP - 45
EP - 51
LA - en
UR - http://emsyh.org.uk/assets/Uploads/Does-It-Make-a-Difference-Guskey-2002-1.pdf
KW - ___working_potential_duplicate
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - SECT: The standardized early childhood development costing tool
AU - Gustafsson‐Wright, Emily
AU - Boggild‐Jones, Izzy
AU - Gardiner, Sophie
DA - 2017///
PY - 2017
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Global education trends and research to follow in 2022
AU - Gustafsson-Wright, Emily
AU - Hadani, Helen Shwe
AU - Hirsh-Pasek, Kathy
AU - Jalbout, Maysa
AU - King, Elizabeth M.
AU - ODonoghue, Jennifer L.
AU - Olsen, Brad
AU - Shapiro, Jordan
AU - Vegas, Emiliana
AU - Winthrop, Rebecca
DA - 2022///
PY - 2022
DP - Google Scholar
UR - https://policycommons.net/artifacts/4142385/global-education-trends-and-research-to-follow-in-2022/4951073/
Y2 - 2024/03/05/12:05:30
KW - Final_citation
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Digital tools for real-time data collection in education
AU - Gustafsson-Wright, Emily
AU - Osborne, Sarah
AU - Aggarwal, Muskan
DA - 2022///
PY - 2022
DP - Google Scholar
UR - https://policycommons.net/artifacts/4142237/digital-tools-for-real-time-data-collection-in-education/4951284/
Y2 - 2024/03/19/19:56:13
KW - Final_citation
KW - ⛔ No DOI found
ER -
TY - BLOG
TI - Digital tools for real-time data collection in education
AU - Gustafsson-Wright, Emily
AU - Osborne, Sarah
AU - Aggarwal, Muskan
T2 - Brookings
AB - Real-time performance data in education enable critically needed tracking of program activities and instructors' and learners' progress to better inform adaptations along the way. In this report, we provide an overview of some of the key considerations related to real-time data collection in education, with a particular focus on the digital tools that enable their collection. Importantly, we have developed a typology of tools and selection criteria to support policymakers, practitioners, and researchers around the globe in either developing new tools or selecting from the landscape of existing ones. Our aim is to help initiate dialogue around the use of real-time data for adaptive management in education and contribute to data-informed decisions toward ensuring that all children have access to quality teaching and learning experiences.
DA - 2022/11/02/
PY - 2022
LA - en
ST - Digital Tools for Real-Time Data Collection in Education
UR - https://policycommons.net/artifacts/4142237/digital-tools-for-real-time-data-collection-in-education/4951284/
Y2 - 2024/02/29/16:26:42
KW - Final_citation
KW - existing
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Do impact bonds affect the ecosystem of social services delivery and financing?
AU - Gustafsson-Wright, Emily
AU - Osborne, Sarah
AU - Massey, Meg
DA - 2020///
PY - 2020
DP - Google Scholar
UR - https://policycommons.net/artifacts/4141410/do-impact-bonds-affect-the-ecosystem-of-social-services-delivery-and-financing/4949753/
Y2 - 2024/03/01/11:37:20
KW - Final_citation
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - From Evidence to Scale: Lessons Learned from the Quality Education India Development Impact Bond.
AU - Gustafsson-Wright, Emily
AU - Osborne, Sarah
AU - Shankar, Aditi
T2 - Center for Universal Education at The Brookings Institution
DA - 2022///
PY - 2022
DP - Google Scholar
ST - From Evidence to Scale
UR - https://eric.ed.gov/?id=ED626233
Y2 - 2024/03/05/12:05:30
KW - Final_citation
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - FOUNDATIONS OF CLASSROOM CHANGE IN DEVELOPING COUNTRIES
AU - Guthrie, Gerard
DP - Google Scholar
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Guthrie FOUNDATIONS OF CLASSROOM CHANGE IN DEVELOPING COUNTRIES Vol.1 Evidence 2021
AU - Guthrie, Gerard
DA - 2021/02/07/
PY - 2021
DP - ResearchGate
ER -
TY - JOUR
TI - Sustainability in engineering education: A review of learning outcomes
AU - Gutierrez-Bucheli, Laura
AU - Kidman, Gillian
AU - Reid, Alan
T2 - Journal of Cleaner Production
AB - Although UNESCO and the UN's Sustainable Development Goals have articulated the critical role of engineering in achieving sustainable forms of development, there remains the need to analyze the design, features, and nature of sustainability-focused initiatives in engineering education. To date, few studies have identified the main knowledge gaps in this sector of higher education. At the same time, there is no known research exploring student and graduate learning outcomes in particular contextual settings. To address these gaps, this article uses a realist scoping review to map and analyze how engineering education has approached sustainability in higher education institutions since the 1990s. Our study explores the approaches of curricula, teaching, and learning renewals promoted in higher education engineering programs identifying critical differences between the expected and actual learning outcomes. Key findings drawn from a range of international contexts include broad evidence that engineering education providers desire to approach sustainability from an integrative perspective. However, this approach typically demands more administrative resources to develop formal and hidden curriculum mechanisms. As a result, engineering education struggles to foster the associated intra- and inter-cultural learning characteristics expected within integrated sustainability education. Findings also suggest re-evaluating the connotation and senses of ‘being and becoming an engineer’, including social responsibilities in engineering education, to empower students as active agents of change. Implications for practice, policy, and curriculum development of nine approaches to engineering education for sustainability are also offered, alongside possibilities and priorities for future research.
DA - 2022/01/01/
PY - 2022
DO - 10.1016/j.jclepro.2021.129734
DP - ScienceDirect
VL - 330
SP - 129734
J2 - Journal of Cleaner Production
LA - en
SN - 0959-6526
ST - Sustainability in engineering education
UR - https://www.sciencedirect.com/science/article/pii/S095965262103910X
Y2 - 2022/04/05/20:26:53
KW - Education for sustainable development
KW - Engineering education
KW - Learning outcomes
KW - Realist review
KW - Scoping review
KW - Sustainable development
ER -
TY - JOUR
TI - Closing the achievement gap in mathematics: Evidence from a remedial program in Mexico City
AU - Gutiérrez, Emilio
AU - Rodrigo, Rodimiro
T2 - Latin American Economic Review
AB - This paper evaluates the impact of an intervention targeted at marginalized low-performance students in public secondary schools in Mexico City. The program consisted in offering free additional math courses, taught by undergraduate students from some of the most prestigious Mexican universities, to the lowest performance students in a set of marginalized schools in Mexico City. We exploit the information available in all students' (treated and not treated by the program) transcripts enrolled in participating and non-participating schools. Before the implementation of the program, participating students lagged behind non-participating ones by more than a half base point in their GPA (over 10). Using a difference-in-differences approach, we find that students participating in the program observed a higher increase in their school grades after the implementation of the program, and that the difference in grades between the two groups decreases over time. By the end of the school year (when the free extra courses had been offered, on average, for 10 weeks), participating students' grades were not significantly lower than non-participating students' grades. These results provide some evidence that short and low-cost interventions can have important effects on student achievement.
DA - 2014///
PY - 2014
DO - 10.1007/s40503-014-0014-2
VL - 23
IS - 14
UR - https://link.springer.com/content/pdf/10.1007/s40503-014-0014-2.pdf
Y2 - 2020/11/17/00:00:00
KW - _Added to LR
KW - _G:reviewed
ER -
TY - JOUR
TI - Uncertain aspirations for continuing in education: Antecedents and associated outcomes
AU - Gutman, Leslie Morrison
AU - Schoon, Ingrid
AU - Sabates, Ricardo
T2 - Developmental Psychology
AB - [Correction Notice: An Erratum for this article was reported in Vol 48(6) of Developmental Psychology (see record 2012-13008-001). There is an error in the last line of Table 2. It should read “Uncertain Aspirations → Enrollment at 18.”] Relatively little is known about adolescents who hold uncertain aspirations, that is, those who do not know what they would like to do in the future regarding their educational or occupational plans. Drawing upon the Longitudinal Study of Young People in England born in 1989–1990, the authors tested a pathway model to investigate the antecedents of uncertain aspirations for continuing in education past compulsory schooling age (i.e., 16 years) and associated later educational outcomes. Gender differences in the pathways are also tested. Findings indicate that the relationship linking socioeconomic status to uncertain aspirations is mediated through parents' educational expectations and the relationship linking academic performance at age 11 to uncertain aspirations is mediated through parents' educational expectations and adolescents' self-perceived ability, which, in turn, predict academic performance at age 16 and educational enrollment at age 18. Gender differences in these processes are also evident: young males not only hold greater uncertainty about continuing in education, the consequences of uncertainty regarding later academic performance are worse for males than females. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
DA - 2012///
PY - 2012
DO - 10.1037/a0026547
DP - APA PsycNet
VL - 48
SP - 1707
EP - 1718
SN - 1939-0599
ST - Uncertain aspirations for continuing in education
KW - Academic Achievement
KW - Academic Achievement Motivation
KW - Academic Aptitude
KW - Adolescent Attitudes
KW - Educational Aspirations
KW - Educational Attainment Level
KW - Expectations
KW - Family Socioeconomic Status
KW - Occupational Aspirations
KW - Student Attitudes
KW - Uncertainty
ER -
TY - THES
TI - Principal leadership and the integration of information and communication technolgies for teaching and learning in Zimbabwe
AU - Guvhu, Rosemary
DA - 2018///
PY - 2018
DP - Google Scholar
M3 - PhD Thesis
PB - University of the Free State
KW - __C:filed:1
ER -
TY - THES
TI - DEPARTMENT OF INFORMATION STUDIES
AU - GYESI, MARYLAND AWER
DA - 2019///
PY - 2019
DP - Google Scholar
M3 - PhD Thesis
PB - University of Ghana
ER -
TY - CHAP
TI - The Shurah and Democratic Governance in Islam
T2 - Shari’ah, Democracy and Good Governance
A2 - H., Salihi
A2 - A., Umar B.
A2 - Suleiman, H.
CY - Kano, IIIT(N
DA - 2011///
PY - 2011
SP - 103
EP - 118
LA - so
ER -
TY - CHAP
TI - Curiosity and Interactive Learning in Artificial Systems
AU - Haber, Nick
T2 - AI in Learning: Designing the Future
A2 - Niemi, Hannele
A2 - Pea, Roy D.
A2 - Lu, Yu
AB - As “scientists in the crib,” children learn through curiosity, tirelessly seeking novelty and information as they interact—really, play—with both physical objects and the people around them. This flexible capacity to learn about the world through intrinsically motivated interaction continues throughout life. How would we engineer an artificial, autonomous agent that learns in this way – one that flexibly interacts with its environment, and others within it, in order to learn as humans do? In this chapter, I will first motivate this question by describing important advances in artificial intelligence in the last decade, noting ways in which artificial learning within these methods are and are not like human learning. I will then give an overview of recent results in artificial intelligence aimed at replicating curiosity-driven interactive learning. I will then close by speculating on how AI that learns in this fashion could be used as fine-grained computational models of human learning.
CY - Cham
DA - 2023///
PY - 2023
DP - Springer Link
SP - 37
EP - 54
LA - en
PB - Springer International Publishing
SN - 978-3-031-09687-7
UR - https://doi.org/10.1007/978-3-031-09687-7_3
Y2 - 2024/02/23/23:57:15
KW - Artificial intelligence
KW - Artificial systems
KW - Curiosity
KW - Interactive learning
ER -
TY - JOUR
TI - A systematic review of adolescent girl program implementation in low‐and middle‐income countries: evidence gaps and insights
AU - Haberland, Nicole A.
AU - McCarthy, Katharine J.
AU - Brady, Martha
T2 - Journal of Adolescent Health
DA - 2018///
PY - 2018
DO - 10.1016/j.jadohealth.2017.11.294
ER -
TY - JOUR
TI - Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program
AU - Habibi, Akhmad
AU - Mukinin, Amirul
AU - Riyanto, Yatim
AU - Prasohjo, Lantip Diat
AU - Sulistiyo, Urip
AU - Sofwan, Muhammad
AU - Saudagar, Ferdiaz
T2 - Turkish Online Journal of Distance Education
DA - 2018/01//
PY - 2018
DO - 10.17718/tojde.382663
VL - 19
IS - 1
LA - English
ST - Building an online community
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program
AU - Habibi, Akhmad
AU - Mukinin, Amirul
AU - Riyanto, Yatim
AU - Prasohjo, Lantip Diat
AU - Sulistiyo, Urip
AU - Sofwan, Muhammad
AU - Saudagar, Ferdiaz
T2 - Turkish Online Journal of Distance Education
AB - This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.
DA - 2018/01//
PY - 2018
DO - 10.17718/tojde.382663
VL - 19
IS - 1
SP - 46
EP - 61
LA - English
UR - https://www.researchgate.net/publication/322129440_Building_an_Online_Community_Student_Teachers'_Perceptions_on_the_Advantages_of_Using_Social_Networking_Services_in_A_Teacher_Education_Program
AN - 2013525781; EJ1165898
KW - Case Studies
KW - College Students
KW - Computer Mediated Communication
KW - Critical Thinking
KW - Data Analysis
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Educational Benefits
KW - Focus Groups
KW - Foreign Countries
KW - Group Discussion
KW - Higher Education
KW - Independent Study
KW - Indonesia
KW - Interpersonal Communication
KW - Learner Engagement
KW - Learning Motivation
KW - Practicums
KW - Preservice Teacher Education
KW - Qualitative Research
KW - Social Networks
KW - Student Teacher Attitudes
KW - Teacher Education Programs
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2097353
KW - __finaldtb
ER -
TY - ELEC
TI - Developing collaborations and technology for evidence synthesis
AU - Haddaway, Martin Westgate & Neal
T2 - Evidence Synthesis Hackathon
AB - An event series to develop open software for evidence synthesis
LA - en
UR - https://www.eshackathon.org/
Y2 - 2024/01/19/23:02:09
KW - _Added-ailr-2024
ER -
TY - JOUR
TI - On the use of computer‐assistance to facilitate systematic mapping
AU - Haddaway, Neal R.
AU - Callaghan, Max W.
AU - Collins, Alexandra M.
AU - Lamb, William F.
AU - Minx, Jan C.
AU - Thomas, James
AU - John, Denny
T2 - Campbell Systematic Reviews
AB - Abstract
The volume of published academic research is growing rapidly and this new era of “big literature” poses new challenges to evidence synthesis, pushing traditional, manual methods of evidence synthesis to their limits. New technology developments, including machine learning, are likely to provide solutions to the problem of information overload and allow scaling of systematic maps to large and even vast literatures. In this paper, we outline how systematic maps lend themselves well to automation and computer‐assistance. We believe that it is a major priority to consolidate efforts to develop and validate efficient, rigorous and robust applications of these novel technologies, ensuring the challenges of big literature do not prevent the future production of systematic maps.
DA - 2020/12//
PY - 2020
DO - 10.1002/cl2.1129
DP - DOI.org (Crossref)
VL - 16
IS - 4
SP - e1129
J2 - Campbell Systematic Reviews
LA - en
SN - 1891-1803, 1891-1803
UR - https://onlinelibrary.wiley.com/doi/10.1002/cl2.1129
Y2 - 2024/03/10/16:13:10
KW - selected_for:effects of climate ch...on learning...LMICs 2024
KW - tagged
ER -
TY - BOOK
TI - Rules for a Flat World
AU - Hadfield, Gillian K.
AB - Technology and globalization are uprooting and reshaping daily life. Global supply chains are now deeply embedded, and digital platforms connect almost everyone in complex networks of data and exchange. This "flat world" is one of tremendous possibility, but it also poses challenges to stability and shared prosperity. In Rules for a Flat World, Gillian Hadfield argues that the legal rules that currently guide global integration are no longer working. They are too slow, costly, and localized for increasingly complex advanced economies, and fail to address issues such as poverty, instability, and oppression for the billions living in the developing world. Hadfield proposes a new set of rules that enhance complex societies and economic interdependence and makes the case for building a more agile infrastructure. In this paperback edition, she presents a new prologue to her sweeping historical overview and vision of the relationship between law and economic and social prosperity.
CY - Oxford, New York
DA - 2020/06/22/
PY - 2020
DP - Oxford University Press
SP - 424
PB - Oxford University Press
SN - 978-0-19-093182-7
ER -
TY - JOUR
TI - (Re)Designing Augmented Reality Applications to Facilitate Intercultural Telecollaborations
AU - Hadjistassou, Stella
AU - Avgousti, Maria-Iosifina
AU - Louca, Petros
T2 - Journal of Learning for Development
AB - This paper draws on design-based research to develop a real-world classroom Augmented Reality (AR) scenario which was accompanied by tasks used to mediate intercultural telecollaboration. It investigates the role of these tasks and AR scenario in enacting affordances to enrich students’ learning experiences, to establish a connection between classroom management techniques, their local context and future teaching practices and to promote insightful reflections on such practices. The trajectories upon which these tasks were designed were practice-oriented inviting students to explore three options in dealing with classroom misbehavior and reserved students. Using their mobile devices, students could view in AR a classroom setting, a student’s disruptive behavior and three possible approaches in dealing with such behavior. Upon exploring the three options in handling classroom misbehavior, students across the two participating academic institutions in Europe could post their comments on a newly created platform, ReDesign.
DA - 2021/03/18/
PY - 2021
DP - jl4d.org
VL - 8
IS - 1
SP - 58
EP - 73
LA - en
SN - 2311-1550
UR - https://jl4d.org/index.php/ejl4d/article/view/413
Y2 - 2022/04/05/12:22:30
KW - Augmented Reality (AR)
KW - Learning Management System (LMS)
KW - intercultural telecollaboration
KW - language learning
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Unsupervised language model adaptation using LDA-based mixture models and latent semantic marginals
AU - Haidar, Md Akmal
AU - O'Shaughnessy, Douglas
T2 - Computer Speech & Language
DA - 2015///
PY - 2015
DO - 10.1016/j.csl.2014.06.002
DP - Google Scholar
VL - 29
IS - 1
SP - 20
EP - 31
UR - https://www.sciencedirect.com/science/article/pii/S0885230814000606?casa_token=f48AzfOSK3QAAAAA:OBUb7DqpL5yz36vrwW9GgrgISimeRQrBp53bg44B0bUPxl80f4kr3-tqZO-_Ryi-kuHHi-nzJZs
Y2 - 2024/02/23/17:09:50
ER -
TY - JOUR
TI - Donor Programming in Albania in Other (Non-justice and Security) Sectors Relevant to Organised Crime
AU - Haider, Huma
AB - This helpdesk report provides an overview of sectors relevant to the existence and prevalence of organised crime in Albania; and a mapping of donor work in these sectors. While the programmes and projects discussed are not necessarily designed and adopted specifically to counter organised crime, linkages can be inferred. Literature was selected through database searches (Google, Google Scholar, Web of Science) and by visiting multilateral and bilateral donor websites. Corruption and organised crime are prevalent in Albania and remain key problems in the country. Institutional and everyday petty corruption undermine social trust and creates an environment in which the rule of law is weak and higher order criminal activity can more easily flourish (UNODC, 2015). Corruption is closely interlinked with organised crime as many of the country’s senior state officials are involved in smuggling, contrabands, tax evasions and land grabbing (Sokoli and Resulaj, 2013). Corruption poses a major money laundering risk in Albania as it generates significant amounts of criminal proceeds (COE, 2018). Trafficking in human beings and drugs are also key problems. Albania has been the region’s top producer of cannabis (Global Initiative, 2019). Trafficking in humans for sexual exploitation occurs internally. Many girls and women, particularly Roma and other marginalised groups with low socio-economic backgrounds, are trafficked in main cities in Albania (Meçe, 2016). Organised crime and economic inequality and development are correlated (EC, 2018). Key areas of development requiring attention to tackle organised crime in Albania and elsewhere include: livelihoods and employment; rural development; governance reform; and service delivery. Improving the poor socio-economic conditions of vulnerable populations, for example, can help to prevent human trafficking (Meçe, 2016). This query uses these core areas to structure this report.
DA - 2019/12/06/
PY - 2019
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14966
Y2 - 2022/12/18/18:13:40
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Education, Conflict, and Stability in South Sudan
AU - Haider, Huma
AB - This Emerging Issues Report explores the relationship between education, conflict, and (in)stability in South Sudan, drawing on a wide range of academic, policy, and programming literature. There is a growing body of research on the ways in which education can both exacerbate conflict and contribute to peace. The 4Rs framework (focusing on aspects of Redistribution, Recognition, Representation, and Reconciliation) provides a holistic way to explore and address the education system’s relationship to economic, social, cultural and political development processes; and its role in producing or exacerbating inequalities that fuel grievances and ultimately conflict (Novelli et al., 2019, 2016). The 4Rs framework is adopted throughout this report, at the start of each main section, providing summaries of key issues in the delivery of education and outcomes in South Sudan. These summaries are also presented in this overview. The report also looks at the interaction of donor interventions in education with conflict and stability in South Sudan, focusing on the Girls’ Education South Sudan (GESS) programme (see below), but also drawing on a few other interventions. While there is a range of donor reports and other literature that outline and discuss these initiatives and their impacts, there is limited research that makes explicit connections to their interactions with conflict and (in)stability.
DA - 2021/07//
PY - 2021
DO - 10.19088/K4D.2021.129
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17020
Y2 - 2022/12/18/18:14:00
ER -
TY - JOUR
TI - Financial Incentives to Reduce Female Infanticide, Child Marriage and Promote Girl’s Education: Impact
AU - Haider, Huma
AB - This review examines evidence on the key design features and impact of programmes that use Conditional Cash Transfers (CCTs) or baby bonds to reduce female infanticide, child marriage and promote girl’s education. Conditional cash transfer (CCT) schemes have been adopted to promote the survival and well-being of girls. They provide parents with financial incentives to raise daughters; to delay marrying them until age 18, and to reduce the gender imbalance in school. Given that many CCT programmes aimed at addressing girl children are relatively new, it has in many cases been too early to evaluate their effectiveness. There is thus limited evidence of the impact of their implementation and outcomes. This helpdesk report focuses on recent studies, published in the past five years, on select programmes implemented in South Asia, particularly in India, for which there is the most available information. Evidence suggests that CCT programmes aimed at supporting the girl child have succeeded in promoting school enrolment and delaying marriage in South Asia. It is less clear, however, the extent to which these transfers have affected gender-biased sex selection.
DA - 2020/12/11/
PY - 2020
DO - 10.19088/K4D.2021.004
DP - opendocs.ids.ac.uk
LA - en
ST - Financial Incentives to Reduce Female Infanticide, Child Marriage and Promote Girl’s Education
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15900
Y2 - 2022/12/18/18:14:45
ER -
TY - JOUR
TI - Teachers’ Use of Information and Communications Technology in Education: Cameroon Secondary Schools Perspectives
AU - Haji, abdoulai
AU - Moluayonge, Gracemary Eloheneke
AU - Park, Innwoo
T2 - TOJET : The Turkish Online Journal of Educational Technology; Adapazari
AB -
DA - 2017///
PY - 2017
DP - ProQuest
VL - 16
IS - 3
LA - English
ST - Teachers’ Use of Information and Communications Technology in Education
UR - http://search.proquest.com/docview/1953141340/abstract/442669BF15EF46B3PQ/1
Y2 - 2019/02/25/12:02:32
KW - :C:Cameroon
KW - Cited
KW - Communications technology
KW - Data acquisition
KW - Developing nations
KW - Education
KW - Education--Teaching Methods And Curriculum
KW - Information technology
KW - Learning
KW - RRQ1:High
KW - RRQ2:Medium
KW - Rural areas
KW - Secondary schools
KW - Statistical tests
KW - Teachers
KW - Teaching
KW - Training
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Extracting business objects and activities from labels of German process models
AU - Hake, P.
AU - Fettke, P.
AU - Neumann, G.
C1 - Karlsruhe, Germany, May
C3 - Proceedings of the international conference on design science research in information system and technology
DA - 2017///
PY - 2017
VL - June 1
SP - 21
EP - 38
LA - en
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Correction to: Mathematics Education in East Africa
AU - Halai, Anjum
AU - Tennant, Geoff
T2 - Mathematics Education in East Africa: Towards Harmonization and Enhancement of Education Quality
A2 - Halai, Anjum
A2 - Tennant, Geoff
T3 - SpringerBriefs in Education
AB - All chapters in the book are licensed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
CY - Cham
DA - 2016///
PY - 2016
DP - Springer Link
SP - C1
EP - C1
LA - en
PB - Springer International Publishing
SN - 978-3-319-27258-0
ST - Correction to
UR - https://doi.org/10.1007/978-3-319-27258-0_7
Y2 - 2023/02/15/18:14:31
ER -
TY - BOOK
TI - Mathematics Education in East Africa: Towards Harmonization and Enhancement of Education Quality
A3 - Halai, Anjum
A3 - Tennant, Geoff
AB - *THIS BOOK WILL SOON BE AVAILABLE AS OPEN ACCESS BOOK* This book is a valuable resource for policymakers and practitioners as it brings insights mainly from developing countries where relatively less research activity takes place. It is also a valuable resource for courses in mathematics education in the teacher education colleges, and departments of education in the sub-Saharan Africa region. In the increasingly global and technological world mathematics is seen as a significant gatekeeper of opportunities for social and economic advancement and mobility. Hence, countries and development agencies in the broader sub-Saharan Africa region are looking towards increasing access to relevant and high-quality secondary education as a lever towards economic development. Policy makers and other key decision makers in education look towards improvement in mathematics teaching and learning as a key focus in education reform. In the East Africa region also a number of initiatives have been taken at the national level in the respective countries to improve the quality of mathematics education. This book provides an in-depth comparative analysis of the developments and issues in mathematics education in Kenya, Tanzania, Rwanda and Uganda, and advances our understanding of the state of secondary mathematics education in East Africa.
DA - 2016///
PY - 2016
DP - library.oapen.org
LA - English
PB - Springer Nature
ST - Mathematics Education in East Africa
UR - https://library.oapen.org/handle/20.500.12657/42553
Y2 - 2023/02/15/18:14:32
KW - Central / national / federal government policies
KW - Challenges in teaching and learning mathematics
KW - Education
KW - Education Policy
KW - Harmonizing mathematics education in diverse settings
KW - International and Comparative Education
KW - Mathematics
KW - Mathematics Education
KW - Mathematics curriculum developmen
KW - Mathematics education in sub-Saharan Africa
KW - Pitfalls in sub-Saharan African math education
KW - Potentials in sub-Saharan African math education
KW - State of mathematics education in sub-Saharan Africa
KW - Teaching of a specific subject
KW - bic Book Industry Communication::J Society & social sciences::JN Education
KW - bic Book Industry Communication::J Society & social sciences::JN Education::JNU Teaching of a specific subject
KW - bic Book Industry Communication::J Society & social sciences::JP Politics & government::JPQ Central government::JPQB Central government policies
ER -
TY - JOUR
TI - A Systematic Review of Effective Interventions for Reducing Multiple Health Risk Behaviors in Adolescence
AU - Hale, Daniel R
AU - Fitzgerald-Yau, Natasha
AU - Viner, Russel Mark
T2 - American Journal of Public Health
AB - We systematically searched 9 biomedical and social science databases (1980–2012) for primary and secondary interventions that prevented or reduced 2 or more adolescent health risk behaviors (tobacco use, alcohol use, illicit drug use, risky sexual behavior, aggressive acts).
We identified 44 randomized controlled trials of universal or selective interventions and were effective for multiple health risk behaviors. Most were school based, conducted in the United States, and effective for multiple forms of substance use. Effects were small, in line with findings for other universal prevention programs. In some studies, effects for more than 1 health risk behavior only emerged at long-term follow-up.
Integrated prevention programs are feasible and effective and may be more efficient than discrete prevention strategies.
DA - 2014/03/13/
PY - 2014
DO - 10.2105/ajph.2014.301874
VL - 104
IS - 5
J2 - AJPH
LA - English
UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3987586/
ER -
TY - JOUR
TI - Engaging in and engaging with research: teacher inquiry and development
AU - Hall, Elaine
T2 - Teachers and Teaching
DA - 2009/12//
PY - 2009
DO - 10.1080/13540600903356985
DP - DOI.org (Crossref)
VL - 15
IS - 6
SP - 669
EP - 681
J2 - Teachers and Teaching
LA - en
SN - 1354-0602, 1470-1278
ST - Engaging in and engaging with research
UR - https://nrl.northumbria.ac.uk/id/eprint/42445/1/Engaging%20In%20and%20Engaging%20With%20Research%20-%20Teacher%20Inquiry%20and%20Development.pdf
Y2 - 2021/05/31/17:36:37
ER -
TY - BOOK
TI - Planning the Location of Schools: An Instrument of Educational Policy
AU - Hallak, Jacques
CY - Paris
DA - 1977///
PY - 1977
PB - International Institute for Educational Planning
KW - _C:Afghanistan AFG
KW - _C:Albania ALB
KW - _C:Algeria DZA
KW - _C:Australia AUS
KW - _C:Austria AUT
KW - _C:Bangladesh BGD
KW - _C:Belgium BEL
KW - _C:Bolivia BOL
KW - _C:Brazil BRA
KW - _C:Brunei Darussalam BRN
KW - _C:Bulgaria BGR
KW - _C:Cameroon CMR
KW - _C:Canada CAN
KW - _C:Chile CHL
KW - _C:China CHN
KW - _C:Colombia COL
KW - _C:Costa Rica CRI
KW - _C:Denmark DNK
KW - _C:Ecuador ECU
KW - _C:Estonia EST
KW - _C:Ethiopia ETH
KW - _C:Finland FIN
KW - _C:France FRA
KW - _C:Georgia GEO
KW - _C:Germany DEU
KW - _C:Greece GRC
KW - _C:Honduras HND
KW - _C:Hungary HUN
KW - _C:India IND
KW - _C:Iran IRN
KW - _C:Iraq IRQ
KW - _C:Ireland IRL
KW - _C:Italy ITA
KW - _C:Ivory Coast CIV
KW - _C:Japan JPN
KW - _C:Jordan JOR
KW - _C:Latvia LVA
KW - _C:Lebanon LBN
KW - _C:Lithuania LTU
KW - _C:Luxembourg LUX
KW - _C:Mexico MEX
KW - _C:Morocco MAR
KW - _C:Nepal NPL
KW - _C:Netherlands NLD
KW - _C:New Zealand NZL
KW - _C:Nicaragua NIC
KW - _C:Nigeria NGA
KW - _C:Norway NOR
KW - _C:Pakistan PAK
KW - _C:Panama PAN
KW - _C:Peru PER
KW - _C:Philippines PHL
KW - _C:Poland POL
KW - _C:Russian Federation RUS
KW - _C:Singapore SGP
KW - _C:South Africa ZAF
KW - _C:Spain ESP
KW - _C:Sri Lanka LKA
KW - _C:Sudan SDN
KW - _C:Sweden SWE
KW - _C:Tanzania TZA
KW - _C:Thailand THA
KW - _C:Tunisia TUN
KW - _C:Turkey TUR
KW - _C:Uganda UGA
KW - _C:Ukraine UKR
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Uruguay URY
KW - _C:Venezuela VEN
KW - _C:Viet Nam VNM
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Supporting adolescent orphan girls to stay in school as HIV risk prevention: evidence from a randomized controlled trial in Zimbabwe
AU - Hallfors, Denise
AU - Cho, Hyunsan
AU - Rusakaniko, Simbarashe
AU - Iritani, Bonita
AU - Mapfumo, John
AU - Halpern, Carolyn
T2 - American journal of public health
DA - 2011///
PY - 2011
DO - 10.2105/AJPH.2010.300042
DP - Google Scholar
VL - 101
IS - 6
SP - 1082
EP - 1088
ST - Supporting adolescent orphan girls to stay in school as HIV risk prevention
ER -
TY - JOUR
TI - Evidence on efforts to mitigate the negative educational impact of past disease outbreaks
AU - Hallgarten, Joe
AB - This rapid review focusses on efforts to mitigate the educational impact of previous disease outbreaks, concentrating on school-age learners. It follows two companion papers that reviewed broader secondary effects and attempts to mitigate them (Rohwerder, 2020; Kelly, 2020). It aims to inform the education sector’s responses to the COVID-19 crisis, although there are important differences between previous disease outbreaks and the COVID-19 situation. For instance, unlike Ebola, transmission of COVID-19 is asymptomatic, and the outbreak is global. This review finds a limited range of quantitative evidence on the educational impact of disease outbreaks, and minimal evidence on mitigation measures or their impact. Although several ‘lessons learned’ documents include guidelines and recommendations (and now complemented by many education-focused COVID-responsive blogs), this review finds that these are rarely based on evidence of impact of particular interventions, or on evidence of the impact of different approaches to action, co-ordinations, funding or prioritisation. The review found four particular evidence gaps: First, how distance learning materials can support learners who do not have access to family members with the skills or time to help them. Second, a gap in the use of screen or internet-enabled technologies to support alternative education. Third (and related), a gap in remote teacher training and development during school closures. Finally, the review analysed gender and equity issues but did not find any literature that explored disability. The education in emergencies literature has an emerging evidence base across all four themes within refugee education contexts, but has not yet learnt from or applied this evidence to disease outbreak situations.
DA - 2020///
PY - 2020
DP - opendocs.ids.ac.uk
SP - 19
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15202
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Evidence on Efforts to Mitigate the Negative Educational Impact of Past Disease Outbreaks
AU - Hallgarten, Joe
AB - This rapid review focusses on efforts to mitigate the educational impact of previous disease outbreaks, concentrating on school-age learners. It follows two companion papers that reviewed broader secondary effects and attempts to mitigate them (Rohwerder, 2020; Kelly, 2020). It aims to inform the education sector’s responses to the COVID-19 crisis, although there are important differences between previous disease outbreaks and the COVID-19 situation. For instance, unlike Ebola, transmission of COVID-19 is asymptomatic, and the outbreak is global. This review finds a limited range of quantitative evidence on the educational impact of disease outbreaks, and minimal evidence on mitigation measures or their impact. Although several ‘lessons learned’ documents include guidelines and recommendations (and now complemented by many education-focused COVID-responsive blogs), this review finds that these are rarely based on evidence of impact of particular interventions, or on evidence of the impact of different approaches to action, co-ordinations, funding or prioritisation. The review found four particular evidence gaps: First, how distance learning materials can support learners who do not have access to family members with the skills or time to help them. Second, a gap in the use of screen or internet-enabled technologies to support alternative education. Third (and related), a gap in remote teacher training and development during school closures. Finally, the review analysed gender and equity issues but did not find any literature that explored disability. The education in emergencies literature has an emerging evidence base across all four themes within refugee education contexts, but has not yet learnt from or applied this evidence to disease outbreak situations.
DA - 2020/03/31/
PY - 2020
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15202
Y2 - 2022/12/18/18:14:31
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Epidemiologic and Spatiotemporal Study on Access To Snakebite Care in Northern Nigeria
AU - Halliru, Naziru
AU - Badamasi, Murtala M.
AU - Tudunwada, I.Y.
AU - Dajel, Titus B.
AU - Abubakar, Saidu B.
AU - Hamza, Auwalu S.
AU - Oluwashola, Sandra B.
AU - Nalado, Nasiru K.
AU - Dahiru, Muhammad
AU - Na’abdu, Ibrahim
AU - Saleh, Umar N.
AU - Daiyab, Abdulhakim M.
AU - Mohammed, Suleman A.
AU - Iliyasu, Garba
AU - Muhammad, Hamza
AU - Habib, Abdulrazaq G.
T2 - Toxin Reviews
DA - 2023///
PY - 2023
DO - 10.1080/15569543.2023.2177873
LA - en
ER -
TY - JOUR
TI - Integrating an Early Childhood Development Programme into Bangladeshi Primary Health-Care Services: An Open-Label, Cluster-Randomised Controlled Trial.
AU - Hamadani, Jena D.
AU - Mehrin, Syeda F.
AU - Tofail, Fahmida
AU - Hasan, Mohammad I.
AU - Huda, Syed N.
AU - Baker-Henningham, Helen
AU - Ridout, Deborah
AU - Grantham-McGregor, Sally
T2 - The Lancet Global Health
DA - 2019///
PY - 2019
DO - 10.1016/S2214-109X(18)30535-7
VL - 7
SP - 366
EP - 375
UR - https://doi.org/10.1016/S2214-109X
ER -
TY - JOUR
TI - An Assessment of Computer and ICT Skills at Botswana Open University: Implications of ICT in Business Subjects
AU - Hamaluba, Tommie
T2 - Journal of Learning for Development
AB - This paper presents a study that focused on assessing computer and ICT skills of business subjects’ learners at Botswana Open University (BOU). The study explored the levels of computer skills; existence of ICT skills and perception of business subject learners on the adoption and use of ICT skills for teaching and learning. A sample size of 223 participants from BOU’s five regions was studied and data was collected quantitatively using survey questionnaires. Descriptive statistics were used to analyse the data. The results showed that most of the respondents had average ability to navigate on the e-learning school platforms (E-library, portals, websites, etc.) and average awareness of the business learning software and applications; they were familiar with most MS package elements, MS Word, Excel, PowerPoint and Publisher. They were familiar with the use of emails, social sites and blogs as well as internet searching and browsing. Results also showed that the respondents understood the basic functions of computer hardware. The study also revealed that respondents needed improvement in the use of ICT tools for learning their business subjects, and that the improvement of the use of ICT tools would enhance their understanding of the subject matter. Respondents cited poor internet connectivity and unreliable power supply, as well as slow internet connectivity, as some of the reasons for their poor ICT skills in teaching and learning ICTs.
DA - 2022/03/15/
PY - 2022
DP - jl4d.org
VL - 9
IS - 1
SP - 104
EP - 116
LA - en
SN - 2311-1550
ST - An Assessment of Computer and ICT Skills at Botswana Open University
UR - https://jl4d.org/index.php/ejl4d/article/view/552
Y2 - 2022/04/05/12:27:26
KW - BOU
KW - ICT skills
KW - Information technology
KW - business development
KW - innovation
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Qualitative methods in implementation research: an introduction
AU - Hamilton, Alison B.
AU - Finley, Erin P.
T2 - Psychiatry research
DA - 2019///
PY - 2019
DO - 10.1016/j.psychres.2019.112516
DP - Google Scholar
VL - 280
SP - 112516
ST - Qualitative methods in implementation research
ER -
TY - JOUR
TI - Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design
AU - Hamilton, D.
AU - McKechnie, J.
AU - Edgerton, E.
AU - Wilson, C.
T2 - Journal of Computers in Education
AB - The adoption of immersive virtual reality (I-VR) as a pedagogical method in education has challenged the conceptual definition of what constitutes a learning environment. High fidelity graphics and immersive content using head-mounted-displays (HMD) have allowed students to explore complex subjects in a way that traditional teaching methods cannot. Despite this, research focusing on learning outcomes, intervention characteristics, and assessment measures associated with I-VR use has been sparse. To explore this, the current systematic review examined experimental studies published since 2013, where quantitative learning outcomes using HMD based I-VR were compared with less immersive pedagogical methods such as desktop computers and slideshows. A literature search yielded 29 publications that were deemed suitable for inclusion. Included papers were quality assessed using the Medical Education Research Study Quality Instrument (MERSQI). Most studies found a significant advantage of utilising I-VR in education, whilst a smaller number found no significant differences in attainment level regardless of whether I-VR or non-immersive methods were utilised. Only two studies found clear detrimental effects of using I-VR. However, most studies used short interventions, did not examine information retention, and were focused mainly on the teaching of scientific topics such as biology or physics. In addition, the MERSQI showed that the methods used to evaluate learning outcomes are often inadequate and this may affect the interpretation of I-VR’s utility. The review highlights that a rigorous methodological approach through the identification of appropriate assessment measures, intervention characteristics, and learning outcomes is essential to understanding the potential of I-VR as a pedagogical method.
DA - 2021/03/01/
PY - 2021
DO - 10.1007/s40692-020-00169-2
DP - Springer Link
VL - 8
IS - 1
SP - 1
EP - 32
J2 - J. Comput. Educ.
LA - en
SN - 2197-9995
ST - Immersive virtual reality as a pedagogical tool in education
UR - https://doi.org/10.1007/s40692-020-00169-2
Y2 - 2022/04/05/20:22:15
KW - _genre:LR-literature_review
ER -
TY - CHAP
TI - Reflections on the Methodological Approach of Systematic Reviews
AU - Hammersley, Martyn
T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application
A2 - Zawacki-Richter, Olaf
A2 - Kerres, Michael
A2 - Bedenlier, Svenja
A2 - Bond, Melissa
A2 - Buntins, Katja
AB - The concept of systematic reviewing of research literatures became influential in the second half of the 20th century, in the context of the longstanding, and challenging, issue of how to ‘translate’ research findings into reliable guidance for practical decision-making—to determine which policies, programs, and strategies should (and should not) be adopted (Hammersley 2014; Nisbet and Broadfoot 1980).
CY - Wiesbaden
DA - 2020///
PY - 2020
DP - Springer Link
SP - 23
EP - 39
LA - en
PB - Springer Fachmedien
SN - 978-3-658-27602-7
ST - Systematic Reviews in Educational Research
UR - https://doi.org/10.1007/978-3-658-27602-7_2
Y2 - 2020/11/26/15:49:34
ER -
TY - BOOK
TI - Early Grade Mathematics in South Africa
A3 - Hamsa, Venkat
A3 - Roberts, Nicky
DA - 2022///
PY - 2022
LA - en
PB - Oxford University Press
SN - 978 0 19 075444 0
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Developing a Framework for App Evaluation: Empowering Learning and Communication with iPads for Children and Young People with Communication Impairments
AU - Hamshire, Claire
AU - Lachkovic, Julie
C3 - International Conference on Well-Being in the Information Society
DA - 2016///
PY - 2016
DO - 10.1007/978-3-319-44672-1_7
DP - Google Scholar
SP - 69
EP - 81
PB - Springer
ST - Developing a Framework for App Evaluation
KW - __C:filed:1
ER -
TY - JOUR
TI - Flipped Classroom in Teacher Education: A Scoping Review
AU - Han, Han
AU - Røkenes, Fredrik Mørk
T2 - Frontiers in Education
DA - 2020///
PY - 2020
DO - 10.3389/feduc.2020.601593
VL - 5
SN - 2504-284X
ST - Flipped Classroom in Teacher Education
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - “How Dare They Peep into My Private Life?”
AU - Han, Hye Jung
T2 - Human Rights Watch
AB - The 99-page report, “’How Dare They Peep into My Private Life?’: Children’s Rights Violations by Governments that Endorsed Online Learning during the Covid-19 Pandemic,” is grounded in technical and policy analysis conducted by Human Rights Watch on 165 education technology (EdTech) products endorsed by 49 countries. It includes an examination of 294 companies found to have collected, processed, or received children’s data since March 2021, and calls on governments to adopt modern child data protection laws to protect children online.
DA - 2022/05/25/
PY - 2022
DP - Human Rights Watch
LA - en
ST - “How Dare They Peep into My Private Life?
UR - https://www.hrw.org/report/2022/05/25/how-dare-they-peep-my-private-life/childrens-rights-violations-governments
Y2 - 2023/01/05/18:37:30
KW - Final_citation
KW - anystyle
KW - existing
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Analysis of Elementary School Teachers' Perception of Using Artificial Intelligence in Education
AU - Han, Hyeong-Jong
AU - Kim, Keun-Jae
AU - Kwon, Hye-Seong
T2 - Journal of Digital Convergence
DA - 2020///
PY - 2020
DO - 10.14400/JDC.2015.13.7.47
DP - Google Scholar
VL - 18
IS - 7
SP - 47
EP - 56
UR - https://koreascience.kr/article/JAKO202021741260901.page
Y2 - 2024/02/24/10:05:01
ER -
TY - CONF
TI - More Data, More Relations, More Context and More Openness: A Review and Outlook for Relation Extraction
AU - Han, Xu
AU - Gao, Tianyu
AU - Lin, Yankai
AU - Peng, Hao
AU - Yang, Yaoliang
AU - Xiao, Chaojun
AU - Liu, Zhiyuan
AU - Li, Peng
AU - Zhou, Jie
AU - Sun, Maosong
T2 - AACL 2020
A2 - Wong, Kam-Fai
A2 - Knight, Kevin
A2 - Wu, Hua
AB - Relational facts are an important component of human knowledge, which are hidden in vast amounts of text. In order to extract these facts from text, people have been working on relation extraction (RE) for years. From early pattern matching to current neural networks, existing RE methods have achieved significant progress. Yet with explosion of Web text and emergence of new relations, human knowledge is increasing drastically, and we thus require “more” from RE: a more powerful RE system that can robustly utilize more data, efficiently learn more relations, easily handle more complicated context, and flexibly generalize to more open domains. In this paper, we look back at existing RE methods, analyze key challenges we are facing nowadays, and show promising directions towards more powerful RE. We hope our view can advance this field and inspire more efforts in the community.
C1 - Suzhou, China
C3 - Proceedings of the 1st Conference of the Asia-Pacific Chapter of the Association for Computational Linguistics and the 10th International Joint Conference on Natural Language Processing
DA - 2020/12//
PY - 2020
DP - ACLWeb
SP - 745
EP - 758
PB - Association for Computational Linguistics
ST - More Data, More Relations, More Context and More Openness
UR - https://aclanthology.org/2020.aacl-main.75
Y2 - 2024/02/24/17:40:08
ER -
TY - JOUR
TI - Strategies for implementing implementation science: a methodological overview
AU - Handley, Margaret A.
AU - Gorukanti, Anuradha
AU - Cattamanchi, Adithya
T2 - Emergency Medicine Journal
DA - 2016///
PY - 2016
DO - 10.1136/emermed-2015-205461
DP - Google Scholar
VL - 33
IS - 9
SP - 660
EP - 664
ST - Strategies for implementing implementation science
ER -
TY - JOUR
TI - Factors Inhibiting Sports Lecturer’s Publication Productivity in International Journals
AU - Hanief, Yulingga Nanda
AU - Haqiyah, Aridhotul
AU - Winarno, Mashuri Eko
AU - Pratama, Budiman Agung
AU - Sinulingga, Albadi
T2 - Journal of Learning for Development
AB - Scientific publication is an essential part of research dissemination, irrespective of the productivity effects on lecturers' careers. Therefore, this study aims to determine the internal and external factors inhibiting the productivity of sports lecturers' publication in international journals. This is qualitative descriptive research with a survey method and questionnaire used to collect data from 74 sports lecturers in Indonesia by using Google form. The data were further analyzed to reduce the number of the original variables using the factor analysis method with the validity tests includes KMO (Kaiser Meyer Olkin), Bartlett, and MSA (Measure of Sampling Adequacy) used for reliability. The results showed that the sports lecturer’s writing ability and cost are responsible for inhibiting publications' productivity in international journals as opposed to gender analysis. The majority had limited time to write because most of their activities were carried out in the field. Grants offered by both the government and universities are expected to be absorbed to support the sports lecturers' publication activities in Indonesia. Further studies need to be carried out by analyzing the college type, academic position, and age as considerations for stakeholders to take strategic steps to overcome publication challenges.
DA - 2021/11/17/
PY - 2021
DP - jl4d.org
VL - 8
IS - 3
SP - 568
EP - 581
LA - en
SN - 2311-1550
UR - https://jl4d.org/index.php/ejl4d/article/view/522
Y2 - 2022/04/05/12:26:12
KW - inhibitors
KW - lectures
KW - publications
KW - sports
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - An Intersectionality-Based Policy Analysis Framework
AU - Hankivsky, Olena
DA - 2012///
PY - 2012
UR - https://data2.unhcr.org/en/documents/download/46176
ER -
TY - JOUR
TI - An intersectionality-based policy analysis framework: critical reflections on a methodology for advancing equity
AU - Hankivsky, Olena
AU - Grace, Daniel
AU - Hunting, Gemma
AU - Giesbrecht, Melissa
AU - Fridkin, Alycia
AU - Rudrum, Sarah
AU - Ferlatte, Olivier
AU - Clark, Natalie
T2 - International Journal for Equity in Health
AB - In the field of health, numerous frameworks have emerged that advance understandings of the differential impacts of health policies to produce inclusive and socially just health outcomes. In this paper, we present the development of an important contribution to these efforts – an Intersectionality-Based Policy Analysis (IBPA) Framework.
DA - 2014/12/10/
PY - 2014
DO - 10.1186/s12939-014-0119-x
DP - BioMed Central
VL - 13
IS - 1
SP - 119
J2 - International Journal for Equity in Health
SN - 1475-9276
ST - An intersectionality-based policy analysis framework
UR - https://doi.org/10.1186/s12939-014-0119-x
Y2 - 2021/02/27/21:48:52
KW - Equity
KW - Health
KW - Intersectionality
KW - Policy analysis
KW - Reflexivity
ER -
TY - RPRT
TI - Beyond sex and gender analysis: an intersectional view of the COVID-19 pandemic outbreak and response
AU - Hankivsky, Olena
AU - Kapilashrami, Anuj
DA - 2020///
PY - 2020
M3 - Policy Brief
UR - https://www.qmul.ac.uk/media/global-policy-institute/Policy-brief-COVID-19-and-intersectionality.pdf
Y2 - 2021/02/27/21:49:07
ER -
TY - JOUR
TI - Using improvement science to better support beginning teachers: The case of the building a teaching effectiveness network
AU - Hannan, Maggie
AU - Russell, Jennifer Lin
AU - Takahashi, Sola
AU - Park, Sandra
T2 - Journal of Teacher Education
DA - 2015///
PY - 2015
DO - 10.1177/0022487115602126
DP - Google Scholar
VL - 66
IS - 5
SP - 494
EP - 508
ST - Using improvement science to better support beginning teachers
ER -
TY - JOUR
TI - Supporting communities of practice – A Journey to effective problem-solving
AU - Hanschke, Christina
AU - Baer, James
AU - Gangaramany, Alok
AU - Verheijen, Janneke
AU - Kilonzo, Nduku
AU - Okiya, Bryan
AU - Ranji, Leonard Kibe
AU - Amolo, Stephen Amolo
AU - Zwane, Simon
AU - Nkambule, Rejoice
AU - Buluma, Violet
AU - Ojoo, Sylvia
AU - Kim, Susan
AU - Kibwana, Sharon
AU - Dybul, Mark
AU - Kretschmer, Steve
T2 - Gates Open Research
AB - In contexts of scarce resources, varied assets, and diverse communities, engaging local stakeholders in the problem-solving process is critical to develop interventions for HIV prevention and treatment. Communities of practice (CoPs) – groups of people organized around a key purpose and a delivery point – can develop expertise in identifying their local community’s key challenges and selecting viable solutions. We propose a framework, adapted from the CoP model developed by Etienne Wenger, for systematically understanding the stages a CoP may go through as it develops its capacity to identify and solve problems and implement good practices. Our framework is based on the experience of practitioners of the LISTEN model (Local Initiatives Scaled Through Enterprise Networks) in eight local-level CoPs in Kenya and Eswatini. LISTEN seeks to help CoPs integrate continuous improvement processes, data, and human-centered design into their development and solutioning activities. The four stages in our framework for a CoP’s problem-solving journey are: 1)
Community Identity:
Identify and understand the CoP’s purpose and goals, and build rapport with its members and leaders; 2)
Quick Win:
Use a process of human-centered design to obtain a rapid and clear success in addressing a problem that the CoP has identified for itself and which it can tackle with its own resources; 3)
Stewardship:
Support the CoP in addressing more complex or long-term issues, including links to other CoPs at the local-community or higher levels to disseminate knowledge and obtain resources and support, where needed; and 4)
Evolution:
Support the CoP as it transitions into potentially new structures or functions. For each stage of the framework, we describe the kinds of support that may be provided to the CoP in the LISTEN model, and the types of tools that could be developed to assist them in problem-solving and in disseminating sustainable solutions.
DA - 2021/03/16/
PY - 2021
DO - 10.12688/gatesopenres.13149.2
DP - DOI.org (Crossref)
VL - 4
SP - 110
J2 - Gates Open Res
LA - en
SN - 2572-4754
UR - https://gatesopenresearch.org/articles/4-110/v2
Y2 - 2021/03/18/19:06:06
ER -
TY - JOUR
TI - Exploring the Potential of 3D-printing in Biological Education: A Review of the Literature
AU - Hansen, Alexandria K
AU - Langdon, Taylor R
AU - Mendrin, Lukyon W
AU - Peters, Kaylin
AU - Ramos, Jose
AU - Lent, David D
T2 - Integrative and Comparative Biology
AB - Science education is most effective when it provides authentic experiences that reflect professional practices and approaches that address issues relevant to students’ lives and communities. Such educational experiences are becoming increasingly interdisciplinary and can be enhanced using digital fabrication. Digital fabrication is the process of designing objects for the purpose of fabricating with machinery such as 3D-printers, laser cutters, and Computer Numerical Control (CNC) machines. Historically, these types of tools have been exceptionally costly and difficult to access; however, recent advancements in technological design have been accompanied by decreasing prices. In this review, we first establish the historical and theoretical foundations that support the use of digital fabrication as a pedagogical strategy to enhance learning. We specifically chose to focus attention on 3D-printing because this type of technology is becoming increasingly advanced, affordable, and widely available. We systematically reviewed the last 20 years of literature that characterized the use of 3D-printing in biological education, only finding a total of 13 articles that attempted to investigate the benefits for student learning. While the pedagogical value of student-driven creation is strongly supported by educational literature, it was challenging to make broad claims about student learning in relation to using or creating 3D-printed models in the context of biological education. Additional studies are needed to systematically investigate the impact of student-driven creation at the intersection of biology and engineering or computer science education.
DA - 2020/10/01/
PY - 2020
DO - 10.1093/icb/icaa100
DP - Silverchair
VL - 60
IS - 4
SP - 896
EP - 905
J2 - Integrative and Comparative Biology
SN - 1540-7063
ST - Exploring the Potential of 3D-printing in Biological Education
UR - https://doi.org/10.1093/icb/icaa100
Y2 - 2022/04/05/20:29:49
ER -
TY - JOUR
TI - High fidelity simulation evaluation studies in nursing education: A review of the literature
AU - Hanshaw, Shannon L.
AU - Dickerson, Suzanne S.
T2 - Nurse Education in Practice
AB - Simulation is an experiential learning process which provides a safe environment for learning, preventing the risk of patient harm. A review of the literature was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses approach to explore the question: What is the state of the science on the evidence of learning outcomes in high-fidelity simulation in undergraduate nursing education? This synthesis included 20 research studies focusing on evaluating outcomes of high-fidelity simulation in undergraduate pre-licensure baccalaureate nursing students. Studies were excluded if they did not use high-fidelity simulation for the intervention group, or they evaluated faculty outcomes. Simulation design and practices are identified and discussed regarding dose and fidelity. Outcome measures reviewed include increasing levels of thinking: Remembering/Understanding/Applying (knowledge/skills), Analyzing/Perception, and Evaluating/Creating outcomes. Design of high-fidelity simulation in the nursing literature is being grounded in outcome variables with increasing levels of thinking (Bloom's Taxonomy) and based in pedagogical and nursing judgment theoretical frameworks. Reliable measurement tools are used. There is a need for a more comprehensive measurement of clinical competence that extends evaluation to clinical practice outcomes. Additional research is needed on retention of simulation learning over time and assessing transference of simulation learning into clinical nursing practice.
DA - 2020/07/01/
PY - 2020
DO - 10.1016/j.nepr.2020.102818
DP - ScienceDirect
VL - 46
SP - 102818
J2 - Nurse Education in Practice
LA - en
SN - 1471-5953
ST - High fidelity simulation evaluation studies in nursing education
UR - https://www.sciencedirect.com/science/article/pii/S1471595319307954
Y2 - 2022/04/05/20:29:41
ER -
TY - JOUR
TI - Vulnerability, partnerships and the pursuit of survival: Urban livelihoods and apprenticeship contracts in a West African City
AU - Hanson, Kobena
T2 - GeoJournal
AB - This paper analyses local level apprenticeship contracts and networks to highlight informal urban livelihoods within the context of socio-economic vulnerability and wider contemporary changes taking place in Koforidua, Ghana. It does so by specifically examining the complex entanglements of interpersonal relationships that characterize apprenticeship contracts within which home-based entrepreneurs and artisans in Koforidua engage in to sustain both current livelihoods, as well as to shore themselves against socio-economic vulnerability triggered in part by adjustment. As a result of the changing geography of the city, network entanglements, comprising resilient ties and egalitarian relations, have become vital to urban livelihoods in this community. However, apprenticeship contracts and the networks they engender can be a double-edged sword. For instance, demands of reciprocity or support from co-network members, neighbours and family, can be so taxing that some individuals opt out of the network. This tension notwithstanding, this paper contends that apprenticeship contracts and the network spaces they create have created a new social cohesion and community that transcend the traditionally known spaces of social support, i.e. ethnic ties, family ties or even institutional support. © Springer 2005.
DA - 2005///
PY - 2005
DO - 10.1007/s10708-005-7915-1
LA - en
AN - LOCAL-SCOPUS_ID:24144439325
KW - -FullBiblioUHMLgen
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KW - -RRQ:U:final
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KW - CA:AandC
KW - CCZ:Ghana
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:T
KW - P:artist
KW - P:economy
KW - P:measurement
KW - P:social
KW - T:Lehrlingsausbildung
KW - Z:Apprenticeship contracts
KW - Z:Micro-enterprises
KW - Z:Social networks
KW - Z:Socio-economic vulnerability
KW - Z:Urban livelihoods
KW - _C:Ghana GHA
KW - publicImportV1
ER -
TY - BOOK
TI - Using value-added measures of teacher quality
AU - Hanushek, E.A.
AU - Rivkin, S.G.
DA - 2010///
PY - 2010
PB - CALDER Brief
ER -
TY - BOOK
TI - Education, Democracy and Development: does education contribute to democratisation in developing countries?
AU - Harber, Clive
AU - Mncube, Vusi
AB - Education is often seen as the key agency in international development and poverty reduction. Frequently the emphasis is on the economic and social role of education in development. This book, on the other hand, is unusual in explicitly examining the political role of education in development. In particular, it sets out the theories, evidence and arguments concerning the potential and actual relationships between education and democracy and critically explores the contradictory role of formal education in both supporting and hindering democratic political development. A key theme of the book is the importance of considering the type and nature of the education actually provided and experienced – what goes on inside the ‘black box’ of education? Currently in developing countries and elsewhere this is often at odds with democratic principles but the book also provides many examples of successful democratic practice in schools in developing countries as well as discussing a detailed case study of South Africa where democratic change in education is a key aspect of the policy agenda.
DA - 2012/05/14/
PY - 2012
DP - Google Books
SP - 194
LA - en
PB - Symposium Books Ltd
SN - 978-1-873927-71-7
ST - Education, Democracy and Development
ER -
TY - BOOK
TI - Educational performance of the poor: Lessons from rural Northeast Brazil
AU - Harbison, R.
AU - Hanushek, E.A.
CY - New York
DA - 1992///
PY - 1992
PB - Oxford University Press
ER -
TY - JOUR
TI - Reforming teacher education in Tanzania
AU - Hardman, F
AU - Abd-Kadir, J
AU - Tibuhinda, A
T2 - International Journal of Educational Development
AB - It is widely acknowledged that in order to improve the quality of education in primary schools in developing countries there is a need to place pedagogy and its training implications at the centre of teacher education reform. Like many countries in Eastern and Southern Africa, Tanzania has introduced various initiatives and reforms to improve the quality of teacher education at the pre- and in-service stages. Drawing on evidence from a baseline study of primary teacher interactional and discourse practices, and a review of teacher training colleges, this paper explores the training needs of teacher educators in Tanzania who, in the light of recent reforms to teacher education, will be responsible for education and training at the pre and in-service levels.
DA - 2012///
PY - 2012
DO - 10.1016/j.ijedudev.2012.01.002
LA - en
UR - http://www.sciencedirect.com/science/article/pii/S073805931200003X
AN - DOI-10.1016/j.ijedudev.2012.01.002
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - C:Tanzania
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:D
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - D:developing country
KW - F:pedagogy
KW - F:teaching method
KW - P:services
KW - P:teacher education
KW - P:teacher training
KW - P:teachers
KW - Q:college education
KW - Q:primary education
KW - T:Training
KW - T:training needs
KW - Z:African languages
KW - Z:College education
KW - Z:English language
KW - Z:Mathematics education
KW - Z:Primary education
KW - Z:Teacher education
KW - Z:Teaching methods
KW - publicImportV1
ER -
TY - JOUR
TI - A review of teacher education in Tanzania and the potential for closer links between PRESET and INSET
AU - Hardman, Frank
DA - 2009///
PY - 2009
DP - Google Scholar
UR - http://www.ed-dpg.or.tz/pdf/TE/Review%20of%20PRESET%20%26%20INSET%20Report_2009.pdf
Y2 - 2014/05/01/13:15:42
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Making pedagogical practices visible in discussions of educational quality
AU - Hardman, Frank
DA - 2015///
PY - 2015
UR - http://unesdoc.unesco.org/images/0023/002324/232449e.pdf
ER -
TY - JOUR
TI - Changing pedagogical practice in Kenyan primary schools: the impact of school‐based training
AU - Hardman, Frank
AU - Abd‐Kadir, Jan
AU - Agg, Catherine
AU - Migwi, James
AU - Ndambuku, Jacinta
AU - Smith, Fay
T2 - Comparative Education
AB - This study reports on an investigation into the impact of a national, school‐based teacher development programme on learning and teaching in Kenyan primary schools. Building on a national baseline study (n=102), 144 video‐recorded lessons, covering the teaching of English, maths and science at Standards 3 and 6, were analysed to investigate whole‐class teaching and group‐based learning. Interviews were also conducted with school management committees, head teachers, teachers and pupils to elicit their views on the impact of the school‐based training programme on learning and teaching. The study found that compared to the earlier baseline, teachers were more interactive with the pupils in their whole‐class teaching and greater use was being made of group work. Lesson plans, teaching resources and flexible classroom layouts were also much more in evidence. However, the greatest impact on classroom practice was seen in the classrooms of those teachers who had undergone the most systematic in‐service training. The wider implications of the findings for improving the quality of classroom learning in Kenyan primary classrooms are considered.
DA - 2009/02/01/
PY - 2009
DO - 10.1080/03050060802661402
DP - DOI.org (Crossref)
VL - 45
IS - 1
SP - 65
EP - 86
J2 - Comparative Education
LA - en
SN - 0305-0068, 1360-0486
ST - Changing pedagogical practice in Kenyan primary schools
UR - http://dx.doi.org/10.1080/03050060802661402
Y2 - 2015/10/15/15:40:48
KW - C:Kenya
KW - _C:Botswana BWA
KW - _C:Brunei Darussalam BRN
KW - _C:Ghana GHA
KW - _C:Kenya KEN
KW - _C:Namibia NAM
KW - _C:Netherlands NLD
KW - _C:Nigeria NGA
KW - _C:South Africa ZAF
KW - _C:Tanzania TZA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Pedagogical renewal: Improving the quality of classroom interaction in Nigerian primary schools
AU - Hardman, Frank
AU - Abd-Kadir, Jan
AU - Smith, Fay
T2 - International Journal of Educational Development
AB - This study reports on an investigation of classroom interaction and discourse practices in Nigerian primary schools. Its purpose was to identify key issues affecting patterns of teacher–pupil interaction and discourse as research suggests managing the quality of classroom interaction will play a central role in improving the quality of teaching and learning, particularly in contexts where learning resources and teacher training are limited. The study was based on the interaction and discourse analysis of video recordings of 42 lessons and 59 teacher questionnaires from 10 States, drawn mainly from the north of Nigeria. The findings revealed the prevalence of teacher explanation, recitation and rote in the classroom discourse with little attention being paid to securing pupil understanding. The wider implications of the findings for improving the quality of classroom interaction in Nigerian primary schools through more effective school-based training are considered.
DA - 2008/01//
PY - 2008
DO - 10.1016/j.ijedudev.2007.02.008
DP - ScienceDirect
VL - 28
IS - 1
SP - 55
EP - 69
J2 - International Journal of Educational Development
SN - 0738-0593
ST - Pedagogical renewal
UR - http://www.sciencedirect.com/science/article/pii/S0738059307000235
Y2 - 2015/10/15/15:38:04
ER -
TY - JOUR
TI - Developing a systemic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya, Tanzania and Uganda
AU - Hardman, Frank
AU - Ackers, Jim
AU - Abrishamian, Niki
AU - O’Sullivan, Margo
T2 - Compare: A Journal of Comparative and International Education
AB - While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the challenges and the lessons learned from each of the countries with regard to the development and strengthening of pre- and in-service training. The tension between quality, breadth and cost-effectiveness is explored together with a broader discussion of key principles to be taken into account when enhancing teacher education in the region as a whole.
DA - 2011/09/01/
PY - 2011
DO - 10.1080/03057925.2011.581014
DP - Taylor and Francis+NEJM
VL - 41
IS - 5
SP - 669
EP - 683
J2 - Compare: A Journal of Comparative and International Education
LA - en
SN - 0305-7925, 1469-3623
ST - Developing a systemic approach to teacher education in sub-Saharan Africa
UR - http://dx.doi.org/10.1080/03057925.2011.581014
Y2 - 2015/10/15/15:36:16
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:East Africa
KW - A:Sub-Saharan Africa
KW - C:Kenya
KW - C:Kenya / Uganda / Tanzania
KW - C:Tanzania
KW - CA:AandC
KW - CL:de
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - F:Improvement
KW - F:ministry
KW - F:pedagogy
KW - F:policy
KW - F:teaching
KW - P:teacher education
KW - P:teachers
KW - Q:distance education
KW - Q:open learning
KW - R:survey
KW - T:TVET
KW - T:Training
KW - T:work-based learning
KW - Z:Cost Effectiveness
KW - Z:Educational Change
KW - Z:Educational Development
KW - Z:Educational Improvement
KW - Z:Educational Policy
KW - Z:Educational Quality
KW - Z:Equal Education
KW - Z:Foreign Countries
KW - Z:Systems Approach
KW - Z:Teacher Education
KW - _C:Botswana BWA
KW - _C:Brunei Darussalam BRN
KW - _C:Ghana GHA
KW - _C:Ireland IRL
KW - _C:Kenya KEN
KW - _C:Myanmar MMR
KW - _C:Nigeria NGA
KW - _C:Peru PER
KW - _C:Rwanda RWA
KW - _C:South Africa ZAF
KW - _C:Tanzania TZA
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
KW - ___working_potential_duplicate
KW - publicImportV1
ER -
TY - JOUR
TI - Implementing school-based teacher development in Tanzania
AU - Hardman, Frank
AU - Hardman, Jan
AU - Dachi, Hillary
AU - Elliott, Louise
AU - Ihebuzor, Noel
AU - Ntekim, Maniza
AU - Tibuhinda, Audax
T2 - Professional Development in Education
AB - This paper reports on the findings of a pilot school-based professional development
programme for Tanzanian primary school teachers launched in February
2011 and evaluated in December 2012 by the Ministry of Education and Vocational
Training with the support of UNICEF. The study set out to investigate the
effectiveness and efficiency of the pilot programme in changing pedagogical
practices before it was scaled up nationally. It was found that teachers who had
participated in the school-based training showed significant differences in their
pedagogical practices and demonstrated a positive attitude towards their training
and their pupils, and saw teaching and learning as an interactive, communicative
process. Drawing on the findings, the paper explores the challenges and the lessons
learned for scaling up school-based teacher development at the national
level in Tanzania and other countries in the east and southern African region.
DA - 2015/08/08/
PY - 2015
DO - 10.1080/19415257.2015.1026453
DP - CrossRef
VL - 41
IS - 4
SP - 602
EP - 623
LA - en
SN - 1941-5257, 1941-5265
UR - http://www.tandfonline.com/doi/full/10.1080/19415257.2015.1026453
Y2 - 2016/03/26/14:18:37
KW - __C:filed:1
ER -
TY - CHAP
TI - School-Based Teacher Professional Development in East Africa: Emerging Lessons from Kenya and Tanzania
AU - Hardman, Jan
T2 - International Handbook of Teacher Quality and Policy
A2 - Akiba, Motoko
A2 - LeTendre, Gerald K.
AB - This chapter discusses the main challenges facing both governments and the international donor community in the East African region as they implement effective teacher professional development. It reviews the emerging evidence suggesting educational quality is largely obtained by engaging teachers in reviewing their pedagogical processes at the school and classroom levels. It concludes with a discussion of the key priorities for policymakers in Kenya, Tanzania and East Africa more generally as they work towards improving pedagogical practices of both teachers and teacher educators and raising learning outcomes for all children as part of the new post-2015 education agenda.
CY - New York : Routledge, 2017.
DA - 2017/09/01/
PY - 2017
DP - Google Scholar
ET - 1
SP - 517
EP - 527
LA - en
PB - Routledge
SN - 978-1-315-71006-8
UR - https://www.taylorfrancis.com/books/9781317487821/chapters/10.4324/9781315710068-34
Y2 - 2020/10/20/18:13:27
KW - _C:Canada CAN
KW - _C:Cuba CUB
KW - _C:Finland FIN
KW - _C:Japan JPN
KW - _C:Kenya KEN
KW - _C:Korea, Republic KOR
KW - _C:Malawi MWI
KW - _C:Senegal SEN
KW - _C:Tanzania TZA
KW - _C:Uganda UGA
KW - _C:United States USA
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - E-Learning in nursing education in Rwanda: benefits and challenges. An exploration of participants' perspectives
AU - Harerimana, A
AU - Mtshali, NG
AU - Hewing, H
T2 - Journal of Nursing and Health Science
AB - E-learning is a commonplace in nursing and healthcare professional education, and generally the importance of Information and Communication Technology (ICT) and the Internet in tertiary education is recognized. The entry visa for e-learning is a computer and an Internet connection [1]. The aim of this paper is to analyse the utilisation of e-learning in selected nursing campus in Rwanda. A convergence parallel mixed method was use as recommended by Creswell[2]. For quantitative survey, a total of 275 participants responded to the questionnaires, and for qualitative approach, a total number of 40 participants were purposively selected. Quantitative data was analysed using SPSS 23, and for qualitative data, thematic analysis was used. The finding from this study indicated that participants were ready and eager to embrace e-learning in nursing education due to a number of benefits they reported such e-learning being a student centred approach, being a blended learning method, and fast track for the production of nursing workforce taking into consideration the history of Rwanda. However it was found that a number of challenges were hindering a proper implementation such as: resource constraints, insufficient teachers and students training in ICT, language barrier, lack of policies regarding e-learning, resistance to change, issues related to Moodle accessibility.
DA - 2016///
PY - 2016
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Central Africa
KW - C:Rwanda
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:Q
KW - CT:T
KW - P:nurse
KW - Q:e-learning
KW - T:Training
KW - T:continuing education
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Accelerating climate resilient plant breeding by applying next-generation artificial intelligence
AU - Harfouche, Antoine L.
AU - Jacobson, Daniel A.
AU - Kainer, David
AU - Romero, Jonathon C.
AU - Harfouche, Antoine H.
AU - Mugnozza, Giuseppe Scarascia
AU - Moshelion, Menachem
AU - Tuskan, Gerald A.
AU - Keurentjes, Joost JB
AU - Altman, Arie
T2 - Trends in biotechnology
DA - 2019///
PY - 2019
DO - 10.1016/j.tibtech.2019.05.007
DP - Google Scholar
VL - 37
IS - 11
SP - 1217
EP - 1235
UR - https://www.cell.com/trends/biotechnology/fulltext/S0167-7799(19)30114-3
Y2 - 2024/02/24/11:14:07
ER -
TY - JOUR
TI - Survey Measures of Web-Oriented Digital Literacy
AU - Hargittai, Eszter
T2 - Social Science Computer Review
AB - This article presents survey measures of web-oriented digital literacy to serve as proxies for observed skill measures, which are much more expensive and difficult to collect for large samples. Findings are based on a study that examined users’ digital literacy through both observations and survey questions, making it possible to check the validity of survey proxy measures. These analyses yield a set of recommendations for what measures work well as survey proxies of people’s observed web-use skills. Some of these survey measures were administered on the General Social Survey 2000 and 2002 Internet modules, making the findings relevant for the use of existing large-scale national data sets. Results suggest that some composite variables of survey knowledge items are better predictors of people’s actual digital literacy based on performance tests than are measures of users’ self-perceived abilities, a proxy traditionally used in the literature on the topic.
DA - 2005/08//
PY - 2005
DO - 10.1177/0894439305275911
DP - DOI.org (Crossref)
VL - 23
IS - 3
SP - 371
EP - 379
J2 - Social Science Computer Review
LA - en
SN - 0894-4393, 1552-8286
UR - http://journals.sagepub.com/doi/10.1177/0894439305275911
Y2 - 2024/01/12/09:29:21
ER -
TY - JOUR
TI - From internet access to internet skills: digital inequality among older adults
AU - Hargittai
AU - Piper, Anne Marie
AU - Morris Ringel, Meredith
T2 - Universal Access Information Society
DA - 2019///
PY - 2019
DO - 10.1007/s10209-018-0617-5
VL - 18
SP - 881
EP - 890
ER -
TY - JOUR
TI - Open Access: challenges and opportunities for Low- and Middle- Income Countries and the potential impact of UK policy
AU - Harle, Jon
AU - Warne, Verity
DA - 2020///
PY - 2020
DP - Zotero
SP - 69
LA - en
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - TESSA Formative Evaluation Report Executive Summary
AU - Harley, Ken
AU - Simiyu Barasa, Fred
DA - 2012///
PY - 2012
PB - Teacher education in sub-Saharan Africa
UR - http://www.tessafrica.net/sites/www.tessafrica.net/files/TESSA%20Executive%20Summary.pdf
Y2 - 2020/06/26/16:00:06
KW - __C:filed:1
ER -
TY - JOUR
TI - Balancing Fidelity with Flexibility and Fit: What Do We Really Know about Fidelity of Implementation in Schools?
AU - Harn, Beth
AU - Parisi, Danielle
AU - Stoolmiller, Mike
T2 - Exceptional Children
AB - Treatment fidelity, or the application of an intervention as it is designed, is a critical issue for the successful implementation of evidence-based practices. Typically it is assumed that evidence-based practices implemented with high fidelity will result in improved outcomes, whereas low fidelity will lead to poorer outcomes. These assumptions presume agreement across researchers and practitioners on what fidelity is, how to measure it, and what level of fidelity optimizes outcomes; however, there is no widespread agreement on any of these issues. This article discusses the dimensions and nuances of treatment fidelity as well as the implications for measuring and analyzing it in relation to student outcomes. The authors review research demonstrating the differential relationship of fidelity across schools, program type, and impact on student outcomes that special educators should consider when designing intervention studies and implementing evidence-based practices. Special educators should prioritize practices and programs with clearly identified components that are empirically validated yet designed flexibly to match various contexts and student populations. Suggestions to support schools in implementing and sustaining evidence-based practices are provided.
DA - 2013/01/01/
PY - 2013
DO - 10.1177/001440291307900204
DP - SAGE Journals
VL - 79
IS - 3
SP - 181
EP - 193
LA - en
SN - 0014-4029
ST - Balancing Fidelity with Flexibility and Fit
UR - https://doi.org/10.1177/001440291307900204
Y2 - 2023/10/31/13:31:40
ER -
TY - BOOK
TI - Chapter 4 Pooling Effect Sizes | Doing Meta-Analysis in R
AU - Harrer, Mathias
AU - Cuijpers, Pim
AU - Furukawa, Toshi A.
AU - Ebert, David D.
AB - A long and winding road already lies behind us. Fortunately, we have now reached the core part of every meta-analysis: the pooling of effect sizes. We hope that you were able to resist the...
DP - bookdown.org
LA - en
UR - https://bookdown.org/MathiasHarrer/Doing_Meta_Analysis_in_R/pooling-es.html
Y2 - 2023/11/02/22:05:25
ER -
TY - JOUR
TI - Examining Teachers’ Instructional Moves Aimed at Developing Students’ Ideas and Questions in Learner-Centered Science Classrooms
AU - Harris, Christopher J.
AU - Phillips, Rachel S.
AU - Penuel, William R.
T2 - Journal of Science Teacher Education
AB - Project-based learning seeks to engage students through sustained investigation of real-world problems or design challenges. Weekly mini-surveys were administered to students during an 8-week project-based learning unit to understand students’ perceptions of alignment of lessons to the overall challenge and usefulness of knowledge gained, their affective responses to lessons, and how these varied across lesson types and teachers. Results from a multilevel model revealed significant teacher level variance; no differences across lesson types were found.
DA - 2012/11/10/
PY - 2012
DO - 10.1007/s10972-011-9237-0
DP - DOI.org (Crossref)
VL - 23
IS - 7
SP - 769
EP - 788
J2 - Journal of Science Teacher Education
LA - en
SN - 1046-560X, 1573-1847
UR - https://www.tandfonline.com/doi/full/10.1007/s10972-011-9237-0
Y2 - 2022/12/25/00:35:12
ER -
TY - BLOG
TI - Zero-rate mobile services for health, education and development now
AU - Harrison, David
T2 - The Mail & Guardian
AB - Operators must work together — if each network picks which sites to zero-rate, access to information will be determined by the colour of a person’s sim card
DA - 2020/03/23/T13:53:27+00:00
PY - 2020
LA - en-ZA
UR - https://mg.co.za/article/2020-03-23-zero-rate-mobile-services-for-health-education-and-development-now/
Y2 - 2020/04/21/15:06:49
ER -
TY - JOUR
TI - Software tools to support title and abstract screening for systematic reviews in healthcare: an evaluation
AU - Harrison, Hannah
AU - Griffin, Simon J.
AU - Kuhn, Isla
AU - Usher-Smith, Juliet A.
T2 - BMC Medical Research Methodology
AB - Systematic reviews are vital to the pursuit of evidence-based medicine within healthcare. Screening titles and abstracts (T&Ab) for inclusion in a systematic review is an intensive, and often collaborative, step. The use of appropriate tools is therefore important. In this study, we identified and evaluated the usability of software tools that support T&Ab screening for systematic reviews within healthcare research.
DA - 2020/01/13/
PY - 2020
DO - 10.1186/s12874-020-0897-3
DP - Springer Link
VL - 20
IS - 1
SP - 7
J2 - BMC Med Res Methodol
LA - en
SN - 1471-2288
ST - Software tools to support title and abstract screening for systematic reviews in healthcare
UR - https://doi.org/10.1186/s12874-020-0897-3
Y2 - 2024/01/18/22:19:36
KW - Feature analysis
KW - Screening
KW - Software tools
KW - Systematic reviews
KW - Title and abstract
KW - _Added-ailr-2024
ER -
TY - JOUR
TI - Evaluating and enhancing quality in higher education teaching practice: a meta- review
AU - Harrison, Reema
AU - Meyer, Lois
AU - Rawstorne, Patrick
AU - Razee, Husna
AU - Chitkara, Upma
AU - Mears, Steven
AU - Balasooriya, Chinthaka
T2 - Studies in Higher Education
AB - High-quality teaching is central to the higher education sector. Its pursuit has become heightened with increasing competition across institutions and opportunities to study globally through various modes. This systematic meta-review provides a synthesis of evidence relating to the methods used to assess and enhance the quality of teaching practice within higher education. Key words, synonyms and subject headings were used to search six electronic databases between January 2009 and August 2019. Titles and abstracts of publications were screened and full text articles assessed against the eligibility criteria. Findings were extracted and integrated in a narrative synthesis. Thirteen review articles, revealed that the use of teaching quality: student feedback data, self-assessment tools, peer review of teaching (formative and summative) and the use of teaching portfolios. We report evidence related to the effectiveness of each of these approaches and that a multi-modal approach may be most effective but requires consideration of resourcing.
DA - 2022/01/02/
PY - 2022
DO - 10.1080/03075079.2020.1730315
DP - Taylor and Francis+NEJM
VL - 47
IS - 1
SP - 80
EP - 96
SN - 0307-5079
ST - Evaluating and enhancing quality in higher education teaching practice
UR - https://doi.org/10.1080/03075079.2020.1730315
Y2 - 2022/04/05/20:28:02
KW - Teaching quality
KW - higher education
KW - peer review
KW - student evaluation
KW - teaching practice
ER -
TY - THES
TI - Evidence-based Education: The development of a model to use protocols and small-scale aggregated trials to create a prospective cumulative meta-analysis as an evidence base for interventions.
AU - Harrison, Wayne
DA - 2020///
PY - 2020
DP - Google Scholar
M3 - PhD Thesis
PB - Durham University
ST - Evidence-based Education
KW - _C:Australia AUS
KW - _C:Canada CAN
KW - _C:China CHN
KW - _C:Denmark DNK
KW - _C:France FRA
KW - _C:India IND
KW - _C:New Zealand NZL
KW - _C:Norway NOR
KW - _C:Sri Lanka LKA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - The role that access and attitudes toward tablets have on learners’ achievement in a Johannesburg school
AU - Hart, Samantha Anne
AU - Laher, Sumaya
T2 - South African Journal of Education
DA - 2019///
PY - 2019
DP - Google Scholar
VL - 39
IS - 3
KW - _C:Australia AUS
KW - _C:Canada CAN
KW - _C:Korea, Republic KOR
KW - _C:Singapore SGP
KW - _C:South Africa ZAF
KW - _C:Syrian Arab Republic SYR
KW - _C:Turkey TUR
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Technical and vocational education and training (TVET) and skills development for poverty reduction – do rural women benefit?
AU - Hartl, Maria
AB - This paper discusses technical and vocational education and training (TVET) as well as skills development in rural areas, mainly pertaining to agriculture and related activities and explores existing gender differences. TVET has suffered from a focus on basic, and especially primary education, which led to the neglect of post-basic education and training and their non-inclusion in the UN Millennium Development Goals. Recently, there has been a renewed interest in training and skills development because of increased evidence that a minimalist approach to microfinance for poverty reduction and enterprise development did not lead to sustainable growth. The paper argues that many training interventions do not cater for the specific needs of women who are under-represented in formal training programmes and often directed towards typical female occupations. It reviews vocational and skills training in several IFAD supported programmes and explores how these target the poor and most vulnerable and to what extend gender differences in training provision, methodology, training content and transition to labour markets have been taken into account.
DA - 2009///
PY - 2009
DP - Zotero
LA - en
M3 - Paper presented at the FAO-IFAD-ILO Workshop on Gaps, trends and current research in gender dimensions of agricultural and rural employment: differentiated pathways out of poverty
PB - International Fund for Agricultural Development, Italy
UR - http://fao-ilo.org/fileadmin/user_upload/fao_ilo/pdf/Papers/25_March/Hartl-formatted_01.pdf
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - C:Botswana
KW - C:Senegal
KW - C:Seychelles
KW - C:Zimbabwe
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:gender
KW - F:policy
KW - F:women
KW - Q:primary education
KW - T:Ausbildung
KW - T:TVET
KW - T:trainee
KW - _C:Ghana GHA
KW - gender
KW - publicImportV1
ER -
TY - JOUR
TI - How do carers of disabled children cope? The Ugandan perspective
AU - Hartley, SOVP
AU - Ojwang, P.
AU - Baguwemu, A.
AU - Ddamulira, M.
AU - Chavuta, A.
T2 - Child: care, health and development
DA - 2005///
PY - 2005
DO - 10.1111/j.1365-2214.2004.00464.x
DP - Google Scholar
VL - 31
IS - 2
SP - 167
EP - 180
ST - How do carers of disabled children cope?
ER -
TY - JOUR
TI - Risk of bias versus quality assessment of randomised controlled trials: cross sectional study
AU - Hartling, L.
AU - Ospina, M.
AU - Liang, Y.
T2 - British Medical Journal
DA - 2009///
PY - 2009
VL - 339
IS - 1
SP - 1
EP - 6
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Understanding work-based learning in technical and vocational education and training in Nigeria
AU - Haruna, Rabiu
AU - Kamin, Yusri Bin
AU - Buntat, Yahya Bin
T2 - International Journal of Recent Technology and Engineering
T3 - Journal
AB - © BEIESP. Work-based learning in technical and vocational education and training (TVET) is a separate pedagogy that strengthens the delivery of vocational education and training, and requires students to maintain balance in being a student and a trainee. While the concept of work-based learning is overwhelming, its practice in Nigerian Institutions is relatively low. This paper, therefore, investigates the awareness level of work-based learning in TVET in Nigerian education system. The study participants are 150 TVET Lecturers in Tertiary Institutions that have TVET departments. Mixed method research was adopted because of its ability to provide in-depth discussions into the investigation; questionnaires were developed in a two-step revision stage. First, a structured questionnaire was designed to collect quantitative and qualitative data. Second, validity test was carried out in which the questionnaire was applied to ten TVET lecturers outside the area of study to obtain feedback about the clarity of the questions, the use of appropriate terminology, and the possible omission of important issues. In follow up to validate the responses a focus group discussion was conducted to clarify some pertinent trends captured from the survey. Data collected were coded and analysed with SPSS. Findings among others revealed that there is low level of work-based learning awareness in Nigeria, adopting work-based learning in TVET program will increase students’ responsibilities related to acquiring new skills, which will expand their roles in contributing to nation’s building.
DA - 2019///
PY - 2019
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Functional approaches for applying workbased learning into electrical and electronic technology education in Nigeria
AU - Haruna, Rabiu
AU - Kamin, Yusri Bin
AU - Buntat, Yahya Bin
AU - Shuaibu, Halliru
AU - Cledumas, Abdullahi Musa
T2 - International Journal of Engineering and Advanced Technology
T3 - Journal
AB - © 2019, Blue Eyes Intelligence Engineering and Sciences Publication. All rights reserved. The study examined functional approaches for applying work-based learning (WBL) into Electrical and Electronic Technology (EET) in northwest Nigeria. Survey research design was adopted to carry out the study. Random sampling technique was used to select two tertiary institutions offering Electrical and Electronic Technology. The entire 32 lecturers of EET from the two tertiary institutions and 64 supervisors of registered Electrical Technology firms in the two states making a total of 96 respondents were used for the study. Data were obtained using structured 48-item questionnaire titled ‘Functional Approaches for Applying Work-based Learning Questionnaire (FAAWBLQ)'. Data collected were analyzed using descriptive statistics such as frequency, percentages and mean ratings. In interpreting the results, work-based learning experience with percentage score of 50% and above were interpreted as ‘Practiced’ while those with less than 50% were interpreted as ‘Not Practiced’. Using 2.50 as the cut-off point, items with mean values of 2.50 and above were interpreted as ‘Agreed’. The results of the study showed that only 2 out of the 17 identified work-based learning components were practiced for skill acquisition in Electrical Technology in Northwest Nigeria. In addition, the study identified administrative, school-industry and resource inputs approach for effective application of WBL that will guarantee skill acquisition in Northwest Nigeria. The study recommended policies to strengthen a dynamic and robust WBL in technical and vocation education (TVE) in Nigeria and that work-based learning framework in Nigeria be carefully developed and overseen by Industrial Training Unit (ITU) of education sector to coordinate the synergy between training institutions and industry for improved skill acquisition of the teaming Nigerian youths.
DA - 2019///
PY - 2019
DO - 10.35940/ijeat.E1117.0585C19
ER -
TY - JOUR
TI - Contrasting Experiences: Understanding the Longer-Term Impact of Improving Access to Preschool Education in Rural Indonesia.
AU - Hasan, Amer
AU - Jung, Haeil
AU - Kinnell, Angela
AU - Maika, Amelia
AU - Nakajima, Nozomi
AU - Pradhan, Menno
DA - 2019///
PY - 2019
DO - 10.1596/1813-9450-9060
UR - http://documents1.worldbank.org/curated/en/689351574170836739/pdf/Contrasting-ExperiencesUnderstanding-the-Longer-Term-Impact-of-Improving-Access-to-Preschool-Education-in-Rural-Indonesia.pdf
ER -
TY - THES
TI - Gestaltungsorientierung als Entwicklungsstrategie zur Beförderung der beruflichen Fortbildung – dargestellt und untersucht am Beispiel des Projektes VET-Net
AU - Haseloff, Gesine
DA - 2017///
PY - 2017
DP - Zotero
LA - de
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - C:Mozambique
KW - C:South Africa
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Train the Trainer-System ؊ Results of a research and development project for and with VET pedagogues in Sub-Saharan Africa
AU - Haseloff, Gesine
DA - 2017///
PY - 2017
DP - Zotero
SP - 7
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - A:Africa
KW - CLL:en
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Availability of Electronic Courses Using ICT Infrastructure in Teaching and Learning among Teachers in Nigeria's TVET Institutions.
AU - Hashim, MHM
AU - Abubakar, B
AB - Abstract: As information and communication technology becomes a regular feature of the educational environment, it may be difficult for teaching and learning activities especially in TVET institutions to remain unchallenged. However, ICT application as a pedagogical tool in Nigerian TVET institutions is not a common practice and it also remains unclear how utilisation of ICT enhances pedagogy. This study is interested in the availability of electronic courses using ICT infrastructure in teaching and learning. Using activity theory as a guide, multiple case studies are conducted. The Qualitative Case Study Methodology is used in this research. Five TVET institutions and 20 participants are selected using maximum variation and homogeneous purposive sampling strategies, respectively. During the visits to the institutions, classroom observation is carried out, documents such as the curriculum and teacher's lecture materials are reviewed for triangulation. Semi-structured interviews are conducted with 20 selected participants as the primary data collection method. At the data analysis stage, the inductive and deductive methods are used to analyse the data and two strategies of grounded theory as open and axial coding are employed. The coding process is achieved through the use of an inherent feature of NViVOlO. The findings show that four themes: availability of infrastructure, computer specifications, educational software and connectivity.
DA - 2017///
PY - 2017
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - C:Nigeria
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:learning
KW - F:teaching
KW - P:electro
KW - P:teachers
KW - Q:ICT
KW - Q:educational technology
KW - T:TVET
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development
AU - Haßler, Bjoern
AU - Hennessy, Sara
AU - Hofmann, Riikka
T2 - Journal of Learning for Development
DA - 2018/03/17/
PY - 2018
DO - 10.56059/jl4d.v5i1.264
VL - 5
IS - 1
LA - en
SN - 2311-1550
ST - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa
KW - Final_citation
KW - cited
KW - existing
ER -
TY - COMP
TI - 3D printed case for pico datalogger (rev1.00)
AU - Haßler, Björn
DA - 2023/06/09/T13:50:55Z
PY - 2023
DP - GitHub
LA - OpenSCAD
PB - Open Development & Education
UR - https://github.com/OpenDevEd/case-for-pico-datalogger-rev1.00
Y2 - 2023/08/27/09:45:34
KW - _r:ImportedToMyEducationEvidence
ER -
TY - COMP
TI - A command line interface for Trello (edtechhub/trello-export)
AU - Haßler, Björn
DA - 2020/04/11/T21:52:16Z
PY - 2020
DP - GitHub
LA - Python
PB - EdTech Hub
UR - https://github.com/edtechhub/trello-export
Y2 - 2020/07/11/17:24:43
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - A mixed-methods evidence assessment for emergent fields of knowledge
AU - Haßler, Björn
DA - 2021/06/01/
PY - 2021
M3 - Working Paper
PB - EdTech Hub
SN - 24
UR - https://docs.opendeved.net/lib/E3W7NXR9
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _bjoern_cv
KW - _yl:m
ER -
TY - RPRT
TI - Access to Open Educational Resources: Report of a UNESCO OER Community Discussion.
AU - Haßler, Björn
DA - 2009///
PY - 2009
DP - Zotero
SP - 59
LA - en
PB - IIEP
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - _bjoern_cv
KW - _r:ImportedToMyEducationEvidence
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - (Adapting to the) Impacts of climate (change): Temperature, Light, Sound, Air
AU - Haßler, Björn
CN - 0287
CY - Tanzania
DA - 2023/03/22/
PY - 2023
LA - en
M3 - Conference paper (Utafiti Elimu) - Improving Learning Through Classroom Experience in East Africa
PB - Open Development & Education
SN - 3
UR - https://docs.opendeved.net/lib/CQKQ898B
KW - _comingsoon
KW - _r:AddedByZotZen
KW - _r:ImportedToMyEducationEvidence
ER -
TY - COMP
TI - An extension for Google Chrome: Create bookmarklets to repeatedly create Google Docs in specfici folders (OpenDevEd/ChromeExtension-GoogleDocsCreator)
AU - Haßler, Björn
DA - 2020/07/04/T13:17:52Z
PY - 2020
DP - GitHub
LA - JavaScript
PB - Open Development & Education
UR - https://github.com/OpenDevEd/ChromeExtension-GoogleDocsCreator
Y2 - 2020/07/11/17:25:35
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _r:ImportedToMyEducationEvidence
ER -
TY - COMP
TI - An extension for Google Chrome: Search your history for Google Docs (OpenDevEd/ChromeExtension-WhatGD)
AU - Haßler, Björn
DA - 2020/07/04/T13:17:36Z
PY - 2020
DP - GitHub
LA - JavaScript
PB - Open Development & Education
UR - https://github.com/OpenDevEd/ChromeExtension-WhatGD
Y2 - 2020/07/11/17:25:37
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _r:ImportedToMyEducationEvidence
ER -
TY - BLOG
TI - Are we remote learning?
AU - Haßler, Björn
DA - 2021///
PY - 2021
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _forthcoming
ER -
TY - COMP
TI - bjohas/kanbantool-bookmarklets
AU - Haßler, Björn
DA - 2019/04/13/T08:58:31Z
PY - 2019
DP - GitHub
UR - https://github.com/bjohas/kanbantool-bookmarklets
Y2 - 2020/07/11/17:27:45
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _r:ImportedToMyEducationEvidence
KW - _yl:o
ER -
TY - COMP
TI - bjohas/OSM-Wikipedia-Monkey
AU - Haßler, Björn
DA - 2017/05/30/T12:40:14Z
PY - 2017
DP - GitHub
LA - JavaScript
UR - https://github.com/bjohas/OSM-Wikipedia-Monkey
Y2 - 2020/07/11/17:27:17
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - CONF
TI - Bridging the Digital Divide: Rethinking Open Learning for a Global Audience
AU - Haßler, Björn
T2 - DIVERSE
DA - 2007///
PY - 2007
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Broadening access to science events by using the internet
AU - Haßler, Björn
C3 - Geophysical Research Abstracts
DA - 2006///
PY - 2006
VL - 8
SP - 09757
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
KW - ⛔ No DOI found
ER -
TY - BLOG
TI - Can We Afford Free Textbooks
AU - Haßler, Björn
DA - 2017/03/28/
PY - 2017
UR - http://bjohas.de/Blog/20150525_Equitable_access_to_education
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Commonwealth Collaboration to Achieve The Sustainable Development Goals
AU - Haßler, Björn
CN - 0290
DA - 2023/05/11/
PY - 2023
LA - en
PB - OpenDevEd
UR - https://docs.opendeved.net/lib/N9Q6CJIS
KW - _comingsoon
KW - _r:AddedByZotZen
KW - _r:ImportedToMyEducationEvidence
ER -
TY - CONF
TI - Commonwealth Collaboration to Build Back Better
AU - Haßler, Björn
T2 - 21CCEM
C1 - Nairobi, Kenya
CN - 0275
DA - 2022/04/27/
PY - 2022
DO - 10.53832/opendeved.0275
UR - https://docs.opendeved.net/lib/DABFT2LD
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _bjoern_cv
KW - _yl:c
ER -
TY - RPRT
TI - Continue or reboot? Overarching options for education responses to COVID-19 in low- and middle-income countries
AU - Haßler, Björn
AB - Björn Haßler, https://opendeved.net/2020/04/15/continue-or-reboot/, 2020-04-15, DOI: 10.5281/zenodo.3753513
DA - 2020/04/16/
PY - 2020
DP - Zenodo
PB - Zenodo
ST - Continue or reboot?
UR - https://zenodo.org/record/3753513
Y2 - 2020/04/18/10:09:31
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _C:Germany DEU
KW - _COVID-Continuity-Blogpost-01
KW - __C:filed:1
KW - __C:scheme:1
KW - _bjoern_cv
KW - _r:ImportedToMyEducationEvidence
KW - _yl:p
ER -
TY - RPRT
TI - Cost- and Learning-Adjusted Years of Schooling
AU - Haßler, Björn
CN - 0279
DA - 2022/06/01/
PY - 2022
LA - en
PB - OpenDevEd
UR - https://docs.opendeved.net/lib/TQIE4SXP
KW - Author:OpenDevEd
KW - _r:AddedByZotZen
KW - _r:ImportedToMyEducationEvidence
ER -
TY - CONF
TI - Digital Divide meets video-based learning: Video production, distribution, and use within the developing world
AU - Haßler, Björn
T2 - 3. tele-TASK-Symposium - Von der Aufnahme zur virtuellen Bibliothek
DA - 2008///
PY - 2008
PB - Hasso-Plattner Institute, Potsdam
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
KW - ⛔ No DOI found
ER -
TY - BLOG
TI - Equitable access to education
AU - Haßler, Björn
DA - 2015/05/25/
PY - 2015
UR - http://bjohas.de/Blog/20150525_Equitable_access_to_education
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Evidence collection
AU - Haßler, Björn
DA - 2023/02/15/
PY - 2023
LA - en
PB - OpenDevEd
UR - https://docs.opendeved.net/lib/V26UWG7Q
KW - _comingsoon
KW - _r:AddedByZotZen
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Evidence collection
AU - Haßler, Björn
DA - 2023/07/20/
PY - 2023
LA - en
PB - OpenDevEd
UR - https://docs.opendeved.net/lib/S86DBR6N
KW - _comingsoon
KW - _r:AddedByZotZen
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Evidence collection
AU - Haßler, Björn
AB - An output of the Open Development & Education, https://.opendeved.net/
DA - 2023/10/27/T00:00:00.000Z
PY - 2023
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/2VTH824V
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - Evidence collection
AU - Haßler, Björn
AB - An output of the Open Development & Education, https://opendeved.net/
CN - opendeved.1070
DA - 2024/02/02/T00:00:00.000Z
PY - 2024
LA - en
M3 - Report
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/VCHR5JEF
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - Evidence collection
AU - Haßler, Björn
AB - An output of the Open Development & Education, https://opendeved.net/
CN - opendeved.1119
DA - 2024/03/27/T00:00:00.000Z
PY - 2024
LA - en
M3 - Report
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/6T4G3XA4
KW - Internal
KW - _r:AddedByMyEducationEvidence
ER -
TY - BLOG
TI - Evidence for digital learning
AU - Haßler, Björn
DA - 2016/06/16/
PY - 2016
UR - http://bjohas.de/Blog/20150525_Equitable_access_to_education
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - GEN
TI - Global Public Goods: Example document for licensing and publishing documents
AU - Haßler, Björn
AB - This is an example document to illustrate licensing and publishing, including upload to Zenodo.
DA - 2018/03/11/
PY - 2018
DP - Zenodo
LA - eng
ST - Global Public Goods
UR - https://docs.opendeved.net/lib/NCQCUJ4Z
Y2 - 2019/11/05/15:08:49
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
KW - _yl:d
KW - ⛔ No DOI found
ER -
TY - BLOG
TI - Hello, I’m Björn, Director of Research – The EdTech Hub
AU - Haßler, Björn
T2 - EdTech Hub Research and Innovation to fulfill the potential of EdTech
DA - 2019/11/18/
PY - 2019
LA - en-GB
UR - https://edtechhub.org/2019/11/18/hello-im-bjorn-director-of-research/
Y2 - 2019/11/18/00:00:00
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - __C:filed:1
KW - __C:scheme:1
KW - _r:ImportedToMyEducationEvidence
KW - _yl:r
ER -
TY - RPRT
TI - How to build an IoT device with low-power sleep
AU - Haßler, Björn
AB - An output of the Open Development & Education, https://.opendeved.net/
CN - 1011
DA - 2023/11/27/
PY - 2023
LA - en
M3 - Blog post - Improving Learning Through Classroom Experience in East Africa
PB - Open Development & Education
SN - 13
UR - https://opendeved.net/2023/11/27/how-to-build-an-iot-device-with-low-power-sleep/
KW - _r:AddedByMyEducationEvidence
KW - _r:AddedByZotZen
ER -
TY - CONF
TI - IIMC Conference Paper
AU - Haßler, Björn
CN - 0274
DA - 2022/03//
PY - 2022
DO - 10.53832/opendeved.0274
LA - en
PB - OpenDevEd
KW - Author:OpenDevEd
KW - _r:AddedByZotZen
KW - _r:ImportedToMyEducationEvidence
ER -
TY - BOOK
TI - Introduction to Professional Development (Coordinators)
T2 - T-TEL Professional Development Programme (Handbook for Professional Development Coordinators)
A3 - Haßler, Björn
CY - Ghana
DA - 2015///
PY - 2015
ET - 1
VL - 1
NV - 13
PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana)
UR - http://oer.t-tel.org
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - BOOK
TI - Introduction to Professional Development (Facilitators)
T2 - T-TEL Professional Development Programme (Handbook for Facilitators)
A3 - Haßler, Björn
CY - Ghana
DA - 2015///
PY - 2015
ET - 1
VL - 1
NV - 13
PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana)
UR - http://oer.t-tel.org
KW - Author:Haßler
KW - Author:OpenDevEd
ER -
TY - BOOK
TI - Introduction to Professional Development (Student Teachers)
T2 - T-TEL Professional Development Programme (Professional Development Guide for Student Teachers))
A3 - Haßler, Björn
CY - Ghana
DA - 2015///
PY - 2015
ET - 1
VL - 1
NV - 13
PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana)
UR - http://oer.t-tel.org
KW - Author:Haßler
KW - Author:OpenDevEd
ER -
TY - BOOK
TI - Introduction to Professional Development (Tutors)
T2 - T-TEL Professional Development Programme (Professional Development Guide for Tutors)
A3 - Haßler, Björn
CY - Ghana
DA - 2015///
PY - 2015
ET - 1
VL - 1
NV - 13
PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana)
UR - http://oer.t-tel.org
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Keyword inventory for: Berufsbildung in Sub-Sahara Afrika - Eine systematische Aufarbeitung des Forschungsstandes
AU - Haßler, Björn
AB - Keyword inventory for the literature review described in: Haßler, B., Stock, I., Schaffer, J., Winkler, E., Kagambèga, A., Haseloff, G., Watson, J., Marsden, M., Gordon, R., Damani, K. (2019). Berufsbildung in Subsahara-Afrika: Eine systematische Aufarbeitung des Forschungsstandes. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. Creative-Commons-Lizenz CC BY 4.0. URN: urn:nbn:de:0035-vetrepository-775510 -9. VET Repository: https://lit.bibb.de/vufind/Record/DS-184013. Also available here: https://zenodo.org/record/3334690
DA - 2019/11/01/
PY - 2019
DP - Zenodo
PB - Zenodo
ST - Keyword inventory for
UR - https://zenodo.org/record/3595604#.Xgp-Lsb7Qeo
AN - 10.5281/zenodo.3595604;261495:TUPXBP5R
Y2 - 2019/12/30/22:49:33
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _r:ImportedToMyEducationEvidence
KW - _yl:d
ER -
TY - THES
TI - Knizhnik-Zamolodchikov-Bernard equations and applications to conformal field theory
AU - Haßler, Björn
CY - Hamburg
DA - 1998/06//
PY - 1998
LA - en
M3 - Diplomarbeit
PB - Universität Hamburg
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - CONF
TI - Low Bandwidth Multimedia Streaming
AU - Haßler, Björn
T2 - Optimization Technologies for Low-Bandwidth Networks
DA - 2006///
PY - 2006
PB - ICTP-SDU, Trieste
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Mapping in Education and International Development
AU - Haßler, Björn
T2 - Missing Maps Cambridge
C1 - Cambridge, UK
DA - 2017/06//
PY - 2017
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - CHAP
TI - Multimedia
AU - Haßler, Björn
T2 - Web Design Guidelines for Low Bandwidth
DA - 2007///
PY - 2007
PB - Aptivate
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - OER4Schools - Research Overview
AU - Haßler, Björn
AB - This report provides a very brief overview of the research that is connected to the OER4Schools programme. The references papers are listed below.
DA - 2020///
PY - 2020
UR - https://docs.opendeved.net/lib/LJWIPFRA
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _r:ImportedToMyEducationEvidence
KW - _yl:c
ER -
TY - BOOK
TI - Open Educational Resources Guide for Colleges of Education
T2 - T-TEL Professional Development Programme
A3 - Haßler, Björn
CY - Ghana
DA - 2016/12//
PY - 2016
ET - Handbook for Professional Development Coordinators
VL - 8
NV - 13
PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana)
UR - http://oer.t-tel.org
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Outputs register for Tich Me Ar Tich Dem
AU - Haßler, Björn
CN - 0272
DA - 2022/01/01/
PY - 2022
LA - en
PB - OpenDevEd
UR - https://docs.opendeved.net/lib/PTGJQVPU
KW - Author:OpenDevEd
KW - _r:AddedByZotZen
ER -
TY - RPRT
TI - PER3. Principles for Digital Development in Education
AU - Haßler, Björn
CN - 0237
CY - Amman, Jordan
DA - 2020///
PY - 2020
LA - en
M3 - Programme Evaluation Resource
PB - Activating EdTech
SN - No 2 [en]
Y2 - 2019/12/31/18:12:14
KW - Author:Haßler
KW - Author:OpenDevED
KW - AuthorFirst:Haßler
KW - _r:ImportedToMyEducationEvidence
KW - _yl:e
ER -
TY - RPRT
TI - Presentation for Internationalisierungsoffensive go-international
AU - Haßler, Björn
AB - An output of the Open Development & Education, https://opendeved.net/
CN - opendeved.1117
DA - 2024/03/21/T00:00:00.000Z
PY - 2024
LA - en
M3 - Presentation
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/H7GP3VJS
KW - Internal
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - Principles for Digital Development in Education - amendments, tenets, questions
AU - Haßler, Björn
AB - Principles for Digital Development in Education An adaptation of the Principles for Digital Development for use in education Björn Haßler, Open Development & Education, 2019 About this document Recommended acknowledge- ment. Please acknowledge/cite this document as indicated. Haßler, B. ...
DA - 2020///
PY - 2020
LA - en
UR - https://docs.opendeved.net/lib/PDXPLXA5
Y2 - 2020/12/11/10:05:58
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _yl:q
ER -
TY - JOUR
TI - Reaching SDG4 by 2030: Options for Interventions That Can Accelerate Progress in the Lowest-Income Countries
AU - Haßler, Björn
T2 - Decision
DA - 2022/08/01/
PY - 2022
DO - 10.1007/s40622-022-00321-0
VL - 49
IS - 2
SP - 189
EP - 194
J2 - Decision
LA - en
UR - https://docs.opendeved.net/lib/95JMZKRC
KW - Author:OpenDevEd
KW - _r:AddedByZotZen
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Resource list for T-TEL Ghana (2015-2016)
AU - Haßler, Björn
DA - 2022///
PY - 2022
UR - https://docs.opendeved.net/lib/?featured=J6YRIZ5K
ER -
TY - CONF
TI - Rich-media web streaming
AU - Haßler, Björn
T2 - Rich-media web streaming
DA - 2007///
PY - 2007
PB - ICTP-SDU, Trieste
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
KW - ⛔ No DOI found
ER -
TY - COMP
TI - Sensor Sripboard (v1)
AU - Haßler, Björn
DA - 2023/05/26/T21:42:46Z
PY - 2023
DP - GitHub
PB - Open Development & Education
UR - https://github.com/OpenDevEd/sensor-stripboard-v1
Y2 - 2023/08/27/09:45:45
KW - _r:ImportedToMyEducationEvidence
ER -
TY - COMP
TI - Sensorboard for use with Raspberry Pi GPIO / Raspberry Pi Zero
AU - Haßler, Björn
DA - 2023/07/02/T18:34:24Z
PY - 2023
DP - GitHub
PB - Open Development & Education
UR - https://github.com/OpenDevEd/sensor-board-rpi-gpio
Y2 - 2023/08/27/09:51:00
KW - _r:ImportedToMyEducationEvidence
ER -
TY - COMP
TI - Sensors OpenSCAD: An OpenSCAD library for common environmental sensors
AU - Haßler, Björn
DA - 2023/05/29/T22:33:09Z
PY - 2023
DP - GitHub
LA - OpenSCAD
PB - Open Development & Education
UR - https://github.com/OpenDevEd/sensors-openscad
Y2 - 2023/08/27/09:45:57
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Sustainability for Open Educational Resources
AU - Haßler, Björn
DA - 2007///
PY - 2007
PB - UK National Commission to UNESCO
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Systems Leadership for Learning
AU - Haßler, Björn
CY - Cambridge, UK
DA - 2019///
PY - 2019
PB - Open Development & Education
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
KW - _yl:a
ER -
TY - RPRT
TI - T-TEL Ghana - resource overview
AU - Haßler, Björn
CN - 0271
KW - Author:OpenDevEd
ER -
TY - RPRT
TI - Teacher professional development and coaching in low-income countries: Overarching considerations for the use of technology
AU - Haßler, Björn
CY - Cambridge, UK, and Washington, USA
DA - 2020/01/31/
PY - 2020
M3 - EdTech Hub Helpdesk Response
PB - EdTech Hub
SN - 2
UR - http://docs.edtechhub.org/lib/H9W2X3KM
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _C:Ghana GHA
KW - _C:India IND
KW - _C:Jordan JOR
KW - _C:Kenya KEN
KW - _C:Liberia LBR
KW - _C:South Africa ZAF
KW - _C:United Kingdom GBR
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
KW - _r:ImportedToMyEducationEvidence
KW - _yl:n
ER -
TY - RPRT
TI - Teacher professional development and coaching in low-income countries: Practical considerations for the use of technology.
AU - Haßler, Björn
CY - Cambridge, UK, and Washington, USA
DA - 2020/01/31/
PY - 2020
M3 - EdTech Hub Helpdesk Request
PB - EdTech Hub
SN - 3
UR - http://docs.edtechhub.org/lib/VM6NXYF3
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _C:Bangladesh BGD
KW - _C:Ghana GHA
KW - _C:India IND
KW - _C:Jordan JOR
KW - _C:Kenya KEN
KW - _C:Liberia LBR
KW - _C:Pakistan PAK
KW - _C:South Africa ZAF
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
KW - _r:ImportedToMyEducationEvidence
KW - _yl:o
ER -
TY - CONF
TI - Teacher Professional Development: Insights, Programmes & Resources
AU - Haßler, Björn
T2 - African Deans of Education
C1 - Ethiopia
DA - 2016///
PY - 2016
UR - https://www.youtube.com/watch?v=zM1s8RI2Gnw
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
KW - ⛔ No DOI found
ER -
TY - MPCT
TI - The African Institute for Mathematical Sciences
A3 - Haßler, Björn
DA - 2004///
PY - 2004
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - The future of information technology for education and e-learning
AU - Haßler, Björn
DA - 2007///
PY - 2007
PB - British Standards Institution
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
ER -
TY - VIDEO
TI - The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Participants' Version
AU - Haßler, Björn
DA - 2014///
PY - 2014
UR - https://www.youtube.com/user/OER4Schools/playlists
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - ___duplicate_item
ER -
TY - RPRT
TI - The OpenDevEd Zotero Workbook
AU - Haßler, Björn
AB - An output of the Open Development & Education, https://opendeved.net/
CN - opendeved.1114
DA - 2024/02/01/T00:00:00.000Z
PY - 2024
LA - en
M3 - Report
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/UKV6BKEE
KW - Coming soon
KW - _r:AddedByMyEducationEvidence
ER -
TY - THES
TI - The stratospheric circulation in the tropics
AU - Haßler, Björn
CY - DAMTP
DA - 2002/12//
PY - 2002
PB - University of Cambridge
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - BOOK
TI - Theme 1: Creative Approaches (Coordinators)
T2 - T-TEL Professional Development Programme (Handbook for Professional Development Coordinators)
A3 - Haßler, Björn
CY - Ghana
DA - 2015/10//
PY - 2015
ET - 1
VL - 2
NV - 13
PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana)
UR - http://oer.t-tel.org
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - BOOK
TI - Theme 1: Creative Approaches (Student Teachers)
AU - Haßler, Björn
T2 - T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers)
CY - Ghana
DA - 2016///
PY - 2016
DP - Zotero
ET - 1
LA - en
NV - 13
PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana)
UR - http://oer.t-tel.org
KW - Author:Haßler
KW - Author:OpenDevEd
ER -
TY - BOOK
TI - Theme 1: Creative approaches (Tutors)
T2 - T-TEL Professional Development Programme (Professional Development Guide for Tutors)
A3 - Haßler, Björn
CY - Ghana
DA - 2015/10//
PY - 2015
ET - 1
VL - 2
NV - 13
PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana)
UR - http://oer.t-tel.org
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - BOOK
TI - Theme 2: Questioning (Coordinators)
T2 - T-TEL Professional Development Programme (Handbook for Professional Development Coordinators)
A3 - Haßler, Björn
CY - Ghana
DA - 2015/12//
PY - 2015
ET - 1
VL - 3
NV - 13
PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana)
UR - http://oer.t-tel.org
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - BOOK
TI - Theme 2: Questioning (Student Teachers)
AU - Haßler, Björn
T2 - T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers)
CY - Ghana
DA - 2016///
PY - 2016
DP - Zotero
ET - 1
LA - en
NV - 13
PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana)
UR - http://oer.t-tel.org
KW - Author:Haßler
KW - Author:OpenDevEd
ER -
TY - BOOK
TI - Theme 2: Questioning (Tutors)
T2 - T-TEL Professional Development Programme (Professional Development Guide for Tutors)
A3 - Haßler, Björn
CY - Ghana
DA - 2015/12//
PY - 2015
ET - 1
VL - 3
NV - 13
PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana)
UR - http://oer.t-tel.org
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - BOOK
TI - Theme 3: Talk for Learning (Coordinators)
T2 - T-TEL Professional Development Programme (Handbook for Professional Development Coordinators)
A3 - Haßler, Björn
CY - Ghana
DA - 2016/02//
PY - 2016
ET - 1
VL - 4
NV - 13
PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana)
UR - http://oer.t-tel.org
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - BOOK
TI - Theme 3: Talk for Learning (Facilitators)
AU - Haßler, Björn
T2 - T-TEL Professional Development Programme (Handbook for Facilitators)
CY - Ghana
DA - 2016///
PY - 2016
DP - Zotero
ET - 1
VL - 7
LA - en
NV - 13
PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana)
UR - http://oer.t-tel.org
KW - Author:Haßler
KW - Author:OpenDevEd
ER -
TY - BOOK
TI - Theme 3: Talk for Learning (Student Teachers)
AU - Haßler, Björn
T2 - T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers)
CY - Ghana
DA - 2016///
PY - 2016
DP - Zotero
ET - 1
LA - en
NV - 13
PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana)
UR - http://oer.t-tel.org
KW - Author:Haßler
KW - Author:OpenDevEd
ER -
TY - BOOK
TI - Theme 3: Talk for Learning (Tutors)
T2 - T-TEL Professional Development Programme (Professional Development Guide for Tutors)
A3 - Haßler, Björn
CY - Ghana
DA - 2016/02//
PY - 2016
ET - 1
VL - 4
NV - 13
PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana)
UR - http://oer.t-tel.org
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - BOOK
TI - Theme 4: Group Work (Coordinators)
T2 - T-TEL Professional Development Programme (Handbook for Professional Development Coordinators)
A3 - Haßler, Björn
AB - This handbook is the HANDBOOK FOR PD COORDINATORS for Theme 4, focusing on group work.
In many everyday situations people work alongside colleagues, speak and listen to friends, and see what others do and how they do it. This is how we all learn. As we talk to others, we discover new ideas and information. If activities in the college classrooms are centred on the tutor, then the student teachers do not get enough time to be active: they do not have the opportunity to try, to demonstrate their learning or to ask questions. In such situations, some students may only give short answers and some may say nothing at all. In large classes, the situation is even worse, with only a small proportion of students saying anything at all. One reason for doing group work in the classroom is to give students more opportunities to participate. Working in groups and pairs is about learning collaboratively. Collaborative learning means two or more student teachers working together to achieve a shared goal. This includes peer collaboration (for groups of two student teachers), and small group work (for smaller groups). It requires you to interact and talk about what you are thinking with one another in a specific learning context. Questions can be posed, ideas can be challenged and misunderstandings can be heard and investigated.
CY - Ghana
DA - 2016/04//
PY - 2016
ET - 1
VL - 5
NV - 13
PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana)
UR - http://oer.t-tel.org
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - BOOK
TI - Theme 4: Group Work (Facilitators)
AU - Haßler, Björn
T2 - T-TEL Professional Development Programme (Handbook for Facilitators)
CY - Ghana
DA - 2016///
PY - 2016
DP - Zotero
ET - 1
VL - 7
LA - en
NV - 13
PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana)
UR - http://oer.t-tel.org
KW - Author:Haßler
KW - Author:OpenDevEd
ER -
TY - BOOK
TI - Theme 4: Group Work (Student Teachers)
AU - Haßler, Björn
T2 - T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers)
CY - Ghana
DA - 2016///
PY - 2016
DP - Zotero
ET - 1
LA - en
NV - 13
PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana)
UR - http://oer.t-tel.org
KW - Author:Haßler
KW - Author:OpenDevEd
ER -
TY - BOOK
TI - Theme 4: Group Work (Tutors)
T2 - T-TEL Professional Development Programme (Professional Development Guide for Tutors)
A3 - Haßler, Björn
CY - Ghana
DA - 2016/04//
PY - 2016
ET - 1
VL - 5
NV - 13
PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana)
UR - http://oer.t-tel.org
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - BOOK
TI - Theme 5: Teaching and learning materials (Coordinators)
T2 - T-TEL Professional Development Programme (Handbook for Professional Development Coordinators)
A3 - Haßler, Björn
CY - Ghana
DA - 2016/10//
PY - 2016
ET - 1
VL - 6
NV - 13
PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana)
UR - http://oer.t-tel.org
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - BOOK
TI - Theme 5: Teaching and Learning Materials (Facilitators)
AU - Haßler, Björn
T2 - T-TEL Professional Development Programme (Handbook for Facilitators)
CY - Ghana
DA - 2016///
PY - 2016
DP - Zotero
ET - 1
VL - 7
LA - en
NV - 13
PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana)
UR - http://oer.t-tel.org
KW - Author:Haßler
KW - Author:OpenDevEd
ER -
TY - BOOK
TI - Theme 5: Teaching and Learning Materials (Student Teachers)
AU - Haßler, Björn
T2 - T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers)
CY - Ghana
DA - 2016///
PY - 2016
DP - Zotero
ET - 1
LA - en
NV - 13
PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana)
UR - http://oer.t-tel.org
KW - Author:Haßler
KW - Author:OpenDevEd
ER -
TY - BOOK
TI - Theme 5: Teaching and Learning Materials (Tutors)
T2 - T-TEL Professional Development Programme (Professional Development Guide for Tutors)
A3 - Haßler, Björn
CY - Ghana
DA - 2016/10//
PY - 2016
ET - 1
VL - 6
NV - 13
PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana)
UR - http://oer.t-tel.org
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - BOOK
TI - Theme 6: Leadership for Learning Materials (Facilitators)
AU - Haßler, Björn
T2 - T-TEL Professional Development Programme (Handbook for Facilitators)
CY - Ghana
DA - 2016///
PY - 2016
DP - Zotero
ET - 1
VL - 7
LA - en
NV - 13
PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana)
UR - http://oer.t-tel.org
KW - Author:Haßler
KW - Author:OpenDevEd
ER -
TY - BOOK
TI - Theme 6: Leadership for Learning (Student Teachers)
AU - Haßler, Björn
T2 - T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers)
CY - Ghana
DA - 2016///
PY - 2016
DP - Zotero
ET - 1
LA - en
NV - 13
PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana)
UR - http://oer.t-tel.org
KW - Author:Haßler
KW - Author:OpenDevEd
ER -
TY - JOUR
TI - Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development)
AU - Haßler, Björn
AB - Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development) The document is an extract from: Haßler, B., Major, L., Warwick, P., Watson, S., Hennessy, S., & Nichol, B. (2016). Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development. DOI: 10.5281/zenodo.2626440. Retrieved from http://bjohas.de/Publications/Perspectives. Licence: Creative Commons Attribution 4.0 International. The document is available as PDF, docx and odt.
DA - 2019/04/03/
PY - 2019
DO - 10.5281/zenodo.2626545
DP - Zenodo
LA - eng
ST - Toolkit for discussion (Technology, Resources and Learning
UR - https://zenodo.org/record/2626545#.XV5JnR9fgrQ
Y2 - 2019/08/22/07:54:34
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _r:ImportedToMyEducationEvidence
KW - _yl:b
ER -
TY - CONF
TI - What are the elements that need to go into the design of OER that enable them to have the potential for teacher professional development?
AU - Haßler, Björn
T2 - Teachers Upfront
C1 - University of Johannesburg
DA - 2017/03//28th
PY - 2017
UR - http://bjohas.de/wiki/TeachersUpfrontUJ
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - WRAHA: We Refugees Also Have Ambitions! - research design for an unsuccessful eCubed application
AU - Haßler, Björn
CY - Cambridge, UK
DA - 2018/07//
PY - 2018
PB - Open Development & Education
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
KW - _yl:e
ER -
TY - COMP
TI - Zotero Bookmarklet
AU - Haßler, Björn
DA - 2021///
PY - 2021
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
ER -
TY - RPRT
TI - PER2. Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? [English/Arabic]
AU - Haßler, Björn
AU - Abed, Reema
AU - Khalayleh, Abdullah
AU - Alawamleh, Nour
AU - Metni, Eliane
CN - 0236
CY - Amman, Jordan
DA - 2020///
PY - 2020
LA - EN
M3 - Programme Evaluation Resource
PB - Activating EdTech
SN - 2
KW - Author:Haßler
KW - Author:OpenDevED
KW - AuthorFirst:Haßler
KW - _r:ImportedToMyEducationEvidence
KW - _yl:d
ER -
TY - GEN
TI - PER5. Spreadsheet: Strategies for Effective Teaching and Learning [English, Arabic]
AU - Haßler, Björn
AU - Abed, Reema
AU - Khalayleh, Abdullah
AU - Alawamleh, Nour
AU - Metni, Eliane
CN - 0242
DA - 2019/05/27/
PY - 2019
LA - English, Arabic
PB - Activating EdTech
Y2 - 2019/12/31/18:12:14
KW - Author:Haßler
KW - Author:OpenDevED
KW - AuthorFirst:Haßler
KW - _r:ImportedToMyEducationEvidence
KW - _yl:m
KW - language:Arabic
KW - language:English
ER -
TY - RPRT
TI - PER5. Strategies for Effective Teaching and Learning [English, Arabic]
AU - Haßler, Björn
AU - Abed, Reema
AU - Khalayleh, Abdullah
AU - Alawamleh, Nour
AU - Metni, Eliane
CN - 0239
CY - Amman, Jordan
DA - 2020///
PY - 2020
LA - English, Arabic
M3 - Programme Evaluation Resource
PB - Activating EdTech
SN - No 5 [ar,en]
Y2 - 2019/12/31/18:12:14
KW - Author:Haßler
KW - Author:OpenDevED
KW - AuthorFirst:Haßler
KW - _r:ImportedToMyEducationEvidence
KW - _yl:f
KW - language:Arabic
KW - language:English
ER -
TY - COMP
TI - A high-usability application to determine your geolocation in rural settings (OpenDevEd/ShareOLC)
AU - Haßler, Björn
AU - Adam, Taskeen
DA - 2020/07/08/T10:40:45Z
PY - 2020
DP - GitHub
LA - Android / Java
PB - Open Development & Education
UR - https://github.com/OpenDevEd/ShareOLC
Y2 - 2020/07/11/17:25:31
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _bjoern_cv
KW - _r:ImportedToMyEducationEvidence
ER -
TY - CONF
TI - Reflections on 'open' for the CGE Cultivator meeting
AU - Haßler, Björn
AU - Adam, Taskeen
DA - 2020/08/20/
PY - 2020
DO - 10.5281/zenodo.3997374
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _publish
KW - _r:ImportedToMyEducationEvidence
KW - _yl:r
KW - ⚠️ Invalid DOI
ER -
TY - GEN
TI - The future of the teaching profession - Bibliography
AU - Haßler, Björn
AU - Adam, Taskeen
DA - 2020///
PY - 2020
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/7FH8KI2Y
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _yl:y
ER -
TY - RPRT
TI - Methodology for literature reviews
AU - Haßler, Björn
AU - Adam, Taskeen
AU - Allier-Gagneur, Zoe
AU - Blower, Thomas
AU - Brugha, Meaghan
AU - Damani, Kalifa
AU - Hennessy, Sara
AU - Hollow, David
AU - Jordan, Katy
AU - Martin, Kevin
AU - Megha-Bongnkar, Ghislaine
AU - Murphy, Mary
AU - Walker, Hannah
AB - An output of the EdTEch Hub
DA - 2021/05/01/
PY - 2021
LA - eng
M3 - Working Paper
PB - EdTech Hub
SN - 10
UR - https://docs.edtechhub.org/lib/2CKWI7RR
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _r:ImportedToMyEducationEvidence
KW - _yl:k
KW - _zenodoODE
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - RPRT
TI - Keyword inventory with country statistics
AU - Haßler, Björn
AU - Adam, Taskeen
AU - Allier-Gagneur, Zoe
AU - Khalayleh, Abdullah
AU - McBurnie, Chris
AU - McIntyre, Nora
T2 - EdTech Hub Research Instruments
AB - Keyword inventory with country statistics (Updated July 2020)
CY - Cambridge and London, UK
DA - 2020/07/01/
PY - 2020
LA - en
M3 - EdTech Hub research instruments
PB - EdTech Hub
SN - 3
UR - https://docs.edtechhub.org/lib/55A44ZRB
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - __C:filed:1
KW - _r:ImportedToMyEducationEvidence
KW - _yl:s
KW - _zenodoODE
KW - publishPDF
ER -
TY - RPRT
TI - All Programmes Recorded, All Outputs Reported
AU - Haßler, Björn
AU - Adam, Taskeen
AU - Blower, Thomas
AU - El-Serafy, Yomna
AU - Kaye, Tom
AU - Khalayleh, Abdullah
AU - McBurnie, Chris
AU - Megha-Bongnkar, Ghislaine
AU - Regis, Callista
DA - 2021/05/10/
PY - 2021
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/WSQ43VG8
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _yl:q
ER -
TY - RPRT
TI - Academic Recovery Programmes in the Eastern Caribbean — Literature Review
AU - Haßler, Björn
AU - Adam, Taskeen
AU - Blower, Thomas
AU - Megha-Bongnkar, Ghislaine
AB - This report was commissioned by the Organization of the Eastern Caribbean states. It reviews the literature on Academic Recovery Programmes with view to applicability in the Eastern Caribbean, and particularly Dominica, Grenada, Saint Lucia and Saint Vincent and the Grenadines.
CY - Cambridge, UK
DA - 2021/01/08/
PY - 2021
M3 - OECS Academic Recovery Programme Report
PB - Open Development & Education
SN - 1
UR - https://docs.opendeved.net/lib/DZA3GVBD
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _C:Dominica DMA
KW - _C:Grenada GRD
KW - _C:Saint Lucia LCA
KW - _C:Saint Vincent and the Grenadines VCT
KW - _DOILIVE
KW - _r:ImportedToMyEducationEvidence
KW - _yl:b
KW - _zenodo:submitted
KW - _zenodoETH:submitted
ER -
TY - RPRT
TI - Country list with HDI, iHDI, MPI and Gini (version 1)
AU - Haßler, Björn
AU - Adam, Taskeen
AU - Brugha, Meaghan
AU - Damani, Kalifa
AU - Allier-Gagneur, Zoe
AU - Hennessy, Sara
AU - Hollow, David
AU - Jordan, Katy
AU - Martin, Kevin
AU - Murphy, Mary
AU - Walker, Hannah
T2 - EdTech Hub Research Instruments
CY - Cambridge and London, UK
DA - 2019/01/09/
PY - 2019
M3 - EdTech Hub research instruments
PB - EdTech Hub
SN - 1
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - __C:filed:1
KW - _r:ImportedToMyEducationEvidence
KW - _yl:q
ER -
TY - RPRT
TI - Keyword inventory
AU - Haßler, Björn
AU - Adam, Taskeen
AU - Brugha, Meaghan
AU - Damani, Kalifa
AU - Allier-Gagneur, Zoé
AU - Hennessy, Sara
AU - Hollow, David
AU - Jordan, Katy
AU - Martin, Kevin
AU - Murphy, Mary
AU - Walker, Hannah
T2 - EdTech Hub Research Instruments
CY - Cambridge and London, UK
DA - 2019/01/09/
PY - 2019
M3 - EdTech Hub research instruments
PB - EdTech Hub
SN - 1
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _C:Abkhazia XABKH
KW - _C:Afghanistan AFG
KW - _C:Albania ALB
KW - _C:Algeria DZA
KW - _C:Andorra AND
KW - _C:Angola AGO
KW - _C:Antigua and Barbuda ATG
KW - _C:Argentina ARG
KW - _C:Armenia ARM
KW - _C:Artsakh XARTH
KW - _C:Australia AUS
KW - _C:Austria AUT
KW - _C:Azerbaijan AZE
KW - _C:Bahamas BHS
KW - _C:Bahrain BHR
KW - _C:Bangladesh BGD
KW - _C:Barbados BRB
KW - _C:Belarus BLR
KW - _C:Belgium BEL
KW - _C:Belize BLZ
KW - _C:Benin BEN
KW - _C:Bhutan BTN
KW - _C:Bolivia BOL
KW - _C:Bosnia and Herzegovina BIH
KW - _C:Botswana BWA
KW - _C:Brazil BRA
KW - _C:Brunei Darussalam BRN
KW - _C:Bulgaria BGR
KW - _C:Burkina Faso BFA
KW - _C:Burundi BDI
KW - _C:Cambodia KHM
KW - _C:Cameroon CMR
KW - _C:Canada CAN
KW - _C:Cape Verde CPV
KW - _C:Catalan Republic XCATA
KW - _C:Central African Republic CAF
KW - _C:Chad TCD
KW - _C:Chile CHL
KW - _C:China CHN
KW - _C:Colombia COL
KW - _C:Comoros COM
KW - _C:Congo XCO
KW - _C:Congo, Democratic Republic COD
KW - _C:Congo, Republic COG
KW - _C:Costa Rica CRI
KW - _C:Croatia HRV
KW - _C:Cuba CUB
KW - _C:Cyprus CYP
KW - _C:Czech Republic CZE
KW - _C:Denmark DNK
KW - _C:Djibouti DJI
KW - _C:Dominica DMA
KW - _C:Dominican Republic DOM
KW - _C:Ecuador ECU
KW - _C:Egypt EGY
KW - _C:El Salvador SLV
KW - _C:Equatorial Guinea GNQ
KW - _C:Eritrea ERI
KW - _C:Estonia EST
KW - _C:Ethiopia ETH
KW - _C:Federated States of Micronesia FSM
KW - _C:Fiji FJI
KW - _C:Finland FIN
KW - _C:France FRA
KW - _C:Gabon GAB
KW - _C:Gambia GMB
KW - _C:Georgia GEO
KW - _C:Germany DEU
KW - _C:Ghana GHA
KW - _C:Greece GRC
KW - _C:Grenada GRD
KW - _C:Guatemala GTM
KW - _C:Guinea GIN
KW - _C:Guinea-Bissau GNB
KW - _C:Guyana GUY
KW - _C:Haiti HTI
KW - _C:Holy See VAT
KW - _C:Honduras HND
KW - _C:Hungary HUN
KW - _C:Iceland ISL
KW - _C:India IND
KW - _C:Indonesia IDN
KW - _C:Iran IRN
KW - _C:Iraq IRQ
KW - _C:Ireland IRL
KW - _C:Israel ISR
KW - _C:Italy ITA
KW - _C:Ivory Coast CIV
KW - _C:Jamaica JAM
KW - _C:Japan JPN
KW - _C:Jordan JOR
KW - _C:Kazakhstan KAZ
KW - _C:Kenya KEN
KW - _C:Kiribati KIR
KW - _C:Korea XKOR
KW - _C:Korea, Democratic People's Republic PRK
KW - _C:Korea, Republic KOR
KW - _C:Kosovo XKSVO
KW - _C:Kurdistan XKRDN
KW - _C:Kuwait KWT
KW - _C:Kyrgyzstan KGZ
KW - _C:Laos LAO
KW - _C:Latvia LVA
KW - _C:Lebanon LBN
KW - _C:Lesotho LSO
KW - _C:Liberia LBR
KW - _C:Libya LBY
KW - _C:Liechtenstein LIE
KW - _C:Lithuania LTU
KW - _C:Luxembourg LUX
KW - _C:Madagascar MDG
KW - _C:Malawi MWI
KW - _C:Malaysia MYS
KW - _C:Maldives MDV
KW - _C:Mali MLI
KW - _C:Malta MLT
KW - _C:Marshall Islands MHL
KW - _C:Mauritania MRT
KW - _C:Mauritius MUS
KW - _C:Mexico MEX
KW - _C:Monaco MCO
KW - _C:Mongolia MNG
KW - _C:Montenegro MNE
KW - _C:Morocco MAR
KW - _C:Mozambique MOZ
KW - _C:Myanmar MMR
KW - _C:Namibia NAM
KW - _C:Nauru NRU
KW - _C:Nepal NPL
KW - _C:Netherlands NLD
KW - _C:New Zealand NZL
KW - _C:Nicaragua NIC
KW - _C:Niger NER
KW - _C:Nigeria NGA
KW - _C:North Cyprus XNCYP
KW - _C:North Macedonia MKD
KW - _C:Norway NOR
KW - _C:Oman OMN
KW - _C:Pakistan PAK
KW - _C:Palau PLW
KW - _C:Panama PAN
KW - _C:Papua New Guinea PNG
KW - _C:Paraguay PRY
KW - _C:Peru PER
KW - _C:Philippines PHL
KW - _C:Poland POL
KW - _C:Portugal PRT
KW - _C:Pridnestrovian Moldovan Republic XPRMR
KW - _C:Puntland XPTLD
KW - _C:Qatar QAT
KW - _C:Republic of Moldova MDA
KW - _C:Romania ROU
KW - _C:Russian Federation RUS
KW - _C:Rwanda RWA
KW - _C:Sahrawi Arab Democratic Republic XSADR
KW - _C:Saint Kitts and Nevis KNA
KW - _C:Saint Lucia LCA
KW - _C:Saint Vincent and the Grenadines VCT
KW - _C:Samoa WSM
KW - _C:San Marino SMR
KW - _C:Saudi Arabia SAU
KW - _C:Senegal SEN
KW - _C:Serbia SRB
KW - _C:Seychelles SYC
KW - _C:Sierra Leone SLE
KW - _C:Singapore SGP
KW - _C:Slovakia SVK
KW - _C:Slovenia SVN
KW - _C:Solomon Islands SLB
KW - _C:Somalia SOM
KW - _C:Somaliland XSMLD
KW - _C:South Africa ZAF
KW - _C:South Ossetia XOSSA
KW - _C:South Sudan SSD
KW - _C:Spain ESP
KW - _C:Sri Lanka LKA
KW - _C:State of Palestine PSE
KW - _C:Sudan SDN
KW - _C:Suriname SUR
KW - _C:Sweden SWE
KW - _C:Switzerland CHE
KW - _C:Syrian Arab Republic SYR
KW - _C:São Tomé and Príncipe STP
KW - _C:Tajikistan TJK
KW - _C:Tanzania TZA
KW - _C:Thailand THA
KW - _C:Tibet XTIBT
KW - _C:Timor-L'este TLS
KW - _C:Togo TGO
KW - _C:Tonga TON
KW - _C:Trinidad and Tobago TTO
KW - _C:Tunisia TUN
KW - _C:Turkey TUR
KW - _C:Turkmenistan TKM
KW - _C:Tuvalu TUV
KW - _C:Uganda UGA
KW - _C:Ukraine UKR
KW - _C:United Arab Emirates ARE
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Uruguay URY
KW - _C:Uzbekistan UZB
KW - _C:Vanuatu VUT
KW - _C:Venezuela VEN
KW - _C:Viet Nam VNM
KW - _C:Yemen YEM
KW - _C:Zambia ZMB
KW - _C:Zimbabwe ZWE
KW - _C:eSwatini SWZ
KW - __C:filed:1
KW - __C:scheme:1
KW - _r:ImportedToMyEducationEvidence
KW - _yl:p
ER -
TY - RPRT
TI - Literature reviews of educational technology research in low and middle-income countries: an audit of the field
AU - Haßler, Björn
AU - Adam, Taskeen
AU - Brugha, Meaghan
AU - Damani, Kalifa
AU - Allier-Gagneur, Zoe
AU - Hennessy, Sara
AU - Hollow, David
AU - Jordan, Katy
AU - Martin, Kevin
AU - Murphy, Mary
AU - Walker, Hannah
AB - One of the overall objectives of the EdTech Hub is to conduct a series of literature reviews on the state of educational technology in primary and secondary school settings within low and middle-income countries (LMICs). Given the variety of approaches which
can be considered as ‘educational technology’ and the range of settings which are LMICs, the scale of the task presents an initial challenge. Furthermore, it would be valuable to design the initial literature search in such a way that would subsequently support
detailed, systematic reviews on particular themes or topics depending upon trends within the body of literature.
In order to learn from existing related studies and inform the practical direction of the literature review, a collection of documents was examined and analysed. The collection included seven methodological documents about conducting systematic reviews, and 15
recent systematic reviews, which addressed topics related to the focus of the Hub (including a range of EdTech-related topics or education for development, for example).
In this report we have two objectives :
1. Summarise methodologies for systematic literature reviews in the field of educational
technology in LMICs.
2. Provide specific methodological recommendations on conducting a systematic
literature review of the state of research on educational technology in LMICs.
To investigate systematic literature reviews in the field of interest (Objective 1), insights were drawn from an analysis of the sample of documents. The papers selected for inclusion were chosen either because they were existing literature reviews relevant to our theme of EdTech in LMICs, or because they were analyses of specific literature review methodologies. The papers were mapped onto a framework according to their methodological stance, approaches to data gathering, and data analysis.
This paper also discusses the implications of the analysis in relation to the work of the EdTech Hub, and how to translate the findings of the analysis into practical considerations for addressing the Hub’s research questions through a systematic literature review (Objective 2). As such, this report also represents a case study in planning a literature review in this context, which may be a useful resource for others intending to undertake similar reviews in the future.
CY - Cambridge and London, UK
DA - 2019/12/18/
PY - 2019
M3 - EdTech Hub Working Paper
PB - EdTech Hub
SN - 2
ST - Literature reviews of educational technology research in low and middle-income countries
UR - http://docs.edtechhub.org/lib/NM6CPLE9
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - LP: English
KW - R:Literature review, systematic review
KW - _C:China CHN
KW - _C:France FRA
KW - _C:Germany DEU
KW - _C:Jordan JOR
KW - _C:Portugal PRT
KW - _C:Russian Federation RUS
KW - _C:Spain ESP
KW - _C:United Kingdom GBR
KW - _EdTechHub_Output
KW - __C:filed:1
KW - __C:scheme:1
KW - _cover:v1
KW - _r:ImportedToMyEducationEvidence
KW - _yl:g
KW - _zenodoODE
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
KW - educational technology, EdTech, low-income countries, literature review
KW - ⛔ No DOI found
ER -
TY - COMP
TI - A Searchable Publications Database (edtechhub/spud)
AU - Haßler, Björn
AU - Adam, Taskeen
AU - Ishaq, Sheraz
AU - Adamiak, Piotr
AU - Adamiak, Jan
AU - Podea, Marius
DA - 2020///
PY - 2020
DP - github.com
UR - https://github.com/edtechhub/spud
Y2 - 2020/07/11/17:23:43
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _r:ImportedToMyEducationEvidence
ER -
TY - BOOK
TI - An Atlas of The Forty Colleges of Education in Ghana
AU - Haßler, Björn
AU - Akunor, J. T.
AU - Nyamador, E. S.
DA - 2017///
PY - 2017
UR - http://bjohas.de/atlas2017
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _C:Ghana GHA
KW - _C:Mexico MEX
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
KW - _bjoern_cv
KW - _r:ImportedToMyEducationEvidence
ER -
TY - BOOK
TI - Le guide REL pour les écoles
AU - Haßler, Björn
AU - Alexandre, Sofia
DA - 2015///
PY - 2015
LA - fr
PB - African Virtual University
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - The distance education experience in Jordan: perspectives from stakeholders
AU - Haßler, Björn
AU - Assaf, Teib
AU - Khalayleh, Abdullah
CN - 0244
DA - 2021/03/17/
PY - 2021
UR - https://docs.opendeved.net/lib/HSHH6TVV
KW - Author:OpenDevEd
KW - _bjoern_cv
KW - _r:ImportedToMyEducationEvidence
ER -
TY - BLOG
TI - Action research on diagnostic testing and student support (ARDTS, mathstore.ac.uk)
AU - Haßler, Björn
AU - Atkinson, Richard
AU - Quinney, Douglas
AU - Barry, Mike
DA - 2002///
PY - 2002
UR - http://78.158.56.101/archive/msor/index521d.html?q=node/1421
Y2 - 2014/04/26/20:40:27
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
ER -
TY - JOUR
TI - The experience of fresher students in mathematics diagnostic testing (MSOR)
AU - Haßler, Björn
AU - Atkinson, Richard
AU - Quinney, Douglas
AU - Barry, Mike
T2 - MSOR Connections
DA - 2004///
PY - 2004
DO - 10.11120/msor.2004.04030017
VL - 4
IS - 3
SP - 17
EP - 23
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Introducing the next iteration of our sensor box
AU - Haßler, Björn
AU - Bablok, Bernhard
AB - An output of the Open Development & Education, https://opendeved.net/
CN - opendeved.1064
DA - 2024/01/23/
PY - 2024
LA - en
M3 - Blog post - Improving Learning Through Classroom Experience in East Africa
PB - Open Development & Education
SN - 15
UR - https://opendeved.net/2024/01/23/introducing-the-next-iteration-of-our-sensor-box/
KW - _r:AddedByMyEducationEvidence
ER -
TY - COMP
TI - Pico Datalogger with Integrated Power-Management
AU - Haßler, Björn
AU - Bablok, Bernhard
AB - Pico board for data-logging with power-management and micro-sd storage
DA - 2023/06/08/T15:16:57Z
PY - 2023
DP - GitHub
LA - Python
PB - Open Development & Education
UR - https://github.com/OpenDevEd/pcb-pico-datalogger
Y2 - 2023/08/27/09:41:57
KW - _r:ImportedToMyEducationEvidence
ER -
TY - CHAP
TI - Teacher professional development in sub-Saharan Africa: Equity and scale
AU - Haßler, Björn
AU - Bennett, Gemma
AU - Damani, Kalifa
T2 - Embedding Social Justice in Teacher Education and Development in Africa
A2 - McNaught, Carmel
A2 - Gravett, Sarah
AB - This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.
DA - 2021/02//
PY - 2021
PB - Routledge
UR - https://docs.opendeved.net/lib/E2Q73NBN
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - STC-TLC
KW - _bjoern_cv
KW - _r:ImportedToMyEducationEvidence
KW - _yl:a
KW - docs.opendeved.net
ER -
TY - RPRT
TI - Teacher professional development in sub-Saharan Africa: Equity and scale [preprint]
AU - Haßler, Björn
AU - Bennett, Gemma
AU - Damani, Kalifa
AB - This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.
DA - 2020/08/14/
PY - 2020
M3 - Preprint
UR - https://docs.opendeved.net/lib/WMYNLNVK
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - C:sub-Saharan Africa
KW - STC-TLC
KW - _C:Cameroon CMR
KW - _C:Congo XCO
KW - _C:Ethiopia ETH
KW - _C:Ghana GHA
KW - _C:Jordan JOR
KW - _C:Kenya KEN
KW - _C:New Zealand NZL
KW - _C:Nigeria NGA
KW - _C:Rwanda RWA
KW - _C:Sierra Leone SLE
KW - _C:South Africa ZAF
KW - _C:Tanzania TZA
KW - _C:Turkey TUR
KW - _C:Uganda UGA
KW - __C:filed:1
KW - __C:scheme:1
KW - _r:ImportedToMyEducationEvidence
KW - _yl:t
KW - docs.opendeved.net
KW - dode_eth-src-dode
KW - dode_eth-trf2-dode
ER -
TY - RPRT
TI - Academic Recovery Programme: Synthesis of Qualitative Data and High-level Overview
AU - Haßler, Björn
AU - Blower, Thomas
AU - Megha-Bongnkar, Ghislaine
AU - Regis, Callista
CY - Cambridge, UK
DA - 2021/03/29/
PY - 2021
M3 - OECS Academic Recovery Programme Report
PB - Open Development & Education
SN - 2
UR - https://docs.opendevd.net/lib/XAMQ949U
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _C:Dominica DMA
KW - _C:Grenada GRD
KW - _C:Saint Lucia LCA
KW - _C:Saint Vincent and the Grenadines VCT
KW - _DOILIVE
KW - _r:ImportedToMyEducationEvidence
KW - _yl:c
KW - _zenodo:submitted
KW - _zenodoETH:submitted
ER -
TY - BOOK
TI - Synergies Between the Principles for Digital Development and Four Case Studies
AU - Haßler, Björn
AU - Broadbent, E.
AU - Cunningham, A.
AU - Chimombo, J.
AU - Jamil, B. R.
AU - Kauthria, R.
AU - Lake, L.
AU - Rose, P.
AU - Sarfraz, S.
AU - Szekely, M.
CY - Cambridge, UK
DA - 2018/03//
PY - 2018
PB - Research for Equitable Access and Learning (REAL) Centre, Faculty of Education, University of Cambridge
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - _bjoern_cv
KW - _r:ImportedToMyEducationEvidence
KW - _yl:b
ER -
TY - CONF
TI - The EdTech Hub: Building a global community of practice of researchers and implementers
AU - Haßler, Björn
AU - Brugha, Meaghan
AU - Loj, Gosia
AU - Proctor, Jamie
T2 - UKFIET
C1 - Oxford
DA - 2019/10/18/
PY - 2019
DO - 10.5281/zenodo.3445376
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - UploadedToZenodo
KW - __C:filed:1
KW - __C:scheme:1
KW - _r:ImportedToMyEducationEvidence
KW - _yl:k
ER -
TY - RPRT
TI - Donor Organizations and the Principles for Digital Development: A Landscape Assessment and Gap Analysis
AU - Haßler, Björn
AU - Brugha, Meaghan
AU - Muyoya, Chisenga
AU - Mitchell, Joel
AU - Hollow, David
AU - Jackson, Alan
AB - Donor Organizations & the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1) Also available at https://digitalprinciples.org/resource/donor-organizations-the-principles-for-digital-development-a-landscape-assessment-and-gap-analysis/, https://digitalprinciples.org/wp-content/uploads/PDD2018_interactive.pdf
DA - 2018/03/20/
PY - 2018
DP - Zenodo
M3 - Principles for Digital Development — Resource Development Program Asset
PB - Digital Impact Alliance
SN - 1
ST - Donor Organizations & the Principles for Digital Development
UR - https://zenodo.org/record/1204703#.XgqAyMb7Qeo
Y2 - 2019/12/30/22:57:16
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - _C:Australia AUS
KW - _C:Belgium BEL
KW - _C:Cambodia KHM
KW - _C:Canada CAN
KW - _C:China CHN
KW - _C:Finland FIN
KW - _C:France FRA
KW - _C:Germany DEU
KW - _C:Ghana GHA
KW - _C:Jordan JOR
KW - _C:Kenya KEN
KW - _C:Liberia LBR
KW - _C:Norway NOR
KW - _C:Philippines PHL
KW - _C:Portugal PRT
KW - _C:Rwanda RWA
KW - _C:Spain ESP
KW - _C:Sweden SWE
KW - _C:Tanzania TZA
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:Zambia ZMB
KW - _C:Zimbabwe ZWE
KW - __C:filed:1
KW - __C:scheme:1
KW - _bjoern_cv
KW - _r:ImportedToMyEducationEvidence
KW - _yl:c
KW - docs.opendeved.net
ER -
TY - BOOK
TI - A guia OER para as Escolas
AU - Haßler, Björn
AU - Cabral, Marilena
DA - 2015///
PY - 2015
LA - pt
PB - African Virtual University
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Mother Language Day 2021
AU - Haßler, Björn
AU - Castillejo, Alice
AU - Marzotto, Mia
AU - El-Serafy, Yomna
AU - Khalayleh, Abdullah
AU - Koomar, Saalim
AU - Langa, Ancha
AU - Nyilinkindi, Jacques
AU - Saadeddin, Zeina
AU - Tegha, Ghislaine
AU - Villavicencio Peralta, Xuzel Ana
AB - To celebrate International Mother Language Day 2021, Björn spoke with Alice Castillejo and Mia Marzotto at Translators without Borders. We talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages.
Research around the world shows that educational outcomes are worse for students studying in a second language. The use of an unfamiliar language is linked to high dropout rates and low academic achievement. We also know that 40% of children worldwide are not educated in a language they speak at home.
We need to put aside our assumptions about what languages people speak and understand. For example, Portuguese is only one of many languages spoken in Mozambique. To really understand the richness of different languages, we need to collect, share, and visualise the real picture. Having done that, we can then apply this information. Do children who speak a particular language drop out early? We can then develop multilingual educational tools for learners and teachers based on improved data about relevant languages. We can also track educational outcomes by primary language, to ensure no learner is left behind.
We can use language data to take action on three levels: children, teachers, and systems. With children, we can identify which language groups didn’t register for school, dropped out early, or consistently underperform. We can then adjust our communication and programming to meet their needs, leaving no one behind. We can also take action to support teachers.
With language data, we can also take action on a system level. If over 40% of children are educated in a language they don’t speak at home, we need to know how this affects their education. Much as we did for gender, if we don’t gather the data on inequality, we cannot begin to address it. Collective gathering and sharing of language data can allow us to understand how to increase learning outcomes for speakers of marginalised languages and provide the support they need and deserve.
DA - 2021/02/21/
PY - 2021
LA - en
M3 - Blog post
UR - https://docs.edtechhub.org/lib/ZQCX7TX3
KW - Author:OpenDevEd
KW - _DOILIVE
KW - _EdTechHub_Output
KW - _GS:not_indexed
KW - _MELA_seen
KW - _cover:other:ok
KW - _r:AddedByZotZen
KW - _r:CopiedFromEvLib
KW - _zenodo:submitted
KW - _zenodoODE
KW - dode_eth-src-dode
KW - dode_eth-trf2-dode
ER -
TY - BLOG
TI - Mother Language Day 2021: Improving data on mother-tongue languages for better learning outcomes
AU - Haßler, Björn
AU - Castillejo, Alice
AU - Marzotto, Mia
AU - El-Serafy, Yomna
AU - Khalayleh, Abdullah
AU - Koomar, Saalim
AU - Langa, Ancha
AU - Nyilinkindi, Jacques
AU - Saadeddin, Zeina
AU - Tegha, Ghislaine
AU - Villavicencio Peralta, Xuzel Ana
T2 - EdTech Hub
AB - To celebrate International Mother Language Day 2021, EdTech Hub’s Björn Haßler spoke with Alice Castillejo and Mia Marzotto of Translators without Borders. They talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. This blog post captures their conversation. “How do we know that speakers of marginalised languages are left behind?” Alice: Research…
DA - 2021/02/20/T18:48:31+00:00
PY - 2021
LA - en-US
M3 - Blog post
ST - Mother Language Day 2021
UR - https://edtechhub.org/2021/02/20/mother-language-day-2021-improving-data-on-mother-tongue-languages-for-better-learning-outcomes/
Y2 - 2021/04/21/16:18:34
KW - Author:OpenDevEd
KW - _DOILIVE
KW - _EdTechHub_Output
KW - _zenodoETH
ER -
TY - RPRT
TI - Synthesis of Reviews on Teacher Professional Development in Sub-Saharan Africa
AU - Haßler, Björn
AU - D’Angelo, Sophia
AU - Walker, Hannah
AU - Marsden, Melissa
CY - Cambridge, UK
DA - 2019/10/18/
PY - 2019
LA - en-GB
PB - Open Development & Education
Y2 - 2019/09/09/10:18:50
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _bjoern_cv
KW - _r:ImportedToMyEducationEvidence
KW - _yl:i
ER -
TY - RPRT
TI - Syṡtemic Mixed-Methods Research — a conceptual framework for scalable EdTech research
AU - Haßler, Björn
AU - El-Serafy, Yomna
AU - Khalayleh, Abdullah
AU - McBurnie, Chris
DA - 2021/03/01/
PY - 2021
LA - en
M3 - Working Paper
PB - EdTech Hub
SN - 9
UR - https://docs.edtechhub.org/lib/TD2ASC4G
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _bjoern_cv
KW - _r:ImportedToMyEducationEvidence
KW - _yl:n
KW - _zenodoODE
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - CONF
TI - Impact of Climate Change and Environmental Risks on Learning Outcomes
AU - Haßler, Björn
AU - Eso, Olamide
AU - Villavicencio Peralta, Xuzel Ana
AU - Waziri, Nafisa
T2 - 22CCEM
AB - An output of the Open Development & Education (https://opendeved.net/), developed for 22CCEM.
CN - opendeved.1079
DA - 2024/03/20/
PY - 2024
LA - en
PB - Commonwealth Secretariat
UR - https://docs.opendeved.net/lib/R8TU4GMW
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - SLIDE
TI - Research on the response to COVID19
T2 - BE2
A2 - Haßler, Björn
A2 - Fitzpatrick, Rachael
AB - Presentation given at BE2, 2020-10-06.
CY - UNESCO, Paris (virtual meeting)
DA - 2020/10/06/
PY - 2020
UR - https://docs.edtechhub.org/lib/5VQMVDB9
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _EdTechHub_Output
KW - _r:ImportedToMyEducationEvidence
KW - _yl:u
KW - _zenodoODE
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - RPRT
TI - Disseminating the evidence and outputs generated by your programme
AU - Haßler, Björn
AU - Friese, Laila
AU - Mansour, Hassan
AB - An output of the EdTech Hub, https://edtechhub.org/
CN - edtechhub.1001
DA - 2023/12/01/
PY - 2023
DP - DOI.org (Crossref)
LA - en
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/PWN42VDQ
Y2 - 2023/11/24/09:43:38
KW - Coming Soon
KW - _comingsoon
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
ER -
TY - COMP
TI - A command line interface for Gmail (bjohas/sendgmail)
AU - Haßler, Björn
AU - Gangwar, Abhimanyu
AB - Send gmail form the commandline.
DA - 2020/05/25/T12:35:16Z
PY - 2020
DP - GitHub
LA - Python
UR - https://github.com/bjohas/sendgmail
Y2 - 2020/07/11/17:27:42
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _r:ImportedToMyEducationEvidence
ER -
TY - COMP
TI - A command line interface for Zenodo (bjohas/zenodo-cli)
AU - Haßler, Björn
AU - Gangwar, Abhimanyu
DA - 2020/07/08/T19:10:48Z
PY - 2020
DP - GitHub
LA - Python
PB - EdTech Hub (Open Dvelopment & Education)
UR - https://github.com/bjohas/zenodo-cli
Y2 - 2020/07/11/17:27:20
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _r:ImportedToMyEducationEvidence
ER -
TY - COMP
TI - A command line interface linking Zotero and Zenodo (edtechhub/zotzen)
AU - Haßler, Björn
AU - Gangwar, Abhimanyu
DA - 2020/07/08/T22:33:21Z
PY - 2020
DP - GitHub
LA - JavaScript
PB - EdTech Hub (Open Dvelopment & Education)
UR - https://github.com/edtechhub/zotzen
Y2 - 2020/07/11/17:23:02
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _r:ImportedToMyEducationEvidence
ER -
TY - COMP
TI - A command line interface for Zotero (edtechhub/zotero-cli)
AU - Haßler, Björn
AU - Gangwar, Abhimanyu
AU - Heyns, Emiliano
DA - 2020/07/08/T23:40:05Z
PY - 2020
DP - GitHub
LA - JavaScript
PB - EdTech Hub (Open Dvelopment & Education)
UR - https://github.com/edtechhub/zotero-cli
Y2 - 2020/07/11/17:21:59
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _r:ImportedToMyEducationEvidence
ER -
TY - CONF
TI - TVET research in SSA: Recommendations for Thematic Priorities
AU - Haßler, Björn
AU - Haseloff, Gesine
T2 - 9th RVTTI International Conference
C1 - Rift Valley Technical Training Institute, Eldoret, Kenya
CN - 0200
DA - 2021///
PY - 2021
DO - 10.53832/opendeved.0200
DP - OpenDevEd
PB - Rift Valley Technical Training Institute
UR - https://docs.opendeved.net/lib/TMQ5DIM2
KW - Author:OpenDevEd
KW - _DOILIVE
KW - _r:crossref
KW - _yl:a
ER -
TY - JOUR
TI - TVET Research in SSA: Recommendations for Thematic Priorities
AU - Haßler, Björn
AU - Haseloff, Gesine
T2 - Africa Journal of Technical and Vocational Education and Training
AB - This paper builds on our study on research on Technical and Vocational Education and Training (TVET) in sub-Saharan Africa (SSA). The study was commissioned by the German Federal Ministry of Education and Research (Bundesministerium für Bildung und Forschung, BMBF) and was conducted in 2019. Our study undertook a systematic literature review, which evaluated over 2,000 scientific publications, classifying some 300 as relevant to the topic and examined them in greater detail. One focus area was the institutionalisation of research on TVET in sub-Saharan Africa, its actors, networks and funding. A second area focused on the topics and content addressed by researchers on TVET in SSA. Our comprehensive study allows us to derive indications for future TVET research in SSA, which form the content of the present paper. Our recommendations for future research emerge from: The research literature analysed; A series of expert interviews; and A Structured Community Review. Our key contribution is an extension of the Mulder-Roelofs Vocational Education and Training Research Framework of categories for TVET research. The framework reflects the focus and quality criteria of European/German TVET, and is an ideal starting point. Through our research, we revised and extended the framework for use in SSA. Our goal was to build on international standards on the one hand, but on the other hand to extend and apply those for use in SSA. It therefore makes it possible to respond to the latest state of research both from a European perspective (e.g., donors/organisations like BMBF), as well as to examine the broad spectrum of very different aspects of TVET research in SSA. After presenting the relevant categories of TVET research, the authors go into detail on the topics for further research. Their conclusion recommends continuous research monitoring based on a constantly updated international network of researchers and institutions with an interest in TVET research in SSA. In particular, we propose a coordinated effort for an online, international community of stakeholders and researchers involved in TVET research in sub-Saharan Africa (https://convet.org).
CN - 0268
DA - 2022/02/03/
PY - 2022
DO - 10.53832/opendeved.0268
DP - afritvetjournal.org
VL - 7
IS - 1
SP - 3
EP - 27
LA - en
SN - 2518-2722
ST - TVET Research in SSA
UR - https://afritvetjournal.org/index.php/Afritvet/article/view/136
Y2 - 2022/03/13/18:46:16
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Education
KW - Internationalisation
KW - Research
KW - TVET
KW - Teacher
KW - Work Based
KW - _bjoern_cv
KW - _genre:LR-literature_review
KW - _r:ImportedToMyEducationEvidence
KW - _yl:a
ER -
TY - ELEC
TI - TVET Research in SSA: Recommendations for Thematic Priorities | Africa Journal of Technical and Vocational Education and Training
AU - Haßler, Björn
AU - Haseloff, Gesine
DA - 2022///
PY - 2022
UR - http://afritvet.org/index.php/Afritvet/article/view/136
Y2 - 2022/05/03/13:19:56
KW - Author:OpenDevEd
ER -
TY - RPRT
TI - TVET research in SSA: Table of Thematic Priorities extending Mulder/Roelofs
AU - Haßler, Björn
AU - Haseloff, Gesine
CN - 0201
DA - 2021///
PY - 2021
DP - OpenDevEd
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/TMQ5DIM2
KW - Author:OpenDevEd
KW - _DOILIVE
KW - _r:crossref
KW - _yl:b
ER -
TY - CHAP
TI - Appendix 1. Annotated bibliography
AU - Haßler, Björn
AU - Haseloff, Gesine
AU - Adam, Taskeen
AU - Akoojee, S.
AU - Allier-Gagneur, Zoé
AU - Ayika, S.
AU - Bahloul, K.
AU - Kigwilu, P. Changilwa
AU - Costa, D. Da
AU - Damani, Kalifa
AU - Gordon, Rebecca
AU - Idris, A.
AU - Iseje, Fatuma
AU - Jjuuko, Robert
AU - Kagambèga, Assèta
AU - Khalayleh, Abdullah
AU - Konayuma, Gabriel
AU - Kunwufine, Deodonne
AU - Langat, Kipkirui
AU - Lyimo, N.
AU - Marsden, Melissa
AU - Maseko, Vusi
AU - McBurnie, Chris
AU - Orji, C.
AU - Powell, Lesley
AU - Schaffer, Jens
AU - Simui, J.
AU - Stock, Inka
AU - Tamene, E.
AU - Watson, Joseph
AU - Winkler, Enno
T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape
AB - This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
CY - Bonn, Germany
DA - 2020///
PY - 2020
LA - German
PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany
UR - https://docs.opendeved.net/lib/AQFVDKFE
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
KW - _yl:aa1
ER -
TY - CHAP
TI - Appendix 2. Methodology for the Interviews and Structured Community Review
AU - Haßler, Björn
AU - Haseloff, Gesine
AU - Adam, Taskeen
AU - Akoojee, S.
AU - Allier-Gagneur, Zoé
AU - Ayika, S.
AU - Bahloul, K.
AU - Kigwilu, P. Changilwa
AU - Costa, D. Da
AU - Damani, Kalifa
AU - Gordon, Rebecca
AU - Idris, A.
AU - Iseje, Fatuma
AU - Jjuuko, Robert
AU - Kagambèga, Assèta
AU - Khalayleh, Abdullah
AU - Konayuma, Gabriel
AU - Kunwufine, Deodonne
AU - Langat, Kipkirui
AU - Lyimo, N.
AU - Marsden, Melissa
AU - Maseko, Vusi
AU - McBurnie, Chris
AU - Orji, C.
AU - Powell, Lesley
AU - Schaffer, Jens
AU - Simui, J.
AU - Stock, Inka
AU - Tamene, E.
AU - Watson, Joseph
AU - Winkler, Enno
T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape
AB - This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
CY - Bonn, Germany
DA - 2020///
PY - 2020
LA - German
PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany
UR - https://docs.opendeved.net/lib/75QW3PXV
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
KW - _yl:aa2
ER -
TY - CHAP
TI - Appendix 3. Results of the SCR
AU - Haßler, Björn
AU - Haseloff, Gesine
AU - Adam, Taskeen
AU - Akoojee, S.
AU - Allier-Gagneur, Zoé
AU - Ayika, S.
AU - Bahloul, K.
AU - Kigwilu, P. Changilwa
AU - Costa, D. Da
AU - Damani, Kalifa
AU - Gordon, Rebecca
AU - Idris, A.
AU - Iseje, Fatuma
AU - Jjuuko, Robert
AU - Kagambèga, Assèta
AU - Khalayleh, Abdullah
AU - Konayuma, Gabriel
AU - Kunwufine, Deodonne
AU - Langat, Kipkirui
AU - Lyimo, N.
AU - Marsden, Melissa
AU - Maseko, Vusi
AU - McBurnie, Chris
AU - Orji, C.
AU - Powell, Lesley
AU - Schaffer, Jens
AU - Simui, J.
AU - Stock, Inka
AU - Tamene, E.
AU - Watson, Joseph
AU - Winkler, Enno
T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape
AB - This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
CY - Bonn, Germany
DA - 2020///
PY - 2020
LA - German
PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany
UR - https://docs.opendeved.net/lib/VB4ETU5N
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
KW - _yl:aa3
ER -
TY - CHAP
TI - Appendix 4. Bibliography
AU - Haßler, Björn
AU - Haseloff, Gesine
AU - Adam, Taskeen
AU - Akoojee, S.
AU - Allier-Gagneur, Zoé
AU - Ayika, S.
AU - Bahloul, K.
AU - Kigwilu, P. Changilwa
AU - Costa, D. Da
AU - Damani, Kalifa
AU - Gordon, Rebecca
AU - Idris, A.
AU - Iseje, Fatuma
AU - Jjuuko, Robert
AU - Kagambèga, Assèta
AU - Khalayleh, Abdullah
AU - Konayuma, Gabriel
AU - Kunwufine, Deodonne
AU - Langat, Kipkirui
AU - Lyimo, N.
AU - Marsden, Melissa
AU - Maseko, Vusi
AU - McBurnie, Chris
AU - Orji, C.
AU - Powell, Lesley
AU - Schaffer, Jens
AU - Simui, J.
AU - Stock, Inka
AU - Tamene, E.
AU - Watson, Joseph
AU - Winkler, Enno
T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape
AB - This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
CY - Bonn, Germany
DA - 2020///
PY - 2020
LA - German
PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany
UR - https://docs.opendeved.net/lib/D3CVDNNS
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
KW - _yl:aa4
ER -
TY - CHAP
TI - Appendix 5. List of Additional Materials
AU - Haßler, Björn
AU - Haseloff, Gesine
AU - Adam, Taskeen
AU - Akoojee, S.
AU - Allier-Gagneur, Zoé
AU - Ayika, S.
AU - Bahloul, K.
AU - Kigwilu, P. Changilwa
AU - Costa, D. Da
AU - Damani, Kalifa
AU - Gordon, Rebecca
AU - Idris, A.
AU - Iseje, Fatuma
AU - Jjuuko, Robert
AU - Kagambèga, Assèta
AU - Khalayleh, Abdullah
AU - Konayuma, Gabriel
AU - Kunwufine, Deodonne
AU - Langat, Kipkirui
AU - Lyimo, N.
AU - Marsden, Melissa
AU - Maseko, Vusi
AU - McBurnie, Chris
AU - Orji, C.
AU - Powell, Lesley
AU - Schaffer, Jens
AU - Simui, J.
AU - Stock, Inka
AU - Tamene, E.
AU - Watson, Joseph
AU - Winkler, Enno
T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape
AB - This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
CY - Bonn, Germany
DA - 2020///
PY - 2020
LA - German
PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany
UR - https://docs.opendeved.net/lib/ZDJEC4K7
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
KW - _yl:aa5
ER -
TY - CHAP
TI - Chapter 00. Executive Summary
AU - Haßler, Björn
AU - Haseloff, Gesine
AU - Adam, Taskeen
AU - Akoojee, S.
AU - Allier-Gagneur, Zoé
AU - Ayika, S.
AU - Bahloul, K.
AU - Kigwilu, P. Changilwa
AU - Costa, D. Da
AU - Damani, Kalifa
AU - Gordon, Rebecca
AU - Idris, A.
AU - Iseje, Fatuma
AU - Jjuuko, Robert
AU - Kagambèga, Assèta
AU - Khalayleh, Abdullah
AU - Konayuma, Gabriel
AU - Kunwufine, Deodonne
AU - Langat, Kipkirui
AU - Lyimo, N.
AU - Marsden, Melissa
AU - Maseko, Vusi
AU - McBurnie, Chris
AU - Orji, C.
AU - Powell, Lesley
AU - Schaffer, Jens
AU - Simui, J.
AU - Stock, Inka
AU - Tamene, E.
AU - Watson, Joseph
AU - Winkler, Enno
T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape
AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
CY - Bonn, Germany
DA - 2020///
PY - 2020
LA - German
PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany
UR - https://docs.opendeved.net/lib/FHIKPI9S
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
KW - _yl:a0
ER -
TY - CHAP
TI - Chapter 01. Introduction
AU - Haßler, Björn
AU - Haseloff, Gesine
AU - Adam, Taskeen
AU - Akoojee, S.
AU - Allier-Gagneur, Zoé
AU - Ayika, S.
AU - Bahloul, K.
AU - Kigwilu, P. Changilwa
AU - Costa, D. Da
AU - Damani, Kalifa
AU - Gordon, Rebecca
AU - Idris, A.
AU - Iseje, Fatuma
AU - Jjuuko, Robert
AU - Kagambèga, Assèta
AU - Khalayleh, Abdullah
AU - Konayuma, Gabriel
AU - Kunwufine, Deodonne
AU - Langat, Kipkirui
AU - Lyimo, N.
AU - Marsden, Melissa
AU - Maseko, Vusi
AU - McBurnie, Chris
AU - Orji, C.
AU - Powell, Lesley
AU - Schaffer, Jens
AU - Simui, J.
AU - Stock, Inka
AU - Tamene, E.
AU - Watson, Joseph
AU - Winkler, Enno
T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape
AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
CY - Bonn, Germany
DA - 2020///
PY - 2020
LA - German
PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany
UR - https://docs.opendeved.net/lib/8S9JNUH5
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
KW - _yl:a1
ER -
TY - CHAP
TI - Chapter 02. Research Design
AU - Haßler, Björn
AU - Haseloff, Gesine
AU - Adam, Taskeen
AU - Akoojee, S.
AU - Allier-Gagneur, Zoé
AU - Ayika, S.
AU - Bahloul, K.
AU - Kigwilu, P. Changilwa
AU - Costa, D. Da
AU - Damani, Kalifa
AU - Gordon, Rebecca
AU - Idris, A.
AU - Iseje, Fatuma
AU - Jjuuko, Robert
AU - Kagambèga, Assèta
AU - Khalayleh, Abdullah
AU - Konayuma, Gabriel
AU - Kunwufine, Deodonne
AU - Langat, Kipkirui
AU - Lyimo, N.
AU - Marsden, Melissa
AU - Maseko, Vusi
AU - McBurnie, Chris
AU - Orji, C.
AU - Powell, Lesley
AU - Schaffer, Jens
AU - Simui, J.
AU - Stock, Inka
AU - Tamene, E.
AU - Watson, Joseph
AU - Winkler, Enno
T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape
AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
CY - Bonn, Germany
DA - 2020///
PY - 2020
LA - German
PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany
UR - https://docs.opendeved.net/lib/RJW8K8UD
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
KW - _yl:a2
ER -
TY - CHAP
TI - Chapter 03. Overview of the Discovered Literature
AU - Haßler, Björn
AU - Haseloff, Gesine
AU - Adam, Taskeen
AU - Akoojee, S.
AU - Allier-Gagneur, Zoé
AU - Ayika, S.
AU - Bahloul, K.
AU - Kigwilu, P. Changilwa
AU - Costa, D. Da
AU - Damani, Kalifa
AU - Gordon, Rebecca
AU - Idris, A.
AU - Iseje, Fatuma
AU - Jjuuko, Robert
AU - Kagambèga, Assèta
AU - Khalayleh, Abdullah
AU - Konayuma, Gabriel
AU - Kunwufine, Deodonne
AU - Langat, Kipkirui
AU - Lyimo, N.
AU - Marsden, Melissa
AU - Maseko, Vusi
AU - McBurnie, Chris
AU - Orji, C.
AU - Powell, Lesley
AU - Schaffer, Jens
AU - Simui, J.
AU - Stock, Inka
AU - Tamene, E.
AU - Watson, Joseph
AU - Winkler, Enno
T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape
AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
CY - Bonn, Germany
DA - 2020///
PY - 2020
LA - German
PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany
UR - https://docs.opendeved.net/lib/JW22URSA
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
KW - _yl:a3
ER -
TY - CHAP
TI - Chapter 04. Conception and Practice of TVET
AU - Haßler, Björn
AU - Haseloff, Gesine
AU - Adam, Taskeen
AU - Akoojee, S.
AU - Allier-Gagneur, Zoé
AU - Ayika, S.
AU - Bahloul, K.
AU - Kigwilu, P. Changilwa
AU - Costa, D. Da
AU - Damani, Kalifa
AU - Gordon, Rebecca
AU - Idris, A.
AU - Iseje, Fatuma
AU - Jjuuko, Robert
AU - Kagambèga, Assèta
AU - Khalayleh, Abdullah
AU - Konayuma, Gabriel
AU - Kunwufine, Deodonne
AU - Langat, Kipkirui
AU - Lyimo, N.
AU - Marsden, Melissa
AU - Maseko, Vusi
AU - McBurnie, Chris
AU - Orji, C.
AU - Powell, Lesley
AU - Schaffer, Jens
AU - Simui, J.
AU - Stock, Inka
AU - Tamene, E.
AU - Watson, Joseph
AU - Winkler, Enno
T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape
AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
CY - Bonn, Germany
DA - 2020///
PY - 2020
LA - German
PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany
UR - https://docs.opendeved.net/lib/NP9ACE9G
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
KW - _yl:a4
ER -
TY - CHAP
TI - Chapter 05. TVET Actors
AU - Haßler, Björn
AU - Haseloff, Gesine
AU - Adam, Taskeen
AU - Akoojee, S.
AU - Allier-Gagneur, Zoé
AU - Ayika, S.
AU - Bahloul, K.
AU - Kigwilu, P. Changilwa
AU - Costa, D. Da
AU - Damani, Kalifa
AU - Gordon, Rebecca
AU - Idris, A.
AU - Iseje, Fatuma
AU - Jjuuko, Robert
AU - Kagambèga, Assèta
AU - Khalayleh, Abdullah
AU - Konayuma, Gabriel
AU - Kunwufine, Deodonne
AU - Langat, Kipkirui
AU - Lyimo, N.
AU - Marsden, Melissa
AU - Maseko, Vusi
AU - McBurnie, Chris
AU - Orji, C.
AU - Powell, Lesley
AU - Schaffer, Jens
AU - Simui, J.
AU - Stock, Inka
AU - Tamene, E.
AU - Watson, Joseph
AU - Winkler, Enno
T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape
AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
CY - Bonn, Germany
DA - 2020///
PY - 2020
LA - German
PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany
UR - https://docs.opendeved.net/lib/PUJKSC8I
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
KW - _yl:a5
ER -
TY - CHAP
TI - Chapter 06. Themes, Perspectives and Current Debates in TVET Research
AU - Haßler, Björn
AU - Haseloff, Gesine
AU - Adam, Taskeen
AU - Akoojee, S.
AU - Allier-Gagneur, Zoé
AU - Ayika, S.
AU - Bahloul, K.
AU - Kigwilu, P. Changilwa
AU - Costa, D. Da
AU - Damani, Kalifa
AU - Gordon, Rebecca
AU - Idris, A.
AU - Iseje, Fatuma
AU - Jjuuko, Robert
AU - Kagambèga, Assèta
AU - Khalayleh, Abdullah
AU - Konayuma, Gabriel
AU - Kunwufine, Deodonne
AU - Langat, Kipkirui
AU - Lyimo, N.
AU - Marsden, Melissa
AU - Maseko, Vusi
AU - McBurnie, Chris
AU - Orji, C.
AU - Powell, Lesley
AU - Schaffer, Jens
AU - Simui, J.
AU - Stock, Inka
AU - Tamene, E.
AU - Watson, Joseph
AU - Winkler, Enno
T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape
AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
CY - Bonn, Germany
DA - 2020///
PY - 2020
LA - German
PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany
UR - https://docs.opendeved.net/lib/55F63GQP
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
KW - _yl:a6
ER -
TY - CHAP
TI - Chapter 07. Systematic Review of TVET Research
AU - Haßler, Björn
AU - Haseloff, Gesine
AU - Adam, Taskeen
AU - Akoojee, S.
AU - Allier-Gagneur, Zoé
AU - Ayika, S.
AU - Bahloul, K.
AU - Kigwilu, P. Changilwa
AU - Costa, D. Da
AU - Damani, Kalifa
AU - Gordon, Rebecca
AU - Idris, A.
AU - Iseje, Fatuma
AU - Jjuuko, Robert
AU - Kagambèga, Assèta
AU - Khalayleh, Abdullah
AU - Konayuma, Gabriel
AU - Kunwufine, Deodonne
AU - Langat, Kipkirui
AU - Lyimo, N.
AU - Marsden, Melissa
AU - Maseko, Vusi
AU - McBurnie, Chris
AU - Orji, C.
AU - Powell, Lesley
AU - Schaffer, Jens
AU - Simui, J.
AU - Stock, Inka
AU - Tamene, E.
AU - Watson, Joseph
AU - Winkler, Enno
T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape
AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
CY - Bonn, Germany
DA - 2020///
PY - 2020
LA - German
PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany
UR - https://docs.opendeved.net/lib/4DRTKGMG
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
KW - _yl:a7
ER -
TY - CHAP
TI - Chapter 08. Models for Designing, Developing and Delivering Berufsbildung
AU - Haßler, Björn
AU - Haseloff, Gesine
AU - Adam, Taskeen
AU - Akoojee, S.
AU - Allier-Gagneur, Zoé
AU - Ayika, S.
AU - Bahloul, K.
AU - Kigwilu, P. Changilwa
AU - Costa, D. Da
AU - Damani, Kalifa
AU - Gordon, Rebecca
AU - Idris, A.
AU - Iseje, Fatuma
AU - Jjuuko, Robert
AU - Kagambèga, Assèta
AU - Khalayleh, Abdullah
AU - Konayuma, Gabriel
AU - Kunwufine, Deodonne
AU - Langat, Kipkirui
AU - Lyimo, N.
AU - Marsden, Melissa
AU - Maseko, Vusi
AU - McBurnie, Chris
AU - Orji, C.
AU - Powell, Lesley
AU - Schaffer, Jens
AU - Simui, J.
AU - Stock, Inka
AU - Tamene, E.
AU - Watson, Joseph
AU - Winkler, Enno
T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape
AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
CY - Bonn, Germany
DA - 2020///
PY - 2020
LA - German
PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany
UR - https://docs.opendeved.net/lib/9PM7S9BZ
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
KW - _yl:a8
ER -
TY - CHAP
TI - Chapter 09. Inclusion-related Challenges and Policies
AU - Haßler, Björn
AU - Haseloff, Gesine
AU - Adam, Taskeen
AU - Akoojee, S.
AU - Allier-Gagneur, Zoé
AU - Ayika, S.
AU - Bahloul, K.
AU - Kigwilu, P. Changilwa
AU - Costa, D. Da
AU - Damani, Kalifa
AU - Gordon, Rebecca
AU - Idris, A.
AU - Iseje, Fatuma
AU - Jjuuko, Robert
AU - Kagambèga, Assèta
AU - Khalayleh, Abdullah
AU - Konayuma, Gabriel
AU - Kunwufine, Deodonne
AU - Langat, Kipkirui
AU - Lyimo, N.
AU - Marsden, Melissa
AU - Maseko, Vusi
AU - McBurnie, Chris
AU - Orji, C.
AU - Powell, Lesley
AU - Schaffer, Jens
AU - Simui, J.
AU - Stock, Inka
AU - Tamene, E.
AU - Watson, Joseph
AU - Winkler, Enno
T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape
AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
CY - Bonn, Germany
DA - 2020///
PY - 2020
LA - German
PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany
UR - https://docs.opendeved.net/lib/MEW988CJ
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
KW - _yl:a9
ER -
TY - CHAP
TI - Chapter 10. State Authorities for TVET Management
AU - Haßler, Björn
AU - Haseloff, Gesine
AU - Adam, Taskeen
AU - Akoojee, S.
AU - Allier-Gagneur, Zoé
AU - Ayika, S.
AU - Bahloul, K.
AU - Kigwilu, P. Changilwa
AU - Costa, D. Da
AU - Damani, Kalifa
AU - Gordon, Rebecca
AU - Idris, A.
AU - Iseje, Fatuma
AU - Jjuuko, Robert
AU - Kagambèga, Assèta
AU - Khalayleh, Abdullah
AU - Konayuma, Gabriel
AU - Kunwufine, Deodonne
AU - Langat, Kipkirui
AU - Lyimo, N.
AU - Marsden, Melissa
AU - Maseko, Vusi
AU - McBurnie, Chris
AU - Orji, C.
AU - Powell, Lesley
AU - Schaffer, Jens
AU - Simui, J.
AU - Stock, Inka
AU - Tamene, E.
AU - Watson, Joseph
AU - Winkler, Enno
T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape
AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
CY - Bonn, Germany
DA - 2020///
PY - 2020
LA - German
PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany
UR - https://docs.opendeved.net/lib/PZHTKC94
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
KW - _yl:a10
ER -
TY - CHAP
TI - Chapter 11. Non-state TVET Providers
AU - Haßler, Björn
AU - Haseloff, Gesine
AU - Adam, Taskeen
AU - Akoojee, S.
AU - Allier-Gagneur, Zoé
AU - Ayika, S.
AU - Bahloul, K.
AU - Kigwilu, P. Changilwa
AU - Costa, D. Da
AU - Damani, Kalifa
AU - Gordon, Rebecca
AU - Idris, A.
AU - Iseje, Fatuma
AU - Jjuuko, Robert
AU - Kagambèga, Assèta
AU - Khalayleh, Abdullah
AU - Konayuma, Gabriel
AU - Kunwufine, Deodonne
AU - Langat, Kipkirui
AU - Lyimo, N.
AU - Marsden, Melissa
AU - Maseko, Vusi
AU - McBurnie, Chris
AU - Orji, C.
AU - Powell, Lesley
AU - Schaffer, Jens
AU - Simui, J.
AU - Stock, Inka
AU - Tamene, E.
AU - Watson, Joseph
AU - Winkler, Enno
T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape
AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
CY - Bonn, Germany
DA - 2020///
PY - 2020
LA - German
PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany
UR - https://docs.opendeved.net/lib/SPB2WZRW
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
KW - _yl:a11
ER -
TY - CHAP
TI - Chapter 12. National Standards and Regulations
AU - Haßler, Björn
AU - Haseloff, Gesine
AU - Adam, Taskeen
AU - Akoojee, S.
AU - Allier-Gagneur, Zoé
AU - Ayika, S.
AU - Bahloul, K.
AU - Kigwilu, P. Changilwa
AU - Costa, D. Da
AU - Damani, Kalifa
AU - Gordon, Rebecca
AU - Idris, A.
AU - Iseje, Fatuma
AU - Jjuuko, Robert
AU - Kagambèga, Assèta
AU - Khalayleh, Abdullah
AU - Konayuma, Gabriel
AU - Kunwufine, Deodonne
AU - Langat, Kipkirui
AU - Lyimo, N.
AU - Marsden, Melissa
AU - Maseko, Vusi
AU - McBurnie, Chris
AU - Orji, C.
AU - Powell, Lesley
AU - Schaffer, Jens
AU - Simui, J.
AU - Stock, Inka
AU - Tamene, E.
AU - Watson, Joseph
AU - Winkler, Enno
T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape
AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
CY - Bonn, Germany
DA - 2020///
PY - 2020
LA - German
PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany
UR - https://docs.opendeved.net/lib/KUEBHHU8
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
KW - _yl:a12
ER -
TY - CHAP
TI - Chapter 13. Challenges to Policy Implementation
AU - Haßler, Björn
AU - Haseloff, Gesine
AU - Adam, Taskeen
AU - Akoojee, S.
AU - Allier-Gagneur, Zoé
AU - Ayika, S.
AU - Bahloul, K.
AU - Kigwilu, P. Changilwa
AU - Costa, D. Da
AU - Damani, Kalifa
AU - Gordon, Rebecca
AU - Idris, A.
AU - Iseje, Fatuma
AU - Jjuuko, Robert
AU - Kagambèga, Assèta
AU - Khalayleh, Abdullah
AU - Konayuma, Gabriel
AU - Kunwufine, Deodonne
AU - Langat, Kipkirui
AU - Lyimo, N.
AU - Marsden, Melissa
AU - Maseko, Vusi
AU - McBurnie, Chris
AU - Orji, C.
AU - Powell, Lesley
AU - Schaffer, Jens
AU - Simui, J.
AU - Stock, Inka
AU - Tamene, E.
AU - Watson, Joseph
AU - Winkler, Enno
T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape
AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
CY - Bonn, Germany
DA - 2020///
PY - 2020
LA - German
PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany
UR - https://docs.opendeved.net/lib/97VB57CK
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
KW - _yl:a13
ER -
TY - CHAP
TI - Chapter 14. Research Interests and Topics of the SCR Participants
AU - Haßler, Björn
AU - Haseloff, Gesine
AU - Adam, Taskeen
AU - Akoojee, S.
AU - Allier-Gagneur, Zoé
AU - Ayika, S.
AU - Bahloul, K.
AU - Kigwilu, P. Changilwa
AU - Costa, D. Da
AU - Damani, Kalifa
AU - Gordon, Rebecca
AU - Idris, A.
AU - Iseje, Fatuma
AU - Jjuuko, Robert
AU - Kagambèga, Assèta
AU - Khalayleh, Abdullah
AU - Konayuma, Gabriel
AU - Kunwufine, Deodonne
AU - Langat, Kipkirui
AU - Lyimo, N.
AU - Marsden, Melissa
AU - Maseko, Vusi
AU - McBurnie, Chris
AU - Orji, C.
AU - Powell, Lesley
AU - Schaffer, Jens
AU - Simui, J.
AU - Stock, Inka
AU - Tamene, E.
AU - Watson, Joseph
AU - Winkler, Enno
T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape
AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
CY - Bonn, Germany
DA - 2020///
PY - 2020
LA - German
PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany
UR - https://docs.opendeved.net/lib/33X2BQBP
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
KW - _yl:a14
ER -
TY - CHAP
TI - Chapter 15. Research Networks and Capacity Building
AU - Haßler, Björn
AU - Haseloff, Gesine
AU - Adam, Taskeen
AU - Akoojee, S.
AU - Allier-Gagneur, Zoé
AU - Ayika, S.
AU - Bahloul, K.
AU - Kigwilu, P. Changilwa
AU - Costa, D. Da
AU - Damani, Kalifa
AU - Gordon, Rebecca
AU - Idris, A.
AU - Iseje, Fatuma
AU - Jjuuko, Robert
AU - Kagambèga, Assèta
AU - Khalayleh, Abdullah
AU - Konayuma, Gabriel
AU - Kunwufine, Deodonne
AU - Langat, Kipkirui
AU - Lyimo, N.
AU - Marsden, Melissa
AU - Maseko, Vusi
AU - McBurnie, Chris
AU - Orji, C.
AU - Powell, Lesley
AU - Schaffer, Jens
AU - Simui, J.
AU - Stock, Inka
AU - Tamene, E.
AU - Watson, Joseph
AU - Winkler, Enno
T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape
AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
CY - Bonn, Germany
DA - 2020///
PY - 2020
LA - German
PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany
SV - Berufsbildung in SSA
UR - https://docs.opendeved.net/lib/RWKJ3VZH
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
KW - _yl:a15
ER -
TY - CHAP
TI - Chapter 16. Conclusion
AU - Haßler, Björn
AU - Haseloff, Gesine
AU - Adam, Taskeen
AU - Akoojee, S.
AU - Allier-Gagneur, Zoé
AU - Ayika, S.
AU - Bahloul, K.
AU - Kigwilu, P. Changilwa
AU - Costa, D. Da
AU - Damani, Kalifa
AU - Gordon, Rebecca
AU - Idris, A.
AU - Iseje, Fatuma
AU - Jjuuko, Robert
AU - Kagambèga, Assèta
AU - Khalayleh, Abdullah
AU - Konayuma, Gabriel
AU - Kunwufine, Deodonne
AU - Langat, Kipkirui
AU - Lyimo, N.
AU - Marsden, Melissa
AU - Maseko, Vusi
AU - McBurnie, Chris
AU - Orji, C.
AU - Powell, Lesley
AU - Schaffer, Jens
AU - Simui, J.
AU - Stock, Inka
AU - Tamene, E.
AU - Watson, Joseph
AU - Winkler, Enno
T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape
AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
CY - Bonn, Germany
DA - 2020///
PY - 2020
LA - German
PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany
UR - https://docs.opendeved.net/lib/FQNVW8J3
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
KW - _yl:a16
ER -
TY - CHAP
TI - Front matter
AU - Haßler, Björn
AU - Haseloff, Gesine
AU - Adam, Taskeen
AU - Akoojee, S.
AU - Allier-Gagneur, Zoé
AU - Ayika, S.
AU - Bahloul, K.
AU - Kigwilu, P. Changilwa
AU - Costa, D. Da
AU - Damani, Kalifa
AU - Gordon, Rebecca
AU - Idris, A.
AU - Iseje, Fatuma
AU - Jjuuko, Robert
AU - Kagambèga, Assèta
AU - Khalayleh, Abdullah
AU - Konayuma, Gabriel
AU - Kunwufine, Deodonne
AU - Langat, Kipkirui
AU - Lyimo, N.
AU - Marsden, Melissa
AU - Maseko, Vusi
AU - McBurnie, Chris
AU - Orji, C.
AU - Powell, Lesley
AU - Schaffer, Jens
AU - Simui, J.
AU - Stock, Inka
AU - Tamene, E.
AU - Watson, Joseph
AU - Winkler, Enno
T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape
AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
CY - Bonn, Germany
DA - 2020///
PY - 2020
LA - German
PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany
UR - https://docs.opendeved.net/lib/CY9UJ8FN
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _publish
KW - _yl:a00
ER -
TY - BOOK
TI - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape
AU - Haßler, Björn
AU - Haseloff, Gesine
AU - Adam, Taskeen
AU - Akoojee, S.
AU - Allier-Gagneur, Zoé
AU - Ayika, S.
AU - Bahloul, K.
AU - Kigwilu, P. Changilwa
AU - Costa, D. Da
AU - Damani, Kalifa
AU - Gordon, Rebecca
AU - Idris, A.
AU - Iseje, Fatuma
AU - Jjuuko, Robert
AU - Kagambèga, Assèta
AU - Khalayleh, Abdullah
AU - Konayuma, Gabriel
AU - Kunwufine, Deodonne
AU - Langat, Kipkirui
AU - Lyimo, N.
AU - Marsden, Melissa
AU - Maseko, Vusi
AU - McBurnie, Chris
AU - Orji, C.
AU - Powell, Lesley
AU - Schaffer, Jens
AU - Simui, J.
AU - Stock, Inka
AU - Tamene, E.
AU - Watson, Joseph
AU - Winkler, Enno
AB - This report provides an in-depth overview about the research on technical and vocational education and training (TVET) in Sub-Saharan Africa, to identify gaps in the research and provide the impetus for further research and the formation of international research networks in TVET in Sub-Saharan Africa. This report (in English) is an expanded and revised version of an earlier report, published in 2019 in German (https://lit.bibb.de/vufind/Record/DS-184013). The present report covers the research design (methodological approach) of the report; the quality and relevance of the publications found on TVET; the concept and practice of TVET; stakeholders in TVET research and their networks; topics, perspectives and current debates of TVET research; a systematic review of reliable studies on TVET in SS; models for the design, development and delivery of TVET; gender issues; key state actors; the importance of non-governmental actors in TVET; national standards, guidelines and quality frameworks; challenges that arise when implementing guidelines and political decisions; influencing institutional framework conditions; networks for research. The final chapter offers a summary and — based on this — directs our attention to possible future developments regarding TVET and TVET research. A number of appendices present additional information, such as an annotated bibliography, the full bibliography for the report, the methodology for the interviews and structured community review, and the results of the structured community review, as well as a list of additional materials for the report.
CY - Bonn, Germany
DA - 2020///
PY - 2020
ET - 1
LA - English
PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany
UR - https://docs.opendeved.net/lib/ZEDIHF57
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - Reviewed
KW - ___duplicate_item
KW - _bjoern_cv
KW - _genre:LR-literature_review
KW - _r:ImportedToMyEducationEvidence
KW - _yl:a
ER -
TY - BOOK
TI - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (updated version)
AU - Haßler, Björn
AU - Haseloff, Gesine
AU - Adam, Taskeen
AU - Akoojee, S.
AU - Allier-Gagneur, Zoé
AU - Ayika, S.
AU - Bahloul, K.
AU - Kigwilu, P. Changilwa
AU - Costa, D. Da
AU - Damani, Kalifa
AU - Gordon, Rebecca
AU - Idris, A.
AU - Iseje, Fatuma
AU - Jjuuko, Robert
AU - Kagambèga, Assèta
AU - Khalayleh, Abdullah
AU - Konayuma, Gabriel
AU - Kunwufine, Deodonne
AU - Langat, Kipkirui
AU - Lyimo, N.
AU - Marsden, Melissa
AU - Maseko, Vusi
AU - McBurnie, Chris
AU - Orji, C.
AU - Powell, Lesley
AU - Schaffer, Jens
AU - Simui, J.
AU - Stock, Inka
AU - Tamene, E.
AU - Watson, Joseph
AU - Winkler, Enno
AB - This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57.
CY - London, UK
DA - 2020///
PY - 2020
ET - 2
LA - English
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/EHKG4JUL
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - Reviewed
ER -
TY - RPRT
TI - Bericht zur tQMP Studie
AU - Haßler, Björn
AU - Haseloff, Gesine
AU - Dreischmeier, Wido
CN - 0273
DA - 2022/04/30/
PY - 2022
LA - en
PB - OpenDevEd
UR - https://docs.opendeved.net/lib/D6P2ZZZP
KW - Author:OpenDevEd
KW - _r:AddedByZotZen
ER -
TY - RPRT
TI - Using AI to Automate Literature Reviews
AU - Haßler, Björn
AU - Hassan, Mustafa
AU - Klune, Christopher
AB - An output of the EdTech Hub, https://edtechhub.org/
CN - edtechhub.1003
DA - 2024/02/10/
PY - 2024
LA - en
M3 - Working paper
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/BVD8JX7V
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - JOUR
TI - School-based professional development in a developing context: Lessons learnt from a case study in Zambia
AU - Haßler, Björn
AU - Hennessy, S.
AU - Cross,, A.
T2 - Professional Development in Education
AB - This paper reports on the development and outcomes of the second phase of OER4Schools, a school-based professional development programme supporting interactive forms of subject teaching in conjunction with Open Educational Resources (OER) and technology in Zambian primary schools. We worked with partners to identify the needs of school-based continuing professional development adapted to the local context; the programme was based on participatory, collaborative and inquiry-based pedagogies for both classroom learning and teacher development. We worked over a one-year period with four experienced teachers in two basic (primary) schools serving disadvantaged communities. Data were collected from observations, interviews, surveys, lesson planning/review meetings and team workshops. All participants integrated OER and technology into mathematics and science lessons and developed more interactive practices, including collaborative learning. Professional dialogue, quality conversations, reflective practice, cultural sensitivity, peer learning and cooperation were pivotal mechanisms through which teachers shifted their focus from teaching (and teacher exposition) to student learning. Seeing students as capable individuals, teachers raised their expectations and developed insight into interactive practices such as group work, providing meaningful opportunities for student collaboration and active learning by all.
DA - 2014///
PY - 2014
DO - 10.1080/19415257.2014.938355
DP - Taylor and Francis+NEJM
VL - 41
IS - 5
SP - 1
EP - 20
J2 - PDIE
SN - 1941-5257
ST - School-based professional development in a developing context: Lessons learnt from a case study in Zambia
UR - http://dx.doi.org/10.1080/19415257.2014.938355
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - _C:Iran IRN
KW - _C:Italy ITA
KW - _C:Malawi MWI
KW - _C:Namibia NAM
KW - _C:Nigeria NGA
KW - _C:South Africa ZAF
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
KW - _bjoern_cv
KW - _r:ImportedToMyEducationEvidence
KW - _yl:a
ER -
TY - JOUR
TI - The OER4Schools professional development programme: Outcomes of a sustained trial in sub-Saharan Africa
AU - Haßler, Björn
AU - Hennessy, S.
AU - Hofmann, R
T2 - Frontiers in Education
AB - Sustaining educational initiatives beyond short-term pilot projects is highly challenging in low-income countries. We describe the outcomes and implications of our iterative Design-Based Implementation Research conducted in Zambia. This focused on a unique, school-based, peer-facilitated professional learning programme for primary teachers: OER4Schools integrates interactive pedagogy, open digital educational resources and mobile learning. Teacher interviews carried out 18 months after a year-long intervention showed that the programme became self-sustaining; earlier participants reported further development of their interactive teaching strategies and awareness of pupil progress; recent joiners developed similarly. Roles of teachers and pupils changed and a new classroom culture emerged. The study identifies the key mechanisms involved in sustainability, including culturally sensitive and participatory development and implementation, semi-structured multimedia materials, and supportive organisational structures for sustained professional learning. Our findings are hence framed by sociocultural influences as well as the wider policy context.
DA - 2020///
PY - 2020
DO - 10.3389/feduc.2020.00146
DP - Frontiers
VL - 5
IS - 146
J2 - Frontiers in Education
LA - English
SN - 2504-284X
ST - OER4Schools 2010-2014
UR - https://www.frontiersin.org/articles/10.3389/feduc.2020.00146/full?&utm_source=Email_to_authors_&utm_medium=Email&utm_content=T1_11.5e1_author&utm_campaign=Email_publication&field=&journalName=Frontiers_in_Education&id=564178
KW - Active Learning
KW - Africa
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - C:Zambia
KW - Culturally responsive pedagogy (CRP)
KW - Design-based implementation research
KW - Developing Nations
KW - Educational Technology
KW - Elementary Secondary Education
KW - Faculty Development
KW - Foreign Countries
KW - Handheld Devices
KW - Inservice Teacher Education
KW - Interactive Pedagogy
KW - Learner-centred pedagogy
KW - Low Income Groups
KW - Motivation
KW - Open Educational Resources
KW - Peer Teaching
KW - Resource Allocation
KW - Rural Schools
KW - STC-TLC
KW - Scaffolding (Teaching Technique)
KW - Scheduling
KW - School leadership
KW - Shared Resources and Services
KW - Sustainable Development
KW - Sustainable Development Goal (SDG) 4
KW - Sustainable Development Goal 4
KW - Teacher Profesisonal Development
KW - Teacher Professional Development
KW - Technology Uses in Education
KW - Telecommunications
KW - Zambia
KW - __C:filed:1
KW - ___working_potential_duplicate
KW - _bjoern_cv
KW - _r:ImportedToMyEducationEvidence
KW - _yl:b
KW - peer-facilitation
KW - school improvement
KW - school-based active learning
KW - sub-Saharan Africa
ER -
TY - RPRT
TI - An investigation of appropriate new technologies to support interactive teaching in Zambian schools (ANTSIT). A joint report from Aptivate and the Centre for Commonwealth Education (University of Cambridge). Final Report to DfID.
AU - Haßler, Björn
AU - Hennessy, S.
AU - Lord, T.
AU - Cross, A.
AU - Jackson, A.
AU - Simpson, M.
CY - Cambridge
DA - 2011///
PY - 2011
PB - Aptivate and University of Cambridge
ST - An investigation of appropriate new technologies to support interactive teaching in Zambian schools (ANTSIT)
UR - http://www.educ.cam.ac.uk/centres/archive/cce/initiatives/projects/antsit/DfIDANTSITReport_FINAL_2Mb-2.pdf
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - __C:filed:1
KW - _r:ImportedToMyEducationEvidence
KW - _yl:a
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Changing classroom practice using a school-based professional development approach to introducing digital resources in Zambia
AU - Haßler, Björn
AU - Hennessy, S.
AU - Lubasi, B.
T2 - Itupale Online Journal of African Studies
DA - 2011///
PY - 2011
VL - 3
SP - 17
EP - 31
J2 - ITUPALE
ST - Changing classroom practice using a school-based professional development approach to introducing digital resources in Zambia
UR - http://www.cambridgetoafrica.org/resources/Hassler__et_al__2011.pdf
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
KW - _yl:b
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development
AU - Haßler, Björn
AU - Hennessy, Sara
AU - Hofmann, Riikka
T2 - Journal of Learning for Development
AB - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation.
DA - 2018///
PY - 2018
DP - Google Scholar
VL - 5
IS - 1
J2 - Journal of Learning for Development
ST - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa
UR - https://docs.opendeved.net/lib/D2GQYC5S
KW - AWP2
KW - Active Learning
KW - Africa
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - CitedIn:DFID_SRF
KW - CitedIn:OER4S-TPE-Anon
KW - CitedIn:OER4Schools-2012-HHH1-anon
KW - CitedIn:PhD_Thesis
KW - DIAL-RDO
KW - Developing Nations
KW - Educational Technology
KW - Elementary Secondary Education
KW - Faculty Development
KW - Foreign Countries
KW - Handheld Devices
KW - IMPORT_FROM_DFID_RITE
KW - InPrep
KW - Inservice Teacher Education
KW - Low Income Groups
KW - Monday
KW - Motivation
KW - OER4Schools
KW - Open Educational Resources
KW - Peer Teaching
KW - RPF-May-2016
KW - Resource Allocation
KW - Rural Schools
KW - STC-TLC
KW - Scaffolding (Teaching Technique)
KW - Scheduling
KW - Shared Resources and Services
KW - Sustainable Development
KW - Sustainable Development Goal 4
KW - TL:Arabic
KW - TL:English
KW - TL:Translated
KW - Teacher Professional Development
KW - Technology Uses in Education
KW - Telecommunications
KW - TranslationGoingAhead
KW - _C:Bangladesh BGD
KW - _C:Brazil BRA
KW - _C:Cambodia KHM
KW - _C:Cameroon CMR
KW - _C:China CHN
KW - _C:Ethiopia ETH
KW - _C:Ghana GHA
KW - _C:India IND
KW - _C:Japan JPN
KW - _C:Kenya KEN
KW - _C:Nigeria NGA
KW - _C:Rwanda RWA
KW - _C:Sierra Leone SLE
KW - _C:Singapore SGP
KW - _C:South Africa ZAF
KW - _C:Tanzania TZA
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Zambia ZMB
KW - _C:Zimbabwe ZWE
KW - __C:filed:1
KW - __C:scheme:1
KW - _bjoern_cv
KW - _r:ImportedToMyEducationEvidence
KW - _yl:a
KW - missingHU
KW - peer-facilitation
KW - school-based active learning
KW - sub-Saharan Africa
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Systemic Mixed-Methods Research — a conceptual framework for EdTech research along the IDIA scale
AU - Haßler, Björn
AU - Hennessy, Sara
AU - Hollow, David
AU - Simpson, Lea
AU - Carter, Alice
AU - Kalifa Damani
AU - Gill Francis
AU - Katy Jordan
AU - Nora McIntyre
AU - Joel Mitchell
CY - London, UK
DA - 2019/01/09/
PY - 2019
LA - en
M3 - EdTech Hub Working Paper
PB - EdTech Hub
SN - 1
UR - https://docs.edtechhub.org/lib/RUSE8WYV
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - __C:filed:1
KW - _r:ImportedToMyEducationEvidence
KW - _yl:f
ER -
TY - CONF
TI - ORBIT and OER4Schools: supporting effective primary and secondary school practice through OER
AU - Haßler, Björn
AU - Hennessy, Sara
AU - Jestaz, Caroline
C3 - Proceedings of Cambridge 2012: Innovation and Impact - Openly Collaborating to Enhance Education
DA - 2012///
PY - 2012
SP - 311
EP - 317
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _C:Australia AUS
KW - _C:Belgium BEL
KW - _C:Bolivia BOL
KW - _C:Botswana BWA
KW - _C:Brazil BRA
KW - _C:Canada CAN
KW - _C:Chile CHL
KW - _C:China CHN
KW - _C:Colombia COL
KW - _C:Congo XCO
KW - _C:Congo, Democratic Republic COD
KW - _C:Costa Rica CRI
KW - _C:Cuba CUB
KW - _C:Czech Republic CZE
KW - _C:Denmark DNK
KW - _C:Ecuador ECU
KW - _C:Estonia EST
KW - _C:Ethiopia ETH
KW - _C:Finland FIN
KW - _C:France FRA
KW - _C:Georgia GEO
KW - _C:Germany DEU
KW - _C:Ghana GHA
KW - _C:Greece GRC
KW - _C:Hungary HUN
KW - _C:India IND
KW - _C:Indonesia IDN
KW - _C:Ireland IRL
KW - _C:Israel ISR
KW - _C:Italy ITA
KW - _C:Ivory Coast CIV
KW - _C:Japan JPN
KW - _C:Kenya KEN
KW - _C:Korea XKOR
KW - _C:Korea, Republic KOR
KW - _C:Malawi MWI
KW - _C:Malaysia MYS
KW - _C:Mauritius MUS
KW - _C:Mexico MEX
KW - _C:Nepal NPL
KW - _C:Netherlands NLD
KW - _C:New Zealand NZL
KW - _C:Nigeria NGA
KW - _C:Norway NOR
KW - _C:Peru PER
KW - _C:Poland POL
KW - _C:Portugal PRT
KW - _C:Romania ROU
KW - _C:Russian Federation RUS
KW - _C:Rwanda RWA
KW - _C:Saudi Arabia SAU
KW - _C:Singapore SGP
KW - _C:Slovenia SVN
KW - _C:South Africa ZAF
KW - _C:Spain ESP
KW - _C:Sudan SDN
KW - _C:Sweden SWE
KW - _C:Tanzania TZA
KW - _C:Thailand THA
KW - _C:Turkey TUR
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Uruguay URY
KW - _C:Viet Nam VNM
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
KW - _r:ImportedToMyEducationEvidence
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Developing an Open Resource Bank for Interactive Teaching of STEM: Perspectives of school teachers and teacher educators
AU - Haßler, Björn
AU - Hennessy, Sara
AU - Knight, Simon
AU - Connolly, Teresa
T2 - Journal of Interactive Media in Education
DA - 2014///
PY - 2014
DP - Google Scholar
ST - Developing an Open Resource Bank for Interactive Teaching of STEM
UR - http://jime.open.ac.uk/jime/article/viewArticle/2014-09
Y2 - 2014/04/22/21:50:18
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
KW - _yl:b
KW - ⛔ No DOI found
ER -
TY - COMP
TI - A Zotero plugin for the EdTech Hub (edtechhub/zotero-edtechhub)
AU - Haßler, Björn
AU - Heyns, Emiliano
DA - 2020/06/29/T18:30:47Z
PY - 2020
DP - GitHub
LA - TypeScript
PB - EdTech Hub
UR - https://github.com/edtechhub/zotero-edtechhub
Y2 - 2020/07/11/17:24:30
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _r:ImportedToMyEducationEvidence
ER -
TY - JOUR
TI - Bridging the Bandwidth Gap: Open Educational Resources and the Digital Divide
AU - Haßler, Björn
AU - Jackson, Alan McNeil
T2 - IEEE Transactions on Learning Technologies
AB - http://doi.ieeecomputersociety.org/10.1109/TLT.2010.8
DA - 2010///
PY - 2010
DO - 10.1109/tlt.2010.8
VL - 3
IS - 2
SP - 110
EP - 115
J2 - IEEE TLT
SN - 1939-1382
ST - Bridging the Bandwidth Gap
UR - http://bjohas.de/wiki/Bridging_the_Bandwidth_Gap_-_OER_and_the_Digital_Divide
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - _C:Brazil BRA
KW - _C:Guatemala GTM
KW - _C:Mexico MEX
KW - _C:Pakistan PAK
KW - _C:Rwanda RWA
KW - _C:Sudan SDN
KW - _C:United States USA
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
KW - _bjoern_cv
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Process for iterative and adaptive implementation of government policy in order to utilise educational technology
AU - Haßler, Björn
AU - Khalayleh, Abdullah
DA - 2019/08/20/
PY - 2019
LA - en
PB - Zenodo
KW - Final_citation
KW - cited
KW - existing
ER -
TY - RPRT
TI - Process for iterative and adaptive implementation of government policy in order to utilise educational technology
AU - Haßler, Björn
AU - Khalayleh, Abdullah
AB - An output of Activating EdTech Jordan.
DA - 2019/08/20/
PY - 2019
DP - Zenodo
LA - en
PB - Activating EdTech Jordan
UR - https://zenodo.org/record/3372141#.XguBHcb7Qeo
Y2 - 2019/12/31/17:32:09
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _r:ImportedToMyEducationEvidence
KW - _yl:l
ER -
TY - RPRT
TI - A five-part education response to the COVID-19 pandemic
AU - Haßler, Björn
AU - Khalayleh, Abdullah
AU - McBurnie, Chris
CY - Cambridge, UK
DA - 2020/05/26/
PY - 2020
M3 - EdTech Hub Helpdesk Response
SN - 5
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _C:Ghana GHA
KW - _C:India IND
KW - _C:Jordan JOR
KW - _C:Malawi MWI
KW - _C:Sierra Leone SLE
KW - _C:South Africa ZAF
KW - _C:Tanzania TZA
KW - _Not used in LR
KW - _T:reviewed
KW - __C:filed:1
KW - __C:scheme:1
KW - _bjoern_cv
KW - _r:ImportedToMyEducationEvidence
KW - _yl:i
ER -
TY - BLOG
TI - Who has what? Assessing who has access to what devices in the education response to the COVID-19 pandemic
AU - Haßler, Björn
AU - Khalayleh, Abdullah
AU - McBurnie, Chris
AU - Adam, Taskeen
AU - Allier-Gagneur, Zoe
T2 - Open Development & Education
DA - 2020/05/11/
PY - 2020
LA - en-GB
UR - https://opendeved.net/2020/05/11/who-has-what-assessing-who-has-access-to-what-devices/
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _C:Ghana GHA
KW - __C:filed:1
KW - __C:scheme:1
KW - _r:ImportedToMyEducationEvidence
KW - _yl:x
ER -
TY - RPRT
TI - Tich Me Ar Tich Dem — Inception Report
AU - Haßler, Björn
AU - Lurvink, Anne-Fleur
AU - Beoku-Betts, Iman
AU - McBurnie, Chris
AU - Adam, Taskeen
AU - Blower, Tom
AB - Our research addresses the Sierra Leonean government’s need to optimise and validate an effective model for in-service TPD. As noted, a distributed TPD model is favoured (building on the World Bank’s Free Education project and the Sierra Leone Education Attendance Monitoring System (SLEAMS), using a ‘one-tablet-per-school’ (OTPS) model). Evidence indicates that this low-tech approach to TPD can improve learning outcomes in emergencies (⇡Haßler, et al., 2019). In contrast, COVID-19 interventions that focus on ‘remote learning for children’ are catastrophically failing (⇡Asadullah, 2020; ⇡Asanov, et al., 2020; ⇡BRAC, 2020; ⇡Le Nestour, et al., 2020; ⇡Uwezo Kenya, 2020). Our research provides crucial and timely evidence to shore up current government plans for a scalable, effective TPD intervention. Our research identifies whether this TPD model addresses the needs of rural / disadvantaged teachers. Our study focuses on a sample of teachers and students from schools in rural / semi-rural areas to understand whether and how school-based TPD initiatives promote student learning (as an alternative to traditional centralised and cascade models). Such traditional models are severely disrupted by COVID-19, highlighting our study’s relevance to education continuity in emergencies.
CN - 0269
CY - Freetown, Sierra Leone
DA - 2022/01/01/
PY - 2022
LA - en
M3 - Tich Me Ar Tich Dem Output
PB - OpenDevEd
SN - 1
UR - https://docs.opendeved.net/lib/3RTBA9FR
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _bjoern_cv
KW - _r:AddedByZotZen
KW - _yl:b
ER -
TY - BOOK
TI - A short guide on the use of technology in learning: Perspectives and Toolkit for Discussion
AU - Haßler, Björn
AU - Major, L
AU - Warwick, P
AU - Watson, Steve
AU - Hennessy, S
AU - Nichol, B
DA - 2016///
PY - 2016
PB - Faculty of Education, University of Cambridge
ST - ARM White Paper - Short
UR - http://bjohas.de/Publications/Perspectives
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - Monday
KW - TL:English
KW - TL:Translated
KW - TranslationGoingAhead
KW - Zenodo
KW - _r:ImportedToMyEducationEvidence
ER -
TY - BOOK
TI - Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development
AU - Haßler, Björn
AU - Major, L
AU - Warwick, P
AU - Watson, Steve
AU - Hennessy, S
AU - Nichol, B
DA - 2016///
PY - 2016
DP - Zotero
LA - en
PB - Faculty of Education, University of Cambridge
ST - ARM White Paper 2
UR - http://bjohas.de/Publications/Perspectives
KW - AWP2
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - CitedIn:BIBBTVET
KW - CitedIn:OER4Schools-HHH3-B
KW - CitedIn:OER4Schools-HHH3-B-AUTHORS
KW - CitedIn:eCubed
KW - DIAL-RDO
KW - Done:ReferenceFixed
KW - IMPORT_FROM_DFID_RITE
KW - InPrep
KW - TPD@Scale-cited
KW - _bjoern_cv
KW - _r:ImportedToMyEducationEvidence
KW - eCubed
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Tablet use in schools: a critical review of the evidence for learning outcomes
AU - Haßler, Björn
AU - Major, Louis
AU - Hennessy, Sara
T2 - Journal of Computer Assisted Learning
AB - The increased popularity of tablets in general has led to uptake in education. We critically review the literature reporting use of tablets by primary and secondary school children across the curriculum, with a particular emphasis on learning outcomes. The systematic review methodology was used, and our literature search resulted in 33 relevant studies meeting the inclusion criteria. A total of 23 met the minimum quality criteria and were examined in detail (16 reporting positive learning outcomes, 5 no difference and 2 negative learning outcomes). Explanations underlying these observations were analysed, and factors contributing to successful uses of tablets are discussed. While we hypothesize how tablets can viably support children in completing a variety of learning tasks (across a range of contexts and academic subjects), the fragmented nature of the current knowledge base, and the scarcity of rigorous studies, makes it difficult to draw firm conclusions. The generalizability of evidence is limited, and detailed explanations as to how, or why, using tablets within certain activities can improve learning remain elusive. We recommend that future research moves beyond exploration towards systematic and in-depth investigations building on the existing findings documented here.
DA - 2016///
PY - 2016
DO - 10.1111/jcal.12123
DP - Google Scholar
VL - 32
IS - 2
SP - 139
EP - 156
J2 - JCAL
LA - en
SN - 1365-2729
ST - Tablet use in schools
UR - https://docs.opendeved.net/lib/9IYKEUKJ
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - -missingHU
KW - Android
KW - Australia AUS
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Belgium BEL
KW - Björn-CV-OECS
KW - Canada CAN
KW - Chile CHL
KW - DL4D cited
KW - Malawi MWI
KW - Monday
KW - New Zealand NZL
KW - Spain ESP
KW - TL:Arabic
KW - TL:English
KW - TL:Translated
KW - Thailand THA
KW - TranslationGoingAhead
KW - Turkey TUR
KW - _C:Brazil BRA
KW - _C:China CHN
KW - _C:France FRA
KW - _C:Germany DEU
KW - _C:India IND
KW - _C:Kenya KEN
KW - _C:Norway NOR
KW - _C:Sierra Leone SLE
KW - _C:South Africa ZAF
KW - _C:United Kingdom GBR
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
KW - _bjoern_cv
KW - _r:ImportedToMyEducationEvidence
KW - iPad
KW - learning outcomes
KW - publicImportV1
KW - school
KW - systematic reviews
KW - tablets
ER -
TY - COMP
TI - A Raspberry Pi Zero-based Basestation for environmental data collection
AU - Haßler, Björn
AU - Mansour, Hassan
AU - Mahamane, Amina
DA - 2023/07/16/T18:13:17Z
PY - 2023
DP - GitHub
LA - Python
PB - Open Development & Education
UR - https://github.com/OpenDevEd/rpi-zero-basestation
Y2 - 2023/08/27/09:45:28
KW - _r:ImportedToMyEducationEvidence
ER -
TY - CONF
TI - Technical and vocational education and training in sub-Saharan Africa: a comprehensive review of the current state of the research (VETNET @ ECER)
AU - Haßler, Björn
AU - Marsden, Melissa
AU - Iseje, Fatuma
AU - Deodonne, Kunwufine
AU - Changilwa, Peter
AU - Maseko, Vusi
T2 - VETNET @ ECER
AB - Research funded by Federal Ministry for Research and Education, Germany VETNET @ ECER, September 2019
DA - 2019/09/03/
PY - 2019
DO - 10.5281/zenodo.3385078
ST - Technical and vocational education and training in sub-Saharan Africa
UR - https://zenodo.org/record/3385078#.XgqCpcb7Qeo
Y2 - 2019/12/30/23:05:17
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _r:ImportedToMyEducationEvidence
KW - _yl:j
ER -
TY - CHAP
TI - Open Content
AU - Haßler, Björn
AU - Mays, Tony
T2 - International Encyclopedia of Digital Communication and Society
A2 - Hwa Ang, Peng
A2 - Mansell, Robin
DA - 2015///
PY - 2015
PB - Wiley-Blackwell
UR - http://bjohas.de/Publications/Hassler_Mays_OpenContent
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - _C:Canada CAN
KW - _C:France FRA
KW - _C:South Africa ZAF
KW - _C:Spain ESP
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
KW - _bjoern_cv
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Characteristics of effective teacher education in low- and middle-income countries: an overview (HDR10A) (forthcoming)
AU - Haßler, Björn
AU - McBurnie, Chris
AU - Allier-Gagneur, Zoe
CY - Cambridge, UK
DA - 2020/12/31/
PY - 2020
LA - EN
M3 - EdTech Hub Helpdesk Response
SN - 10A
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - C:Bangladesh
KW - COV:COVID and reopening of schools
KW - E:Pedagogy
KW - E:Teacher education (pre-service and in-service)
KW - F: Helpdesk response
KW - LP: English
KW - _EdTechHub_Output
KW - __C:filed:1
KW - _cover:v1
KW - _forthcoming
KW - _r:ImportedToMyEducationEvidence
KW - _yl:g
KW - _zenodoETH
KW - _zenodoODE
KW - docs.opendeved.net
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - RPRT
TI - Outputs Register for HLR 3: The Impact of GIS-Supported Teacher Allocation in Sierra Leone
AU - Haßler, Björn
AU - McBurnie, Chris
AU - Beoku-Betts, Iman
DA - 2023///
PY - 2023
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/WXBISTFE
ER -
TY - RPRT
TI - Outputs register for HLR3 - Teacher Allocation Sierra Leone
AU - Haßler, Björn
AU - McBurnie, Chris
AU - Beoku-Betts, Iman
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2022/01/01/
PY - 2022
LA - en
M3 - HLR3 Output
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/9XJGEX5Z
KW - Author:OpenDevEd
KW - _C:Sierra Leone SLE
KW - _r:AddedByZotZen
ER -
TY - CONF
TI - On the Robustness of the Brewer-Dobson Circulation in the Tropical Stratosphere
AU - Haßler, Björn
AU - McIntyre, M
T2 - Millennium 150th Anniversary Conference of the Royal Meteorological Society
C1 - Cambridge
C3 - Proceedings of the Meteorology at the Millennium 150th Anniversary Conference of the Royal Meteorological Society
DA - 2000///
PY - 2000
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Research publication strategy and proposed publications
AU - Haßler, Björn
AU - McIntyre, Nora
AU - Hollow, David
AU - Jordan, Katy
AU - Hennessy, Sara
AU - Brugha, Meaghan
AU - Mitchell, Joel
CY - Cambridge and London, UK
DA - 2019/12/18/
PY - 2019
M3 - EdTech Hub Working Paper
PB - EdTech Hub
SN - 4
UR - http://docs.edtechhub.org/lib/NM6CPLE9
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - __C:filed:1
KW - _r:ImportedToMyEducationEvidence
KW - _yl:n
ER -
TY - RPRT
TI - A scoping review of technology in education in LMICs - descriptive statistics and sample search results
AU - Haßler, Björn
AU - McIntyre, Nora
AU - Jordan, Katy
AU - Mitchell, Joel
AU - Brugha, Meaghan
AU - Martin, Kevin
AU - Nourie, Kristi
AU - Damani, Kalifa
CY - London, UK
DA - 2020///
PY - 2020
LA - en
M3 - EdTech Hub Working Paper
PB - EdTech Hub
SN - 6
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - __C:filed:1
KW - _r:ImportedToMyEducationEvidence
KW - _yl:v
ER -
TY - COMP
TI - Berufsbildung in Sub-Sahara Afrika: Stand der Forschung [ZIP Archive]
T2 - Berufsbildung in SSA
AB - This is a zip archive of the InDesign Files for Haßler, B., Stock, I., Schaffer, J., Winkler, E., Kagambèga, A., Haseloff, G., Marsden, M., Watson, J., Gordon, R., & Damani, K. (2019). Berufsbildung in Sub-Sahara Afrika: Stand der Forschung (Berufsbildung in SSA). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.3334690
Available from: https://docs.opendeved.net/lib/GEELRK57
CY - Bonn, Germany
DA - 2019///
PY - 2019
PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany
UR - https://docs.opendeved.net/lib/W2J4EDN4
Y2 - 2018/12/08/20:00:54
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _yl:e
ER -
TY - COMP
TI - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape [ZIP Archive]
T2 - Berufsbildung in SSA
AB - This is a zip archive of the InDesign Files for Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. DOI: 10.5281/zenodo.4264612.
Available from https://docs.opendeved.net/lib/ZEDIHF57
CY - Bonn, Germany
DA - 2020///
PY - 2020
PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany
UR - https://docs.opendeved.net/lib/E79M555M
Y2 - 2018/12/08/20:00:54
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _yl:ac
ER -
TY - RPRT
TI - Academic Recovery Programme
AU - Haßler, Björn
AU - Megha-Bongnkar, Ghislaine
AU - Regis, Callista
AU - Blower, Tom
CY - Cambridge, UK
DA - 2021/04/05/
PY - 2021
M3 - OECS Academic Recovery Programme Report
PB - Open Development & Education
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _yl:fb
ER -
TY - RPRT
TI - An Academic Recovery Programme for the OECS Member States
AU - Haßler, Björn
AU - Megha-Bongnkar, Ghislaine
AU - Regis, Callista
AU - Blower, Tom
CY - Cambridge, UK
DA - 2021/03/30/
PY - 2021
M3 - OECS Academic Recovery Programme Report
PB - Open Development & Education
SN - 3
UR - https://docs.opendeved.net/lib/P2D5IJBC
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _C:Dominica DMA
KW - _C:Grenada GRD
KW - _C:Saint Lucia LCA
KW - _C:Saint Vincent and the Grenadines VCT
KW - _DOILIVE
KW - _r:ImportedToMyEducationEvidence
KW - _yl:d
KW - _zenodo:submitted
KW - _zenodoETH:submitted
ER -
TY - RPRT
TI - An Academic Recovery Programme for the OECS Member States: Pitch Deck
AU - Haßler, Björn
AU - Megha-Bongnkar, Ghislaine
AU - Regis, Callista
AU - Blower, Tom
CY - Cambridge, UK
DA - 2021/04/05/
PY - 2021
M3 - OECS Academic Recovery Programme Report
PB - Open Development & Education
SN - 4
UR - https://docs.opendeved.net/lib/XQCXWE7I
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _DOILIVE
KW - _r:ImportedToMyEducationEvidence
KW - _yl:e
KW - _zenodo:submitted
KW - _zenodoETH:submitted
ER -
TY - RPRT
TI - Concept Note for the Implementation of the Academic Recovery Programme
AU - Haßler, Björn
AU - Megha-Bongnkar, Ghislaine
AU - Regis, Callista
AU - Blower, Tom
CY - Cambridge, UK
DA - 2021/04/06/
PY - 2021
M3 - OECS Academic Recovery Programme Report
PB - Open Development & Education
SN - 5
UR - https://docs.opendeved.net/lib/FMVT2NIB
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _DOILIVE
KW - _r:ImportedToMyEducationEvidence
KW - _yl:f
KW - _zenodo:submitted
KW - _zenodoETH:submitted
ER -
TY - RPRT
TI - Final Report and Recommendations
AU - Haßler, Björn
AU - Megha-Bongnkar, Ghislaine
AU - Regis, Callista
AU - Blower, Tom
CY - Cambridge, UK
DA - 2021/04/07/
PY - 2021
PB - Open Development & Education
KW - Final_citation
KW - cited
KW - existing
ER -
TY - RPRT
TI - Final Report and Recommendations
AU - Haßler, Björn
AU - Megha-Bongnkar, Ghislaine
AU - Regis, Callista
AU - Blower, Tom
CY - Cambridge, UK
DA - 2021/04/07/
PY - 2021
M3 - OECS Academic Recovery Programme Report
PB - Open Development & Education
SN - 6
UR - https://docs.opendeved.net/lib/TD6VRUSA
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _DOILIVE
KW - _r:ImportedToMyEducationEvidence
KW - _yl:g
KW - _zenodo:submitted
KW - _zenodoETH:submitted
ER -
TY - RPRT
TI - Implementation Guidance: Slide Deck for Teacher Professional Development
AU - Haßler, Björn
AU - Megha-Bongnkar, Ghislaine
AU - Regis, Callista
AU - Blower, Tom
DA - 2021///
PY - 2021
M3 - LRIP - Component 4. TPD Guidance
PB - Open Development & Education
SN - 3
UR - https://docs.opendeved.net/lib/7URGGP44
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - ___duplicate_item
KW - _yl:o4b
ER -
TY - RPRT
TI - Implementation Guidance: Slide Deck for Teacher Professional Development
AU - Haßler, Björn
AU - Megha-Bongnkar, Ghislaine
AU - Regis, Callista
AU - Blower, Tom
CY - Cambridge, UK
DA - 2021/04/22/
PY - 2021
M3 - OECS Academic Recovery Programme TPD Guidance
PB - Open Development & Education
SN - 3
UR - https://docs.opendeved.net/lib/3TJE6CMI
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - ___duplicate_item
KW - _r:ImportedToMyEducationEvidence
KW - _yl:j
ER -
TY - RPRT
TI - Implementation Guidance: Teacher Professional Development [Facilitators Version]
AU - Haßler, Björn
AU - Megha-Bongnkar, Ghislaine
AU - Regis, Callista
AU - Blower, Tom
DA - 2021///
PY - 2021
M3 - LRIP - Component 4. TPD Guidance
PB - Open Development & Education
SN - 1
UR - https://docs.opendeved.net/lib/3MRBXTPD
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - ___duplicate_item
KW - _yl:o4a
ER -
TY - RPRT
TI - Implementation Guidance: Teacher Professional Development [Facilitators Version]
AU - Haßler, Björn
AU - Megha-Bongnkar, Ghislaine
AU - Regis, Callista
AU - Blower, Tom
CY - Cambridge, UK
DA - 2021/04/20/
PY - 2021
M3 - OECS Academic Recovery Programme TPD Guidance
PB - Open Development & Education
SN - 1
UR - https://docs.opendeved.net/lib/M9WXRHE7
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - ___duplicate_item
KW - _r:ImportedToMyEducationEvidence
KW - _yl:h
ER -
TY - RPRT
TI - Implementation Guidance: Teacher Professional Development [Teachers Version]
AU - Haßler, Björn
AU - Megha-Bongnkar, Ghislaine
AU - Regis, Callista
AU - Blower, Tom
CY - Cambridge, UK
DA - 2021/04/21/
PY - 2021
M3 - OECS Academic Recovery Programme TPD Guidance
PB - Open Development & Education
SN - 2
UR - https://docs.opendeved.net/lib/P2D5IJBC
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _r:ImportedToMyEducationEvidence
KW - _yl:i
ER -
TY - RPRT
TI - Implementation Planning: Parental Support for the Academic Recovery Programme
AU - Haßler, Björn
AU - Megha-Bongnkar, Ghislaine
AU - Regis, Callista
AU - Blower, Tom
DA - 2021///
PY - 2021
M3 - LRIP - Component 8. Parents Guidance
PB - Open Development & Education
SN - 1
UR - https://docs.opendeved.net/lib/YR6P5KA7
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - ___duplicate_item
KW - _yl:o8a
KW - _zenodoETH:submitted
ER -
TY - RPRT
TI - Implementation Planning: Parental Support for the Academic Recovery Programme
AU - Haßler, Björn
AU - Megha-Bongnkar, Ghislaine
AU - Regis, Callista
AU - Blower, Tom
CY - Cambridge, UK
DA - 2021/04/09/
PY - 2021
M3 - OECS Academic Recovery Programme Implementation Planning Tool
PB - Open Development & Education
SN - 2
UR - https://docs.opendeved.net/lib/VK5QH5Q7
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _DOILIVE
KW - ___duplicate_item
KW - _r:ImportedToMyEducationEvidence
KW - _yl:fb
KW - _zenodoETH:submitted
ER -
TY - RPRT
TI - Implementation Planning: SPED Internal Referral Form
AU - Haßler, Björn
AU - Megha-Bongnkar, Ghislaine
AU - Regis, Callista
AU - Blower, Tom
DA - 2021///
PY - 2021
M3 - LRIP - Component 6. Inclusion Guidance
PB - Open Development & Education
SN - 2
UR - https://docs.opendeved.net/lib/996H993E
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - ___duplicate_item
KW - _yl:o6b
KW - _zenodoETH:submitted
ER -
TY - RPRT
TI - Implementation Planning: SPED Internal Referral Form
AU - Haßler, Björn
AU - Megha-Bongnkar, Ghislaine
AU - Regis, Callista
AU - Blower, Tom
CY - Cambridge, UK
DA - 2021/04/11/
PY - 2021
M3 - OECS Academic Recovery Programme Implementation Planning Tool
PB - Open Development & Education
SN - 4
UR - https://docs.opendeved.net/lib/TEACS38K
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _DOILIVE
KW - ___duplicate_item
KW - _r:ImportedToMyEducationEvidence
KW - _yl:fd
KW - _zenodoETH:submitted
ER -
TY - RPRT
TI - Implementation Planning: SPED Referral Flowchart
AU - Haßler, Björn
AU - Megha-Bongnkar, Ghislaine
AU - Regis, Callista
AU - Blower, Tom
DA - 2021///
PY - 2021
M3 - LRIP - Component 6. Inclusion Guidance
PB - Open Development & Education
SN - 1
UR - https://docs.opendeved.net/lib/69CMFWEU
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - ___duplicate_item
KW - _yl:o6a
KW - _zenodoETH:submitted
ER -
TY - RPRT
TI - Implementation Planning: SPED Referral Flowchart
AU - Haßler, Björn
AU - Megha-Bongnkar, Ghislaine
AU - Regis, Callista
AU - Blower, Tom
CY - Cambridge, UK
DA - 2021/04/10/
PY - 2021
M3 - OECS Academic Recovery Programme Implementation Planning Tool
PB - Open Development & Education
SN - 3
UR - https://docs.opendeved.net/lib/TJZEP4QS
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _DOILIVE
KW - ___duplicate_item
KW - _r:ImportedToMyEducationEvidence
KW - _yl:fc
KW - _zenodoETH:submitted
ER -
TY - RPRT
TI - Implementation Planning: SPED Support Plan Template
AU - Haßler, Björn
AU - Megha-Bongnkar, Ghislaine
AU - Regis, Callista
AU - Blower, Tom
DA - 2021///
PY - 2021
M3 - LRIP - Component 6. Inclusion Guidance
PB - Open Development & Education
SN - 3
UR - https://docs.opendeved.net/lib/9XKXEUN2
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - ___duplicate_item
KW - _yl:o6c
KW - _zenodoETH:submitted
ER -
TY - RPRT
TI - Implementation Planning: SPED Support Plan Template
AU - Haßler, Björn
AU - Megha-Bongnkar, Ghislaine
AU - Regis, Callista
AU - Blower, Tom
CY - Cambridge, UK
DA - 2021/04/12/
PY - 2021
M3 - OECS Academic Recovery Programme Implementation Planning Tool
PB - Open Development & Education
SN - 5
UR - https://docs.opendeved.net/lib/D3BT2TVI
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _DOILIVE
KW - ___duplicate_item
KW - _r:ImportedToMyEducationEvidence
KW - _yl:fe
KW - _zenodoETH:submitted
ER -
TY - RPRT
TI - Implementation Planning Tool
AU - Haßler, Björn
AU - Megha-Bongnkar, Ghislaine
AU - Regis, Callista
AU - Blower, Tom
CY - Cambridge, UK
DA - 2021/04/08/
PY - 2021
M3 - OECS Academic Recovery Programme Implementation Planning Tool
PB - Open Development & Education
SN - 1
UR - https://docs.opendeved.net/lib/EM6IJ327
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _DOILIVE
KW - _r:ImportedToMyEducationEvidence
KW - _yl:fa
KW - _zenodo:submitted
KW - _zenodoETH:submitted
ER -
TY - RPRT
TI - OECS Academic Recovery Programme - Outputs Register
AU - Haßler, Björn
AU - Megha-Bongnkar, Ghislaine
AU - Regis, Callista
AU - Blower, Tom
CY - Cambridge, UK
DA - 2021/04/30/
PY - 2021
M3 - OECS Academic Recovery Programme Report
PB - Open Development & Education
SN - 7
UR - https://docs.opendeved.net/lib/S8XPYA4I
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _r:ImportedToMyEducationEvidence
KW - _yl:o
ER -
TY - RPRT
TI - Teacher professional development and coaching in low-income countries: An evidence-informed conversation
AU - Haßler, Björn
AU - Moss, Caitlin
CY - Cambridge, UK, and Washington, USA
DA - 2020/01/31/
PY - 2020
M3 - EdTech Hub Helpdesk Response
PB - EdTech Hub
SN - 1
UR - http://docs.edtechhub.org/lib/SC5NHA65
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _C:Ghana GHA
KW - _C:India IND
KW - _C:Jordan JOR
KW - _C:Kenya KEN
KW - _C:Liberia LBR
KW - _C:South Africa ZAF
KW - _C:United Kingdom GBR
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
KW - _r:ImportedToMyEducationEvidence
KW - _yl:m
ER -
TY - BOOK
TI - OER Guidance for Schools
AU - Haßler, Björn
AU - Neo, Helen
AU - Fraser, Josie
DA - 2014/10//undefined
PY - 2014
PB - Leicester City Council
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _bjoern_cv
KW - _r:ImportedToMyEducationEvidence
KW - _yl:c
ER -
TY - RPRT
TI - EdTech and COVID-19 response [EdTech Hub Report]
AU - Haßler, Björn
AU - Nicolai, Susan
AU - McBurnie, Chris
AU - Jordan, Katy
AU - Wilson, Sam
AU - Kreimeia, Adam
AB - This document is background paper 3 for the #SaveOurFuture campaign as an EdTech Hub report. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/.
The evidence library entry for the background paper in original format is https://docs.edtechhub.org/lib/SXDQAPB6.
DA - 2020/10/23/
PY - 2020
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/IA9PL99D
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _EdTechHub_Output
KW - _r:ImportedToMyEducationEvidence
KW - _yl:j
KW - _yl:k
KW - _zenodoODE
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - RPRT
TI - EdTech and COVID-19 response [Save Our Future]
AU - Haßler, Björn
AU - Nicolai, Susan
AU - McBurnie, Chris
AU - Jordan, Katy
AU - Wilson, Sam
AU - Kreimeia, Adam
T2 - #SaveOurFuture
AB - This document is background paper 3 for the #SaveOurFuture campaign. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/.
This document is also available as an EdTech Hub report, see https://docs.edtechhub.org/lib/IA9PL99D
DA - 2020/10/22/
PY - 2020
DP - DOI.org (Datacite)
LA - en
M3 - Background paper
PB - Education Commission
SN - 3
UR - https://saveourfuture.world/wp-content/uploads/2020/10/EdTech-and-COVID-19-Response_SOF_BP3.pdf
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _EdTechHub_Output
KW - _cover:v2
KW - _r:ImportedToMyEducationEvidence
KW - _yl:j
KW - _yl:k
KW - _zenodoODE
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - RPRT
TI - Reaching SDG4 by 2030: Characteristics of Interventions That Can Accelerate Progress in the Lowest-Income Countries
AU - Haßler, Björn
AU - Open Development & Education
CN - 0276
DA - 2022/05/30/
PY - 2022
LA - en
PB - OpenDevEd
SN - Policy Note
UR - https://docs.opendeved.net/lib/8RSB5NPN
KW - Author:OpenDevEd
KW - _r:AddedByZotZen
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Reaching SDG4 by 2030: Options for Interventions That Can Accelerate Progress in the Lowest-Income Countries
AU - Haßler, Björn
AU - Open Development & Education
CN - 0277
DA - 2022/08/01/
PY - 2022
LA - en
PB - OpenDevEd
UR - https://docs.opendeved.net/lib/2U7PR3EE
KW - Author:OpenDevEd
KW - _r:AddedByZotZen
KW - _r:ImportedToMyEducationEvidence
ER -
TY - BLOG
TI - ILCE: Trialling environmental sensors in Tanzanian Schools – First pilot - Open Development & Education
AU - Haßler, Björn
AU - Peralta, Xuzel Villavicencio
AU - Toyinbo, Oluyemi
AU - Toyinbo, Björn Haßler, Xuzel Villavicencio Peralta and Oluyemi Toyinbo, Björn Haßler, Xuzel Villavicencio Peralta and Oluyemi
AB - Funded by the UK Foreign, Commonwealth and Development Office, the Improving Learning Through Classroom Experience (ILCE) programme focuses on investigating whether modification of the built environment (temperature, light intensity, and acoustics) can positively impact the classroom experience to improve learning. This blog post is about the first pilot, where we tested the sensors in preparation
DA - 2023/09/11/T16:27:41+00:00
PY - 2023
LA - en-GB
ST - ILCE
UR - https://opendeved.net/2023/09/11/ilce-trialling-environmental-sensors-in-tanzanian-schools-first-pilot/, https://opendeved.net/2023/09/11/ilce-trialling-environmental-sensors-in-tanzanian-schools-first-pilot/
Y2 - 2023/11/07/19:29:17
ER -
TY - RPRT
TI - Caribbean Learning Recovery Programme - Leadership for Learning
AU - Haßler, Björn
AU - Regis, Callista
AU - Khalayleh, Abdullah
AU - McBurnie, Chris
AU - Megha-Bongnkar, Ghislaine
AU - Blower, Tom
DA - 2021///
PY - 2021
M3 - LRIP - Component 1. Leadership for Learning
PB - Open Development & Education
SN - 1
UR - https://docs.opendeved.net/lib/Q3KUVTUV
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _yl:o1a
KW - _zenodo:submitted
KW - _zenodoETH:submitted
ER -
TY - RPRT
TI - Planning Tool
AU - Haßler, Björn
AU - Regis, Callista
AU - Khalayleh, Abdullah
AU - McBurnie, Chris
AU - Megha-Bongnkar, Ghislaine
AU - Blower, Tom
DA - 2021///
PY - 2021
M3 - Caribbean Learning Recovery Programme Implementation Tool
PB - Open Development & Education
SN - 1
UR - https://docs.opendeved.net/lib/59HCS6F9
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - _yl:r1
KW - _zenodo:submitted
KW - _zenodoETH:submitted
ER -
TY - RPRT
TI - Effective teaching and learning of large cohorts in institutions of higher learning in Zambia: Challenges and opportunities
AU - Haßler, Björn
AU - Shemi, Alice
CN - opendeved.1033
DA - 2017///
PY - 2017
LA - en
SN - ZESSTA Occasional Technical Report No. 11
UR - https://docs.opendeved.net/lib/R38SGR74
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - _bjoern_cv
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - BOOK
TI - Berufsbildung in Sub-Sahara Afrika: Stand der Forschung
AU - Haßler, Björn
AU - Stock, Inka
AU - Schaffer, Jens
AU - Winkler, Enno
AU - Kagambèga, Assèta
AU - Haseloff, Gesine
AU - Marsden, Melissa
AU - Watson, Joe
AU - Gordon, Rebecca
AU - Damani, Kalifa
CY - Bonn, Germany
DA - 2019///
PY - 2019
ET - 1
LA - German
PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany
ST - Berufsbildung in Subsahara-Afrika
UR - https://lit.bibb.de/vufind/Record/DS-184013
Y2 - 2018/12/08/20:00:54
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
KW - _yl:c
ER -
TY - BOOK
TI - Data Log — Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape
AU - Haßler, Björn
AU - Stock, Inka
AU - Schaffer, Jens
AU - Winkler, Enno
AU - Kagambèga, Assèta
AU - Haseloff, Gesine
AU - Marsden, Melissa
AU - Watson, Joe
AU - Gordon, Rebecca
AU - Damani, Kalifa
AU - Khalayleh, Abdullah
AU - McBurnie, Chris
AU - Allier-Gagneur, Zoé
AU - Adam, Taskeen
CY - Bonn, Germany
DA - 2020///
PY - 2020
LA - English
PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - Björn-CV-OECS
KW - Reviewed
KW - _yl:ab
ER -
TY - RPRT
TI - Methodology for literature reviews undertaken by the EdTech Hub
AU - Haßler, Björn
AU - Taskeen Adam
AU - Meaghan Brugha
AU - Kalifa Damani
AU - Zoe Allier-Gagneur
AU - Sara Hennessy
AU - David Hollow
AU - Katy Jordan
AU - Kevin Martin
AU - Mary Murphy
AU - Hannah Walker
CY - Cambridge and London, UK
DA - 2019/01/09/
PY - 2019
M3 - EdTech Hub Working Paper
PB - EdTech Hub
SN - 3
UR - https://docs.opendeved.net/lib/3GKL5PCI
KW - Author:Haßler
KW - Author:OpenDevEd
KW - AuthorFirst:Haßler
KW - STC-TLC
KW - __C:filed:1
KW - _r:ImportedToMyEducationEvidence
KW - _yl:h
ER -
TY - RPRT
TI - Improving Learning Through Classroom Experience in East Africa: Temperature, Lighting, and Sound Quality – Inception report
AU - Haßler, Björn
AU - Villavicencio Peralta, Xuzel Ana
AU - Macharia, Grace
AU - Toyinbo, Oluyemi
AU - Nambatya, Mauricia
AU - Mtebe, Joel
AU - Schaffer, Jens
AU - Wargocki, Pawel
AU - Adam, Taskeen
CN - 0286
DA - 2022/12/15/
PY - 2022
LA - en
M3 - Improving Learning Through Classroom Experience in East Africa
PB - Open Development & Education
SN - 1
UR - https://docs.opendeved.net/lib/44YQ4VEG
KW - Author:OpenDevEd
KW - _publish
KW - _r:AddedByZotZen
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - ILCE: Conducting surveys in Tanzanian Schools – Second pilot
AU - Haßler, Björn
AU - Villavicencio Peralta, Xuzel
AU - Toyinbo, Oluyemi
AB - An output of the Open Development & Education, https://.opendeved.net/
CN - 1021
DA - 2023/09/11/
PY - 2023
LA - en
PB - Open Development & Education
SN - 9
UR - https://docs.opendeved.net/lib/EASK7UAW
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - EdTech, Learning and Equity: The EdTech Hub Research Portfolio
AU - Haßler, Björn
AU - Wagner, Dan
AU - Outhwaite, Laura
CN - edtechhub.1000
DA - 2023/11/30/T00:00:00.000Z
PY - 2023
LA - en
PB - EdTechHub
UR - https://docs.edtechhub.org/lib/MBGNU7HP
KW - _internal
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - EdTech Fellowship – Course Syllabus
AU - Haßler, Björn
AU - Walker, Hannah
AU - Moustafa, Nariman
AU - Macharia, Grace
AU - Adam, Taskeen
AU - Lurvink, Anne-Fleur
AU - McBurnie, Chris
AB - 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/.
CN - 0288
DA - 2023/04/30/
PY - 2023
LA - en
M3 - EdTech Fellowship
PB - Open Development & Education
SN - 1
UR - https://docs.opendeved.net/lib/UH95PISR
KW - _comingsoon
KW - _r:AddedByZotZen
KW - _r:ImportedToMyEducationEvidence
ER -
TY - CONF
TI - Horizontal refraction of gravity waves in a global ray tracing experiment
AU - Haßler, Björn
AU - Warner, CD
C3 - Geophysical Research Abstracts
DA - 2006///
PY - 2006
VL - 8
SP - 09685
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Preliminary estimates of missing force magnitudes
AU - Haßler, Björn
AU - Warner, CD
AU - McIntyre, ME
T2 - 1st General Assembly of the European Geophysical Union
C1 - Nice
DA - 2004///
PY - 2004
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Education and Management Engineering
AU - Hassan, Malik
AU - Mirza, Tabasum
AU - Hussain, Mirza
T2 - International Journal of Education and Management Engineering
AB - The world has witnessed a sudden change in the teaching-learning processes due to the ongoing pandemic of COVID-19. The worldwide compulsive lockdown for ensuring the preventive measures to stop the spread of this infection has equally affected education sector as other business sectors. As all of us know that quality education is the only long-term rescue for all the challenges and therefore, the need to find out the alternative solution to the traditional classroom teaching-learning is the concern of all stakeholders and the only option found is online mode of teaching-learning, which was somehow already available and had attracted an intense attention during this period. The aim of the paper is to study the teacher's perspective in India about this mode of learning, challenges and issues faced by them in migration to online platform, experience about online tools/platforms used for instructional delivery and their suggestions to improve the process for effective teaching. This study will help in gaining insight towards the possible improvements in the ongoing mode of online teaching and in future situations also. The results obtained based on sample collection through web based questionnaire clearly gives some information, which could be an eye opener for enhancing the implementation of the online teaching-learning among the learners especially teachers, who can further help in implementation of the large. Although, the online mode was already in place and was utilized in blended form to a substantial level in the developed countries, but in developing countries like India, where teachers are not familiar with online platforms/tools, lack of knowledge and skills to handle the online ICT infrastructure in a challenging situation. The results also give an impression about the need of professional development with special focus on digital literacy skills and awareness among the teacher community about the merits of online platforms for the teaching-learning process.
DA - 2020/12/08/
PY - 2020
DO - 10.5815/ijeme.2020.05.03
DP - ResearchGate
VL - 10
SP - 17
EP - 27
J2 - International Journal of Education and Management Engineering
ER -
TY - RPRT
TI - Learning About My Education Evidence
AU - Hassan, Mansour
AB - An output of the EdTech Hub, https://edtechhub.org
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/PCU4S93K
KW - _r:AddedByZotZen-Plus
ER -
TY - RPRT
TI - Digital Literacy Assessment Tool
AU - Hassan, Mansour
AU - Grace, Macharia
AU - Haßler, Björn
AB - An output of the Open Development & Education, https://.opendeved.net/
CN - 1018
DA - 2023///
PY - 2023
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/TATPHGK2
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - CONF
TI - Seeking out clear and unique Information Systems Concepts: a natural language processing approach
AU - Hassan, N.R.
AU - Prester, J
AU - Wagner, G.
C1 - Marrakech, Morocco
C3 - Proceedings of the European conference on information systems (eds MLF Rowe and R El Amrani
DA - 2020///
PY - 2020
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Youth and Artificial Intelligence.“Berkman Klein Center
AU - Hasse, A.
AB - How can we empower young people to meaningfully interact with AI-based technologies to promote and bolster learning, creative expression, and well-being, while also addressing key challenges and concerns?
DA - 2019/05//
PY - 2019
LA - en
UR - https://cyber.harvard.edu/publication/2019/youth-and-artificial-intelligence/where-we-stand
Y2 - 2022/12/30/15:23:10
KW - Final_citation
KW - anystyle
KW - existing
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Guidelines, recommendations and tool for non-formal learning methods
AU - Hassinen, Sirje
T2 - Quaderni di Comunità: persone, educazione e welfare nella società 5.0: 1, 2023
DA - 2023///
PY - 2023
DP - Google Scholar
SP - 273
EP - 284
UR - https://www.torrossa.com/gs/resourceProxy?an=5521735&publisher=F35884
Y2 - 2024/03/01/11:48:41
KW - Final_citation
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Short and long-term effects of a mathematics tablet intervention for low performing second graders.
AU - Hassler Hallstedt, Martin
AU - Klingberg, Torkel
AU - Ghaderi, Ata
T2 - Journal of Educational Psychology
DA - 2018///
PY - 2018
DO - 10.1037/edu0000264
DP - Google Scholar
VL - 110
IS - 8
SP - 1127
KW - Author:NotBjörnHaßler
KW - __C:filed:1
ER -
TY - RPRT
TI - ILCE: Trialling environmental sensors in Tanzanian Schools – First pilot
AU - Hassler, Bjoern
AU - Villavicencio Peralta, Xuzel
AU - Toyinbo, Oluyemi
AB - An output of the Open Development & Education, https://.opendeved.net/
CN - 1019
DA - 2023/09/11/
PY - 2023
LA - en
M3 - Improving Learning Through Classroom Experience in East Africa
PB - Open Development & Education
SN - 7
UR - https://docs.opendeved.net/lib/IT8RD5H2
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - ILCE: Trialling environmental sensors in Tanzanian Schools – First pilot
AU - Hassler, Bjoern
AU - Villavicencio Peralta, Xuzel
AU - Toyinbo, Oluyemi
AB - An output of the Open Development & Education, https://.opendeved.net/
CN - 1020
DA - 2023/09/11/
PY - 2023
LA - en
PB - Open Development & Education
SN - 7
UR - https://docs.opendeved.net/lib/HHH8MWN3
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - BOOK
TI - Visible learning: A synthesis of over 800 meta-analyses relating to achievement
AU - Hattie, John
DA - 2009///
PY - 2009
PB - Routledge
ST - Visible learning
Y2 - 2015/02/21/12:05:10
ER -
TY - BOOK
TI - Visible learning for teachers: Maximizing impact on learning
AU - Hattie, John
DA - 2012///
PY - 2012
DP - Google Scholar
PB - Routledge
ST - Visible learning for teachers
Y2 - 2016/07/22/13:26:29
ER -
TY - CHAP
TI - The Role of Meta-analysis in Educational Research
AU - Hattie, John
AU - Rogers, H. Jane
AU - Swaminathan, Hariharan
T2 - A Companion to Research in Education
A2 - Reid, Alan D.
A2 - Hart, E. Paul
A2 - Peters, Michael A.
CY - Dordrecht
DA - 2014///
PY - 2014
DP - DOI.org (Crossref)
SP - 197
EP - 207
LA - en
PB - Springer Netherlands
SN - 978-94-007-6808-6 978-94-007-6809-3
UR - https://link.springer.com/10.1007/978-94-007-6809-3_26
Y2 - 2023/11/02/22:59:24
ER -
TY - JOUR
TI - Teaching Children in Poverty: three Australian primary school responses
AU - Hatton, Elizabeth
AU - Munns, Geoff
AU - Dent, Jane Nicklin
T2 - British Journal of Sociology of Education
AB - Studies of pedagogical relationships offer insights into policies and practices which have the capacity to promote progressive change in educational practice for children in poverty. This paper focuses on relationships established in three differently‐located Australian primary schools: Greytown, a medium sized inner‐city school in New South Wales; Mungar, a large suburban school in Queensland; and Meiki, a small rural school in New South Wales. Each school is a designated disadvantaged school and funded accordingly through a federal Disadvantaged Schools Program, is located in a working class area, and is ethnically diverse. The schools’ pedagogical responses to children in poverty are contrasted and analysed in terms of their capacity to contribute to socially just outcomes from schooling.
DA - 1996/03/01/
PY - 1996
DO - 10.1080/0142569960170103
DP - Taylor and Francis+NEJM
VL - 17
IS - 1
SP - 39
EP - 52
SN - 0142-5692
ST - Teaching Children in Poverty
UR - https://doi.org/10.1080/0142569960170103
Y2 - 2020/11/20/09:41:49
KW - _Added to LR
KW - _T:reviewed
ER -
TY - RPRT
TI - COMET South Africa: Final Report and Documentation of Test Results of Electricians, Mechatronics, Motor Mechanics, and Welders
AU - Hauschildt, Ursel
DA - 2016///
PY - 2016
UR - http://www.merseta.org.za/KnoRep/ARTISAN%20DEVELOPMENT/Final%20COMET%20Report%20-%20December%202016.pdf
Y2 - 2020/05/28/13:56:03
ER -
TY - JOUR
TI - Effects of Classroom Ventilation Rate and Temperature on Students’ Test Scores
AU - Haverinen-Shaughnessy, Ulla
AU - Shaughnessy, Richard J.
T2 - PLOS ONE
AB - Using a multilevel approach, we estimated the effects of classroom ventilation rate and temperature on academic achievement. The analysis is based on measurement data from a 70 elementary school district (140 fifth grade classrooms) from Southwestern United States, and student level data (N = 3109) on socioeconomic variables and standardized test scores. There was a statistically significant association between ventilation rates and mathematics scores, and it was stronger when the six classrooms with high ventilation rates that were indicated as outliers were filtered (> 7.1 l/s per person). The association remained significant when prior year test scores were included in the model, resulting in less unexplained variability. Students’ mean mathematics scores (average 2286 points) were increased by up to eleven points (0.5%) per each liter per second per person increase in ventilation rate within the range of 0.9–7.1 l/s per person (estimated effect size 74 points). There was an additional increase of 12–13 points per each 1°C decrease in temperature within the observed range of 20–25°C (estimated effect size 67 points). Effects of similar magnitude but higher variability were observed for reading and science scores. In conclusion, maintaining adequate ventilation and thermal comfort in classrooms could significantly improve academic achievement of students.
DA - 2015/08/28/
PY - 2015
DO - 10.1371/journal.pone.0136165
DP - PLoS Journals
VL - 10
IS - 8
SP - e0136165
J2 - PLOS ONE
LA - en
SN - 1932-6203
UR - https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0136165
Y2 - 2022/05/28/21:00:45
KW - African American people
KW - BE:RELEVANT
KW - Carbon dioxide
KW - Hispanic people
KW - Human learning
KW - Mathematics
KW - Schools
KW - Standardized tests
KW - Teachers
ER -
TY - BOOK
TI - Leadership team coaching: Developing collective transformational leadership
AU - Hawkins, Peter
DA - 2021///
PY - 2021
DP - Google Scholar
PB - Kogan Page Publishers
ST - Leadership team coaching
UR - https://books.google.co.uk/books?hl=en&lr=&id=1xgwEAAAQBAJ&oi=fnd&pg=PP1&dq=Hawkins+et+al.+2021&ots=r4tin9mrX9&sig=bPHranHYeW7A17EJKyQ7DiVsdcM
Y2 - 2024/02/29/14:20:23
KW - Final_citation
ER -
TY - JOUR
TI - Technology and Innovation in Education at the World Bank
AU - Hawkins, Robert
AU - Trucano, Michael
AU - Cobo, Cristóbal
AU - Twinomugisha, Alex
AU - Ciarrusta, Iñaki Sánchez
DP - Zotero
LA - en
UR - https://www.worldbank.org/en/topic/edutech/publication/reimagining-human-connections-technology-and-innovation-in-education-at-world-bank
KW - Final_citation
KW - ⛔ No DOI found
ER -
TY - GEN
TI - “Conversing” with Qualitative Data: Enhancing Qualitative Sociological Research through Large Language Models (LLMs)
AU - Hayes, Adam S.
DA - 2023///
PY - 2023
DO - 10.31235/osf.io/yms8p
DP - Google Scholar
LA - en
PB - SocArXiv
ST - “Conversing” with Qualitative Data
UR - https://files.osf.io/v1/resources/yms8p/providers/osfstorage/6489955fbee36d01f90e5a12?format=pdf&action=download&direct&version=2
Y2 - 2024/02/23/17:08:52
ER -
TY - JOUR
TI - Cascade training and teachers' professional development
AU - Hayes, David
T2 - ELT journal
DA - 2000///
PY - 2000
DO - 10.1093/elt/54.2.135
DP - Google Scholar
VL - 54
IS - 2
SP - 135
EP - 145
UR - http://eltj.oxfordjournals.org/content/54/2/135.short
Y2 - 2016/01/26/13:31:47
ER -
TY - SLIDE
TI - Challenges of life outside the dual system: VET in neo-liberal economies
A2 - Hayward, Geoff
DA - 2018///
PY - 2018
LA - de
ER -
TY - MANSCPT
TI - A Better Way to Teach Children to Read? Evidence from a Randomized Controlled Trial
AU - He, Fang
AU - Linden, Leigh L
AU - MacLeod, Margaret
DA - 2009///
PY - 2009
DP - Zotero
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Synchronous distance education vs traditional education for health science students: A systematic review and meta-analysis
AU - He, Liyun
AU - Yang, Na
AU - Xu, Lingling
AU - Ping, Fan
AU - Li, Wei
AU - Sun, Qi
AU - Li, Yuxiu
AU - Zhu, Huijuan
AU - Zhang, Huabing
T2 - Medical Education
AB - Context Synchronous distance education (SDE) has been widely used for health science students in recent years. This study examined the effectiveness and acceptance of SDE compared with traditional education for health science students and explored the potential moderators that could impact the pooled results. Methods A systematic review and meta-analysis was conducted of randomised controlled trials (RCTs) from January 2000 to March 2020 searched on nine electronic databases, including Web of Science, PubMed, Cochrane Library, Scopus, EMBASE, CINAHL, ERIC, PsycINFO, and ProQuest Dissertations and Theses. The outcomes measured were knowledge, skills with objective assessments and overall satisfaction with subjective evaluations. The pooled results were calculated using random-model effects, and moderators were explored through meta-regression. Results A total of seven RCTs with 594 participants were included. At the post-test level, the pooled effect size of knowledge acquisitions (SMD 0.12, 95% CI −0.07-0.32) showed insignificant difference between the SDE and traditional education groups (P = .207), with low heterogeneity (I2 = 17.6%). Subgroup analyses observed no factors that significantly impacted the pooled results of knowledge acquisition at the post-test levels (P for interaction > 0.05). Knowledge gains from pretest to post-test in SDE groups also did not differ significantly between groups (SMD 0.15, 95% CI −0.22-0.53; P = .428). The pooled effect size of skills (SMD 0.02, 95% CI −0.24-0.28; P = .735) was similarly insignificant. The pooled effect size of overall satisfaction (SMD 0.60, 95% CI 0.38-0.83; P < .001) significantly favoured SDE over traditional education. Incorporating two-group studies without randomisations did not significantly change the overall results of knowledge acquisition at the post-test level (SMD −0.002, 95% CI −0.11-0.10; P = .994), with moderate heterogeneity (I2 = 61.9%). Conclusions Synchronous distance education was not significantly different from traditional education in effectiveness and had higher satisfaction ratings. Our findings might provide indications for adoptions of online remote education in health science education centres.
DA - 2021///
PY - 2021
DO - 10.1111/medu.14364
DP - Wiley Online Library
VL - 55
IS - 3
SP - 293
EP - 308
LA - en
SN - 1365-2923
ST - Synchronous distance education vs traditional education for health science students
UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/medu.14364
Y2 - 2022/04/05/20:23:40
KW - _genre:LR-literature_review
KW - health science students
KW - meta-analysis
KW - synchronous distance education
KW - the COVID-19 pandemic
KW - traditional education
ER -
TY - RPRT
TI - Developing Costed Implementation Plans
AU - Health Policy Project
DA - 2015///
PY - 2015
UR - https://www.healthpolicyproject.com/pubs/810_CIPRolesandResponsibilitiesFINAL.pdf
Y2 - 2022/02/22/15:18:29
ER -
TY - ELEC
TI - RobotAnalyst (National Centre for Text Mining — NaCTEM)
AU - Heatley, Louise M.
AB - META-NET Project.
LA - English
M3 - XHTML
UR - https://www.nactem.ac.uk/robotanalyst/
Y2 - 2024/01/20/09:46:49
ER -
TY - JOUR
TI - The importance of posting and interaction with the education bureaucracy in becoming a teacher in Ghana
AU - Hedges, John
T2 - International Journal of Educational Development
T3 - Researching Teacher Education: The Multi Site Teacher Educations Project (MUSTER)
AB - This paper addresses some of the issues surrounding the posting of newly trained teachers in Ghana. It specifically investigates the assertion that the posting system is ‘ineffective’ from the perspective of newly trained teachers who have been through the process. It emerged from analysis of the qualitative data that newly trained teachers’ experiences and perceptions of the posting process had a significant impact on their occupational culture. The research draws upon documents, interviews with members of the education bureaucracy, and interviews with 23 newly trained teachers posted to basic schools in rural areas in Central Region. The paper illuminates some of the problems involved in posting newly trained teachers to rural schools and looks for explanations as to why some teachers take up their postings and others do not.
DA - 2002/04/01/
PY - 2002
DO - 10.1016/S0738-0593(01)00057-8
DP - ScienceDirect
VL - 22
IS - 3
SP - 353
EP - 366
J2 - International Journal of Educational Development
LA - en
SN - 0738-0593
UR - https://www.sciencedirect.com/science/article/pii/S0738059301000578
Y2 - 2022/01/05/20:37:11
KW - Basic education
KW - C:Ghana
KW - Deployment
KW - Ghana
KW - Induction
KW - NQTs
KW - Teacher education
ER -
TY - JOUR
TI - Intraclass Correlation Values for Planning Group-Randomized Trials in Education
AU - Hedges, Larry V.
AU - Hedberg, E. C.
T2 - Educational Evaluation and Policy Analysis
AB - Experiments that assign intact groups to treatment conditions are increasingly common in social research. In educational research, the groups assigned are often schools. The design of group-randomized experiments requires knowledge of the intraclass correlation structure to compute statistical power and sample sizes required to achieve adequate power. This article provides a compilation of intraclass correlation values of academic achievement and related covariate effects that could be used for planning group-randomized experiments in education. It also provides variance component information that is useful in planning experiments involving covariates. The use of these values to compute the statistical power of group-randomized experiments is illustrated.
DA - 2007/03/01/
PY - 2007
DO - 10.3102/0162373707299706
DP - SAGE Journals
VL - 29
IS - 1
SP - 60
EP - 87
J2 - Educational Evaluation and Policy Analysis
LA - en
SN - 0162-3737
UR - https://doi.org/10.3102/0162373707299706
Y2 - 2020/07/20/12:40:43
ER -
TY - BOOK
TI - Statistical Methods for Meta-Analysis
AU - Hedges, Larry V.
AU - Olkin, Ingram
AB - The main purpose of this book is to address the statistical issues for integrating independent studies. There exist a number of papers and books that discuss the mechanics of collecting, coding, and preparing data for a meta-analysis , and we do not deal with these. Because this book concerns methodology, the content necessarily is statistical, and at times mathematical. In order to make the material accessible to a wider audience, we have not provided proofs in the text. Where proofs are given, they are placed as commentary at the end of a chapter. These can be omitted at the discretion of the reader.Throughout the book we describe computational procedures whenever required. Many computations can be completed on a hand calculator, whereas some require the use of a standard statistical package such as SAS, SPSS, or BMD. Readers with experience using a statistical package or who conduct analyses such as multiple regression or analysis of variance should be able to carry out the analyses described with the aid of a statistical package.
DA - 2014/06/28/
PY - 2014
DP - Google Books
SP - 392
LA - en
PB - Academic Press
SN - 978-0-08-057065-5
KW - Education / Testing & Measurement
KW - Mathematics / Probability & Statistics / General
KW - Social Science / Research
ER -
TY - JOUR
TI - ICT4D 3.0? Part 1—The components of an emerging “digital‐for‐development” paradigm
AU - Heeks, Richard
T2 - The Electronic Journal of Information Systems in Developing Countries
AB - What has changed in the decade or so since the ideas of a new “ICT4D 2.0” phase were first mooted? This paper reviews those changes, based on a new framework model. At a foundational level, it looks at recent and current trends in digital technologies, data, processes and the implications these have for the user demographics and network structures that underpin the role of digital ICTs in international development. It then summarises some of the new building blocks of development: digital roles, digital products and digital business models. We could call what is emerging “ICT4D 3.0.” However, this paper argues that the changes are such that we could talk of a paradigmatic shift and suggests that the elements could be collated as a new “digital-for-development” paradigm. Part 2 of this paper explores the patterns of change in the economy and in politics that may be associated with this paradigm.
DA - 2020/05//
PY - 2020
DO - 10.1002/isd2.12124
DP - DOI.org (Crossref)
VL - 86
IS - 3
J2 - E J Info Sys Dev Countries
LA - en
SN - 1681-4835, 1681-4835
ST - ICT4D 3.0?
UR - https://onlinelibrary.wiley.com/doi/10.1002/isd2.12124
Y2 - 2022/12/29/12:01:37
ER -
TY - BOOK
TI - Information and Communication Technology for Development
AU - Heeks, Richard
DA - 2017/11/08/
PY - 2017
DP - Amazon
SP - 428
LA - Inglés
ER -
TY - JOUR
TI - The United Nations Office on Drugs and Crime’s Efforts to Strengthen a Culture of Prevention in Low- and Middle-Income Countries
AU - Heikkilä, Hanna
AU - Maalouf, Wadih
AU - Campello, Giovanna
T2 - Prevention Science
AB - Abstract
This article discusses how decision-makers can be supported to strengthen a culture of prevention. This article presents an example of the United Nations Office on Drugs and Crime’s (UNODC) work to engage with decision-makers to create readiness, demand, and capacity for evidence-based prevention programming among them, particularly in low- and middle-income countries. First, we utilized two of the UNODC’s data sources to describe the context where the UNODC’s prevention efforts take place. Analysis of the first dataset on prevention activities implemented globally revealed a gap in translating evidence into practice on a global scale. The second dataset consisted of UNODC policy documents mandating and guiding global action to address substance use. The analysis showed that at the level of political frameworks, prevention is gradually gaining more attention but is still frequently left in the shadow of health- and law enforcement-related issues. In addition, these guiding documents did not reflect fully the current scientific understanding of what constitutes an effective prevention response. Against this background, the feasibility of the UNODC’s efforts to bridge the science–practice gap in the field of prevention was discussed by presenting the results from the UNODC’s regional capacity-building seminars focused on the role of monitoring and evaluation in prevention programming. The results showed potential of this capacity building to affect the attitudes and knowledge of targeted decision-makers. Such efforts to increase decision-makers’ readiness and ultimately their endorsement, adoption, and ongoing support of evidence-based preventive interventions should be continued and intensified.
DA - 2021/01//
PY - 2021
DO - 10.1007/s11121-020-01088-5
DP - DOI.org (Crossref)
VL - 22
IS - 1
SP - 18
EP - 28
J2 - Prev Sci
LA - en
SN - 1389-4986, 1573-6695
UR - http://link.springer.com/10.1007/s11121-020-01088-5
Y2 - 2024/03/01/16:04:58
KW - Final_citation
ER -
TY - BOOK
TI - Overview of Enterprise Architecture work in 15 countries
AU - Heikkilä, Jukka
AU - Penttinen, Katja
AB - This research report is an overview of enterprise architec- ture work in 15 countries. The report supports the ongoing enterprise architecture work of Finnish government done by the Ministry of Finance in the Interoperability Development Programme, by Finnish Enterprise Architecture Research -project.
DA - 2016/02/16/
PY - 2016
DP - ResearchGate
KW - Final_citation
ER -
TY - RPRT
TI - The iPad as a Tool For Education - a case study
AU - Heinrich, P.
DA - 2012///
PY - 2012
M3 - Naace Research Papers
ER -
TY - JOUR
TI - Cross-Cultural Requisites for Reducing Educational and Digital Divides through Technology Integration
AU - Heinrich, Carolyn J.
AU - Darling-Aduana, Jennifer
AU - Martin, Caroline
DA - 2018///
PY - 2018
DP - Google Scholar
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Potential and Prerequisites of Effective Tablet Integration in Rural Kenya
AU - Heinrich, Carolyn J.
AU - Darling-Aduana, Jennifer
AU - Martin, Caroline
DA - 2018///
PY - 2018
DP - Google Scholar
KW - _C:Cambodia KHM
KW - _C:China CHN
KW - _C:Cuba CUB
KW - _C:Ghana GHA
KW - _C:Kenya KEN
KW - _C:South Africa ZAF
KW - _C:United States USA
KW - _C:eSwatini SWZ
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The potential and prerequisites of effective tablet integration in rural Kenya
AU - Heinrich, Carolyn J.
AU - Darling-Aduana, Jennifer
AU - Martin, Caroline
T2 - British Journal of Educational Technology
DA - 2020///
PY - 2020
DO - 10.1111/bjet.12870
DP - Google Scholar
VL - 51
IS - 2
SP - 498
EP - 514
KW - __C:filed:1
ER -
TY - RPRT
TI - Frank-International Journal of Contemporary writing and Art (Paris
AU - Heirs
AU - Poems
DA - 1990///
PY - 1990
LA - en
ER -
TY - JOUR
TI - Scaling up an early childhood development programme through a national multisectoral approach to social protection: lessons from Chile Crece Contigo
AU - Helia Molina Milman
T2 - The BMJ
DA - 2018///
PY - 2018
DO - 10.1136/bmj.k4513
UR - https://www-bmj-com.proxy.library.upenn.edu/content/363/bmj.k4513
ER -
TY - CONF
TI - Freudbot: An investigation of chatbot technology in distance education
AU - Heller, Bob
AU - Proctor, Mike
AU - Mah, Dean
AU - Jewell, Lisa
AU - Cheung, Bill
C3 - EdMedia+ innovate learning
DA - 2005///
PY - 2005
DP - Google Scholar
SP - 3913
EP - 3918
PB - Association for the Advancement of Computing in Education (AACE)
ST - Freudbot
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Assembling iPads and mobility in two classroom settings
AU - Hembre, Oda J.
AU - Warth, Line Lundvoll
T2 - Technology, Knowledge and Learning
DA - 2020///
PY - 2020
DO - 10.1007/s10758-019-09405-w
DP - Google Scholar
VL - 25
IS - 1
SP - 197
EP - 211
KW - _C:Australia AUS
KW - _C:Norway NOR
KW - _C:Poland POL
KW - _C:Singapore SGP
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Exploring iPad Integration in Primary Schools: The Interaction of Policy-Initiated Reforms, Availability Assemblages, and Non-Digital Materials
AU - Hembre, Oda Julie
T2 - Journal of Research on Technology in Education
DA - 2019///
PY - 2019
DO - 10.1080/15391523.2019.1646680
DP - Google Scholar
VL - 51
IS - 4
SP - 342
EP - 355
ST - Exploring iPad Integration in Primary Schools
KW - __C:filed:1
ER -
TY - JOUR
TI - Math acceleration in elementary school: Access and effects on student outcomes
AU - Hemelt, S.W.
AU - Lenard, M.A.
T2 - Economics of Education Review
AB - This paper examines curricular acceleration in mathematics during elementary school using administrative data from a large, diverse school district that recently implemented a targeted, test-based acceleration policy. We first characterize access to advanced math and then estimate effects of acceleration in math on measures of short-run academic achievement as well as non-test-score measures of grit, engagement with schoolwork, future plans, and continued participation in the accelerated track. Experiences and effects of math acceleration differ markedly for girls and boys. Girls are less likely to be nominated for math acceleration and perform worse on the qualifying test, relative to boys with equivalent baseline performance. We find negative effects of acceleration on short-run retention of math knowledge for girls, but no such performance decay for boys. After initial exposure to accelerated math, girls are less likely than boys to appear in the accelerated track during late elementary school and at the start of middle school. © 2019 Elsevier Ltd
DA - 2020///
PY - 2020
DO - 10.1016/j.econedurev.2019.101921
VL - 74
J2 - Econ. Educ. Rev.
LA - English
SN - 02727757 (ISSN)
UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071876059&doi=10.1016%2fj.econedurev.2019.101921&partnerID=40&md5=a67efc57b99b1cc61d4df944fcb615c8
DB - Scopus
KW - Curricular acceleration
KW - Elementary school
KW - Gifted
KW - I21
KW - I24
KW - I28
KW - Mathematics
KW - _AcademicRecoveryOECS
KW - academic performance
KW - content
KW - curriculum
KW - education policy
KW - educational development
KW - mathematics
KW - primary education
KW - student
ER -
TY - JOUR
TI - IPadien opetuskäytön yhteys kolmannen luokan oppilaiden motivaatioon ja itseohjautuvuuteen käsityön opetuskokeilussa
AU - Hemminki, Anni
AU - Lummelahti, Miina
DA - 2020///
PY - 2020
DP - Google Scholar
KW - _C:Finland FIN
KW - _C:Malaysia MYS
KW - _C:Oman OMN
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Measuring teacher classroom management skills: a comparative analysis of distance trained and conventional trained teachers
AU - Henaku, Christina Bampo
AU - Pobbi, Michael Asamani
T2 - Journal of Education and Practice
AB - Many researchers and educationist remain skeptical about the effectiveness of distance learning program and have termed it as second to the conventional training method. This perception is largely due to several challenges which exist within the management of distance learning program across the country. The general aim of the study is compare the classroom management skills exhibited by distance trained teachers to that of conventional trained teachers in their field of work. Teacher classroom management was classified into two multidimensional constructs consisting of effective behavior management skills and instructional learning format skills. A quantitative design strategy was adapted for the study. Primary data was collected using a questionnaire from 500 teachers-consisting of 250 conventional and 250 distance trained teachers--and 60 head teachers selected from basic schools across 10 regions in Ghana. Head teachers assessment of teachers served as a means of triangulating results obtained. Data obtained during survey was coded and entered into a SPSS statistical software and subsequently analysed using both descriptive and inferential methods. Results from the study reveal that there were no significant differences in all nineteen (19) items used in measuring teacher classroom control mechanism. Recommendations were made based on the findings of the study.
DA - 2017///
PY - 2017
VL - 8
IS - 10
SP - 54
EP - 64
LA - English
SN - 2222-1735, 2222-1735
UR - https://files.eric.ed.gov/fulltext/EJ1139812.pdf
AN - 1913354475; EJ1139812
KW - Behavior Change
KW - Classroom Techniques
KW - Comparative Analysis
KW - Conventional Instruction
KW - Distance Education
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Elementary Education
KW - Elementary School Teachers
KW - Foreign Countries
KW - Ghana
KW - Intermode Differences
KW - Multidimensional Scaling
KW - Questionnaires
KW - Statistical Analysis
KW - Teacher Surveys
KW - Teaching Skills
KW - Training Methods
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2096069
KW - __finaldtb
KW - ⛔ No DOI found
ER -
TY - CONF
TI - iPad in education: A case study of iPad adoption and use in a primary school.
AU - Henderson, S., & Yeow, J.
T2 - System Science (HICSS), 2012 45th Hawaii International Conference on
C3 - In 45th International Conference on System Science (HICSS) 2012
DA - 2012///
PY - 2012
SP - 78
EP - 87
PB - IEEE
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Improving Mathematics in Key Stages 2 and 3
AU - Henderson, P
AU - Hodgen, J
AU - Foster, C
AU - Kuchemann, D
AB - Eight recommendations to improve outcomes in maths for 7-14 year olds
DA - 2017///
PY - 2017
DP - educationendowmentfoundation.org.uk
LA - en
UR - https://educationendowmentfoundation.org.uk/tools/guidance-reports/maths-ks-2-3
Y2 - 2020/04/28/12:32:06
ER -
TY - JOUR
TI - Comparing traditional and digital learning methods to improve the learning outcomes of young children
AU - Hendriks, Daniëlle
DA - 2016///
PY - 2016
DP - Google Scholar
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Examining overlap of included studies in meta-reviews: Guidance for using the corrected covered area index
AU - Hennessy, Emily A.
AU - Johnson, Blair T.
T2 - Research Synthesis Methods
AB - Overlap in meta-reviews results from the use of multiple identical primary studies in similar reviews. It is an important area for research synthesists because overlap indicates the degree to which reviews address the same or different literatures of primary research. Current guidelines to address overlap suggest that assessing and documenting the degree of overlap in primary studies, calculated via the corrected covered area (CCA) is a promising method. Yet, the CCA is a simple percentage of overlap and current guidelines do not detail ways that reviewers can use the CCA as a diagnostic tool while also comprehensively incorporating these findings into their conclusions. Furthermore, we maintain that meta-review teams must address non-independence via overlap more thoroughly than by simply estimating and reporting the CCA. Instead, we recommend and elaborate five steps to take when examining overlap, illustrating these steps through the use of an empirical example of primary study overlap in a recently conducted meta-review. This work helps to show that overlap of primary studies included in a meta-review is not necessarily a bias but often can be a benefit. We also highlight further areas of caution in this task and potential for the development of new tools to address non-independence issues.
DA - 2020///
PY - 2020
DO - 10.1002/jrsm.1390
DP - Wiley Online Library
VL - 11
IS - 1
SP - 134
EP - 145
LA - en
SN - 1759-2887
ST - Examining overlap of included studies in meta-reviews
UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/jrsm.1390
Y2 - 2021/04/17/19:30:03
KW - citation matrix
KW - corrected covered area
KW - meta-review
KW - overlap
KW - overview
ER -
TY - RPRT
TI - Technology use in teacher preparation and professional development in low- and middle-income countries: 2023 GEM Report – Evidence review
AU - Hennessy, S.
AU - D'Angelo, Sophia
AU - Koomar, Saalim
AU - Kreimeia, Adam
AU - Adam, Taskeen
AU - Cao, Lydia
AU - Haßler, Björn
AB - An output of the EdTech Hub, https://edtechhub.org
CN - 0104
DA - 2022/08/03/
PY - 2022
LA - en
M3 - Evidence review
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/8SKNCIXH
KW - _r:AddedByZotZen
ER -
TY - CONF
TI - Professional learning with ICT in the southern African context: The UNISA-Cambridge collaboration on Advanced Diplomas in Education.
AU - Hennessy, S.
AU - Dreyer, J.
AU - Paulsen, R.
AU - Haßler, Björn
AU - Loubser, C.
AU - Beardon, T.
AU - Mays, T.
T2 - 5th Higher Education & ICT Forum: 21st Century Learning and Collaborative Teaching
AB - It is clear from the recent 2013 conference of
the Distance Education Teachers’ Association
hosted at the University of Nairobi that an
increasing number of the developing countries
of Africa are exploiting the potential of distance
and school-based learning for the development
of more and better teachers in pursuit of
agendas informed by the EFA mandate and the
MDGs. This requires access in turn to more and
better resources that can help new teachers to
conceptualise their emerging practice and also
help existing teachers to think about how they
might need to adapt their current practices to
develop the knowledge and skills necessary
for success in an increasingly information
rich global knowledge society made possible
through increasingly accessible and aff
ordable
ICT.
This presentation off ers insights into how both
distance teacher education and schooling
itself can be revolutionised through exploiting
powerful new technologies and harnessing
the potential of OER. We report on the
progress of a collaboration between UNISA
and the Centre for Commonwealth Education
(University of Cambridge, UK), on the new
Advanced Diplomas in Education (ADEs).
The ADE is a new qualifi
cation in the South
African national qualifi
cations framework that
was introduced as part of a comprehensive
national review of minimum requirements for
teacher education [3]; these place increased
emphasis on the teacher’s role as a knowledge
worker encompassing disciplinary, pedagogic,
fundamental and contextual learning. The ADE
is targeted at qualifi
ed teachers who wish to
deepen their understanding of the teaching of particular subjects in particular phases.
Drawing on the resources, networks and
expertise of UNISA, AIMSSEC and the
OER4Schools project, we seek to develop
new ADE qualifi
cations for mathematics and
science. Specifi
c examples include modules on
Shape and Space, the Earth and Beyond, and
Biodiversity.
The ADEs:
• provide students with a deeper
understanding of pedagogical subject
knowledge for eff ective and inclusive
teaching in diverse contexts,
• concretely apply pedagogical theories and
action research within their teaching,
• demonstrate competence in subject
teaching through problem solving,
• develop the ability to teach subjects
drawing on a coherent, deep conceptual
understanding, of both subjects and
subject pedagogy,
• broaden teaching and learning horizons
by using appropriate technology/ICT
eff
ectively, and
• increase understanding of the role of
the various subjects (such as science,
mathematics, technology) in society
C1 - Johannesburg, South Africa
C3 - Prezi
DA - 2014/03//
PY - 2014
UR - http://tinyurl.com/2014ICTsummit
Y2 - 2014/06/09/12:19:51
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - BLOG
TI - A new approach and open resources for school-based teacher professional development in sub-Saharan Africa
AU - Hennessy, S.
AU - Haßler, Björn
DA - 2013///
PY - 2013
UR - http://www.ineesite.org/en/discuss/tpd-in-crisis-series-week-9-open-educational-resources-in-sub-saharan-afri
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - ELEC
TI - The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa.
AU - Hennessy, S.
AU - Haßler, Björn
DA - 2012///2015
PY - 2012
UR - www.oer4schools.org
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Additional Materials
AU - Hennessy, S.
AU - Haßler, Björn
DA - 2014///
PY - 2014
UR - www.oer4schools.org
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - _DOILIVE
KW - _zenodo:submitted
ER -
TY - RPRT
TI - The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Facilitators' Version
AU - Hennessy, S.
AU - Haßler, Björn
DA - 2014///
PY - 2014
UR - www.oer4schools.org
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - _DOILIVE
KW - _zenodo:submitted
ER -
TY - RPRT
TI - The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Participants' Version
AU - Hennessy, S.
AU - Haßler, Björn
DA - 2014///
PY - 2014
PB - The Centre for Commonwealth Education
UR - www.oer4schools.org
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - _DOILIVE
KW - ___duplicate_item
KW - _zenodo:submitted
KW - dode_eth-src-dode
KW - dode_eth-trf2-dode
ER -
TY - RPRT
TI - Learning from international experiences with interactive whiteboards: The role of professional development in integrating the technology
AU - Hennessy, S.
AU - London, L.
CY - Paris
DA - 2013///
PY - 2013
M3 - OECD Education Working Papers
PB - OECD Publishing
SN - 89
UR - http://tinyurl.com/OECDIWBS
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Developing use of ICT to enhance teaching and learning in East African schools: a review of the literature
AU - Hennessy, S.
AU - Onguko, B.
AU - Ang'ondi, E.K.
AU - Harrison, D.
AU - Namalefe, S.
AU - Naseem, A.
AU - Wamakote, L.
CY - Cambridge, UK and Dar es Salaam, TZ
DA - 2010///
PY - 2010
SP - 121
PB - Faculty of Education, University of Cambridge and Aga Khan University Institute for Educational Development - Eastern Africa.
SN - 1
ST - Developing use of ICT to enhance teaching and learning in East African schools: a review of the literature
UR - http://www.educ.cam.ac.uk/centres/archive/cce/publications/CCE_Report1_LitRevJune0210.pdf
AN - 4316
ER -
TY - CHAP
TI - International Experiences with Intergrating Interactive Whiteboards: Policy, Practice, Pedagogy and Professional Development
AU - Hennessy, Sara
T2 - Life in schools and classrooms
DA - 2017///
PY - 2017
DP - Google Scholar
SP - 633
EP - 650
PB - Springer
ST - International Experiences with Intergrating Interactive Whiteboards
KW - __C:filed:1
ER -
TY - RPRT
TI - Technology use in teacher preparation and professional development in low- and middle-income countries
AU - Hennessy, Sara
AU - D'Angelo, Sophia
AU - Koomar, Saalim
AU - Adam, Taskeen
AU - Cao, Lydia
AU - Haßler, Björn
DA - 2023///
PY - 2023
PB - Global Education Monitoring Report
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Technology use for teacher education and professional development: Insights from a systematic review [preprint]
AU - Hennessy, Sara
AU - D'Angelo, Sophia
AU - McIntyre, Nora
AU - Brugha, Meaghan
AU - Zubairi, Asma
DA - 2022///
PY - 2022
DP - Google Scholar
ST - Technology use for teacher education and professional development
UR - https://eprints.soton.ac.uk/471081/1/D_Angelo_et_al._2022_Technology_Use_for_Teacher_Professional_Developmen.pdf
Y2 - 2023/11/08/16:15:47
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review
AU - Hennessy, Sara
AU - D'Angelo, Sophia
AU - McIntyre, Nora
AU - Koomar, Saalim
AU - Kreimeia, Adam
AU - Cao, Lydia
AU - Brugha, Meaghan
AU - Zubairi, Asma
T2 - Computers and Education Open
DA - 2022///
PY - 2022
DO - 10.1016/j.caeo.2022.100080
UR - https://www.sciencedirect.com/science/article/pii/S2666557322000088
KW - Disability
KW - Final_citation
KW - Read
KW - Referenced
KW - Teacher education and training
KW - What works evidence
KW - _EdTechHub_Output
KW - _MELA_knowledge_product
KW - _MELA_seen
KW - cited
KW - existing
ER -
TY - JOUR
TI - Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review
AU - Hennessy, Sara
AU - D'Angelo, Sophia
AU - McIntyre, Nora
AU - Koomar, Saalim
AU - Kreimeia, Adam
AU - Cao, Lydia
AU - Brugha, Meaghan
AU - Zubairi, Asma
T2 - Computers and Education Open
AB - Pre-service education and in-service teacher professional development (collectively termed teacher professional development or TPD here) can play a pivotal role in raising teaching quality and, therefore, learning outcomes for children and young people in low- and middle-income countries (LMICs). However, TPD opportunities in LMICs are limited, unsustained, and often not informed by recent research evidence, and outcomes are mixed. Educational technologies offer potential to enhance formally provided programmes and informal peer-learning forms of TPD. We present the first systematic review of the literature pertaining to technology-mediated TPD for educators of school-aged learners in LMICs, aiming to characterise appropriate and effective uses of technology along with specific constraints operating in those contexts. An in-depth synthesis of 170 studies was undertaken, considering macro-, meso- and micro-level factors during TPD design and implementation in the 40 LMICs represented. Volume of publications increased dramatically over the review period (2008–2020), indicating that the field is rapidly developing. Results largely showed benefits for teachers, but evidence for sustainability, cost-effectiveness or tangible impacts on classroom practice and student outcomes was thin. Promising, locally-contextualised forms of technology-mediated TPD included virtual coaching, social messaging, blended learning, video-stimulated reflection, and use of subject-specific software/applications. We report on the variable effectiveness of programmes and limited attention to marginalised groups. To maximise effectiveness of technology-enhanced TPD, the role of facilitators or expert peers is paramount – yet often glossed over – and the interpersonal dimension of teacher learning must be maintained. Recommendations are made for researchers, policymakers, teachers and teacher educators.
DA - 2022///
PY - 2022
DO - 10.1016/j.caeo.2022.100080
DP - ScienceDirect
VL - 3
SP - 100080
J2 - Computers and Education Open
LA - en
SN - 2666-5573
ST - Technology Use for Teacher Professional Development in Low- and Middle-Income Countries
UR - https://www.sciencedirect.com/science/article/pii/S2666557322000088
Y2 - 2023/01/06/07:28:27
KW - ICT
KW - Teacher professional development
KW - _EdTechHub_Output
KW - _MELA_knowledge_product
KW - _MELA_seen
KW - _genre:LR-literature_review
KW - e-learning
KW - low- and middle-income countries (LMICs)
KW - pedagogy
KW - peer learning
KW - teacher training
KW - technology
ER -
TY - JOUR
TI - Teacher professional development to support classroom dialogue
AU - Hennessy, Sara
AU - Davies, Maree
T2 - The Routledge International Handbook of Research on Dialogic Education
DA - 2019///
PY - 2019
DO - 10.4324/9780429441677-21
DP - Google Scholar
KW - __C:filed:1
ER -
TY - JOUR
TI - Teacher factors influencing classroom use of ICT in sub-Saharan Africa
AU - Hennessy, Sara
AU - Harrison, David
AU - Wamakote, Leonard
T2 - Itupale Online Journal of African Studies
AB - This paper synthesises the research literature on teachers‟ use of Information and Communication Technology (ICT) in primary and secondary schools in sub-Saharan Africa, with a particular emphasis on improving the quality of subject teaching and learning. We focus on the internal factors of influence on teachers‟ use, or lack of use, of technology in the classroom. Our discussion attends to perceptions and beliefs about ICT and their motivating effects, technological literacy and confidence levels, pedagogical expertise related to technology use, and the role of teacher education. These factors are discussed in light of significant infrastructure and other external issues. We conclude by drawing out a number of pedagogical implications for initial teacher education and professional development to bring schooling within developing contexts into the 21 st century.
DA - 2010///
PY - 2010
DP - Semantic Scholar
VL - 2
SP - 39
EP - 54
UR - https://pdfs.semanticscholar.org/56ec/8d2248a546352fed0f520972b57034334a45.pdf
KW - Schools, Secondary
KW - Scientific literature
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Challenges and opportunities for teacher professional development in interactive use of technology in African schools
AU - Hennessy, Sara
AU - Haßler, Björn
AU - Hofmann, Riikka
T2 - Technology, Pedagogy and Education
DA - 2015///
PY - 2015
DO - 10.1080/1475939x.2015.1092466
DP - Google Scholar
VL - 24
IS - 5
SP - 1
EP - 28
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - _C:Bangladesh BGD
KW - _C:France FRA
KW - _C:Japan JPN
KW - _C:Kenya KEN
KW - _C:Namibia NAM
KW - _C:Netherlands NLD
KW - _C:Pakistan PAK
KW - _C:Rwanda RWA
KW - _C:Sierra Leone SLE
KW - _C:Singapore SGP
KW - _C:South Africa ZAF
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
KW - _r:ImportedToMyEducationEvidence
KW - _yl:b
ER -
TY - JOUR
TI - Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year
AU - Hennessy, Sara
AU - Haßler, Björn
AU - Hofmann, Riikka
T2 - Research Papers in Education
AB - Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers' thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving.
DA - 2015///
PY - 2015
DO - 10.1080/02671522.2015.1073343
DP - Google Scholar
VL - 31
IS - 4
SP - 399
EP - 427
J2 - Research Papers in Education
LA - en
SN - 02671522
UR - https://www.repository.cam.ac.uk/bitstream/handle/1810/261133/Hennessy_et_al-2015-Research_Papers_in_Education-AM.pdf?sequence=1
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - C:sub-Saharan Africa
KW - CAREER development
KW - EDUCATION -- Study & teaching
KW - GRADUATE education
KW - PROFESSIONAL education
KW - TEACHER training
KW - ZAMBIA
KW - Zambia
KW - _C:Australia AUS
KW - _C:India IND
KW - _C:Iran IRN
KW - _C:Japan JPN
KW - _C:Kenya KEN
KW - _C:Namibia NAM
KW - _C:Netherlands NLD
KW - _C:Rwanda RWA
KW - _C:South Africa ZAF
KW - _C:Tonga TON
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Zambia ZMB
KW - _C:Zimbabwe ZWE
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2099887
KW - __C:filed:1
KW - __C:scheme:1
KW - ___working_potential_duplicate
KW - __finaldtb
KW - _r:ImportedToMyEducationEvidence
KW - _yl:a
KW - digital technology
KW - docs.opendeved.net
KW - interactive pedagogy
KW - open educational resources
KW - sub-Saharan Africa
KW - teacher professional development
ER -
TY - CHAP
TI - Using digital technology and school-based professional development to leverage interactive classroom teaching in Zambia
AU - Hennessy, Sara
AU - Haßler, Björn
AU - Mwewa, G.
T2 - Millennium Goals Revisited: A Common Wealth of Learning
A2 - MacBeath, J.
A2 - Younger, M.
A2 - Sugrue, C.
CY - London
DA - 2012///
PY - 2012
PB - Routledge
ST - Using digital technology and school-based professional development to leverage interactive classroom teaching in Zambia
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - _r:ImportedToMyEducationEvidence
ER -
TY - CHAP
TI - Using digital technology and school-based professional development to leverage interactive classroom teaching in Zambia
AU - Hennessy, Sara
AU - Haßler, Björn
AU - Mwewa, G
AB - This chapter describes a study which explored the feasibility of using information and communications technologies (ICTs) to support more interactive forms of subject teaching and learning in Sub-Saharan Africa. Specifically, we: • provided open educational resources (OER) to three ICT-and Internetequipped primary schools in Zambia, all serving disadvantaged communities; • worked with partners to identify the needs of school-based continuing professional development (CPD) adapted to the local context; • responded to those needs by designing an appropriate intervention – focusing on participatory, collaborative and interactive pedagogies supported by ICTs and OER, both within the classroom and for teacher development.
DA - 2016///
PY - 2016
LA - en
UR - https://www.taylorfrancis.com/books/e/9781136157974/chapters/10.4324%2F9780203078945-13
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - C:Zambia
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - F:learning
KW - F:teaching
KW - P:teacher education
KW - P:teachers
KW - Q:ICT
KW - Q:OER
KW - Q:digital technology
KW - Q:interactive
KW - Q:interactive pedagogy
KW - Q:open educational resources
KW - Q:primary education
KW - R:evaluation
KW - T:Classroom teaching
KW - Z:ICT in education
KW - Z:Intervention evaluation
KW - Z:Primary education
KW - Z:Teacher education
KW - publicImportV1
ER -
TY - RPRT
TI - Problem Analysis. A Global Public Good produced by the EdTech Hub (https://EdTechhub.org, #EdTechHub).
AU - Hennessy, Sara
AU - Jordan, Katy
AU - Haßler, Björn
AU - Hollow, David
AU - Brugha, Meaghan
AU - Eberhardt, Molly Jamieson
AU - Sabates, Ricardo
T2 - Research sphere outputs
CY - London, UK
DA - 2019/09//
PY - 2019
LA - en
M3 - working document
PB - EdTech Hub
UR - https://doi.org/10.5281/zenodo.3352007
KW - Author:Haßler
KW - Author:OpenDevEd
KW - __C:filed:1
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - Technology in education in low-income countries: Problem analysis and focus of the Hub's work
AU - Hennessy, Sara
AU - Jordan, Katy
AU - Haßler, Björn
AU - Hollow, David
AU - Brugha, Meaghan
AU - Eberhardt, Molly Jamieson
AU - Sabates, Ricardo
CY - London, UK
DA - 2020///
PY - 2020
LA - en
M3 - EdTech Hub Working Paper
PB - EdTech Hub
SN - 5
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - __C:filed:1
KW - _r:ImportedToMyEducationEvidence
ER -
TY - JOUR
TI - Wnioski z międzynarodowych doświadczeń w wykorzystywaniu tablic interaktywnych - rola doskonalenia zawodowego we wprowadzaniu nowych technologii do szkół
AU - Hennessy, Sara
AU - London, Laura
AU - Dzierzgowski, Jan
DA - 2013///
PY - 2013
DP - Google Scholar
KW - _C:Australia AUS
KW - _C:Mexico MEX
KW - _C:Tanzania TZA
KW - _C:United Kingdom GBR
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Teachers' perceptions on academic recovery through educational therapy: A therapeutic intervention in three co-educational government schools in North Trinidad
AU - Henry-Legall, Lisa-Marcella
AB - This study introduced the notion of academic recovery through an alternative pedagogical practice of therapeutic intervention called Educational Therapy. As such, its purpose was not only to explore and evaluate an alternative educational practice but also to determine its feasibility in adapting to the local context. This was done using teachers’ perspectives from three co-educational secondary schools whose
students had a history of academic underachievement and where violence and student aggression were
becoming the norm. Twenty three English and Mathematics teachers participated in the study which was encased in an ethnography theoretical perspective. Their perspectives on the current state of the secondary sector brought bearing to the types of best practices that teachers in their departments subscribed to in terms of teaching, understanding how children learn, assessment strategies and accommodating students who have learning deficits in the regular classroom. In addition, it clarified their stance on the adaptation
of therapeutic intervention in Trinidad and Tobago while determining the extent to which it could
improve academic achievement in these subject disciplines. Findings from the study revealed that
teachers needed assistance to effectively manage, teach and assess children with learning problems. They felt that there was an urgent need to implement therapeutic interventions in educational practice as they had no knowledge of how to deal with students who had underlying cognitive deficits which then became manifested in the forms of social, emotional and behavioural problems. As the study was steeped within a
qualitative inquiry, its findings also noted the emergence of eight themes which described the factors believed to be responsible for the present crisis within secondary schools where indiscipline was concerned. The framework of this study thus provided a useful basis for identifying school discipline issues and children who may have learning problems and for suggesting plans for appropriately targeted interventions through Educational Therapy.
CY - St. Augustine, Trinidad and Tobago
DA - 2012///
PY - 2012
LA - English
PB - University of the West Indies
KW - _Added to LR
KW - _T:reviewed
ER -
TY - JOUR
TI - How Can Middle-income Countries Improve Their Skills Systems Post- COVID-19?
AU - Herbert, George
AB - Vocational training systems in middle-income countries are going to face multiple challenges in the post-COVID era, notably, challenges related to (1) automation; (2) the transition to a green economy, and (3) demographic pressures. Of these, automation - linked to the burgeoning ‘fourth industrial revolution’ that is set to transform the global economy - represents the most serious challenge and is the only one of the three challenges discussed in any depth in this paper. Whilst estimates of the likely scale of automation in the coming years and decades vary widely, it appears likely that waves of automation will lead to a dramatic decline in many kinds of jobs that largely involve routine, repetitive tasks. These trends pre-date COVID-19, but the disruption caused by the pandemic provides an opportunity to prepare for these challenges by implementing vocational training system reforms as part of the Build Back Better agenda. Reforms to vocational training systems will be crucial to ensuring middle-income countries respond appropriately to accelerating labour market changes. However, they should only form a limited part of that response and need to be integrated with a wide range of other policy measures. Vocational training reform will need to occur in the context of major reforms to basic education in order to ensure that all workers are equipped with the cross-cutting cognitive and socio-emotional skills they will require to perform hard-to-automate tasks and to be able to learn and adapt rapidly in a changing economy. Middle-income countries will also likely need to progressively expand social protection schemes in order to provide a safety net for workers that struggle to adapt to changing labour market requirements.
DA - 2021/02/23/
PY - 2021
DO - 10.19088/K4D.2021.082
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/16611
Y2 - 2022/12/18/18:15:11
ER -
TY - BLOG
TI - Realities of Remote Learning: Lessons from Initial Findings of an 8,000-Household Survey in Peru During COVID-19
AU - Hernandez-Agramonte, Juan Manuel
AU - Méndez, Carolina
AU - Näslund-Hadley, Emma
AU - Velarde, Luciana
T2 - Innovations for Poverty Action
AB - Most schools throughout Latin America have closed due to the COVID-19 pandemic. With the school closures, nearly 8 million Peruvian students, from preschool to high school, are stuck at home. Within a few weeks, the Ministry of Education (Minedu) developed the Aprendo en Casa (AeC) (meaning “Learn at Home”) strategy. Although the strategy has been designed with diverse users in mind, many have asked: How many students are actually using the AeC distance education program? What can we improve? In this context, Minedu's Office of Strategic Monitoring and Evaluation (OSEE), with the support of Innovations for Poverty Action (IPA) and the Inter-American Development Bank (IDB), designed a survey to learn about the experiences of school administrators, teachers, and parents with the program.
DA - 2020/06/22/T14:01:40-04:00
PY - 2020
LA - en
ST - Realities of Remote Learning
UR - https://www.poverty-action.org/blog/realities-remote-learning-lessons-initial-findings-8000-household-survey-peru-during-covid-19
Y2 - 2020/08/23/20:32:21
ER -
TY - JOUR
TI - Biometric applications in education
AU - Hernandez-de-Menendez, Marcela
AU - Morales-Menendez, Ruben
AU - Escobar, Carlos A.
AU - Arinez, Jorge
T2 - International Journal on Interactive Design and Manufacturing (IJIDeM)
AB - Educational institutions are acquiring novel technologies to help make their processes more efficient and services more attractive for both students and faculty. Biometric technology is one such example that has been implemented in educational institutions with excellent results. In addition to identifying students, access control, and personal data management, it has critical applications to improve the academic domain's teaching/learning processes. Identity management system, class attendance, e-evaluation, security, student motivations, and learning analytics are areas in which biometric technology is most heavily employed. A literature review is performed to present an overview of biometric technology applications for educational purposes, challenges that must overcome to implement biometric technology, and potentially foreshadowing trends effectively. The future seems promising for biometric technology; the biometric technology market is expected to reach a value of USD 94 billion by 2025 at a compound annual growth rate of 36%. New characteristics are under development for commercial applications, such as vascular pattern recognition, ear shape recognition, facial thermography, odor sensing, gait recognition, heartbeat authentication, brain waves, and human body bioacoustics. The biggest challenge this technology must overcome is security and privacy issues, which must be addressed to fully develop the technology to its full potential. It is desirable that this literature review can provide researchers with a sound vision of the potential that biometric technology will have in education.
DA - 2021/09/01/
PY - 2021
DO - 10.1007/s12008-021-00760-6
DP - Springer Link
VL - 15
IS - 2
SP - 365
EP - 380
J2 - Int J Interact Des Manuf
LA - en
SN - 1955-2505
UR - https://doi.org/10.1007/s12008-021-00760-6
Y2 - 2023/01/11/17:42:43
KW - Biometrics
KW - Educational innovation
KW - Final_citation
KW - Higher education
KW - State of the art
KW - anystyle
KW - existing
ER -
TY - JOUR
TI - A critical view on the suitability of machine learning techniques to downscale climate change projections: Illustration for temperature with a toy experiment
AU - Hernanz, Alfonso
AU - García‐Valero, Juan Andrés
AU - Domínguez, Marta
AU - Rodríguez‐Camino, Ernesto
T2 - Atmospheric Science Letters
AB - Abstract
Machine learning is a growing field of research with many applications. It provides a series of techniques able to solve complex nonlinear problems, and that has promoted their application for statistical downscaling. Intercomparison exercises with other classical methods have so far shown promising results. Nevertheless, many evaluation studies of statistical downscaling methods neglect the analysis of their extrapolation capability. In this study, we aim to make a wakeup call to the community about the potential risks of using machine learning for statistical downscaling of climate change projections. We present a set of three toy experiments, applying three commonly used machine learning algorithms, two different implementations of artificial neural networks and a support vector machine, to downscale daily maximum temperature, and comparing them with the classical multiple linear regression. We have tested the four methods in and out of their calibration range, and have found how the three machine learning techniques can perform poorly under extrapolation. Additionally, we have analysed the impact of this extrapolation issue depending on the degree of overlapping between the training and testing datasets, and we have found very different sensitivities for each method and specific implementation.
DA - 2022/06//
PY - 2022
DO - 10.1002/asl.1087
DP - DOI.org (Crossref)
VL - 23
IS - 6
SP - e1087
J2 - Atmospheric Science Letters
LA - en
SN - 1530-261X, 1530-261X
ST - A critical view on the suitability of machine learning techniques to downscale climate change projections
UR - https://rmets.onlinelibrary.wiley.com/doi/10.1002/asl.1087
Y2 - 2024/02/24/11:10:19
ER -
TY - JOUR
TI - Young children and tablets: A systematic review of effects on learning and development
AU - Herodotou, Christothea
T2 - Journal of Computer Assisted Learning
DA - 2018///
PY - 2018
DO - 10.1111/jcal.12220
DP - Google Scholar
VL - 34
IS - 1
SP - 1
EP - 9
ST - Young children and tablets
KW - __C:filed:1
KW - literature / systematic review
ER -
TY - JOUR
TI - Online Peer-Tutoring: A Renewed Impetus for Autonomous English Learning
AU - Herrera Bohórquez, Luis Ignacio
AU - Largo Rodríguez, José David
AU - Viáfara González, John Jairo
AU - Herrera Bohórquez, Luis Ignacio
AU - Largo Rodríguez, José David
AU - Viáfara González, John Jairo
T2 - How
DA - 2019/12//
PY - 2019
DO - 10.19183/how.26.2.503
DP - SciELO
VL - 26
IS - 2
SP - 13
EP - 31
LA - en
SN - 0120-5927
ST - Online Peer-Tutoring
UR - http://www.scielo.org.co/scielo.php?script=sci_abstract&pid=S0120-59272019000200013&lng=en&nrm=iso&tlng=en
Y2 - 2022/12/27/01:36:11
KW - Final_citation
KW - cited
KW - existing
ER -
TY - CONF
TI - Moving from an Instructivist to a Constructivist Multimedia Learning Environment
AU - Herrington, Jan
AU - Standen, Peter
T2 - EdMedia + Innovate Learning
AB - This paper describes the transformation of a multimedia program, designed to teach research skills to business students, from one based on an 'instructivist' model to one underpinned with a constructivist philosophy. The revised program uses the theory of situated learning as a framework for the instructional design, and introduces elements such as authentic context, an authentic activity, collaboration, and opportunities for articulation and reflection, into the learning environment.
DA - 1999///
PY - 1999
DP - www.learntechlib.org
SP - 132
EP - 137
LA - en
PB - Association for the Advancement of Computing in Education (AACE)
SN - 978-1-880094-35-8
UR - https://www.learntechlib.org/primary/p/17411/
Y2 - 2020/09/09/12:54:33
ER -
TY - JOUR
TI - Findings from a Mobile Tablet Project Implementation in Rural South Africa.
AU - Herselman, Marlien
AU - Botha, Adele
AU - Dlamini, Sifiso
AU - Marais, Mario
AU - Mahwai, Nare
T2 - International Association for Development of the Information Society
DA - 2019///
PY - 2019
DP - Google Scholar
KW - _C:Japan JPN
KW - _C:South Africa ZAF
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Learning technology and disability—Overcoming barriers to inclusion: Evidence from a multicountry study
AU - Hersh, Marion
AU - Mouroutsou, Stella
T2 - British Journal of Educational Technology
AB - The paper uses data from a 15-country study to discuss the factors which affect the use of information and communication technologies (ICT) and learning technologies by disabled people and consequently their access to education. Significant differences were found both between and within countries: income and language were the main factors affecting availability. Thus, the greatest availability was in the higher income English-speaking countries and the richer European countries. The main barriers to technology use included cost, lack of funding and lack of information. A particular disparity in technology access was found between the English-speaking European population and Aboriginal speakers of indigenous languages in Australia, with considerably greater access by the former than the latter group. A number of recommendations are presented to increase access to learning and assistive technologies by disabled people. They include encouragement for developers to produce free of charge (minority language) technologies, research on more effective provision of technologies and personal assistance, assistive technology centres in all learning institutions, simple funding mechanisms and a fund to support technology provision in poorer countries.
DA - 2019///
PY - 2019
DO - 10.1111/bjet.12737
DP - Wiley Online Library
VL - 50
IS - 6
SP - 3329
EP - 3344
LA - en
SN - 1467-8535
ST - Learning technology and disability—Overcoming barriers to inclusion
UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12737
Y2 - 2022/12/26/05:33:13
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Developing chatbot for academic record monitoring in higher education institution
AU - Heryandi, A.
T2 - IOP Conference Series: Materials Science and Engineering
AB - Monitoring academic records at a higher education institution is highly needed by both students and parents of students. Although the system is usually already available in the form of a web site, but it is still considered too complicated because it must involve a troublesome authentication process, especially for parents. Nowadays, chat applications have been very widely used by the community both young people and even the elderly. There are many chat applications that are widely used including WhatsApp, LINE, Telegram, and Facebook Messenger. The chat application provides an Application Programming Interface (API) service for sending or receiving messages. Therefore, the API can be used to create applications (chatbot) that will serve users in the form of chat. In this study, chatbot was built using the services of Telegram. This is because sending messages via Telegram is free. The information to be served is information about students' attendance at lectures, grades, and financial records. With this application, a college can provide facilities for students or parents of students to view academic records easily, cheaply, and can be accessed anytime. With this application, a college can provide facilities for students or parents of students to view academic records easily, cheaply, and can be accessed anytime.
DA - 2020///
PY - 2020
DO - 10.1088/1757-899X/879/1/012049
DP - Google Scholar
VL - 879
IS - 1
SP - 012049
J2 - IOP Conf. Ser.: Mater. Sci. Eng.
LA - en
SN - 1757-8981, 1757-899X
UR - https://iopscience.iop.org/article/10.1088/1757-899X/879/1/012049
ER -
TY - JOUR
TI - What works in girls' education: Evidence and policies from the developing world
AU - Herz, Barbara
AU - Sperling, Gene B.
DA - 2004///
PY - 2004
KW - ⛔ No DOI found
ER -
TY - THES
TI - Features of iPad language applications for speech-language therapy with children
AU - Heyman, Nikki
DA - 2017///
PY - 2017
DP - Google Scholar
M3 - PhD Thesis
KW - _C:Australia AUS
KW - _C:Austria AUT
KW - _C:Canada CAN
KW - _C:India IND
KW - _C:Japan JPN
KW - _C:New Zealand NZL
KW - _C:Portugal PRT
KW - _C:Singapore SGP
KW - _C:South Africa ZAF
KW - _C:Spain ESP
KW - _C:Switzerland CHE
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Student learning in Uganda: Textbook availability and other factors
AU - Heyneman, S.P.
AU - Jamison, D.T.
T2 - Comparative Education Review
DA - 1980///
PY - 1980
DO - 10.1086/446116
VL - 24
IS - 2
SP - 206
EP - 220
UR - https://doi.org/10.1086/446116.
ER -
TY - JOUR
TI - Textbooks in the Philippines: Evaluation of the pedagogical impact of a nationwide investment
AU - Heyneman, S.P.
AU - Jamison, D.T.
AU - Montenegro, X.
T2 - Educational Evaluation and Policy Analysis
DA - 1984///
PY - 1984
VL - 6
IS - 2
SP - 139
EP - 150
UR - http://epa.sagepub.com/cgi/doi/10.3102/0162373700600213.
KW - ❓ Multiple DOI
ER -
TY - JOUR
TI - Reforming teacher deployment in Indonesia
AU - Heyward, Mark
AU - Hadiwijaya, Aos Santosa
AU - Mahargianto
AU - Priyono, Edy
T2 - Journal of Development Effectiveness
AB - This paper reports on a mixed-method, multiple-site study of teacher deployment in Indonesian primary schools. Results from a sample of 23 districts were analysed at district and national level. Substantial disparities in teacher distribution were found in all districts, between schools, between sub-districts and between specialist subjects. Two main issues emerged: uneven teacher distribution and small schools. The study found that a policy research approach which addresses political and cultural, as well as technical, dimensions at sub-national level can succeed in improving teacher deployment where previous efforts have failed.
DA - 2017/04/03/
PY - 2017
DO - 10.1080/19439342.2017.1301978
DP - Taylor and Francis+NEJM
VL - 9
IS - 2
SP - 245
EP - 262
SN - 1943-9342
UR - https://doi.org/10.1080/19439342.2017.1301978
Y2 - 2021/03/07/18:08:31
KW - Comparative education
KW - _C:Australia AUS
KW - _C:India IND
KW - _C:Indonesia IDN
KW - _C:Pakistan PAK
KW - _C:Republic of Moldova MDA
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - decentralization
KW - educational administration
KW - educational policy
KW - teacher management
ER -
TY - RPRT
TI - Berufliche Hochschule Hamburg soll 2021 starten
AU - HIBB
CY - Hamburg
DA - 2019/11/06/
PY - 2019
PB - Pressestelle des Senats
ER -
TY - BOOK
TI - The Politics of Education in Developing Countries: From Schooling to Learning
A3 - Hickey, Sam
A3 - Hossain, Naomi
AB - Why have many developing countries that have succeeded in expanding access to education made such limited progress on improving learning outcomes? There is a growing recognition that the learning crisis constitutes a significant dimension of global inequality and also that educational outcomes in developing countries are shaped by political as well as socio-economic and other factors. The Politics of Education in Developing Countries focuses on how politics shapes the capacity and commitment of elites to tackle the learning crisis in six developing countries: Bangladesh, Cambodia, Ghana, Rwanda, South Africa, and Uganda.The problem of education quality is serious across the Global South. The Politics of Education in Developing Countries: From Schooling to Learning deploys a new conceptual framework-the domains of power approach-to show how the type of political settlement shapes the level of elite commitment and state capacity to improving learning outcomes. The domain of education is prone to being highly politicized, as it offers an important source of both rents and legitimacy to political elites, and can be central to paradigmatic elite ideas around nation-building and modernity. Of particular importance is the relative strength of coalitions pushing for access as against those focused on issues of higher quality education. This book concludes with a discussion of entry points and strategies for thinking and working politically in relation to education quality reforms and critical commentaries.
CY - Oxford, New York
DA - 2019/03/22/
PY - 2019
DP - Oxford University Press
SP - 256
PB - Oxford University Press
SN - 978-0-19-883568-4
ST - The Politics of Education in Developing Countries
ER -
TY - JOUR
TI - Vocational education voucher delivery and labor market returns: A randomized evaluation among Kenyan youth
AU - Hicks, Joan Hamory
AU - Kremer, Michael
AU - Mbiti, Isaac
AU - Miguel, Edward
DA - 2011///
PY - 2011
KW - -AB-Research
KW - CLL:en
KW - MaintenanceTag-AB-Research-previous
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Doing Research: A New Researcher’s Guide
AU - Hiebert, James
AU - Cai, Jinfa
AU - Hwang, Stephen
AU - Morris, Anne K
AU - Hohensee, Charles
T2 - Research in Mathematics Education
CY - Cham
DA - 2023///
PY - 2023
DP - DOI.org (Crossref)
LA - en
PB - Springer International Publishing
SN - 978-3-031-19077-3 978-3-031-19078-0
ST - Doing Research
UR - https://link.springer.com/10.1007/978-3-031-19078-0
Y2 - 2023/09/04/12:20:20
ER -
TY - CONF
TI - Intelligent assistants in higher-education environments: the FIT-EBot, a chatbot for administrative and learning support
AU - Hien, Ho Thao
AU - Cuong, Pham-Nguyen
AU - Nam, Le Nguyen Hoai
AU - Nhung, Ho Le Thi Kim
AU - Thang, Le Dinh
C3 - Proceedings of the ninth international symposium on information and communication technology
DA - 2018///
PY - 2018
DO - 10.1145/3287921.3287937
DP - Google Scholar
SP - 69
EP - 76
ST - Intelligent assistants in higher-education environments
ER -
TY - BOOK
TI - Cochrane Handbook for Systematic Reviews of Interventions
AU - Higgins, JPT
AU - Green, S
CY - Chichester, UK
DA - 2008///
PY - 2008
LA - en
PB - John Wiley & Sons, Ltd
ER -
TY - BOOK
TI - Cochrane Handbook for Systematic Reviews of Interventions
AU - Higgins, Julian P. T.
AU - Green, Sally
AB - Healthcare providers, consumers, researchers and policy makers are inundated with unmanageable amounts of information, including evidence from healthcare research. It has become impossible for all to have the time and resources to find, appraise and interpret this evidence and incorporate it into healthcare decisions. Cochrane Reviews respond to this challenge by identifying, appraising and synthesizing research-based evidence and presenting it in a standardized format, published in The Cochrane Library (www.thecochranelibrary.com). The Cochrane Handbook for Systematic Reviews of Interventions contains methodological guidance for the preparation and maintenance of Cochrane intervention reviews. Written in a clear and accessible format, it is the essential manual for all those preparing, maintaining and reading Cochrane reviews. Many of the principles and methods described here are appropriate for systematic reviews applied to other types of research and to systematic reviews of interventions undertaken by others. It is hoped therefore that this book will be invaluable to all those who want to understand the role of systematic reviews, critically appraise published reviews or perform reviews themselves. This title is also available as a mobile App from MedHand Mobile Libraries. Buy it now from Google Play or the MedHand Store.
DA - 2011/08/24/
PY - 2011
DP - Google Books
SP - 659
LA - en
PB - John Wiley & Sons
SN - 978-1-119-96479-7
UR - http://handbook-5-1.cochrane.org/
KW - Medical / General
ER -
TY - ELEC
TI - Cochrane Handbook for Systematic Reviews of Interventions: Eligibility criteria
AU - Higgins, Julian P. T.
AU - Thomas, James
AU - Chandler, Jacqueline
AU - Crumpston, Miranda
AU - Li, Tianjing
AU - Page, Matthew
AU - Welch, Vivan
DA - 2019///
PY - 2019
UR - https://handbook-5-1.cochrane.org/chapter_5/5_1_2_eligibility_criteria.htm
Y2 - 2020/08/24/11:08:45
ER -
TY - CHAP
TI - Chapter 10: Analysing data and undertaking meta-analyses
T2 - Cochrane Handbook for Systematic Reviews of Interventions
A2 - Deeks, JJ
A2 - Higgins, JPT
A2 - Altman, DG
C2 - Higgins, Julian
C2 - Thomas, James
DA - 2023///
PY - 2023
ET - 6.4
LA - en
PB - Cochrane Training
UR - https://training.cochrane.org/handbook/current
Y2 - 2023/11/02/21:30:22
ER -
TY - BOOK
TI - Cochrane Handbook for Systematic Reviews of Interventions
AU - Higgins, Julian
AU - Thomas, James
DA - 2023///
PY - 2023
ET - 6.4
LA - en
PB - Cochrane Training
UR - https://training.cochrane.org/handbook/current
Y2 - 2023/11/02/21:30:22
ER -
TY - JOUR
TI - The Sutton Trust-Education Endowment Foundation Teaching and Learning Toolkit.
AU - Higgins, S
AU - Katsipataki, M
AU - Kokotsaki, D
AU - Coleman, R
AU - Major, LE
AU - Coe, R
DA - 2013///
PY - 2013
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Reading at the Transition
AU - Higgins, Steve
AU - Katsipataki, Maria
AU - Coleman, Robbie
CY - London
DA - 2014///
PY - 2014
LA - English
M3 - Interim Evidence Brief
PB - Education Endowment Foundation
UR - https://educationendowmentfoundation.org.uk/public/files/Publications/EEF_Interim_Evidence_Brief_ReadingAtTheTransition.pdf
Y2 - 2020/11/24/00:00:00
KW - _Added to LR
KW - _T:reviewed
ER -
TY - JOUR
TI - The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation. Full Report.
AU - Higgins, Steven
AU - Xiao, ZhiMin
AU - Katsipataki, Maria
T2 - Education Endowment Foundation
DA - 2012///
PY - 2012
DP - Google Scholar
ST - The Impact of Digital Technology on Learning
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation. Full Report
AU - Higgins, Steven
AU - Xiao, ZhiMin
AU - Katsipataki, Maria
AB - The aim of this review is to present a synthesis of the evidence from meta-analysis about the impact of the use of digital technology in schools on children's attainment, or more widely the impact of digital technology on academic achievement. It is divided up into three main sections. The first sets out an overview of the wider research into the impact of technology on learning to set the context and the rationale for the value of this information. The next section reviews the evidence from meta-analysis and other quantitative syntheses of research into the impact of digital technology. A further section looks at trends in the use of digital technology and learning in the UK and internationally, to provide further context for the recommendations which follow. The purpose of this review is to identify implications for future investment in the use of digital technology for learning in schools. Digital technologies are now embedded in society. Focus has shifted from whether or not to use them in teaching and learning, to understanding which technologies can be used for what specific educational purposes and then to investigate how best they can be used and embedded across the range of educational contexts in schools.
DA - 2012/11//
PY - 2012
DP - ERIC
LA - en
PB - Education Endowment Foundation
ST - The Impact of Digital Technology on Learning
UR - https://eric.ed.gov/?id=ED612174
Y2 - 2023/10/26/14:11:20
KW - Academic Achievement
KW - Educational Research
KW - Educational Trends
KW - Foreign Countries
KW - Global Approach
KW - Influence of Technology
KW - Meta Analysis
KW - Technology Uses in Education
ER -
TY - JOUR
TI - Professional Development Research: Consensus, Crossroads, and Challenges
AU - Hill, Heather C.
AU - Beisiegel, Mary
AU - Jacob, Robin
T2 - Educational Researcher
AB - Commentaries regarding appropriate methods for researching professional development have been a frequent topic in recent issues of Educational Researcher as well as other venues. In this article, the authors extend this discussion by observing that randomized trials of specific professional development programs have not enhanced our knowledge of effective program characteristics, leaving practitioners without guidance with regard to best practices. In response, the authors propose that scholars should execute more rigorous comparisons of professional development designs at the initial stages of program development and use information derived from these studies to build a professional knowledge base. The authors illustrate with examples of both a proposed study and reviews of evidence on key questions in the literature.
DA - 2013/12/01/
PY - 2013
DO - 10.3102/0013189x13512674
DP - edr.sagepub.com
VL - 42
IS - 9
SP - 476
EP - 487
J2 - Educational Researcher
LA - en
SN - 0013-189X, 1935-102X
ST - Professional Development Research
UR - http://edr.sagepub.com/content/42/9/476
Y2 - 2016/03/26/14:40:30
KW - C:International
ER -
TY - BOOK
TI - Taming (ed)Tech: Why Children Stand to Lose in an Unregulated Digital Education
AU - Hillman, V.
CY - London
DA - forthcoming
PY - forthcoming
LA - en
PB - Bloomsbury Academic
KW - Final_citation
ER -
TY - RPRT
TI - Assessing the Strength of Evidence in the Education Sector
AU - Hinton, Dr Rachel
AU - Robinson, Mark
DA - 2015///
PY - 2015
DP - Zotero
SP - 52
LA - en
UR - https://reliefweb.int/sites/reliefweb.int/files/resources/BE2_Guidance_Note_ASE_final_2015-30-06f_.pdf
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Chatbot for education system
AU - Hiremath, Guruswami
AU - Hajare, Aishwarya
AU - Bhosale, Priyanka
AU - Nanaware, Rasika
AU - Wagh, K. S.
T2 - International Journal of Advance Research, Ideas and Innovations in Technology
DA - 2018///
PY - 2018
DP - Google Scholar
VL - 4
IS - 3
SP - 37
EP - 43
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Implementation research—the link gone missing
AU - Hjern, Benny
T2 - Journal of public policy
DA - 1982///
PY - 1982
DO - 10.1017/S0143814X00001975
DP - Google Scholar
VL - 2
IS - 3
SP - 301
EP - 308
ER -
TY - JOUR
TI - Implementation research as empirical constitutionalism
AU - Hjern, Benny
AU - Hull, Chris
T2 - European journal of political research
DA - 1982///
PY - 1982
DO - 10.1111/j.1475-6765.1982.tb00011.x
DP - Google Scholar
VL - 10
IS - 2
SP - 105
EP - 115
ER -
TY - JOUR
TI - How Research Affects Policy: Experimental Evidence from 2,150 Brazilian Municipalities.
AU - Hjort, Jonas
AU - Moreira, Diana
AU - Rao, Gautam
AU - Santini, Juan Francisco
T2 - National Bureau of Economic Research
DA - 2019///
PY - 2019
VL - 25941
UR - https://gautam-rao.com/pdf/HMRS.pdf
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Recognition of Prior Learning Implementation in Library and Information Science Schools in South Africa: A Literature Review
AU - Hlongwane, I
T2 - Africa Education Review
AB - This article reviews the literature on trends and practices of recognition of prior learning (RPL) in Africa and internationally with specific reference to some of the key elements of the RPL system, including; purpose; assessment methods; quality assurance; and legislative and regulatory frameworks. In addition, a theoretical foundation of RPL is discussed underpinned by the experiential learning theory principles with a brief description of other learning theories related to RPL. The article also discusses the trends and practices of RPL in African countries with an established RPL system. The key finding of the literature review was that there are different conceptions of RPL globally but which all have a similar purpose, that is, economic benefit. Africa has a different take on RPL. A portfolio of evidence is the most commonly used method of assessment both internationally and in Africa with an increased use of e-portfolios internationally. A variety of quality assurance methods are used which differ from country to country but are similar to the Council for Adult and Experiential Learning (CAEL) quality standards which have been in use for many decades in the United States (US) since the inception of RPL. There are discrepancies in terms of legislative and regulatory frameworks. Some countries in Africa and internationally have no formal legislative and regulatory frameworks for RPL despite providing RPL services for years or decades. South Africa and Mauritius boast standardised and regulated RPL systems as do other developed countries such as New Zealand.
DA - 2018///
PY - 2018
DO - 10.1080/18146627.2017.1353396
LA - en
UR - https://www.tandfonline.com/doi/abs/10.1080/18146627.2017.1353396?casa_token=mVqMsUJqt2YAAAAA:jSn5yM2sgdExKp_8cNVuEzuKlZFjAIbuAyhpV6np_bcff2UmjQ4m6qXW2VwJ9RwJOxIi7Zj3n3Cwbg
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - C:Mauritius
KW - C:Namibia
KW - C:Seychelles
KW - C:South Africa
KW - CA:AandC
KW - CL:de
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:Q
KW - CT:R
KW - CT:T
KW - F:learning
KW - Q:open learning
KW - R:literature review
KW - SpecialTopic:Library
KW - T:TVET
KW - publicImportV1
ER -
TY - JOUR
TI - Computer literacy among practical arts teachers in swaziland vocational schools
AU - Hlophe, Zanele F.
AU - Mindebele, CBS
T2 - Journal of Vocational Education and Training
AB - This article reports findings of a study conducted in Swaziland to determine computer literacy skills of teachers of agriculture, commerce, home economics and technical studies in 16 pilot vocational schools. These teachers are expected to teach the new vocationalised curriculum of the four subjects. Findings revealed that the teachers lacked the basic computer knowledge and skills needed in the newly vocationalised curriculum that was to be mounted in the year 2000 with the financial assistance (loan) from the African Development Bank. However, the teachers indicated a strong interest in taking computer technology courses. © 2001 Taylor & Francis Group, LLC.
DA - 2001///
PY - 2001
DO - 10.1080/13636820100200161
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - C:eSwatini
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:curriculum
KW - P:agriculture
KW - P:economy
KW - P:services
KW - P:teachers
KW - P:technology
KW - Q:educational technology
KW - T:TVET
KW - T:Training
KW - T:vocational school
KW - publicImportV1
ER -
TY - JOUR
TI - Tuned In to Student Success: Assessing the Impact of Interactive Radio Instruction for the Hardest-to-Reach.
AU - Ho, J.
AU - Thukral, H.
AU - Laflin, M.
T2 - Journal of Education
DA - 2009///
PY - 2009
SP - 34
EP - 51
UR - http://citeseerx.ist.psu.edu/viewdoc/download
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Tuned in to student access: assessing the impact of interactive radio instruction for the hardest-to-reach
AU - Ho, Jennifer
AU - Thukral, Hetal
DA - 2009/02//
PY - 2009
LA - EN
PB - Education Development Center
UR - https://www.edc.org/sites/default/files/uploads/Tuned-Student-Success.pdf
ER -
TY - DATA
TI - Survey on Vietnamese teachers’ perspectives during COVID-19
AU - Hoang, Anh-Duc
AU - Pham, Hiep-Hung
AU - Le, Quynh-Anh Thi
AU - Dinh, Viet-Hung
AU - Le, Thu-Trang Thi
AU - Nguyen, Yen-Chi
AB - This dataset was constructed by 294 Vietnamese teachers' perspectives on the teaching profession, as well as the support they received from differe...
DA - 2020/05/08/
PY - 2020
DP - dataverse.harvard.edu
LA - en
PB - Harvard Dataverse
UR - https://dataverse.harvard.edu/dataset.xhtml?persistentId=doi:10.7910/DVN/FOCPKH
Y2 - 2020/08/19/17:01:27
ER -
TY - RPRT
TI - Stand der Gleichstellung von Frauen und Männern in Deutschland
AU - Hobler, Dietmar
AU - Lott, Yvonne
AU - Pfahl, Svenja
AU - Buschoff, Karin
CY - Dresden
DA - 2020///
PY - 2020
M3 - WSI Report
SN - 56
ER -
TY - JOUR
TI - Using Smartphones as Experimental Tools—Effects on Interest, Curiosity, and Learning in Physics Education
AU - Hochberg, Katrin
AU - Kuhn, Jochen
AU - Müller, Andreas
T2 - Journal of Science Education and Technology
DA - 2018///
PY - 2018
DO - 10.1007/s10956-018-9731-7
DP - Google Scholar
SP - 1
EP - 19
KW - __C:filed:1
ER -
TY - JOUR
TI - Overcoming the challenges of using automated technologies for public health evidence synthesis
AU - Hocking, Lucy
AU - Parkinson, Sarah
AU - Adams, Avery
AU - Molding Nielsen, Emmanuel
AU - Ang, Cecilia
AU - De Carvalho Gomes, Helena
T2 - Eurosurveillance
AB - Many organisations struggle to keep pace with public health evidence due to the volume of published literature and length of time it takes to conduct literature reviews. New technologies that help automate parts of the evidence synthesis process can help conduct reviews more quickly and efficiently to better provide up-to-date evidence for public health decision making. To date, automated approaches have seldom been used in public health due to significant barriers to their adoption. In this Perspective, we reflect on the findings of a study exploring experiences of adopting automated technologies to conduct evidence reviews within the public health sector. The study, funded by the European Centre for Disease Prevention and Control, consisted of a literature review and qualitative data collection from public health organisations and researchers in the field. We specifically focus on outlining the challenges associated with the adoption of automated approaches and potential solutions and actions that can be taken to mitigate these. We explore these in relation to actions that can be taken by tool developers (e.g. improving tool performance and transparency), public health organisations (e.g. developing staff skills, encouraging collaboration) and funding bodies/the wider research system (e.g. researchers, funding bodies, academic publishers and scholarly journals).
DA - 2023/11/09/
PY - 2023
DO - 10.2807/1560-7917.ES.2023.28.45.2300183
DP - DOI.org (Crossref)
VL - 28
IS - 45
LA - en
SN - 1560-7917
UR - https://www.eurosurveillance.org/content/10.2807/1560-7917.ES.2023.28.45.2300183
Y2 - 2024/03/12/20:59:16
ER -
TY - JOUR
TI - Barriers to and facilitators of the inclusion of learners with special education needs: An appraisal of the education systems of the islands of the Eastern Caribbean
AU - Hodge, Carel Eulena
AU - Bennett, Cary
AU - Harrington, Ingrid
AU - Zafarullah, Habib M.
DA - 2017///
PY - 2017
DP - Google Scholar
SP - 321
LA - en
ST - Barriers to and facilitators of the inclusion of learners with special education needs
KW - _Added to LR
KW - _G:reviewed
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The difference between emergency remote teaching and online learning
AU - Hodges, Charles B.
AU - Moore, Stephanie
AU - Lockee, Barbara B.
AU - Trust, Torrey
AU - Bond, Mark Aaron
DA - 2020///
PY - 2020
DP - Google Scholar
UR - https://vtechworks.lib.vt.edu/handle/10919/104648
Y2 - 2024/02/29/11:21:09
KW - Final_citation
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Adoption and Impact of OER in the Global South - Chapter summaries
AU - Hodgkinson-Williams, Cheryl
AB - Education in the Global South faces several key interrelated challenges for which Open Educational Resources (OER) are seen to be part of the solution and against which use of OER might be evaluated. These challenges include: unequal access to education; variable quality of educational resources, teaching and student performance; and increasing cost and concern about the sustainability of education. The Research on Open Educational Resources for Development (ROER4D) project was a four-year research initiative to investigate in what ways and under what circumstances the adoption of OER could address the increasing demand for accessible, relevant, high quality and affordable education in the Global South. The project was comprised of 18 sub-projects, the findings from which are captured as chapters in the edited volume, Adoption and Impact of OER in the Global South. The summaries presented here provide an overview of chapters’ study contexts, methodological approaches, key findings and recommendations, as well as links to accompanying open datasets. Of the total 16 chapters, 12 are based on sub-project findings and four are synthesis and overview chapters. The chapters are organised into five main sections: Overview, South America, Sub-Saharan Africa, South and Southeast Asia, and Conclusion. Within these broader sections, chapters are presented in sequence according to whether the research addresses basic or higher education.
DA - 2018/03/12/
PY - 2018
DO - 10.5281/zenodo.1195881
DP - Zenodo
LA - eng
UR - https://zenodo.org/record/1195881
AN - 10.5281/zenodo.1195881;261495:4UTCGU44
Y2 - 2018/07/19/14:38:29
KW - adoption and impact of OER in the global south
KW - global south
KW - oep
KW - oer
KW - open educational practices
KW - open educational resources
KW - summaries
ER -
TY - BOOK
TI - Adoption And Impact Of Oer In The Global South
AU - Hodgkinson-Williams, Cheryl
AU - Arinto, Patricia
AB - Education in the Global South faces several key interrelated challenges, for which Open Educational Resources (OER) are seen to be part of the solution. These challenges include: unequal access to education; variable quality of educational resources, teaching, and student performance; and increasing cost and concern about the sustainability of education. The Research on Open Educational Resources for Development (ROER4D) project seeks to build on and contribute to the body of research on how OER can help to improve access, enhance quality and reduce the cost of education in the Global South. This volume examines aspects of educator and student adoption of OER and engagement in Open Educational Practices (OEP) in secondary and tertiary education as well as teacher professional development in 21 countries in South America, Sub-Saharan Africa and South and Southeast Asia. The ROER4D studies and syntheses presented here aim to help inform Open Education advocacy, policy, practice and research in developing countries.
DA - 2017/12/15/
PY - 2017
DP - DOI.org (Datacite)
LA - en
PB - Zenodo
UR - https://zenodo.org/record/1005330
Y2 - 2020/07/18/22:58:11
KW - Global South
KW - OEP
KW - OER
KW - Open Education
KW - Open Educational Practices
KW - Open Educational Resources
ER -
TY - RPRT
TI - Voices and Evidence from End-Users of the GLTV and GLRRP Remote Learning Programme in Ghana: Insights for inclusive policy and programming
AU - Hodor, Raymond
AU - Owusu, Ernest Adu
AU - Ofori-Davis, Lucy
AU - Afram, Alexander
AU - Sefa-Nyarko, Clement
DA - 2021/11/01/
PY - 2021
LA - en
PB - EdTech Hub
ST - Voices and Evidence from End-Users of the GLTV and GLRRP Remote Learning Programme in Ghana
KW - Final_citation
KW - cited
KW - existing
ER -
TY - GEN
TI - Training Compute-Optimal Large Language Models
AU - Hoffmann, Jordan
AU - Borgeaud, Sebastian
AU - Mensch, Arthur
AU - Buchatskaya, Elena
AU - Cai, Trevor
AU - Rutherford, Eliza
AU - Casas, Diego de Las
AU - Hendricks, Lisa Anne
AU - Welbl, Johannes
AU - Clark, Aidan
AU - Hennigan, Tom
AU - Noland, Eric
AU - Millican, Katie
AU - Driessche, George van den
AU - Damoc, Bogdan
AU - Guy, Aurelia
AU - Osindero, Simon
AU - Simonyan, Karen
AU - Elsen, Erich
AU - Rae, Jack W.
AU - Vinyals, Oriol
AU - Sifre, Laurent
AB - We investigate the optimal model size and number of tokens for training a transformer language model under a given compute budget. We find that current large language models are significantly undertrained, a consequence of the recent focus on scaling language models whilst keeping the amount of training data constant. By training over 400 language models ranging from 70 million to over 16 billion parameters on 5 to 500 billion tokens, we find that for compute-optimal training, the model size and the number of training tokens should be scaled equally: for every doubling of model size the number of training tokens should also be doubled. We test this hypothesis by training a predicted compute-optimal model, Chinchilla, that uses the same compute budget as Gopher but with 70B parameters and 4$\times$ more more data. Chinchilla uniformly and significantly outperforms Gopher (280B), GPT-3 (175B), Jurassic-1 (178B), and Megatron-Turing NLG (530B) on a large range of downstream evaluation tasks. This also means that Chinchilla uses substantially less compute for fine-tuning and inference, greatly facilitating downstream usage. As a highlight, Chinchilla reaches a state-of-the-art average accuracy of 67.5% on the MMLU benchmark, greater than a 7% improvement over Gopher.
DA - 2022/03/29/
PY - 2022
DO - 10.48550/arXiv.2203.15556
DP - arXiv.org
PB - arXiv
UR - http://arxiv.org/abs/2203.15556
Y2 - 2024/02/24/17:41:43
KW - Computer Science - Computation and Language
KW - Computer Science - Machine Learning
ER -
TY - JOUR
TI - Dialogue, Teachers and Professional Development
AU - Hofmann, Riikka
T2 - The Routledge International Handbook of Research on Dialogic Education
DA - 2019///
PY - 2019
DO - 10.4324/9780429441677-18
DP - Google Scholar
SP - 213
KW - __C:filed:1
ER -
TY - CHAP
TI - Leading professional change through research (ing): Conceptual tools for professional practice and research
AU - Hofmann, Riikka
T2 - Transformative Doctoral Research Practices for Professionals
DA - 2016///
PY - 2016
DP - Google Scholar
SP - 141
EP - 154
PB - Brill Sense
ST - Leading professional change through research (ing)
KW - __C:filed:1
ER -
TY - JOUR
TI - Professional development in clinical leadership: Evaluation of the chief residents clinical leadership and management programme
AU - Hofmann, Riikka
AU - Vermunt, Jan D.
T2 - Faculty of Education, University of Cambridge Working Paper
DA - 2017///
PY - 2017
DP - Google Scholar
VL - 12
SP - 2017
ST - Professional development in clinical leadership
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Engaging Teachers in Dialogic Teaching as a Way to Promote Cultural Literacy Learning: A Reflection on Teacher Professional Development
AU - Hofmann, Riikka
AU - Vrikki, Maria
AU - Evagorou, Maria
T2 - Dialogue for Intercultural Understanding
A2 - Maine, Fiona
A2 - Vrikki, Maria
AB - Abstract
Effective teacher professional development (PD) is an important part of successfully implementing educational innovations. However, research has shown that not all PD is effective, largely because it has not been developed based on theoretical understandings around teacher professional learning, such as reflective practice, teacher collaboration and teacher agency and inquiry. This chapter concerns the PD program developed as part of the DIALLS project. The chapter places particular emphasis on the ways in which the PD program was informed by the literature on teacher professional learning and effective features of PD, as well as the literature on promoting dialogic pedagogy.
CY - Cham
DA - 2021///
PY - 2021
DP - DOI.org (Crossref)
SP - 135
EP - 148
LA - en
PB - Springer International Publishing
SN - 978-3-030-71777-3 978-3-030-71778-0
ST - Engaging Teachers in Dialogic Teaching as a Way to Promote Cultural Literacy Learning
UR - http://link.springer.com/10.1007/978-3-030-71778-0_10
Y2 - 2021/05/08/09:32:44
ER -
TY - SLIDE
TI - Vocational skills formation in the informal economy in Tanzania
A2 - Höjlund, Gunilla
CY - Johannesburg
DA - 2013///
PY - 2013
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - publicImportV1
ER -
TY - ELEC
TI - Capturing cost data: a first-mile problem
AU - Holla, Alaka
AB - Before we bought our house, my husband and I knew the price. The real estate agent wasn’t allowed to give us a back-of-the-envelope estimate right at the end of the process. She wasn't allowed to just declare that the house was low cost, affordable, or sustainable for our budget. We ...
DA - 2019/04/29/
PY - 2019
LA - en
ST - Capturing cost data
UR - https://blogs.worldbank.org/impactevaluations/capturing-cost-data-first-mile-problem
Y2 - 2022/12/06/22:15:49
ER -
TY - RPRT
TI - EdTech Decision-making in Higher Education
AU - Hollands, Fiona M.
AU - Escueta, Maya
DA - 2017///
PY - 2017
KW - Stefanie
ER -
TY - RPRT
TI - Education Technology Map: Guidance Document
AU - Hollow, D.
AU - Muyoya, C.
AU - Brugha, M.
DA - 2016///
PY - 2016
LA - en
PB - Jigsaw Consult
ST - Education Technology Map
KW - Final_citation
KW - cited
KW - existing
ER -
TY - BOOK
TI - Keeping a personal-professional journal
AU - Holly, Mary Louise
T2 - School-based professional development.
CY - Victoria, Australia
DA - 1987///
PY - 1987
ET - Rev. ed.
PB - Deakin University Press
KW - CitedIn:OER4Schools-2012-HHH1
KW - CitedIn:OER4Schools-HHH3-A
KW - CitedIn:OER4Schools-HHH3-A-PREVIOUS
ER -
TY - BLOG
TI - Introducing the 2023 Post Growth Fellows
AU - Holmes, Natalie
T2 - Post Growth Perspectives
AB - Influential researchers, thought leaders, activists, artists, and entrepreneurs from a range of backgrounds, fields, and cultures.
DA - 2023/02/15/T19:39:17.501Z
PY - 2023
LA - en
UR - https://medium.com/postgrowth/introducing-the-2023-post-growth-fellows-8ba3caf26478
Y2 - 2023/02/15/19:42:48
ER -
TY - BOOK
TI - Artificial intelligence and education: a critical view through the lens of human rights, democracy and the rule of law
AU - Holmes, Wayne
AU - Persson, Jen
AU - Chounta, Irene-Angelica
AU - Wasson, Barbara
AU - Dimitrova, Vania
AB - The aim of this book is to provide a holistic view to ensure that AI empowers educators and learners, not over-empowers them, and that future developments and practices are truly for the common good. Artificial intelligence (Al) is increasingly having an impact on education, bringing opportunities as well as numerous challenges. These observations were noted by the Council of Europe’s Committee of Ministers in 2019 and led to the commissioning of this report, which sets out to examine the connections between Al and education (AI&ED). In particular, the report presents an overview of AI&ED seen through the lens of the Council of Europe values of human rights, democracy and the rule of law; and it provides a critical analysis of the academic evidence and the myths and hype. The Covid-19 pandemic school shutdowns triggered a rushed adoption of educational technology, which increasingly includes AI-assisted classrooms tools (AIED). This AIED, which by definition is designed to influence child development, also impacts on critical issues such as privacy, agency and human dignity – all of which are yet to be fully explored and addressed. But AI&ED is not only about teaching and learning with AI, but also teaching and learning about AI (AI literacy), addressing both the technological dimension and the often-forgotten human dimension of AI. The report concludes with a provisional needs analysis – the aim being to stimulate further critical debate by the Council of Europe’s member states and other stakeholders and to ensure that education systems respond both proactively and effectively to the numerous opportunities and challenges introduced by AI&ED
CY - Strasbourg
DA - 2022///
PY - 2022
DP - K10plus ISBN
SP - 108
LA - en
PB - Council of Europe
SN - 978-92-871-9236-3
ST - Artificial intelligence and education
ER -
TY - JOUR
TI - Ethics of AI in Education: Towards a Community-Wide Framework
AU - Holmes, Wayne
AU - Porayska-Pomsta, Kaska
AU - Holstein, Ken
AU - Sutherland, Emma
AU - Baker, Toby
AU - Shum, Simon Buckingham
AU - Santos, Olga C.
AU - Rodrigo, Mercedes T.
AU - Cukurova, Mutlu
AU - Bittencourt, Ig Ibert
AU - Koedinger, Kenneth R.
T2 - International Journal of Artificial Intelligence in Education
AB - While Artificial Intelligence in Education (AIED) research has at its core the desire to support student learning, experience from other AI domains suggest that such ethical intentions are not by themselves sufficient. There is also the need to consider explicitly issues such as fairness, accountability, transparency, bias, autonomy, agency, and inclusion. At a more general level, there is also a need to differentiate between doing ethical things and doing things ethically, to understand and to make pedagogical choices that are ethical, and to account for the ever-present possibility of unintended consequences. However, addressing these and related questions is far from trivial. As a first step towards addressing this critical gap, we invited 60 of the AIED community’s leading researchers to respond to a survey of questions about ethics and the application of AI in educational contexts. In this paper, we first introduce issues around the ethics of AI in education. Next, we summarise the contributions of the 17 respondents, and discuss the complex issues that they raised. Specific outcomes include the recognition that most AIED researchers are not trained to tackle the emerging ethical questions. A well-designed framework for engaging with ethics of AIED that combined a multidisciplinary approach and a set of robust guidelines seems vital in this context.
DA - 2022/09/01/
PY - 2022
DO - 10.1007/s40593-021-00239-1
DP - Springer Link
VL - 32
IS - 3
SP - 504
EP - 526
J2 - Int J Artif Intell Educ
LA - en
SN - 1560-4306
ST - Ethics of AI in Education
UR - https://doi.org/10.1007/s40593-021-00239-1
Y2 - 2023/01/20/22:59:43
KW - Final_citation
KW - anystyle
KW - existing
ER -
TY - JOUR
TI - State of the art and practice in AI in education
AU - Holmes, Wayne
AU - Tuomi, Ilkka
T2 - European Journal of Education
AB - Recent developments in Artificial Intelligence (AI) have generated great expectations for the future impact of AI in education and learning (AIED). Often these expectations have been based on misunderstanding current technical possibilities, lack of knowledge about state-of-the-art AI in education, and exceedingly narrow views on the functions of education in society. In this article, we provide a review of existing AI systems in education and their pedagogic and educational assumptions. We develop a typology of AIED systems and describe different ways of using AI in education and learning, show how these are grounded in different interpretations of what AI and education is or could be, and discuss some potential roadblocks on the AIED highway.
DA - 2022///
PY - 2022
DO - 10.1111/ejed.12533
DP - Wiley Online Library
VL - 57
IS - 4
SP - 542
EP - 570
LA - en
SN - 1465-3435
UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/ejed.12533
Y2 - 2023/01/11/21:37:00
KW - Final_citation
KW - anystyle
KW - existing
ER -
TY - SLIDE
A2 - Holon IQ
DA - 2022///
PY - 2022
ER -
TY - ELEC
TI - Multiple Agency Coordination in Emergency Response
AU - Holsberg, Melissa
AB - When establishing, exercising, and implementing emergency plans, coordinating with response participants will improve implementation of plans.
DA - 2012///
PY - 2012
LA - en-us
UR - https://www.emergency-response-planning.com/blog/bid/53883/multiple-agency-coordination-in-emergency-response
Y2 - 2020/07/27/09:11:03
ER -
TY - BOOK
TI - The active interview
AU - Holstein, James A.
AU - Gubrium, Jaber F.
T2 - Qualitative research methods, Vol. 37.
AB - "The Active Interview" takes a constructionist perspective on the interviewing process and interview products [in ethnographic research]. To Holstein and Gubrium, interviews are social productions. With this orientation, respondents are better seen as narrators or storytellers, and ethnographers are cast as participants in the process. Working together, the interviewer and narrator actively construct a story and its meaning. Interviewing, then, is inherently collaborative and problematic. —PP [This volume] provides a vocabulary that helps us to think about . . . the interactive aspects of interviews.
CY - Thousand Oaks, CA, US
DA - 1995///
PY - 1995
DP - APA PsycNET
VL - vii
SP - 85
PB - Sage Publications, Inc
SN - 0-8039-5894-3 (Hardcover); 0-8039-5895-1 (Paperback)
KW - *Ethnography
KW - *Interviewing
KW - *Methodology
KW - CitedIn:OER4Schools-2012-HHH1
KW - CitedIn:OER4Schools-HHH3-A
KW - CitedIn:OER4Schools-HHH3-A-PREVIOUS
KW - Constructivism
KW - Interpersonal Interaction
ER -
TY - JOUR
TI - Interactive machine learning for health informatics: when do we need the human-in-the-loop?
AU - Holzinger, A.
T2 - Brain Informatics
DA - 2016///
PY - 2016
DO - 10.1007/s40708-016-0042-6
VL - 3
IS - 2
SP - 119
EP - 131
LA - en
ER -
TY - JOUR
TI - How Outdoor Trees Affect Indoor Particulate Matter Dispersion: CFD Simulations in a Naturally Ventilated Auditorium
AU - Hong, Bo
AU - Qin, Hongqiao
AU - Jiang, Runsheng
AU - Xu, Min
AU - Niu, Jiaqi
T2 - International Journal of Environmental Research and Public Health
AB - This study used computational fluid dynamics (CFD) models, coupling with a standard k-ε model based on the Reynolds-averaged Navier-Stokes (RANS) approach and a revised generalized drift flux model, to investigate effects of outdoor trees on indoor PM1.0, PM2.5, and PM10 dispersion in a naturally ventilated auditorium. Crown volume coverage (CVC) was introduced to quantify outdoor trees. Simulations were performed on various CVCs, oncoming wind velocities and window opening sizes (wall porosities were 3.5 and 7.0%, respectively, for half and fully opened windows). The results were as follows: (1) A vortex formed inside the auditorium in the baseline scenario, and the airflow recirculation created a well-mixed zone with little variation in particle concentrations. There was a noticeable decrease in indoor PM10 with the increasing distance from the inlet boundary due to turbulent diffusion. (2) Assuming that pollution sources were diluted through the inlet, average indoor particle concentrations rose exponentially with increasing oncoming wind speed. PM10 changed most significantly due to turbulent diffusion and surface deposition reduction intensified by the increased wind velocity. (3) Increasing the window opening improved indoor cross-ventilation, thus reducing indoor particle concentrations. (4) When 2.87 m3/m2 ≤ CVC ≤ 4.73 m3/m2, indoor PM2.5 could meet requirements of the World Health Organization’s air quality guidelines (IT-3) for 24-hour mean concentrations; and (5) average indoor particle concentrations had positive correlations with natural ventilation rates (R2 = 0.9085, 0.961, 0.9683 for PM1.0, PM2.5, and PM10, respectively, when the wall porosity was 3.5%; R2 = 0.9158, 0.9734, 0.976 for PM1.0, PM2.5, and PM10, respectively, when the wall porosity was 7.0%).
DA - 2018/12//
PY - 2018
DO - 10.3390/ijerph15122862
DP - PubMed Central
VL - 15
IS - 12
SP - 2862
J2 - Int J Environ Res Public Health
SN - 1661-7827
ST - How Outdoor Trees Affect Indoor Particulate Matter Dispersion
UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6313354/
Y2 - 2024/03/08/16:48:38
ER -
TY - GEN
TI - Mixed methods appraisal tool (MMAT), version 2018 user guide
AU - Hong, Q.N.
AU - Pluye, P.
AU - Fabregues, S.
AU - Bartlett, G.
AU - Boardman, F.
AU - Cargo, M.
AU - Dagenais, P.
AU - Gagnon, M-P.
AU - Griffiths, F.
AU - Nicolau, B.
AU - O'Cathain, A.
AU - Rousseau, M-C.
AU - Vedel, I.
DA - 2018///
PY - 2018
PB - McGill University Department of Family Medicine
UR - http://mixedmethodsappraisaltoolpublic.pbworks.com/w/file/fetch/127916259/MMAT_2018_criteria-manual_2018-08-01_ENG.pdf
Y2 - 2019/12/12/15:40:38
KW - ___working_potential_duplicate
ER -
TY - RPRT
TI - Migration, Education & Development: Databases and Bibliography. Annex G to “Dutch labour market shortages and potential labour supply from Africa and the Middle East”
AU - Hoog, Tycho van der
AU - Dietz, Ton
AU - Düvell, Franck
CY - Amsterdam
DA - 2018/11/23/
PY - 2018
DP - Google Scholar
M3 - SEO Report
PB - African Studies Centre Leiden
SN - 2019-24
ST - Migration, education & development
UR - https://scholarlypublications.universiteitleiden.nl/access/item%3A3075144/view
Y2 - 2022/04/18/11:20:45
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Impact of e-Learning Technology and Activity-Based Learning on Learning Outcomes: Experimental Evidence from Community Schools in Rural Zambia
AU - Hoop, Thomas
AU - Ring, Hannah
AU - Siwach, Garima
AU - Dias, Paula
AU - Tembo, Gelson
AU - Rothbard, Victoria
AU - Toungui, Anaïs
AB - We present experimental evidence on the impact of a multi-faceted program that integrates technology into education, provides ongoing teacher training and professional development, includes community ownership, and offers free primary education. Our setting is three districts in relatively impoverished areas of rural Zambia, where we randomly assigned the program across 30 treatment and 33 control schools. We compared all children who were eligible to enroll in first grade living near the 30 treatment schools with eligible children who lived near the 33 control schools 14 months after the program start. The results show that the program, on average, increased early grade reading scores with 0.40 standard deviations or 3.5 percentage points, early grade math scores with 0.22 standard deviations or 4.9 percentage points, the Zambian achievement test scores with 0.16 standard deviations or 3.1 percentage points, and oral vocabulary scores with 0.25 standard deviations or 6.0 percentage points for all children who were eligible to enroll in first grade during the baseline survey. Treatment Effects on the Treated showed substantially larger impacts on test scores of students who enrolled in Grade 1 (ranging from 0.26 to 0.68 standard deviations) and students who regularly attended the schools in Grade 1 (ranging from 0.32 to 0.83 standard deviations). Mixed-methods evidence suggested the positive effects were primarily driven by increase in school enrolment, improvements in the quality of education, increases in school attendance for both teachers and children, and strong fidelity of program implementation. Our results indicate that well-designed multi-faceted technology-aided instruction programs can improve learning outcomes even in the poorest areas of rural sub-Saharan Africa.
DA - 2020/03/25/
PY - 2020
DP - ResearchGate
ST - Impact of e-Learning Technology and Activity-Based Learning on Learning Outcomes
ER -
TY - JOUR
TI - Impact of Technology-Aided Activity-Based Learning Approaches on Learning Outcomes: Experimental Evidence from Community Schools in Rural Zambia
AU - Hoop, Thomas
AU - Ring, Hannah
AU - Siwach, Garima
AU - Dias, Paula
AU - Tembo, Gelson
AU - Rothbard, Victoria
AU - Toungui, Anaïs
T2 - Journal of Research on Educational Effectiveness
DA - 2023/10/20/
PY - 2023
DO - 10.1080/19345747.2023.2268072
DP - ResearchGate
SP - 1
EP - 38
J2 - Journal of Research on Educational Effectiveness
ST - Impact of Technology-Aided Activity-Based Learning Approaches on Learning Outcomes
ER -
TY - CHAP
TI - Chapter 12: Considerations in Costing ODL and ICTs in TVET
AU - Hoosen, S
AU - Butcher, N
T2 - Using ICTs and Blended Learning in Transforming TVET
A2 - Lachem, C
DA - 2017///
PY - 2017
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - C:Botswana
KW - C:Namibia
KW - C:South Africa
KW - C:Zambia
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:Q
KW - CT:T
KW - Q:OER
KW - T:TVET
KW - publicImportV1
ER -
TY - BOOK
TI - African political economy: contemporary issues in development
AU - Hope, Kempe Ronald
DA - 2016///
PY - 2016
DP - Open WorldCat
LA - English
SN - 978-1-315-47947-7 978-1-315-47948-4 978-1-315-47946-0 978-1-315-47949-1
ST - African political economy
UR - https://www.taylorfrancis.com/books/9781315479491
Y2 - 2022/04/17/09:52:16
ER -
TY - BOOK
TI - Mathematical Thinking in the lower secondary school
AU - Hopkins, C
AU - Mostert, I
AU - Anghileri,, J.
AU - AIMSSEC
AB - This book is for teachers and educators who want to develop their maths teaching skills where English is the language of instruction. It has been written by the international group of educators based at AIMSSEC, The African Institute for Mathematical Sciences Schools Enrichment Centre. The book provides practical classroom activities underpinned by sound pedagogy and recent research findings. The activities are designed for teachers working alone or in ‘self-help’ teachers’ workshops. They are designed to develop mathematical thinking and offer immediate practical tools to help deliver this approach. All of the content in the book has been trialled by teachers around the world and is written by experienced maths teachers and subject matter experts, so you can be confident that the tools can be used to help deliver successful teaching and learning in your classroom, wherever you might be in the world. This book: provides practical support for mathematics teachers in the 11-15 lower secondary classroom, includes activities that exemplify ways of teaching and learning the most important parts of any national curriculum, and offer material that is universally relevant is written by an experienced international writing team, all of whom have worked as teacher educators in more than one country. Focuses on problem solving activities and identifying powerful ways of approaching the curriculum. Offers teachers ideas for introducing mathematical concepts through enquiry based learning draws on the activities on the NRICH website (www.nrich.maths.org) which has been built up over the last eighteen years.
DA - 2016///
PY - 2016
PB - Cambridge University Press
SN - 978-1-316-50362-1
UR - https://www.cambridge.org/za/education/subject/mathematics/aimssec-maths-teacher-support-series/aimssec-maths-teacher-support-series-mathematical-thinking-lower-secondary-classroom?isbn=9781316503621
ER -
TY - JOUR
TI - School and system improvement: A narrative state-of-the-art review
AU - Hopkins, David
AU - Stringfield, Sam
AU - Harris, Alma
AU - Stoll, Louise
AU - Mackay, Tony
T2 - School Effectiveness and School Improvement
DA - 2014///
PY - 2014
DO - 10.1080/09243453.2014.885452
DP - Google Scholar
VL - 25
IS - 2
SP - 257
EP - 281
ST - School and system improvement
ER -
TY - BOOK
TI - Post-Primary Education in Africa: Challenges and Approaches for Expanding Learning Opportunities.
AU - Hoppers, W
CY - Tunisia
DA - 2009///
PY - 2009
PB - Association for the Development of Education in Africa
UR - https://reliefweb.int/sites/reliefweb.int/files/resources/C3D18352323FC4EC492577F200054B48-Full_Report.pdf
ER -
TY - JOUR
TI - Teaching Replays, Teaching Rehearsals and Re-Visions of practice: Learning from colleagues in a mathematics teacher community
AU - Horn, I
T2 - Teachers College Record: The Voice of Scholarship in Education
DA - 2010///
PY - 2010
DO - 10.1177/016146811011200109
UR - http://www.tcrecord.org/Content.asp?ContentId=15820
ER -
TY - NEWS
TI - Motor emissions could have fallen by over 30% without SUV trend, report says
AU - Horton, Helena
AU - reporter, Helena Horton Environment
T2 - The Guardian
AB - Global fall averaged 4.2% between 2010 and 2022 but would have been far more if vehicle sizes stayed same
DA - 2023/11/24/T11:25:49.000Z
PY - 2023
DP - The Guardian
LA - en-GB
SE - Environment
SN - 0261-3077
UR - https://www.theguardian.com/environment/2023/nov/24/motor-emissions-could-have-fallen-without-suv-trend-report
Y2 - 2023/11/24/22:24:31
KW - Automotive emissions
KW - Automotive industry
KW - Business
KW - Carbon footprints
KW - Environment
KW - Greenhouse gas emissions
KW - Motoring
KW - Pollution
KW - World news
ER -
TY - JOUR
TI - Connecting the dots between PubMed abstracts
AU - Hossain, M.S.
AU - Gresock, J.
AU - Edmonds, Y.
T2 - PLoS One
DA - 2012///
PY - 2012
DO - 10.1371/journal.pone.0029509
VL - 7
IS - 1
SP - 1
EP - 23
LA - en
ER -
TY - JOUR
TI - Digital divides in education. An analysis of the Romanian public discourse on distance and online education during the COVID-19 pandemic
AU - Hosszu, Alexandra
AU - Rughiniș, Cosima
T2 - Sociologie Românească
DA - 2020///
PY - 2020
DO - 10.33788/sr.18.2.1
DP - Google Scholar
VL - 18
IS - 2
SP - 11
EP - 39
ER -
TY - BOOK
TI - Symbiosis: The Curriculum and the Classroom
AU - Howard, Kat
AU - Hill, Claire
AB - When the teaching profession places the curriculum at the heart of what it does, transformative change can take place. Curriculum reform is now at the forefront of every school agenda; in spite of this, there is a danger that its message may become lost in translation. When curricular change is poorly implemented, teachers experience a complete detachment from their sense of purpose, autonomy, and capacity to become curriculum designers of the future. Employing an astute blend of theory and practice, Claire Hill and Kat Howard offer a methodical approach to designing and delivering a curriculum, to ensure that all feel part of a collective curricular journey. At a time when work on the curriculum can be politicised, monetised and overcomplicated, Symbiosis: The Curriculum and the Classroom provides a series of practical strategies for curriculum designers at every level, in order to not only keep and develop the skilled and professional teachers desperately needed in schools, but also to provide a world-class curriculum to students.
CY - Melton, Woodbridge
DA - 2020/09/19/
PY - 2020
DP - Amazon
SP - 130
LA - English
PB - John Catt
SN - 978-1-913622-08-4
ST - Symbiosis
ER -
TY - JOUR
TI - App clusters: Exploring patterns of multiple app use in primary learning contexts
AU - Howard, Sarah K.
AU - Yang, Jie
AU - Ma, Jun
AU - Maton, Karl
AU - Rennie, Ellie
T2 - Computers & Education
DA - 2018///
PY - 2018
DO - 10.1016/j.compedu.2018.08.021
DP - Google Scholar
VL - 127
SP - 154
EP - 164
ST - App clusters
KW - __C:filed:1
ER -
TY - JOUR
TI - A rationale for reconfiguring tertiary education in Montserrat & the OECS to meet the life-long learning challenges of the twentyfirst century
AU - Howe, G.
AU - Cassell, DAPHNE
T2 - Retrieved October
DA - 2004///
PY - 2004
DP - Google Scholar
VL - 8
SP - 2007
KW - _C:Antigua and Barbuda ATG
KW - _C:Bahamas BHS
KW - _C:Barbados BRB
KW - _C:Belize BLZ
KW - _C:Brazil BRA
KW - _C:Dominica DMA
KW - _C:France FRA
KW - _C:Guyana GUY
KW - _C:Haiti HTI
KW - _C:India IND
KW - _C:Jamaica JAM
KW - _C:Saint Kitts and Nevis KNA
KW - _C:Saint Lucia LCA
KW - _C:Saint Vincent and the Grenadines VCT
KW - _C:Spain ESP
KW - _C:Trinidad and Tobago TTO
KW - _C:Turkey TUR
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Local community training and education in southern Tanzania—a case study
AU - Howe, Vicki
T2 - Marine Policy
AB - Abstract Local coastal communities are highly dependent upon the marine environment not only for protein but also as a primary source of income. In addition, there are growing economic opportunities offered within the coastal zone. As populations increase in these areas there is an increasing demand on coastal resources. This in turn requires effective management initiatives at regional, national and local levels.The Marine Education and Training Programme in Mtwara, southern Tanzania was a small scale capacity building project that incorporated two elements; a primary schools field day education programme and a marine coastal resources course for fishermen and women from the Mtwara District. The programme ran for a period of 1year and during that time 14 schools, 198 children, 34 fishermen, 2 women and 14 villages participated. Results from preliminary evaluation indicated that such education is not only welcome by the local government offices, teachers, village chairmen and fishermen as an expansion of the knowledge base, but is also an important and valuable stepping stone for the local communities to become active in issues regarding the management of coastal resources.
DA - 2001///
PY - 2001
DO - 10.1016/s0308-597x(01)00029-x
LA - en
UR - https://www.sciencedirect.com/science/article/pii/S0308597X0100029X
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:East Africa
KW - C:Tanzania
KW - CA:AandC
KW - CCZ:Tanzania
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - F:women
KW - P:economy
KW - P:environment
KW - P:teachers
KW - R:case study
KW - R:evaluation
KW - T:Training
KW - Z:Capacity building
KW - Z:East Africa
KW - Z:Local community
KW - Z:Marine environmental education
KW - publicImportV1
ER -
TY - JOUR
TI - Language and other background factors affecting secondary pupils' performance in Mathematics in South Africa
AU - Howie, Sarah J.
T2 - African Journal of Research in Mathematics, Science and Technology Education
DA - 2003/01//
PY - 2003
DO - 10.1080/10288457.2003.10740545
DP - DOI.org (Crossref)
VL - 7
IS - 1
SP - 1
EP - 20
J2 - African Journal of Research in Mathematics, Science and Technology Education
LA - en
SN - 1811-7295, 2469-7656
UR - https://www.tandfonline.com/doi/full/10.1080/10288457.2003.10740545
Y2 - 2020/04/28/12:26:13
ER -
TY - CONF
TI - Style & topic language model adaptation using HMM-LDA
AU - Hsu, Bo-June Paul
AU - Glass, James
C3 - Proceedings of the 2006 Conference on Empirical Methods in Natural Language Processing
DA - 2006///
PY - 2006
DP - Google Scholar
SP - 373
EP - 381
UR - https://aclanthology.org/W06-1644.pdf
Y2 - 2024/02/23/17:09:49
KW - ⛔ No DOI found
ER -
TY - ELEC
TI - Distance learning solutions
AU - https://plus.google.com/+UNESCO
T2 - UNESCO
AB - Below is a list of educational applications and platforms to help parents, teachers, schools and school systems facilitate student learning and provide social caring and interaction during periods of school closure. While these solutions do not carry UNESCO’s explicit endorsement, they tend to have wide reach, a strong user-base and evidence of impact. Most of the solutions
DA - 2020/03/05/T10:03:16+00:00
PY - 2020
LA - en
UR - https://en.unesco.org/covid19/educationresponse/solutions
Y2 - 2020/06/28/18:51:47
ER -
TY - JOUR
TI - Effects of gesture-based match-to-sample instruction via virtual reality technology for Chinese students with autism spectrum disorders
AU - Hu, Xiaoyi
AU - Han, Zhuo Rachel
T2 - International Journal of Developmental Disabilities
AB - Effective strategies to address academic performance are critical to students with disabilities in inclusive settings. The purpose of this study was to investigate the effectiveness of using gesture-based instruction via Leap Motion-aided virtual reality (VR) technology to teach matching skills to school-aged students with autism spectrum disorder (ASD) in China. Three participants with ASD from general education schools participated in this study. A multiple probe design across participants was used. The results indicated that all participants acquired the target match-to-sample skills and maintained the acquired skills at a high level for up to 12 weeks. Results of this study provide important implications to special education and general education teachers working with students with ASD.
DA - 2019/10/20/
PY - 2019
DO - 10.1080/20473869.2019.1602350
DP - Taylor and Francis+NEJM
VL - 65
IS - 5
SP - 327
EP - 336
SN - 2047-3869
UR - https://doi.org/10.1080/20473869.2019.1602350
Y2 - 2022/04/16/10:03:45
KW - China
KW - autism spectrum disorders
KW - computer-assisted instruction
KW - gesture-based
KW - match-to-sample
KW - virtual reality technology
ER -
TY - CONF
TI - Application of Machine Learning and Artificial Intelligence Technology in Mobile Communication Network
AU - Huang, Shutong
C3 - 2023 International Conference on Network, Multimedia and Information Technology (NMITCON)
DA - 2023///
PY - 2023
DO - 10.1109/NMITCON58196.2023.10276346
DP - Google Scholar
SP - 1
EP - 6
PB - IEEE
UR - https://ieeexplore.ieee.org/abstract/document/10276346/
Y2 - 2024/03/12/20:59:22
ER -
TY - CONF
TI - Research on the Novel Education Pattern for Science and Engineering Classes Based on Experiment and Interactive Teaching Method
AU - Huang, Wenzhun
AU - Xie, Xinxin
AU - Bian, Wei
AU - Zhang, Hui
C3 - International Conference on Education, Management, Computer and Society
DA - 2016///
PY - 2016
DO - 10.2991/emcs-16.2016.106
DP - Google Scholar
PB - Atlantis Press
KW - _C:China CHN
KW - _C:Switzerland CHE
KW - _C:Turkey TUR
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Empowering personalized learning with an interactive e-book learning system for elementary school students
AU - Huang, Yueh-Min
AU - Liang, Tsung-Ho
AU - Su, Yen-Ning
AU - Chen, Nian-Shing
T2 - Educational Technology Research and Development
DA - 2012///
PY - 2012
DO - 10.1007/s11423-012-9237-6
VL - 60
IS - 4
SP - 703
EP - 722
ER -
TY - JOUR
TI - Outdoor thermal comfort and adaptive behaviors in a university campus in China's hot summer-cold winter climate region
AU - Huang, Zefeng
AU - Cheng, Bin
AU - Gou, Zhonghua
AU - Zhang, Fan
T2 - Building and environment
DA - 2019///
PY - 2019
DO - 10.1016/j.buildenv.2019.106414
DP - Google Scholar
VL - 165
SP - 106414
KW - BE:RELEVANT
ER -
TY - JOUR
TI - Should touch screen tablets be used to improve educational outcomes in primary school children in developing countries?
AU - Hubber, Paula J.
AU - Outhwaite, Laura A.
AU - Chigeda, Antonie
AU - McGrath, Simon
AU - Hodgen, Jeremy
AU - Pitchford, Nicola J.
T2 - Frontiers in psychology
DA - 2016///
PY - 2016
DO - 10.3389/fpsyg.2016.00839
DP - Google Scholar
VL - 7
SP - 839
KW - __C:filed:1
ER -
TY - JOUR
TI - The professional life cycle of teachers
AU - Huberman, M.
T2 - Teachers College Record
DA - 1989///
PY - 1989
DO - 10.1177/016146818909100107
VL - 91
IS - 1
SP - 31
EP - 57
ER -
TY - JOUR
TI - Networks That Alter Teaching: conceptualizations, exchanges and experiments
AU - Huberman, Michael
T2 - Teachers and Teaching
AB - Professional development' has become a password to a variety of activities ranging from self-directed experimentation in the classroom tofull-blown research projects with peers and, occasionally, with external sources of expertise. From its initial, more restrictive and individual sense of in-service training, it has taken on institutional, even systemic dimensions, and has been identified as a pre-condition for thorough-going school reform. Even in its present form, however, the concept is problematic. The claim is made here that (a) it does not take into account the more 'artisan' or 'craft-centered' nature of work in the classroom, (b) that it is overly school-centered, and (c) that it under-estimates the real gradient of instructional change. A research-based, cross-school alternative for reflection and change is proposed, with a focus on bridging the gap between peer exchanges, the interventions of external resource people, and the greater likelihood of actual change at the classroom level.
DA - 1995/10//
PY - 1995
DO - 10.1080/1354060950010204
DP - DOI.org (Crossref)
VL - 1
IS - 2
SP - 193
EP - 211
J2 - Teachers and Teaching
LA - en
SN - 1354-0602, 1470-1278
ST - Networks That Alter Teaching
UR - https://www.tandfonline.com/doi/full/10.1080/1354060950010204
Y2 - 2021/03/12/13:39:08
ER -
TY - JOUR
TI - Low Carbon Education: A Review and Bibliometric Analysis
AU - Hudha, Muhammad Nur
AU - Hamidah, Ida
AU - Permanasari, Anna
AU - Abdullah, Ade Gafar
AU - Rachman, Indriyani
AU - Matsumoto, Toru
T2 - European Journal of Educational Research
AB - The concept of low carbon education is one solution to provide knowledge to students related to low carbon behavior. The purpose of this paper is providing an extensive bibliometric literature review on 'low carbon education'. Articles found by Publishing or Perish (PoP) software with the Google Scholar database. There were 55 out of 97 articles found from Google Scholar data base ranging from 2014 to 2019 analyzed in this study. The chosen references were then managed using a referencing manager software namely Zotero. After managing the database, this study classified and visualized it using VOSviewer software. Overall, this review provides an appropriate reference point for further research on 'low carbon education'.
DA - 2020///
PY - 2020
DO - 10.12973/eu-jer.9.1.319
DP - ERIC
VL - 9
IS - 1
SP - 319
EP - 329
LA - en
SN - 2165-8714
ST - Low Carbon Education
UR - https://eric.ed.gov/?id=EJ1241248
Y2 - 2022/04/05/20:29:35
KW - Climate
KW - Developing Nations
KW - Ecology
KW - Educational Research
KW - Energy Conservation
KW - Environmental Education
KW - Foreign Countries
KW - Pollution
KW - Sustainable Development
KW - Urban Areas
ER -
TY - JOUR
TI - Automated Knowledge Extraction from IS Research Articles Combining Sentence Classification and Ontological Annotation
AU - Huettemann, Sebastian
DA - 2023///
PY - 2023
DP - Google Scholar
UR - https://aisel.aisnet.org/wi2023/86/
Y2 - 2023/11/28/12:39:40
KW - _Added-ailr-2024
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Perceptions of professional learning communities
AU - Huffman, Jane
AU - Jacobson, Arminta
T2 - Int. Leadership in Education
DA - 2003///
PY - 2003
DO - 10.1080/1360312022000017480
VL - 6
IS - 3
SP - 239
EP - 250
ER -
TY - JOUR
TI - Influence of the teacher-student relationship in childhood conduct problems: A prospective study
AU - Hughes, Jan N.
AU - Cavell, Timothy A.
T2 - Journal of Clinical Child Psychology
AB - Examined the influence of the quality of the teacher-student relationship on children's subsequent levels of aggression in a sample of 61 second and third-grade children nominated and rated by teachers as aggressive. The stability of teachers' and children's reports of relationship quality across academic years was in the low to moderate range. Teachers and children showed little agreement in their reports of relationship quality. Teachers' and children's reports of relationship quality in Year 1 ( Y l ) predicted teacher-rated aggression the following year, controlling for Y1 ratings of aggression. Teachers' reports of relationship quality across Y1 and Y2 predicted peer-rated aggression, but not teacher-rated aggression, in Y3, controlling for Yl aggression. Consistent with a buffering role for teacher-student relationships, a positive teacher-student relationship was of greatest benefit to children whose mothers reported rejecting parenting histories. We discuss implications for school-based prevention programs.
DA - 1999/06/01/
PY - 1999
DO - 10.1207/s15374424jccp2802_5
DP - Taylor and Francis+NEJM
VL - 28
IS - 2
SP - 173
EP - 184
SN - 0047-228X
ST - Influence of the teacher-student relationship in childhood conduct problems
UR - https://doi.org/10.1207/s15374424jccp2802_5
Y2 - 2022/04/01/22:08:53
ER -
TY - JOUR
TI - Dialoguing teaching for visual impairment from the perspective of inclusive special education
AU - Hulten, Thomas Peter
AU - Junger, Alex Paubel
AU - de Oliveira, Victor Inacio
AU - Lui, Márcio de La Cruz
AU - Fernandes, Vera Maria Jarcovis
AU - Pinto, Marcelo Vianello
T2 - Revista de Gestão e Secretariado
DA - 2023///
PY - 2023
DO - 10.7769/gesec.v14i8.2578
DP - Google Scholar
VL - 14
IS - 8
SP - 12819
EP - 12836
UR - https://ojs.revistagesec.org.br/secretariado/article/view/2578
Y2 - 2024/03/27/15:19:04
ER -
TY - JOUR
TI - Independent and combined effects of improved water, sanitation, and hygiene, and improved complementary feeding, on child stunting and anaemia in rural Zimbabwe: a cluster-randomised trial
AU - Humphrey, Jean H.
AU - Mbuya, Mduduzi NN
AU - Ntozini, Robert
AU - Moulton, Lawrence H.
AU - Stoltzfus, Rebecca J.
AU - Tavengwa, Naume V.
AU - Mutasa, Kuda
AU - Majo, Florence
AU - Mutasa, Batsirai
AU - Mangwadu, Goldberg
T2 - The Lancet Global Health
DA - 2019///
PY - 2019
DO - 10.1016/S2214-109X(18)30374-7
DP - Google Scholar
VL - 7
IS - 1
SP - e132
EP - e147
ST - Independent and combined effects of improved water, sanitation, and hygiene, and improved complementary feeding, on child stunting and anaemia in rural Zimbabwe
ER -
TY - ELEC
TI - Impact Network eSchool 360 Model
AU - Hundred.org
AB - Even though more children are attending school, learning outcomes are not drastically improving. The eSchool 360, is a holistic education program centered on empowering teachers with tablets, activity-based lessons, support and weekly coaching. And it’s working! From an RCT, after one year in our program, students showed impressive results in math & literacy.
DA - 2021/04/21/
PY - 2021
UR - https://hundred.org/en/innovations/impact-network-eschool-360-model#36139f44
Y2 - 2022/04/17/17:41:23
ER -
TY - JOUR
TI - Review of national education policies: Teacher quality and learning outcomes
AU - Hunt, Frances
T2 - PROSPECTS
AB - This article provides an overview of how teacher quality and learning outcomes are included in national education policies. It responds to a set of specific questions focused on strategies to improve learning, links between teacher quality and learning outcomes, and how policy seeks to overcome learning obstacles for the most disadvantaged. The article uses data collated from the national education plans of forty developing countries. It includes a summary of key lessons and observations related to the inclusion of teaching and learning in education policy and a range of strategies that can support teaching and learning, both directly and indirectly.
DA - 2015/09//
PY - 2015
DO - 10.1007/s11125-015-9356-z
DP - DOI.org (Crossref)
VL - 45
IS - 3
SP - 379
EP - 390
J2 - Prospects
LA - en
SN - 0033-1538, 1573-9090
ST - Review of national education policies
UR - http://link.springer.com/10.1007/s11125-015-9356-z
Y2 - 2021/03/07/18:03:34
KW - _C:Afghanistan AFG
KW - _C:Bangladesh BGD
KW - _C:Belize BLZ
KW - _C:Bhutan BTN
KW - _C:Cambodia KHM
KW - _C:Colombia COL
KW - _C:Ecuador ECU
KW - _C:Egypt EGY
KW - _C:Ethiopia ETH
KW - _C:Gambia GMB
KW - _C:Ghana GHA
KW - _C:Guinea GIN
KW - _C:Guinea-Bissau GNB
KW - _C:Guyana GUY
KW - _C:India IND
KW - _C:Indonesia IDN
KW - _C:Jamaica JAM
KW - _C:Kenya KEN
KW - _C:Laos LAO
KW - _C:Lebanon LBN
KW - _C:Lesotho LSO
KW - _C:Liberia LBR
KW - _C:Malawi MWI
KW - _C:Mauritius MUS
KW - _C:Mozambique MOZ
KW - _C:Namibia NAM
KW - _C:Nepal NPL
KW - _C:Nigeria NGA
KW - _C:Papua New Guinea PNG
KW - _C:Paraguay PRY
KW - _C:Peru PER
KW - _C:Rwanda RWA
KW - _C:Sierra Leone SLE
KW - _C:South Africa ZAF
KW - _C:Sri Lanka LKA
KW - _C:State of Palestine PSE
KW - _C:Sudan SDN
KW - _C:Tanzania TZA
KW - _C:Uganda UGA
KW - _C:United Arab Emirates ARE
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Zambia ZMB
KW - _C:Zimbabwe ZWE
KW - _C:eSwatini SWZ
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - BOOK
TI - Methods of Meta-Analysis: Correcting Error and Bias in Research Findings
AU - Hunter, JE
AU - Schmidt, FL
CY - Thousand Oaks, CA
DA - 2014///
PY - 2014
ET - 2nd
LA - en
PB - Sage
ER -
TY - JOUR
TI - Machine learning and artificial intelligence to aid climate change research and preparedness
AU - Huntingford, Chris
AU - Jeffers, Elizabeth S.
AU - Bonsall, Michael B.
AU - Christensen, Hannah M.
AU - Lees, Thomas
AU - Yang, Hui
T2 - Environmental Research Letters
DA - 2019///
PY - 2019
DO - 10.1088/1748-9326/ab4e55
DP - Google Scholar
VL - 14
IS - 12
SP - 124007
UR - https://iopscience.iop.org/article/10.1088/1748-9326/ab4e55/meta
Y2 - 2024/02/24/11:09:14
ER -
TY - GEN
TI - Appendix 1: Statistical Methods. In: Do cognitive interventions improve general cognition in dementia? A meta-analysis and meta-regression
AU - Huntley, J. D.
AU - Gould, R. L.
AU - Liu, K.
AU - Smith, M.
AU - Howard, R. J.
DA - 2015/04/01/
PY - 2015
DP - bmjopen.bmj.com
LA - en
PB - British Medical Journal Publishing Group
ST - Appendix 1: Statistical Methods. In: Do cognitive interventions improve general cognition in dementia? A meta-analysis and meta-regression
UR - https://bmjopen.bmj.com/content/suppl/2015/04/02/bmjopen-2014-005247.DC1/bmjopen-2014-005247supp_appendix.pdf
Y2 - 2023/11/02/22:10:13
KW - GERIATRIC MEDICINE
ER -
TY - JOUR
TI - Do cognitive interventions improve general cognition in dementia? A meta-analysis and meta-regression
AU - Huntley, J. D.
AU - Gould, R. L.
AU - Liu, K.
AU - Smith, M.
AU - Howard, R. J.
T2 - BMJ Open
AB - Objectives To review the efficacy of cognitive interventions on improving general cognition in dementia.
Method Online literature databases and trial registers, previous systematic reviews and leading journals were searched for relevant randomised controlled trials. A systematic review, random-effects meta-analyses and meta-regression were conducted. Cognitive interventions were categorised as: cognitive stimulation (CS), involving a range of social and cognitive activities to stimulate multiple cognitive domains; cognitive training (CT), involving repeated practice of standardised tasks targeting a specific cognitive function; cognitive rehabilitation (CR), which takes a person-centred approach to target impaired function; or mixed CT and stimulation (MCTS). Separate analyses were conducted for general cognitive outcome measures and for studies using ‘active’ (designed to control for non-specific therapeutic effects) and non-active (minimal or no intervention) control groups.
Results 33 studies were included. Significant positive effect sizes (Hedges’ g) were found for CS with the mini-mental state examination (MMSE) (g=0.51, 95% CI 0.29 to 0.69; p<0.001) compared to non-active controls and (g=0.35, 95% CI 0.06 to 0.65; p=0.019) compared to active controls. Significant benefit was also seen with the Alzheimer's disease Assessment Scale-Cognition (ADAS-Cog) (g=−0.26, 95% CI −0.445 to −0.08; p=0.005). There was no evidence that CT or MCTS produced significant improvements on general cognition outcomes and not enough CR studies for meta-analysis. The lowest accepted minimum clinically important difference was reached in 11/17 CS studies for the MMSE, but only 2/9 studies for the ADAS-Cog. Additionally, 95% prediction intervals suggested that although statistically significant, CS may not lead to benefits on the ADAS-Cog in all clinical settings.
Conclusions CS improves scores on MMSE and ADAS-Cog in dementia, but benefits on the ADAS-Cog are generally not clinically significant and difficulties with blinding of patients and use of adequate placebo controls make comparison with the results of dementia drug treatments problematic.
DA - 2015/04/01/
PY - 2015
DO - 10.1136/bmjopen-2014-005247
DP - bmjopen.bmj.com
VL - 5
IS - 4
SP - e005247
LA - en
SN - 2044-6055, 2044-6055
ST - Do cognitive interventions improve general cognition in dementia?
UR - https://bmjopen.bmj.com/content/5/4/e005247
Y2 - 2023/11/02/22:10:13
KW - GERIATRIC MEDICINE
ER -
TY - THES
TI - Effects of school feeding programme on enrolment, attendance, nutrition and academic achievement on children. A case study of Maruta Primary School, Wedza District, Mashonaland East Province, Zimbabwe
AU - Hunzvi, Tapiwa
DA - 2015///
PY - 2015
DP - Google Scholar
M3 - PhD Thesis
PB - BUSE
ER -
TY - JOUR
TI - Can children benefit from early internet exposure? Short- and long-term links between internet use, digital skill, and academic performance
AU - Hurwitz, Lisa B.
AU - Schmitt, Kelly L.
T2 - Computers & Education
AB - Educational policymakers are optimistic that providing young children access to technology can catalyze academic achievement and eventual positive labor market outcomes. However, possessing digital skill – or the ability to use technology effectively – might be necessary for young children to realize measurable benefits from the Internet. In the present longitudinal study, we explored whether Internet use and digital skill in early childhood predicted academic performance in middle childhood. We surveyed 101 US parents when their children were roughly 5 years and 11 years, collecting data on children's Internet use, digital skill, and academic performance. Structural equation modeling revealed that children's time online in early childhood was a marginally significant negative predictor of middle childhood academic performance, but digital skill in early childhood was a marginally significant positive predictor (ps < .1). Moreover, digital skill in early childhood indirectly influenced middle childhood academic performance via middle childhood digital skill. Early childhood digital skill significantly predicted middle childhood digital skill, which was significantly and positively associated with school performance. These findings suggest that allowing young children to engage with digital technologies for some amount of can be beneficial, provided that children use that time fruitfully to acquire digital skill.
DA - 2020/03/01/
PY - 2020
DO - 10.1016/j.compedu.2019.103750
DP - ScienceDirect
VL - 146
SP - 103750
J2 - Computers & Education
LA - en
SN - 0360-1315
ST - Can children benefit from early internet exposure?
UR - https://www.sciencedirect.com/science/article/pii/S0360131519303033
Y2 - 2023/07/19/10:01:03
KW - 21st century abilities
KW - Early years education
KW - Elementary education
ER -
TY - CONF
TI - Extending a conventional chatbot knowledge base to external knowledge source and introducing user based sessions for diabetes education
AU - Hussain, Shafquat
AU - Athula, Ginige
C3 - 2018 32nd International Conference on Advanced Information Networking and Applications Workshops (WAINA)
DA - 2018///
PY - 2018
DO - 10.1109/WAINA.2018.00170
DP - Google Scholar
SP - 698
EP - 703
PB - IEEE
ER -
TY - JOUR
TI - SPATIAL ANALYSIS OF SCHOOL USING GEOGRAPHIC INFORMATION SYSTEM (GIS) CASE STUDY AL-JIHAD SCOTER
AU - Hussein, Aseel Mezher
AU - Mohameed, Asifa Jasim
AB - Geographical Information System (GIS) is one of the most important tools in urban planning for analyzing the distribution of educational services. In this study based on assessing the spatial distribution of schools (elementary and junior high) using spatial analysis, these analyzes started from collecting quantitative and spatial data through field survey using GPS, these data were processed using ArcGIS and through six analytical methods. The study found that primary and middle schools in the Jihad neighborhood have no equity in spatial distribution, and if schools are distributed regularly, then they do not need additional schools.
DA - 2020///
PY - 2020
DP - Zotero
SP - 17
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Teacherinabox–outside the box
AU - Huth, Katherine
DA - 2020///
PY - 2020
DP - Google Scholar
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Artificial intelligence faces reproducibility crisis
AU - Hutson, M.
T2 - Science
DA - 2018///
PY - 2018
DO - 10.1126/science.359.6377.725
VL - 359
IS - 6377
SP - 725
EP - 726
LA - en
ER -
TY - JOUR
TI - Has artificial intelligence become alchemy?
AU - Hutson, M.
T2 - Science
DA - 2018///
PY - 2018
DO - 10.1126/science.360.6388.478
VL - 360
IS - 6388
SP - 478
EP - 479
LA - en
ER -
TY - JOUR
TI - A review of opportunities and challenges of chatbots in education
AU - Hwang, Gwo-Jen
AU - Chang, Ching-Yi
T2 - Interactive Learning Environments
AB - This study explores the trends of chatbots in education studies by conducting a literature review to analyze relevant papers published in the Social Science Citation Index (SSCI) journals by searching the Web of Science (WoS) database. From the analysis results, it was found that the United States, Taiwan and Hong Kong are the top three contributing countries or regions. In addition, most studies adopted quantitative methods in their research design, such as ANOVA (Analysis of variance), descriptive statistics, t test, and correlation analysis. ANCOVA (Analysis of covariance) was the most frequently adopted approach for comparing the performances or perceptions of different groups of students. From the analysis results, the greatest proportion of studies adopted guided learning, followed by no learning activities. It was determined that the studies related to chatbots in education are still in an early stage since there are few empirical studies investigating the use of effective learning designs or learning strategies with chatbots. This implies much room for conducting relevant research to drive innovative teaching in terms of improving the learning process and learning outcomes. Finally, we highlight the research gaps and suggest several directions for future research based on the findings in the present study.
DA - 2021/07/18/
PY - 2021
DO - 10.1080/10494820.2021.1952615
DP - Taylor and Francis+NEJM
VL - 0
IS - 0
SP - 1
EP - 14
SN - 1049-4820
UR - https://doi.org/10.1080/10494820.2021.1952615
Y2 - 2022/03/04/15:51:02
KW - Chatbot
KW - artificial intelligence
KW - chatbot in education
KW - systematic review
KW - trend analysis
ER -
TY - JOUR
TI - Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010
AU - Hwang, Gwo-Jen
AU - Tsai, Chin-Chung
T2 - British Journal of Educational Technology
DA - 2011/07//
PY - 2011
DO - 10.1111/j.1467-8535.2011.01183.x
DP - CrossRef
VL - 42
IS - 4
SP - E65
EP - E70
LA - en
SN - 00071013
ST - Research trends in mobile and ubiquitous learning
UR - http://doi.wiley.com/10.1111/j.1467-8535.2011.01183.x
Y2 - 2014/04/08/11:00:16
ER -
TY - JOUR
TI - Girls’ attainment in basic literacy and education project: Knowledge, attitudes and practices pilot survey
AU - Hyde, Karin AL
AU - Kadzamira, Esme
T2 - Final report. Zomba: Centre for Social Research, University of Malawi
DA - 1994///
PY - 1994
DP - Google Scholar
ST - Girls’ attainment in basic literacy and education project
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - An evaluation of village based school in Mongichi, Malawi
AU - Hyde, Karin AL
AU - Kadzamira, Esme C.
AU - Sichinga, Juliet C.
AU - Chibwana, Mike P.
AU - Ridker, R. G.
T2 - Determinants of Education achievement and attainment in Africa: findings from nine case studies. S. D publication series. Office of Sustainable Development, Bureau for Africa, Technical paper
DA - 1997///
PY - 1997
DP - Google Scholar
VL - 62
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Village based schools in Mangochi: Evaluation report
AU - Hyde, Karin AL
AU - Kadzamira, Esme C.
AU - Sichinga, Juliet C.
AU - Chibwana, Mike P.
AU - Ridker, Ronald G.
T2 - Centre for Educational Research and Training, University of Malawi, Zomba
DA - 1996///
PY - 1996
DP - Google Scholar
ST - Village based schools in Mangochi
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Bring your own device?
AU - Hynes, Paul
AU - Younie, Sarah
T2 - Debates in Computing and ICT Education
DA - 2017///
PY - 2017
DO - 10.4324/9781315709505-11
DP - Google Scholar
SP - 143
KW - __C:filed:1
ER -
TY - JOUR
TI - Bouncing forward: a resilience approach to dealing with COVID-19 and future systemic shocks
AU - Hynes, William
AU - Trump, Benjamin
AU - Love, Patrick
AU - Linkov, Igor
T2 - Environment Systems and Decisions
AB - Policy questions are often framed in popular discussion as situations where pulling the right levers will get the economy and society back on track after shocks and crises. This approach ignores how systems interact and how their systemic properties shape socioeconomic outcomes, leading to an over-emphasis on a limited set of characteristics, notably efficiency. We argue that this emphasis on efficiency in the operation, management and outcomes of various economic and social systems is not a conscious collective choice, but rather the response of the whole system to the incentives that individual components face. This has brought much of the world to rely upon complex, nested, and interconnected systems to deliver goods and services around the globe. While this approach has many benefits, the Covid-19 crisis shows how it has also reduced the resilience of key systems to shocks, and allowed failures to cascade from one system to others. This paper reviews the impact of COVID-19 on socioeconomic systems, discusses the notion of resilience, and provides specific recommendations on both integrating resilience analytics for recovery from the current crisis as well as on building resilient infrastructure to address future systemic challenges.
DA - 2020/06//
PY - 2020
DO - 10.1007/s10669-020-09776-x
DP - DOI.org (Crossref)
VL - 40
IS - 2
SP - 174
EP - 184
J2 - Environ Syst Decis
LA - en
SN - 2194-5403, 2194-5411
ST - Bouncing forward
UR - http://link.springer.com/10.1007/s10669-020-09776-x
Y2 - 2020/08/12/17:03:58
KW - __C:filed:1
ER -
TY - JOUR
TI - World Employment and Social Outlook: Trends for Women 2017
AU - I.L.O.
T2 - Essays on the Economics of Education'. International Initiative for Impact Evaluation (3ie). 2016. "Impact Evaluation Repository." In. Islam, Asad. 2019. 'Parent–teacher meetings and student outcomes: Evidence from a developing country
DA - 2017///
PY - 2017
VL - 111
SP - 273
EP - 304
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Exploring Students' Perceptions of Academic Disengagement and Reengagement in a Dropout Recovery Charter School Setting
AU - Iachini, Aidyn L.
AU - Buettner, Cynthia
AU - Anderson-Butcher, Dawn
AU - Reno, Rebecca
T2 - Children & Schools
AB - Abstract. The purpose of this exploratory case study was to understand the academic disengagement and reengagement process from the perspective of students enro
DA - 2013/04/01/
PY - 2013
DO - 10.1093/cs/cdt005
DP - academic.oup.com
VL - 35
IS - 2
SP - 113
EP - 120
J2 - Child Sch
LA - en
SN - 1532-8759
UR - https://academic.oup.com/cs/article/35/2/113/501691
Y2 - 2020/11/17/10:16:03
KW - _Added to LR
KW - _G:reviewed
ER -
TY - JOUR
TI - Causal Inference Without Balance Checking: Coarsened Exact Matching
AU - Iacus, Stefano M.
AU - King, Gary
AU - Porro, Giuseppe
T2 - Political Analysis
DA - 2012///
PY - 2012
DO - 10.1093/pan/mpr013
VL - 20
IS - 1
SP - 1
EP - 24
ST - Causal Inference Without Balance Checking
KW - CitedIn:eCubed
KW - Done:ReferenceFixed
KW - eCubed
ER -
TY - RPRT
TI - The Future is Now: Transversal Skills in Latin America and the Caribbean in the 21st Century
AU - IADB
DA - 2019///
PY - 2019
PB - Inter-American Development Bank
UR - https://publications.iadb.org/publications/english/viewer/The-Future-is-Now-Transversal-Skills-in-Latin-America-and-the-Caribbean-in-the-21st-Century.pdf
Y2 - 2023/01/20/20:38:02
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - An evaluation of classroom-illumination: a critical requirement for effective designing and construction of naturally-illuminated schools in Nigeria
AU - Ibhadode, Osagie
AU - Ajayi, Oluseyi Olarenwaju
AU - Abioye, Abiodun Ayodeji
AU - Ismaila, Joseph
AU - Adekunle, Adebayo Abidemi
T2 - Progress in Industrial Ecology, an International Journal
DA - 2019///
PY - 2019
DP - Google Scholar
VL - 13
IS - 4
SP - 342
EP - 372
ST - An evaluation of classroom-illumination
KW - BE:Annotated
KW - BE:RELEVANT
KW - BE:light
KW - ❓ Multiple DOI
ER -
TY - RPRT
TI - Technology and Teacher Professional Development (TPD): the process and content of microlearning in a school-based integrated in-service teacher education (INSET) project
AU - Ibn Junaid, Muhammad
AU - Ogange, Betty
AU - Allela, Melissa
DA - 2016///
PY - 2016
UR - http://oasis.col.org/bitstream/handle/11599/3313/PCF9_Papers_paper_287.pdf?sequence=1&isAllowed=y
Y2 - 2020/07/15/10:19:04
ER -
TY - RPRT
TI - Technology and Teacher Professional Development (TPD): the process and content of microlearning in a school-based integrated in-service teacher education (INSET) project
AU - Ibn Junaid, Muhammad
AU - Ogange, Betty
AU - Allela, Melissa
DA - 2019///
PY - 2019
UR - http://oasis.col.org/bitstream/handle/11599/3313/PCF9_Papers_paper_287.pdf?sequence=1&isAllowed=y
Y2 - 2020/07/15/10:19:04
ER -
TY - JOUR
TI - Teaching and Learning Experiences in Medical Education During the COVID-19 Pandemic: The Case of Kilimanjaro Christian Medical University College (KCMUCo), Tanzania
AU - Ibrahim, Glory
AU - Luzinge, Heavenlight
AU - Kapanda, Gibson
T2 - Journal of Learning for Development
AB - Objective
The purpose of this paper was to share teaching and learning experiences during the COVID-19 pandemic and mandated university closure.
Methods
A cross-sectional study was conducted among all eligible students and faculty members using voluntary anonymous questionnaires. To capture the attitudes and perceptions of respondents, five-point Likert scale questions were used.
Results
A total of 865 (58%) students and 57 (51%) faculty members participated in the survey. Uptake of e-learning platforms increased by 15.4% for students, 43.0% for faculty and by 22.3% in courses. The overall students’ strength of consensus measure of perception on accessibility of platforms was 65% and support entities 79%. About 70% of students owned a smartphone as a learning device. More than 67% of the students highlighted the cost of Internet bundles as a major challenge.
Conclusion
Shifting from blended learning to online learning during the lockdown was feasible given the pre-planned e-learning practices.
DA - 2020/11/19/
PY - 2020
DP - jl4d.org
VL - 7
IS - 3
SP - 433
EP - 446
LA - en
SN - 2311-1550
ST - Teaching and Learning Experiences in Medical Education During the COVID-19 Pandemic
UR - https://jl4d.org/index.php/ejl4d/article/view/448
Y2 - 2020/11/21/13:31:50
KW - COVID-19
KW - blended learning
KW - online learning
KW - students and faculty experiences
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Assessing emerging trends in Library space usage for sustainable library design: A case study of Kano State Library
AU - Ibrahim, H.
AU - Ali, S.M.
C1 - Kano, Nigeria
C3 - “First International Conference on Sustainable Built Environment in the Tropics (ICONSBET) at the Department of Architecture
DA - 2021///
PY - 2021
LA - en
PB - Bayero University
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Perception, performance, and detectability of conversational artificial intelligence across 32 university courses
AU - Ibrahim, Hazem
AU - Liu, Fengyuan
AU - Asim, Rohail
AU - Battu, Balaraju
AU - Benabderrahmane, Sidahmed
AU - Alhafni, Bashar
AU - Adnan, Wifag
AU - Alhanai, Tuka
AU - AlShebli, Bedoor
AU - Baghdadi, Riyadh
T2 - Scientific Reports
DA - 2023///
PY - 2023
DP - Google Scholar
VL - 13
IS - 1
SP - 12187
UR - https://www.nature.com/articles/s41598-023-38964-3
Y2 - 2024/02/24/10:03:11
KW - ❓ Multiple DOI
ER -
TY - JOUR
TI - Technical and vocational education and training in Uganda: A critical analysis
AU - Ibrahim, Mike Okumu
AU - School of Economics, Makerere University, Kampala, Uganda
AU - Bbaale, Edward
T2 - Development Policy Review
A2 - Ibrahim, Mike Okumu; School of Economics, Makerere University, Kampala, Uganda
T3 - Journal Article
AB - This article undertakes a diagnostic study of the Technical and Vocational Education and Training (TVET) sub‐sector in Uganda, with a view to characterizing the sub‐sector and identifying its potential strengths and weakness. We undertook a cross‐sectional pre‐survey of purposively selected key stakeholders in the TVET sub‐sector. We selected performance indicators following their importance in influencing the TVET reform process. Both qualitative and quantitative data was solicited from the stakeholders. Quantitative data was collected through stakeholder‐specific structured questionnaires, whilst qualitative data was collected through desk review and field visits, individual focused interviews and focus group discussions. Our findings indicate that financing and planning constraints have resulted in poor quality equipment, under‐ and ill‐trained staff, limited adoption of a competence‐based education and training (CBET) curriculum, not to mention the supervision inadequacies of TVET institutions. Besides, the limited TVET sub‐sector interaction with the private sector has incapacitated TVET curriculum development to nurture skills demanded by the private sector. Furthermore, backward technology use in the private sector has equally inhibited the success of student attachment programmes. Finally, legal ambiguities have perpetuated a qualification jungle and overlapping curricula.
DA - 2019///
PY - 2019
DO - 10.1111/dpr.12407
ER -
TY - ELEC
TI - 12. Profiling
AU - ICO (UK)
DA - 2022/10/17/Monday
PY - 2022
LA - en
UR - https://ico.org.uk/for-organisations/guide-to-data-protection/ico-codes-of-practice/age-appropriate-design-a-code-of-practice-for-online-services/12-profiling/
Y2 - 2023/01/05/01:32:55
KW - Final_citation
KW - existing
ER -
TY - ELEC
TI - Design Kit: The Human-Centered Design Toolkit
AU - IDEO
AB - null
DA - 2015///
PY - 2015
LA - default
ST - Design Kit
UR - https://www.ideo.com/post/design-kit
Y2 - 2022/12/19/05:42:39
ER -
TY - ELEC
TI - Design Thinking for Educators
AU - IDEO
AB - null
DA - 2013///
PY - 2013
LA - default
UR - https://www.ideo.com/post/design-thinking-for-educators
Y2 - 2022/12/19/05:46:11
ER -
TY - JOUR
TI - Bar dissolution in prolate halos
AU - Ideta, Makoto
AU - Hozumi, Shunsuke
T2 - The Astrophysical Journal Letters
DA - 2000///
PY - 2000
DO - 10.1086/312709
DP - Google Scholar
VL - 535
IS - 2
SP - L91
KW - __C:filed:1
ER -
TY - CONF
TI - Bar Dissolution in Prolate Halos (In: The Physics of Galaxy Formation)
AU - Ideta, Makoto
AU - Hozumi, Shunsuke
C3 - The Physics of Galaxy Formation
DA - 2001///
PY - 2001
DP - Google Scholar
VL - 222
SP - 325
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - The Scaling Playbook
AU - IDRC
DA - 2019///
PY - 2019
LA - en
ST - Scaling impact
KW - Common good
KW - Public interest
KW - Scaling (Social sciences)
ER -
TY - JOUR
TI - An assessment of employability skills among technical and vocational education students in Nigeria
AU - Idris, A
AU - Rajuddin, MR
T2 - Archives Des Science
AB - The research was conducted to investigate the level of importance as well as the competence among the students of technical and vocational education in terms of employability skills in Nigeria. There are 233 final year students that constituted the sample for the study in Kano State. The respondents were picked from mechanical, electronic, electrical installation and automobile departments in technical colleges in the state. The data was collected using questionnaire which was adapted from Employability skills for Australian small and medium sized enterprises. The analysis was done using descriptive statistics such as mean and standard deviation. The findings of the study showed that all the respondents perceived the employability skills components as high and rated their competency as low. A significant difference was found among the students in terms of their ages while no significant difference was found between the respondents in the area of competency. The study concludes that there is still an opportunity for technical and vocational institution in Nigeria to focus and redouble efforts towards equipping the students’ employability skills. Quality education and training enhances productivity, therefore, students of technical and vocational education in Nigeria need a better education that will help in accomplish the national goals.
DA - 2012///
PY - 2012
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Central Africa
KW - A:West Africa
KW - C:Nigeria
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:T
KW - F:assessment
KW - F:women
KW - T:TVET
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Funding of Anti-Modern Slavery Interventions
AU - Idris, Iffat
AB - This review looks at the availability of funds to tackle modern slavery1 and human trafficking2, and the availability of data in this regard. It seeks to move beyond the findings of Martina Ucnikova’s 2014 paper, OECD and Modern Slavery: How much aid money is spent to tackle the issue?, and identify updated (post-2013) data on funding by governments as well as private sector and philanthropic organisations. The review found a very limited peer-reviewed academic literature in this regard and drew largely on reports by development organisations and think tanks (though these too were limited). The query called for a specific focus on LMICs, in particular 12 identified countries. However, most anti-modern slavery funding is directed globally and/or data is not disaggregated by country. This and time constraints meant it was not possible to address this aspect of the query.
DA - 2017/03/23/
PY - 2017
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13144
Y2 - 2022/12/18/18:14:52
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Improving School Work in Challenging Context: Practitioners’ Views following a Participatory Action Research Project from Eritrea
AU - Idris, Khalid Mohammed
AU - Asfaha, Yonas Mesfun
T2 - Nordic Journal of Comparative and International Education (NJCIE)
DA - 2019///
PY - 2019
DO - 10.7577/njcie.3039
DP - Google Scholar
VL - 3
IS - 2
SP - 72
EP - 90
ST - Improving School Work in Challenging Context
KW - _C:China CHN
KW - _C:Eritrea ERI
KW - _C:Ethiopia ETH
KW - _C:Ghana GHA
KW - _C:Namibia NAM
KW - _C:Nigeria NGA
KW - _C:Saudi Arabia SAU
KW - _C:Senegal SEN
KW - _C:South Africa ZAF
KW - _C:Sudan SDN
KW - _C:Tanzania TZA
KW - _C:Turkey TUR
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Nordic Journal of Comparative and International Education (NJCIE)
AU - Idris, Khalid Mohammed
AU - Asfaha, Yonas Mesfun
DP - Google Scholar
KW - _C:China CHN
KW - _C:Eritrea ERI
KW - _C:Ethiopia ETH
KW - _C:Ghana GHA
KW - _C:Namibia NAM
KW - _C:Nigeria NGA
KW - _C:Saudi Arabia SAU
KW - _C:Senegal SEN
KW - _C:South Africa ZAF
KW - _C:Sudan SDN
KW - _C:Tanzania TZA
KW - _C:Turkey TUR
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The acceptance of Tablet-PCs in classroom instruction: The teachers’ perspectives
AU - Ifenthaler, Dirk
AU - Schweinbenz, Volker
T2 - Computers in Human Behavior
DA - 2013///
PY - 2013
DO - 10.1016/j.chb.2012.11.004
VL - 29
IS - 3
SP - 525
EP - 534
ER -
TY - JOUR
TI - On Technology Integration: Perspective from Nigeria
AU - Ifinedo, Eloho
T2 - JYU dissertations
DA - 2019///
PY - 2019
DP - Google Scholar
ST - On Technology Integration
KW - _C:Australia AUS
KW - _C:Bangladesh BGD
KW - _C:Botswana BWA
KW - _C:Brazil BRA
KW - _C:Canada CAN
KW - _C:Chile CHL
KW - _C:China CHN
KW - _C:Congo XCO
KW - _C:Congo, Democratic Republic COD
KW - _C:Egypt EGY
KW - _C:Estonia EST
KW - _C:Finland FIN
KW - _C:France FRA
KW - _C:Ghana GHA
KW - _C:India IND
KW - _C:Indonesia IDN
KW - _C:Israel ISR
KW - _C:Italy ITA
KW - _C:Kenya KEN
KW - _C:Korea, Republic KOR
KW - _C:Luxembourg LUX
KW - _C:Malawi MWI
KW - _C:Malaysia MYS
KW - _C:Mali MLI
KW - _C:Mauritius MUS
KW - _C:Mexico MEX
KW - _C:Morocco MAR
KW - _C:Mozambique MOZ
KW - _C:Netherlands NLD
KW - _C:Niger NER
KW - _C:Nigeria NGA
KW - _C:Norway NOR
KW - _C:Pakistan PAK
KW - _C:Russian Federation RUS
KW - _C:Rwanda RWA
KW - _C:Saudi Arabia SAU
KW - _C:Singapore SGP
KW - _C:South Africa ZAF
KW - _C:Tanzania TZA
KW - _C:Thailand THA
KW - _C:Turkey TUR
KW - _C:Uganda UGA
KW - _C:United Arab Emirates ARE
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Viet Nam VNM
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Doctrine and Layers in Space: A Critique of Stephen Ajadi’s Design for the Anglican Church in Ogidi, Nigeria’
AU - Igwe, M.J.
T2 - Lagos Journal of Architecture
DA - 2019///
PY - 2019
DO - https://portal.issn.org/resource/ISSN/2645-2669
VL - 3
SP - 61
EP - 78
LA - en
KW - ⚠️ Invalid DOI
ER -
TY - JOUR
TI - Escaping from the Resource Curse: Evidence from Botswana and the Rest of the World
AU - Iimi, Atsushi
T2 - IMF Staff Papers
AB - It is commonly accepted that resource-rich economies tend to fail in accelerating growth because of various adverse effects of abundant natural resources, such as Dutch disease and rent seeking. Using the latest cross-country data, this study empirically readdresses the question of whether resource abundance can contribute to growth. It finds that governance determines the extent to which the growth effects of resource wealth can materialize. In developing countries in particular, the quality of regulation, such as the predictability of changes of regulations, and anticorruption policies, such as transparency and accountability in the public sector, are most important for effective natural resource management and growth. The paper also attempts to interpret the theme and results in the context of Botswana, which is endowed with abundant natural resources but has experienced the most remarkable economic performance in the region.
DA - 2007/11/01/
PY - 2007
DO - 10.1057/palgrave.imfsp.9450020
DP - Springer Link
VL - 54
IS - 4
SP - 663
EP - 699
J2 - IMF Econ Rev
LA - en
SN - 1564-5150
ST - Escaping from the Resource Curse
UR - https://doi.org/10.1057/palgrave.imfsp.9450020
Y2 - 2021/05/19/15:07:17
ER -
TY - JOUR
TI - Dynamic content synchronization between learning management systems over limited bandwidth network
AU - Ijtihadie, Royyana M.
AU - Hidayanto, Bekti C.
AU - Affandi, Achmad
AU - Chisaki, Yoshifumi
AU - Usagawa, Tsuyoshi
T2 - Human-centric Computing and Information Sciences
AB - Well-designed instructional material is equally important for successful e-Learning implementation. Teachers and instructors play a major role in terms of designing and building learning content. In one respect, it requires costs in terms of effort, time and experience. In other respects, a good learning content is likely a result of recurring revisions as a result of teaching experience as well as evaluating student activities. In the case of higher educational institutions (HEI) in developing countries (such as Indonesia), resource sharing in many aspects is highly recommended effort against high cost and redundant works, e-Learning is no exception. Sharing and re-using e-Learning content on particular subject between Learning Management Systems (LMS) can be one of the methods. In addition, collaborative teaching may cause a content develops gradually while conducting content sharing. Thus, the capability of synchronizing the content between LMS is necessary. On the other hand, typical e-Learning implementation might not be appropriate due to the concerns of network infrastructure in developing countries. In some areas, the network has less bandwidth and even frequent disconnections. This paper introduces a novel method of sharing e-Learning content between distributed Learning Management Systems by using dynamic content synchronization. This method also suites the need of course sharing which supports collaborative teaching activity. Moreover, this approach is designed to address the needs of content sharing in areas with network infrastructure limitation in terms of bandwidth and availability.
DA - 2012/12/01/
PY - 2012
DO - 10.1186/2192-1962-2-17
DP - link.springer.com
VL - 2
IS - 1
SP - 17
J2 - Hum. Cent. Comput. Inf. Sci.
LA - en
SN - 2192-1962
UR - https://link.springer.com/article/10.1186/2192-1962-2-17
Y2 - 2018/06/09/16:56:05
KW - __C:filed:1
ER -
TY - ELEC
TI - Math Curriculum
AU - Illustrative Mathematics
T2 - Illustrative Mathematics K–12 Math
AB - Our math curriculum is a problem-based core curriculum designed to address content and practice standards to foster learning for all.
LA - en-US
UR - https://illustrativemathematics.org/math-curriculum/
Y2 - 2022/04/17/14:02:11
ER -
TY - GEN
TI - Resolution Concerning Updating the International Standard Classification of Occupations
AU - ILO
DA - 2007///
PY - 2007
LA - EN
UR - https://www.ilo.org/public/english/bureau/stat/isco/docs/resol08.pdf
Y2 - 2020/02/01/16:21:18
ER -
TY - NEWS
TI - Building Educational Foundations through Innovation & Technology (BEFIT) Malawi Scale-Up Program Overview
AU - Imagine WorldWide, Hon Agnes
DA - 2022///
PY - 2022
DP - Zotero
LA - en
UR - https://www.imagineworldwide.org/wp-content/uploads/Malawi-Project-Overview-General-11-16-22.pdf
KW - Final_citation
KW - cited
KW - existing
ER -
TY - BOOK
TI - Causal inference in statistics, social, and biomedical sciences
AU - Imbens, G.W.
AU - Rubin, D.B.
DA - 2015///
PY - 2015
PB - Cambridge University Press
ER -
TY - JOUR
TI - In-service Teachers' Sense of Agency after Participation in a Research Master Course
AU - Impedovo, Maria Antonietta
T2 - International Journal of Educational Psychology
DA - 2016///
PY - 2016
DO - 10.17583/ijep.2016.2206
DP - Google Scholar
VL - 5
IS - 3
SP - 281
KW - __C:filed:1
ER -
TY - JOUR
TI - Participating in an international master’s programme: impact on agency for African in-service teachers
AU - Impedovo, Maria Antonietta
AU - Ligorio, Maria Beatrice
T2 - Professional Development in Education
DA - 2016///
PY - 2016
DO - 10.1080/19415257.2016.1146624
DP - Google Scholar
VL - 42
IS - 5
SP - 854
EP - 857
ST - Participating in an international master’s programme
KW - __C:filed:1
ER -
TY - JOUR
TI - Designing theoretically-informed implementation interventions
AU - Improved Clinical Effectiveness through Behavioural Research Group (ICEBeRG)
T2 - Implementation science: IS
AB - Clinical and health services research is continually producing new findings that may contribute to effective and efficient patient care. However, the transfer of research findings into practice is unpredictable and can be a slow and haphazard process. Ideally, the choice of implementation strategies would be based upon evidence from randomised controlled trials or systematic reviews of a given implementation strategy. Unfortunately, reviews of implementation strategies consistently report effectiveness some, but not all of the time; possible causes of this variation are seldom reported or measured by the investigators in the original studies. Thus, any attempts to extrapolate from study settings to the real world are hampered by a lack of understanding of the effects of key elements of individuals, interventions, and the settings in which they were trialled. The explicit use of theory offers a way of addressing these issues and has a number of advantages, such as providing: a generalisable framework within which to represent the dimensions that implementation studies address, a process by which to inform the development and delivery of interventions, a guide when evaluating, and a way to allow for an exploration of potential causal mechanisms. However, the use of theory in designing implementation interventions is methodologically challenging for a number of reasons, including choosing between theories and faithfully translating theoretical constructs into interventions. The explicit use of theory offers potential advantages in terms of facilitating a better understanding of the generalisability and replicability of implementation interventions. However, this is a relatively unexplored methodological area.
DA - 2006/02/23/
PY - 2006
DO - 10.1186/1748-5908-1-4
DP - PubMed
VL - 1
SP - 4
J2 - Implement Sci
LA - eng
SN - 1748-5908
UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1436012/
ER -
TY - ELEC
TI - Outcome Mapping: A Basic Introduction
AU - in, Copyright © 2022 Research to Action All rights reserved Log
T2 - Research to Action
AB - Outcome mapping (OM) is a methodology for planning and assessing projects that aim to bring about ‘real’ and tangible change. It has been developed with...
DA - 2012/01/20/T13:51:15+00:00
PY - 2012
LA - en-GB
ST - Outcome Mapping
UR - https://www.researchtoaction.org/2012/01/outcome-mapping-a-basic-introduction/
Y2 - 2022/05/01/16:30:45
ER -
TY - JOUR
TI - "Sowing Seeds" and Its Efficiency. Case Study about the Tanoda Programme of the Greek Catholic Church in the Huszár District in Nyíregyháza (Hungary)
AU - Inántsy Pap, Ágnes
AU - Morvai, Laura
T2 - Acta Universitatis Sapientiae. Social Analysis
AB - The general laws of the school career of disadvantaged students have been studied by Hungarian researchers for decades (Kozma 1975, Papp 1997, Liskó 2002, Imre 2002ab, etc.). In Hungary, there are several remedial education programmes for the disadvantaged and talent development programmes for the gifted Many tanodas (special afternoon schools offering extra-curricular activities) were established in Hungary when the country's accession to the European Union brought about an increase in the number of grant opportunities. Scientific interest in the effectiveness of compensatory/ remedial education programmes, and thus tanodas, increased enormously (Lányi 2008, Krémer 2008, Fejes 2014, etc.). Our case study examines the operation of a church-run tanoda in one of the most disadvantaged regions of the country, in an area with Roma majority population in a county seat Local children from 12 elementary schools go to this institution, primarily for remedial education and talent development We conducted our research in the autumn of 2014 at the request of the Hungarian Institute for Educational Research and Development (OFI), as members of the CHERDHungary research group. Our findings are based on the content analysis of the operational documents of the Tanoda (Organizational and Operational Regulations, House Rules, Pedagogical Programme), the analysis of the interviews with the teachers at the Tanoda (English teacher, Hungarian language and literature teacher, identity development coach, personal development coach, teacher of self-knowledge-spiritual guide, and the professional supervisor), and on the data from a focus group interview with 9 children from the Tanoda . Everyone expressing their opinion about the operation of the Tanoda confirmed that the complex activities of the Tanoda do not only help children to catch up, avoid dropping out of school, and even form plans about further education, but they also provide spiritual, psychological, and mental support to the children The environment provided by the Tanoda enables students to realize their human dignity and shape their everyday life, relationships, and future.
DA - 2015///
PY - 2015
VL - 5
IS - 2
SP - 127
EP - 143
UR - http://193.16.218.141/acta-social/C5-2/social52-02.pdf
Y2 - 2020/11/17/00:00:00
KW - _Added to LR
KW - _T:reviewed
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - THE WRITING AND SUPERVISION OF BRIGHT ENGLISH TEXTBOOK DEVELOPMENT FOR PRIMARY SCHOOL TEACHERS IN INDONESIAN CONTEXT
AU - Inayati, Nina
AU - Abidasari, Erlyna
AU - WS, Kharisma Naidi
T2 - Englisia: Journal of Language, Education, and Humanities
DA - 2019///
PY - 2019
DO - 10.22373/ej.v7i1.5592
DP - Google Scholar
VL - 7
IS - 1
SP - 53
EP - 68
KW - _C:Indonesia IDN
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - RPRT
TI - Teacher Deployment Algorithm
AU - Inc, Fab
AU - Hub, EdTech
AB - An output of the Open Development & Education, https://opendeved.net/
CN - opendeved.1066
DA - 2023/03/31/T00:00:00.000Z
PY - 2023
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/XHFWPRC2
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - Teacher Deployment Algorithm Training Presentation
AU - Inc, Fab
AU - Hub, EdTech
AB - An output of the Open Development & Education, https://opendeved.net/
CN - opendeved.1065
DA - 2023/03/31/T00:00:00.000Z
PY - 2023
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/BXUAQ8UR
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - JOUR
TI - The Case of Non-formal Education Provisions in Namibia
AU - Indabawa, SA
AB - There are established and irrefutable evidences which show the symbiotic and dialectical links between education and development. (Aklilpelu,'90, Duke,'85;Obaiiewa.'84, Omolewa.'94;Indabawa,'94; and Sagcan.'97). Education can liberate and make human beings more completely human (Freire); it can empower especially the disadvantaged groups. It is also capable of being an instrument for the eradication of literacy, preventable diseases, social apathy, social immobility and can as well enhance the human potential for greater economic productivity and reduction of human social inequality, (Anipene,'80; Adiseshiah,'80;Duke,'83; and Indabawa,'91). Given this background. all investment in educational provisions, whether formal or nonformal. will be well justified. However, this is not to suggest that education on its own will be the only precondition for human development. Education too, has its own damaging consequences on society, especially if it is used as a vehicle for promoting less than the general good of society; or it turns out to be irelevant to the popular needs ( Ayandele,'74;Akinpelu,'97; Shirley,'96). The aim of this paper is to stimulate discussion of and interest in Nonformal Educational Provisions in the Republic of Namibia. In facilitating this, ttention will be paid to seven basic issues as follows: Country background, Concept of Nonformal Education. Policy context of nonformal education provisions; Diversity of provisions; relation to formal education; Relevance of programmes to beneficiaries and Impact.
DA - 2000///
PY - 2000
LA - en
UR - http://www.adeanet.org/adea/wgnfe/publications/indabawa.pdf
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:West Africa
KW - C:Namibia
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:ministry
KW - P:culture
KW - Q:higher education
KW - Q:open learning
KW - T:TVET
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Gamification of student peer review in education: A systematic literature review
AU - Indriasari, Theresia Devi
AU - Luxton-Reilly, Andrew
AU - Denny, Paul
T2 - Education and Information Technologies
AB - We present the first systematic review of the use of gamification in educational peer review activities. The goal of this work is to understand how gamification has been used to engage students in peer review activities and to summarize the empirical evidence for its effectiveness. Our main contribution is the presentation of a general model of the peer review process that captures the students’ activities and an examination of the specific actions within this model that have been gamified in the current literature. We also summarize the commonly used game mechanics and the context and year level of courses in which prior research has been conducted, along with the reported effects on student behavior. We find that artifact assessment and artifact creation are the two most commonly gamified actions with respect to our peer review model and that the quantity and quality of both the artifacts and the generated feedback are the most popular reward criteria. In addition, Science, Technology, Engineering and Mathematics (STEM) are the discipline areas in which gamified peer review activities are most often reported. In general, while the existing peer review literature reports mostly positive effects of gamification on student engagement, the range of student actions which have been incentivized remains narrow. Key activities, such as student reflection on the feedback received, have been largely unexplored with respect to gamification and thus present useful avenues for future work.
DA - 2020/11/01/
PY - 2020
DO - 10.1007/s10639-020-10228-x
DP - Springer Link
VL - 25
IS - 6
SP - 5205
EP - 5234
J2 - Educ Inf Technol
LA - en
SN - 1573-7608
ST - Gamification of student peer review in education
UR - https://doi.org/10.1007/s10639-020-10228-x
Y2 - 2022/04/05/20:38:42
KW - _genre:LR-literature_review
ER -
TY - ELEC
TI - Adafruit TPL5110 Low Power Timer Breakout
AU - Industries, Adafruit
AB - With some development boards, low power usage is an afterthought. Especially when price and usability is the main selling point. So what should you do when it's time to turn around and ...
LA - en-US
UR - https://www.adafruit.com/product/3435
Y2 - 2023/04/30/16:17:43
ER -
TY - GEN
TI - Minimum Standards for Education: Preparedness, Response, Recovery
AU - INEE
DA - 2012///
PY - 2012
LA - English
PB - Interagency Network for Education in Emergencies
UR - https://inee.org/system/files/resources/INEE_Minimum_Standards_Handbook_2010%28HSP%29_EN.pdf
ER -
TY - BOOK
TI - Monitoring and Evaluation of ICT in Education Projects: A Handbook for Developing Countries.
AU - InfoDev
CY - Washington
DA - 2005///
PY - 2005
PB - The World Bank
UR - http://www.infodev.org/en/Publication.9.htm
ER -
TY - ELEC
TI - Infrapedia App
AU - Infrapedia
T2 - Infrapedia
DA - 2020///
PY - 2020
LA - English
UR - https://www.infrapedia.com/app
Y2 - 2020/12/21/00:00:00
ER -
TY - RPRT
TI - Ghana RECOVR Survey Analysis
AU - Innovations for Poverty Action
DA - 2020///
PY - 2020
ER -
TY - RPRT
TI - Legale Wege nach Europa. Arbeits- und Ausbildungsmöglichkeiten für Personen ohne Schutzperspektive
AU - Institute Europe
CY - Berlin
DA - 2019///
PY - 2019
UR - https://www.svr-migration.de/publikationen/mobilitaetsoptionen_nach_europa/
Y2 - 2022/05/03/13:20:26
ER -
TY - RPRT
TI - Final Evaluation of the Project: Increasing Access, Retention and Performance in Primary Education: Implemented by Child to Child & the Pikin-To-Pikin Movement Kailahun District, Sierra Leone, 2011-2016
AU - Institute for Development
UR - http://www.childtochild.org.uk/wp-content/uploads/2017/09/FINAL-Evaluation-Report-21April2017-Institute-for-Development.pdf
Y2 - 2020/12/15/13:06:44
KW - _C:Sierra Leone SLE
ER -
TY - ELEC
TI - Home - Institute for Future of Work
AU - Institute for Future of Work
UR - https://ifow.ac.za/
Y2 - 2024/03/01/12:15:48
KW - Final_citation
ER -
TY - JOUR
TI - ODL Embedded with Innovative Communication and Digital Media to Empower All Levels of Farm Sectors to be Smart Farmers
AU - Intaratat, Kamolrat
T2 - Journal of Learning for Development
AB - This research shows how innovative communication and digital media could help empower any level of farm sector in Thailand and be embedded into ODL to serve their most effective demands. Qualitative research was used via case-based studies among eight key farm leaders from four success farms with data mapping and an interview form. Content analysis was also used. Tangible results of how ODL embedded with innovative communication and digital media can empower all levels of farm sectors under “SDGs” is described. The main findings are “ODL embedded with Innovative communication and digital media must be: 1) undertaken for the right reasons; 2) sensitive to real demands and problems; 3) fit with the existing context such as existing infrastructure, i.e., farms and ICT; 4) best engaged among all stakeholders with all kinds of participatory processes; and 5) an appropriate design to fit with all farmers’ contexts, i.e., friendly relationships, pedagogical, administrative, and all kinds of participatory channels and opportunities.
DA - 2022/03/15/
PY - 2022
DP - jl4d.org
VL - 9
IS - 1
SP - 117
EP - 128
LA - en
SN - 2311-1550
UR - https://jl4d.org/index.php/ejl4d/article/view/578
Y2 - 2022/04/05/12:27:19
KW - Innovative Communication & Digital Media
KW - ODL
KW - Smart Farmer Thailand
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Promising Practices in Teacher Professional Development
AU - Inter-Agency Network for Education in Emergencies
T2 - Teachers in Crisis Context
DA - 2022///
PY - 2022
KW - Final_citation
KW - cited
KW - existing
ER -
TY - RPRT
TI - INEE Guidance Notes on Teacher Compensation in Fragile States, Situations of Displacement and Post-Crisis Recovery
AU - Inter-Agency Network for Education in Emergencies (INEE)
AB - This Guidance Note provides a suggested framework for compensating teachers in fragile states, situations of displacement, and post-crisis recovery—situations where teachers are often underpaid or not paid at all. The note focuses on how to develop coordinating polices regarding teacher compensation, how to develop appropriate systems for managing the financial aspects of teacher payment, and how to provide complementary forms of teacher motivation and support to ensure teacher well-being. This document is intended for education program managers of education programme’s working in fragile states, situations of displacement and post-crisis recovery and education authorities within the government.
DA - 2009///
PY - 2009
LA - en
UR - https://resourcecentre.savethechildren.net/node/12316/pdf/338._inee_guidance_note_on_teacher_compensation.pdf
Y2 - 2021/02/11/15:32:54
KW - __C:filed:1
ER -
TY - ELEC
TI - Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans – TCPS 2 (2022)
AU - Interagency Advisory Panel on Research Ethics Government of Canada
DA - 2023/01/11/
PY - 2023
LA - eng
ST - Tri-Council Policy Statement
UR - https://ethics.gc.ca/eng/policy-politique_tcps2-eptc2_2022.html
Y2 - 2023/08/28/09:45:25
ER -
TY - RPRT
TI - IPCC-Climate-Trends-Fact-Sheet-for-Africa
AU - Intergovernmental Panel on Climate Change
DA - 2023///
PY - 2023
SP - 2
UR - https://www.ipcc.ch/report/ar6/wg1/downloads/factsheets/IPCC_AR6_WGI_Regional_Fact_Sheet_Africa.pdf
ER -
TY - BOOK
TI - Reimagining our futures together: a new social contract for education
AU - International Commission on the Futures of Education
DA - 2021/01/01/
PY - 2021
DP - DOI.org (Crossref)
PB - UNESCO
SN - 978-92-3-100478-0
ST - Reimagining our futures together
UR - https://unesdoc.unesco.org/ark:/48223/pf0000379707?posInSet=17&queryId=623476e6-314c-4b6b-8c16-afe6ca95a8fe
Y2 - 2024/03/19/22:49:09
KW - Final_citation
ER -
TY - RPRT
TI - School Mapping and Micro-planning in Primary Education (Tanzania)
AU - International Development Center of Japan
DA - 2005///
PY - 2005
UR - https://openjicareport.jica.go.jp/pdf/11798204_01.pdf
Y2 - 2021/01/30/18:48:36
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - RPRT
TI - Policy formulation and programme development
AU - International Institute for Educational Planning
DA - 2018///
PY - 2018
PB - UNESCO
UR - https://learningportal.iiep.unesco.org/en/issue-briefs/plan-for-learning/policy-formulation-and-programme-development
Y2 - 2020/07/27/07:48:41
ER -
TY - BOOK
TI - Upgrading informal apprenticeship: a resource guide for Africa
AU - International Labour Office
CY - Geneva
DA - 2012///
PY - 2012
DP - Open WorldCat
LA - en
SN - 978-92-2-125776-9 978-92-2-125777-6
ST - Upgrading informal apprenticeship
ER -
TY - RPRT
TI - Sierra Leone: Economic Development Documents-National Development Plan, 2019-23
AU - International Monetary Fund
DA - 2019/07/09/
PY - 2019
SP - 1
EP - 42
LA - en_US
M3 - IMF Country Reports
PB - IMF, African Department
SN - 19/218
UR - https://www.elibrary.imf.org/view/IMF002/26222-9781498324960/26222-9781498324960/26222-9781498324960_A001.xml?redirect=true
Y2 - 2020/11/25/20:20:44
KW - _C:Sierra Leone SLE
ER -
TY - RPRT
TI - Sierra Leone : Poverty Reduction Strategy Paper-Progress Report (2005-2007)
AU - International Monetary Fund
AB - This report describes the progress made in implementing the Poverty Reduction Strategy Paper for Sierra Leone covering the period 2005–07. Efforts to reform the public sector were not successful. Management and Functional Reviews were conducted for several ministries, departments, and agencies but the recommendations were not implemented. A Senior Executive Service program was also developed but government and development partners could not agree on an implementation strategy and therefore the funds required for implementation were not provided.
CY - Washington D.C.
DA - 2008/07//
PY - 2008
LA - en
SN - 08/250
ST - Sierra Leone
UR - https://www.imf.org/en/Publications/CR/Issues/2016/12/31/Sierra-Leone-Poverty-Reduction-Strategy-Paper-Progress-Report-22204
Y2 - 2020/12/15/19:11:56
KW - _C:Sierra Leone SLE
ER -
TY - RPRT
TI - Sierra Leone : Economic Development Documents-National Development Plan, 2019-23
AU - International Monetary Fund. African Dept.
AB - The Government of Sierra Leone’s new Medium-term National Development Plan (MTNDP) 2019–2023 has been founded on a strong political commitment to deliver devel-opment results that would improve the welfare of Sierra Leone’s citizens.
The plan charts a clear path towards 2023 en route to the goal of achieving middle-income status by 2039 through inclusive growth that is sustainable and leaves no one behind. For the next five years, the Free Quality School Education Programme is the government’s flagship programme to provide a solid base to enhance human capital development and to facilitate the transformation of the economy.
DA - 2019/07/09/
PY - 2019
SP - 216
LA - en
M3 - Country Report
SN - 19/218
ST - Sierra Leone
UR - https://www.imf.org/en/Publications/CR/Issues/2019/07/09/Sierra-Leone-Economic-Development-Documents-National-Development-Plan-2019-23-47099
Y2 - 2020/12/15/19:44:01
KW - _C:Sierra Leone SLE
ER -
TY - ELEC
TI - Library of the International Monetary Fund
AU - International Monetary Fund
AU - World Bank
T2 - Library Network
UR - https://library.worldbankimflib.org/
Y2 - 2020/08/04/09:53:13
ER -
TY - RPRT
TI - Cost efficiency analysis: teacher professional development
AU - International Rescue Committee (IRC)
AB - This brief explores the relative costs of running these different professional development activities across nine programs in Afghanistan, Iraq, Lebanon, and Pakistan.
DA - 2016///
PY - 2016
UR - https://www.rescue.org/sites/default/files/document/961/ttdesignedbrieffinal.pdf
Y2 - 2021/02/11/15:11:43
KW - __C:filed:1
ER -
TY - ELEC
TI - Internet Penetration in Africa
AU - Internet World Stats
T2 - Internet World Stats
UR - https://www.internetworldstats.com/stats1.htm
Y2 - 2020/04/21/20:29:40
ER -
TY - JOUR
TI - The Hartung-Knapp-Sidik-Jonkman method for random effects meta-analysis is straightforward and considerably outperforms the standard DerSimonian-Laird method
AU - IntHout, Joanna
AU - Ioannidis, John Pa
AU - Borm, George F
T2 - BMC Medical Research Methodology
AB - Background: The DerSimonian and Laird approach (DL) is widely used for random effects meta-analysis, but this often results in inappropriate type I error rates. The method described by Hartung, Knapp, Sidik and Jonkman (HKSJ) is known to perform better when trials of similar size are combined. However evidence in realistic situations, where one trial might be much larger than the other trials, is lacking. We aimed to evaluate the relative performance of the DL and HKSJ methods when studies of different sizes are combined and to develop a simple method to convert DL results to HKSJ results.
Methods: We evaluated the performance of the HKSJ versus DL approach in simulated meta-analyses of 2–20 trials with varying sample sizes and between-study heterogeneity, and allowing trials to have various sizes, e.g. 25% of the trials being 10-times larger than the smaller trials. We also compared the number of “positive” (statistically significant at p < 0.05) findings using empirical data of recent meta-analyses with > = 3 studies of interventions from the Cochrane Database of Systematic Reviews.
Results: The simulations showed that the HKSJ method consistently resulted in more adequate error rates than the DL method. When the significance level was 5%, the HKSJ error rates at most doubled, whereas for DL they could be over 30%. DL, and, far less so, HKSJ had more inflated error rates when the combined studies had unequal sizes and between-study heterogeneity. The empirical data from 689 meta-analyses showed that 25.1% of the significant findings for the DL method were non-significant with the HKSJ method. DL results can be easily converted into HKSJ results.
Conclusions: Our simulations showed that the HKSJ method consistently results in more adequate error rates than the DL method, especially when the number of studies is small, and can easily be applied routinely in meta-analyses. Even with the HKSJ method, extra caution is needed when there are = <5 studies of very unequal sizes.
DA - 2014/12//
PY - 2014
DO - 10.1186/1471-2288-14-25
DP - DOI.org (Crossref)
VL - 14
IS - 1
SP - 25
J2 - BMC Med Res Methodol
LA - en
SN - 1471-2288
UR - https://bmcmedresmethodol.biomedcentral.com/articles/10.1186/1471-2288-14-25
Y2 - 2023/11/02/21:08:37
ER -
TY - ELEC
TI - The Impact of Information Provision on Human Capital Accumulation and Child Labor in Peru
AU - IPA
T2 - Innovations for Poverty Action
AB - One reason children from disadvantaged backgrounds receive less schooling and join the labor force at younger ages with fewer skills may be that they and their families lack crucial information needed to make the right long run investment decisions regarding their human capital. In Peru, IPA and J-PAL worked with researchers and the Ministry of Education to evaluate at scale two low-cost ways of providing relevant information to help students and their families make more informed decisions. Using a series of telenovela-style videos screened as part of the curriculum in schools as well as through an interactive tablet app, the research project evaluated how information provided at different ages could shape human capital decisions. Results suggest that the programs were effective at changing educational plans and lowering dropout rates, while significant effects on child labor were mixed. The policy has now been adopted by the government and scaled up to 100 percent of public schools with full class days.
DA - 2016/05/04/T16:42:33-04:00
PY - 2016
LA - en
UR - https://www.poverty-action.org/study/information-about-returns-post-primary-education-peru
Y2 - 2022/12/25/00:28:10
KW - Final_citation
KW - cited
KW - existing
ER -
TY - CONF
TI - Exploring the use of Augmented Reality in a Kinesthetic Learning Application Integrated with an Intelligent Virtual Embodied Agent
AU - Iqbal, Muhammad Zahid
AU - Mangina, Eleni
AU - Campbell, Abraham G.
C3 - 2019 IEEE International Symposium on Mixed and Augmented Reality Adjunct (ISMAR-Adjunct)
DA - 2019///
PY - 2019
DO - 10.1109/ISMAR-Adjunct.2019.00018
DP - Google Scholar
SP - 12
EP - 16
PB - IEEE
KW - __C:filed:1
ER -
TY - JOUR
TI - Perspectives on Curriculum Design: Comparing the Spiral and the Network Models
AU - Ireland, Jo
AU - Mouthaan, Melissa
T2 - Research Matters
AB - Does one approach fit all when it comes to curriculum design? In debates on curriculum design, educators have argued that a curriculum model should take into account the differing knowledge structures of different subjects. Subjects such as maths and science are generally defined as well-structured knowledge domains, characterised by a linearity in learning objectives, and well-defined and predictable learning outcomes. Less structured subjects such as the arts and humanities could, however, benefit from models that encompass a different approach to learning. Two competing perspectives on curriculum design have emerged: the spiral model developed by Bruner in 1960, and non-linear models based on processes of learning in different knowledge domains. Research on curriculum design has tended to focus on the needs of science, technology, engineering and maths (STEM) subjects. Many alternative models to the spiral have come from arts-based disciplines, in particular visual arts. This article contributes to the ongoing debate about curriculum design in different subjects. It details the key characteristics of Bruner's spiral model, and presents the main arguments made in favour of adopting flexible and non-linear curriculum models in specific subjects. We discuss a number of alternatives to the spiral model and analyse the relative strengths and weaknesses of these different approaches. The conclusion offers a discussion of implications of our findings for further research in curriculum design.
DA - 2020///
PY - 2020
DP - ERIC
LA - en
SN - 1755-6031
ST - Perspectives on Curriculum Design
UR - https://eric.ed.gov/?id=EJ1286824
Y2 - 2021/10/17/21:29:04
KW - Curriculum Design
KW - Mathematics Education
KW - Medical Education
KW - Models
KW - Music Education
KW - Networks
KW - Science Education
KW - Sequential Approach
KW - Spiral Curriculum
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Women Empowerment in Kano State from 1967-2017: An Assessment
AU - Isa, M.A.
AU - Kurawa, I.A.
AU - J., Muhammad
AU - Bala, I.
AU - Musa, A.
AU - Kano
T2 - Society and Economy
DA - 1967///
PY - 1967
SP - 313
EP - 326
LA - en
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Chapter 9: INVEST Africa
AU - Isaacs, Shafika
T2 - Using ICTs and Blended Learning in Transforming TVET
A2 - Latchem, C
DA - 2017///
PY - 2017
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - C:Kenya
KW - C:Zambia
KW - CA:AandC
KW - CLL:en
KW - publicImportV1
ER -
TY - MAP
TI - A Map of Mkushi District Health Centres
AU - Iseje, Fatuma
AB - This map is an accurate map of the Health Centres coming under the Ministry of Health, Mkushi District. The health centre locations were collected an validated over a period of approximately two years (2022-23).
CN - opendeved.1118
DA - 2023///
PY - 2023
LA - en
UR - https://maps.opendeved.net/mkushi
KW - _r:AddedByMyEducationEvidence
ER -
TY - JOUR
TI - Learning basic life support (BLS) with tablet PCs in reciprocal learning at school: Are videos superior to pictures? A randomized controlled trial
AU - Iserbyt, Peter
AU - Charlier, Nathalie
AU - Mols, Liesbet
T2 - Resuscitation
DA - 2014///
PY - 2014
DO - 10.1016/j.resuscitation.2014.01.018
VL - 85
IS - 6
SP - 809
EP - 813
ER -
TY - JOUR
TI - Attitude towards One-to-One Technology among Student Academic Achievement in Ninth Grade STEM Classes
AU - Ishmael, Brenda Patterson
DA - 2020///
PY - 2020
DP - Google Scholar
KW - _C:Austria AUT
KW - _C:Greece GRC
KW - _C:India IND
KW - _C:Korea, Republic KOR
KW - _C:Netherlands NLD
KW - _C:Peru PER
KW - _C:Turkey TUR
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The OECS Model of Integration in the Context of Caribbean Regionalism
AU - Ishmael, Len
T2 - Membresía de CRIES/CRIES Members
DA - 2002///
PY - 2002
DP - Google Scholar
SP - 37
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Delivering Remote Learning Using a Low-Tech Solution: Evidence from an RCT during the Covid-19 Pandemic
AU - Islam, Asad
AU - Wang, Liang Choon
AU - Hassan, Hashibul
DA - 2022/01/15/
PY - 2022
LA - en
PB - EdTech Hub
ST - Delivering Remote Learning Using a Low-Tech Solution
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - The Moderating Effect of ICT Skills on Relationship Between HRM Practices and Teacher Educator Development in Bangladesh
AU - Islam, Md Motaharul
AU - Islam, Md Aminul
DP - Google Scholar
KW - _C:Bangladesh BGD
KW - _C:Brazil BRA
KW - _C:India IND
KW - _C:Jordan JOR
KW - _C:Malaysia MYS
KW - _C:Mauritius MUS
KW - _C:Pakistan PAK
KW - _C:United States USA
KW - _C:Viet Nam VNM
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Integration of Technology in Education for Marginalised Children in an Urban Slum of Dhaka City During the Covid-19 Pandemic
AU - Islam, Touhidul
AU - Hussain, Maria
AU - Shimul, Shafiun Nahin
AU - Rupok, Rifat Islam
AU - Orthy, S. R. Khan
DA - 2021/10/27/
PY - 2021
LA - en
PB - EdTech Hub
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Noise Levels in Malaysia Primary Schools: Are We Meeting the International Standards?
AU - Ismail, Noraidah
AU - Karim, Khairani
AB - Noise is increasingly becoming a problem in schools and affects the audibility of speech. The effects of noise hamper learning opportunities for students. Noisy classrooms affect students’ academic performance and wellbeing. Studies have shown that children perform more poorly in noisy situations compared to adults. The current study was done to measure noise levels in classrooms in primary schools in Kuantan. A total of 31 classrooms from eight residential primary schools were selected as the place of study. The noise levels were measured using a sound level meter (SLM) in occupied and unoccupied conditions. On-site observations and checking were done and documented in each school and classroom. The results showed that the noise levels of occupied and unoccupied classrooms were higher than the values recommended by the World Health Organization (WHO) which are 35 dB(A) and 55 dB(A) respectively. The findings showed that the measured noise levels in the classrooms were high enough that it might interfere with the effectiveness of teaching and learning among students and teachers. The source of noise was mainly from the students’ activities in the classes. The current study discusses a few possible suggestions to improve the classroom acoustics.
DP - Zotero
SP - 11
LA - en
KW - BE:LMIC
KW - BE:RELEVANT
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Employability Skills in TVET Curriculum in Nigeria Federal Universities of Technology
AU - Ismail, Sarimah
AU - Mohammed, Dahiru Sale
T2 - Procedia - Social and Behavioral Sciences
T3 - The 4th World Congress on Technical Vocational Education and Training (4thWoCTVET), 5-6 December 2014, Universiti Tun Hussein Onn Malaysia, MALAYSIA
AB - In the 21st century, employability skill is the most required skill besides technical knowledge in an attempt to compete for employment and sustain job at the industrial global market. However, Nigerian TVET graduates are not equipped with the employability skills needed by the industries and as a result, they are not ready to enter into workforce. This concept paper is written to discuss how the curriculum of one of TVET programmes at the Federal Universities of Technology in Nigeria, which is Electrical Technology Education has contributed to this issue. Analytical review on Electrical Technology Education programme curriculum showed that the curriculum gave less attention to practice based courses that provide skills of the programme than theory based courses and no course in the programme curriculum that directly teaches good attitudes and traits. As a result, there is lack of incorporation of employability skills such as Problem solving and decision making, Lifelong learning and Competencies amongst the graduates. Other issues discussed are the need of employability skills in TVET curriculum of Nigeria, employability skills, Electrical Technology Education in Nigeria, and the analysis of Electrical Technology Education curriculum in Nigeria The last part of this paper is recommendation for the curriculum of Electrical Technology Education to be designed with equal number of theory and practice courses by giving emphasize on all eleven generic skills, good traits and attitudes.
DA - 2015/08/24/
PY - 2015
DO - 10.1016/j.sbspro.2015.08.111
DP - ScienceDirect
VL - 204
SP - 73
EP - 80
J2 - Procedia - Social and Behavioral Sciences
SN - 1877-0428
UR - http://www.sciencedirect.com/science/article/pii/S187704281504759X
AN - DOI-10.1016/j.sbspro.2015.08.111
Y2 - 2018/08/29/18:19:08
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - Analysis
KW - C:Nigeria
KW - CC:Nigeria
KW - CLL:en
KW - Electrical Technology Education
KW - curriculum
KW - employability skills
KW - integrations
KW - needs
KW - publicImportV1
ER -
TY - JOUR
TI - Benefits of STEM Education
AU - Ismail, Zenobia
AB - The literature on STEM education in developing countries focuses on the challenges many young people face with regard to access to secondary and tertiary education in general as well as the gender gaps in STEM education. It therefore proposes strategies for overcoming these difficulties. Studies on STEM education usually adopt a regional focus such as Africa or Asia and therefore the reports amalgamate data from middle-income and low-income countries. There is some literature on the benefits of science and technology (as a sector) on economic growth or combating diseases such as HIV or malaria. The literature does not discuss the benefits of STEM education beyond the general view that STEM facilitates economic growth and competitiveness. Given that the literature does not address the query directly, the following approach is used in this rapid literature review: literature from developed and developing countries is used to discuss the rationale for STEM education and the key trends in this field. Statistics relating to the gender gap are presented and the impact of some programmes which aim to improve female participation in STEM in developing countries is discussed. Since much of the literature on STEM education mentions teacher training, this is discussed as a benefit of STEM education, together with meeting the demand for skills and innovations for secondary education. Case studies of STEM education projects in Rwanda, a low-income country which has prioritised education and undertaken several initiatives to improve STEM education, are used to highlight the benefits of STEM education.
DA - 2018/09/04/
PY - 2018
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14258
Y2 - 2022/12/18/18:13:25
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Indicators and Methods for Assessing Entrepreneurship Training Programmes
AU - Ismail, Zenobia
AB - Entrepreneurship training programmes are an important component of demand side job creation strategies in developing countries (Fox and Kaul, 2017). Assessments of such programmes are constrained by variations in the programme content, as entrepreneurship training is often combined with grants, life-skills training, internships and mentorship. The targets of these programmes also vary and include vulnerable groups, subsistence entrepreneurs as well as firms which have greater potential for growth. The indicators of success should be adapted to suit the objectives and target group of the programme. Given the varied nature of entrepreneurship training programmes it is unsurprising that a range of indicators are used to assess them. The indicators can be grouped into three broad categories: indicators of business practices, indicators of business performance and psychological indicators. Income and profits are the most commonly used indicator (Cho & Honorati, 2014). Randomised control trials which compare treatment and control groups are the gold standard method for assessing entrepreneurship training programmes. However, the quality of these studies can be improved by having larger sample sizes, baseline assessments before the intervention and three to four follow-up assessments to assess the long-term success of the programme.
DA - 2018/03/30/
PY - 2018
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13788
Y2 - 2022/12/18/18:15:33
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Impact of Entrepreneurship Training Programmes
AU - Ismail, Zenobia
AB - Entrepreneurship training programmes generally have a positive impact on existing and aspiring entrepreneurs, especially in terms of promoting better business practices. Programmes which provide training for entrepreneurs often include other interventions such as micro-finance, grants, internships or mentorship. The varied content of the programmes as well as differences in length and intensity undermines the extent to which such interventions can be compared. Consequently, it is difficult to reach a consensus regarding how effective entrepreneurship training programmes are. Entrepreneurship training programmes that combine training with finance have more impact on raising self-employment through start-ups as well as enhancing business performance and practices. Entrepreneurs are more likely to remain self-employed if they have access to a second capital grant
DA - 2018/04/16/
PY - 2018
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13781
Y2 - 2022/12/18/18:15:21
KW - ⛔ No DOI found
ER -
TY - NEWS
TI - Child Online Protection | ITU COP Guidelines
AU - ITU
DA - 2020///
PY - 2020
LA - en
UR - https://www.itu-cop-guidelines.com/
Y2 - 2023/01/06/00:50:25
KW - Final_citation
KW - anystyle
KW - existing
ER -
TY - NEWS
TI - Ministerial Roundtable - “Digitalizing daily life: government services and content driving digital transformation” – Part 1 - ITU Telecom World
AU - ITU
DA - 2021/10/14/
PY - 2021
LA - en-US
SE - 2021 Highlights October
ST - Ministerial Roundtable - “Digitalizing daily life
UR - https://digital-world.itu.int/ministerial-roundtable-digitalizing-daily-life-government-services-and-content-driving-digital-transformation-part-1/
Y2 - 2024/02/29/14:55:57
KW - Final_citation
ER -
TY - JOUR
TI - Digital storytelling and reflection in higher education: a case of pre-service student teachers and their lecturers at a university of technology
AU - Ivala, Eunice
AU - Gachago, Daniela
AU - Condy, Janet
AU - Chigona, Agnes
T2 - Journal of Education and Training Studies
AB - Employers in South Africa are calling for students graduating from higher education institutions (HEIs) to exhibit the capacity for reflection. However, many tertiary institutions fall short in allowing opportunities for reflection. As a result, HEIs are grappling to find ways of fostering reflection amongst their students. This paper argues that digital storytelling if implemented properly is one of the ways which can be used to help HEIs in this accomplishment. It documents results of production of digital stories by 29 final-year pre-service student teachers at the Cape Peninsula University of Technology (CPUT), South Africa, as part of their assessment in their professional development course. The study was informed by structuration theory and levels of reflection and cognitive processing to help the researchers understand the potential of digital storytelling in enhancing reflection. Qualitative methods of collecting data were utilized. Focus group interviews were conducted with the students and their facilitators to elicit whether production of digital stories led to reflection. Findings showed that the production of digital stories promoted the three levels of reflection and thus deep learning and higher-order thinking skills.
DA - 2014/01//
PY - 2014
DO - 10.11114/jets.v2i1.286
VL - 2
IS - 1
SP - 217
EP - 227
LA - English
SN - 2324-805X, 2324-805X
UR - https://core.ac.uk/download/pdf/235493876.pdf
AN - 1697499911; EJ1055168
KW - Case Studies
KW - Cognitive Processes
KW - College Faculty
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Educational Technology
KW - Focus Groups
KW - Foreign Countries
KW - Higher Education
KW - Personal Narratives
KW - Postsecondary Education
KW - Preservice Teachers
KW - Professional Development
KW - Qualitative Research
KW - Reflection
KW - Skill Development
KW - South Africa
KW - Story Telling
KW - Teaching Methods
KW - Technology Uses in Education
KW - Video Technology
KW - __:import:02
KW - __:match:final
KW - __:matched
KW - __:study_id:2096367
KW - __finaldtb
ER -
TY - CONF
TI - School Choice: Digital Prints and Network Analysis
AU - Ivaniushina, Valeria
AU - Williams, Elena
A2 - Alexandrov, Daniel A.
A2 - Boukhanovsky, Alexander V.
A2 - Chugunov, Andrei V.
A2 - Kabanov, Yury
A2 - Koltsova, Olessia
T3 - Communications in Computer and Information Science
AB - We apply social network analysis to examine school choice in the second-largest Russian city Saint-Petersburg. We use online data (“digital footprints”) of between-schools comparisons on a large school information resource shkola-spb.ru. This resource allows to identify clusters of city schools that have been compared to each other more often and thus reflect choice preferences of students and parents looking for a school. Network analysis is conducted in R (‘igraph’ package). For community detection, we employed fast-greedy clustering algorithm (Good et al. 2010). The resulting communities (school clusters) have been placed on a city map to identify territorial patterns formed according to choice preferences.Network analysis of the district school networks based on between-schools online comparisons reveals two main factors for community formation. The first factor is territorial proximity: users compare schools that are relatively close to each other and not separated by wide streets, parks, industrial areas, rivers, etc. The second grouping principle is the type of school: private schools always form a separate cluster which shows that they are not being compared with public schools. In one district there was also a cluster of elite or academically challenging public schools grouped together.
C1 - Cham
C3 - Digital Transformation and Global Society
DA - 2018///
PY - 2018
DO - 10.1007/978-3-030-02843-5_33
DP - Springer Link
SP - 417
EP - 426
LA - en
PB - Springer International Publishing
SN - 978-3-030-02843-5
ST - School Choice
KW - Digital prints
KW - Network analysis
KW - School choice
KW - _C:Germany DEU
KW - _C:Russian Federation RUS
KW - _C:Switzerland CHE
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - A review of anatomy education during and after the COVID-19 pandemic: Revisiting traditional and modern methods to achieve future innovation
AU - Iwanaga, Joe
AU - Loukas, Marios
AU - Dumont, Aaron S.
AU - Tubbs, R. Shane
T2 - Clinical Anatomy
AB - The coronavirus disease 2019 (COVID-19) pandemic has had enormous effects on anatomy education. During the pandemic, students have had no access to cadavers, which has been the principal way to learn anatomy since the 17th century. As it is difficult to predict future access to cadavers for students or in-person classes, anatomy educators are encouraged to revisit all possible teaching methods in order to develop innovations. Here, we review anatomy education methods to apply to current and future education.
DA - 2021///
PY - 2021
DO - 10.1002/ca.23655
DP - Wiley Online Library
VL - 34
IS - 1
SP - 108
EP - 114
LA - en
SN - 1098-2353
ST - A review of anatomy education during and after the COVID-19 pandemic
UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/ca.23655
Y2 - 2022/04/05/20:23:23
KW - COVID-19
KW - SARS-CoV-2
KW - _genre:LR-literature_review
KW - anatomy education
KW - cadaver
KW - dissection
KW - medical education
KW - novel coronavirus
KW - teaching
KW - technology
KW - virtual
ER -
TY - RPRT
TI - Technical Vocational Education Training (TVET) Brief
AU - Iyengar, R
AU - Shin, HI
AU - Aliyu, B
AU - Menkiti, A
AB - As Kaura Specialist Development Foundation (KSDF) explores various pathways to support Technical Vocational Education Training (TVET) for the youth in Bauchi state, Nigeria, this brief has been written to provide information on the current status of education and youth in Bauchi state, as well as to document relevant strategies and best practices utilized around the world for TVET. Positioned within the global framework, under Sustainable Development Goals (SDGs), the aim of this brief is to highlight prevalent trends cited in the TVET literature and global examples to support a design of an effective program for Bauchi state’s youth to develop their personal and professional skills to become an integral part of the workforce and engage in lifelong learning.
DA - 2014///
PY - 2014
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:Guinea
KW - C:Mali
KW - C:Mauritania
KW - C:Nigeria
KW - C:Senegal
KW - CA:AandC
KW - CL:de
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:access
KW - F:gender
KW - F:learning
KW - P:economy
KW - Q:distance learning
KW - Q:mobile learning
KW - T:Ausbildung
KW - T:TVET
KW - T:Training
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - BLOG
TI - Improving learning by increasing motivation, targeting instruction, and addressing school governance
AU - J-PAL
DA - 2013///
PY - 2013
UR - https://www.povertyactionlab.org/policy-insight/improving-learning-increasing-motivation-targeting-instruction-and-addressing-school
KW - CitedIn:eCubed
KW - Done:ReferenceFixed
KW - eCubed
ER -
TY - RPRT
TI - Roll Call: Getting Children into School
AU - J-PAL
DA - 2017///
PY - 2017
DP - Google Scholar
M3 - Bulletin
ST - Roll Call
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Developing mobile digital skills in low- and middle-income countries
AU - Jacobs, Lani
DA - 2021/11//
PY - 2021
PB - GSMA
UR - https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2021/11/Developing-mobile-digital-skills-in-low-and-middle-income-countries.pdf
Y2 - 2024/01/12/00:00:00
ER -
TY - JOUR
TI - Evaluation of the vocational education orientation programme (VEOP) at a university in South Africa
AU - Jacobs, L
AU - Wet, C De
T2 - The International Review of Research in Open and Distributed Learning
AB - To address the training needs of Further Education and Training college (FETC) lecturers, and in the absence of a full professional education qualification, several higher education institutions, FETCs, and other bodies in South Africa formed an alliance to develop a short programme towards a possible future full qualification. In 2010 a Vocational Education Orientation Programme (VEOP) was piloted. In line with the responsibility for quality assurance, and the need to inform further developments in the training of FETC lecturers, the aim of this research was to evaluate the VEOP presented by the University of the Free State (UFS). To reach the stated aim, a two phase evaluative study was undertaken (1) to assess the individual modules, and (2) to holistically investigate the quality of the programme. Two questionnaires were used to gather data. The first set of data was collected at the completion of each of the six modules. For the second phase of the study, 48 lecturer-students were randomly selected more than a year after completion of the VEOP. The study identified a number of strengths and weaknesses of the VEOP. The results emphasise the need to carefully select tutors and train them to have an understanding of the FETC milieu, rethink the methodology employed in the education training of FETC lecturers, and redesign the modules’ contents to better reflect the FETC sector. The need to enhance student support and improve administration is also highlighted by the study. The results of the study may inform the development of a full qualification for FETC lecturers.
DA - 2013///
PY - 2013
DO - 10.19173/irrodl.v14i4.1568
SP - 8
LA - en
UR - http://www.irrodl.org/index.php/irrodl/article/view/1568
AN - UTI-81C0B4E9-2C39-33FE-9EE4-46C77859B61B
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - C:South Africa
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - F:learning
KW - P:media
KW - Q:distance education
KW - Q:open education
KW - Q:open learning
KW - R:evaluation
KW - T:Ausbildung
KW - T:TVET
KW - publicImportV1
ER -
TY - JOUR
TI - Transactional sex in the wake of COVID-19: sexual and reproductive health and rights of the forcibly displaced
AU - Jacobson, Lauren
AU - Regan, Alexandra
AU - Heidari, Shirin
AU - Onyango, Monica Adhiambo
T2 - Sexual and Reproductive Health Matters
DA - 2020/01/01/
PY - 2020
DO - 10.1080/26410397.2020.1822493
DP - Taylor and Francis+NEJM
VL - 28
IS - 1
SP - 1822493
SN - null
ST - Transactional sex in the wake of COVID-19
UR - https://doi.org/10.1080/26410397.2020.1822493
Y2 - 2020/11/10/13:14:09
KW - COVID-19
KW - forcibly displaced people
KW - sexual and reproductive health
KW - transactional sex
ER -
TY - JOUR
TI - A review of research on bridging the gap between formal and informal learning with technology in primary school contexts
AU - Jagušt, Tomislav
AU - Botički, Ivica
AU - So, H.-J.
T2 - Journal of Computer Assisted Learning
DA - 2018///
PY - 2018
DO - 10.1111/jcal.12252
DP - Google Scholar
KW - _C:China CHN
KW - _C:Croatia HRV
KW - _C:France FRA
KW - _C:Korea XKOR
KW - _C:Singapore SGP
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - literature / systematic review
ER -
TY - CONF
TI - Inclusion and Independence: The impact of Mobile Technology on the Lives of Persons with Disabilities in Kenya and Bangladesh
AU - Jahan, Nusrat
AU - Barbareschi, Giulia
AU - Jan, Clara Aranda
AU - Mutuku, Charles Musungu
AU - Rahman, Naemur
AU - Austin, Victoria
AU - Holloway, Catherine
T2 - 2020 IEEE Global Humanitarian Technology Conference (GHTC)
AB - Globally, mobile technology plays a significant role connecting and supporting people with disabilities. However, there has been limited research focused on understanding the impact of mobile technology in the lives of persons with disabilities in low or middle- income countries. This paper presents the findings of a participatory photovoice study looking at the role that mobile phones play in the daily lives of 16 persons with disabilities in Kenya and Bangladesh. Participants used a combination of pictures and voice recordings to capture their own stories and illustrate the impact that mobile phone use has on their lives. Through thematic analysis, we categorized the benefits of mobile phones captured by participants as 1) Improved social connection; 2) Increased independence and 3) Access to opportunities. While mobile phones are ubiquitously used for communication, for persons with disabilities they become essential assistive technologies that bridge barriers to opportunities which are not accessible otherwise. Our paper adds evidence to the need for mobile phones for persons with disabilities to enable communication and connectivity in support of development.
C1 - Seattle, WA, USA
C3 - 2020 IEEE Global Humanitarian Technology Conference (GHTC)
DA - 2020/10/29/
PY - 2020
DO - 10.1109/GHTC46280.2020.9342934
DP - DOI.org (Crossref)
SP - 1
EP - 8
LA - en
PB - IEEE
SN - 978-1-72817-388-7
ST - Inclusion and Independence
UR - https://ieeexplore.ieee.org/document/9342934/
Y2 - 2024/01/12/17:07:27
ER -
TY - CHAP
TI - Tablets im Schulunterricht in Skandinavien
AU - Jahnke, Isa
T2 - Tablets in Schule und Unterricht
DA - 2017///
PY - 2017
DP - Google Scholar
SP - 37
EP - 61
PB - Springer
KW - __C:filed:1
ER -
TY - RPRT
TI - Big Sisters
AU - Jakiela, Pamela
AU - Ozier, Owen
AU - Fernald,, Lia
AU - Knauer, Heather
AB - We model household investments in young children when parents and older siblings share caregiving
responsibilities and when investments by older siblings contribute to young children’s human
capital accumulation. To test the predictions of our model, we estimate the impact of having one
older sister (as opposed to one older brother) on early childhood development in a sample of rural
Kenyan households with otherwise similar family structures. Older sibling gender is not related
to household structure, subsequent birth spacing, or other observable characteristics, so we treat
the presence of an older girl (as opposed to an older boy) as plausibly exogenous. Having an older
sister rather than an older brother improves younger siblings’ vocabulary and fine motor skills by
more than 0.1 standard deviations. Viewed through the lens of our model, the empirical pattern we
observe suggests that: (i) older siblings’ investments in young children contribute to their human
capital accumulation, and (ii) households perceive lower returns to investing in older girls than in
older boys.
DA - 2020/10//
PY - 2020
UR - https://www.cgdev.org/sites/default/files/big-sisters.pdf
Y2 - 2020/11/08/22:38:05
ER -
TY - CONF
TI - Systematic literature studies: database searches vs. backward snowballing
AU - Jalali, S
AU - Wohlin, C
C1 - Lund, Sweden
C3 - Proceedings of the ACM-IEEE international symposium on empirical software engineering and measurement
DA - 2012///
PY - 2012
DO - 10.1145/2372251.2372257
SP - 29
EP - 38
LA - en
ER -
TY - CHAP
TI - Treatment Effects and the Measurement of Skills in a Prototypical Home Visiting Program.
AU - James Heckman
AU - Bei Liu
AU - Mai Lu
AU - Jin Zhou
T2 - Working Paper No. 13346
DA - 2020///
PY - 2020
UR - http://ftp.iza.org/dp13346.pdf
ER -
TY - SLIDE
TI - UNESCO/CARICOM Webinar Series n° 1: Supporting teachers and education personnel to ensure continuity of learning: Supporting the preparation of teachers for distance education and reopening of schools
T2 - SDG-Education 2030 Webinar Series for Latin America and the Caribbean: Leaving no one behind in times of the COVID-19 pandemic
A2 - James, Freddy
CY - St. Augustine, Trinidad and Tobago
DA - 2020/06/05/
PY - 2020
LA - English
UR - https://en.unesco.org/sites/default/files/freddy-james-university-west-indies.pdf
Y2 - 2020/11/24/00:00:00
KW - _Added to LR
KW - _T:reviewed
ER -
TY - BOOK
TI - Digital Interactions in Developing Countries: An Economic Perspective
AU - James, Jeffrey
AB - Jeffrey James is one of the relatively few academics to have systematically taken on the topic of IT and development. In this timely book he undertakes a methodological critique of prominent topics in the debate. Challenging the existing literature by international and governmental institutions, the book looks not only at the digital divide but also at issues such as digital preparedness, leapfrogging and low-cost computers. James also raises important issues which have been largely neglected in the literature, such as the implications for poverty in developing countries and the macroeconomics of mobile phones. The book argues that benefits from IT are captured in a different form in developing as opposed to developed countries. In the latter, gains come from technology ownership and use, whereas in the former, benefits cannot be captured as much in this way because ownership is more limited. Interestingly, the author shows that developing countries have responded to this distinction with a series of local innovations which are often low-cost and pro-poor. This finding contradicts the widely held view that poor countries are unable to generate major innovations within their own borders. Accessible and clearly written, this book will be of great interest to scholars of development economics and development studies, and is relevant to both policy-makers and academics.
DA - 2013///
PY - 2013
DP - Google Books
SP - 282
LA - en
PB - Routledge
SN - 978-0-415-62732-0
ST - Digital Interactions in Developing Countries
KW - Business & Economics / Development / Economic Development
KW - Business & Economics / Industries / Computers & Information Technology
ER -
TY - CHAP
TI - Extending the Experience to Sub-Saharan Africa
AU - James, Jeffrey
T2 - The Impact of Smart Feature Phones on Development: Internet, Literacy and Digital Skills
A2 - James, Jeffrey
T3 - SpringerBriefs in Economics
AB - The two previous chapters have been concerned with various aspects of a revolutionary new technology, that lies somewhere between a basic mobile phone and a relatively expensive smartphone. Before the advent of the new smart feature phone in India, users were required to buy smartphones in order to access the Internet. Now they are able to do so at a much lower cost. This chapter, however, deals with a different issue, namely, of whether and to what extent, the Indian experience can be replicated in other developing regions and Sub-Saharan Africa in particular. On the basis mainly of available data, I argue that the biggest obstacle to replication lies in affordability: in the price of handsets, data and incomes, Sub-Saharan Africa is at a disadvantage and with respect to device costs, a severe disadvantage. Other dimensions of replicability, however, were less clear-cut, partly because of a paucity of data. What is clear, though, is that associations between KaiOS Technologies and MTN and Orange have resulted in a strong African demand for mobile money through smart feature phones.
CY - Cham
DA - 2020///
PY - 2020
DP - Springer Link
SP - 45
EP - 54
LA - en
PB - Springer International Publishing
SN - 978-3-030-62212-1
UR - https://doi.org/10.1007/978-3-030-62212-1_4
Y2 - 2022/08/13/14:57:36
KW - India
KW - Replication
KW - Smart feature phones
ER -
TY - CHAP
TI - The Smart Feature Phone Revolution in Developing Countries: Bringing the Internet to the Bottom of the Pyramid
AU - James, Jeffrey
T2 - The Impact of Smart Feature Phones on Development: Internet, Literacy and Digital Skills
A2 - James, Jeffrey
T3 - SpringerBriefs in Economics
AB - Until recently, the only way for the population of developing countries to access the Internet was through expensive smartphones, designed in and for developed countries. In the past few years, however, a major new innovation has emerged, the smart feature phone with Internet connectivity, which was specifically designed for those with low incomes in developing countries. This chapter explains the development process for the smart feature phone, how this has influenced the nature and extent of adoption, and its use by low-income groups, including their demonstrated preference for uses related to entertainment rather than more traditional ‘work-related’ goals. The focus is on the case of India, where the JioPhone has already reached millions of people with low incomes.
CY - Cham
DA - 2020///
PY - 2020
DP - Springer Link
SP - 11
EP - 27
LA - en
PB - Springer International Publishing
SN - 978-3-030-62212-1
ST - The Smart Feature Phone Revolution in Developing Countries
UR - https://doi.org/10.1007/978-3-030-62212-1_2
Y2 - 2022/08/13/14:57:48
KW - India
KW - JioPhone
KW - Mobile phone
KW - Poverty
KW - The Internet
ER -
TY - JOUR
TI - The smart feature phone revolution in developing countries: Bringing the internet to the bottom of the pyramid
AU - James, Jeffrey
T2 - The Information Society
AB - Until recently, the only way for the population of developing countries to access the Internet was through expensive smartphones, designed in and for developed countries. In the past few years, however, a major new innovation has emerged, the smart feature phone with Internet connectivity, which was specifically designed for those with low incomes in developing countries. This paper explains the development process for the smart feature phone, how this has influenced the nature and extent of adoption, and its use by lowincome groups, including their demonstrated preference for uses related to entertainment rather than more traditional “work-related” goals. The focus is on the case of India, where the JioPhone has already reached millions of people with low incomes.
DA - 2020/08/07/
PY - 2020
DO - 10.1080/01972243.2020.1761497
DP - DOI.org (Crossref)
VL - 36
IS - 4
SP - 226
EP - 235
J2 - The Information Society
LA - en
SN - 0197-2243, 1087-6537
ST - The smart feature phone revolution in developing countries
UR - https://www.tandfonline.com/doi/full/10.1080/01972243.2020.1761497
Y2 - 2022/08/13/15:01:05
ER -
TY - CHAP
TI - Why Is India So Dominant in the Demand for New Smart Feature Phones That Are Internet Connected?
AU - James, Jeffrey
T2 - New Perspectives on Current Development Policy: Covid-19, the Digital Divide, and State Internet Regulation
A2 - James, Jeffrey
T3 - SpringerBriefs in Economics
AB - In recent years, an innovation called the smart feature phone has brought the Internet to millions of poor people who would not otherwise have been able to go online. The purpose of this chapter is to show and explain why the new phones have spread most widely in India.
CY - Cham
DA - 2021///
PY - 2021
DP - Springer Link
SP - 37
EP - 48
LA - en
PB - Springer International Publishing
SN - 978-3-030-88497-0
UR - https://doi.org/10.1007/978-3-030-88497-0_4
Y2 - 2022/08/13/14:57:41
KW - Affordability
KW - India
KW - KaiOS technology
KW - Multi-sequential model
KW - Smart feature phones
ER -
TY - JOUR
TI - Strategies and Approaches to Ensure Equitable Access to Quality Education in Economic Crises
AU - James, Zoe
AB - This helpdesk review has drawn primarily on evidence from systematic reviews and synthesis studies focused on (i) the impact of economic crises on education systems, and (ii) the effectiveness of strategies and approaches that aim to improve educational participation. It has focused on policy responses at the primary and secondary levels of education, and where possible has drawn on examples from effective responses in the context of large-scale economic crisis. Where evidence was not available from contexts of economic crisis, studies from resource-constrained low- and middle- income countries (LMICs) were considered. Economic crises pose particular challenges to the achievement of goals around equitable access to quality education. Falling household incomes can affect the ‘demand’ for schooling, increasing the cost of schooling, particularly for the poorest. Meanwhile, constrained government budgets can lead to reduced investments in schools and teachers, and associated declines in education quality (World Bank 2009). This review discusses five strategies and approaches to ensure equitable access to quality education, which have been identified as appropriate responses in literature on the impact of economic crisis on education (Lundberg and Wuermli 2012; Shafiq 2010; World Bank 2009). These are: (1) cash transfers; (2) scholarship programmes and fee waivers; (3) school feeding; (4) decentralisation and school grants; and (5) information-related activities. For all except ‘information-related activities’, there are examples of the effective implementation of that policy in contexts of economic crisis.
DA - 2018/12/20/
PY - 2018
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14273
Y2 - 2022/12/18/18:16:35
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Teacher Motivation in Economic Crises
AU - James, Zoe
AB - This helpdesk review presents evidence of strategies and approaches that have worked to motivate teachers, with a focus on applications to contexts facing the sudden shock of economic crisis. It begins by presenting an overview of the ways in which economic crisis can impact education systems, drawing on recent relevant examples and presenting a detailed case study of Greece. It then moves on to review frameworks to understand teacher motivation, identifying the different factors that may be important in improving teacher motivation. Finally it presents evidence of strategies and approaches to improve teacher motivation. Evidence of strategies and approaches taken to explicitly improve teacher motivation in the context of the sudden shock of economic crisis is minimal. The examples of Greece, Indonesia, Venezuela, Argentina, Russia and beyond were consulted, and whilst there was some documentation of the impact of economic crisis in these contexts, there was very limited documentation of strategies and approaches taken to mitigate the effects of crisis on teachers. Evidence of strategies and approaches beyond financial incentives was also limited, even when considering a broader set of contexts. The focus of this review is therefore on strategies and approaches that have worked in resource-constrained LMIC contexts, whilst situating the discussion in the context of the ways in which economic crisis can (and has) impacted on education systems.
DA - 2018/11/30/
PY - 2018
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14177
Y2 - 2022/12/18/18:16:42
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Effectiveness of School Grants in Low- and Middle-Income Contexts
AU - James, Zoe
AU - Joynes, Chris
AB - This helpdesk review has drawn primarily on evidence from systematic reviews and synthesis studies focused on the effectiveness of school grants for the improvement of (i) equitable access to quality education, and (ii) the student learning outcomes. The rationale for school grants has emerged as part of relatively recent policy-driven practices for educational decentralisation and, within that, school-based decision-making. The devolution of a range of decisions to the school-level is assumed to improve accountability, efficiency and responsiveness to local needs (Bruns et al. 2011; Carr-Hill et al. 2016; Slater 2013). These decisions may include concerns related to curricula, finance, management and teachers, and may be taken at one or more administrative level (Bruns et al. 2011; Slater 2013). The literature identifies several key principles for effective implementation. This includes an acknowledgement of the range of challenges and barriers that are associated with the implementation of these type of models at the school level, including (i) the need for all actors to support the principles of decision-making reform; (ii) the need for local district support; and (iii) the reality that this type of reform places increased time and work demands on teachers and parents (Bruns et al. 2011). The review found that evidence of the effectiveness of school grant policies for equitable access to quality education was limited. Few studies provided rigorous examinations of the impact of school grants on equity of access across a range of measures, for example between rural/ urban locations, gender, or socio-economic status. The evidence base is relatively stronger in relation to the effectiveness of school grant policies for student learning outcomes, being suggestive of small but positive impacts. However, according to a 2016 synthesis study, these positive results are concentrated in middle-income countries, and stronger impacts tend to be found for wealthier students with more educated parents, with smaller effects found in disadvantaged communities (Carr-Hill et al. 2016; see also Hanushek et al. 2011; UNESCO 2017).
DA - 2018/12/12/
PY - 2018
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14275
Y2 - 2022/12/18/18:14:13
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Developing critical and theoretical approaches to educational technology research and practice
AU - Jameson, Jill
T2 - British Journal of Educational Technology
DA - 2019///
PY - 2019
DO - 10.1111/bjet.12775
DP - Google Scholar
VL - 50
IS - 3
SP - 951
EP - 955
KW - __C:filed:1
ER -
TY - CONF
TI - 'Living Discourse': Critical Pedagogic Coaching for Active Student for Active Student Learning in Educational Technology
AU - Jameson, Jill
C3 - International Conference on e-Learning
DA - 2018///
PY - 2018
DP - Google Scholar
SP - 132
EP - XIII
PB - Academic Conferences International Limited
ST - 'Living Discourse'
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - CONF
TI - ‘Living Discourse’: Critical Pedagogic Coaching for Active Student Learning in Educational Technology
AU - Jameson, Jill
C3 - ICEL 2018 13th International Conference on e-Learning
DA - 2018///
PY - 2018
DP - Google Scholar
SP - 132
PB - Academic Conferences and publishing limited
ST - ‘Living Discourse’
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Improving Elementary Mathematics Education in Nicaragua: An Experimental Study of the Impact of Textbooks and Radio on Achievement.
AU - Jamison, Dean T.
AU - Searle, Barbara
AU - Galda, Klaus
AU - Heyneman, Stephen P.
T2 - Journal of Educational Psychology
DA - 1981///
PY - 1981
DO - 10.1037/0022-0663.73.4.556
ER -
TY - BOOK
TI - As by Fire: The End of the South African University
AU - Jansen, Jonathan
AB - What are the real roots of the student protests of 2015 and 2016? Is it actually about fees? Why did the protests turn violent? Where is the government while the buildings burn? Former Free State University vice-chancellor Jonathan Jansen delves into the unprecedented disruption of universities that caught South Africa by surprise. In frank interviews with eleven of the VCs most affected, he examines the forces at work, why the protests escalate into chaos, and what is driving – and exasperating – our youth. This urgent and necessary book gives us an insider view of the crisis, tells us why the conflict will not go away and what it means for the future of our universities.
DA - 2017/05/12/
PY - 2017
DP - Amazon
ET - 1 edition
SP - 352
LA - English
PB - Tafelberg
ST - As by Fire
ER -
TY - BOOK
TI - Decolonisation in Universities: The politics of knowledge
AU - Jansen, Jonathan
AB - In this collection of case studies and stories from the field, South African scholars come together to trade stories on how to decolonise the universityShortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This edited volume brings together the best minds in curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curriculum and can it be undone? How is the project of curriculum decolonisation similar to or different from the quest for postcolonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting?The book combines strong conceptual analyses with novel case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. Such a comparative perspective enables reasonable judgements to be made about the prospects for institutional take-up within the curriculum of century-old universities.
DA - 2019/08/01/
PY - 2019
DP - Google Books
SP - 415
LA - en
PB - NYU Press
SN - 978-1-77614-337-5
ST - Decolonisation in Universities
KW - Political Science / History & Theory
ER -
TY - ELEC
TI - Let’s face facts, the 2020 school year is lost. So what to do?
AU - Jansen, Jonathan
AU - Jansen, Jonathan
T2 - Times Select
AB - Covid-19 hasn’t caused the schooling crisis, it has just exposed how huge the inequalities in SA education are
DA - 2020///
PY - 2020
LA - en-ZA
UR - https://select.timeslive.co.za/ideas/2020-04-09-lets-face-facts-the-2020-school-year-is-lost-so-what-to-do/
Y2 - 2020/04/20/17:19:37
ER -
TY - JOUR
TI - Priorities and Interactions of Sustainable Development Goals (SDGs) with Focus on Wetlands
AU - Jaramillo, Fernando
AU - Desormeaux, Amanda
AU - Hedlund, Johanna
AU - Jawitz, James W.
AU - Clerici, Nicola
AU - Piemontese, Luigi
AU - Rodríguez-Rodriguez, Jenny Alexandra
AU - Anaya, Jesús Adolfo
AU - Blanco-Libreros, Juan F.
AU - Borja, Sonia
AU - Celi, Jorge
AU - Chalov, Sergey
AU - Chun, Kwok Pan
AU - Cresso, Matilda
AU - Destouni, Georgia
AU - Dessu, Shimelis Behailu
AU - Di Baldassarre, Giuliano
AU - Downing, Andrea
AU - Espinosa, Luisa
AU - Ghajarnia, Navid
AU - Girard, Pierre
AU - Gutiérrez, Álvaro G.
AU - Hansen, Amy
AU - Hu, Tengfei
AU - Jarsjö, Jerker
AU - Kalantari, Zahra
AU - Labbaci, Adnane
AU - Licero-Villanueva, Lucia
AU - Livsey, John
AU - Machotka, Ewa
AU - McCurley, Kathryn
AU - Palomino-Ángel, Sebastián
AU - Pietron, Jan
AU - Price, René
AU - Ramchunder, Sorain J.
AU - Ricaurte-Villota, Constanza
AU - Ricaurte, Luisa Fernanda
AU - Dahir, Lula
AU - Rodríguez, Erasmo
AU - Salgado, Jorge
AU - Sannel, A. Britta K.
AU - Santos, Ana Carolina
AU - Seifollahi-Aghmiuni, Samaneh
AU - Sjöberg, Ylva
AU - Sun, Lian
AU - Thorslund, Josefin
AU - Vigouroux, Guillaume
AU - Wang-Erlandsson, Lan
AU - Xu, Diandian
AU - Zamora, David
AU - Ziegler, Alan D.
AU - Åhlén, Imenne
T2 - Water
AB - Wetlands are often vital physical and social components of a country’s natural capital, as well as providers of ecosystem services to local and national communities. We performed a network analysis to prioritize Sustainable Development Goal (SDG) targets for sustainable development in iconic wetlands and wetlandscapes around the world. The analysis was based on the information and perceptions on 45 wetlandscapes worldwide by 49 wetland researchers of the Global Wetland Ecohydrological Network (GWEN). We identified three 2030 Agenda targets of high priority across the wetlandscapes needed to achieve sustainable development: Target 6.3—“Improve water quality”; 2.4—“Sustainable food production”; and 12.2—“Sustainable management of resources”. Moreover, we found specific feedback mechanisms and synergies between SDG targets in the context of wetlands. The most consistent reinforcing interactions were the influence of Target 12.2 on 8.4—“Efficient resource consumption”; and that of Target 6.3 on 12.2. The wetlandscapes could be differentiated in four bundles of distinctive priority SDG-targets: “Basic human needs”, “Sustainable tourism”, “Environmental impact in urban wetlands”, and “Improving and conserving environment”. In general, we find that the SDG groups, targets, and interactions stress that maintaining good water quality and a “wise use” of wetlandscapes are vital to attaining sustainable development within these sensitive ecosystems.
DA - 2019/03//
PY - 2019
DO - 10.3390/w11030619
DP - www.mdpi.com
VL - 11
IS - 3
SP - 619
LA - en
SN - 2073-4441
UR - https://www.mdpi.com/2073-4441/11/3/619
Y2 - 2022/08/30/13:10:00
KW - Author:OpenDevEd
KW - SDGs
KW - interactions
KW - network analysis
KW - priorities
KW - sustainable development goals
KW - wetlands
KW - wetlandscapes
ER -
TY - JOUR
TI - Water and Sanitation in Schools: A Systematic Review of the Health and Educational Outcomes
AU - Jasper, Christian
AU - Le, Thanh-Tam
AU - Bartram, Jamie
T2 - International Journal of Environmental Research and Public Health
DA - 2012/08/03/
PY - 2012
DO - 10.3390/ijerph9082772
DP - DOI.org (Crossref)
VL - 9
IS - 8
SP - 2772
EP - 2787
J2 - IJERPH
LA - en
SN - 1660-4601
ST - Water and Sanitation in Schools
UR - http://www.mdpi.com/1660-4601/9/8/2772
Y2 - 2022/06/02/21:41:33
ER -
TY - JOUR
TI - A child-to-child approach to improve literacy: Design of the Buddy Reading program
AU - Jasti, C.
AU - Jukes, M.C.
AU - Dubeck, M.M.
AU - Elliott
AU - Inyega, H.N.
DA - 2016///
PY - 2016
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Impact of tablet PCs on learning outcomes in a classroom environment
AU - Javed, Yasir
AU - Samara, Khalid
T2 - International Journal of Learning Technology
DA - 2019///
PY - 2019
DP - Google Scholar
VL - 14
IS - 1
SP - 59
EP - 77
KW - __C:filed:1
KW - ❓ Multiple DOI
ER -
TY - BOOK
TI - The International Handbook of Mathematics Teacher Education
AU - Jaworski, B
AU - Wood, T
DA - 2008///
PY - 2008
VL - 4
PB - Sense Publishers
ER -
TY - CHAP
TI - Themes and issues in inservice programmes
AU - Jaworski, B
AU - Wood, T
T2 - Mathematics Teacher Education: Critical International Perspectives
A2 - Jaworksi, B.
A2 - Wood, T.
A2 - Dawson, S.
T3 - Studies in Mathematics Education Series
CY - London
DA - 1999///
PY - 1999
SP - 125
EP - 147
PB - Falmer Press
ST - Themes and issues in inservice programmes
ER -
TY - JOUR
TI - Challenges in the Evaluation and Implementation of School-Based Prevention and Intervention Programs on Sensitive Topics
AU - Jaycox, Lisa H.
AU - McCaffrey, Daniel F.
AU - Ocampo, Beverly Weidmer
AU - Shelley, Gene A.
AU - Blake, Susan M.
AU - Peterson, Donna J.
AU - Richmond, Lucinda S.
AU - Kub, Joan E.
T2 - American Journal of Evaluation
AB - The current emphasis on best practices for school-based health and mental health programs brings with it the demand for evaluation efforts in schools. This article describes the challenges of launching a successful school program and evaluation, with lessons learned from three projects that focus on intimate partner violence. The authors discuss issues related to constraints on the research design in schools, the recruitment of schools and participants within schools, program and evaluation implementation issues, the iterative implementation-evaluation cycle, and the dissemination of programs and study findings. The authors emphasize the need for flexibility and cultural awareness during all stages of the process.
DA - 2006/09/01/
PY - 2006
DO - 10.1177/1098214006291010
DP - SAGE Journals
VL - 27
IS - 3
SP - 320
EP - 336
LA - en
SN - 1098-2140
UR - https://doi.org/10.1177/1098214006291010
Y2 - 2022/11/23/12:29:12
ER -
TY - JOUR
TI - Understanding climate change with statistical downscaling and machine learning
AU - Jebeile, Julie
AU - Lam, Vincent
AU - Räz, Tim
T2 - Synthese
DA - 2021/12//
PY - 2021
DO - 10.1007/s11229-020-02865-z
DP - DOI.org (Crossref)
VL - 199
IS - 1-2
SP - 1877
EP - 1897
J2 - Synthese
LA - en
SN - 0039-7857, 1573-0964
UR - https://link.springer.com/10.1007/s11229-020-02865-z
Y2 - 2024/02/24/11:10:14
ER -
TY - JOUR
TI - Whose fault is failure? Contested perspectives of academic support in tertiary educational institutions in South Africa
AU - Jeffery, David
AU - Johnson, David
T2 - Research in Comparative and International Education
T3 - Journal
AB - © The Author(s) 2019. This paper explores the argument that to widen participation in higher education, educational institutions should bear a greater responsibility for students’ learning. Central to this debate is the notion of ‘academic support’. There are many perspectives on what works to scaffold student participation and learning but rarely are the perspectives of those receiving support taken into account. This paper reports the findings of an exploratory ethnographic study in which students in a vocational college in South Africa reflected on the nature of academic support and access to it. Student narratives that underpin their understandings of how the support system ‘worked’, and what responsibilities they and the college respectively bore for their studies, are compared to the official prescript on student support services in South Africa – the so-called ‘Student Support Services Manual’ which was developed by the South African Department of Higher Education and Training (DHET). The data indicate sharp incongruences in thinking. While the student support services manual maintains that students are a product of their disadvantaged contexts and therefore require an institutional form of academic support, students themselves placed much less responsibility for the provision of academic support on the colleges. Instead, they attributed their success or failure to ‘character’ and their own dispositions towards learning. This is an unexpected finding in the context of an often highly charged debate on the factors that constrain learning and learning outcomes. This paper argues that it is this ‘locus of control’ that undermines the idea that student success is dependent on prescription alone.
DA - 2019///
PY - 2019
DO - 10.1177/1745499919864731
ER -
TY - RPRT
TI - The Mobile Gender Gap Report
AU - Jeffrie, Nadia
DA - 2023///
PY - 2023
PB - GSMA
ER -
TY - JOUR
TI - Impact of Pandemic COVID-19 on Education in India
AU - Jena, Pravat
T2 - International Journal of Current Research
AB - The impact of pandemic COVID-19 is observed in every sector around the world. The education sectors of India as well as world are badly affected by this. It has enforced the world wide lock down creating very bad effect on the students' life. Around 32 crore learners stopped to move schools/colleges, all educational activities halted in India. The outbreak of COVID-19 has advised us that change is inevitable. It has worked as a catalyst for the educational institutions to grow and opt for platforms and techniques, which have not been used before. The education sector has been fighting to survive the crises with a different approach and digitising the challenges to wash away the threat of the pandemic. This paper highlights some measures taken by Govt. of India to provide seamless education in the country. Both the positive and negative impacts of COVID-19 are discussed and some fruitful suggestions are pointed to carry out educational activities during the pandemic situation.
DA - 2020/07/30/
PY - 2020
DO - 10.24941/ijcr.39209.07.2020
DP - ResearchGate
VL - 12
SP - 12582
EP - 12586
J2 - International Journal of Current Research
KW - __C:filed:1
KW - ⚠️ Invalid DOI
ER -
TY - BOOK
TI - Sustainable Development in the OECS, an Antiguan and Barbudan case study.
AU - Jenkins, Colin John
DA - 2014///
PY - 2014
DP - Google Scholar
ER -
TY - JOUR
TI - Textbook Broke: Textbook Affordability as a Social Justice Issue
AU - Jenkins, J. Jacob
AU - Sánchez, Luis A.
AU - Schraedley, Megan A. K.
AU - Hannans, Jaime
AU - Navick, Nitzan
AU - Young, Jade
T2 - Journal of Interactive Media in Education
AB - In light of rising textbook prices, open education resources (OER) have been shown to decrease non-tuition costs, while simultaneously increasing academic access, student performance, and time-to-graduation rates. Yet very little research to date has explored OER’s specific impact on those who are presumed to benefit most from this potential: historically underserved students. This reality has left a significant gap of understanding in the current body of literature, resulting in calls for more empirically-based examinations of OER through a social justice lens. For each of these reasons, this study explored the impact of OER and textbook pricing among racial/ethnic minority students, low-income students, and first-generation college students at a four-year Hispanic Serving Institution (HSI) in Southern California. Drawing upon more than 700 undergraduate surveys, our univariate, bivariate and multivariate results revealed textbook costs to be a substantial barrier for the vast majority of students. However, those barriers were even more significant among historically underserved college students; thus, confirming textbook affordability as a redistributive justice issue, and positing OER as a potential avenue for realizing a more socially just college experience.
DA - 2020/05/11/
PY - 2020
DO - 10.5334/jime.549
DP - jime.open.ac.uk
VL - 2020
IS - 1
SP - 3
LA - en
SN - 1365-893X
ST - Textbook Broke
UR - http://jime.open.ac.uk/articles/10.5334/jime.549/
AN - n = 705, undergraduate students from a Hispanic Serving Institution (HSI)
Y2 - 2020/07/11/18:36:19
KW - Hispanic Serving Institution
KW - OER
KW - open education resources
KW - redistributive justice
KW - student equity
ER -
TY - JOUR
TI - Forms of knowledge and modes of innovation
AU - Jensen, Morten Berg
AU - Johnson, Björn
AU - Lorenz, Edward
AU - Lundvall, Bengt-Åke
AU - Lundvall, B. A.
T2 - The learning economy and the economics of hope
DA - 2007///
PY - 2007
DP - Google Scholar
VL - 155
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The (Perceived) Returns to Education and the Demand for Schooling.
AU - Jensen, Robert
T2 - The Quarterly Journal of Economics
DA - 2010///
PY - 2010
DO - 10.1162/qjec.2010.125.2.515
VL - 125
SP - 515
EP - 548
UR - https://doi.org/10.1162/qjec.2010.125.2.515
ER -
TY - JOUR
TI - Analysis of the ICILS 2018 Results by Korean Students' Educational Experience in Computer and Information Literacy and Computational Thinking
AU - Jeon, Seongkyun
AU - Son, Yoonhee
AU - Park, Sangwook
T2 - The Journal of Korean association of computer education
DA - 2020///
PY - 2020
DP - Google Scholar
VL - 23
IS - 3
SP - 1
EP - 8
UR - https://koreascience.kr/article/JAKO202023852335493.page
Y2 - 2024/03/04/15:12:52
KW - Final_citation
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Leave No Child Behind: Global report on boys' disengagement from education
AU - Jere, Catherine
AU - Eck, Matthias
AU - Zubairi, Asma
DA - 2022///
PY - 2022
DP - Google Scholar
PB - UNESCO
ST - Leave No Child Behind
UR - https://ueaeprints.uea.ac.uk/id/eprint/89435/
Y2 - 2023/11/08/16:14:52
ER -
TY - JOUR
TI - Implementation of learner support services in distance teacher education programmes in selected public colleges of education in Zambia
AU - Jere, Getrude
AU - ManchishI, Peter Chomba
AU - Mulenga, Innocent Mutale
T2 - The Zambia Journal of Distance Education (Online ISSN 2789-052X)
DA - 2021///
PY - 2021
DP - Google Scholar
VL - 1
IS - 1
SP - 26
EP - 41
UR - https://www.researchgate.net/profile/Innocent-Mutale-Mulenga-2/publication/352134749_Implementation_of_Learner_Support_Services_in_Distance_Teacher_Education_Programmes_in_selected_public_Colleges_of_Education_in_Zambia/links/60ba655e458515218f8f839f/Implementation-of-Learner-Support-Services-in-Distance-Teacher-Education-Programmes-in-selected-public-Colleges-of-Education-in-Zambia.pdf
Y2 - 2023/12/06/15:41:04
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Teacher Educators’ Knowledge of Learner Support Services in Distance Teacher Education Programmes in Selected Public Colleges of Education in Zambia
AU - Jere, Getrude
AU - Mulenga, Innocent Mutale
AU - Manchishi, Peter Chomba
T2 - How Africa Has Turned Around
DA - 2021///
PY - 2021
DP - Google Scholar
SP - 276
UR - https://www.researchgate.net/profile/Maurice-Amutabi-2/publication/366426090_How_Africa_Has_Turned_Around/links/63a18a54e42faa7e75db1f9a/How-Africa-Has-Turned-Around.pdf#page=283
Y2 - 2023/12/06/15:41:08
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Interconnectedness of Reward Dissatisfaction of Public Technical Vocational Education and Training (TVET) Educators with Educator Turnover Intentions and Prolonged Tenure
AU - Jeremiah, Andrew
AU - Senior Lecturer - Human Resource Management Namibia University of Science and Technology (NUST), Windhoek, Namibia
A2 - Jeremiah, Andrew; Senior Lecturer - Human Resource Management Namibia University of Science and Technology (NUST), Windhoek, Namibia
T3 - Journal Article
AB - Educator turnover intentions and prolonged tenure is a huge problem in Public TVET institutions in the Western Cape in South Africa. Educator turnover and prolonged tenure intentions is interconnected to educators ' dissatisfaction with rewards (intrinsic and extrinsic). Public TVET educators ' dissatisfaction with rewards result in increased turnover and lack of the desire to prolong tenure among educators. In 2006 educator turnover increased by 5.6%. Due to this problem the South African government was forced to replace about 20 000 educators annually in the education sector in all provinces. The major problem encountered by the government was that during this period of time, was that it was not producing enough teachers to fill in the gaps created increased educator turnover. As a result, high turnover experienced in educational institutions had a negative effect on the quality of service delivery. A structured self-administered Job Descriptive Index (JDI) questionnaire was utilized in collecting data. Data was processed using Software Package for Social Science (SPSS) Version 23. Results revealed that dissatisfaction with rewards (extrinsic and intrinsic) increased turnover and lack of a desire to prolong tenure among Public TVET educators in Public TVET institutions in the Western Cape. Recommendations were that Public TVET institutions needed to improve rewards (intrinsic and extrinsic) to manage increased turnover and lack of a desire by educators to prolong tenure. Therefore, it was recommended that Public TVET had to adopt the Total Rewards model invented by World at Work to manage the problem of increased Public TVET educator turnover.
DA - 2019///
PY - 2019
DO - 10.18843/ijcms/v10i2/07
ER -
TY - JOUR
TI - Multimodality and Literacy in School Classrooms
AU - Jewitt, Carey
T2 - Review of Research in Education
DA - 2008///
PY - 2008
DO - 10.3102/0091732x07310586
VL - 32
IS - 1
SP - 241
EP - 267
Y2 - 2021/03/29/00:00:00
ER -
TY - JOUR
TI - A systematic review of conversational AI in language education: focusing on the collaboration with human teachers
AU - Ji, Hyangeun
AU - Han, Insook
AU - Ko, Yujung
T2 - Journal of Research on Technology in Education
DA - 2023/01/03/
PY - 2023
DO - 10.1080/15391523.2022.2142873
DP - DOI.org (Crossref)
VL - 55
IS - 1
SP - 48
EP - 63
J2 - Journal of Research on Technology in Education
LA - en
SN - 1539-1523, 1945-0818
ST - A systematic review of conversational AI in language education
UR - https://www.tandfonline.com/doi/full/10.1080/15391523.2022.2142873
Y2 - 2024/02/24/10:03:13
KW - _z:no_pdf
ER -
TY - JOUR
TI - Voluntary participation and natural grouping with smartphones: an effective and practical approach to implement a quasi-experiment
AU - Jia, Jiyou
AU - Chen, Zhenzhen
T2 - International Journal of Mobile Learning and Organisation
DA - 2020///
PY - 2020
DP - Google Scholar
VL - 14
IS - 1
SP - 49
EP - 62
ST - Voluntary participation and natural grouping with smartphones
KW - __C:filed:1
KW - ❓ Multiple DOI
ER -
TY - CHAP
TI - Recent Advances in Intelligent Textbooks for Better Learning
AU - Jiang, Bo
AU - Gu, Meijun
AU - Du, Ying
T2 - AI in Learning: Designing the Future
A2 - Niemi, Hannele
A2 - Pea, Roy D.
A2 - Lu, Yu
AB - Intelligent textbooks are a new form of digital textbooks that provides students with intelligent learning services, such as automatic question answering, adaptive navigation support, automatic linking, and personalized recommendation. Educators are investing much effort into the conversion of their paper-based textbooks and digital textbooks into intelligent textbooks. This chapter provides a brief introduction to the development of intelligent textbooks and reviews major adaptive technologies and the usage of intelligent textbooks in the past decade. We first summarize the development of intelligent textbooks and the existing authoring platforms. Then, the key intelligent technologies used in the intelligent textbooks are reviewed, including domain modeling, student modeling, and instruction technologies. Moreover, the empirical studies conducted to evaluate intelligent textbooks are summarized. This chapter would promote understanding of the current state of the technology and platform development of intelligent textbooks.
CY - Cham
DA - 2023///
PY - 2023
DP - Springer Link
SP - 247
EP - 261
LA - en
PB - Springer International Publishing
SN - 978-3-031-09687-7
UR - https://doi.org/10.1007/978-3-031-09687-7_15
Y2 - 2024/02/23/23:57:15
KW - Adaptive learning systems
KW - Intelligent textbooks
KW - Intelligent tutoring system
ER -
TY - JOUR
TI - Trustworthiness of Systematic Review Automation-An interview at Coventry University
AU - Jiang, Xiaorui
T2 - medRxiv
DA - 2023///
PY - 2023
DP - Google Scholar
SP - 2023
EP - 12
UR - https://www.medrxiv.org/content/10.1101/2023.12.14.23299933.abstract
Y2 - 2024/03/12/20:57:22
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Mixing and Matching: Using Qualitative Methods to Improve Quantitative Impact Evaluations (IEs) and Systematic Reviews (SRs) of Development Outcomes
AU - Jimenez, Emmanuel
AU - Waddington, Hugh
AU - Goel, Neeta
AU - Prost, Audrey
AU - Pullin, Andrew
T2 - CEDIL-Centre of Excellence for Development Impact and Learning
DA - 2018///
PY - 2018
DP - Zotero
LA - en
UR - https://cedilprogramme.org/mixing-matching-using-qualitative-methods-quantitative-impact-evaluations/
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - 3ie
KW - ___duplicate_item
KW - publicImportV1
ER -
TY - JOUR
TI - Mixing and matching: using qualitative methods to improve quantitative impact evaluations (IEs) and systematic reviews (SRs) of development outcomes
AU - Jimenez, Emmanuel
AU - Waddington, Hugh
AU - Goel, Neeta
AU - Prost, Audrey
AU - Pullin, Andrew
AU - White, Howard
AU - Lahiri, Shaon
AU - Narain, Anmol
T2 - Journal of Development Effectiveness
AB - Recent evaluations have begun to use qualitative data in a manner that helps improve the quality and relevance of studies through the inferences that are drawn from them, and their applicability to policy makers and programme implementers. This paper reviews this work and identifies good practices to integrate qualitative methods into quantitative impact evaluations (IEs) and systematic reviews (SRs). Using recent literature on the characteristics of such practices, we developed two tools to assess the methodological rigour and mixed methods integration of 40 IEs and 7 SRs, drawing upon previous approaches. Our findings are that successful mixed methods quantitative impact evaluations: (1) provide a clear rationale for integration of methods; (2) deploy multidisciplinary teams; (3) provide adequate documentation; and (4) acknowledge limitations to the generalisability of qualitative and quantitative findings. Successful integration tended to improve mixed methods impact evaluations by collecting better data to inform the study design and findings, which helped contextualise quantitative findings. Our main observation on the integration of mixed methods in the systematic reviews is that mixed methods systematic reviews bringing together literatures that answer different questions can go beyond the ‘sum of their parts’ to provide holistic answers about development effectiveness. The findings of this study inform several recommendations to improve the conduct and reporting of mixed methods impact evaluations and systematic reviews.
DA - 2018/10/02/
PY - 2018
DO - 10.1080/19439342.2018.1534875
DP - DOI.org (Crossref)
VL - 10
IS - 4
SP - 400
EP - 421
J2 - Journal of Development Effectiveness
LA - en
SN - 1943-9342, 1943-9407
ST - Mixing and matching
UR - https://www.tandfonline.com/doi/full/10.1080/19439342.2018.1534875
Y2 - 2021/11/12/12:20:41
KW - ___duplicate_item
ER -
TY - JOUR
TI - Measuring digital literacy across three age cohorts: Exploring test dimensionality and performance differences
AU - Jin, Kuan-Yu
AU - Reichert, Frank
AU - Cagasan Jr, Louie P.
AU - de La Torre, Jimmy
AU - Law, Nancy
T2 - Computers & Education
DA - 2020///
PY - 2020
DO - 10.1016/j.compedu.2020.103968
DP - Google Scholar
VL - 157
SP - 103968
ST - Measuring digital literacy across three age cohorts
UR - https://www.sciencedirect.com/science/article/pii/S0360131520301664?casa_token=8NNACL2uAqAAAAAA:xTEEVONLn0eZl9KpRdd6ZNgFznT92U0bnL9322fWfN6HoAehC0i6IN2MpiKWX1xRds7ZHHfh4KC9
Y2 - 2023/11/01/20:26:49
ER -
TY - JOUR
TI - Whatsapp chatbot
AU - Jindal, Gaurang
AU - Upadhyay, Dinesh
AU - Jha, Ashish
T2 - EasyChair Preprint
DA - 2020///
PY - 2020
DP - Google Scholar
VL - 3641
SP - 40
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Thermal comfort and energy-saving potential in university classrooms during the heating season
AU - Jing, Shenglan
AU - Lei, Yonggang
AU - Wang, Hongjian
AU - Song, Chongfang
AU - Yan, Xufeng
T2 - Energy and Buildings
DA - 2019///
PY - 2019
DO - 10.1016/j.enbuild.2019.109390
DP - Google Scholar
VL - 202
SP - 109390
KW - BE:RELEVANT
ER -
TY - JOUR
TI - Classifying settlement types from multi-scale spatial patterns of building footprints
AU - Jochem, Warren C
AU - Leasure, Douglas R
AU - Pannell, Oliver
AU - Chamberlain, Heather R
AU - Jones, Patricia
AU - Tatem, Andrew J
T2 - Environment and Planning B: Urban Analytics and City Science
AB - Urban settlements and urbanised populations continue to grow rapidly and much of this transition is occurring in less developed countries. Remote sensing techniques are now often applied to monitor urbanisation and changes in settlement patterns. In particular, increasing availability of very high resolution imagery (<1 m spatial resolution) and computing power is enabling complete sets of settlement data in the form of building footprints to be extracted from imagery. These settlement data provide information on the changes occurring in cities, particularly in countries which may lack other data on urbanisation. While spatially detailed, extracted building footprints typically lack other information that identify building types or can be used to differentiate intra-urban land uses or neighbourhood types. This work demonstrates an approach to classifying settlement types through multi-scale spatial patterns of urban morphology visible in building footprint data extracted from very high resolution imagery. The work uses a Gaussian mixture modelling approach to select and hierarchically merge components into clusters. The results are maps classifying settlement types on a high spatial resolution (100 m) grid. The approach is applied in Kaduna, Nigeria; Kinshasa, Democratic Republic of the Congo; and Maputo, Mozambique and demonstrates the potential of computational methods to take advantage of large spatial datasets and extract meaningful information to support monitoring of urban areas. The model-based approach produces a hierarchy of potential clustering solutions, and we suggest that this can be used in partnership with local knowledge of the context when creating settlement typologies.
DA - 2020/05/01/
PY - 2020
DO - 10.1177/2399808320921208
DP - SAGE Journals
SP - 2399808320921208
J2 - Environment and Planning B: Urban Analytics and City Science
LA - en
SN - 2399-8083
UR - https://doi.org/10.1177/2399808320921208
Y2 - 2021/03/18/19:03:23
KW - Urban morphology
KW - classification
KW - land use
KW - spatial analysis
KW - urban analytics
ER -
TY - JOUR
TI - Tools for mapping multi-scale settlement patterns of building footprints: An introduction to the R package foot
AU - Jochem, Warren C.
AU - Tatem, Andrew J.
T2 - PLOS ONE
AB - Spatial datasets of building footprint polygons are becoming more widely available and accessible for many areas in the world. These datasets are important inputs for a range of different analyses, such as understanding the development of cities, identifying areas at risk of disasters, and mapping the distribution of populations. The growth of high spatial resolution imagery and computing power is enabling automated procedures to extract and map building footprints for whole countries. These advances are enabling coverage of building footprint datasets for low and middle income countries which might lack other data on urban land uses. While spatially detailed, many building footprints lack information on structure type, local zoning, or land use, limiting their application. However, morphology metrics can be used to describe characteristics of size, shape, spacing, orientation and patterns of the structures and extract additional information which can be correlated with different structure and settlement types or neighbourhoods. We introduce the foot package, a new set of open-source tools in a flexible R package for calculating morphology metrics for building footprints and summarising them in different spatial scales and spatial representations. In particular our tools can create gridded (or raster) representations of morphology summary metrics which have not been widely supported previously. We demonstrate the tools by creating gridded morphology metrics from all building footprints in England, Scotland and Wales, and then use those layers in an unsupervised cluster analysis to derive a pattern-based settlement typology. We compare our mapped settlement types with two existing settlement classifications. The results suggest that building patterns can help distinguish different urban and rural types. However, intra-urban differences were not well-predicted by building morphology alone. More broadly, though, this case study demonstrates the potential of mapping settlement patterns in the absence of a housing census or other urban planning data.
DA - 2021/02/25/undefined
PY - 2021
DO - 10.1371/journal.pone.0247535
DP - PLoS Journals
VL - 16
IS - 2
SP - e0247535
J2 - PLOS ONE
LA - en
SN - 1932-6203
ST - Tools for mapping multi-scale settlement patterns of building footprints
UR - https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0247535
Y2 - 2021/03/18/19:01:14
KW - Cities
KW - Open data
KW - Radii
KW - Rural areas
KW - Settlement patterns
KW - Software tools
KW - Urban areas
KW - Urban environments
ER -
TY - RPRT
TI - Measuring the Information Society Report 2018
AU - Johannes Bauer
AU - Benavente, Daniela
AU - Gillet, Josh
AU - Helsper, Ellen
AU - Van Deursen, Alexander
DA - 2018///
PY - 2018
PB - International Telecommunication Union
UR - https://www.itu.int/en/ITU-D/Statistics/Pages/publications/misr2018.aspx
ER -
TY - JOUR
TI - InfoInternet for Education in the Global South: A Study of Applications Enabled by Free Information-only Internet Access in Technologically Disadvantaged Areas (authors' version)
AU - Johansen, Johanna
AU - Johansen, Christian
AU - Noll, Josef
T2 - arXiv preprint arXiv:1808.09496
DA - 2018///
PY - 2018
DP - Google Scholar
ST - InfoInternet for Education in the Global South
KW - _C:Bangladesh BGD
KW - _C:Congo, Democratic Republic COD
KW - _C:Congo, Republic COG
KW - _C:Finland FIN
KW - _C:Germany DEU
KW - _C:India IND
KW - _C:Namibia NAM
KW - _C:Nigeria NGA
KW - _C:Norway NOR
KW - _C:Peru PER
KW - _C:Tanzania TZA
KW - _C:Thailand THA
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Uruguay URY
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Open peer-review platform for COVID-19 preprints
AU - Johansson, Michael A.
AU - Saderi, Daniela
T2 - Nature
AB - Illustration of paper under a magnifying glass
DA - 2020/03/01/
PY - 2020
DO - 10.1038/d41586-020-00613-4
DP - NASA ADS
VL - 579
SP - 29
EP - 29
SN - 0028-0836
UR - https://ui.adsabs.harvard.edu/abs/2020Natur.579...29J
Y2 - 2021/10/05/18:36:39
KW - _genre:PR-primary_research
ER -
TY - RPRT
TI - Essential Elements for Costed Implementation Plans
AU - Johns Hopkins Center for Communication Programs
DA - 2019///
PY - 2019
UR - https://fp2030.org/sites/default/files/resources/CIP/FInal_Essential-Elements-for-CIP-SBC-Checklist.pdf
Y2 - 2022/02/22/15:18:42
ER -
TY - JOUR
TI - The Automation of Management and Business Science
AU - Johnson, C.D.
AU - Bauer, BC
AU - Niederman, F.
T2 - Academy of Management Perspectives
DA - 2019///
PY - 2019
DO - 10.5465/amp.2017.0159
VL - 35
IS - 2
SP - 292
EP - 309
LA - en
KW - _Added-ailr-2024
ER -
TY - RPRT
TI - A longitudinal study of learning, progression, and personal growth in Sierra Leone
AU - Johnson, David
AU - Hsieh, Jenny
DA - 2019/06//
PY - 2019
M3 - Final Report
PB - University of Oxford
UR - https://static1.squarespace.com/static/5555e7a7e4b01769086660e5/t/5d3701c6d7be6a0001f12772/1563886107580/RAN+Report+2018+Final+-+for+publication.pdf
Y2 - 2020/09/11/16:57:28
KW - _C:Sierra Leone SLE
ER -
TY - RPRT
TI - A longitudinal study of learning, progression, and personal growth in Sierra Leone: Final report
AU - Johnson, David
AU - Hsieh, Pei-Tseng Jenny
DA - 2019/06//
PY - 2019
LA - En
PB - University of Oxford
UR - https://static1.squarespace.com/static/5555e7a7e4b01769086660e5/t/5d3701c6d7be6a0001f12772/1563886107580/RAN+Report+2018+Final+-+for+publication.pdf
Y2 - 2021/05/29/18:47:28
KW - _C:Sierra Leone SLE
ER -
TY - THES
TI - Implementing a one-to-one iPad program in a secondary school
AU - Johnson, Donald P
DA - 2014///
PY - 2014
PB - UNIVERSITY OF NEBRASKA AT OMAHA
ER -
TY - BOOK
TI - NMC Horizon Report: 2014 Library Edition
AU - Johnson, L.
AU - Adams Becker, S.
AU - Estrada, V.
AU - Freeman, A.
DA - 2014///
PY - 2014
DP - Google Scholar
PB - Austin, Texas: The New Media Consortium
ST - NMC Horizon Report
UR - http://privacytools.seas.harvard.edu/files/privacytools/files/2014-nmc-horizon-report-library-en.pdf
Y2 - 2014/10/22/10:14:05
ER -
TY - BOOK
TI - The body in the mind: The bodily basis of meaning, imagination, and reason
AU - Johnson, Mark
T2 - The body in the mind: The bodily basis of meaning, imagination, and reason
AB - "The Body in the Mind" explores the ways that meaning, understanding, and rationality arise from and are conditioned by the patterns of our bodily experience. In emphasizing the role of the body, Mark Johnson offers a corrective to dominant theories of meaning in Western philosophy, which have maintained a strictly abstract, propositional account of meaning detached from persons or experience. Expanding on his work with George Llakoff in the pathbreaking book "Metaphors We Live By," Johnson presents here an extended philosophical account, exposing the inadequacies of the objectivist philosophical tradition in its rigid separation of mind from body, cognition from emotion, and reason from imagination. He develops a constructive theory of the ways in which imagination links cognitive and bodily structures. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
CY - Chicago, IL, US
DA - 1987///
PY - 1987
DP - APA PsycNET
SP - xxxviii, 233
PB - University of Chicago Press
SN - 978-0-226-40317-5
ST - The body in the mind
KW - Body Image
KW - Cognitive Processes
KW - Imagination
KW - Meaning
KW - Reasoning
KW - Theory Formulation
ER -
TY - JOUR
TI - Reducing Inequality Through Dynamic Complementarity: Evidence from Head Start and Public School Spending.
AU - Johnson, R.C.
AU - Jackson, C.K.
T2 - American Economic Journal: Economic Policy
DA - 2019///
PY - 2019
DO - 10.1257/pol.20180510
SP - 310
EP - 49
UR - https://www.aeaweb.org/articles
ER -
TY - JOUR
TI - Can cost-effectiveness analysis integrate concerns for equity? Systematic review
AU - Johri, Mira
AU - Norheim, Ole Frithjof
T2 - International Journal of Technology Assessment in Health Care
AB - Objectives: The aim of this study was to promote approaches to health technology assessment (HTA) that are both evidence-based and values-based. We conducted a systematic review of published studies describing formal methods to consider equity in the context of cost-effectiveness analysis (CEA).Methods: Candidate studies were identified through an unrestricted search of the Pub Med and EMBASE databases. The search closed on January 20, 2011. We identified additional studies by consulting experts and checking article bibliographies. Two authors independently reviewed each candidate study to determine inclusion and extracted data from studies retained for review. In addition to documenting methods, data extraction identified implicit and explicit notions of fairness. Data were synthesized in narrative form. Study quality was not assessed.Results: Of the 695 candidate articles, 51 were retained for review. We identified three broad methods to facilitate quantitative consideration of equity concerns in economic evaluation: integration of distributional concerns through equity weights and social welfare functions, exploration of the opportunity costs of alternative policy options through mathematical programming, and multi-criteria decision analysis.Conclusions: Several viable techniques to integrate equity concerns within CEA now exist, ranging from descriptive approaches to the quantitative methods studied in this review. Two obstacles at the normative level have impeded their use in decision making to date: the multiplicity of concepts and values discussed under the rubric of equity, and the lack of a widely accepted normative source on which to ground controversial value choices. Clarification of equity concepts and attention to procedural fairness may strengthen use of these techniques in HTA decision making.
DA - 2012/04//
PY - 2012
DO - 10.1017/S0266462312000050
DP - Cambridge University Press
VL - 28
IS - 2
SP - 125
EP - 132
J2 - Int J Technol Assess Health Care
LA - en
SN - 1471-6348, 0266-4623
ST - Can cost-effectiveness analysis integrate concerns for equity?
UR - https://www.cambridge.org/core/journals/international-journal-of-technology-assessment-in-health-care/article/can-costeffectiveness-analysis-integrate-concerns-for-equity-systematic-review/7C95E5E13C0480B3A79619A23895E09F
Y2 - 2022/12/06/22:19:01
KW - Cost-benefit analysis
KW - Health care
KW - Quality-adjusted life-years
KW - Resource allocation
KW - equity
KW - health priorities
KW - rationing
ER -
TY - JOUR
TI - A review on windcatcher for passive cooling and natural ventilation in buildings, Part 1: Indoor air quality and thermal comfort assessment
AU - Jomehzadeh, Fatemeh
AU - Nejat, Payam
AU - Calautit, John Kaiser
AU - Yusof, Mohd Badruddin Mohd
AU - Zaki, Sheikh Ahmad
AU - Hughes, Ben Richard
AU - Yazid, Muhammad Noor Afiq Witri Muhammad
T2 - Renewable and Sustainable Energy Reviews
AB - The most prominent challenge in 21th century is global warming which seriously threats the mankind. Building sector with 40% of global energy consumption and GHG emission play a key role in this threat. In this regard, the impact of cooling systems cannot be ignored where along with ventilation and heating systems totally account for 60% of energy consumed in buildings. Passive cooling systems can be a promising alternative to reduce energy consumption. One of the oldest passive cooling system that is still being used today is windcatcher. By manipulating pressure differences and the buoyancy effect, an adequate level of ventilation in buildings can be provided by windcatchers. Since most of the previous windcatcher studies assessed the design characteristics, the current investigation focused on the indoor air quality (IAQ) and thermal comfort aspects. The review details and compares the different theoretical and experimental methods employed by researchers in different case studies to assess the IAQ and thermal comfort. It was found that most IAQ studies were conducted in the UK using CFD and experimental techniques. Previous studies assessed IAQ based on several parameters such as air flow rate, air change rate, CO2 concentration, air change effectiveness and mean age of air. The findings of the studies revealed that satisfactory IAQ were generally achieved using the windcatcher. On the other hand, thermal comfort studies of windcatchers were mainly conducted in hot climates such as in the Middle East. In addition to night ventilation, the review also looked into the different types of cooling methods incorporated with windcatchers such as evaporative cooling, earth to air heat exchangers (EAHE) and heat transfer devices (HTD). Night ventilation was found to be effective in temperate and cold conditions while additional cooling using evaporative cooling, EAHE and HTD were found to be necessary in hot climates.
DA - 2017/04/01/
PY - 2017
DO - 10.1016/j.rser.2016.11.254
DP - ScienceDirect
VL - 70
SP - 736
EP - 756
J2 - Renewable and Sustainable Energy Reviews
SN - 1364-0321
ST - A review on windcatcher for passive cooling and natural ventilation in buildings, Part 1
UR - https://www.sciencedirect.com/science/article/pii/S1364032116310358
Y2 - 2024/03/13/15:12:36
KW - Badgir
KW - Indoor air quality (IAQ)
KW - Natural ventilation
KW - Passive cooling
KW - Thermal comfort
KW - Wind tower
KW - Windcatcher
ER -
TY - JOUR
TI - Evaluating Constructivistic Learning
AU - Jonassen, David H.
T2 - Educational Technology
DA - 1991///
PY - 1991
DP - JSTOR
VL - 31
IS - 9
SP - 28
EP - 33
SN - 0013-1962
UR - www.jstor.org/stable/44401696
DB - JSTOR
Y2 - 2019/12/10/19:40:41
KW - ⛔ No DOI found
ER -
TY - GEN
TI - How do we address the reproducibility crisis in artificial intelligence? Forbes
AU - Jones, M.
DA - 2018///
PY - 2018
LA - en
UR - https://www.
ER -
TY - JOUR
TI - Automating data extraction in systematic reviews: a systematic review
AU - Jonnalagadda, Siddhartha R.
AU - Goyal, Pawan
AU - Huffman, Mark D.
T2 - Systematic Reviews
AB - Automation of the parts of systematic review process, specifically the data extraction step, may be an important strategy to reduce the time necessary to complete a systematic review. However, the state of the science of automatically extracting data elements from full texts has not been well described. This paper performs a systematic review of published and unpublished methods to automate data extraction for systematic reviews.
DA - 2015/06/15/
PY - 2015
DO - 10.1186/s13643-015-0066-7
DP - BioMed Central
VL - 4
IS - 1
SP - 78
J2 - Systematic Reviews
SN - 2046-4053
ST - Automating data extraction in systematic reviews
UR - https://doi.org/10.1186/s13643-015-0066-7
Y2 - 2024/01/18/22:21:02
KW - Conditional Random Field
KW - Data Element
KW - PubMed Abstract
KW - Support Vector Machine
KW - Systematic Review Process
KW - _Added-ailr-2024
ER -
TY - JOUR
TI - Covid-19 School Closures in Low- and Middle-income Countries: Emergent Perspectives on the Role of Educational Technology
AU - Jordan, Katy
T2 - Journal of Learning for Development
AB - The Covid-19 pandemic ushered in school closures at an unprecedented scale and prompted educational systems to find alternative teaching models at short notice. The role for educational technology in low- and middle-income countries (LMICs) has recently become the focus of much discussion. While prompted by the pandemic, the discussions surface latent issues in educational systems, and the perspectives and ambitions of organisations in relation to educational technology and LMICs. The influence of the discussions during this period is likely to extend beyond the initial crisis, and warrants investigation. This paper presents a thematic analysis, using a grounded theory approach, of documents published online between February and April 2020. Five themes emerge, in relation to access, responses, support from carers, teachers and communities, educational quality and the future.
DA - 2020/11/19/
PY - 2020
DP - jl4d.org
VL - 7
IS - 3
SP - 399
EP - 415
LA - en
SN - 2311-1550
ST - Covid-19 School Closures in Low- and Middle-income Countries
UR - https://jl4d.org/index.php/ejl4d/article/view/433
Y2 - 2020/11/21/13:31:43
KW - COVID-19
KW - digital divide
KW - education in emergencies. education systems
KW - educational technology
KW - ⛔ No DOI found
ER -
TY - BLOG
TI - Reviewing the research literature in educational technology for development: Balancing rigour and inclusivity
AU - Jordan, Katy
T2 - EdTech Hub
DA - 2019/12/18/
PY - 2019
LA - en-GB
ST - Reviewing the research literature in educational technology for development
UR - https://edtechhub.org/2019/12/18/reviewing_the_research_literature_in_educational_technology_for_development_balancing_rigour_and_inclusivity/
Y2 - 2019/11/18/00:00:00
KW - LP: English
KW - R:Literature review, systematic review
KW - _DOILIVE
KW - _EdTechHub_Output
KW - _zenodoETH
ER -
TY - JOUR
TI - Education during the COVID-19: crisis Opportunities and constraints of using EdTech in low-income countries
AU - Jordan, Katy
AU - David, Raluca
AU - Phillips, Toby
AU - Pellini, Arnaldo
T2 - Revista de Educación a Distancia (RED)
DA - 2021///
PY - 2021
DO - 10.6018/red.453621
DP - Google Scholar
VL - 21
IS - 65
ST - Education during the COVID-19
UR - https://revistas.um.es/red/article/view/453621
Y2 - 2024/03/01/11:56:51
KW - Final_citation
ER -
TY - JOUR
TI - Education during the COVID-19 crisis Opportunities and constraints of using EdTech in low-income countries
AU - Jordan, Katy
AU - David, Raluca
AU - Phillips, Toby
AU - Pellini, Arnaldo
T2 - Revista de Educación a Distancia (RED)
DA - 2021/09/01/
PY - 2021
DO - 10.6018/red.453621
DP - Google Scholar
VL - 21
IS - 65
KW - _EdTechHub_Output
ER -
TY - RPRT
TI - Messaging Apps, SMS, and Social Media: A Rapid Evidence Review
AU - Jordan, Katy
AU - Mitchell, Joel
DA - 2020/09/29/
PY - 2020
LA - en
PB - EdTech Hub
ST - Messaging Apps, SMS, and Social Media
KW - Final_citation
KW - cited
KW - existing
ER -
TY - RPRT
TI - Gender differential effects of technical and vocational training: Empirical evidence for Tanzania
AU - Joseph, Cornel
AU - Leyaro, Vincent
AB - This paper investigates the gender differential effect of technical and vocational educational and training (TVET) in Tanzania using data from the 2014 Integrated Labour Force Survey (ILFS). The multinomial logit model results for employment mobility show that TVET training significantly improves males as well as females chances of entering into formal employment while at the same reduces their probability of working in informal, agriculture or being unemployed. The effects are much higher for females relatively to males almost for all categories of education and training. The results further show that though the TVET training increases males as well as females earnings significantly, though the returns to TVET are substantially higher and statistically significant for females than males. The decomposed gender earnings gap using Oaxaca and Blinder (1973) decomposition technique reveal there is a significant gender earning gap in Tanzania, where males tends to earn significantly higher income by 58 percent than females. Clearly, two implications come out here: one, as TVET and general education increases the probability of females more than males to be in the formal employment, investing in girls skills training and education will address the problem of rising youth unemployment and formalize the economy. Two, as returns to TVET and general education is substantially high for females than males, investing in girls' skills skills training and education will address the problem of rising inequality and by extension the higher level of poverty rate in the country.
DA - 2019///
PY - 2019
DP - www.econstor.eu
LA - eng
M3 - Working Paper
PB - CREDIT Research Paper
SN - 19/04
ST - Gender differential effects of technical and vocational training
UR - https://www.econstor.eu/handle/10419/210855
Y2 - 2020/08/09/12:16:01
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Reports from the Field: Primary School in Brazil Using Finnish Innovation Pedagogy to Create Meaningful Online Education During the COVID-19 Pandemic
AU - Joshi, Marjo
AU - Scheinin, Minna
AU - Miranda, Luis
AU - Piispa, Juliana
T2 - Journal of Learning for Development
AB - ISO Colegío in Paraiba, Brazil, implemented Finnish innovation pedagogy from Turku University of Applied Sciences (TUAS) as a pedagogical strategy in their new primary school in early 2020. The implementation started in class teaching but due to the pandemic, it was transferred online, still using the new pedagogical approaches. Experiences by teachers and pupils have so far been mostly positive. Management has been satisfied with the overall success and plan to continue with innovation pedagogy as a strategy.
DA - 2020/11/19/
PY - 2020
DP - jl4d.org
VL - 7
IS - 3
SP - 473
EP - 478
LA - en
SN - 2311-1550
ST - Reports from the Field
UR - https://jl4d.org/index.php/ejl4d/article/view/446
Y2 - 2020/11/21/13:32:09
KW - Brazil
KW - Finland
KW - online learning
KW - pedagogy
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Open Government Case Study: Costing Sierra Leone’s Open Data Program
AU - Joswiak, Naomi
DA - 2017///
PY - 2017
PB - Results for Development
UR - https://www.r4d.org/wp-content/uploads/R4D_OG-SierraLeone-CS_web.pdf
Y2 - 2020/12/18/12:18:01
KW - _C:Sierra Leone SLE
KW - ___working_potential_duplicate
ER -
TY - RPRT
TI - Open Government Case Study: Costing Sierra Leone’s Open Data Program
AU - Joswiak, Naomi
DA - 2017/08//
PY - 2017
PB - Results for Development
UR - https://www.r4d.org/wp-content/uploads/R4D_OG-SierraLeone-CS_web.pdf
Y2 - 2020/12/15/17:44:11
KW - _C:Sierra Leone SLE
KW - ___working_potential_duplicate
ER -
TY - JOUR
TI - Exploring the Perspectives of Participants of Two Mathematics Professional Development Courses in South Africa: Personal, Professional and Community Outcomes
AU - Joubert M.
AU - Kenny S.
T2 - African Journal of Research in Mathematics, Science and Technology Education
DA - 2018///
PY - 2018
ER -
TY - ELEC
TI - Journal of Vocational, Adult and Continuing Education and Training
AU - JOVACET
UR - http://jovacet.ac.za/index.php?journal=JOVACET
Y2 - 2020/05/27/14:49:11
ER -
TY - JOUR
TI - An Overview of Evidence Regarding the Impact of Impact Bonds as Innovative Financing Mechanisms for Education in Development Contexts
AU - Joynes, Chris
AB - This report provides a summary overview of the evidence regarding the impact of impact bonds (including Social Impact Bonds and Development Impact Bonds) in their application as innovative financing mechanisms for supporting education in development contexts. Within the education sector, impact bonds have emerged over the last 4-5 years as one innovative financing mechanism that uses private investment to support social development. From a developmental perspective, this emerging model encompasses two recent and clearly-defined global trends: firstly, an increased focus on programmes that deliver results and, secondly, an increased drive to support collaboration between the public and private sector (Innovative Financing Initiative 2014: v). Evidence suggests that there has been a significant growth in the application of impact bonds in a range of global settings, including for education in low- and middle-income countries (LMICs). These mechanisms are seen to be particularly valuable when operating in complex, fluid contexts (REACH 2017), and, with appropriate design, can also contribute towards the development of wider systemic capacity.
DA - 2019/02/25/
PY - 2019
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14402
Y2 - 2022/12/18/18:16:02
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - An Overview of Innovative Financing Mechanisms for Education in Development Contexts
AU - Joynes, Chris
AB - Traditionally, financing for social development in development settings has utilised bonds and guarantees. These mechanisms focused primarily on resource mobilization by leveraging the balance sheets of international finance institutions to make loans. However, since the mid-2000s, innovative financing has encouraged alternative models where private sector actors share the risks and rewards. This report reviews evidence on the use of Social Impact Bonds (SIBs) and Development Impact Bonds (DIBs) in India or other LMICs to deliver results in primary and secondary education. Evidence suggests that, in recent years, there has been a significant growth in the application of impact bonds in a range of global settings, including for education in LMICs. These mechanisms are seen to be particularly valuable when operating in complex, fluid contexts (REACH 2017), and, with appropriate design, can also contribute towards the development of wider systemic capacity.
DA - 2019/02/06/
PY - 2019
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14374
Y2 - 2022/12/18/18:16:07
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Approaches to Managing Public Sector Basic Education Systems for Delivery of School and Classroom-Focused Results
AU - Joynes, Chris
AB - This report provides a summary of global evidence on effective approaches to improving and reforming public sector basic education systems with a particular focus on delivery of school and classroom-focused results. In keeping with the request, the scope of the report focusses primarily on emerging practices associated with financial management, HR Management, and the use of data-gathering and evidence to inform decision-making at all levels of the system.
DA - 2018/04/18/
PY - 2018
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13780
Y2 - 2022/12/18/18:13:12
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Overview of emerging country-level response to providing educational continuity under COVID-19: What’s working? What isn’t?
AU - Joynes, Chris
AU - Gibbs, Emma
AU - Sims, Kate
DA - 2020/04//
PY - 2020
DP - Zotero
LA - EN
UR - https://edtechhub.org/wp-content/uploads/2020/04/summary-emerging-country-level-responses.pdf
KW - COV:COVID and reopening of schools
KW - LP: English
KW - _DOILIVE
KW - _EdTechHub_Output
KW - _cover:other:ok
KW - _zenodoETH
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - An Overview of ICT for Education of Refugees and IDPs
AU - Joynes, Chris
AU - James, Zoe
AB - This rapid review examined examples of ICT approaches to address the education needs of those living in IDP and refugee camps and lessons learned from these experiences. Although ICT is considered a good system to fulfil the education needs within refugee settings, many studies conclude that access to ICTs in schools or at home is not sufficient to improve learning outcomes. It is due to the role of a mentor or tutor figure is seen as key to productive learner engagement with technology, and the effectiveness of ICT-based education is reliant on appropriate teacher training to ensure successful up-take at the classroom level (Tauson & Stannard 2018: 47, 62; UNESCO 2018: 74; Carlson 2013: 30). Secondly, in terms of content, ICTs for education should provide content that is responsive or adaptable to the learners’ level, is implemented in line with the local curriculum and also is relevant to the learners’ context (Tauson & Stannard 2018: 36-38, 61). Despite this potential for ICTs, there remains a broad lack of evidence related to education in refugee settings (Burde et al. 2015; Tauson & Stannard 2018; World Bank 2016). In particular, more information is needed on pedagogic design, on the effective use of ICTs for learning, on the role of ICTs in ensuring continuity of and linkages between learning in formal and non-formal settings, on the role of ICTs in educational data-gathering, and on the cost-effectiveness of ICT-led interventions (Burde et al 2015; Tausin & Stannard 2018; Carlson 2013). In light of the availability of evidence, some of the studies cited here instead supplement their findings by drawing on observational studies, and on studies on effective ICT usage from learners in non-refugee contexts (Burde et al. 2015; Tauson & Stannard 2018).
DA - 2018/11/20/
PY - 2018
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14247
Y2 - 2022/12/18/18:16:04
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Systems Approach to Child Protection
AU - Joynes, Chris
AU - Mattingly, Jacqui
AB - This purpose of this review is to identify the outcomes of taking a systems approach to child protection by basing on six days of desk-based research. There are four basic principles of design reflectedin the system-based approaches to child protection services in a development context. First, organising all systems components around a common goal or vision in order to provide the strategic direction for system implementation (Delaney et al. 2014: 13; Wulczyn et al. 2010: 2, 11). Second, defining the activities of each system on the basis of a specific set of functions, structures and capacities that interact and influence each other (Wulczyn et al 2010: 2, 12-13; Delaney et al. 2014: 13), while also establishing clear systemic boundaries, roles and responsibilities in order to ensure accountability and good governance (Delaney et al. 2014: 14). Third, involving a wide range of different actors as part of the system, including across and within sectors in horizontal and vertical networks (Delaney et al. 2014: 13; Wulczyn et al. 2010: 10). And fourth, ensuring that the shape, functions and actions of the system should always be grounded in the context in which it operates, and make sense to the communities who are the end users (Wulczyn et al. 2010: 2, 11). There is limited evidence of the impact of a systems approach to child protection in a development context. Across many contexts and national settings, the consensus is that the necessary legal and policy frameworks for child protection are in place at national level, but programme implementation and service delivery still lags far behind (Stuckenbruck 2018: 12). This review noted that there is a significant gap in the availability of evidence, making an assessment of the impact of a systems approach extremely difficult (Krueger et al. 2014; Krueger 2014: 30; Stuckenbruck 2018). Additionally, much of the research and monitoring and evaluation focuses on systems-development programmes delivered by international agencies, rather than on national state-led child protection systems. Within the time available, the review was only able to identify limited examples where overviews of child protection systems development inputs are accompanied by evidence of impact on child protection, rather than just outcomes in terms of targets associated with systems strengthening.
DA - 2018/07/27/
PY - 2018
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14222
Y2 - 2022/12/18/18:16:40
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Aid Agency Approaches to the Design and Delivery of Basic Education Programmes
AU - Joynes, Chris
AU - Plunkett, Roisin
AB - This report provides a global selection of case studies providing evidence of approaches to the design of basic education interventions by aid agencies. In keeping with the request, the scope of the report focusses as far as possible on outcome-driven approaches, and includes an analysis of any evidence of programmatic responsiveness to need and context.
DA - 2018/04/27/
PY - 2018
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13801
Y2 - 2022/12/18/18:13:03
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - 21st Century Skills: Evidence of Issues in Definition, Demand and Delivery for Development Contexts
AU - Joynes, Chris
AU - Rossignoli, Serena
AU - Amonoo-Kuofi, Esi Fenyiwa
AB - The purpose of this study is to provide a summary of the evidence related to issues associated with the definition, demand, and delivery of 21st Century Skills, with a particular focus on low- and middle-income countries (LMICs). In looking at definitions of ‘21st Century Skills’, Section 2 of this study finds that there is a broad range of available literature discussing 21st Century Skills, including a number of key synthesis studies. Within the examined literature, there is general agreement across the commentators on the need for new forms of learning to tackle global challenges. However, despite this consensus, there is no unique and single approach to the definition of ‘21st Century Skills’. In looking at the levels of demand for 21st Century Skills, evidence gathered in Section 3 suggests that the need for 21st Century Skills at the global level is dictated by a combination of factors including the change in societies resulting from the rapid spread of technology; increasing globalisation and internationalisation; and the shift from industrial social economies to information and knowledge-based social economies (Voogt & Roblin, 2010). Accordingly, evidence of demand at regional rather than the global level suggests a significant diversity in demand based on differences in developmental context. Findings presented in Section 4 suggest that approaches to the delivery of 21st Century Skills are currently impacted by ongoing discussions over the definition and understanding of 21st Century Skills (Care, Anderson & Kim, 2016). On this basis, while there is a broad range of documented interventions from around the world, many commentators conclude that it is currently little or no substantial evidence available on the most effective tools and approaches to delivering those skills. Section 5 concludes with a number of recommendations for proposed action in the development of regional and national programming for 21st Century Skills, and future research designed to strengthen the evidence base associated with levels of demand and approaches to the delivery of 21st Century Skills, particularly in LMICs.
DA - 2019/08//
PY - 2019
DP - opendocs.ids.ac.uk
LA - en
ST - 21st Century Skills
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14674
Y2 - 2022/12/18/18:12:56
KW - ⛔ No DOI found
ER -
TY - GEN
TI - An Overview of ICT for Education of Refugees and IDPs
AU - Joynes, D.
AU - James, Z,
DA - 2018///
PY - 2018
PB - Department for International Development
ER -
TY - JOUR
TI - Book Review: Dede & Richards, Eds., The 60-Year Curriculum: New Models for Lifelong Learning in the Digital Economy
AU - Jr, Don Olcott
T2 - Journal of Learning for Development
DA - 2022/03/15/
PY - 2022
DP - jl4d.org
VL - 9
IS - 1
SP - 145
EP - 150
LA - en
SN - 2311-1550
ST - Book Review
UR - https://jl4d.org/index.php/ejl4d/article/view/630
Y2 - 2022/04/05/12:27:11
KW - digital economy
KW - lifelong learning
KW - ⛔ No DOI found
ER -
TY - JOUR
AU - Jukes
DA - 2006///
PY - 2006
ER -
TY - JOUR
TI - The impact of child-to-child reading on reading skills and motivation
AU - Jukes, M.C.H.
AU - Dubeck, M.M.
AU - Adelman, E.
AU - Sheppard, M.
AU - Jasti, C.
AU - Turner, E.
DA - 2016///
PY - 2016
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Improving literacy instruction in Kenya through teacher professional development and text messages support: A cluster randomized trial
AU - Jukes, M.C.H.
AU - Turner, E.L.
AU - Dubeck, M.M.
AU - Halliday, K.E.
AU - Inyega, H.N.
AU - Wolf, S.
AU - Brooker, S.J.
T2 - Journal of Research on Educational Effectiveness
AB - We evaluated a program to improve literacy instruction on the Kenyan coast using training workshops, semiscripted lesson plans, and weekly text-message support for teachers to understand its impact on students’ literacy outcomes and on the classroom practices leading to those outcomes. The evaluation ran from the beginning of Grade 1 to the end of Grade 2 in 51 government primary schools chosen at random, with 50 schools acting as controls. The intervention had an impact on classroom practices with effect sizes from 0.57 to 1.15. There was more instruction with written text and more focus on letters and sounds. There was a positive impact on three of four primary measures of children’s literacy after two years, with effect sizes up to 0.64, and school dropout reduced from 5.3% to 2.1%. This approach to literacy instruction is sustainable, and affordable and a similar approach has subsequently been adopted nationally in Kenya.
DA - 2017/07/03/
PY - 2017
DO - 10.1080/19345747.2016.1221487
DP - DOI.org (Crossref)
VL - 10
IS - 3
SP - 449
EP - 481
J2 - Journal of Research on Educational Effectiveness
LA - en
SN - 1934-5747, 1934-5739
ST - Improving Literacy Instruction in Kenya Through Teacher Professional Development and Text Messages Support
UR - https://doi.org/10.1080/19345747.2016.1221487.
KW - Africa
KW - Classroom Observation Techniques
KW - Dropout Rate
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Early Childhood Education
KW - Effect Size
KW - Elementary Education
KW - Elementary School Students
KW - Elementary School Teachers
KW - Faculty Development
KW - Foreign Countries
KW - Grade 1
KW - Grade 2
KW - Handheld Devices
KW - Improving Learning in Sub-Saharan Africa Using Rigorous Research Designs
KW - Intelligence Tests
KW - Intervention
KW - Interviews
KW - Kenya
KW - Literacy Education
KW - Maximum Likelihood Statistics
KW - Pretests Posttests
KW - Primary Education
KW - Program Effectiveness
KW - Promising Interventions Are Great, but Are They Enough?
KW - Questionnaires
KW - RCT
KW - Randomized Controlled Trials
KW - Raven Progressive Matrices
KW - Rural Schools
KW - Statistical Analysis
KW - Teacher Improvement
KW - Teaching Methods
KW - Telecommunications
KW - What We Are Learning About Early Education in Sub-Saharan Africa
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2096051
KW - ___working_potential_duplicate
KW - __finaldtb
KW - early grade reading
KW - literacy instruction
ER -
TY - JOUR
TI - Improving literacy instruction in Kenya through teacher professional development and text messages support: a cluster randomized trial
AU - Jukes, Matthew CH
AU - Turner, Elizabeth L.
AU - Dubeck, Margaret M.
AU - Halliday, Katherine E.
AU - Inyega, Hellen N.
AU - Wolf, Sharon
AU - Zuilkowski, Stephanie Simmons
AU - Brooker, Simon J.
T2 - Journal of Research on Educational Effectiveness
DA - 2017///
PY - 2017
DO - 10.1080/19345747.2016.1221487
VL - 10
IS - 3
ST - Improving literacy instruction in Kenya through teacher professional development and text messages support
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Rethinking education for the Caribbean: A radical approach
AU - Jules, Didacus
T2 - Comparative Education
DA - 2008///
PY - 2008
DO - 10.1080/03050060802041142
DP - Google Scholar
VL - 44
IS - 2
SP - 203
EP - 214
ST - Rethinking education for the Caribbean
ER -
TY - JOUR
TI - Development of a Caricom strategic plan for primary and secondary education services in the Caricom single market and economy (CSME)
AU - Jules, Didacus
AU - Council, Caribbean Examinations
T2 - Retrieved October
DA - 2010///
PY - 2010
DP - Google Scholar
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Developing inclusive education policy and practice in Zanzibar : collaborative action research
AU - Juma, Said
T2 - Jyväskylä studies in education, psychology and social research
AB - This doctoral dissertation, which consists of three interrelated sub-studies and an
overarching summary, explores the inclusive education development process in Zanzibar,
Tanzania. The purpose of the research is to contribute to the development of inclusive
policies and practices in order to increase the presence, participation and achievement of all
learners.
The overarching research question investigated in this research was as follows: How
is inclusive education developed in Zanzibar, and how can it be better integrated into the
education system? This question was divided into six sub-questions. Each of the three
interrelated sub-studies in this dissertation focused on specific sub-questions.
The data included several documents related to inclusive education development;
interviews conducted with 20 teachers from two primary schools; these teachers’ reflective
diaries, which were kept during their action research projects, and the researcher’s
reflective diary. The data were analysed using qualitative content analysis and thematic
analysis.
The findings revealed that Zanzibar has taken several measures to make its
education system more inclusive. These measures include acknowledging inclusive
education in its 2006 education policy, drafting an inclusive education policy, introducing a
re-entry policy for school girls who become pregnant, increasing the number of years of
compulsory education from 10 to 12, removing school fees for both primary and secondary
schools, providing in-service teacher training for inclusive education, recruiting inclusive
education and life skills advisors and resource teachers, and introducing inclusive
education courses in teacher training colleges.
It is also worth noting that the teachers in this research experienced collaborative
action research as valuable in developing their inclusive practices, despite the challenges
they encounter in the course of conducting their projects. Despite its advantages,
collaborative action research demands additional time from the teachers beyond their
teaching responsibilities. The research participants found the teacher resource centres to be
key in enhancing their professional development.
This research shows the need to review the teaching methods and materials used in
schools. Reforms in teacher education curricula are also needed in response to increasingly
diverse learning needs and educational changes. In addition, this research emphasises the
integration of inclusive education and collaborative action research into teacher education
so that all teachers can teach inclusively. Both school-based organisational learning and
school–community and school–university collaborations can foster collaborative school
cultures and inclusive teacher education.
DA - 2018///
PY - 2018
DP - jyx.jyu.fi
IS - 611
LA - eng
ST - Developing inclusive education policy and practice in Zanzibar
UR - https://jyx.jyu.fi/handle/123456789/57790
Y2 - 2018/06/09/16:38:05
KW - _C:Argentina ARG
KW - _C:Australia AUS
KW - _C:Bangladesh BGD
KW - _C:Botswana BWA
KW - _C:Cambodia KHM
KW - _C:Canada CAN
KW - _C:Central African Republic CAF
KW - _C:China CHN
KW - _C:Finland FIN
KW - _C:Germany DEU
KW - _C:Ghana GHA
KW - _C:India IND
KW - _C:Ireland IRL
KW - _C:Italy ITA
KW - _C:Japan JPN
KW - _C:Kenya KEN
KW - _C:Lesotho LSO
KW - _C:Malawi MWI
KW - _C:Malaysia MYS
KW - _C:Mexico MEX
KW - _C:Mongolia MNG
KW - _C:Namibia NAM
KW - _C:Nepal NPL
KW - _C:New Zealand NZL
KW - _C:North Macedonia MKD
KW - _C:Norway NOR
KW - _C:Oman OMN
KW - _C:Pakistan PAK
KW - _C:Russian Federation RUS
KW - _C:Singapore SGP
KW - _C:South Africa ZAF
KW - _C:Spain ESP
KW - _C:Sweden SWE
KW - _C:Tanzania TZA
KW - _C:Thailand THA
KW - _C:Turkey TUR
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Viet Nam VNM
KW - _C:Zambia ZMB
KW - _C:Zimbabwe ZWE
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Developing inclusive pre-service and in-service teacher education : Insights from Zanzibar primary school teachers
AU - Juma, Said
AU - Lehtomäki, Elina
AU - Naukkarinen, Aimo
T2 - International Journal of Whole Schooling
AB - Developing inclusive teacher education to improve learning and schooling for all children is
attracting increasing interest worldwide. This study examined teachers’ insights into the
development of inclusive teacher education by drawing on collaborative action research
conducted by 20 primary school teachers in Zanzibar, Tanzania. The data were collected
through semi-structured interviews and self-reflective journals kept by the teachers and the
first author. The qualitative thematic content analysis revealed: (1) the need to embed
inclusive education and action research into pre-service and in-service teacher education
curricula and (2) both school-based organisational learning and school–community and
school–university collaborations may foster collaborative school cultures and inclusive inservice
teacher education. The study discusses the role of teachers’ voices in informing
teacher education development for educational equity and inclusion.
DA - 2017///
PY - 2017
DP - jyx.jyu.fi
VL - 13
LA - eng
ST - Developing inclusive pre-service and in-service teacher education
UR - https://jyx.jyu.fi/handle/123456789/55512
Y2 - 2018/06/09/16:38:02
KW - _C:Australia AUS
KW - _C:Canada CAN
KW - _C:Central African Republic CAF
KW - _C:Finland FIN
KW - _C:India IND
KW - _C:Japan JPN
KW - _C:Namibia NAM
KW - _C:North Macedonia MKD
KW - _C:Pakistan PAK
KW - _C:South Africa ZAF
KW - _C:Tanzania TZA
KW - _C:Thailand THA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Technology and Teacher Professional Development (TPD): the process and content of microlearning in a school-based integrated in-service teacher education (INSET) project
AU - Junaid, Muhammad Ibn
AU - Ogange, Betty
AU - Allela, Melissa
DA - 2016///
PY - 2016
UR - http://oasis.col.org/bitstream/handle/11599/3313/PCF9_Papers_paper_287.pdf?sequence=1&isAllowed=y
ER -
TY - JOUR
TI - Allostatic Load Model Associated with Indoor Environmental Quality and Sick Building Syndrome among Office Workers
AU - Jung, Chien-Cheng
AU - Liang, Hsiu-Hao
AU - Lee, Hui-Ling
AU - Hsu, Nai-Yun
AU - Su, Huey-Jen
T2 - PLoS ONE
A2 - Zhang, Yinping
DA - 2014/04/23/
PY - 2014
DO - 10.1371/journal.pone.0095791
DP - DOI.org (Crossref)
VL - 9
IS - 4
SP - e95791
J2 - PLoS ONE
LA - en
SN - 1932-6203
UR - https://dx.plos.org/10.1371/journal.pone.0095791
Y2 - 2022/06/02/22:51:38
ER -
TY - JOUR
TI - Geospatial mapping of access to timely essential surgery in sub-Saharan Africa
AU - Juran, Sabrina
AU - Broer, P. Niclas
AU - Klug, Stefanie J.
AU - Snow, Rachel C.
AU - Okiro, Emelda A.
AU - Ouma, Paul O.
AU - Snow, Robert W.
AU - Tatem, Andrew J.
AU - Meara, John G.
AU - Alegana, Victor A.
T2 - BMJ Global Health
AB - Introduction
Despite an estimated one-third of the global burden of disease being surgical, only limited estimates of accessibility to surgical treatment in sub-Saharan Africa exist and these remain spatially undefined. Geographical metrics of access to major hospitals were estimated based on travel time. Estimates were then used to assess need for surgery at country level.
Methods
Major district and regional hospitals were assumed to have capability to perform bellwether procedures. Geographical locations of hospitals in relation to the population in the 47 sub-Saharan countries were combined with spatial ancillary data on roads, elevation, land use or land cover to estimate travel-time metrics of 30 min, 1 hour and 2 hours. Hospital catchment was defined as population residing in areas less than 2 hours of travel time to the next major hospital. Travel-time metrics were combined with fine-scale population maps to define burden of surgery at hospital catchment level.
Results
Overall, the majority of the population (92.5%) in sub-Saharan Africa reside in areas within 2 hours of a major hospital catchment defined based on spatially defined travel times. The burden of surgery in all-age population was 257.8 million to 294.7 million people and was highest in high-population density countries and lowest in sparsely populated or smaller countries. The estimated burden in children <15 years was 115.3 million to 131.8 million and had similar spatial distribution to the all-age pattern.
Conclusion
The study provides an assessment of accessibility and burden of surgical disease in sub-Saharan Africa. Yet given the optimistic assumption of adequare surgical capability of major hospitals, the true burden of surgical disease is expected to be much greater. In-depth health facility assessments are needed to define infrastructure, personnel and medicine supply for delivering timely and safe affordable surgery to further inform the analysis.
DA - 2018/08/01/
PY - 2018
DO - 10.1136/bmjgh-2018-000875
DP - gh.bmj.com
VL - 3
IS - 4
SP - e000875
LA - en
SN - 2059-7908
UR - https://gh.bmj.com/content/3/4/e000875
Y2 - 2021/03/18/19:09:19
ER -
TY - JOUR
TI - Combining innovation systems and global value chains for development: Towards a research agenda
AU - Jurowetzki, Roman
AU - Lema, Rasmus
AU - Lundvall, Bengt-Åke
T2 - The European Journal of Development Research
DA - 2018///
PY - 2018
DO - 10.1057/s41287-018-0137-4
DP - Google Scholar
VL - 30
IS - 3
SP - 364
EP - 388
ST - Combining innovation systems and global value chains for development
ER -
TY - JOUR
TI - Enhancing self-reliant of students in technical and vocational skills through work-based learning for 4th industrial revolution; Review of Nigerian higher institutions
AU - Jwasshaka, Shirka Kassam
AU - Mohd Amin, Nor Fadila
T2 - International Journal of Recent Technology and Engineering
T3 - Journal
AB - © BEIESP. Journal writing is a common practice for pre-service teachers to reflect on their learning and teaching experiences about the course in the campus. Dewey (1933) believed that thinking is natural but that reflective habits of mind needed to be taught. This study aims to investigate the use of written journal to promote reflective thinking by the pre-service teachers. The case study was conducted among the twenty pre-service teachers who carried out a micro-teaching session in a childrens literature course. A content analysis was carried out on the reflective journals written by the pre-service teachers. The findings indicated that the pre-service teachers employed five strategies of reflective thinking such as identifying, associating, analysing, assessing and decision-making in their written journals. It is recommended for teacher education to establish learning and teaching environment and promote a shared practice among the peers that facilitate reflective thinking.
DA - 2019///
PY - 2019
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Combined life cycle assessment and artificial intelligence for prediction of output energy and environmental impacts of sugarcane production
AU - Kaab, Ali
AU - Sharifi, Mohammad
AU - Mobli, Hossein
AU - Nabavi-Pelesaraei, Ashkan
AU - Chau, Kwok-wing
T2 - Science of the Total Environment
DA - 2019///
PY - 2019
DO - 10.1016/j.scitotenv.2019.02.004
DP - Google Scholar
VL - 664
SP - 1005
EP - 1019
UR - https://www.sciencedirect.com/science/article/pii/S0048969719304838
Y2 - 2024/02/24/11:17:34
ER -
TY - JOUR
TI - Aligning artificial intelligence with climate change mitigation
AU - Kaack, Lynn H.
AU - Donti, Priya L.
AU - Strubell, Emma
AU - Kamiya, George
AU - Creutzig, Felix
AU - Rolnick, David
T2 - Nature Climate Change
DA - 2022///
PY - 2022
DO - 10.1038/s41558-022-01377-7
DP - Google Scholar
VL - 12
IS - 6
SP - 518
EP - 527
UR - https://www.nature.com/articles/s41558-022-01377-7
Y2 - 2024/02/24/11:15:42
ER -
TY - RPRT
TI - Sierra Leone 2015 Population and Housing Census: Thematic Report on Disability
AU - Kabia, Francis
AU - Tarawally, Umaru
DA - 2017/10//
PY - 2017
PB - Statistics Sierra Leone
UR - https://sierraleone.unfpa.org/sites/default/files/pub-pdf/Disability%20Report.pdf
Y2 - 2020/12/15/15:27:01
KW - _C:Sierra Leone SLE
ER -
TY - JOUR
TI - Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained
AU - Kabilan, Muhammad Kamarul
AU - Khan, Mahbub Ahsan
T2 - Computers & Education
AB - Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios--(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)
DA - 2012/05//
PY - 2012
DO - 10.1016/j.compedu.2011.11.011
VL - 58
IS - 4
SP - 1007
EP - 1020
LA - English
SN - 0360-1315, 0360-1315
UR - https://www.researchgate.net/publication/220140919_Assessing_pre-service_English_language_teachers'_learning_using_e-portfolios_Benefits_challenges_and_competencies_gained
AN - 964181150; EJ955344
KW - Academic Achievement
KW - Alternative Assessment
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Electronic Publishing
KW - English (Second Language)
KW - Ethics
KW - Evaluation
KW - Faculty Workload
KW - Foreign Countries
KW - Higher Education
KW - Information Technology
KW - Internet
KW - Language Teachers
KW - Malaysia
KW - Negative Attitudes
KW - Portfolios (Background Materials)
KW - Preservice Teachers
KW - Reliability
KW - Teacher Competencies
KW - Teacher Education
KW - Teaching Methods
KW - Validity
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2097613
KW - __finaldtb
ER -
TY - JOUR
TI - Implementation of the competency-based curriculum by teachers of History in selected Secondary Schools in Lusaka district, Zambia
AU - Kabombwe, Yvonne Malambo
AU - Mulenga, Innocent Mutale
T2 - Yesterday and today
DA - 2019///
PY - 2019
DO - 10.17159/2223-0386/2019/n22a2
DP - Google Scholar
IS - 22
SP - 19
EP - 41
UR - http://www.scielo.org.za/scielo.php?pid=S2223-03862019000200003&script=sci_arttext
Y2 - 2023/12/06/15:21:46
ER -
TY - JOUR
TI - Utilizing Open Education Resources to Enhance Students’ Learning Outcomes during the COVID-19 Schools Lockdown: A Case of Kolibri by Selected Government Schools in Uganda
AU - Kabugo, David
T2 - Journal of Learning for Development
AB - A preview of the international dashboard of trends in education suggests that Open Education Resources (OERs) have and will continue to impact the provision of education during institutional closure owing to the global Covid-19 pandemic. However, the toughest question that is often presented to OERs promoters regards the efficiency (sustainability) and the pedagogical effectiveness of OERs: If education resource users are not cognizant and do not pay for the production, distribution, and utilization of the required resources, then, how can the production, distribution, and utilization of such resources be efficiently and effectively used? Basing on usage-logs and interview data that were collected from 25 teachers in 10 Government-Aided Secondary Schools in Uganda, this report presents a Discourse Analysis of teachers’ use of OERs on Kolibri and draws on such insights gained to propose a potentially transformative model for efficient and effective utilization of OERs to enhance students’ learning outcomes during COVID-19 schools lockdown.
DA - 2020/11/19/
PY - 2020
DP - jl4d.org
VL - 7
IS - 3
SP - 447
EP - 458
LA - en
SN - 2311-1550
ST - Utilizing Open Education Resources to Enhance Students’ Learning Outcomes during the COVID-19 Schools Lockdown
UR - https://jl4d.org/index.php/ejl4d/article/view/465
Y2 - 2020/11/21/13:32:02
KW - COVID-19
KW - Kolibri
KW - Learning Outcomes
KW - Utilizing Open Education Resources
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Utilizing Open Education Resources to Enhance Students' Learning Outcomes during the COVID-19 Schools Lockdown: A Case of Using Kolibri by Selected Government Schools in Uganda
AU - Kabugo, David
T2 - Journal of Learning for Development
AB - A preview of the international dashboard of trends in education suggests that Open Education Resources (OER) have and will continue to impact the provision of education during institutional closure owing to the global COVID-19 pandemic. However, the toughest question that is often presented to OER promoters regards the pedagogical effectiveness of OER: If education resource users are not cognizant and do not pay for the production, distribution and utilization of the required resources, then, how can the production, distribution and utilization of such resources be effectively used? Basing on data obtained from the system (Kolibri) usage-logs and e-interviews (online conversational interviews) on Zoom which were conducted with twenty five (25) purposively selected teachers, and one hundred (100) students invited from 10 Government-Aided Secondary Schools in Uganda, this study presents a Discourse Analysis (DA) of teachers' use of OER on Kolibri and draws on such insights gained to propose a potentially transformative model for efficient and effective utilization of OER to enhance students' learning outcomes during the COVID-19 schools lockdown.
DA - 2020///
PY - 2020
DO - 10.56059/jl4d.v7i3.465
DP - ERIC
VL - 7
IS - 3
SP - 447
EP - 458
LA - en
ST - Utilizing Open Education Resources to Enhance Students' Learning Outcomes during the COVID-19 Schools Lockdown
UR - https://eric.ed.gov/?id=EJ1280825
Y2 - 2022/12/20/21:26:13
KW - Access to Education
KW - COVID-19
KW - Developing Nations
KW - Educational Technology
KW - Final_citation
KW - Foreign Countries
KW - Instructional Effectiveness
KW - Learning Analytics
KW - Open Educational Resources
KW - Outcomes of Education
KW - Pandemics
KW - Public Schools
KW - STEM Education
KW - School Closing
KW - Secondary School Students
KW - Secondary School Teachers
KW - Student Attitudes
KW - Teacher Attitudes
KW - Videoconferencing
KW - cited
KW - existing
ER -
TY - JOUR
TI - Barriers to the Quality of Emergency Online Pedagogies in Higher Education during the COVID-19 Pandemic: A Case Study from the University of Namibia:
AU - Kadhila, Ngepathimo
AU - Nyambe, John
T2 - Journal of Learning for Development
AB - Using the TIPEC framework, this study undertook a critical literature analysis, and student survey to explore challenges experienced by higher education institutions during emergency online pedagogies because of disruptions from the COVID-19 outbreak. The study revealed that most higher education institutions are still grappling with getting technicalities in place such as reliable network connectivity, IT capacity, clear navigation to learning content, timetabling, and session scheduling, and reliable hardware and software required to access online learning platforms to keep teaching and learning afloat. However, little attention is placed on the provision of quality online learning. Therefore, there is a need to move towards enabling epistemological access through the use of online tools in a pedagogically sound and inclusive manner to enable students to develop critical thinking skills. The current quality assurance practices also need to transform to effectively respond to the learning needs of the new normal. Students also need to be equipped with skills that will empower them to effectively use the online system.
DA - 2021/11/18/
PY - 2021
DP - jl4d.org
VL - 8
IS - 3
SP - 516
EP - 531
LA - en
SN - 2311-1550
ST - Barriers to the Quality of Emergency Online Pedagogies in Higher Education during the COVID-19 Pandemic
UR - https://jl4d.org/index.php/ejl4d/article/view/517
Y2 - 2022/04/05/12:26:33
KW - Africa
KW - COVID-19
KW - Namibia
KW - _genre:PR-primary_research
KW - higher education institutions
KW - online pedagogies
KW - quality assurance
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Research on School Effectiveness on Pupils’ Achievement in Developing Countries with Special Reference to Malawi: Some Methodological Issues.
AU - Kadzamira, Chipo
DA - 2001///
PY - 2001
DO - 10.4314/zjer.v13i2.25997
DP - Google Scholar
ST - Research on School Effectiveness on Pupils’ Achievement in Developing Countries with Special Reference to Malawi
KW - _C:Malawi MWI
ER -
TY - JOUR
TI - Sex differences in the performance of candidates in languages and humanities subjects at MSCE level, 1982–1986
AU - Kadzamira, E. C.
T2 - Zomba: Malawi National Examinations Board
DA - 1988///
PY - 1988
DP - Google Scholar
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Evaluation of Pilot Double Shift Secondary Schools
AU - Kadzamira, E.
AU - Chibwana, M.
AU - Hiddleston,, P.
AU - Chonzi, R
DA - 1996///
PY - 1996
LA - en
M3 - Final Report,
PB - Centre for Educational Research & Training/Ministry of Education
KW - _C:Malawi MWI
ER -
TY - JOUR
TI - What Happened to Student Participation After Two Rounds of School Closures in Malawi—And How Have Schools Responded
AU - Kadzamira, E.
AU - Mazalale, J.
AU - Meke, E.
AU - Mwale, I. V.
AU - Rossiter, J.
AU - Moscoviz, L.
T2 - Center for Global Development
DA - 2021///
PY - 2021
DP - Google Scholar
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Achievements and Challenges in Meeting the Gender Equity Goals in EFA in Sub-Saharan Africa with a Focus on Southern Africa
AU - Kadzamira, E.C.
T2 - Education For All, Southern Africa Conference, 7-10 February 2005, Johannesburg, South Africa.
DA - 2005///
PY - 2005
LA - en
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - CONF
TI - School-Based Attempts to Reduce the Gender gap in Mathematics Performance Through Gender Streaming, Centre for Educational Research and Training
AU - Kadzamira, E.C.
C1 - Lilongwe, Malawi
C3 - Africa Regional GASAT Conference
DA - 1997///
PY - 1997
LA - en
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Promoting Girls Primary Education: Innovation through Government and Donor Co-operation
AU - Kadzamira, E.C.
AU - Sisson, A
T2 - Educating Tomorrow: Lessons from Managing Girls’ Education in Africa
A2 - Thody, A.
A2 - Kaabwe, E.S.M.
CY - Cape Town
DA - 2000///
PY - 2000
SP - 191
EP - 205
LA - en
PB - Juta & Co Ltd
KW - _C:Malawi MWI
ER -
TY - CONF
TI - Chronic Under-Completion in Malawi’s Primary Schools: Its trends and determinants
AU - Kadzamira, Esme
C1 - Lilongwe
C3 - Education Access: Opening spaces for marginalized Conference, Capital Hotel
DA - 2014///
PY - 2014
LA - en
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Gender and Education in Africa, 20 years on, Experiences from Malawi
AU - Kadzamira, Esme
C3 - REAL Centre One day Conference Celebrating the work of Professor Colclough
DA - 2018///
PY - 2018
LA - en
PB - University of Cambridge
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Gender & Climate Change: Local Perspectives on Education Indicators in Malawi, Technical meeting on gender, education and indicators: complex conditions and crises, 23-24 June 2021, hosted by Accountability for Gender Equality in Education (AGEE
AU - Kadzamira, Esme
DA - 2021///
PY - 2021
LA - en
PB - Centre for Education and International Development, Institute of Education, University College London (UCL
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - CONF
TI - User fees in Primary Education in Malawi
AU - Kadzamira, Esme
C1 - Geneva
C3 - UNCTAD Expert meeting on Universal Access to Services
DA - 2008///
PY - 2008
LA - en
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Who benefits from abolishing secondary school fees in Malawi & what are the costs?
AU - Kadzamira, Esme
T2 - Transforming Malawi: An Engagement on Affordable Secondary Education, Ministry of Education/ UNICEF
CY - B+BICC, Lilongwe
DA - 2019///
PY - 2019
LA - en
KW - _C:Malawi MWI
ER -
TY - CONF
TI - Will the poorest children benefit from abolishing secondary school fees in Malawi”
AU - Kadzamira, Esme
C1 - Oxford, UK
C3 - UK Forum for International Education & Training (UKFEIT) 2019 bi-annual Conference
DA - 2019///
PY - 2019
LA - en
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Knowledge and Policy Formulation: Reducing Gender Inequalities in Education in Sub-Saharan Africa: Malawi Case Study
AU - Kadzamira, Esme C.
DA - 1997///
PY - 1997
DP - Google Scholar
ST - Knowledge and Policy Formulation
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Where has all the education gone in Malawi?
AU - Kadzamira, Esme C.
DA - 2003///
PY - 2003
DP - Google Scholar
PB - Institute of Development Studies University of Sussex
KW - _C:Malawi MWI
ER -
TY - JOUR
TI - Short report: Summary of findings from an investigative study of abuse of girls in Malawian primary schools
AU - Kadzamira, Esme C. & Lemani Eve
T2 - Malawi Journal of Development Education
AB - The main objectives of the study were to investigate the nature, pattern and extent of abuse of girls in Malawian primary schools, examine ways in which the schools addressed the issue of abuse, and recommend strategies for reducing its incidence. The study was part of a larger research project covering Ghana and Zimbabwe as well as Malawi, based at the Centre for International Education, University of Sussex, England, funded by the Department for International Development (DFID).
DA - 2003/01//
PY - 2003
DO - 10.10520/AJA17290783_7
DP - journals.co.za (Atypon)
VL - 1
IS - 1
SP - 77
EP - 83
ST - Short report
UR - https://journals.co.za/doi/abs/10.10520/AJA17290783_7
Y2 - 2022/08/17/15:22:33
KW - _C:Malawi MWI
KW - ⚠️ Invalid DOI
ER -
TY - JOUR
TI - Gender and primary schooling in Malawi: Partnership for strategic resource planning for girls’ education in Africa
AU - Kadzamira, Esme C.
AU - Chibwana, Mike P.
T2 - Nairobi/London: FAWE & IDS, UK
DA - 1999///
PY - 1999
DP - Google Scholar
ST - Gender and primary schooling in Malawi
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Gender and primary schooling in Malawi
AU - Kadzamira, Esme C.
AU - Chibwana, Mike P.
AU - Educationalists, Forum for African Women
DA - 2000///
PY - 2000
DP - Google Scholar
M1 - 40
PB - Institute of Development Studies Brighton
KW - _C:Malawi MWI
ER -
TY - BOOK
TI - GABLE Double Shifts Pilot Study
AU - Kadzamira, Esme C.
AU - Kunje, Demis
DA - 1996///
PY - 1996
DP - Google Scholar
PB - University of Malawi, Centre for Educational Research & Training
KW - _C:Malawi MWI
ER -
TY - JOUR
TI - Primary community schools project southern region baseline study
AU - Kadzamira, Esme C.
AU - Ndalama, M.
T2 - Lilongwe: DFID
DA - 1997///
PY - 1997
DP - Google Scholar
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Financing Primary Education for All: Public expenditure and education outcomes in Malawi
AU - Kadzamira, Esme C.
AU - Nthara, Khwima
AU - Kholowa, Foster
DA - 2004///
PY - 2004
DP - Google Scholar
PB - Institute of Development Studies
ST - Financing Primary Education for All
KW - _C:Malawi MWI
ER -
TY - JOUR
TI - The impact of HIV/AIDS on formal schooling in Malawi
AU - Kadzamira, Esme C.
AU - Swainson, Nicola
AU - Maluwa-Banda, Dixie
AU - Kamlongera, Augustine
DA - 2001///
PY - 2001
DP - Google Scholar
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Teacher motivation and incentives in Malawi
AU - Kadzamira, Esme Chipo
CY - Zomba, Malawi
DA - 2006///
PY - 2006
DP - Google Scholar
SP - 1
EP - 26
LA - en
PB - Centre for Educational Research and Training University of Malawi
UR - https://www.semanticscholar.org/paper/Teacher-motivation-and-incentives-in-Malawi-Kadzamira/a2b3e1fc9da34646466000a5e60947f87fad425b
KW - C:Malawi
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The impact of HIV/AIDS on primary and secondary schooling in Malawi: Developing a comprehensive strategic response
AU - Kadzamira, Esme Chipo
AU - Banda, Dixie Maluwa
AU - Kamlongera, Augustine
AU - Swainson, Nicola
T2 - Malawi: Ministry of Education
DA - 2001///
PY - 2001
DP - Google Scholar
ST - The impact of HIV/AIDS on primary and secondary schooling in Malawi
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Changing Roles of Non-Governmental Organisations in Education in Malawi.
AU - Kadzamira, Esme Chipo
AU - Kunje, Demis
DA - 2002///
PY - 2002
DP - Google Scholar
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Malawi: Study of Non-state providers of basic services
AU - Kadzamira, Esme
AU - Moran, Dominique
AU - Mulligan, Jo
AU - Ndirenda, Nebert
AU - Reed, B.
AU - Rose, P.
T2 - DFID Policy division
DA - 2004///
PY - 2004
DP - Google Scholar
ST - Malawi
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Can free primary education meet the needs of the poor?: evidence from Malawi
AU - Kadzamira, Esme
AU - Rose, Pauline
T2 - International journal of educational development
DA - 2003///
PY - 2003
DO - 10.1016/S0738-0593(03)00026-9
DP - Google Scholar
VL - 23
IS - 5
SP - 501
EP - 516
ST - Can free primary education meet the needs of the poor?
KW - _C:Malawi MWI
ER -
TY - JOUR
TI - Educational policy choice and policy practice in Malawi: Dilemmas and disjunctures
AU - Kadzamira, Esme
AU - Rose, Pauline
DA - 2001///
PY - 2001
DP - Google Scholar
ST - Educational policy choice and policy practice in Malawi
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Who benefits from abolishing secondary school fees in Malawi, and what are the costs
AU - Kadzamira, Esme
AU - Rose, Pauline
AU - Zubairi, Asma
T2 - World Education Blog. Global Education Monitoring Report.[online]. Available from: https://gemreportunesco. wordpress. com/2018/10/19/who-benefits-from-abolishing-secondary-school-fees-in-malawi-and-what-are-the-costs//>.[Accessed on 12th November 2018]
DA - 2018///
PY - 2018
DP - Google Scholar
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Summary of findings from an investigative study of abuse of girls in Malawian primary schools
AU - Kadzamira, Eve
T2 - Malawi Journal of Development Education
DA - 2003///
PY - 2003
DP - Google Scholar
VL - 1
IS - 1
SP - 77
EP - 83
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - BLOG
TI - How much learning may be lost in the long-run from COVID-19 and how can mitigation strategies help?
AU - Kaffenberger, Michelle
T2 - Brookings
DA - 2020///
PY - 2020
LA - en-US
UR - https://www.brookings.edu/blog/education-plus-development/2020/06/15/how-much-learning-may-be-lost-in-the-long-run-from-covid-19-and-how-can-mitigation-strategies-help/
Y2 - 2020/07/27/13:18:02
ER -
TY - RPRT
TI - Modeling the Long-Run Learning Impact of the COVID-19 Learning Shock: Actions to (More Than) Mitigate Loss
AU - Kaffenberger, Michelle
DA - 2020/06/04/
PY - 2020
DP - DOI.org (Crossref)
PB - Research on Improving Systems of Education (RISE)
ST - Modeling the Long-Run Learning Impact of the COVID-19 Learning Shock
UR - https://www.riseprogramme.org/publications/modeling-long-run-learning-impact-covid-19-learning-shock-actions-more-mitigate-loss
Y2 - 2020/09/06/17:22:55
ER -
TY - RPRT
TI - Failing to Plan? Estimating the Impact of Achieving Schooling Goals on Cohort Learning
AU - Kaffenberger, Michelle
AU - Pritchett, Lant
AB - The Sustainable Development Goals have targets for both expansion of schooling to achieve universal completion of primary and secondary schooling, and for learning, to reach universal basic proficiency in reading and mathematics. Yet today not a single developing country has an empirical estimate of how much reaching their schooling goal would contribute to reaching their learning goals. We build a simple, formal, parameterized model of the learning process and calibrate the parameters to replicate observed learning outcomes in developing countries. We then use this model to simulate the progress on global learning goals that would result from achieving universal completion of grade 10. Our simulations suggest that in a “typical” low income country increasing completion of grade 10 from its current level of roughly 30 percent to 100 percent increases cohort learning by only 9 points on a PISA-like scale (mean of 500, standard deviation 100), an effect size of less than one tenth of one standard deviation. More strikingly, in our simulations this massive expansion of enrollment has zero impact on the proportion of youth reaching the SDG targets for learning. The reason for this perhaps counter-intuitive finding is that our simulation model allows for children who fall behind the curriculum to stop learning while in school and assumes that those learning the least dropout first. Therefore, expanding enrollment simply shifts most children from not learning while out of school to not learning while in school. In contrast to the weak impact of expanding enrollment at existing levels of learning, even modest changes to the learning process such as reorienting the curriculum to children’s learning levels can have massive effects. With an improved learning process, achieving universal grade 10 completion has ten times the impact on average scores than under the existing learning process.
DA - 2020/05/12/
PY - 2020
DP - DOI.org (Crossref)
LA - en
PB - Research on Improving Systems of Education (RISE)
ST - Failing to Plan?
UR - https://www.riseprogramme.org/publications/working-paper-20038-failing-plan-estimating-impact-achieving-schooling-goals-cohort
Y2 - 2020/09/15/20:13:15
KW - _final_bib
ER -
TY - JOUR
TI - Estimating the impact of women’s education on fertility, child mortality, and empowerment when schooling ain’t learning’
AU - Kaffenberger, Michelle
AU - Pritchett, Lant
AU - Sandefur, Justin
T2 - RISE (Research on Improving Systems of Education) Working Paper
AB - Women’s schooling has long been regarded as one of the best investments in development. Using two different cross-nationally comparable data sets which both contain measures of schooling, assessments of literacy, and life outcomes for more than 50 countries, we show the association of women’s education (defined as schooling and the acquisition of literacy) with four life outcomes (fertility, child mortality, empowerment and financial practices) is much larger than the standard estimates of the gains from schooling alone.
First, estimates of the association of outcomes with schooling alone cannot distinguish between the association of outcomes with schooling that actually produces increased learning and schooling that does not. Second, typical estimates do not address attenuation bias from measurement error. Using the new data on literacy to partially address these deficiencies, we find that the associations of women’s basic education (completing primary schooling and attaining literacy) with child mortality, fertility, women’s empowerment and the associations of men’s and women’s basic education with positive financial practices are three to five times larger than standard estimates. For instance, our country aggregated OLS estimate of the association of women’s empowerment with primary schooling versus no schooling is 0.15 of a standard deviation of the index, but the estimated association for women with primary schooling and literacy, using IV to correct for attenuation bias, is 0.68, 4.6 times bigger.
The paper's findings raise two conceptual points. First, if the causal pathway through which schooling affects life outcomes is, even partially, through learning then estimates of the impact of schooling will underestimate the impact of education. Second, decisions about how to invest to improve life outcomes necessarily depend on estimates of the relative impacts and relative costs of schooling (eg grade completion) versus learning (eg literacy) on life outcomes. The results do share the limitation of all previous observational results that the associations cannot be given causal interpretation and much more work will be needed to be able to make reliable claims about causal pathways.
DA - 2018///
PY - 2018
DP - Google Scholar
UR - https://riseprogramme.org/sites/default/files/publications/Kaffenberger.pdf
KW - ⛔ No DOI found
ER -
TY - ELEC
TI - JABSOM Library: Colandr for Systematic Reviews: Introducing Colandr
AU - Kahili-Heede, Melissa
AB - Using the systematic review tool for title and abstract screening, full-text article screening, and data extraction
LA - en
ST - JABSOM Library
UR - https://hslib.jabsom.hawaii.edu/colandr/home
Y2 - 2024/01/22/14:32:02
ER -
TY - JOUR
TI - The returns to vocational training and academic education: Evidence from Tanzania
AU - Kahyarara, Godius
AU - Teal, Francis
T2 - World Development
AB - In this paper we ask what can account for the continuing strong preference for academic education in Africa where the level of development is so low and there are few wage jobs and which form of educational investment, the academic or vocational, is most profitable. We argue that the answers to these questions are linked through the shape of the earnings function and the importance of firm effects. High levels of academic education have far higher returns than those available either from vocational or lower levels of academic. However at lower levels the vocational return can exceed the academic.
DA - 2008///
PY - 2008
DO - 10.1016/j.worlddev.2007.11.011
DP - Google Scholar
VL - 36
IS - 11
SP - 2223
EP - 2242
ST - The returns to vocational training and academic education
UR - https://www.sciencedirect.com/science/article/abs/pii/S0305750X08001605
AN - DOI-10.1016/j.worlddev.2007.11.011
Y2 - 2018/09/11/00:00:00
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:Tanzania
KW - CA:AandC
KW - CC:Tanzania
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:T
KW - P:manufacture
KW - T:TVET
KW - T:Training
KW - Z:Benefits of education
KW - Z:Employment skills
KW - Z:Vocational education and training
KW - publicImportV1
ER -
TY - ELEC
TI - What Is Agile Methodology: A Primer on Moving Fast
AU - Kaiser, Caleb
T2 - Wellfound (formerly AngelList Talent)
AB - Everything you need to know about agile methodologies and its many frameworks.
ST - What Is Agile Methodology
UR - https://angel.co/blog/agile-methodology-a-primer-on-moving-fast
Y2 - 2022/12/22/04:25:29
ER -
TY - RPRT
TI - Social Dimension and Participation in Vocational Education and Training
AU - Kaiser, Franz
AU - Krugmann, Susann
T2 - Social Dimension and Participation in Vocational Education and Training
DA - 2017///
PY - 2017
DP - Google Scholar
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - C:Egypt
KW - CLL:en
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Social Dimensions and Participation in Vocational Education and Training - Special Issue
A3 - Kaiser, Franz
A3 - Krugmann, Susann
AB - IJRVET's special edition in 2013 "Social Dimension and Participation in VET-System".
DA - 2018///
PY - 2018
DP - DataCite
LA - en
UR - http://www.ijrvet.net/index.php/IJRVET/article/view/357
Y2 - 2019/01/02/23:41:34
ER -
TY - JOUR
TI - Application of Crime Risk Mapping Within the School Focus Area in Kota Kinabalu Using GIS
AU - Kalang, Lizalin
AU - Eboy, Oliver
AB - Crime is an inevitable social problem that is facing by most countries around the world. Criminal behaviour brings a significant negative consequence of urban development. A lot of changes will occur to the economic, demographic, political, cultural, technological and social because of urbanization. The rise in crime issues due to urban development lead urban schools to be threatened with criminal activity. Regarding this, school safety should not be compromised for schools in the city, especially in high schools. Lack of research on criminal issues from many disciplines, especially in Geography is one of the major cause of ineffectiveness in crime prevention. Geographic Information System (GIS) is a system based on the use of computers for the purpose of obtaining, storing, analyzing and presenting spatial data. This paper focuses on the application of GIS as a tool used in geography for crime mapping. Thus, the purpose of this paper is to provide recommendations for high-risk crime mapping for schools in Kota Kinabalu area. The objectives of this study are identifying the type of crime in the study area and identify the behavioural patterns of the crime using GIS analysis. This study using the property and violent crime statistics data of Kota Kinabalu city for the year 2018 obtained from Sabah's Contingent Headquarters (IPK) in Kepayan. GIS analysis used in this study includes classification, interpolation using Inverse Distance Weight (IDW), buffering, and overlay. Based on the findings in this study, all zones in the study area are affected by property and violent crime. There are high schools located in areas with a high risk of property and violent crime Meanwhile, the high school that affected by both types of crime is Sekolah Menengah Agama Toh Puan Hajah Rahmah.
DA - 2019/12/01/
PY - 2019
DP - ResearchGate
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Scaling Smallholder Farmer Empowerment: Lessons from the Lifelong Learning Program in Uganda
AU - Kalibwani, Rebecca
AU - Kakuru, Medard
AU - Carr, Alexis
AU - Tenywa, Moses
T2 - Journal of Learning for Development
AB - An evaluation study of the Lifelong Learning for Farmers (L3F) program was undertaken in two sites; in the central and northern regions of Uganda. Propensity Score Matching (PSM) was used to measure the impact of the program on crop and household income, as well as the empowerment levels of its participants. The two sites had differences not only in geographical location but in historical background and implementation of the program, which may have influenced the livelihood outcomes. Despite these differences, the results of the study confirm the potential of the L3F approach to raise participants’ crop and household income relative to non-L3F counterparts, significantly so for women participants. There is also sufficient evidence to confirm that L3F positively contributes to farmer empowerment, and, subsequently, their livelihood. The paper draws lessons for scaling the empowerment process using the lifelong learning for farmers’ model in Uganda.
DA - 2021/07/19/
PY - 2021
DP - jl4d.org
VL - 8
IS - 2
SP - 431
EP - 447
LA - en
SN - 2311-1550
ST - Scaling Smallholder Farmer Empowerment
UR - https://jl4d.org/index.php/ejl4d/article/view/501
Y2 - 2022/04/05/12:23:37
KW - Empowerment
KW - Lifelong learning for farmers
KW - Propensity Score Matching
KW - Uganda
KW - _genre:PR-primary_research
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - A situational analysis on the teaching of governance issues in the primary and junior secondary school curriculum in Zambia.
AU - Kalimaposo, Kalisto
AU - Kandondo, S. Chileshe
AU - Matafwali, Beatrice
AU - Mulenga, Innocent Mutale
AU - Muleya, Gistered
AU - Chakufyali, Peggy Nsama
DA - 2012///
PY - 2012
DP - Google Scholar
UR - http://dspace.unza.zm/bitstream/handle/123456789/6597/Teaching%20of%20Governance%20Issues%20-%20Article.pdf?sequence=1
Y2 - 2023/12/06/15:41:14
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Learning Software Development through Modeling using an Object Oriented Approach with Unified Modeling Language: A Case of an Online Interview System
AU - Kalinga, Ellen Ambakisye
T2 - Journal of Learning for Development
AB - This paper demonstrates the learning of software engineering through modeling using Object-Oriented Analysis and Design approach with Unified Modeling Language. An online interview management system case project to the whole class was used to develop the software requirement specification. Through modelling, the processes to be considered in software development were also elaborated, where it starts with the identification of major or basic processes of the domain of application, followed by the identification of activities to be performed under each basic process and, finally, transforming the activities highlighted in the functional requirements presentation. Modeling was practised by students through group case projects, and students were active, engaging and focusing on the learning process in such a way that more than 85.9% of students had the courage to attempt design questions during university examinations.
DA - 2021/03/18/
PY - 2021
DP - jl4d.org
VL - 8
IS - 1
SP - 74
EP - 92
LA - en
SN - 2311-1550
ST - Learning Software Development through Modeling using an Object Oriented Approach with Unified Modeling Language
UR - https://jl4d.org/index.php/ejl4d/article/view/401
Y2 - 2022/04/05/12:22:06
KW - Object-Oriented Analysis and Design
KW - Unified Modeling Language
KW - learning through modeling
KW - model-driven approach
KW - software development process.
KW - software engineering
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Social annotation enabling collaboration for open learning
AU - Kalir, Jeremiah H.
T2 - Distance Education
AB - Collaboration is a conceptually ambiguous aspect of open education. Given inconsistent discussion about collaboration in the open education literature, this article suggests collaboration be defined and studied as a distinct open educational practice. A theoretical stance from the discipline of computer-supported collaborative learning helps conceptualize collaboration as processes of intersubjective meaning-making. Social annotation is then presented as a genre of learning technology that can productively enable group collaboration and shared meaning-making. After introducing an open learning project utilizing social annotation for group dialogue, analysis of interview and annotation data details how social annotation enabled three group-level epistemic expressions delineating collaboration as intersubjective meaning-making and as an open educational practice. A summative discussion considers how the social life of documents encourages collaboration, why attention to epistemic expression is a productive means of articulating open learning, and how to extend the study of collaboration as an open educational practice.
DA - 2020/04/02/
PY - 2020
DO - 10.1080/01587919.2020.1757413
DP - Taylor and Francis+NEJM
VL - 41
IS - 2
SP - 245
EP - 260
SN - 0158-7919
UR - https://doi.org/10.1080/01587919.2020.1757413
Y2 - 2021/03/24/14:38:48
KW - annotation
KW - collaboration
KW - computer-supported collaborative learning
KW - open educational practices (OEP)
KW - social design experiment
ER -
TY - JOUR
TI - Patient data as medical facts: social media practices as a foundation for medical knowledge creation
AU - Kallinikos, J
AU - Tempini, N
T2 - Information Systems Research
DA - 2014///
PY - 2014
DO - 10.1287/isre.2014.0544
VL - 25
IS - 4
SP - 817
EP - 833
LA - en
ER -
TY - RPRT
TI - Country-level research review: Sierra Leone
AU - Kallon Kelly, Christiana
AU - Koomar, Saalim
AU - Kreimeia, Adam
AU - McBurnie, Chris
AU - Mitchell, Joel
AU - Myers, Christina
DA - 2020///
PY - 2020
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/HNVAP5QB
KW - _C:Sierra Leone SLE
ER -
TY - RPRT
TI - Country-level research review: Sierra Leone
AU - Kallon Kelly, Christiana
AU - Koomar, Saalim
AU - Kreimeia, Adam
AU - McBurnie, Chris
AU - Mitchell, Joel
AU - Myers, Christina
DA - 2020///unpublished
PY - 2020
KW - _C:Sierra Leone SLE
KW - dode_eth-src-eth
ER -
TY - JOUR
TI - Responding to the COVID-19 pandemic in Trinidad and Tobago: challenges and opportunities for teacher education
AU - Kalloo, Rowena Constance
AU - Mitchell, Beular
AU - Kamalodeen, Vimala Judy
T2 - Journal of Education for Teaching
AB - Trinidad and Tobago responded decisively to the COVID 19 pandemic and was successful in containing community spread of the virus. By mid-march 2020, there was closure of key business and educational institutions. To minimise the loss of learning time, emergency remote learning became the modus-operandi, a response which challenged the most socially vulnerable students. At the University of the West Indies (UWI) the 500 participants enrolled in the Early Childhood, and Primary education programmes, and the in-service post-graduate diploma in Secondary education were struggling to adjust to online teaching, the existential anxiety of coping with a dangerous disease, and programme completion. The UWI instituted a COVID-19 policy that facilitated a structured response to programme completion and assessment across all faculties.The paper analysed the decisions taken by the UWI School of Education that supported its teachers through the practicum and pedagogy courses. Using a qualitative case study methodology, data were collected through observations, documents, and informal discussions with faculty. Thematic analyses allowed the emergence of three key constructs that facilitated effective learning during the crisis period : Community as an empathetic connection to stakeholders, Creativity as the ability for agile and imaginative responses, and Connectivity through technological readiness.
DA - 2020/07/29/
PY - 2020
DO - 10.1080/02607476.2020.1800407
DP - Taylor and Francis+NEJM
VL - 0
IS - 0
SP - 1
EP - 11
SN - 0260-7476
ST - Responding to the COVID-19 pandemic in Trinidad and Tobago
UR - https://doi.org/10.1080/02607476.2020.1800407
Y2 - 2020/08/12/17:03:15
KW - COVID-19
KW - Teacher education
KW - __C:filed:1
KW - inequities
KW - online education
ER -
TY - JOUR
TI - Gamification in Science Education. A Systematic Review of the Literature
AU - Kalogiannakis, Michail
AU - Papadakis, Stamatios
AU - Zourmpakis, Alkinoos-Ioannis
T2 - Education Sciences
AB - The implementation of gamification in education has attracted many researchers to increase engagement and achieve learning more effectively. Implementing technology in science curricula has seen a massive influx over the past years to stop the decline in students’ motivation towards science learning and promote scientific thinking. This study’s objective is to present the empirical findings of the state-of-the-art literature on the use of gamification in science education. Therefore, we performed a systematic literature review of 24 empirical research papers published in various electronic databases and the web search engine for scholarly literature and academic resources, Google Scholar, between 2012 and 2020. This review reveals the latest emerging trends of gamification in science education while revealing the literature gap, challenges, impediments, and extending the possibilities for future research directions. It examines the conflicting findings of other studies and provides a framework and insight for future researchers regarding content areas, educational levels, theoretical models, outcomes, methodologies, game elements, and assessment tools.
DA - 2021/01//
PY - 2021
DO - 10.3390/educsci11010022
DP - www.mdpi.com
VL - 11
IS - 1
SP - 22
LA - en
SN - 2227-7102
UR - https://www.mdpi.com/2227-7102/11/1/22
Y2 - 2022/04/05/20:14:58
KW - _genre:LR-literature_review
KW - engagement
KW - gamification
KW - motivation
KW - science education
KW - systematic literature review
ER -
TY - ELEC
TI - Kenya Association of Manufacturers (Kenya)
AU - KAM
AB - Kenya Association of Manufacturers (KAM) is a respected business association that unites industrialists and offers a common voice for businesses.
LA - en-GB
UR - http://kam.co.ke/
Y2 - 2018/12/09/12:19:22
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CC:Kenya
KW - Industry
KW - publicImportV1
ER -
TY - JOUR
TI - Investigating ICTs for Education in Marginalized Communities
AU - Kamal, Mehruz
AU - Diksha, Diksha
DA - 2019///
PY - 2019
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Does living in a community with more educated mothers enhance children's school attendance? Evidence from Sierra Leone
AU - Kamanda, Mamusu
AU - Madise, Nyovani
AU - Schnepf, Sylke
T2 - International Journal of Educational Development
AB - In Sierra Leone girls are 23.4% less likely to attend secondary education than boys. This difference between sexes increases the gender gap in educational attainment since women's education is positively associated with children's educational wellbeing. This paper investigates the relationship between children's school attendance, their mothers’ level of education, as well as the overall level of women's education at the community level in Sierra Leone using multilevel statistical modelling techniques and the country's 2008 Demographic and Health Survey data. The findings suggest that, regardless of a child's own mother's education, an increase in the proportion of mothers with secondary or higher education in a community by 10% improves the probability of attending junior secondary school significantly by 8%; a 50% increase improves the likelihood of attending school by 45%. There was no significant relationship between the proportion of better educated mothers in a community and primary school attendance. However, relative to children whose mothers had no formal education, children whose mothers had attained primary, secondary or higher education were 7%, 14% and 22% more likely to attend primary school respectively. Future policies should seek to promote girls’ education at post-primary education and develop community based programmes to enable the diffusion and transmission of educational messages.
DA - 2016/01//
PY - 2016
DO - 10.1016/j.ijedudev.2015.09.008
DP - DOI.org (Crossref)
VL - 46
SP - 114
EP - 124
J2 - International Journal of Educational Development
LA - en
SN - 07380593
ST - Does living in a community with more educated mothers enhance children's school attendance?
UR - https://linkinghub.elsevier.com/retrieve/pii/S0738059315001145
Y2 - 2022/12/25/00:53:09
KW - Girls’ education
KW - Mothers’ education
KW - School attendance
KW - Sierra Leone
KW - _C:Sierra Leone SLE
ER -
TY - JOUR
TI - Challenges of Teachers on Teaching Practice: A Case Study of Students of Freetown Teachers’ College in Sierra Leone
AU - Kamara, Alhaji Bakar
T2 - Asian Journal of Interdisciplinary Research
AB - As the Ministry of Education, Science and Technology focuses on the agenda for free and quality education in all stages of teaching and learning in Sierra Leone, It is obvious that Teachers are at the center of all school activities. To ease the challenges of teachers in teaching, it is important to search for the problems of teachers on teaching practices. This study was conducted to find out some of the challenges that teachers on teaching practice experience in schools in Sierra Leone. The result will help to shed light on the aspect of the training exercise that needs to be improved to increase quality in schools. The study investigated the main challenges that teachers on teaching practice from Freetown Teachers College encounter in Social Studies and Business. Even though teaching practice teachers do their best to enrich students with their wealth of experiences, yet still, they got their obstacles that hinder their ability for effective teaching. The study employs qualitative procedures with a case study design where the main actor’s informant interview, observation focus group discussion and documentary review as the main methods of data collection. The respondents covered, 10 teaching practice teachers, 10 heads of schools, 9 college lecturers and 1 teaching practice coordinator of Freetown Teachers Polytechnic. The result revealed some problems in posting of student for teaching practice to various schools, payment of salaries to teaching practice teachers, school support, teaching methods, classroom environment, and language proficiency.
DA - 2020/02/06/
PY - 2020
DO - 10.34256/ajir2012
DP - journals.asianresassoc.org
SP - 32
EP - 37
LA - en
SN - 2581-8430
ST - Challenges of Teachers on Teaching Practice
UR - https://journals.asianresassoc.org/index.php/ajir/article/view/548
Y2 - 2023/04/18/11:51:41
KW - Training College
ER -
TY - JOUR
TI - View of Challenges of Teachers on Teaching Practice: A Case Study of Students of Freetown Teachers’ College in Sierra Leone | Asian Journal of Interdisciplinary Research
AU - Kamara, Alhaji Bakar
T2 - Asian Journal of Interdisciplinary Research
DA - 2020///
PY - 2020
DO - 10.34256/ajir2012
UR - https://iorpress.org/journals/index.php/ajir/article/view/109/75
Y2 - 2020/07/15/10:12:42
KW - _C:Sierra Leone SLE
ER -
TY - GEN
TI - Transformation of Education Policy and Governance in the Digital Era
AU - Kamp-Hartong, S.
AU - Piattoeva, N.
AU - Saari, A.
AU - Savage, G.
DA - 2022///
PY - 2022
LA - en
UR - https://academic.oup.com/book/41546/chapter/353003648.
KW - Final_citation
KW - anystyle
KW - existing
ER -
TY - JOUR
TI - An Observational Study of Classroom Acoustical Design and Repetitive Behaviors in Children With Autism
AU - Kanakri, Shireen M.
AU - Shepley, Mardelle
AU - Tassinary, Louis G.
AU - Varni, James W.
AU - Fawaz, Haitham M.
T2 - Environment and Behavior
AB - The objective of the present study is to explore the impact of acoustical design on children with autism in school classrooms. Empirical research on this topic will provide information on how interior space features and spatial environment characteristics can be used to support the learning and developmental needs of children with autism. Specifically, the connection between repetitive behaviors and ambient noise levels in school classroom environments was observed in four classrooms. The occurrence of repetitive motor movements, repetitive speech, ear covering, hitting, loud vocalizations, blinking, and verbally complaining in relation to decibel levels were analyzed using Noldus Observer XT software. As hypothesized, a correlation between noise levels and frequency of target behaviors was found; that is, as decibel levels increased, several of the observed behaviors occurred with greater frequency. Further empirical testing is necessary to test a causal relationship between increased ambient noise levels and autism-related behaviors, and sensory discomfort as a mediator of that relationship. Findings are applied to the development of classroom design guidelines.
DA - 2017/10//
PY - 2017
DO - 10.1177/0013916516669389
DP - DOI.org (Crossref)
VL - 49
IS - 8
SP - 847
EP - 873
J2 - Environment and Behavior
LA - en
SN - 0013-9165, 1552-390X
UR - http://journals.sagepub.com/doi/10.1177/0013916516669389
Y2 - 2024/03/27/15:18:07
ER -
TY - BOOK
TI - Facilitator's Guide to Participatory Decision-Making
AU - Kaner, Sam
AB - Unleash the transformative power of face to face groups The third edition of this ground-breaking book continues to advance its mission to support groups to do their best thinking. It demonstrates that meetings can be much more than merely an occasion for solving a problem or creating a plan. Every well-facilitated meeting is also an opportunity to stretch and develop the perspectives of the individual members, thereby building the strength and capacity of the group as a whole. This fully updated edition of The Facilitator's Guide to Participatory Decision-Making guides readers through the struggle and the satisfaction of putting participatory values into practice, helping them to fulfill the promise of effective group decision-making. With previous editions already embraced by business and community leaders and consulting professionals around the world, this new book is even more insightful and easy to use. New for this edition: 60 pages of brand new skills and tools Many new case examples Major expansion and reorganization of the advanced sections of the book. New chapter: Teaching A Group About Group Dynamics Doubled in size: Classic Facilitator Challenges. Substantially improved: Designing Realistic Agendas – now three chapters, with wise, insightful answers to the most vexing questions about meeting design.
DA - 2014/04/15/
PY - 2014
DP - Google Books
ET - 3
SP - 434
LA - en
PB - John Wiley & Sons
SN - 978-1-118-42195-6
KW - Business & Economics / Decision-Making & Problem Solving
KW - Business & Economics / General
KW - Business & Economics / Management
KW - Business & Economics / Organizational Development
ER -
TY - JOUR
TI - Enhancing teacher assessment practices in South African schools: Evaluation of the assessment resource banks
AU - Kanjee, Anil
T2 - Education as change
DA - 2009///
PY - 2009
DO - 10.1080/16823200902940599
DP - Google Scholar
VL - 13
IS - 1
SP - 73
EP - 89
ST - Enhancing teacher assessment practices in South African schools
ER -
TY - JOUR
TI - Tensions and dilemmas of cross-cultural transfer of knowledge: post-structural/postcolonial reflections on an innovative teacher education in Pakistan
AU - Kanu, Yatta
T2 - International Journal of Educational Development
DA - 2005///
PY - 2005
DO - 10.1016/j.ijedudev.2005.01.002
VL - 25
IS - 5
SP - 493
EP - 513
ER -
TY - JOUR
TI - Can the Ugly Duckling of ODL be Transformed into a Swan? The MOOC Effect
AU - Kanwar, Asha
AB - Public Lecture, University of South Africa (Unisa), Johannesburg, South Africa, 4 October 2013 by Professor Asha Kanwar, Commonwealth of Learning // Or more pertinently for us,‘Can the ugly duckling of ODL be transformed into a swan? What is the MOOC Effect? As you know, as distance educators we have been constantly working towards ‘parity of esteem’ with a system of higher education which goes back 900 years. In many developing countries ODL is still regarded as a second chance and second choice option. MOOCs, a form of distance learning has captured global media attention in the past two years. Will some of this high profile rub off on more traditional ODL provision?
DA - 2013/10/04/
PY - 2013
DP - oasis.col.org
LA - en
ST - Can the Ugly Duckling of ODL be Transformed into a Swan?
UR - http://oasis.col.org/handle/11599/1165
Y2 - 2020/02/16/03:14:51
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Impact of Covid-19 on International Higher Education: New Models for the New Normal
AU - Kanwar, Asha
AU - Carr, Alexis
T2 - Journal of Learning for Development
AB - COVID-19 has had a major impact on international higher education with border closures, cancelled flights, and a shift to online teaching and learning. As a result, many international students have decided to either abandon or defer their plans to study abroad. If students stay in their home countries, many institutions that rely heavily on foreign students’ fees will suffer, with potential impacts on national economies. Beyond the economic implications, it is also important to consider the personal impact of COVID-19 on international students, who may face delays or obstacles to program completion, employment and/or immigration. Though there are certainly risks and losses in the short term, the demand for international education, and the benefits it offers, are expected to grow. This presents an opportunity for higher education institutions (HEIs) and governments, not just to lessen the impact of COVID-19 on their current business models, but to explore new models and opportunities. HEIs and governments must look at redefining international higher education for the new normal, which will entail a shift in policies and programmes. This paper outlines the implications of the COVID-19 crisis for international higher education and presents potential opportunities for governments and higher education institutions to refresh and redefine their approaches for the new normal.
DA - 2020/11/19/
PY - 2020
DP - jl4d.org
VL - 7
IS - 3
SP - 326
EP - 333
LA - en
SN - 2311-1550
ST - The Impact of Covid-19 on International Higher Education
UR - https://jl4d.org/index.php/ejl4d/article/view/467
Y2 - 2020/11/21/13:31:23
KW - Higher Education and Covid-19
KW - International Higher Education
KW - Internationalisation
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India
AU - Kapasia, Nanigopal
AU - Paul, Pintu
AU - Roy, Avijit
AU - Saha, Jay
AU - Zaveri, Ankita
AU - Mallick, Rahul
AU - Barman, Bikash
AU - Das, Prabir
AU - Chouhan, Pradip
T2 - Children and Youth Services Review
AB - To assess the impact of lockdown amidst COVID-19 on undergraduate and postgraduate learners of various colleges and universities of West Bengal. An online survey was conducted from 1 May to 8 May 2020 to collect the information. A structural questionnaire link using ‘Google form’ was sent to students’ through WhatsApp and E-mail. A total of 232 students provided complete information regarding the survey. The simple percentage distribution was used to assess the learning status of the study participants. During the lockdown period, around 70% of learners were involved in e-learning. Most of the learners were used android mobile for attending e-learning. Students have been facing various problems related to depression anxiety, poor internet connectivity, and unfavorable study environment at home. Students from remote areas and marginalized sections mainly face enormous challenges for the study during this pandemic. This study suggests targeted interventions to create a positive space for study among students from the vulnerable section of society. Strategies are urgently needed to build a resilient education system in the state that will ensure to develop the skill for employability and the productivity of the young minds.
DA - 2020/09/01/
PY - 2020
DO - 10.1016/j.childyouth.2020.105194
DP - ScienceDirect
VL - 116
SP - 105194
J2 - Children and Youth Services Review
LA - en
SN - 0190-7409
UR - http://www.sciencedirect.com/science/article/pii/S0190740920310604
Y2 - 2020/08/12/15:39:08
KW - COVID-19
KW - E-learning
KW - Lockdown
KW - Undergraduate and postgraduate learners
KW - West Bengal
KW - _COVID_DEAA-List
KW - __C:filed:1
ER -
TY - JOUR
TI - Current and potential future seasonal trends of indoor dwelling temperature and likely health risks in rural Southern Africa
AU - Kapwata, Thandi
AU - Gebreslasie, Michael T.
AU - Mathee, Angela
AU - Wright, Caradee Yael
T2 - International journal of environmental research and public health
DA - 2018///
PY - 2018
DO - 10.3390/ijerph15050952
DP - Google Scholar
VL - 15
IS - 5
SP - 952
KW - BE:LMIC
KW - BE:RELEVANT
ER -
TY - JOUR
TI - Integrating problem-based learning with ICT for developing trainee teachers' content knowledge and teaching skill
AU - Karami, Mehdi
AU - Karami, Zohreh
AU - Attaran, Mohammad
T2 - International Journal of Education and Development using Information and Communication Technology
AB - Professional teachers can guarantee the progress and the promotion of society because fostering the development of next generation is up to them and depends on their professional knowledge which has two kinds of sources; content knowledge and teaching skill. The aim of the present research was studying the effect of integrating problem-based learning with Information and Communications Technology (ICT) on developing content knowledge and teaching skill of trainee teachers. The research design was a quasi-experimental one, and the participants were elementary education trainee teachers of Shahid Bahonar teacher training center of Hamadan, Iran. Two groups were given tests of theory and practice on teaching mathematical concepts at elementary school, and then a multivariate analysis of variance (MANOVA) was conducted to compare the pretest-posttest scores. There was a significant difference, in both multivariate and univariate analyses, in scores. The findings suggest that trainee teachers who integrate problembased learning with ICT in solving a problem may develop more professional content knowledge and teaching skill than those who merely employ ICT.
DA - 2013///
PY - 2013
DP - Zotero
VL - 9
IS - 1
SP - 36
EP - 49
LA - en
UR - https://www.researchgate.net/publication/260184452_Integrating_problem-based_learning_with_ICT_for_developing_trainee_teachers'_content_knowledge_and_teaching_skill
KW - _THEME: Curriculum and resources
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2096422
KW - __finaldtb
KW - ⛔ No DOI found
ER -
TY - ELEC
TI - Time to Teach: Teacher attendance and time on task in Eastern and Southern Africa
AU - Karamperidou, Despina
AU - Brossard, Mathieu
AU - Peirolo, Silvia
AU - Richardson, Dominic
DA - 2020///
PY - 2020
UR - https://www.unicef-irc.org/time-to-teach
Y2 - 2022/01/25/15:17:46
ER -
TY - JOUR
TI - Disability in contexts of displacement
AU - Karanja, Michael
T2 - Disability Studies Quarterly
DA - 2009///
PY - 2009
DO - 10.18061/dsq.v29i4.969
VL - 29
IS - 4
KW - __C:filed:1
ER -
TY - BLOG
TI - COVID-19 put 1.6 billion children out of school. Here's how to upgrade education post-pandemic
AU - Karboul, Amel
T2 - World Economic Forum
AB - Outcomes-based education, where funding is dependent on results, could help ensure quality schooling for millions in a post-pandemic world where social budgets are constrained.
DA - 2020/12/04/
PY - 2020
LA - en
UR - https://www.weforum.org/agenda/2020/12/covid19-education-innovation-outcomes/
Y2 - 2023/10/26/15:49:38
ER -
TY - CONF
TI - Big Data in Climate: Opportunities and Challenges for Machine Learning
AU - Karpatne, Anuj
AU - Kumar, Vipin
T2 - KDD '17: The 23rd ACM SIGKDD International Conference on Knowledge Discovery and Data Mining
C1 - Halifax NS Canada
C3 - Proceedings of the 23rd ACM SIGKDD International Conference on Knowledge Discovery and Data Mining
DA - 2017/08/04/
PY - 2017
DO - 10.1145/3097983.3105810
DP - DOI.org (Crossref)
SP - 21
EP - 22
LA - en
PB - ACM
SN - 978-1-4503-4887-4
ST - Big Data in Climate
UR - https://dl.acm.org/doi/10.1145/3097983.3105810
Y2 - 2024/02/24/11:10:20
ER -
TY - JOUR
TI - Ascertaining impacts of capacity building in open educational practices
AU - Karunanayaka, Shironica P.
AU - Naidu, Som
T2 - Distance Education
AB - Interest in the adoption of open educational practices (OEP) is growing, and the strongest arguments in its favor are that the adoption of such practices has the best chances of making education affordable and accessible to all. However, engagement with such practices requires the adoption of a fundamentally different set of beliefs and value systems about the role of education and educational resources in the development of societies. The development of these beliefs and values are achievable through a combination of strategies. These include appropriate policies, as well as capacity building through sustained engagement in carefully designed learning experiences, which involves people reflecting on authentic problems and situations around the adoption of OEP. The impacts of such capacity building are difficult to ascertain because they are an outcome of a combination of factors involving the practitioners themselves, their educational context, as well as their views about intellectual property, its ownership, and role in educational development. This article discusses our approach to shifting the mindsets of practitioners around OEP and ascertaining its impacts on them.
DA - 2020/04/02/
PY - 2020
DO - 10.1080/01587919.2020.1757406
DP - Taylor and Francis+NEJM
VL - 41
IS - 2
SP - 279
EP - 302
SN - 0158-7919
UR - https://doi.org/10.1080/01587919.2020.1757406
Y2 - 2021/03/24/14:38:50
KW - MOOC design
KW - capacity building
KW - impacts
KW - open educational practices
KW - shifting perceptions and perspectives
ER -
TY - JOUR
TI - Reconsidering Access: Using Specific Impact Ranking Metrics to Manage Access in Conventional and Open Higher Education
AU - Kassim, Halima-Sa'adia
AU - Rampersad, David
T2 - Journal of Learning for Development
AB - This paper considers the widening access and participation agenda, its implications for higher education institutions (HEIs) and contends that it must be underpinned by strategic measurement and monitoring. Access is viewed through of the following lenses: (i) supporting participation, and (ii) facilitating equity. Using mixed methods, the paper draws on data from The University of the West Indies (UWI) and provides examples from key plans and initiatives over 20 years to showcase how the UWI has increased access. Concurrently, the need for more nuanced and complex datasets to assess the extent of equity is highlighted with metrics drawn from the Times Higher Education University Impact Ranking. The authors argue that the strategic use and management of data can promote public accountability associated with access and boost institutional reputation. However, universities will have to be innovative and accelerate measures to survive/thrive in the post-pandemic environment by identifying their institutional scope and “system of interest” in widening access.
DA - 2022/03/15/
PY - 2022
DP - jl4d.org
VL - 9
IS - 1
SP - 17
EP - 36
LA - en
SN - 2311-1550
ST - Reconsidering Access
UR - https://jl4d.org/index.php/ejl4d/article/view/542
Y2 - 2022/04/05/12:27:44
KW - Access and participation
KW - Caribbean
KW - Equity
KW - Measurement and monitoring
KW - The University of the West Indies
KW - _genre:PR-primary_research
KW - ⛔ No DOI found
ER -
TY - CONF
TI - A Chatbot for Changing Lifestyle in Education
AU - Kasthuri, E.
AU - Balaji, S.
C3 - 2021 Third International Conference on Intelligent Communication Technologies and Virtual Mobile Networks (ICICV)
DA - 2021///
PY - 2021
DO - 10.1109/ICICV50876.2021.9388633
DP - Google Scholar
SP - 1317
EP - 1322
PB - IEEE
ER -
TY - JOUR
TI - Human rights based approach to disability in development in Uganda: A way to fill the gap between political and social spaces?
AU - Katsui, Hisayo
AU - Kumpuvuori, Jukka
T2 - Scandinavian Journal of Disability Research
DA - 2008///
PY - 2008
DO - 10.1080/15017410802410084
DP - Google Scholar
VL - 10
IS - 4
SP - 227
EP - 236
ST - Human rights based approach to disability in development in Uganda
ER -
TY - BOOK
TI - Bringing Human Rights Education to US Classrooms: Exemplary Models from Elementary Grades to University
AU - Katz, Susan Roberta
AB - Bringing Human Rights Education to US Classrooms presents ten research-based human rights projects powerfully implemented in a range of U.S. classrooms, from elementary school through community college and university. In these classrooms, the students-pri
CY - New York, NY
DA - 2015/09/04/
PY - 2015
DP - Amazon
ET - 2015th edition
SP - 288
LA - English
PB - Palgrave
SN - 978-1-137-47112-3
ST - Bringing Human Rights Education to US Classrooms
ER -
TY - JOUR
TI - Liebe Leserinnen und Leser,
AU - Kauffmann, Gesine
DA - 2012///
PY - 2012
DP - Zotero
SP - 68
LA - de
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Kaufman's Clinical Neurology for Psychiatrists - E-Book
AU - Kaufman, David Myland
AU - Geyer, Howard L.
AU - Milstein, Mark J.
AU - Rosengard, Jillian
AB - The only reference to focus on the must-know aspects of neurology for psychiatrists, Kaufman's Clinical Neurology for Psychiatrists, 9th Edition, brings you up to date with the knowledge you need to excel on the American Board of Psychiatry and Neurology and other examinations. It fully covers the exam topics you’ll encounter, along with new content, high-quality illustrations, and multiple-choice questions. In addition, this book prepares you for clinical work in the 21st century. Discusses timely, clinically-relevant topics such as chronic and acute traumatic brain injury, Alzheimer’s disease, correctible causes of dementia, violence, neurologic illnesses that present with symptoms of autism, illicit drug use, stroke, migraine, Parkinson’s disease, tardive dyskinesia current treatments, and more. Includes nearly 2,000 multiple-choice questions both in print and online—all written to help you succeed on the ABPN certifying exam. Features new content, new and improved clinical illustrations: life-like patient sketches, anatomy line drawings, CTs, MRIs, and EEGs. Explains each condition's neurologic and psychiatric features, easily performed office and bedside examinations, appropriate tests, differential diagnosis, and management options. Correlates neurologic illnesses with the DSM-5.
DA - 2022/01/14/
PY - 2022
DP - Google Books
SP - 723
LA - en
PB - Elsevier Health Sciences
SN - 978-0-323-79681-1
KW - Final_citation
KW - Medical / Neurology
KW - Medical / Psychiatry / General
ER -
TY - JOUR
TI - 21 Ways to 21st Century Skills: Why Students Need Them and Ideas for Practical Implementation
AU - Kaufman, Kristina J.
T2 - Kappa Delta Pi Record
DA - 2013/04/01/
PY - 2013
DO - 10.1080/00228958.2013.786594
DP - Taylor and Francis+NEJM
VL - 49
IS - 2
SP - 78
EP - 83
SN - 0022-8958
ST - 21 Ways to 21st Century Skills
UR - https://doi.org/10.1080/00228958.2013.786594
Y2 - 2020/09/11/08:53:56
ER -
TY - JOUR
TI - Qualitative exploration of digital chatbot use in medical education: A pilot study
AU - Kaur, Anjuli
AU - Singh, Sid
AU - Chandan, Joht S.
AU - Robbins, Tim
AU - Patel, Vinod
T2 - Digital Health
DA - 2021///
PY - 2021
DO - 10.1177/20552076211038151
DP - Google Scholar
VL - 7
SP - 20552076211038151
ST - Qualitative exploration of digital chatbot use in medical education
KW - Artificial intelligence
KW - digital health
KW - education
KW - lifestyle
KW - machine learning
KW - technology
ER -
TY - CONF
TI - Synchronizing learning material on Moodle and lecture based supportive tool: The REST based approach
AU - Kautsar, I. A.
AU - Musashi, Y.
AU - Kubota, S. I.
AU - Sugitani, K.
T2 - 2015 International Conference on Information Communication Technology and Systems (ICTS)
AB - A lecturer's role are the important part for the success of any eLearning platform, include Moodle LMS. Because only lecturers that enrich learning materials. Unfortunately, Indonesia still faces the bandwidth gap that made difficulties to use Moodle as a daily basis. Moreover, it will become complex when lecturer decide to install it on a local machine. This paper presents supportive tool that not only for enrich learning materials in offline conditions with easy initiation steps, but also synchronize it on remote LMS using Moodle RE ST web service in order to share learning material in limited bandwidth.
C3 - 2015 International Conference on Information Communication Technology and Systems (ICTS)
DA - 2015/09//
PY - 2015
DO - 10.1109/icts.2015.7379896
DP - IEEE Xplore
SP - 187
EP - 192
ST - Synchronizing learning material on Moodle and lecture based supportive tool
KW - Decision support systems
KW - Hafnium
KW - Information and communication technology
KW - Moodle
KW - Moodle LMS
KW - Moodle REST Web service
KW - REST
KW - REST-based approach
KW - Supportive Tool
KW - Web Service
KW - Web services
KW - bandwidth gap
KW - e-Learning platform
KW - learning management systems
KW - learning material
KW - remote LMS
KW - synchronisation
KW - synchronization
ER -
TY - JOUR
TI - Lecturer Based Supportive Tool Development and Approaches for Learning Material Sharing under Bandwidth Limitation
AU - Kautsar, Irwan Alnarus
AU - Kubota, Shinichiro
AU - Musashi, Yasuo
AU - Sugitani, Kenichi
T2 - Journal of Information Processing
AB - 総合学術電子ジャーナルサイト「J-STAGE」-国内で発行された学術論文全文を読むことのできる、日本最大級の総合電子ジャーナルプラットフォームです。
DA - 2016///
PY - 2016
DO - 10.2197/ipsjjip.24.358
DP - www.jstage.jst.go.jp
VL - 24
IS - 2
SP - 358
EP - 369
J2 - Journal of Information Processing
LA - en
SN - 1882-6652
UR - https://www.jstage.jst.go.jp/article/ipsjjip/24/2/24_358/_article/-char/ja/
Y2 - 2018/06/09/16:52:27
KW - __C:filed:1
ER -
TY - RPRT
TI - Sierra Leone Education Attendance Monitoring System (SLEAMS) Pilot Phase: Inception Report
AU - Kawa, Muniru
AU - Graham, Hannah
AU - Lee, Philip
AU - Murray, Tobias
AU - Malyon, Stephanie
DA - 2020///
PY - 2020
PB - Charlie Goldsmiths Associates
KW - _C:Sierra Leone SLE
ER -
TY - JOUR
TI - Exploring the Benefits and Challenges of Using Laptop Computers in Higher Education Classrooms: A Formative Analysis
AU - Kay, Robin
AU - Lauricella, Sharon
T2 - Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie
AB - Because of decreased prices, increased convenience, and wireless access, an increasing number of college and university students are using laptop computers in their classrooms. This recent trend has forced instructors to address the educational consequences of using these mobile devices. The purpose of the current study was to analyze and assess beneficial and challenging laptop behaviours in higher education classrooms. Both quantitative and qualitative data were collected from 177 undergraduate university students (89 males, 88 females). Key benefits observed include note-taking...
DA - 2011/04/21/
PY - 2011
DO - 10.21432/T2S598
DP - www.learntechlib.org
VL - 37
IS - 1
LA - en
SN - 1499-6677
ST - Exploring the Benefits and Challenges of Using Laptop Computers in Higher Education Classrooms
UR - https://www.learntechlib.org/p/42756/
Y2 - 2020/04/21/16:56:00
ER -
TY - JOUR
TI - MOOCs for Professional Development of Teachers through E-Learning System: The Indian Scenario
AU - Kayal, Soumen
AU - Kayal, Baisakhi Das
T2 - SRELS Journal of Information Management
DA - 2020///
PY - 2020
DO - 10.17821/srels/2020/v57i2/151966
DP - Google Scholar
VL - 57
IS - 2
SP - 107
EP - 112
ST - MOOCs for Professional Development of Teachers through E-Learning System
KW - _C:France FRA
KW - _C:India IND
KW - _C:Kenya KEN
KW - _C:South Africa ZAF
KW - _C:Spain ESP
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Öğretimde Tablet Kullanımı: Bir Tutum Ölçeği Geliştirme Çalışması
AU - KAYAPINAR, Ulas
AU - SPATHOPOULOU, Filomachi
AU - SAFIEDDINE, Fadi
AU - NAKHOUL, Imad
AU - KADRY, Seifedine
T2 - Eurasian Journal of Educational Research
DP - Google Scholar
VL - 18
IS - 78
SP - 219
EP - 234
ST - Öğretimde Tablet Kullanımı
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Tablet Use in Teaching: A Study on Developing an Attitude Scale for Academics.
AU - Kayapinar, Ulas
AU - Spathopoulou, Filomachi
AU - Safieddine, Fadi
AU - Nakhoul, Imad
AU - Kadry, Seifedine
T2 - Eurasian Journal of Educational Research
DA - 2018///
PY - 2018
DP - Google Scholar
VL - 78
SP - 219
EP - 234
ST - Tablet Use in Teaching
KW - _C:Belgium BEL
KW - _C:Brazil BRA
KW - _C:Canada CAN
KW - _C:Denmark DNK
KW - _C:France FRA
KW - _C:Italy ITA
KW - _C:Japan JPN
KW - _C:Kenya KEN
KW - _C:Kuwait KWT
KW - _C:Lebanon LBN
KW - _C:Malawi MWI
KW - _C:Nigeria NGA
KW - _C:Romania ROU
KW - _C:Saudi Arabia SAU
KW - _C:Spain ESP
KW - _C:Turkey TUR
KW - _C:United Arab Emirates ARE
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Viet Nam VNM
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Educational Technology to Improve Capacity – Integrating Adaptive Education Programmes in Public School in Kenya
AU - Kaye, Tom
T2 - Trust, Accountability and Capacity in Education System Reform
A2 - Ehren, Melanie
A2 - Baxter, Jacqueline
C2 - Ehren, Melanie
C2 - Baxter, Jacqueline
DA - 2020/12/29/
PY - 2020
DP - DOI.org (Crossref)
ET - 1
SP - 182
EP - 200
LA - en
PB - Routledge
SN - 978-0-429-34485-5
UR - https://www.taylorfrancis.com/books/9781000330823/chapters/10.4324/9780429344855-9
Y2 - 2021/04/08/20:32:35
ER -
TY - RPRT
TI - Bangladesh Back-to-School Campaign
AU - Kaye, Tom
AU - Chuang, Rachel
AU - Moss Coflan, Caitlin
AU - Haßler, Björn
CY - Nairobi, Kenya, Washington D.C., USA, and Cambridge, UK
DA - 2020/05//
PY - 2020
LA - EN
M3 - EdTech Hub Helpdesk Response
SN - 18
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - C:Bangladesh
KW - COV:COVID and reopening of schools
KW - E:Pedagogy
KW - E:Teacher education (pre-service and in-service)
KW - F: Helpdesk response
KW - LP: English
KW - _C:Afghanistan AFG
KW - _C:Bangladesh BGD
KW - _C:Congo XCO
KW - _C:Congo, Democratic Republic COD
KW - _C:Ghana GHA
KW - _C:Guinea GIN
KW - _C:India IND
KW - _C:Lebanon LBN
KW - _C:Liberia LBR
KW - _C:Malawi MWI
KW - _C:Mozambique MOZ
KW - _C:Nigeria NGA
KW - _C:Rwanda RWA
KW - _C:Sierra Leone SLE
KW - _C:South Africa ZAF
KW - _C:Sri Lanka LKA
KW - _C:Zambia ZMB
KW - _EdTechHub_Output
KW - __C:filed:1
KW - __C:scheme:1
KW - _cover:v1
KW - _publish
KW - _r:ImportedToMyEducationEvidence
KW - _yl:g
KW - _zenodoETH
KW - _zenodoODE
KW - docs.opendeved.net
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - RPRT
TI - Monitoring Distance Education: A Brief to Support Decision-Making in Bangladesh and Other Low- and Lower-Middle Income Countries
AU - Kaye, Tom
AU - Groeneveld, Caspar
AU - Bashir, Amreen
AB - On 17 March 2020, Bangladeshi schools were closed to restrict the spread of Covid-19. Overnight, an education system supporting more than 36 million learners pivoted to distance learning (⇡World Bank, no date). The government worked in close collaboration with other stakeholders to deploy print, radio, TV, mobile, and online resources to provide educational continuity. The UK FCDO Bangladesh team requested a topic brief from the EdTech Hub to provide guidance on monitoring distance education in Bangladesh. Specifically, the Hub was requested to provide recommendations, based on lessons learned internationally, on how the government could put in place systems to improve the monitoring of distance learning to support strategic decision-making. The EdTech Hub team conducted a desk review to understand how to best monitor distance education in Bangladesh. Phase one was a rapid review of Bangladesh’s education system. Phase two examined global literature and case studies to identify strategies used to monitor distance education. The review traversed South Asia and other low-income countries globally. This brief focuses solely on monitoring distance learning. It does not attempt to explore modalities for distance education or look at the impact of school closures.
DA - 2020/10/27/
PY - 2020
DP - DOI.org (Datacite)
LA - en
PB - Zenodo
ST - Monitoring Distance Education
UR - https://zenodo.org/record/4140104
Y2 - 2021/06/07/15:39:52
KW - ___duplicate_item
ER -
TY - RPRT
TI - Monitoring Distance Education: A Brief to Support Decision-Making in Bangladesh and Other Low- and Lower-Middle Income Countries
AU - Kaye, Tom
AU - Groeneveld, Caspar
AU - Bashir, Amreen
DA - 2020/11/23/
PY - 2020
LA - EN
M3 - EdTech Hub Helpdesk Response
SN - 30
UR - https://docs.edtechhub.org/lib/XUVA9827
KW - ___duplicate_item
KW - dode_eth-src-dode
KW - dode_eth-trf2-dode
ER -
TY - RPRT
TI - Nepal “Ask me anything” Session: Responses to audience questions
AU - Kaye, Tom
AU - Groeneveld, Caspar
AU - Moss, Caitlin
AU - Haßler, Björn
AB - On Thursday, 30 April 2020, the EdTech Hub participated in an “Ask me anything” session for policy-makers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the COVID-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal).
The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the COVID-19 pandemic, presented by the World Bank EduTech team and the EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal.
This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.
DA - 2020/05//
PY - 2020
M3 - EdTech Hub Helpdesk Response
PB - EdTech Hub
SN - 13
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - C:Nepal
KW - F: Helpdesk response
KW - LP: English
KW - _C:Austria AUT
KW - _C:Bangladesh BGD
KW - _C:Kenya KEN
KW - _C:Korea XKOR
KW - _C:Liberia LBR
KW - _C:Nepal NPL
KW - _C:Pakistan PAK
KW - _C:Singapore SGP
KW - _EdTechHub_Output
KW - __C:filed:1
KW - __C:scheme:1
KW - _cover:v1
KW - _r:ImportedToMyEducationEvidence
KW - _zenodoETH
KW - docs.opendeved.net
KW - dode_eth-src-dode
KW - dode_eth-trf2-dode
ER -
TY - RPRT
TI - A guide for Accelerated Education Programme designers, implementers, evaluators and agencies
AU - Kayla Boisvert
AU - Jennifer Flemming
AU - Ritesh Shah
DA - 2017///
PY - 2017
ER -
TY - RPRT
TI - Guidance Note on Climate-Smart School Construction Planning (Draft for Discussion)
AU - Kazemi, Maha
AU - Mackintosh, Alasdair
AU - Ramirez, Ana
AU - Sullivan, Ian
DP - Zotero
LA - en
UR - https://www.fabinc.co.uk/wp-content/uploads/2021/10/Guidance-Note-on-Climate-Smart-School-Construction-Planning.pdf
ER -
TY - JOUR
AU - Kazianga
DA - 2012///
PY - 2012
ER -
TY - JOUR
TI - The Effects of "Girl‐Friendly" Schools: Evidence from the BRIGHT School Construction Program in Burkina Faso
AU - Kazianga, Harounan
AU - Levy, Dan
AU - Linden, Leigh L.
AU - Sloan, Matt
T2 - American Economic Journal: Applied Economics
DA - 2013///
PY - 2013
DO - 10.1257/app.5.3.41
VL - 5
SP - 41
EP - 62
ER -
TY - JOUR
TI - ARTTE Applied Researches in Technics, Technologies and Education
AU - Kazlacheva, Zlatina
AU - Georgieva, Krasimira
AU - Tassev, Georgi
AU - Ganev, Nikolai
AU - Ginkov, Iliya
AU - Vassiliadis, Savvas
AU - Elnashar, Elsayed
AU - Belino, Nuno
AU - Daskalov, Plamen
AU - Kanchev, Angel
DP - Google Scholar
KW - _C:Bulgaria BGR
KW - _C:Czech Republic CZE
KW - _C:Egypt EGY
KW - _C:Greece GRC
KW - _C:Japan JPN
KW - _C:Portugal PRT
KW - _C:Romania ROU
KW - _C:Russian Federation RUS
KW - _C:Serbia SRB
KW - _C:Slovakia SVK
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Digital humanities, libraries, and partnerships: a critical examination of labor, networks, and community
T2 - Chandos Information Professional Series
A3 - Kear, Robin
A3 - Joranson, Kate
CN - AZ195 .D545 2018
CY - Kidlington, United Kingdom ; Cambridge, MA, United States
DA - 2018///
PY - 2018
DP - Library of Congress ISBN
SP - 199
PB - Chandos Publishing, an imprint of Elsevier
SN - 978-0-08-102023-4
ST - Digital humanities, libraries, and partnerships
KW - Digital humanities
KW - Digital libraries
KW - Humanities
KW - Libraries and Museums
ER -
TY - JOUR
TI - Viewing mobile learning from a pedagogical perspective.
AU - Kearney, Matthew
AU - Schuck, Sandra
AU - Burden, Kevin
AU - Aubusson, Peter
T2 - Research in Learning Technology
DA - 2012///
PY - 2012
DO - 10.3402/rlt.v20i0.14406
VL - 20
IS - 1
ER -
TY - JOUR
TI - Determining the feasibility of an e-portfolio application in a distance education teaching practice course
AU - Kecik, Ilknur
AU - Aydin, Belgin
AU - Sakar, Nurhan
AU - Dikdere, Mine
AU - Aydin, Sinan
AU - Yuksel, Ilknur
AU - Caner, Mustafa
T2 - International Review of Research in Open and Distance Learning
AB - [...]teacher education programs have begun embracing various web-based distance learning models to allow teachers to pursue additional education and professional growth experiences (Frey, 2008; Aldridge, Fraser, & Ntuli, 2009; Ludlow & Brannan, 1999; Beattie, Spooner, Jordan, Algozzine, & Spooner, 2002). [...]e-portfolios enable students' personal and professional growth and lifelong learning in distance education (Genç-Kumtepe, 2009; Lin, 2008; Frey, 2008).
DA - 2012/04//
PY - 2012
DO - 10.19173/irrodl.v13i2.1160
VL - 13
IS - 2
LA - English
UR - https://files.eric.ed.gov/fulltext/EJ983278.pdf
AN - 1634473704
KW - Collaboration
KW - Cooperating teachers
KW - Distance education
KW - Distance learning
KW - Education--Adult Education
KW - Feedback
KW - Independent study
KW - Interactive learning
KW - Supervisors
KW - Teacher education
KW - Teaching
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2096507
KW - __finaldtb
KW - adult learning
KW - interactive learning environments
KW - teaching practice
ER -
TY - CHAP
TI - Case study for integrating education for sustainable development in model youth polytechnics in Kenya
AU - Kelemba, Joy Kasandi
DA - 2010///
PY - 2010
UR - https://www.skillsforemployment.org/edmsp1/groups/skills/documents/skpcontent/mwdf/mdaz/~edisp/fm11g_003013.pdf
Y2 - 2020/02/02/16:25:14
ER -
TY - BOOK
TI - Handbook of implementation science for psychology in education
AU - Kelly, Barbara
AU - Perkins, Daniel F.
DA - 2012///
PY - 2012
DP - Google Scholar
PB - Cambridge University Press
ER -
TY - BLOG
TI - 5 Challenges of Digital Transformation in the Public Sector
AU - Kelly, Piers
T2 - GovNet
AB - Discover the hurdles of digital transformation in the public sector: legacy systems, budget constraints, data security, and change resistance.
DA - 2023///
PY - 2023
LA - en-gb
UR - https://blog.govnet.co.uk/technology/5-challenges-of-digital-transformation-in-the-public-sector
Y2 - 2024/02/29/14:53:40
KW - Final_citation
KW - anystyle
KW - existing
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Thinking and working with political settlements
AU - Kelsall, Tim
DP - Zotero
SP - 32
LA - en
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Gut zu wissen: Technologiegestütztes Lernen während der Arbeit
AU - Kempter, Guido
AU - Jost, Patrick
AU - Künz, Andreas
T2 - Zukunft der Arbeit–Perspektive Mensch
DA - 2018///
PY - 2018
DP - Google Scholar
SP - 205
EP - 215
PB - Springer
ST - Gut zu wissen
KW - __C:filed:1
ER -
TY - BOOK
TI - Information Quality: The Potential of Data and Analytics to Generate Knowledge
AU - Kenett, RS
AU - Shmueli, G
CY - Hoboken, NJ
DA - 2016///
PY - 2016
LA - en
PB - John Wiley & Sons
ER -
TY - JOUR
TI - A Co-design Methodology for Blended Teacher Professional Development in Contexts of Mass Displacement
AU - Kennedy, E.
AU - Moghli, M. A.
AU - Chase, E.
AU - Pherali, T.
AU - Laurillard, D.
T2 - NORRAG SPECIAL ISSUE 02: Data collection and evidence building to support education in emergencies
DA - 2019///
PY - 2019
VL - 2019
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Potential of MOOCs for Large-Scale Teacher Professional Development in Contexts of Mass Displacement
AU - Kennedy, Eileen
AU - Laurillard, Diana
T2 - London Review of Education
AB - The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC.
DA - 2019///
PY - 2019
DP - ERIC
VL - 17
IS - 2
SP - 141
EP - 158
LA - en
SN - 1474-8479
UR - https://eric.ed.gov/?q=teacher+learning+circles+displacement&id=EJ1222894
Y2 - 2021/02/11/11:21:18
KW - Access to Education
KW - Blended Learning
KW - Children
KW - Developing Nations
KW - Faculty Development
KW - Foreign Countries
KW - Handheld Devices
KW - Instructional Design
KW - Instructional Effectiveness
KW - Internet
KW - Online Courses
KW - Public Schools
KW - Refugees
KW - Sustainability
KW - Teacher Collaboration
KW - Teacher Educators
KW - Teachers
KW - Telecommunications
KW - Vocational Education
KW - Workshops
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The potential of MOOCs for large-scale teacher professional development in contexts of mass displacement
AU - Kennedy, Eileen
AU - Laurillard, Diana
T2 - London Review of Education
DA - 2019/07//
PY - 2019
DO - 10.18546/lre.17.2.04
VL - 17
IS - 2
SP - 141
EP - 158
J2 - London Review of Education
SN - 14748460
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Challenges of Technical Vocational Teacher Education and Teaching in Nigeria: The Need for Intervention
AU - Kennedy, George W
AU - Udoetuk, Udeme S
AB - This paper reviews the critical roles of Technical Vocational teacher education and teaching in Nigeria. The paper establishes a nexus between quality Technical Vocational teacher education and national development. Critical challenges to Technical Vocational teacher education programmes and the teaching profession in Nigeria are identified to include over-crowded classes for teacher’s trainees, inequity in urban/rural deployment of teachers, poor funding and inadequate facilities, low quality Information and Communication technology (ICT) compliance and non-professionalization of teaching in Nigeria. Recommendations which include, a standard class, equity in urban/rural deployment of teachers, training/or retraining of Technical Vocational teacher in qualitative Information and Communication technology (ICT), Technical Vocational teacher mandatory membership in professional organisation, periodic attendance and active participation at conferences, seminars and workshop were made.
DA - 2017///
PY - 2017
DP - Zotero
VL - 3
IS - 7
SP - 12
LA - en
KW - _C:China CHN
KW - _C:India IND
KW - _C:Japan JPN
KW - _C:Nigeria NGA
KW - _C:Turkey TUR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - How does professional development improve teaching?
AU - Kennedy, Mary M.
T2 - Review of Educational Research
AB - Professional development programs are based on different theories of how students learn and different theories of how teachers learn. Reviewers often sort programs according to design features such as program duration, intensity, or the use of specific techniques such as coaches or online lessons, but these categories do not illuminate the programs’ underlying purpose or premises about teaching and teacher learning. This review sorts programs according to their underlying theories of action, which include (a) a main idea that teachers should learn and (b) a strategy for helping teachers enact that idea within their own ongoing systems of practice. Using rigorous research design standards, the review identifies 28 studies. Because studies differ in multiple ways, the review presents program effects graphically rather than statistically. Visual patterns suggest that many popular design features are not associated with program effectiveness. Furthermore, different main ideas are not differentially effective. However, the pedagogies used to facilitate enactment differ in their effectiveness. Finally, the review addresses the question of research design for studies of professional development and suggests that some widely favored research designs might adversely affect study outcomes.
DA - 2016///
PY - 2016
DO - 10.3102/0034654315626800
DP - Google Scholar
VL - 86
IS - 4
SP - 945
EP - 980
UR - https://www.researchgate.net/publication/292675761_How_Does_Professional_Development_Improve_Teaching
ER -
TY - BOOK
TI - Introducing Geographic Information Systems with ArcGIS: A Workbook Approach to Learning GIS
AU - Kennedy, Michael D.
AB - An integrated approach that combines essential GIS background with a practical workbook on applying the principles in ArcGIS 10.0 and 10.1 Introducing Geographic Information Systems with ArcGISintegrates a broad introduction to GIS with a software-specific workbook for Esri's ArcGIS. Where most courses make do using two separate texts, one covering GIS and another the software, this book enables students and instructors to use a single text with an integrated approach covering both in one volume with a common vocabulary and instructional style. This revised edition focuses on the latest software updates—ArcGIS 10.0 and 10.1. In addition to its already successful coverage, the book allows students to experience publishing maps on the Internet through new exercises, and introduces the idea of programming in the language Esri has chosen for applications (i.e., Python). A DVD is packaged with the book, as in prior editions, containing data for working out all of the exercises. This complete, user-friendly coursebook: Is updated for the latest ArcGIS releases—ArcGIS 10.0 and 10.1 Introduces the central concepts of GIS and topics needed to understand spatial information analysis Provides a considerable ability to operate important tools in ArcGIS Demonstrates new capabilities of ArcGIS 10.0 and 10.1 Provides a basis for the advanced study of GIS and the study of the newly emerging field of GIScience Introducing Geographic Information Systems with ArcGIS, Third Edition is the ideal guide for undergraduate students taking courses such as Introduction to GIS, Fundamentals of GIS, and Introduction to ArcGIS Desktop. It is also an important guide for professionals looking to update their skills for ArcGIS 10.0 and 10.1.
DA - 2013/03/20/
PY - 2013
DP - Google Books
SP - 726
LA - en
PB - John Wiley & Sons
SN - 978-1-118-33034-0
ST - Introducing Geographic Information Systems with ArcGIS
KW - Science / Earth Sciences / Geography
ER -
TY - CHAP
TI - The impact of teachers’ perspectives on the development of computing as a subject
AU - Kennewell, Steve
AU - Barnes, Jan
T2 - Debates in Computing and ICT Education
DA - 2017///
PY - 2017
DP - Google Scholar
SP - 47
EP - 62
PB - Routledge
KW - __C:filed:1
ER -
TY - RPRT
TI - Sector Policy for Learners and Trainees with Disabilities
AU - Kenya Ministry of Education
DA - 2018///
PY - 2018
UR - https://planipolis.iiep.unesco.org/sites/default/files/ressources/kenya_sector_policy_learners_trainees_disabilities.pdf
Y2 - 2023/08/28/11:01:49
ER -
TY - ELEC
TI - Recognizing Prior Learning
AU - Kenya National Qualifications Authority
UR - http://www.knqa.go.ke/recognizing-prior-learning/
Y2 - 2020/05/27/18:44:14
ER -
TY - JOUR
TI - Professional Development on Digital Literacy and Transformative Teaching in a Low‐Income Country: A Case Study of Rural Kenya
AU - Kerkhoff, Shea
AU - Makubuya, Timothy
DA - 2021///
PY - 2021
DO - 10.1002/rrq.392
ER -
TY - JOUR
TI - Mixed-methods approaches to learning strategies and self-regulation in Physical Education: a literature review
AU - Kermarrec, Gilles
AU - Regaieg, Ghada
AU - Clayton, Rebecca
T2 - Physical Education and Sport Pedagogy
AB - Introduction Students’ learning strategies and self-regulation processes are considered highly important in academic and Physical Education contexts. Educational researchers have called for mixed-method designs to investigate how students learn and not only what they learn. The aim of this literature review was to analyze the use of mixed-method designs in self-regulated learning research in a physical education setting.Methods The following databases were searched for relevant articles: ERIC, Persee, PsycInfo and Scopus. No date range was specified and keywords for the search included learning strategies, self-regulated learning, Physical Education, mixed-method, qualitative and quantitative analysis. Thirteen articles were selected and classified according to their theoretical framework. The last stage of selection extended the literature review in each theoretical framework.Results The results show that mixed-method design is relevant when researchers need findings on how students learn, and not only on what they learn. The use of mixed methods is well suited to the Information Processing, Self-Regulated Learning and Student Approaches of Learning theoretical traditions.
DA - 2022/03/04/
PY - 2022
DO - 10.1080/17408989.2021.1999916
DP - Taylor and Francis+NEJM
VL - 27
IS - 2
SP - 172
EP - 185
SN - 1740-8989
ST - Mixed-methods approaches to learning strategies and self-regulation in Physical Education
UR - https://doi.org/10.1080/17408989.2021.1999916
Y2 - 2022/04/05/20:28:43
KW - Learning strategies
KW - mixed-methods
KW - physical education
KW - qualitative and quantitative analysis
KW - self-regulated learning
ER -
TY - BLOG
TI - Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures
AU - Kerwin, Author Jason
T2 - Jason Kerwin
AB - I’m very happy to announce that my paper with Rebecca Thornton, “Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures”, has been accepted by the Review of Economics and Statistics. An un-gated copy of the final pre-print is available here. Here’s the abstract of the paper: This paper demonstrates … Continue reading "Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures"
DA - 2020/03/31/T21:11:39-06:00
PY - 2020
LA - en-US
ST - Making the Grade
UR - https://jasonkerwin.com/nonparibus/2020/03/31/making-grade-sensitivity-education-program-effectiveness-input-choices-outcome-measures/
Y2 - 2022/11/29/18:51:16
ER -
TY - JOUR
TI - Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures
AU - Kerwin, Jason T.
AU - Thornton, Rebecca L.
T2 - The Review of Economics and Statistics
DA - 2020/03/06/
PY - 2020
DO - 10.1162/rest_a_00911
DP - docs.edtechhub.org
SP - 1
EP - 45
LA - en-GB
SN - 0034-6535
ST - Making the Grade
UR - https://direct.mit.edu/rest/article-abstract/103/2/251/97681/Making-the-Grade-The-Sensitivity-of-Education
Y2 - 2024/03/04/14:04:34
KW - Final_citation
ER -
TY - JOUR
TI - Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures
AU - Kerwin, Jason T.
AU - Thornton, Rebecca L.
T2 - The Review of Economics and Statistics
AB - This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64SDs and writing scores by 0.45SDs. A reduced-cost version instead yields statistically-insignificant reading gains and some large negative effects (-0.33SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.
DA - 2020/03/06/
PY - 2020
DO - 10.1162/rest_a_00911
DP - MIT Press Journals
SP - 1
EP - 45
SN - 0034-6535
ST - Making the Grade
UR - https://doi.org/10.1162/rest_a_00911
Y2 - 2020/07/21/20:12:59
KW - NULP
KW - interesting
ER -
TY - JOUR
TI - Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures
AU - Kerwin, Jason T.
AU - Thornton, Rebecca L.
T2 - The Review of Economics and Statistics
AB - This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64 SD and writing scores by 0.45 SD. A reduced-cost version instead yields statistically insignificant reading gains and some large negative effects (−0.33 SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.
DA - 2021/05/10/
PY - 2021
DO - 10.1162/rest_a_00911
DP - Silverchair
VL - 103
IS - 2
SP - 251
EP - 264
J2 - The Review of Economics and Statistics
SN - 0034-6535
ST - Making the Grade
UR - https://doi.org/10.1162/rest_a_00911
Y2 - 2023/10/26/14:18:46
ER -
TY - BLOG
TI - Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures [blog post]
AU - Kerwin, Jason
AU - Thornton, Rebecca
T2 - Jason Kerwin
DA - 2020/03/31/T21:11:39+00:00
PY - 2020
LA - en-US
ST - Making the Grade
UR - https://jasonkerwin.com/nonparibus/2020/03/31/making-grade-sensitivity-education-program-effectiveness-input-choices-outcome-measures/
Y2 - 2020/07/21/20:21:21
KW - C:Uganda
KW - NULP
KW - interesting
ER -
TY - JOUR
TI - Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures
AU - Kerwin, Jason
AU - Thornton, Rebecca L.
T2 - SSRN Electronic Journal
DA - 2018///
PY - 2018
DO - 10.2139/ssrn.3002723
DP - DOI.org (Crossref)
J2 - SSRN Journal
LA - en
SN - 1556-5068
ST - Making the Grade
UR - https://www.ssrn.com/abstract=3002723
Y2 - 2020/06/18/12:41:56
KW - _C:Australia AUS
KW - _C:Chad TCD
KW - _C:Ecuador ECU
KW - _C:India IND
KW - _C:Kenya KEN
KW - _C:Mexico MEX
KW - _C:Spain ESP
KW - _C:Tanzania TZA
KW - _C:Uganda UGA
KW - _C:United States USA
KW - __C:scheme:1
KW - interesting
ER -
TY - JOUR
TI - The rise of artificial intelligence under the lens of sustainability
AU - Khakurel, Jayden
AU - Penzenstadler, Birgit
AU - Porras, Jari
AU - Knutas, Antti
AU - Zhang, Wenlu
T2 - Technologies
DA - 2018///
PY - 2018
DO - 10.3390/technologies6040100
DP - Google Scholar
VL - 6
IS - 4
SP - 100
UR - https://www.mdpi.com/2227-7080/6/4/100
Y2 - 2024/02/24/11:17:38
ER -
TY - RPRT
TI - EdTech in Jordan: A Rapid Scan
AU - Khalayleh, A.
AU - Taddese, A.
AB - EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, in Jordan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.
CY - Cambridge, UK
DA - 2020///
PY - 2020
LA - en
M3 - EdTech Hub Country Scan
PB - EdTech Hub
ST - EdTech in Jordan
UR - https://docs.edtechhub.org/lib/NB8YWJYP
KW - C:Jordan
KW - _C:Jordan JOR
KW - _C:Nepal NPL
KW - _C:State of Palestine PSE
KW - _C:Syrian Arab Republic SYR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - _r:ImportedToMyEducationEvidence
KW - _zenodoETH
KW - docs.opendeved.net
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - BLOG
TI - Arabic version of Design Thinking for Educators
AU - Khalayleh, Abdullah
DA - 2020/04/03/
PY - 2020
LA - en-GB
UR - https://opendeved.net/2020/04/03/arabic-version-of-design-thinking-for-educators/
Y2 - 2020/04/03/20:53:58
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - A Monitoring and Evaluation Framework for Blended Learning: Pakistan
AU - Khalayleh, Abdullah
AU - Baloch, ImdadAli
AU - Dele-Ajayi, Opeyemi
AU - Kaye, Tom
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2021/03/31/
PY - 2021
LA - en
M3 - Working Paper
PB - EdTech Hub
KW - _r:AddedByZotZen
ER -
TY - RPRT
TI - A Guide for Technology-Enabled Teacher Learning Circles — Rapid Review of the Literature
AU - Khalayleh, Abdullah
AU - El-Serafy, Yomna
AU - Megha-Bongnkar, Ghislaine
AU - Haßler, Björn
KW - Author:OpenDevEd
ER -
TY - RPRT
TI - Characteristics of Effective Technology-Enabled Teacher Learning Circles — Rapid Review of the Literature
AU - Khalayleh, Abdullah
AU - El-Serafy, Yomna
AU - Megha-Bongnkar, Ghislaine
AU - Haßler, Björn
DA - 2021/02/12/
PY - 2021
PB - Open Development & Education
SN - 1
UR - https://docs.opendeved.net/lib/ZBHBQT7T
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
KW - _yl:a
ER -
TY - RPRT
TI - Final report
AU - Khalayleh, Abdullah
AU - El-Serafy, Yomna
AU - Megha-Bongnkar, Ghislaine
AU - Haßler, Björn
DA - 2021/02/12/
PY - 2021
PB - Open Development & Education
SN - 2
UR - https://docs.opendeved.net/lib/6T2RCX4X
KW - Author:Haßler
KW - Author:OpenDevEd
KW - ___duplicate_item
KW - _r:ImportedToMyEducationEvidence
KW - _yl:b
ER -
TY - RPRT
TI - Technology-supported Teacher Learning Circles: Engagement and Barriers
AU - Khalayleh, Abdullah
AU - El-Serafy, Yomna
AU - Megha-Bongnkar, Ghislaine
AU - Haßler, Björn
DA - 2021///
PY - 2021
PB - Open Development & Education
SN - 4
UR - https://docs.opendeved.net/lib/T9WGI7FH
KW - Author:OpenDevEd
ER -
TY - RPRT
TI - The use of technology to support teacher learning circles in crisis contexts: A rapid review of the literature
AU - Khalayleh, Abdullah
AU - El-Serafy, Yomna
AU - Megha-Bongnkar, Ghislaine
AU - Haßler, Björn
DA - 2021///
PY - 2021
PB - Open Development & Education
SN - 3
UR - https://docs.opendeved.net/lib/QBUASN3S
KW - Author:OpenDevEd
KW - _genre:LR-literature_review
ER -
TY - THES
TI - An Exploratory Qualitative Study of the Potential for Enhanced e-Learning in Public Higher Education in Afghanistan
AU - Khalid, Abdul Habib
DA - 2020///
PY - 2020
DP - Google Scholar
M3 - PhD Thesis
PB - Indiana University of Pennsylvania
KW - __C:filed:1
ER -
TY - JOUR
TI - Factors influencing teachers’ level of participation in online communities
AU - Khalid, Fariza
AU - Joyes, Gordon
AU - Ellison, Linda
AU - Daud, Md Yusoff
T2 - International Education Studies
AB - The use of an online learning community is one possible approach to teachers’ professional development that can enhance the opportunity for collaboration. Discussions in online learning communities not only allow community members to share resources, ideas and expertise, but also contribute to the fulfilment of teachers’ needs in terms of continuous learning and professional development. This paper reports the findings of a study that aimed to explore the factors that influence the way teachers behave in online communities. The research participants were 16 teachers from five secondary schools in Malaysia who were teaching English, science and mathematics. These teachers were involved in online learning communities via blogs in which they exchanged stories and experiences related to their teaching and learning activities. Data were generated through one-to-one interviews. Based on thematic analysis, the overall findings indicate that teachers’ levels of participation in their online learning communities were largely influenced by cultural issues. Other factors that impacted upon their engagement were time, enforcement by school administrators and their need for an online community.
DA - 2014/12/21/
PY - 2014
DO - 10.5539/ies.v7n13p23
DP - DOI.org (Crossref)
VL - 7
IS - 13
SP - 23
EP - 32
J2 - IES
LA - en
SN - 1913-9039, 1913-9020
UR - https://www.researchgate.net/publication/275640649_Factors_Influencing_Teachers'_Level_of_Participation_in_Online_Communities
Y2 - 2020/09/09/19:06:43
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2096356
KW - __finaldtb
ER -
TY - JOUR
TI - Use of remedial teaching approaches for dyslexic students: Experiences of remedial teachers working in urban Pakistan
AU - Khalid, M.
AU - Anjum, G.
T2 - Cogent Psychology
AB - The purpose of this study was to examine the experiences of remedial teachers while teaching dyslexic students in the urban hub of Pakistan—Karachi. The study explored assessment related experiences, the effectiveness of these approaches, and the challenges incurred by the teachers. Semi-structured interviews were conducted with nine remedial teachers: Interpretive Phenomenological method was used for analysis of their experiences. Results yielded six major themes: Assessment process (Pre- and follow-up assessments), Effective Teaching Techniques (the Orton-Gillingham approach, Sequential approach, Technology-assisted learning, Integrative approach, and Play Therapy), Common challenges (stigma and denial, late diagnosis, behavioral problems, slow progress, and incongruence in teaching), and Role of family (role of parents, and role of other family members). Based on the interview responses, the most effective and popular approach used was the Orton-Gillingham approach, which incorporated multiple senses in the learning process, and was altered to meet the specific needs of a student. Results, implications, and directions for future research are also discussed. © 2019, © 2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
DA - 2019///
PY - 2019
DO - 10.1080/23311908.2019.1580181
VL - 6
IS - 1
J2 - Cogent Psychol.
LA - English
SN - 23311908 (ISSN)
UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85062606728&doi=10.1080%2f23311908.2019.1580181&partnerID=40&md5=60ee5e8974ef1e96d6f8fcea332afc05
DB - Scopus
KW - LMIC
KW - Orton-Gillingham approach
KW - SEN
KW - Special education and
KW - _AcademicRecoveryOECS
KW - assessment and implementation
KW - behavioral problems
KW - challenges faced in remedial teaching
KW - dyslexia in Pakistan
KW - effective teaching approaches for dyslexia
ER -
TY - JOUR
TI - Pakistani teachers' professional learning experiences: comparing face-to-face versus online learning
AU - Khan, Asma
T2 - TEFLIN Journal
AB - This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting.
DA - 2018///
PY - 2018
DO - 10.15639/teflinjournal.v29i1/72-89
VL - 29
IS - 1
SP - 72
EP - 89
LA - English
SN - 0215-773X, 0215-773X
UR - https://www.researchgate.net/publication/331731028_Pakistani_teachers'_professional_learning_experiences_Comparing_face-to-face_versus_online_learning
AN - 2101887305; EJ1186065
KW - Collaboration
KW - College Faculty
KW - Communities of Practice
KW - Comparative Analysis
KW - Computer assisted language learning
KW - Computer mediated communication
KW - Conventional Instruction
KW - Cooperative Learning
KW - Cooperative learning
KW - Distance learning
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Educational technology
KW - Electronic Learning
KW - English Teachers
KW - English as a second language--ESL
KW - English teachers
KW - Faculty Development
KW - Foreign Countries
KW - Grounded Theory
KW - Higher Education
KW - Interaction
KW - Learning Experience
KW - Linguistics
KW - Pakistan
KW - Professional development
KW - Teacher Attitudes
KW - Teacher education
KW - Teaching
KW - Technology Uses in Education
KW - Web Based Instruction
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2095920
KW - ___working_potential_duplicate
ER -
TY - JOUR
TI - Blog-based professional development of English teachers in Mumbai: the potential of innovative practice under scrutiny
AU - Khan, Atiya
T2 - Australasian Journal of Educational Technology
AB - The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai.
DA - 2017///
PY - 2017
DO - 10.14742/ajet.2784
VL - 33
IS - 4
SP - 88
EP - 106
LA - English
UR - https://pdfs.semanticscholar.org/8d1d/8018f9ce7a080542987a76d342e27c7f5263.pdf
AN - 1969007459; EJ1156049
KW - Action Research
KW - Case Studies
KW - Communities of Practice
KW - Diaries
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Electronic Publishing
KW - English (Second Language)
KW - Faculty Development
KW - Foreign Countries
KW - India
KW - Language Teachers
KW - Participant Observation
KW - Private Schools
KW - Qualitative Research
KW - Questionnaires
KW - Reflective Teaching
KW - Second Language Instruction
KW - Semi Structured Interviews
KW - Teacher Collaboration
KW - Web Sites
KW - Workshops
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2096053
KW - __finaldtb
ER -
TY - JOUR
TI - NEEV: An education informational chatbot
AU - Khan, Aysha
AU - Ranka, Sakshi
AU - Khakare, Chaitali
AU - Karve, Subodh
T2 - International Research Journal of Engineering and Technology
DA - 2019///
PY - 2019
DP - Google Scholar
VL - 6
IS - 4
SP - 492
EP - 495
ST - NEEV
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Political Settlements and the Governance of Growth-Enhancing Institutions
AU - Khan, Mushtaq H
AB - It is well known that institutions work very differently across countries because their political contexts are different. It is also understood that this has important implications for the design of governance priorities in different countries. This paper develops an analysis of the ‘political settlement’ to provide an analytical framework for analysing institutions and governance in developing countries.
DP - Zotero
SP - 139
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Interaction between collisionless galactic discs and non-axisymmetric dark matter haloes
AU - Khoperskov, A. V.
AU - Khoperskov, S. A.
AU - Zasov, A. V.
AU - Bizyaev, D. V.
AU - Khrapov, S. S.
T2 - Monthly Notices of the Royal Astronomical Society
DA - 2013///
PY - 2013
DO - 10.1093/mnras/stt245
DP - Google Scholar
VL - 431
IS - 2
SP - 1230
EP - 1239
ER -
TY - RPRT
TI - Information and communication technologies in teacher education: a planning guide
AU - Khvilon, Evgueni
AU - Patru, Mariana
DA - 2002///
PY - 2002
DP - Zotero
LA - en
PB - UNESCO
UR - https://unesdoc.unesco.org/ark:/48223/pf0000129533
ER -
TY - JOUR
TI - ECONOMIC DEVELOPMENT: USING ANALYTICAL FRAMEWORKS FOR POLICY DESIGN PED 102
AU - Khwaja, Asim
AU - Pritchett, Lant
DP - Google Scholar
ST - ECONOMIC DEVELOPMENT
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Lancet and Financial Times Commission on governing health futures 2030: growing up in a digital world
AU - Kickbusch, Ilona
AU - Piselli, Dario
AU - Agrawal, Anurag
AU - Balicer, Ran
AU - Banner, Olivia
AU - Adelhardt, Michael
AU - Capobianco, Emanuele
AU - Fabian, Christopher
AU - Gill, Amandeep Singh
AU - Lupton, Deborah
AU - Medhora, Rohinton P.
AU - Ndili, Njide
AU - Ryś, Andrzej
AU - Sambuli, Nanjira
AU - Settle, Dykki
AU - Swaminathan, Soumya
AU - Morales, Jeanette Vega
AU - Wolpert, Miranda
AU - Wyckoff, Andrew W.
AU - Xue, Lan
AU - Bytyqi, Aferdita
AU - Franz, Christian
AU - Gray, Whitney
AU - Holly, Louise
AU - Neumann, Micaela
AU - Panda, Lipsa
AU - Smith, Robert D.
AU - Stevens, Enow Awah Georges
AU - Wong, Brian Li Han
T2 - The Lancet
DA - 2021/11/06/
PY - 2021
DO - 10.1016/S0140-6736(21)01824-9
DP - www.thelancet.com
VL - 398
IS - 10312
SP - 1727
EP - 1776
J2 - The Lancet
LA - English
SN - 0140-6736, 1474-547X
ST - The Lancet and Financial Times Commission on governing health futures 2030
UR - https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(21)01824-9/fulltext
Y2 - 2024/03/20/00:18:51
KW - Final_citation
ER -
TY - RPRT
TI - Social Protection and Disability in Rwanda
AU - Kidd, Stephen
AU - Kabare, Krystle
DA - 2019/08//
PY - 2019
M3 - Working Paper
UR - https://www.developmentpathways.co.uk/wp-content/uploads/2019/08/Social-Protection-and-Disability-in-Rwanda.pdf
Y2 - 2022/10/21/13:05:10
ER -
TY - CONF
TI - Technical and vocational education and training in sub-Saharan Africa: a comprehensive review of the current state of the research (AfriTVET)
AU - Kigwilu Changilwa, Peter
AU - Haßler, Björn
AU - Marsden, Melissa
AU - Watson, Joseph
AU - Schaffer, Jens
AU - Kagambega, Asseta
AU - Iseje, Fatuma
AU - Maseko, Vusi
AU - Orji, Chibueze Tobias
AU - Deodonne, Kunwufine
AU - Amina, Idris
AU - Ewnetu, Tamene
AU - Ezekoye, Benadeth
T2 - AfriTVET International Conference, RVTTI, Kenya, June 2019
AB - Research funded by Federal Ministry for Research and Education, Germany
DA - 2019/06//
PY - 2019
DO - 10.5281/zenodo.3976864
KW - Author:Haßler
KW - Author:OpenDevEd
ER -
TY - JOUR
TI - Affordances and Constraints of Implementing Lesson Study for Teachers’ Professional Development: A Review
AU - KIHWELE, JIMMY
T2 - African Journal of Teacher Education
DA - 2020///
PY - 2020
DO - 10.21083/ajote.v9i0.5731
DP - Google Scholar
VL - 9
SP - 49
EP - 69
ST - Affordances and Constraints of Implementing Lesson Study for Teachers’ Professional Development
KW - _C:Australia AUS
KW - _C:Canada CAN
KW - _C:China CHN
KW - _C:Ethiopia ETH
KW - _C:Ghana GHA
KW - _C:Indonesia IDN
KW - _C:Ireland IRL
KW - _C:Japan JPN
KW - _C:Laos LAO
KW - _C:Malawi MWI
KW - _C:Netherlands NLD
KW - _C:Pakistan PAK
KW - _C:Rwanda RWA
KW - _C:Singapore SGP
KW - _C:South Africa ZAF
KW - _C:Tanzania TZA
KW - _C:Thailand THA
KW - _C:Turkey TUR
KW - _C:Uganda UGA
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Assessing the Impact of Training on Lowland Rice Productivity in an African Setting: Evidence from Uganda
AU - Kijima, Yoko
AU - Ito, Yukinori
AU - Otsuka, Keijiro
T2 - World Development
AB - Summary This study attempts to assess the impacts of a training program on the adoption of improved cultivation practices, the productivity of rice farming, and the income and profit from rice production by using ex-post non-experimental data in Uganda. We found that participation in the training program increased the adoption of the improved cultivation practices. Furthermore, the profit from rice production was also found to have increased by the training program. These findings support the hypothesis that one of the major constraints on the growth in productivity of rice farming in sub-Saharan Africa is the absence of effective extension systems.
DA - 2012///
PY - 2012
DO - 10.1016/j.worlddev.2012.04.008
LA - en
UR - https://www.sciencedirect.com/science/article/pii/S0305750X12000691
AN - LOCAL-DOI:10.1016/j.worlddev.2012.04.008
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - CA:AandC
KW - CCZ:Uganda
KW - CL:de
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:R
KW - CT:T
KW - P:production
KW - P:technology
KW - R:impact
KW - T:Training
KW - Z:diffusion of technology
KW - Z:improved cultivation practices
KW - Z:lowland rice
KW - Z:yield enhancement
KW - _C:Uganda UGA
KW - publicImportV1
ER -
TY - JOUR
TI - Bringing Out the Best of Leaders, Teachers, and Students in the midst of COVID-19: Lessons Learned from Russell County, Alabama
AU - Kilcrease, Adam
T2 - Teaching/Writing: The Journal of Writing Teacher Education
DA - 2020/07/07/
PY - 2020
VL - 9
IS - 1
ST - Bringing Out the Best of Leaders, Teachers, and Students in the midst of COVID-19
UR - https://scholarworks.wmich.edu/wte/vol9/iss1/25
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Equity in Secondary Career and Technical Education in the United States: A Theoretical Framework and Systematic Literature Review
AU - Kim, Elisabeth H.
AU - Flack, Clare Buckley
AU - Parham, Katharine
AU - Wohlstetter, Priscilla
T2 - Review of Educational Research
AB - Career and technical education (CTE) has become increasingly popular in U.S. secondary schools, but equity has not always been a focus of federal legislation or state and local policies and programs. This literature review of trends in CTE research between 1998 and 2019 uses a novel equity framework to examine whether and how secondary CTE programs affect educational equity. A total of 123 sources were reviewed. Findings revealed that CTE research most commonly addresses access and participation, measured by high school graduation rates and GPA. Few studies disaggregate outcome measures by student subgroups to better assess equity. Furthermore, a dearth of large-scale, comparative, and longitudinal research limits generalizability. Most extant research on secondary CTE programs in the United States examines a single state, district, or school. This article identifies promising policies and practices for enhancing equity in CTE conveyed by extant literature and recommends important directions for future research.
DA - 2021/06/01/
PY - 2021
DO - 10.3102/0034654321995243
DP - SAGE Journals
VL - 91
IS - 3
SP - 356
EP - 396
J2 - Review of Educational Research
LA - en
SN - 0034-6543
ST - Equity in Secondary Career and Technical Education in the United States
UR - https://doi.org/10.3102/0034654321995243
Y2 - 2022/04/05/20:23:16
KW - equity
KW - high schools
KW - vocational education
ER -
TY - JOUR
TI - Teacher Experience of Integrating Tablets in One-to-One Environments: Implications for Orchestrating Learning
AU - Kim, Hye Jeong
AU - Choi, Jiyoung
AU - Lee, Suyoun
T2 - Education Sciences
DA - 2019///
PY - 2019
DO - 10.3390/educsci9020087
DP - Google Scholar
VL - 9
IS - 2
SP - 87
ST - Teacher Experience of Integrating Tablets in One-to-One Environments
KW - _C:Korea XKOR
KW - _C:Korea, Republic KOR
KW - _C:Switzerland CHE
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Investigating teachers’ pedagogical experiences with tablet integration in Korean rural schools
AU - Kim, Hye Jeong
AU - Kim, Hyeoncheol
T2 - The Asia-Pacific Education Researcher
DA - 2017///
PY - 2017
DO - 10.1007/s40299-017-0331-8
DP - Google Scholar
VL - 26
IS - 1-2
SP - 107
EP - 116
KW - __C:filed:1
ER -
TY - JOUR
TI - Using a Sequential Multiple Assignment Randomized Trial (SMART) to Develop an Adaptive K–2 Literacy Intervention With Personalized Print Texts and App-Based Digital Activities
AU - Kim, James S.
AU - Asher, Catherine A.
AU - Burkhauser, Mary
AU - Mesite, Laura
AU - Leyva, Diana
T2 - AERA Open
AB - This study employs a sequential multiple assignment randomized trial (SMART) design to develop an adaptive intervention with personalized print and digital content for kindergarten to Grade 2 children (n = 273). In Stage 1, we ask whether it is better for children to receive an adaptive intervention based on (a) 10 conceptually coherent texts or (b) 10 leveled texts on a range of topics. In Stage 2, we ask how best to encourage nonresponding children. Findings indicate that children who received either conceptually coherent texts or leveled texts performed similarly on reading comprehension posttests, while augmenting and intensifying follow-up with gamification of the app and text messages to parents improved comprehension outcomes for nonresponders. Descriptively, we find that only 26% (n = 71) of parents accessed the app, highlighting the need for better implementation procedures to increase take up of app-based digital activities.
DA - 2019/07/01/
PY - 2019
DO - 10.1177/2332858419872701
DP - SAGE Journals
VL - 5
IS - 3
SP - 2332858419872701
LA - en
SN - 2332-8584
UR - https://doi.org/10.1177/2332858419872701
Y2 - 2022/12/21/23:24:23
ER -
TY - JOUR
TI - Expanding educational opportunities or widening learning inequalities? Evidence from national reform of pre-primary education in Ethiopia
AU - Kim, Janice
AU - Sabates, Ricardo
T2 - Oxford Review of Education
AB - Since a nationwide reform of pre-primary education in 2010, Ethiopia has experienced a massive expansion of pre-primary enrolment that increased tenfold in six years. Our paper aims to assess the distribution of early literacy outcomes between children who attended preschool and those who did not and explore how that distribution has changed throughout the reform and by factors such as gender, location, and parental literacy. We find an overall increase in the achievement gaps associated with pre-primary participation between 2010 and 2016. There are also differential patterns in the learning gaps over the reform, with a particular disadvantage for rural students and a relative advantage for students with parents who are not literate. This study suggests that understanding a fuller picture of learning inequality is critical to designing policy to leave no one behind aligned with the UN Sustainable Development Goals.
DA - 2022/05/30/
PY - 2022
DO - 10.1080/03054985.2022.2072824
DP - Taylor and Francis+NEJM
VL - 0
IS - 0
SP - 1
EP - 20
SN - 0305-4985
ST - Expanding educational opportunities or widening learning inequalities?
UR - https://doi.org/10.1080/03054985.2022.2072824
Y2 - 2023/01/07/20:46:20
KW - Educational reform
KW - Ethiopia
KW - early childhood education
KW - educational inequality
KW - nonparametric statistics
ER -
TY - JOUR
TI - Can private school subsidies increase enrollment for the poor? The Quetta Urban Fellowship Program
AU - Kim, Jooseop
AU - Alderman, Harold
AU - Orazem, Peter F.
T2 - The World Bank Economic Review
DA - 1999///
PY - 1999
DO - 10.1093/wber/13.3.443
VL - 13
SP - 443
EP - 65
ER -
TY - JOUR
TI - An artificial intelligence education program development and application for elementary teachers
AU - Kim, Kapsu
T2 - Journal of The Korean Association of Information Education
DA - 2019///
PY - 2019
DO - 10.14352/jkaie.2019.23.6.629
DP - Google Scholar
VL - 23
IS - 6
SP - 629
EP - 637
UR - https://koreascience.kr/article/JAKO201912758458888.page
Y2 - 2024/02/24/10:04:52
ER -
TY - JOUR
TI - A development and application of the teaching and learning model of artificial intelligence education for elementary students
AU - Kim, Kapsu
AU - Park, Youngki
T2 - Journal of The Korean Association of Information Education
DA - 2017///
PY - 2017
DP - Google Scholar
VL - 21
IS - 1
SP - 139
EP - 149
UR - https://koreascience.kr/article/JAKO201719363360814.page
Y2 - 2024/02/24/10:04:49
KW - ❓ Multiple DOI
ER -
TY - JOUR
TI - Changes in student motivation during online learning
AU - Kim, Kyong-Jee
AU - Frick, Theodore W
T2 - Journal of Educational Computing Research
DA - 2011///
PY - 2011
VL - 44
IS - 1
SP - 1
EP - 23
KW - ❓ Multiple DOI
ER -
TY - JOUR
TI - What are the Future Trends in Natural Gas Technology to Address Climate Change? Patent Analysis Through Large Language Model
AU - Kim, Mingyu
AU - Lee, Juyong
T2 - Patent Analysis Through Large Language Model
DP - Google Scholar
ST - What are the Future Trends in Natural Gas Technology to Address Climate Change?
UR - https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4690275
Y2 - 2024/02/23/17:11:13
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - A conceptual framework for examining HRD and NHRD linkages and outcomes: Review of TVET literature
AU - Kim, Sehoon
AU - Kotamraju, Pradeep
AU - Alagaraja, Meera
T2 - European Journal of Training and Development
AB - This paper aims to review technical vocational education and training (TVET) literature, identify different components of the TVET system and develop a conceptual framework that integrates human resource development (HRD) and national human resource development (NHRD) outcomes. The renewed focus on technical vocational education and training (TVET) is important for human resource development (HRD), as it expands current understanding of its role in economic development through workforce training. National human resource development (NHRD) perspectives recognize the role of TVET in linking regional and national economic development strategies. Furthermore, TVET’s focus on literacy education, poverty alleviation and inclusion of marginalized and vulnerable populations emphasizes social development outcomes that are critical for NHRD. Using this background, the integration of HRD and NHRD outcomes into one conceptual TVET framework for addressing workforce, economic and social development outcomes has been proposed.
DA - 2014/04/29/
PY - 2014
DO - 10.1108/ejtd-01-2013-0009
DP - emeraldinsight.com (Atypon)
VL - 38
IS - 4
SP - 265
EP - 285
J2 - Euro J of Training and Dev
SN - 2046-9012
ST - A conceptual framework for examining HRD and NHRD linkages and outcomes
UR - https://www.emeraldinsight.com/doi/abs/10.1108/EJTD-01-2013-0009
Y2 - 2018/08/01/14:37:27
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - CLL:en
KW - _C:Australia AUS
KW - _C:Austria AUT
KW - _C:Brazil BRA
KW - _C:Canada CAN
KW - _C:China CHN
KW - _C:France FRA
KW - _C:Germany DEU
KW - _C:Ghana GHA
KW - _C:Hungary HUN
KW - _C:India IND
KW - _C:Indonesia IDN
KW - _C:Ireland IRL
KW - _C:Israel ISR
KW - _C:Kenya KEN
KW - _C:Korea XKOR
KW - _C:Netherlands NLD
KW - _C:Pakistan PAK
KW - _C:Russian Federation RUS
KW - _C:Saudi Arabia SAU
KW - _C:Singapore SGP
KW - _C:South Africa ZAF
KW - _C:Thailand THA
KW - _C:Turkey TUR
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - publicImportV1
ER -
TY - JOUR
TI - Further Training Needs for TVET Trainers: Lessons from a National Survey on Rwandan TVET Trainers' Instructional Competencies
AU - Kim, Woocheol
AU - Shin, Heh Youn
AU - Woo, Heajung
AU - Kim, Jiyoung
T2 - Journal of Technical Education and Training
T3 - Article
AB - Recently the Republic of Rwanda has expanded the national TVET system in response to the country's growing need for a skilled youth population. However, policymakers have generally overlooked that the quality of the TVET. system as a whole largely depends on the quality of TVET trainers. Recognising this lack, we conducted a national survey on TVET trainer's instructional competencies to gather information about the current status of TVET trainers' teaching quality. Additionally, after operating a pilot training program for TVET trainers at the RTTI, the national training institution for TVET trainers, we executed the same survey to the training participants to examine their instructional competencies. Then we compared its results in comparison to the results attained from the national survey. All assessments were done by measuring TVET trainers - and students' perceptions of TVET trainers' teaching behaviors. This research represents the first efforts to understand the current level of TVET trainers' teaching skills in Rwanda. Also, the survey results of the teaching behaviors of TVET trainers who received the training indicated the positive effect of the training. Implications of this research at the individual (trainers), institutional, and national levels are discussed at the end.\n
DA - 2019///
PY - 2019
DO - 10.30880/jtet.2019.11.02.004
ER -
TY - BOOK
TI - Landscape report on early grade literacy
AU - Kim, Y.-S.G.
AU - Boyle, H.
AU - Zuilkowski, S.S.
AU - Nakamura, P.
CY - Washington, DC
DA - 2017///
PY - 2017
PB - USAID
UR - https://global
ER -
TY - JOUR
TI - Influence of Trainee Teacher Philosophy about Teaching and Learning on Integration of Computer Technology into Future Teaching Practices
AU - Kimaiyo, Lilian C
AU - Kitainge, Kisilu M
AU - Too, Jackson
T2 - American Journal of Applied Psychology
AB - The study sought to establish the influence of trainee teacher philosophy about teaching and learning on integration of computer technology into future teaching practices. This was done in the light of the fact that the Kenya government has launched the national laptop project in public primary schools which is expected to run from July, 2016.It is expected that the teachers who are undertaking training in Primary school Teacher Training colleges are key to effective implementation of computer use. The study was carried out in five public Teacher Training Colleges in the Rift Valley Province, Kenya. This study employed a correlational research design. The research population for the study was all teacher trainees in pubic teacher training colleges in Rift Valley. The colleges have a total population of 5,075 student teachers. Using a table of random numbers, the researcher then selected proportional samples from each stratum in every Teacher Training College to ensure that there was uniform representation of the different groups. The total sample from the five TTCs was 357 trainee teachers. The primary data was collected using a questionnaire consisting of two scales. The study established that there was a statistically significant influence of trainee teachers’ philosophy about teaching and learning on prospective ICT integration. Trainee teachers who believed that learners construct their own knowledge with the teacher as a guide scored highly on intentions to integrate ICT in the classroom than those who believed that the teacher is the source of knowledge. Trainee teachers who intended to use child-centered teaching practices viewed ICT integration positively. It is therefore important that teacher trainers in TTCs emphasize learner-centered teaching methods in order to promote ICT integration.
DA - 2016///
PY - 2016
DP - Zotero
VL - 4
LA - en
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Building effective COVID-19 Education Response Plans: Insights from Africa and Asia
AU - Kimenyi, Eric
AU - Otieno, Jennifer
AU - Kaye, Tom
CY - Cambridge, UK
DA - 2020/06//
PY - 2020
LA - EN
M3 - EdTech Hub Helpdesk Response
SN - 15
KW - COV:COVID and reopening of schools
KW - F: Helpdesk response
KW - LP: English
KW - _C:Afghanistan AFG
KW - _C:Bhutan BTN
KW - _C:Gambia GMB
KW - _C:Ghana GHA
KW - _C:Malawi MWI
KW - _C:Nepal NPL
KW - _C:Nigeria NGA
KW - _C:Pakistan PAK
KW - _C:Rwanda RWA
KW - _C:Somalia SOM
KW - _C:South Sudan SSD
KW - _C:Sudan SDN
KW - _C:Uganda UGA
KW - _C:Zambia ZMB
KW - _C:Zimbabwe ZWE
KW - _EdTechHub_Output
KW - __C:filed:1
KW - __C:scheme:1
KW - _cover:v1
KW - _r:ImportedToMyEducationEvidence
KW - _zenodoETH
KW - docs.opendeved.net
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - JOUR
TI - Warmer environments increase implicit mental workload even if learning efficiency is enhanced
AU - Kimura, Tsukasa
AU - Takemura, Noriko
AU - Nakashima, Yuta
AU - Kobori, Hirokazu
AU - Nagahara, Hajime
AU - Numao, Masayuki
AU - Shinohara, Kazumitsu
T2 - Frontiers in Psychology
DA - 2020///
PY - 2020
DO - 10.3389/fpsyg.2020.00568
DP - Google Scholar
VL - 11
SP - 568
KW - BE:RELEVANT
ER -
TY - CHAP
TI - Today's challenges for girls' education
AU - King, Elizabeth
AU - Winthrop, Rebecca
T2 - Brookings Global Working Paper Series.
DA - 2015///
PY - 2015
ER -
TY - JOUR
TI - Evaluating the impact of teacher professional development: an evidence-based framework
AU - King, Fiona
T2 - Professional Development in Education
AB - Does teacher professional development make a difference? How do we know? While researchers and policy-makers acknowledge that teacher professional development (PD) needs to be assessed and evaluated, there is often little clarity as to how this can be achieved. Evaluation of teacher PD by schools has been described as the weak link in the PD chain despite it being linked with improved PD experiences and pupil outcomes. A lack of skills and tools to carry out such evaluations may be contributing to this or indeed it may be linked to how PD is conceptualized. This article explores extant literature and models of evaluation revealing gaps in existing evaluation frameworks. Resulting from this a provisional PD evaluation framework was developed for use in a study that set out to formally evaluate the impact of a PD initiative on teachers’ professional learning in five urban primary disadvantaged schools in the Republic of Ireland. Following application within this study, the framework was critiqued and revised. This resulted in a new PD Impact Evaluation Framework that may support teachers, schools, departments and policy-makers to carry out systematic and focused evaluations of teacher PD.
DA - 2014/01/01/
PY - 2014
DO - 10.1080/19415257.2013.823099
DP - Taylor and Francis+NEJM
VL - 40
IS - 1
SP - 89
EP - 111
J2 - Professional Development in Education
LA - en
SN - 1941-5257, 1941-5265
ST - Evaluating the impact of teacher professional development
UR - http://dx.doi.org/10.1080/19415257.2013.823099
Y2 - 2016/03/26/14:53:31
KW - C:Ireland
ER -
TY - JOUR
TI - China's cooperation in education and training with Kenya: A different model?
AU - King, Kenneth
T2 - International Journal of Educational Development
AB - Abstract This is the first detailed study of the character and particularity of China's rapidly growing education and training cooperation with Kenya. Set against the 50-year history of Kenya's engagement with China, it pays special attention to the human resources targets of the Forum for China–Africa Cooperation (FOCAC) from 2000. It argues that the growing popularity of China as a destination for both short- and long-term training for Kenyans, and the increasing interest by Kenyans in learning Chinese, cannot be separated from the wider involvement of China in Kenya's infrastructure development, the growth of Chinese business and foreign direct investment, and Chinese migration to East Africa.
DA - 2010///
PY - 2010
DO - 10.1016/j.ijedudev.2010.03.014
LA - en
UR - https://www.sciencedirect.com/science/article/pii/S0738059310000362
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:East Africa
KW - C:Kenya
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:T
KW - F:learning
KW - F:pay
KW - T:Training
KW - Z:African training in China
KW - Z:China's education targets
KW - Z:China–Africa
KW - Z:China–Kenya
KW - Z:Chinese aid
KW - Z:Confucius Institutes
KW - Z:Forum for China–Africa Cooperation
KW - publicImportV1
ER -
TY - JOUR
TI - Eight proposals for a strengthened focus on technical and vocational education and training (TVET) in the education for all (EFA) agenda
AU - King, Kenneth
T2 - Background paper prepared for the Education for All Global Monitoring Report
DA - 2012///
PY - 2012
DP - Google Scholar
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - CLL:en
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Why disability inclusion is important for climate resilience
AU - King, Molly M.
AB - Globally, more than a billion people have a disability. Most live in poverty and 80 percent live in low- and middle-income countries, which are more susceptible to climate disasters. Because of this, and sometimes because they are also members of other minorities, disabled people are much more likely to experience the worst impacts of climate change.
People with disabilities are two to four times more likely to be hurt or die in climate-related disasters such as heatwaves, wildfires and floods.
During the 2017 flooding in rural New South Wales in Australia, those with disabilities were disproportionately impacted by unstable housing, displacement, and post-traumatic stress disorder.
When northern Bangladesh faced unprecedented flooding in June 2022, many with disabilities did not receive sufficient support from the government to reach safety and access to shelter, health care, and food.
CN - openalex: W4391337198
DA - 2024/01/30/
PY - 2024
UR - https://doi.org/10.54377/1082-347f
KW - _z:class:countries
KW - openalex:import
KW - openalex:yes
ER -
TY - JOUR
TI - International Review of Research in Open and Distributed Learning
AU - King, Monty
AU - Pegrum, Mark
AU - Forsey, Martin
T2 - International Review of Research in Open and Distributed Learning
DA - 2018///
PY - 2018
DP - Google Scholar
VL - 19
IS - 5
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - MOOCs and OER in the Global South: Problems and Potential
AU - King, Monty
AU - Pegrum, Mark
AU - Forsey, Martin
T2 - The International Review of Research in Open and Distributed Learning
AB - This paper examines the problems and potential of Massive Open Online Courses (MOOCs) and Open Education Resources (OER) in the global South. Employing a systematic review of the research into the use of open online learning technologies in Southern contexts, we identify five interrelated themes emerging from the literature: 1) access to the Internet; 2) participant literacies; 3) online pedagogies; 4) the context of content; and 5) the flow of knowledge between North and South. The significance of Southern voice and participation is addressed in the final section, which concludes that on balance, the literature offers a qualified endorsement of the potential and actualities of MOOCs and OER in the global South. The ongoing tendency for the research literature to pay little heed to the agency of the social actors with the most to gain from these innovations is noted, opening up space for further research into the lived experience of online learners in the global South.
DA - 2018/11/27/
PY - 2018
DO - 10.19173/irrodl.v19i5.3742
DP - DOI.org (Crossref)
VL - 19
IS - 5
J2 - IRRODL
LA - en
SN - 1492-3831
ST - MOOCs and OER in the Global South
UR - http://www.irrodl.org/index.php/irrodl/article/view/3742
Y2 - 2020/08/14/20:07:14
KW - __C:filed:1
ER -
TY - JOUR
TI - The automation of science
AU - King, R.D.
AU - Rowland, J.
AU - Oliver, S.G.
T2 - Science
DA - 2009///
PY - 2009
DO - 10.1126/science.1165620
VL - 324
IS - 5923
SP - 85
EP - 89
LA - en
KW - _Added-ailr-2024
ER -
TY - JOUR
TI - Universal secondary education in the OECS: Some views on the curriculum
AU - King, Winston K.
T2 - Journal of Eastern Caribbean Studies
DA - 2009///
PY - 2009
DP - Google Scholar
VL - 34
IS - 2
SP - 19
EP - 40
ST - Universal secondary education in the OECS
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Lessons for developing countries from experience with technical and vocational education and training
AU - Kingombe, Christian
T2 - Economic Challenges and Policy Issues in Early Twenty-First-Century Sierra Leone
AB - The literacy requirements of both globalization and technological change necessitate enhancement of literacy education and training to keep pace with these phenomena. Sierra Leone‘s An Agenda for Change – Second Poverty Reduction Strategy (PRSPII) 2008-2012 has mainstreamed youth employment and the
government has developed a National Action Plan on Youth Employment. Moreover, TVET in Sierra Leone needs a new focus and new direction to strongly respond to the PRSP. In fact a national harmonized policy for
TVET is required for a national curriculum. Hitherto, the development and implementation of TVET reform
programmes has been severely hampered by budgetary constraints in all 16 countries in the ECOWAS. Based on frontier research on the lessons learned from recent TVET reforms in other developing countries, this paper aims to inform the future comprehensive design and implementation of strategies for TVET in Sierra Leone .
The paper makes suggestions for how to address future challenges and opportunities to ensure that the good performance of TVET reforms contribute to the promotion of sustainable growth through private sector
development. The paper is structured as follows. Section 2 provides a stock taking of the available quantitative evidence on the impact of TVET. Section 3 presents and discusses different institutional and strategic TVET frameworks. Section 4 discusses the importance of a demand-oriented TVET system. Section 5 discusses the various existing and potential sources for the financing of the TVET system. Section 6 pres ents various examples of successful external cooperation on TVET projects in Africa and Asia. Finally, section 7 concludes and presents policy options.
DA - 2011///
PY - 2011
DP - Google Scholar
SP - 278
EP - 365
LA - en
UR - http://www.theigc.org/wp-content/uploads/2014/09/Kingombe-2014-Working-Paper-1.pdf
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - C:Sierra Leone
KW - CA:AandC
KW - CC:Sierra Leone
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:D
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - D:developing country
KW - Education / Educational Policy & Reform / General
KW - F:learning
KW - F:policy
KW - P:economy
KW - P:measurement
KW - P:teachers
KW - Q:certificate
KW - Q:community education
KW - Q:distance learning
KW - Q:primary education
KW - Q:secondary education
KW - T:Lehrlingsausbildung
KW - T:TVET
KW - _C:Sierra Leone SLE
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research
AU - Kini, Tara
AU - Podolsky, Anne
AB - Do teachers continue to improve in their effectiveness as they gain experience in the teaching profession? This paper aims to answer that question by critically reviewing recent literature that analyzes the effect of teaching experience on student outcomes in K-12 public schools in the United States. This report reviews 30 studies published within the last 15 years that analyze the effect of teaching experience on student outcomes in the United States. The goal of this paper is to provide researchers and policymakers with a comprehensive and timely review of this body of work. A renewed look at this research is warranted due to advances in research methods (including the use of teacher and student fixed effects) and data systems that have allowed researchers to more accurately answer this question. Specifically, by including teacher fixed effects in their analyses, researchers have been able to compare a teacher with multiple years of experience to that same teacher when he or she had fewer years of experience. In contrast, older studies often used less precise methods, such as cross-sectional analyses, which compare distinct cohorts of teachers with different experience levels during a single school year. [For the research brief to this report "Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research. Research Brief," see ED606427.]
DA - 2016/06//
PY - 2016
DP - ERIC
LA - en
PB - Learning Policy Institute
ST - Does Teaching Experience Increase Teacher Effectiveness?
UR - https://eric.ed.gov/?id=ED606426
Y2 - 2021/03/07/18:07:23
KW - Achievement Gains
KW - At Risk Students
KW - Attendance
KW - Collegiality
KW - Correlation
KW - Educational Legislation
KW - Educational Policy
KW - Elementary Secondary Education
KW - Ethnicity
KW - Federal Legislation
KW - Gender Differences
KW - Mathematics Achievement
KW - Peer Influence
KW - Public School Teachers
KW - Racial Differences
KW - Reading Achievement
KW - Socioeconomic Status
KW - Student Characteristics
KW - Teacher Distribution
KW - Teacher Effectiveness
KW - Teaching Conditions
KW - Teaching Experience
KW - _C:India IND
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Actualizing children’s rights through early childhood care and education: A focus on the Caribbean
AU - Kinkead-Clark, Zoyah
AU - Burns, Sheron
AU - Abdul-Majied, Sabeerah
T2 - Journal of Early Childhood Research
DA - 2020///
PY - 2020
DO - 10.1177/1476718X19875765
DP - Google Scholar
VL - 18
IS - 1
SP - 58
EP - 72
ST - Actualizing children’s rights through early childhood care and education
ER -
TY - JOUR
TI - An Exploration of Strategies for Facilitating Graduates’ Transition to the World of Work: A Case of Technical, Vocational Education and Training Graduates in Uganda
AU - Kintu, Denis
T2 - International Journal of Vocational Education and Training Research
DA - 2019///
PY - 2019
DO - 10.11648/j.ijvetr.20190501.11
DP - DOI.org (Crossref)
VL - 5
IS - 1
J2 - IJVETR
LA - en
SN - 2469-8180
ST - An Exploration of Strategies for Facilitating Graduates’ Transition to the World of Work
UR - http://www.sciencepublishinggroup.com/journal/paperinfo?journalid=372&doi=10.11648/j.ijvetr.20190501.11
Y2 - 2020/02/02/16:20:48
ER -
TY - JOUR
TI - When the Trainer is Untrained: Stakeholder Incapacitation in Implementation and Utilisation of Open Educational Resources in Kenya
AU - Kinyua, Ann Hildah Gatakaa
T2 - Journal of Learning for Development
AB - Open Educational Resources (OER) are geared towards promoting accessibility to education and to help overcome certain constraints to education associated with traditional ways of learning. However, these OERs can only be successfully rolled out and utilised in environments already enjoying certain infrastructural empowerments, including teacher-preparedness, availability of equipment to allow use of OERs and learner exposure and knowhow. This poses a major hurdle in many public and private schools in Kenya, which are in far-flung areas without electricity, mobile-phone connectivity, Internet services and serviceable roads that allow movement to a cyber cafe where Internet services may be accessed at a fee. These difficulties are encountered by both teachers and their learners. This paper seeks to discuss the challenges faced in implementation of OERs, especially by the teachers who are expected to sensitise learners to the availability and utilisation of OERs, while they themselves are either unaware of them, poorly trained to handle them or are under-facilitated to carry out their mandate. The study was carried out in Tharaka-Nithi County, Kenya. The county was chosen because challenges related to OER have been reported there. The county has 104 secondary schools. A sample size of 45 schools representing 20% of the respondents was considered sufficient for the study. A questionnaire was used to obtain data on the teachers’ ICT competencies, their awareness of and attitudes towards OER and the challenges they faced in the implementation of OER. The study found that utilisation of OER stands at about 3% as a result of ignorance regarding OER or a negative attitude towards them, poor ICT skills amongst the teachers and poor or inadequate resources within and around the schools.
DA - 2021/03/19/
PY - 2021
DP - jl4d.org
VL - 8
IS - 1
SP - 171
EP - 181
LA - en
SN - 2311-1550
ST - When the Trainer is Untrained
UR - https://jl4d.org/index.php/ejl4d/article/view/396
Y2 - 2022/04/05/12:21:31
KW - Open Educational Resources (OER)
KW - _genre:PR-primary_research
KW - educational infrastructure
KW - teacher competence
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Chatbot technology: A possible means of unlocking student potential to learn how to learn
AU - Kiptonui, Bii
T2 - Educational Research
AB - This paper explores the possibility of implementing a constructivist learning environment using chatbot
technology as a basis of enabling students acquire global economy and technological information age
skills and competencies (21st century skills) within the context of a developing country. The suggested
approach is to integrate chatbot technology into the prevailing teaching-learning environment taking
into consideration enabling and constraining factors. Social constructivism provides the basis for
concretization of this approach, where social interaction plays a fundamental role in the development of
cognition, with mediation using cultural tools and scaffolding contributing to the process of learning.
DA - 2013/02/28/
PY - 2013
DP - ResearchGate
VL - 4
SP - 218
EP - 221
J2 - Educational Research
ST - Chatbot technology
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Promoting Quality Education in Refugee Contexts: Supporting Teacher Development in Northern Ethiopia
AU - Kirk, Jackie
AU - Winthrop, Rebecca
T2 - International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft / Revue Internationale de l'Education
DA - 2007///
PY - 2007
DO - 10.1007/s11159-007-9061-0
DP - JSTOR
VL - 53
IS - 5/6
SP - 715
EP - 723
SN - 0020-8566
ST - Promoting Quality Education in Refugee Contexts
UR - https://www.jstor.org/stable/27715426
DB - JSTOR
Y2 - 2020/07/16/11:09:51
ER -
TY - CHAP
TI - Challenges of Training Motor Vehicle Mechanics for Changing World Contexts and Emergent Working Conditions: Cases of Kenya and Australia
AU - Kitainge, Kisilu M
T2 - Handbook of Research on E-Learning Applications for Career and Technical Education: Technologies for Vocational Training
AB - This chapter is an extract from a study that examined how institute-based automotive training in the retail, service and repair (RS&R) sector could be made more responsive and effective to the changes in workplace demands and new technology. It dealt with the promotion of vocational relevance in the training of motor mechanics in the contexts of a changing world and emergent working conditions. It was an applied learning study that followed a comparative case study research design aimed at advancing reciprocal lessons between the two regions of Kenya and State of Victoria, Australia. The research was propelled by the fact that technology used in this area is now changing faster than at any other time in modern history and is impacting upon most of the human lifestyles. This chapter deals with a summary of the main issues that were researched. Specifically the chapter deals with relevance of institute-based automotive training, stakeholders’ involvement in programs development, and program transfer from one region to another: and learning for work and at workplace. It highlights the views if trainers, trainees and industry practitioners on equity in program development, relevance to workplace requirements and ownership of the automotive training programs. It was found that Australian trainers felt somehow sidelined in the program design while the Kenyan trainers complained of being left alone by relevant industry in the program development venture. None of these two cases produces optimal results since participation in program design should be equitably distributed among the stakeholders.
C2 - Wang, Victor X.
DA - 2009///
PY - 2009
DP - DOI.org (Crossref)
PB - IGI Global
SN - 978-1-60566-739-3 978-1-60566-740-9
UR - http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-60566-739-3
Y2 - 2020/02/02/16:19:40
ER -
TY - RPRT
TI - Procedures for Undertaking Systematic Reviews
AU - Kitchenham, B
DA - 2004///
PY - 2004
M3 - Joint Technical Report
SN - TR/SE-0401 and NICTA 0400011T
ER -
TY - RPRT
TI - Guidelines for performing systematic literature reviews in software engineering
AU - Kitchenham, B
AU - Charters, S
DA - 2007///
PY - 2007
DP - Google Scholar
PB - Technical report, EBSE Technical Report EBSE-2007-01
UR - https://www.cs.auckland.ac.nz/~norsaremah/2007%20Guidelines%20for%20performing%20SLR%20in%20SE%20v2.3.pdf
Y2 - 2014/08/08/10:45:05
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - -missingHU
KW - P:Methods
KW - publicImportV1
ER -
TY - BOOK
TI - Guidelines for performing systematic literature reviews in software engineering
AU - Kitchenham, BA
AU - Charters, S
DA - 2007///
PY - 2007
LA - en
PB - EBSE Technical Report
ER -
TY - JOUR
TI - Scaling up behavioral science interventions in online education
AU - Kizilcec, René F.
AU - Reich, Justin
AU - Yeomans, Michael
AU - Dann, Christoph
AU - Brunskill, Emma
AU - Lopez, Glenn
AU - Turkay, Selen
AU - Williams, Joseph Jay
AU - Tingley, Dustin
T2 - Proceedings of the National Academy of Sciences
AB - Significance
Low persistence in educational programs is a major obstacle to social mobility. Scientists have proposed many scalable interventions to support students learning online. In one of the largest international field experiments in education, we iteratively tested established behavioral science interventions and found small benefits depending on individual and contextual characteristics. Forecasting intervention efficacy using state-of-the-art methods yields limited improvements. Online education provides unprecedented access to learning opportunities, as evidenced by its role during the 2020 coronavirus pandemic, but adequately supporting diverse students will require more than a light-touch intervention. Our findings encourage funding agencies and researchers conducting large-scale field trials to consider dynamic investigations to uncover and design for contextual heterogeneity to complement static investigations of overall effects.
,
Online education is rapidly expanding in response to rising demand for higher and continuing education, but many online students struggle to achieve their educational goals. Several behavioral science interventions have shown promise in raising student persistence and completion rates in a handful of courses, but evidence of their effectiveness across diverse educational contexts is limited. In this study, we test a set of established interventions over 2.5 y, with one-quarter million students, from nearly every country, across 247 online courses offered by Harvard, the Massachusetts Institute of Technology, and Stanford. We hypothesized that the interventions would produce medium-to-large effects as in prior studies, but this is not supported by our results. Instead, using an iterative scientific process of cyclically preregistering new hypotheses in between waves of data collection, we identified individual, contextual, and temporal conditions under which the interventions benefit students. Self-regulation interventions raised student engagement in the first few weeks but not final completion rates. Value-relevance interventions raised completion rates in developing countries to close the global achievement gap, but only in courses with a global gap. We found minimal evidence that state-of-the-art machine learning methods can forecast the occurrence of a global gap or learn effective individualized intervention policies. Scaling behavioral science interventions across various online learning contexts can reduce their average effectiveness by an order-of-magnitude. However, iterative scientific investigations can uncover what works where for whom.
DA - 2020/06/30/
PY - 2020
DO - 10.1073/pnas.1921417117
DP - DOI.org (Crossref)
VL - 117
IS - 26
SP - 14900
EP - 14905
J2 - Proc. Natl. Acad. Sci. U.S.A.
LA - en
SN - 0027-8424, 1091-6490
UR - https://pnas.org/doi/full/10.1073/pnas.1921417117
Y2 - 2023/01/15/23:56:30
ER -
TY - BOOK
TI - Resilienz, Empowerment und Selbstorganisation geflüchteter Menschen
AU - Kleefeldt, Esther
DA - 2018///
PY - 2018
PB - Vandenhoeck & Ruprecht
ER -
TY - THES
TI - The Relevance of Teacher Autonomy-A Qualitative Case-Study of Malawi Unlocking Talent: Learning Through Technology
AU - Kleiberg, Elisabeth Vestvik
DA - 2019///
PY - 2019
DP - Google Scholar
M3 - Master's Thesis
ST - The Relevance of Teacher Autonomy-A Qualitative Case-Study of Malawi Unlocking Talent
KW - _C:Botswana BWA
KW - _C:Ethiopia ETH
KW - _C:Greece GRC
KW - _C:Malawi MWI
KW - _C:Mozambique MOZ
KW - _C:Norway NOR
KW - _C:Portugal PRT
KW - _C:Senegal SEN
KW - _C:Singapore SGP
KW - _C:South Africa ZAF
KW - _C:Tanzania TZA
KW - _C:Thailand THA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Zambia ZMB
KW - _C:Zimbabwe ZWE
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - A set of principles for conducting and evaluating interpretive field studies in information systems
AU - Klein, HK
AU - Myers, MD
T2 - MIS Quarterly
DA - 1999///
PY - 1999
DO - 10.2307/249410
VL - 23
IS - 1
SP - 67
EP - 94
LA - en
ER -
TY - JOUR
TI - Preprints with The Lancet are here to stay
AU - Kleinert, Sabine
AU - Horton, Richard
T2 - The Lancet
AB - We started our collaboration with the freely accessible preprint platform SSRN in
June, 2018.1 From then on, we asked all authors of research papers across Lancet journals
at submission stage whether they would like to post their paper as a preprint. We
started this as a trial to learn more about uptake and the perceptions of the medical
and health community, particularly as a latecomer to the preprint concept.
DA - 2020/09/19/
PY - 2020
DO - 10.1016/S0140-6736(20)31950-4
DP - www.thelancet.com
VL - 396
IS - 10254
SP - 805
J2 - The Lancet
LA - English
SN - 0140-6736, 1474-547X
UR - https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(20)31950-4/abstract
Y2 - 2021/10/05/18:39:08
ER -
TY - JOUR
TI - VLIV POUŽITÍ MOBILNÍHO DOTYKOVÉHO ZAŘÍZENÍ PŘI PROCVIČOVÁNÍ UČIVA
AU - Klubal, Libor
T2 - Klára Rybenská Experimentální ověření efektivity vỳuky anglického jazyka s využitím myenglishlab........... 128 Danuše Vymetálková
DA - 2016///
PY - 2016
DP - Google Scholar
SP - 99
KW - _C:Australia AUS
KW - _C:Bulgaria BGR
KW - _C:Chile CHL
KW - _C:China CHN
KW - _C:Czech Republic CZE
KW - _C:Ethiopia ETH
KW - _C:Greece GRC
KW - _C:Luxembourg LUX
KW - _C:Norway NOR
KW - _C:Poland POL
KW - _C:Romania ROU
KW - _C:Singapore SGP
KW - _C:Spain ESP
KW - _C:Sweden SWE
KW - _C:Tunisia TUN
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Use of mobile touch device for knowledge retention
AU - Klubal, Libor
AU - Kostolányová, Kateřina
C3 - AIP Conference Proceedings
DA - 2018///
PY - 2018
DO - 10.1063/1.5079080
DP - Google Scholar
VL - 2040
SP - 030017
PB - AIP Publishing
KW - __C:filed:1
ER -
TY - RPRT
TI - KS-TVET Life Skills Course: Project Brief
AU - Klune, Christopher
AU - El-Serafy, Yomna
AU - Macharia, Grace
AB - An output of the Open Development & Education, https://opendeved.net/
DA - 2023/11/23/
PY - 2023
DP - DOI.org (Crossref)
PB - Open Development & Education
ST - KS-TVET Life Skills Course
UR - https://docs.opendeved.net/lib/VE9ZNA68
Y2 - 2024/01/17/13:33:49
ER -
TY - RPRT
TI - KS-TVET Life Skills Course: Project Brief
AU - Klune, Christopher
AU - El-Serafy, Yomna
AU - Macharia, Grace
AB - An output of the Open Development & Education, https://opendeved.net/
CN - opendeved.1030
DA - 2023/11/23/T00:00:00.000Z
PY - 2023
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/VE9ZNA68
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - Do youth employment programs improve labor market outcomes? A systematic review
AU - Kluve, Jochen
AU - Puerto, Susana
AU - Robalino, David A.
AU - Romero, Jose Manuel
AU - Rother, Friederike
AU - Stöterau, Jonathan
AU - Weidenkaff, Felix
AU - Witte, Marc
T2 - Ruhr Economic Papers
AB - This study reviews the evidence on the labor market impact of youth employment programs. We analyze the effectiveness of interventions, and factors that influence program performance including country context, target beneficiaries, program design, implementation, and evaluation type. We identify 113 impact evaluations covering a wide range of methodologies, interventions, and countries. The meta-analysis synthesizes the evidence based on 2,259 effect sizes (Standardized Mean Differences) and the statistical significance of 3,105 impact estimates (Positive and Statistically Significant). Just more than one-third of youth employment program evaluations worldwide show a significant positive impact on labor market outcomes - either employment rates or earnings. In general, programs have been more successful in middle- and low-income countries; this may be because programs' investments are especially helpful for the most vulnerable population groups that they target. We conjecture that recent programs might have benefited from innovations in design and implementation. In middle-low income countries, skills training and entrepreneurship programs have had a higher impact. In high-income countries, the role of intervention type is less decisive - much depends on context and how services are chosen and delivered, a result that holds across country types. We find evidence that programs integrating multiple interventions more likely succeed because they respond better to different needs of beneficiaries. Results also point to the importance of profiling and follow-up systems in determining program performance, as well as to incentive systems for services provider
CY - Essen
DA - 2016///
PY - 2016
DP - Google Scholar
M3 - Working Paper
PB - RWI - Leibniz-Institut für Wirtschaftsforschung
ST - Do youth employment programs improve labor market outcomes?
UR - http://hdl.handle.net/10419/149137
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - C:Ethiopia
KW - C:Kenya
KW - C:Liberia
KW - C:Malawi
KW - C:South Africa
KW - CLL:en
KW - Employment
KW - _C:Uganda UGA
KW - publicImportV1
ER -
TY - GEN
TI - DigComp into Action: Get inspired, make it happen. A user guide to the European Digital Competence Framework
AU - Kluzer, Stefano
AU - Pujol Priego, Laia
DA - 2018///
PY - 2018
PB - Publications Office of the European Union
UR - https://publications.jrc.ec.europa.eu/repository/handle/JRC110624
ER -
TY - JOUR
TI - School closure in response to epidemic outbreaks: Systems-based logic model of downstream impacts [version 1; peer review: awaiting peer review]
AU - Kneale, D.
AU - O'Mara-Eves, A.
AU - Rees, R.
AU - Thomas, J.
T2 - F1000Research
AB - Background: School closures have been a recommended non-pharmaceutical intervention in pandemic response owing to the potential to reduce transmission of infection between children, school staff and those that they contact. However, given the many roles that schools play in society, closure for any extended period is likely to have additional impacts. Literature reviews of research exploring school closure to date have focused upon epidemiological effects; there is an unmet need for research that considers the multiplicity of potential impacts of school closures.
Methods: We used systematic searching, coding and synthesis techniques to develop a systems-based logic model. We included literature related to school closure planned in response to epidemics large and small, spanning the 1918-19 ‘flu pandemic through to the emerging literature on the 2019 novel coronavirus. We used over 170 research studies and a number of policy documents to inform our model.
Results: The model organises the concepts used by authors into seven higher level domains: children’s health and wellbeing, children’s education, impacts on teachers and other school staff, the school organisation, considerations for parents and families, public health considerations, and broader economic impacts. The model also collates ideas about potential moderating factors and ethical considerations. While dependent upon the nature of epidemics experienced to date, we aim for the model to provide a starting point for theorising about school closures in general, and as part of a wider system that is influenced by contextual and population factors.
Conclusions: The model highlights that the impacts of school closures are much broader than those related solely to health, and demonstrates that there is a need for further concerted work in this area. The publication of this logic model should help to frame future research in this area and aid decision-makers when considering future school closure policy and possible mitigation strategies.
DA - 2020/05/12/
PY - 2020
DO - 10.12688/f1000research.23631.1
DP - discovery.ucl.ac.uk
VL - 9
SP - 352
EP - 352
LA - eng
ST - School closure in response to epidemic outbreaks
UR - https://doi.org/10.12688/f1000research.23631.1
Y2 - 2020/08/12/17:25:12
KW - __C:filed:1
ER -
TY - BLOG
TI - Using evidence to help build and evaluate good ideas in education technology
AU - Knight, Simon
AU - Moeini, Anissa
AU - Clark-Wilson, Alison
T2 - EduResearch Matters
AB - As researchers, we care that our educational systems improve, support all learners, and are grounded solidly in research evidence. But how do we work with stakeholders like educational technology s…
DA - 2020/04/05/T19:24:48+00:00
PY - 2020
LA - en-US
UR - https://www.aare.edu.au/blog/?p=5259
Y2 - 2023/01/20/23:08:43
ER -
TY - JOUR
TI - The Policy of Universal Secondary Education: Its Influence on Secondary Schooling in Grenada
AU - Knight, Verna
T2 - Research in Comparative and International Education
AB - In an era of increasing access to secondary education in the Caribbean, it becomes critical that we understand the effect that Universal Secondary Education (USE) has had on our education systems in order to inform current educational reform efforts and future educational planning. This study explores the experience of the country of Grenada with the policy of USE. The study embraces the use of mixed methodologies which included document analysis, surveys and interviews in eight secondary schools throughout the tri-island state. The study builds on previous works and contributes to a greater understanding of how policies, such as USE, can create challenges for secondary schooling if not effectively managed. The findings reveal that the implementation of USE in Grenada was challenged by literacy weaknesses and poor teacher support, and impacted school organisational practices, as well as risk factors to educational success, such as student retention, student dropout, and student discipline in schools. The findings also establish the need for further study into the practice of students' non-attendance of classes as being related to USE.
DA - 2014/03/01/
PY - 2014
DO - 10.2304/rcie.2014.9.1.16
DP - SAGE Journals
VL - 9
IS - 1
SP - 16
EP - 35
J2 - Research in Comparative and International Education
SN - 1745-4999
ST - The Policy of Universal Secondary Education
UR - https://doi.org/10.2304/rcie.2014.9.1.16
Y2 - 2020/11/06/14:27:53
ER -
TY - RPRT
TI - Student Support Services in the OECS
AU - Knight, Verna
AU - Robinson, Sandra
DA - 2016/05/31/
PY - 2016
PB - The Education Development Management Unit (EDMU), OECS Commission
KW - _Added to LR
KW - _T:reviewed
ER -
TY - JOUR
TI - Darpa Is Funding Projects that Will Try to Open up AI’s Black Boxes
AU - Knight, W.
T2 - MIT Technology Review
DA - 2017///
PY - 2017
LA - en
UR - https://www.technologyreview.com/2017/04/13/152590/thefinancial-world-wants-to-open-ais-black-boxes/.
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - The adult learner
AU - Knowles, M.S.
AU - Holton, E.F.
AU - Swanson, R.A.
CY - Burlington, MA
DA - 2005///
PY - 2005
ET - 6th ed
PB - Elsevier
ER -
TY - JOUR
TI - The Limitations of Access Alone: moving towards open processes in education technology
AU - Knox, Jeremy
T2 - OpenPraxis
DA - 2013///
PY - 2013
DO - 10.5944/openpraxis.5.1.36
VL - 5
IS - 1
LA - en
ST - (6) (PDF) The Limitations of Access Alone
UR - https://www.researchgate.net/publication/290151640_The_Limitations_of_Access_Alone_moving_towards_open_processes_in_education_technology
Y2 - 2020/09/16/12:28:38
KW - C:International
ER -
TY - JOUR
TI - Text mining in organizational research
AU - Kobayashi, V.B.
AU - Mol, S.T.
AU - Berkers, H.A.
T2 - Organizational Research Methods
DA - 2017///
PY - 2017
DO - 10.1177/1094428117722619
VL - 21
IS - 3
SP - 733
EP - 765
LA - en
KW - _Added-ailr-2024
ER -
TY - JOUR
TI - Wearables for Measuring Health Effects of Climate Change–Induced Weather Extremes: Scoping Review
AU - Koch, Mara
AU - Matzke, Ina
AU - Huhn, Sophie
AU - Gunga, Hanns‐Christian
AU - Maggioni, Martina Anna
AU - Munga, Stephen
AU - Obor, David
AU - Sié, Ali
AU - Boudo, Valentin
AU - Bunker, Aditi
AU - Dambach, Peter
AU - Bärnighausen, Till
AU - Barteit, Sandra
T2 - Jmir mhealth and uhealth
AB - Although climate change is one of the biggest global health threats, individual-level and short-term data on direct exposure and health impacts are still scarce. Wearable electronic devices (wearables) present a potential solution to this research gap. Wearables have become widely accepted in various areas of health research for ecological momentary assessment, and some studies have used wearables in the field of climate change and health. However, these studies vary in study design, demographics, and outcome variables, and existing research has not been mapped.In this review, we aimed to map existing research on wearables used to detect direct health impacts and individual exposure during climate change-induced weather extremes, such as heat waves or wildfires.We conducted a scoping review according to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) framework and systematically searched 6 databases (PubMed [MEDLINE], IEEE Xplore, CINAHL [EBSCOhost], WoS, Scopus, Ovid [MEDLINE], and Google Scholar). The search yielded 1871 results. Abstracts and full texts were screened by 2 reviewers (MK and IM) independently using the inclusion and exclusion criteria. The inclusion criteria comprised studies published since 2010 that used off-the-shelf wearables that were neither invasive nor obtrusive to the user in the setting of climate change-related weather extremes. Data were charted using a structured form, and the study outcomes were narratively synthesized.The review included 55,284 study participants using wearables in 53 studies. Most studies were conducted in upper-middle-income and high-income countries (50/53, 94%) in urban environments (25/53, 47%) or in a climatic chamber (19/53, 36%) and assessed the health effects of heat exposure (52/53, 98%). The majority reported adverse health effects of heat exposure on sleep, physical activity, and heart rate. The remaining studies assessed occupational heat stress or compared individual- and area-level heat exposure. In total, 26% (14/53) of studies determined that all examined wearables were valid and reliable for measuring health parameters during heat exposure when compared with standard methods.Wearables have been used successfully in large-scale research to measure the health implications of climate change-related weather extremes. More research is needed in low-income countries and vulnerable populations with pre-existing conditions. In addition, further research could focus on the health impacts of other climate change-related conditions and the effectiveness of adaptation measures at the individual level to such weather extremes.
CN - openalex: W4288048593
DA - 2022/09/09/
PY - 2022
DO - 10.2196/39532
VL - 10
IS - 9
SP - e39532
EP - e39532
SN - 2291-5222
UR - https://doi.org/10.2196/39532
KW - openalex:citedBy
KW - openalex:import
KW - selected_for:effects of climate ch...on learning...LMICs 2024
KW - tagged
ER -
TY - JOUR
TI - What is technological pedagogical content knowledge (TPACK)?
AU - Koehler, Matthew J.
AU - Mishra, Punya
AU - Cain, William
T2 - Journal of education
DA - 2013///
PY - 2013
DO - 10.1177/002205741319300303
DP - Google Scholar
VL - 193
IS - 3
SP - 13
EP - 19
ER -
TY - BOOK
TI - Digital technology in physical education: global perspectives
AU - Koekoek, Jeroen
AU - Hilvoorde, Ivo van
DA - 2018///
PY - 2018
DP - Open WorldCat
LA - English
SN - 978-1-138-56988-1
ST - Digital technology in physical education
ER -
TY - JOUR
TI - Online tools supporting the conduct and reporting of systematic reviews and systematic maps: a case study on CADIMA and review of existing tools
AU - Kohl, Christian
AU - McIntosh, Emma J.
AU - Unger, Stefan
AU - Haddaway, Neal R.
AU - Kecke, Steffen
AU - Schiemann, Joachim
AU - Wilhelm, Ralf
T2 - Environmental Evidence
AB - Systematic reviews and systematic maps represent powerful tools to identify, collect, evaluate and summarise primary research pertinent to a specific research question or topic in a highly standardised and reproducible manner. Even though they are seen as the “gold standard” when synthesising primary research, systematic reviews and maps are typically resource-intensive and complex activities. Thus, managing the conduct and reporting of such reviews can become a time consuming and challenging task. This paper introduces the open access online tool CADIMA, which was developed through a collaboration between the Julius Kühn-Institut and the Collaboration for Environmental Evidence, in order to increase the efficiency of the evidence synthesis process and facilitate reporting of all activities to maximise methodological rigour. Furthermore, we analyse how CADIMA compares with other available tools by providing a comprehensive summary of existing software designed for the purposes of systematic review management. We show that CADIMA is the only available open access tool that is designed to: (1) assist throughout the systematic review/map process; (2) be suited to reviews broader than medical sciences; (3) allow for offline data extraction; and, (4) support working as a review team.
DA - 2018/02/01/
PY - 2018
DO - 10.1186/s13750-018-0115-5
DP - Springer Link
VL - 7
IS - 1
SP - 8
J2 - Environ Evid
LA - en
SN - 2047-2382
ST - Online tools supporting the conduct and reporting of systematic reviews and systematic maps
UR - https://doi.org/10.1186/s13750-018-0115-5
Y2 - 2024/01/18/22:22:57
KW - Evidence synthesis
KW - Managing systems
KW - Rapid review
KW - Review management
KW - Systematic review software
KW - Text mining
KW - Time management
KW - _Added-ailr-2024
ER -
TY - CHAP
TI - Learning Clinical Reasoning Through Gaming in Nursing Education: Future Scenarios of Game Metrics and Artificial Intelligence
AU - Koivisto, Jaana-Maija
AU - Havola, Sara
AU - Mäkinen, Henna
AU - Haavisto, Elina
T2 - AI in Learning: Designing the Future
A2 - Niemi, Hannele
A2 - Pea, Roy D.
A2 - Lu, Yu
AB - The COVID-19 pandemic has challenged healthcare professionals’ clinical reasoning, which can have serious consequences for patients. So far, the use of artificial intelligence (AI) in nursing education has been limited. Artificial intelligence (AI) is one solution for ensuring quality decision-making in demanding clinical situations in two ways. First, AI applications can support healthcare professionals’ clinical decisions. Second, AI techniques can be used to support learning clinical reasoning (CR) in healthcare education and training. This chapter focuses on the potential of exploiting AI through game metrics in nursing education. Previously, simulation games have proven effective for learning clinical reasoning skills. However, game metrics have not been commonly utilized in nursing simulation games, although research in other disciplines has shown that game metrics are suitable for demonstrating the achievement of learning outcomes. This chapter discusses the possibilities of using game metrics to develop adaptive features for nursing simulation games. Personalization and adaptivity in simulation games can enable meaningful learning experiences and enable nursing students to achieve good CR skills for their future work in constantly challenging clinical situations.
CY - Cham
DA - 2023///
PY - 2023
DP - Springer Link
SP - 159
EP - 173
LA - en
PB - Springer International Publishing
SN - 978-3-031-09687-7
ST - Learning Clinical Reasoning Through Gaming in Nursing Education
UR - https://doi.org/10.1007/978-3-031-09687-7_10
Y2 - 2024/02/23/23:57:15
KW - Artificial Intelligence
KW - Clinical reasoning
KW - Game metrics
KW - Gaming
KW - Nursing education
ER -
TY - JOUR
TI - Developing evaluation tools for assessing the educational potential of apps for preschool children in the UK
AU - Kolak, Joanna
AU - Norgate, Sarah H.
AU - Monaghan, Padraic
AU - Taylor, Gemma
T2 - Journal of Children and Media
DA - 2021///
PY - 2021
DO - 10.1080/17482798.2020.1844776
DP - Google Scholar
VL - 15
IS - 3
SP - 410
EP - 430
ER -
TY - JOUR
TI - Did the shift to computer-based testing in PISA 2015 affect reading scores? A View from East Asia
AU - Komatsu, Hikaru
AU - Rappleye, Jeremy
T2 - Compare: A Journal of Comparative and International Education
DA - 2017/07/04/
PY - 2017
DO - 10.1080/03057925.2017.1309864
DP - Taylor and Francis+NEJM
VL - 47
IS - 4
SP - 616
EP - 623
SN - 0305-7925
ST - Did the shift to computer-based testing in PISA 2015 affect reading scores?
UR - https://doi.org/10.1080/03057925.2017.1309864
Y2 - 2018/01/19/10:23:30
ER -
TY - JOUR
TI - An Invitation to Market Design
AU - Kominers, Scott Duke
AU - Teytelboym, Alexander
AB - Market design seeks to translate economic theory and analysis into practical solutions to real-world problems. By redesigning both the rules that guide market transactions and the infrastructure that enables those transactions to take place, market designers can address a broad range of market failures. In this paper, we illustrate the process and power of market design through three examples: the design of medical residency matching programs; a scrip system to allocate food donations to food banks; and the recent “Incentive Auction” that reallocated wireless spectrum from television broadcasters to telecoms. Our lead examples show how effective market design can encourage participation, reduce gaming, and aggregate information, in order to improve liquidity, efficiency, and equity in markets. We also discuss a number of fruitful applications of market design in other areas of economic and public policy.
DP - Zotero
SP - 43
LA - en
KW - _C:Australia AUS
KW - _C:Brazil BRA
KW - _C:Chile CHL
KW - _C:Germany DEU
KW - _C:India IND
KW - _C:Indonesia IDN
KW - _C:Israel ISR
KW - _C:Japan JPN
KW - _C:Singapore SGP
KW - _C:Sweden SWE
KW - _C:Syrian Arab Republic SYR
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ❓ Multiple DOI
ER -
TY - RPRT
TI - Using Open and Educational Resources (OERs) and Wiki’s to Support Entrepreneurship Training in Technical and Vocational Education and Training (TVET) Institutions in Zambia
AU - Konayuma, G
DA - 2013///
PY - 2013
LA - en
M3 - Working Paper
UR - http://dspace.col.org/handle/11599/1835
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - C:Zambia
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:Improvement
KW - F:access
KW - F:bandwidth
KW - F:policy
KW - Q:ICT
KW - Q:ODEL
KW - Q:OER
KW - Q:digital technology
KW - Q:educational technology
KW - Q:open education
KW - Q:open educational resources
KW - Q:open learning
KW - T:Ausbildung
KW - T:TVET
KW - T:Training
KW - T:trainee
KW - publicImportV1
ER -
TY - CONF
TI - Towards Improving the Accessibility and Usability of a Mobile-based Learning Management System for Blind Primary School Teachers
AU - Kondoro, Aron
AU - Maro, Salome
AU - Mtebe, Joel
AU - Proctor, Jamie
AU - Komba, Aneth
AU - Haßler, Björn
T2 - 2023 IST-Africa Conference (IST-Africa)
AB - Learning management systems (LMS) have been widely adopted to deliver learning materials for blended and online courses. Nonetheless, most of these systems suffer from accessibility and usability flaws that prevent visually impaired users from using them effectively. Despite existing studies evaluating the accessibility and usability of LMSs, very few of them have been done with actual visually impaired users. This study assessed the accessibility and usability of the Moodle LMS with 15 visually impaired teachers from 3 schools in 3 regions in Tanzania. The study used the Axe Dev automated tool and Concurrent Think Aloud Protocol usability testing in two phases. Results show that despite efforts of LMSs such as Moodle to follow accessibility and usability guidelines, the system still has problems such as insufficient colour contrast, links with indiscernible text, meaningless alternative texts, and invisible gaps in the content. Furthermore, this accessibility and usability can only be detected while testing with real users. Therefore, we recommend putting more effort into real-world user testing before such a system can be deployed to visually impaired school teachers.
C3 - 2023 IST-Africa Conference (IST-Africa)
DA - 2023/05//
PY - 2023
DO - 10.23919/IST-Africa60249.2023.10187797
DP - IEEE Xplore
SP - 1
EP - 10
KW - Accessibility.
KW - Color
KW - Learning Management System
KW - Learning management systems
KW - Object recognition
KW - Protocols
KW - Testing
KW - Usability
KW - User experience
KW - Visually impaired
ER -
TY - ELEC
TI - Transforming Africa into a single digital market
AU - Kone, Lacina
T2 - https://www.broadbandcommission.org/
DA - 2020///
PY - 2020
UR - https://www.broadbandcommission.org/insight/transform-africa-into-a-single-digital-market/
ER -
TY - BOOK
TI - The Meaning of Contemplation for Social Qualitative Research: Applications and Examples
AU - Konecki, Krzysztof T.
AB - This book offers an account of contemplative reflection in qualitative social research. Focusing on the experiences of the researcher – including sensory and emotional experiences – and the work of the mind in the investigative process, it considers the means by which the researcher’s basic assumptions can be analyzed and bracketed, so as to shed light on the process by which knowledge is produced. Through an exploration of the methods of meditation, auto-observation and self-reports, epoché, "contemplative memo-ing," and the contemplative diary, the author explores the essential role of subjectivity in qualitative research, providing inspiration for more mindful research. As such, it will appeal to scholars of sociology, anthropology, and geography with interests in phenomenology, research methods, and the role of the mind in the research process.
CY - London
DA - 2021/12/30/
PY - 2021
DP - Google Books
ET - 1
SP - 173
LA - en
PB - Routledge
SN - 978-1-00-053053-7
ST - The Meaning of Contemplation for Social Qualitative Research
UR - https://www.taylorfrancis.com/books/9781003179689
KW - Social Science / Methodology
KW - Social Science / Research
ER -
TY - ELEC
TI - Konnect- My School
AU - Konnect Portal
T2 - Konnect
DA - 2020/04//
PY - 2020
UR - http://konnect.edu.bd/my-school/
Y2 - 2020/04/08/15:27:33
ER -
TY - ELEC
TI - কিশোর বাতায়ন - Konnect YouTube Channel
AU - Konnect Portal
T2 - Youtube
DA - 2020/04//
PY - 2020
UR - https://www.youtube.com/channel/UCSdEG6ugXjX1DaOiZ8um6HA
Y2 - 2020/04/08/15:28:09
ER -
TY - VIDEO
TI - ভূ-অভ্যন্তরের গঠন ।। BGS ।। শ্রেণি নবম, অধ্যায় ৩য় ।। আমার ঘরে আমার স্কুল
AU - Konnect Portal
DA - 2020/04//
PY - 2020
UR - http://konnect.edu.bd/my-school/10
Y2 - 2020/04/08/15:28:03
ER -
TY - RPRT
TI - Design-Based Implementation Research Baseline Data Collection: Technical report
AU - Koomar, Saalim
AU - Adam, Taskeen
AU - Massam, Winston Edward
AU - Anthony, Gervace
AU - Mrope, Winifrida Jacob
AU - Mtenzi, Fredrick
AU - Mwakabungu, Fika
AU - Komba, Aneth
AU - Hennessy, Sara
AU - Barretto, Johnpaul
DA - 2022/06/27/
PY - 2022
LA - en
PB - EdTech Hub
ST - Design-Based Implementation Research Baseline Data Collection
ER -
TY - RPRT
TI - Effective teacher education in low-connectivity settings: a curated resource list
AU - Koomar, Saalim
AU - Allier-Gagneur, Zoé
AU - McBurnie, Chris
CY - Cambridge, UK
DA - 2020/06/30/
PY - 2020
LA - EN
M3 - EdTech Hub Helpdesk Response
SN - 21
KW - Author:OpenDevEd
KW - __C:filed:1
KW - _r:ImportedToMyEducationEvidence
KW - _zenodoETH
KW - docs.opendeved.net
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - RPRT
TI - Using EdTech to Support Effective Data Monitoring: A Curated Resource List.
AU - Koomar, Saalim
AU - Blest, Harriet
DA - 2020///
PY - 2020
DP - Google Scholar
PB - EdTech Hub
ST - Using EdTech to Support Effective Data Monitoring
UR - https://docs.edtechhub.org/lib/FS4CMYUB
Y2 - 2024/03/05/12:04:15
KW - Final_citation
ER -
TY - JOUR
TI - Reflections on Technology, Teaching, Learning, and Professional Development: Findings from a Teacher Survey in Tanzania.
AU - Koomar, Saalim
AU - Hennessy, Sara
AU - Zubairi, Asma
AU - Kindoli, Robert
AU - Kreimeia, Adam
T2 - African Educational Research Journal
DA - 2022///
PY - 2022
DO - 10.30918/AERJ.104.22.048
DP - Google Scholar
VL - 10
IS - 4
SP - 342
EP - 368
ST - Reflections on Technology, Teaching, Learning, and Professional Development
UR - https://eric.ed.gov/?id=EJ1373064
Y2 - 2023/11/08/16:15:04
ER -
TY - RPRT
TI - Open Educational Resources in Africa: A Curated Resource List
AU - Koomar, Saalim
AU - Jull, Stephen
CY - London, UK
DA - 2020/06/03/
PY - 2020
LA - EN
M3 - EdTech Hub Helpdesk Response
SN - 20
UR - https://docs.edtechhub.org/lib/10.5281/zenodo.3906041
KW - C: Ghana
KW - H: Open resources
KW - LP: English
KW - __C:filed:1
ER -
TY - RPRT
TI - TCPD in Tanzania: Design-Based Implementation Research Cycle 1 Recommendations Policy Brief
AU - Koomar, Saalim
AU - Massam, Winston
AU - Chachage, Kristeen
AU - Anthony, Gervace
AU - Mrope, Winifrida Jacob
AU - Malibiche, Mustafa
AU - Mutura, Emmanuel
AU - Adam, Taskeen
AU - Hennessy, Sara
AU - Mtenzi, Frederick
AU - Komba, Aneth
AU - Mwakabungu, Fika
AU - Paskali, Jonathan Hegwa
AU - Nkya, Henry
AB - MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teachers’ Continuous Professional Development (TCPD)) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The current and ongoing research project, The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania, using Design-Based Implementation Research (DBIR), closely aligned with the Tanzania National TCPD implementation plan (TIE, 2021), evaluates the initial implementation of MEWAKA at school level. This policy brief presents a summary of the key findings and recommendations from the first cycle of the DBIR carried out between September and December 2022.
Keywords: TCPD; teacher professional development; design-based implementation research; primary education; tanzania; communities of learning
An output of the EdTech Hub, https://edtechhub.org
CN - 0166
DA - 2023/05/19/
PY - 2023
LA - en
M3 - Policy Brief
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/HUR5C9QN
KW - _r:AddedByZotZen
ER -
TY - RPRT
TI - Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List
AU - Koomar, Saalim
AU - Moss Coflan, Caitlin
AU - Kaye, Tom
CY - Cambridge, UK
DA - 2020/06/03/
PY - 2020
LA - EN
M3 - EdTech Hub Helpdesk Request
PB - EdTech Hub
ST - Using EdTech in Settings of Fragility, Conflict and Violence
KW - C:Yemen
KW - F: Helpdesk response
KW - LP: English
KW - W:Fragile and conflict affected contexts
KW - _C:Afghanistan AFG
KW - _C:Algeria DZA
KW - _C:Bangladesh BGD
KW - _C:Burkina Faso BFA
KW - _C:Chad TCD
KW - _C:Congo XCO
KW - _C:Congo, Democratic Republic COD
KW - _C:Egypt EGY
KW - _C:France FRA
KW - _C:Iraq IRQ
KW - _C:Jordan JOR
KW - _C:Kuwait KWT
KW - _C:Lebanon LBN
KW - _C:Liberia LBR
KW - _C:Netherlands NLD
KW - _C:Nigeria NGA
KW - _C:Sierra Leone SLE
KW - _C:South Sudan SSD
KW - _C:Sudan SDN
KW - _C:Syrian Arab Republic SYR
KW - _C:Turkey TUR
KW - _C:Uganda UGA
KW - _C:Yemen YEM
KW - _EdTechHub_Output
KW - __C:filed:1
KW - __C:scheme:1
KW - _cover:v1
KW - _r:ImportedToMyEducationEvidence
KW - _zenodoETH
KW - docs.opendeved.net
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - CONF
TI - Technologie w\lasne czy szkolne? Podzia\l cyfrowy i jego skutki w kontekście nauczania i uczenia się wzbogaconego technologicznie
AU - Kopciewicz, Lucyna
AU - Bougsiaa, Hussein
C3 - Forum Oświatowe
DA - 2019///
PY - 2019
DP - Google Scholar
VL - 30
SP - 199
EP - 218
ST - Technologie w\lasne czy szkolne?
KW - _C:Denmark DNK
KW - _C:Poland POL
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Training Hard Skills in Virtual Reality: Developing a Theoretical Framework for AI-Based Immersive Learning
AU - Korhonen, Tiina
AU - Lindqvist, Timo
AU - Laine, Joakim
AU - Hakkarainen, Kai
T2 - AI in Learning: Designing the Future
A2 - Niemi, Hannele
A2 - Pea, Roy D.
A2 - Lu, Yu
AB - Advances in virtual reality (VR) technology afford creation of immersive virtual learning environments that simulate real-life learning contexts with increasing fidelity. When supported by sufficiently advanced artificial intelligence (AI)-based tutoring software, such environments may facilitate asynchronous, embodied learning approaches for learning hard, procedural skills in industrial settings – addressing timeliness, accuracy, and scalability issues common in the industry.
CY - Cham
DA - 2023///
PY - 2023
DP - Springer Link
SP - 195
EP - 213
LA - en
PB - Springer International Publishing
SN - 978-3-031-09687-7
ST - Training Hard Skills in Virtual Reality
UR - https://doi.org/10.1007/978-3-031-09687-7_12
Y2 - 2024/02/23/23:57:15
KW - 4E cognition
KW - AI
KW - Artificial intelligence
KW - Grounded cognition
KW - Hard skills training
KW - Intelligent tutoring system
KW - Machine learning
KW - Virtual reality
ER -
TY - RPRT
TI - Using EdTech to Support Learning Remotely in the Early Years. Rapid Literature Review of Evidence from the Global Response to Covid-19.
AU - Korin, Astrid
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2021/05/01/
PY - 2021
LA - en
M3 - Helpdesk Response
PB - EdTech Hub
SN - 31
UR - https://docs.edtechhub.org/lib/RTQ64R3P
KW - _DOILIVE
KW - _EdTechHub_Output
KW - _MELA_seen
KW - _cover:v3
KW - _genre:LR-literature_review
KW - _r:AddedByZotZen
KW - _zenodoETH
ER -
TY - JOUR
TI - The impact of the digital revolution on human brain and behavior: where do we stand?
AU - Korte, Martin
T2 - Dialogues in Clinical Neuroscience
DA - 2020/06/30/
PY - 2020
DO - 10.31887/DCNS.2020.22.2/mkorte
DP - DOI.org (Crossref)
VL - 22
IS - 2
SP - 101
EP - 111
J2 - Dialogues in Clinical Neuroscience
LA - en
SN - 1958-5969
ST - The impact of the digital revolution on human brain and behavior
UR - https://www.tandfonline.com/doi/full/10.31887/DCNS.2020.22.2/mkorte
Y2 - 2023/01/10/04:20:14
KW - Final_citation
KW - anystyle
KW - existing
ER -
TY - JOUR
TI - Critical Questions for Open Educational Practices
AU - Koseoglu, Suzan
AU - Bozkurt, Aras
AU - Havemann, Leo
T2 - Distance Education
DA - 2020/04/02/
PY - 2020
DO - 10.1080/01587919.2020.1775341
DP - Taylor and Francis+NEJM
VL - 41
IS - 2
SP - 153
EP - 155
SN - 0158-7919
UR - https://doi.org/10.1080/01587919.2020.1775341
Y2 - 2021/03/24/14:38:41
ER -
TY - JOUR
TI - 30 Years of Gender Inequality and Implications on Curriculum Design in Open and Distance Learning
AU - Koseoglu, Suzan
AU - Ozturk, Tugba
AU - Ucar, Hasan
AU - Karahan, Engin
AU - Bozkurt, Aras
T2 - Journal of Interactive Media in Education
AB - Gender inequality is a pressing issue on a global scale, yet studies on this important issue have stayed on the margins of open and distance learning (ODL) literature. In this study, we critically analyse a batch of ODL literature that is focused on gender inequality in post-secondary and higher education contexts. We use Therborn’s social justice framework to inform and guide the study. This is a comprehensive social justice lens that sees inequality as “a life and death issue,” approaching empowerment as a central area of concern. Qualitative content analysis of 30 years of peer-reviewed literature reveals patriarchy and androcentrism as significant mechanisms that continue to produce gender inequality, in particular in women’s access to educational resources and formal learning opportunities. We highlight three themes that emerged in the content analysis: (1) ODL and equal opportunity; (2) Feminism and gender-sensitive curriculum design; and (3) Culturally relevant curriculum design. We critique views of access to technology-enabled education as an instrument for social justice, and provide a pedagogical model for an ODL curriculum centred on empowerment and agency, two concepts closely linked to existential inequality. We argue that such a curriculum is public service and requires a model of education that is based on participation and co-construction, and lies at the intersection of critical, feminist, and culturally relevant pedagogical practices.
DA - 2020/05/11/
PY - 2020
DO - 10.5334/jime.553
DP - jime.open.ac.uk
VL - 2020
IS - 1
SP - 5
LA - en
SN - 1365-893X
UR - http://jime.open.ac.uk/articles/10.5334/jime.553/
AN - Literature review
Y2 - 2020/07/11/18:36:28
KW - _C:Australia AUS
KW - _C:Canada CAN
KW - _C:China CHN
KW - _C:Finland FIN
KW - _C:Germany DEU
KW - _C:Ghana GHA
KW - _C:Guinea GIN
KW - _C:Iceland ISL
KW - _C:India IND
KW - _C:Jordan JOR
KW - _C:Korea, Republic KOR
KW - _C:Malaysia MYS
KW - _C:Mongolia MNG
KW - _C:Nigeria NGA
KW - _C:Pakistan PAK
KW - _C:Papua New Guinea PNG
KW - _C:Saudi Arabia SAU
KW - _C:State of Palestine PSE
KW - _C:Sweden SWE
KW - _C:Tanzania TZA
KW - _C:Turkey TUR
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Zimbabwe ZWE
KW - __C:filed:1
KW - __C:scheme:1
KW - distance education
KW - gender inequality
KW - gender studies
KW - open and distance learning
KW - social justice
KW - women empowerment
ER -
TY - CONF
TI - Moving towards cost-effective delivery models of teacher coaching: evidence from field experiments in South Africa
AU - Kotze, Janeli
AU - Taylor, Stephen
AU - Fleisch, Brahm
DA - 2018///
PY - 2018
ST - Moving towards cost-effective delivery models of teacher coaching
KW - Final_citation
KW - cited
KW - existing
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Moving towards cost-effective delivery models of teacher coaching: evidence from field experiments in South Africa
AU - Kotze, Janeli
AU - Taylor, Stephen
AU - Fleisch, Brahm
T2 - RISE
AB - Structured learning programmes have emerged as a promising way to address the low learning levels observed in many developing countries. The delivery model of these programmes matters, and on-site teacher coaching has been recommended to be highly effective, especially in early grade literacy. In this paper, we report on a series of government-led randomised experiments in South African primary schools that build on each other to test various models of teacher training and coaching. We find that sustained on-site coaching is more cost-effective (0.41 SD increase in test scores per USD 100) than either short coaching interventions (no significant impact) or centralized teacher training workshops (0.23 SD increase in test scores per USD 100). The ability to scale on-site coaching, however, is an open question. In the latest experiment, therefore, a virtual coaching programme was compared to on-site coaching. The focus of this paper is on the midline evaluation results from this experiment. After one year of intervention, virtual coaching was no less effective than on-site coaching at improving both the instructional practice of teachers and the targeted literacy outcomes of children. This points to the potential for technological innovations to enable wider rollout of coaching programmes, even in contexts where teachers are not familiar with new technologies.
DA - 2018///
PY - 2018
UR - https://riseprogramme.org/sites/default/files/inline-files/Kotze.pdf
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2425920
KW - __finaldtb
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Introducing ChatGPT to a researcher’s toolkit: An empirical comparison between rule-based and large language model approach in the context of qualitative content analysis of political texts in Finnish
AU - Kousa, Ilona
C3 - Proceedings of the Joint 3rd International Conference on Natural Language Processing for Digital Humanities and 8th International Workshop on Computational Linguistics for Uralic Languages
DA - 2023///
PY - 2023
DP - Google Scholar
SP - 102
EP - 113
ST - Introducing ChatGPT to a researcher’s toolkit
UR - https://aclanthology.org/2023.nlp4dh-1.12/
Y2 - 2024/02/23/17:11:25
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Artificial Intelligence Ethics from the Perspective of Educational Technology Companies and Schools
AU - Kousa, Päivi
AU - Niemi, Hannele
T2 - AI in Learning: Designing the Future
A2 - Niemi, Hannele
A2 - Pea, Roy D.
A2 - Lu, Yu
AB - This chapter discusses the ethical issues and solutions that educational technology (EdTech) companies and schools consider during their daily work. As an example, two Finnish cases are provided, in which companies and schools were interviewed about the problems they have experienced. The chapter first reviews the regulations and guidelines behind ethical AI. There are a vast number of guidelines, regulations, and principles for ethical AI, but implementation guidelines for how that knowledge should be put into practices are lacking. The problem is acute because, with the quick pace of technological development, schools are in danger of being left behind without sufficient education for effectively managing their uses of AI’s possibilities and coping with its challenges. Issues related to security and trustworthiness are also a growing concern. This chapter does not solve the ethical problems experienced by companies and schools but brings new perspectives into view in how they appear in the light of ethical principles such as beneficence, non-maleficence, autonomy, justice, and explicability. The aim is not only to continue the discussion in the field but to find ways to reduce the gap between decision-makers, businesses, and schools.
CY - Cham
DA - 2023///
PY - 2023
DP - Springer Link
SP - 283
EP - 296
LA - en
PB - Springer International Publishing
SN - 978-3-031-09687-7
UR - https://doi.org/10.1007/978-3-031-09687-7_17
Y2 - 2024/02/23/23:58:46
KW - Artificial intelligence
KW - EdTech companies
KW - Ethical challenges
KW - Ethical principles
KW - Schools
ER -
TY - CONF
TI - Doly: Bengali chatbot for bengali education
AU - Kowsher, Md
AU - Tithi, Farhana Sharmin
AU - Alam, M. Ashraful
AU - Huda, Mohammad Nurul
AU - Moheuddin, Mir Md
AU - Rosul, Md Golam
C3 - 2019 1st International Conference on Advances in Science, Engineering and Robotics Technology (ICASERT)
DA - 2019///
PY - 2019
DO - 10.1109/ICASERT.2019.8934592
DP - Google Scholar
SP - 1
EP - 6
PB - IEEE
ST - Doly
ER -
TY - JOUR
TI - The World Bank Human Capital Index: A Guide.
AU - Kraay, Aart C.
T2 - The World Bank Research Observer
DA - 2019///
PY - 2019
DO - 10.1093/wbro/lkz001
VL - 34
SP - 1
EP - 33
ER -
TY - JOUR
TI - Can professional environments in schools promote teacher development? Explaining heterogeneity in returns to teaching experience
AU - Kraft, M.A.
AU - Papay, J.P.
T2 - Educational Evaluation and Policy Analysis
DA - 2014///
PY - 2014
DO - 10.3102/0162373713519496
VL - 36
IS - 4
SP - "476
EP - 500." # "297
ER -
TY - JOUR
TI - The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Effect
AU - Kraft, Matthew A.
AU - Blazar, David
AU - Hogan, Dylan
T2 - Review of Educational Research
AB - Teacher coaching has emerged as a promising alternative to traditional models of professional development. We review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers’ instructional practice and students’ academic achievement. Combining results across 60 studies that employ causal research designs, we find pooled effect sizes of 0.49 standard deviations (SD) on instruction and 0.18 SD on achievement. Much of this evidence comes from literacy coaching programs for prekindergarten and elementary school teachers. Although these findings affirm the potential of coaching as a development tool, further analyses illustrate the challenges of taking coaching programs to scale while maintaining effectiveness. Average effects from effectiveness trials of larger programs are only a fraction of the effects found in efficacy trials of smaller programs. We conclude by discussing ways to address scale-up implementation challenges and providing guidance for future causal studies.
DA - 2018///
PY - 2018
DO - 10.3102/0034654318759268
DP - DOI.org (Crossref)
VL - 88
IS - 4
SP - 547
EP - 588
J2 - Review of Educational Research
LA - EN
SN - 0034-6543, 1935-1046
UR - https://scholar.harvard.edu/files/mkraft/files/kraft_blazar_hogan_2018_teacher_coaching.pdf
KW - C:High-income countries
KW - C:United States
KW - __C:filed:1
ER -
TY - THES
TI - ACADEMIC USE OF MOBILE TECHNOLOGY BY STUDENT ATHLETES AT A LARGE DIVISION I MIDWESTERN UNIVERSITY: A GROUNDED THEORY STUDY
AU - Kraft, Nicole
DA - 2018///
PY - 2018
DP - Google Scholar
M3 - PhD Thesis
ST - ACADEMIC USE OF MOBILE TECHNOLOGY BY STUDENT ATHLETES AT A LARGE DIVISION I MIDWESTERN UNIVERSITY
KW - _C:Cyprus CYP
KW - _C:Estonia EST
KW - _C:Ireland IRL
KW - _C:Italy ITA
KW - _C:Kuwait KWT
KW - _C:Netherlands NLD
KW - _C:New Zealand NZL
KW - _C:South Africa ZAF
KW - _C:Turkey TUR
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Reflections on building a learning culture in nonprofits and funders
AU - Krapels, Joachim
AU - Bélanger, Julie
AU - Watine, Loïc
DP - Zotero
SP - 9
LA - en
UR - https://www.alliancemagazine.org/analysis/reflections-on-building-a-learning-culture-in-nonprofits-and-funders/
KW - General
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Taxonomy of educational objectives: the classification of educational goals
AU - Krathwohl, David R.
DA - 1956///
PY - 1956
DP - Google Books
SP - 228
LA - en
PB - Longmans, Green
ST - Taxonomy of educational objectives
KW - Education
KW - Education / Aims & Objectives
KW - Education / Philosophy & Social Aspects
ER -
TY - JOUR
TI - Demonstrating critically reflexive ICT4D project conduct in rural South Africa
AU - Krauss, Kirstin EM
T2 - Information Technology for Development
DA - 2021///
PY - 2021
DO - 10.1080/02681102.2021.1928588
DP - Google Scholar
SP - 1
EP - 28
ER -
TY - JOUR
TI - Social Work in Ghana: A Participatory Action Research Project Looking at Culturally Appropriate Training and Practice
AU - Kreitzer, Linda
AU - Abukari, Ziblim
AU - Antonio, Patience
AU - Mensah, Johanna
AU - Kwaku, Afram
T2 - Social Work Education
AB - Social work emerged in the western world, particularly in the USA and the United Kingdom, at the turn of the twentieth century. Western social welfare systems were introduced to other countries through the colonial empires of the nineteenth and twentieth centuries and social work training reflected these systems. However, many of these countries have revised their curricula to make them more culturally appropriate while others are still in this process. This article highlights issues concerning social work education and training in Ghana, West Africa through a Participatory Action Research project. Themes emerging concerning the present curriculum, the professional association and social work in Ghana are presented. Action plans instigated from this project are described, ending with a future challenge for social work in Africa.
DA - 2009///
PY - 2009
DO - 10.1080/02615470802109973
LA - en
AN - LOCAL-WOS:000210534600004
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:West Africa
KW - CA:AandC
KW - CCZ:Ghana
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:T
KW - F:curriculum
KW - P:culture
KW - P:social
KW - T:Ausbildung
KW - Z:Localization
KW - Z:Participatory Action Research
KW - Z:Social Work
KW - Z:Social Work Curriculum
KW - _C:Ghana GHA
KW - publicImportV1
ER -
TY - JOUR
TI - The Challenge of Education and Learning in the Developing World
AU - Kremer, M.
AU - Brannen, C.
AU - Glennerster, R.
T2 - Science
DA - 2013/04/19/
PY - 2013
DO - 10.1126/science.1235350
DP - DOI.org (Crossref)
VL - 340
IS - 6130
SP - 297
EP - 300
J2 - Science
LA - en
SN - 0036-8075, 1095-9203
UR - https://doi.org/10.1126/science.1235350.
ER -
TY - JOUR
TI - Improving education in the developing world: What have we learned from randomized evaluations?
AU - Kremer, M.
AU - Holla, A.
T2 - Annual Review of Economics
DA - 2009///
PY - 2009
DO - 10.1146/annurev.economics.050708.143323
VL - 1
IS - 1
SP - 513
EP - 542
ER -
TY - JOUR
TI - Incentives to Learn.
AU - Kremer, Michael
AU - Miguel, Edward
AU - Thornton, Rebecca
T2 - The Review of Economics and Statistics 91
DA - 2009///
PY - 2009
DO - 10.1162/rest.91.3.437
VL - 3
SP - 437
EP - 456
UR - https://www.nber.org/papers/w10971
ER -
TY - JOUR
TI - Free Education: Origins, Achievements, and Current Situation
AU - Kretzer, Michael M.
T2 - Quality Education
DA - 2020///
PY - 2020
DO - 10.1007/978-3-319-95870-5_93
DP - Google Scholar
SP - 328
EP - 337
ST - Free Education
ER -
TY - RPRT
TI - Technical and vocational Education and Training in Ethiopia
AU - Krishnan, P
AU - Shaorshadze, I
AB - This report presents a background study of the state of Technical and Vocational Education and Training in Ethiopia. We discuss the state of TVET in Ethiopia, as well as the contextual information on education system and economic indicators in Ethiopia as they relate to the TVET implementation and policy. We argue that given the supply-driven nature of the TVET system in Ethiopia, it is important to improve its efficiency, and we propose two ways to doing this: (1) Improve efficiency and equity of the centrallydriven allocation mechanism drawing on the recent advances in matching algorithms and their application to the school choice; (2) Impact evaluation of the final labour market outcomes of the graduates has to be integral part of the TVET system, and we discuss various ways such evaluation could be conducted.
DA - 2013///
PY - 2013
LA - en
M3 - Working Paper
UR - http://prime-ethiopia.org/wp-content/uploads/2015/03/TVET1.pdf
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - C:Ethiopia
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:T
KW - T:Ausbildung
KW - T:TVET
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Quality education for all children? What works in education in developing countries: International Initiative for Impact Evaluation. Working Paper 20
AU - Krishnaratne, S.
AU - White, H.
AU - Carpenter, E.
CY - New Delhi
DA - 2013///
PY - 2013
PB - International Initiative for Impact Evaluation
UR - http://www.3ieimpact.org/media/filer/2013/09/10/wp_20.pdf.
ER -
TY - BOOK
TI - Quality Education for All Children? What Works in Education in Developing Countries. Working Paper 20
AU - Krishnaratne, Shari
AU - White, Howard
CY - New Delhi
DA - 2013///
PY - 2013
PB - International Initiative for Impact Evaluation
ER -
TY - JOUR
TI - Teacher educators' digital competence
AU - Krumsvik, Rune Johan
T2 - Scandinavian Journal of Educational Research
DA - 2014/05/04/
PY - 2014
DO - 10.1080/00313831.2012.726273
DP - DOI.org (Crossref)
VL - 58
IS - 3
SP - 269
EP - 280
J2 - Scandinavian Journal of Educational Research
LA - en
SN - 0031-3831, 1470-1170
UR - http://www.tandfonline.com/doi/abs/10.1080/00313831.2012.726273
Y2 - 2024/03/04/14:18:57
KW - Final_citation
ER -
TY - JOUR
TI - Developing collective understanding over time: reflections on building professional community
AU - Kruse, Sharon D.
AU - Louis, Karen Seashore
T2 - Professional Learning Communities: Divergence, Depth and Dilemmas: Divergence, Depth and Dilemmas
DA - 2007///
PY - 2007
VL - 106
KW - ⛔ No DOI found
ER -
TY - ELEC
TI - Scholarcy (Online Summarizing Tool | Flashcard Generator & Summarizer)
AU - kssNvYB7y66y
T2 - Scholarcy | The long-form article summariser
AB - Scholarcy™ is an online summarizing tool that generates and converts long articles into summary flashcards. Sign up free & start summarizing
LA - en-GB
UR - https://www.scholarcy.com/
Y2 - 2024/01/19/22:47:25
ER -
TY - JOUR
TI - Technology Enabled Delivery of Medical Programmes through ODL : A Case of Training Medical Doctors in Geriatric Medicine
AU - Kuba, Ruchika
T2 - Journal of Learning for Development
AB - COVID-19 provided an opportunity to experiment with alternative delivery mechanisms for a medical education programme offered through open and distance learning with face-to-face training as an essential component of the programme. Non-availability of hard copies of the course material (92%) and lack of communication from the university (32%) as well as training centres (42%) were some of the challenges faced by students of the Geriatric Medicine programme of the Indira Gandhi National Open University (IGNOU) during the COVID pandemic. Around 90% were willing to attend online classes and 65% to 77% were willing to present cases online for discussion. A programme-specific web portal containing all resource material and information was visited by 85% of students. Most students attended the online classes and 68% attempted the formative assessments based on the online classes. Online classes were recorded and uploaded and were found useful by 90% of students. The experiment successfully demonstrated the feasibility and acceptance of delivering practical skills using online technological tools. Further integrating technology to complement some of the face-to-face component could be used as a permanent and effective delivery strategy, which could also reduce resource requirements.
DA - 2021/07/19/
PY - 2021
DP - jl4d.org
VL - 8
IS - 2
SP - 298
EP - 311
LA - en
SN - 2311-1550
ST - Technology Enabled Delivery of Medical Programmes through ODL
UR - https://jl4d.org/index.php/ejl4d/article/view/485
Y2 - 2022/04/05/12:25:14
KW - formative assessments
KW - geriatric medicine
KW - online classes
KW - open and distance learning
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Rethinking Problem-Solving Teaching Strategies in the Primary Sector for both Face-to-Face and Online Delivery
AU - Kuboni, Olabisi
T2 - Journal of Learning for Development
AB - This paper reports on a review of a series of video tutorials that were developed for offering at a distance to primary school students of Trinidad and Tobago during the pandemic. The materials selected for the review focused on the teaching of problem-solving skills based on topics drawn from the mathematics curriculum. The tutorials were developed and presented by primary school teachers with support from the Ministry of Education. The main purpose of this review was to assess the instructional strategies employed in the delivery of the video tutorials. An inductive-deductive approach was employed for this purpose. The review also sought to examine the effectiveness of video broadcast to support instructional delivery. The reviewer’s overall conclusion was that greater attention should be paid to formulating strategies specifically for the task of solving a given class of problems rather than simply relying on the procedures derived from the underpinning mathematical operations. The reviewer made some brief recommendations about the development of a technology-use policy intended to deploy educationally-appropriate modern technology to support the learning of primary school students.
DA - 2021/03/18/
PY - 2021
DP - jl4d.org
VL - 8
IS - 1
SP - 42
EP - 57
LA - en
SN - 2311-1550
UR - https://jl4d.org/index.php/ejl4d/article/view/479
Y2 - 2022/04/05/12:22:34
KW - _genre:PR-primary_research
KW - primary school
KW - problem-solving
KW - teaching strategies
KW - ⛔ No DOI found
ER -
TY - GEN
TI - Understanding evidence: a brief guide for edtech produceers
AU - Kucirkova, Natalia
DA - 2022///
PY - 2022
ER -
TY - RPRT
TI - EdTech Impact Evaluation Frameworks: Summary 2023
AU - Kucirkova, Natalia I.
AU - Campbell, Janine
AU - Cermakova, Anna Lindroos
DA - 2023///
PY - 2023
PB - WikIT
UR - https://static1.squarespace.com/static/62fc80ec4c86a26330d18835/t/651aafa362c10a6513e376b3/1696247723463/EdTech+Impact+Evaluation+Frameworks_WiKIT+2023.pdf
Y2 - 2023/10/25/04:00:00
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Applying the science of learning to EdTech evidence evaluations using the EdTech Evidence Evaluation Routine (EVER)
AU - Kucirkova, Natalia
AU - Brod, Garvin
AU - Gaab, Nadine
T2 - npj Science of Learning
DA - 2023/09/06/
PY - 2023
DO - 10.1038/s41539-023-00186-7
DP - www.nature.com
VL - 8
IS - 1
SP - 35
J2 - npj Sci. Learn.
LA - en
SN - 2056-7936
UR - https://www.nature.com/articles/s41539-023-00186-7
Y2 - 2024/01/23/03:34:25
KW - Education
KW - Final_citation
KW - Human behaviour
KW - Policy
KW - existing
ER -
TY - JOUR
TI - Decentralized Information Platforms in Public Governance: Reconstruction of the Modern Democracy or Comfort Blinding?
AU - Kud, Aleksandr
T2 - International Journal of Public Administration
DA - 2023/02/17/
PY - 2023
DO - 10.1080/01900692.2021.1993905
DP - DOI.org (Crossref)
VL - 46
IS - 3
SP - 195
EP - 221
J2 - International Journal of Public Administration
LA - en
SN - 0190-0692, 1532-4265
ST - Decentralized Information Platforms in Public Governance
UR - https://www.tandfonline.com/doi/full/10.1080/01900692.2021.1993905
Y2 - 2024/03/04/14:26:26
KW - Final_citation
ER -
TY - JOUR
TI - Projecting the potential impacts of COVID-19 school closures on academic achievement
AU - Kuhfeld, Megan
AU - Soland, James
AU - Tarasawa, Beth
AU - Johnson, Angela
AU - Ruzek, Erik
AU - Liu, Jing
AB - With 55 million students in the United States out of school due to the COVID-19 pandemic, education systems are scrambling to meet the needs of schools and families, including planning how best to approach instruction in the fall given students may be farther behind than in a typical year. Yet, education leaders have little data on how much learning has been impacted by school closures. While the COVID-19 learning interruptions are unprecedented in modern times, existing research on the impacts of missing school (due to absenteeism, regular summer breaks, and school closures) on learning can nonetheless inform projections of potential learning loss due to the pandemic. In this study, we produce a series of projections of COVID-19-related learning loss and its potential effect on test scores in the 2020-21 school year based on (a) estimates from prior literature and (b) analyses of typical summer learning patterns of five million students. Under these projections, students are likely to return in fall 2020 with approximately 63-68% of the learning gains in reading relative to a typical school year and with 37-50% of the learning gains in math. However, we estimate that losing ground during the COVID-19 school closures would not be universal, with the top third of students potentially making gains in reading. Thus, in preparing for fall 2020, educators will likely need to consider ways to support students who are academically behind and further differentiate instruction.
DA - 2020///
PY - 2020
DO - 10.26300/CDRV-YW05
DP - DOI.org (Datacite)
LA - en
UR - https://www.edworkingpapers.com/ai20-226
Y2 - 2020/08/12/17:00:30
KW - __C:filed:1
ER -
TY - CHAP
TI - Open Praxis: Three Perspectives, One Vision
AU - Kuhn, Caroline H.
AU - Adam, Taskeen
AU - Pete, Judith
T2 - Open at the Margins
DA - 2020/08/17/
PY - 2020
DP - press.rebus.community
LA - en
PB - Rebus Community
SN - 978-1-989014-22-6
ST - Open Praxis
UR - https://press.rebus.community/openatthemargins/chapter/open-praxis-three-perspectives-one-vision/
Y2 - 2020/08/17/20:21:56
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - JOUR
TI - Effect of design and operational strategies on thermal comfort and productivity in a multipurpose school building
AU - Kükrer, Ergin
AU - Eskin, Nurdil
T2 - Journal of Building Engineering
DA - 2021///
PY - 2021
DO - 10.1016/j.jobe.2021.102697
DP - Google Scholar
VL - 44
SP - 102697
KW - BE:RELEVANT
ER -
TY - JOUR
TI - Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review
AU - Kulik, James A.
AU - Fletcher, J. D.
DA - 2016///
PY - 2016
DO - 10.3102/0034654315581420
SP - 37
LA - en
ST - Effectiveness of Intelligent Tutoring Systems
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Comparisons of Citations in Web of Science, Scopus, and Google Scholar for Articles Published in General Medical Journals
AU - Kulkarni, Abhaya V.
T2 - JAMA
DA - 2009/09/09/
PY - 2009
DO - 10.1001/jama.2009.1307
DP - DOI.org (Crossref)
VL - 302
IS - 10
SP - 1092
J2 - JAMA
LA - en
SN - 0098-7484
UR - http://jama.jamanetwork.com/article.aspx?doi=10.1001/jama.2009.1307
Y2 - 2021/05/24/12:00:09
ER -
TY - RPRT
TI - Empfehlung zur Beruflichen Orientierung an Schulen
AU - Kultusministerkonferenz
DA - 2017///
PY - 2017
UR - https://www.kmk.org/fileadmin/Dateien/veroeffentlichungen_beschluesse/2017/2017_12_07-Empfehlung-Berufliche-Orientierung-an-Schulen.pdf
Y2 - 2020/05/27/18:10:53
ER -
TY - JOUR
TI - Understanding educational change: Agency-structure dynamics in a novel design and making environment
AU - Kumpulainen, Kristiina
AU - Kajamaa, Anu
AU - Rajala, Antti
T2 - Digital Education Review
DA - 2018///
PY - 2018
DO - 10.1344/der.2018.33.26-38
DP - Google Scholar
IS - 33
SP - 26
EP - 38
ST - Understanding educational change
KW - _C:Finland FIN
KW - _C:Jordan JOR
KW - _C:Netherlands NLD
KW - _C:Switzerland CHE
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - A computational literature review of the field of System Dynamics from 1974 to 2017
AU - Kunc, Martin
AU - Mortenson, Michael J.
AU - Vidgen, Richard
T2 - Journal of Simulation
AB - System Dynamics celebrated its 60th anniversary in 2017. While there have been numerous special issues in diverse journals that bring together work by System Dynamics scholars who share similar research interests, there have been no systematic reviews of scholarly activity across the broad field. This paper presents a computational literature review of the field from 1974 to 2017. A CLR automates the analysis of research articles with analysis of content (topic modelling of abstracts) to identify emergent themes in the literature. We performed a broad review of the field by initially searching using the term “System Dynamics” with more than 8000 articles. However, the results obtained were not satisfactory so we decided to restrict our sample to less than 800 articles from recognised journals and proceedings. After evaluation of the results obtained from topic modelling, we decided to use 51 topics covering most of the articles in our sample. A list of 51 topics provides enough granularity to identify relevant patterns of activity within the community of System Dynamics scholars. For each of these 51 topics, we present a commentary on the key insights obtained.
DA - 2018/04/03/
PY - 2018
DO - 10.1080/17477778.2018.1468950
DP - Taylor and Francis+NEJM
VL - 12
IS - 2
SP - 115
EP - 127
SN - 1747-7778
UR - https://doi.org/10.1080/17477778.2018.1468950
Y2 - 2024/01/18/22:23:33
KW - System Dynamics
KW - computational literature review
KW - healthcare
KW - methodology
KW - supply chain
ER -
TY - JOUR
TI - Rapid Evidence Assessment (REA) of What Works to Improve Educational Outcomes for People with Disabilities in Low and Middle-Income Countries. Campbell Collaboration and International Centre for Evidence in Disability
AU - Kuper, Hannah
AU - Saran, Ashrita
AU - White, Howard
DA - 2018///
PY - 2018
UR - https://www.gov.uk/research-fordevelopment-outputs/improving-educational-outcomes-for-people-with-disabilities-in-low-and-middle-incomecountries-why-does-it-matter-and-what-works
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Whatsapp Chatbot Implementation for New Students University of Labuhanbatu
AU - Kurniawan, Hanggi
AU - Al Fazar, Mulya
AU - Fauziah, Nur Rahma
AU - Yoan, Yoan
AU - Munthe, Ibnu Rasyid
T2 - Jurnal Mantik
DA - 2021///
PY - 2021
DP - Google Scholar
VL - 5
IS - 2
SP - 932
EP - 939
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Implementing the flipped classroom in teacher education: evidence from Turkey
AU - Kurt, Gökçe
T2 - Journal of Educational Technology & Society
AB - The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 pre-service teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs' perceptions of the flipped classroom were also positive.
DA - 2017///
PY - 2017
VL - 20
IS - 1
SP - 211
EP - 221
LA - English
SN - EISSN-1436-4522
UR - https://www.researchgate.net/publication/313386280_Implementing_the_flipped_classroom_in_teacher_education_Evidence_from_Turkey
AN - 1895978809; EJ1125967
KW - Blended Learning
KW - Blended learning
KW - Classroom Techniques
KW - Classroom management
KW - Classrooms
KW - Control Groups
KW - Conventional Instruction
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Education
KW - Education--Teaching Methods And Curriculum
KW - Educational Technology
KW - English (Second Language)
KW - Experimental Groups
KW - Flipped classroom
KW - Focus Groups
KW - Foreign Countries
KW - Higher Education
KW - Homework
KW - Language Teachers
KW - Learning
KW - Postsecondary Education
KW - Pre-service teachers of English
KW - Preservice Teacher Education
KW - Pretests Posttests
KW - Program Effectiveness
KW - Qualitative analysis
KW - Quasiexperimental Design
KW - Reversing
KW - Scores
KW - Second Language Instruction
KW - Self Efficacy
KW - Statistical Analysis
KW - Teacher education
KW - Teachers
KW - Teaching Methods
KW - Teaching methods
KW - Technology Uses in Education
KW - Tests
KW - Turkey
KW - Video Technology
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2097427
KW - __finaldtb
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Harmful Signaling in Matching Markets
AU - Kushnir, Alexey
AB - Several labor markets, including the job market for new Ph.D. economists, have recently developed formal signaling mechanisms. We show that such mechanisms are harmful for some environments. While signals transmit previously unavailable information, they also facilitate information asymmetry that leads to coordination failures. In particular, we consider a two-sided matching game of incomplete information between firms and workers. Each worker has either the same ”typical” known preferences with probability close to one or ”atypical” idiosyncratic preferences with the complementary probability close to zero. Firms have known preferences over workers. We show that under some technical condition if at least three firms are responsive to some worker’s signal, the introduction of signaling strictly decreases the expected number of matches. JEL classification: C72, C78, D80, J44.
DP - Zotero
SP - 18
LA - en
KW - _C:Switzerland CHE
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ❓ Multiple DOI
ER -
TY - JOUR
TI - A school mental health literacy curriculum resource training approach: Effects on Tanzanian teachers' mental health knowledge, stigma and help-seeking efficacy
AU - Kutcher, Stan
AU - Wei, Yifeng
AU - Gilberds, Heather
AU - Ubuguyu, Omary
AU - Njau, Tasiana
AU - Brown, Adena
AU - Sabuni, Norman
AU - Magimba, Ayoub
AU - Perkins, Kevin
T2 - International Journal of Mental Health Systems
AB - © 2016 The Author(s). Background: Mental health literacy (MHL) is foundational for mental health promotion, prevention, stigma reduction, and care; School supported information pertaining to MHL in sub-Saharan Africa is extremely limited, including in Tanzania. Successful application of a school MHL curriculum resource may be an effective way to increase teacher MHL and therefore help to improve mental health outcomes for students. Methods: Secondary school teachers in Tanzania were trained on the African Guide (AG) a school MHL curriculum resource culturally adapted from a Canadian MHL resource (The Guide) for use in Africa. Teacher training workshops on the classroom application of the AG were used to evaluate its impact on mental health literacy in a sample of Tanzanian Secondary school teachers. Pre-post training assessment of participant knowledge and attitudes was conducted. Help-seeking efficacy for teachers themselves and their interventions for students, friends, family members and peers were determined. Results: Paired t test (n = 37) results demonstrate highly significant improvements in teacher's overall knowledge (p < 0.001; d = 1.14), including mental health knowledge, (p < 0.001; d = 1.14) and curriculum specific knowledge (p < 0.01; d = 0.63). Teachers' stigma against mental illness decreased significantly following the training (p < 0.001; d = 0.61). Independent t tests comparing the paired sample against unpaired sample also demonstrated significant differences between the groups for teacher's overall knowledge (p < 0.001). Teachers also reported high rates (greater than 3/4 of the sample) of positive help-seeking efficacy for themselves as well as for their students, friends, family members and peers. As a result of the training, the number of students teachers identified for potential mental health care totaled over 200. Conclusions: These positive results, when taken together with other research, suggest that the use of a classroom-based resource (the AG) that integrates MHL into existing school curriculum through training teachers may be an effective and sustainable way to increase the MHL (improved knowledge, decreased stigma and positive help-seeking efficacy) of teachers in Tanzania. As this study replicated the results of a previous intervention in Malawi, consideration could be given to scaling up this intervention in both countries and applying this resource and approach in other countries in East Africa.
DA - 2016///
PY - 2016
DO - 10.1186/s13033-016-0082-6
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:East Africa
KW - A:Sub-Saharan Africa
KW - AA:Africa
KW - C:Malawi
KW - C:Tanzania
KW - CA:AandC
KW - CCZ:Tanzania
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - F:Improvement
KW - F:assessment
KW - F:attitude
KW - F:curriculum
KW - F:outcomes
KW - P:culture
KW - P:health
KW - P:teachers
KW - R:impact
KW - T:Ausbildung
KW - T:Lehrwerkstatt
KW - T:Training
KW - T:trainee
KW - Z:Adolescents
KW - Z:Knowledge
KW - Z:Mental health
KW - Z:Mental health literacy
KW - Z:School-based intervention
KW - Z:Stigma
KW - Z:Teachers
KW - _C:Canada CAN
KW - _C:Malawi MWI
KW - _C:South Africa ZAF
KW - _C:Tanzania TZA
KW - _C:Zimbabwe ZWE
KW - __C:filed:1
KW - __C:scheme:1
KW - publicImportV1
ER -
TY - JOUR
TI - New California Law Requires Schools to Report All Cyberattacks Impacting 500 or More -
AU - Kuykendall, By Kristal
T2 - THE Journal
AB - California Gov. Gavin Newsom has signed into a law a new requirement for K–12 schools in that state to report any cyberattack impacting more than 500 pupils or personnel, becoming the first in the nation to require disclosure even if a data breach has not occurred.
DA - 2022/10/06/10/06/22
PY - 2022
DO - https://thejournal.com/articles/2022/10/06/new-california-law-requires-schools-to-report-all-cyber-incidents-impacting-500-pupils-or-staff.aspx.
LA - en
UR - https://thejournal.com/articles/2022/10/06/new-california-law-requires-schools-to-report-all-cyber-incidents-impacting-500-pupils-or-staff.aspx
Y2 - 2023/02/01/18:09:22
KW - Final_citation
KW - anystyle
KW - existing
KW - ⚠️ Invalid DOI
ER -
TY - JOUR
TI - GIS FOR SCHOOL LIBRARIES EMERGENCY PLANNING
AU - Kuzucuoğlu, Alpaslan
T2 - journals University of Alberta Libraries
AB - Geographic Information Systems (GIS) are a means of providing great contributions to users in decision making processes based on location. It presents the information to the users serves and provides data collecting, storing, processing, managing, analyzing, querying. GIS ensures that a lot of data are layered on the architectural plans of school libraries. A data that is not well evaluated due to the data intensity in the analysis studies may prevent both the delay and the accuracy of the desired diagnosis for solution. For this reason, GIS technology is used in places where intensive data usage. GIS, which has been started to be used by different disciplines together with technological developments, enables the storage and processing of all kinds of data to be analyzed. It is a system consisting of necessary hardware and software and users for these processes. It is a tool that enables effective management of data. Complex data is easily analyzed by users in a database by GIS software. It is also concernedwith the association of spatial data and non-graphical (verbal) data. GIS is able to compare measurement results successfully according to conventional measurement evaluation methods. There are also a number of projects where GIS has been implemented in interior areas. School libraries can also serve in many areas or more than one floor. The GIS layers must be shown on floor plans as emergency exit doors, location of emergency intervention tools (fire extinguisher, fire hose, hydrant, fire alarm buttons, electric panel, gas valve, first aid kit etc.), nearest emergency service centers (fire brigade, police, ambulance, etc.), evacuation routes leading to emergency assembly area, external, main and service ladders, building non structural materials. As there are many people in schools and school libraries as a number of users, in case of fire, their evacuation must also be fast. GIS will also provide effective planning for rapid evacuation of schools and school libraries. Digital data obtained from service providers such as municipalities, water, natural gas companies can also be used as separated GIS layers. All building elements in the building can be classified in different colors and typologies for each floor (Balcony, wall, threshold, hall, stairs, room, window, shelves etc.). Emergency lighting kits should be installed in school libraries. Sensors, which are part of the fire alarm system, must also be located in the GIS layers. Furniture and furnishings used in the floors can also be shown on the GIS. Routes to be used by disabled users in emergency situations should be specified in these plans and physical arrangements such as ramps should be implemented. Area names in the school and in the school library should also be included in the GIS layers. The joint meetings should be held with the school library experts working in this field in the world, problems should be discussed, national and international networks should be established.
DA - 2018///
PY - 2018
DP - avesis.medeniyet.edu.tr
IS - 1
LA - eng
UR - https://avesis.medeniyet.edu.tr/yayin/2909eb81-77fd-455f-9a95-f6f68507c2bd/gis-for-school-libraries-emergency-planning
Y2 - 2022/04/18/18:16:21
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Children can learn new facts equally well from interactive media versus face to face instruction
AU - Kwok, Kristine
AU - Ghrear, Siba
AU - Li, Vivian
AU - Haddock, Taeh
AU - Coleman, Patrick
AU - Birch, Susan AJ
T2 - Frontiers in psychology
DA - 2016///
PY - 2016
DO - 10.3389/fpsyg.2016.01603
DP - Google Scholar
VL - 7
SP - 1603
KW - __C:filed:1
ER -
TY - JOUR
TI - Predictors of reading development in deaf children: A 3-year longitudinal study
AU - Kyle, Fiona E.
AU - Harris, Margaret
T2 - Journal of Experimental Child Psychology
AB - The development of reading ability in a group of deaf children was followed over a 3-year period. A total of 29 deaf children (7–8 years of age at the first assessment) participated in the study, and every 12 months they were given a battery of literacy, cognitive, and language tasks. Earlier vocabulary and speechreading skills predicted longitudinal growth in reading achievement. The relations between reading and the predictor variables showed developmental change. Earlier reading ability was related to later phonological awareness skills, suggesting that deaf children might develop their phonological awareness through reading. Deaf children who had the most age-appropriate reading skills tended to have less severe hearing losses and earlier diagnoses and also preferred to communicate through speech. The theoretical implications of the role for speechreading, vocabulary and phonological awareness in deaf children’s literacy are discussed.
DA - 2010/11//
PY - 2010
DO - 10.1016/j.jecp.2010.04.011
DP - DOI.org (Crossref)
VL - 107
IS - 3
SP - 229
EP - 243
J2 - Journal of Experimental Child Psychology
LA - en
SN - 00220965
ST - Predictors of reading development in deaf children
UR - https://linkinghub.elsevier.com/retrieve/pii/S0022096510000718
AN - 10.1016/j.jecp.2010.04.011;503888:VCBKLZAA
Y2 - 2020/03/02/19:21:52
KW - _C:France FRA
KW - _C:Netherlands NLD
KW - _C:Spain ESP
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - The Concept of Competence Based Assessment in Vocational Education and Training
AU - Kyobe, Ethel
DA - 2017///
PY - 2017
DP - Zotero
SP - 7
LA - en
AN - UA-31AF5389-064E-4F71-A3D0-4D008CE3E769
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - CLL:en
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The classroom assessment scoring system: Findings from the prekindergarten year
AU - La Paro, Karen M.
AU - Pianta, Robert C.
AU - Stuhlman, Megan
T2 - The elementary school journal
DA - 2004///
PY - 2004
DO - 10.1086/499760
DP - Google Scholar
VL - 104
IS - 5
SP - 409
EP - 426
ST - The classroom assessment scoring system
ER -
TY - JOUR
TI - Policy Response, Social Media and Science Journalism for the Sustainability of the Public Health System Amid the COVID-19 Outbreak: The Vietnam Lessons
AU - La, Viet-Phuong
AU - Pham, Thanh-Hang
AU - Ho, Manh-Toan
AU - Nguyen, Minh-Hoang
AU - P. Nguyen, Khanh-Linh
AU - Vuong, Thu-Trang
AU - Nguyen, Hong-Kong T.
AU - Tran, Trung
AU - Khuc, Quy
AU - Ho, Manh-Tung
AU - Vuong, Quan-Hoang
T2 - Sustainability
AB - Having geographical proximity and a high volume of trade with China, the first country to record an outbreak of the new Coronavirus disease (COVID-19), Vietnam was expected to have a high risk of transmission. However, as of 4 April 2020, in comparison to attempts to containing the disease around the world, responses from Vietnam are seen as prompt and effective in protecting the interests of its citizens, with 239 confirmed cases and no fatalities. This study analyzes the situation in terms of Vietnam’s policy response, social media and science journalism. A self-made web crawl engine was used to scan and collect official media news related to COVID-19 between the beginning of January and April 4, yielding a comprehensive dataset of 14,952 news items. The findings shed light on how Vietnam—despite being under-resourced—has demonstrated political readiness to combat the emerging pandemic since the earliest days. Timely communication on any developments of the outbreak from the government and the media, combined with up-to-date research on the new virus by the Vietnamese science community, have altogether provided reliable sources of information. By emphasizing the need for immediate and genuine cooperation between government, civil society and private individuals, the case study offers valuable lessons for other nations concerning not only the concurrent fight against the COVID-19 pandemic but also the overall responses to a public health crisis.
DA - 2020/01//
PY - 2020
DO - 10.3390/su12072931
DP - www.mdpi.com
VL - 12
IS - 7
SP - 2931
LA - en
ST - Policy Response, Social Media and Science Journalism for the Sustainability of the Public Health System Amid the COVID-19 Outbreak
UR - https://www.mdpi.com/2071-1050/12/7/2931
Y2 - 2020/08/12/17:20:39
KW - COVID-19
KW - SARS-CoV-2
KW - Vietnam
KW - _C:Australia AUS
KW - _C:Belgium BEL
KW - _C:Brazil BRA
KW - _C:China CHN
KW - _C:France FRA
KW - _C:Germany DEU
KW - _C:India IND
KW - _C:Iran IRN
KW - _C:Italy ITA
KW - _C:Korea XKOR
KW - _C:Korea, Republic KOR
KW - _C:Nigeria NGA
KW - _C:Switzerland CHE
KW - _C:Thailand THA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Viet Nam VNM
KW - __C:filed:1
KW - __C:scheme:1
KW - coronavirus
KW - pandemic
KW - policy response
KW - public health system
KW - science journalism
KW - social media
ER -
TY - GEN
TI - Fixing Ed-Tech’s Investment Model
AU - Labun, Jakub
DA - 2023///
PY - 2023
LA - en
UR - https://ssir.org/articles/entry/fixing_ed_techs_investment_model.
KW - Final_citation
KW - anystyle
KW - existing
ER -
TY - RPRT
TI - COVID-19 Preprints and Their Publishing Rate: An Improved Method
AU - Lachapelle, Francois
AB - Context As the COVID-19 pandemic persists around the world, the scientific community continues to produce and circulate knowledge on the deadly disease at an unprecedented rate. During the early stage of the pandemic, preprints represented nearly 40% of all English-language COVID-19 scientific corpus (6, 000+ preprints | 16, 000+ articles). As of mid-August 2020, that proportion dropped to around 28% (13, 000+ preprints | 49, 000+ articles). Nevertheless, preprint servers remain a key engine in the efficient dissemination of scientific work on this infectious disease. But, giving the ‘uncertified’ nature of the scientific manuscripts curated on preprint repositories, their integration to the global ecosystem of scientific communication is not without creating serious tensions. This is especially the case for biomedical knowledge since the dissemination of bad science can have widespread societal consequences.
Scope In this paper, I propose a robust method that allows the repeated monitoring and measuring of COVID-19 preprints’ publication rate. I also introduce a new API called Upload-or-Publish. It is a free micro-API service that enables a client to query a specific preprint manuscript’s publication status and associated meta-data using a unique ID. The beta-version is currently working and deployed.
Data I use Covid-19 Open Research Dataset (CORD-19) to calculate COVID-19 preprint corpus’ conversion rate to peer-reviewed articles. CORD-19 dataset includes 10,454 preprints from arXiv, bioRxiv, and medRxiv.
Methods I utilize conditional fuzzy logic to link preprints with their published counterparts. My approach is an important departure from previous studies that rely exclusively on bio/medRxiv API to ascertain preprints’ publication status. This is problematic since the level of false negatives in bio/medRxiv non-COVID-19 metadata could be as high as 37%. My analysis suggests bio/medRxiv API accurately captures about only 50% of its published preprints. My improved method clocked an F1-score of 0.96.
Findings My analysis reveals that 19.6% (n=2048) of COVID-19 preprint manuscripts in the CORD-19 dataset uploaded on arXiv, bioRxiv, and medRxiv between January and early September 2020 were published in peer-reviewed venues. When compared to the most recent measure available, this represents a two-fold increase in a period of two months. My discussion review and theorize on the potential explanations for COVID-19 preprints’ overall low conversion rate.
DA - 2020/10/10/
PY - 2020
DP - medRxiv
SP - 2020.09.04.20188771
LA - en
ST - COVID-19 Preprints and Their Publishing Rate
UR - https://www.medrxiv.org/content/10.1101/2020.09.04.20188771v2
Y2 - 2021/10/05/18:36:47
ER -
TY - JOUR
TI - Applications of machine learning and deep learning methods for climate change mitigation and adaptation
AU - Ladi, Tahmineh
AU - Jabalameli, Shaghayegh
AU - Sharifi, Ayyoob
T2 - Environment and Planning B: Urban Analytics and City Science
AB - Climate change is a global issue that must be considered and addressed immediately. Many articles have been published on climate change mitigation and adaptation. However, new methods are required to explore the complexities of climate change and provide more efficient and effective adaptation and mitigation policies. With the advancement of technology, machine learning (ML) and deep learning (DL) methods have gained considerable popularity in many fields, including climate change. This paper aims to explore the most popular ML and DL methods that have been applied for climate change mitigation and adaptation. Another aim is to determine the most common mitigation and adaptation measures/actions in general, and in urban areas in particular, that have been studied using ML and DL methods. For this purpose, word frequency analysis and topic modeling, specifically the Latent Dirichlet allocation (LDA) as a ML algorithm, are used in this study. The results indicate that the most popular ML technique in both climate change mitigation and adaptation is the Artificial Neural Network. Moreover, among different research areas related to climate change mitigation and adaptation, geoengineering, and land surface temperature are the ones that have used ML and DL algorithms the most.
DA - 2022/05//
PY - 2022
DO - 10.1177/23998083221085281
DP - DOI.org (Crossref)
VL - 49
IS - 4
SP - 1314
EP - 1330
J2 - Environment and Planning B: Urban Analytics and City Science
LA - en
SN - 2399-8083, 2399-8091
UR - http://journals.sagepub.com/doi/10.1177/23998083221085281
Y2 - 2024/02/24/11:11:40
ER -
TY - JOUR
TI - Changing climate change: The carbon budget and the modifying-work of the IPCC
AU - Lahn, Bard
AU - Lahn, Bård
T2 - Social Studies of Science
AB - Over the last 10 years, the concept of a global ‘carbon budget’ of allowable CO
2
emissions has become ubiquitous in climate science and policy. Since it was brought to prominence by the Fifth Assessment Report of the IPCC, the carbon budget has changed how climate change is enacted as an issue of public concern, from determining the optimal rate of future emissions to establishing a fixed limit for how much emissions should be allowed before they must be stopped altogether. Exploring the emergence of the carbon budget concept, this article shows how the assessment process of the IPCC has offered scientific experts the means to modify how the climate issue is problematized, and discusses the implications of this ‘modifying-work’ for the politics of climate change. It finds that the ‘modified climate issue’ must be seen as an outcome of the ordinary work within established scientific and political institutions, and the agency these institutions afford scientists to enact the issue differently. On this basis, it argues that the case of the carbon budget holds important insights not only for the relationship between climate science and policy, but also for the pragmatist literature on ‘issue formation’ in STS.
DA - 2021/02//
PY - 2021
DO - 10.1177/0306312720941933
DP - DOI.org (Crossref)
VL - 51
IS - 1
SP - 3
EP - 27
J2 - Soc Stud Sci
LA - en
SN - 0306-3127, 1460-3659
ST - Changing climate change
UR - http://journals.sagepub.com/doi/10.1177/0306312720941933
Y2 - 2023/02/25/13:52:26
ER -
TY - JOUR
TI - Large-scale studies of holistic professional competence in vocational education and training (VET). The case of Norway
AU - Lahn, Leif Chr
AU - Nore, Hæge
T2 - International Journal for Research in Vocational Education and Training
T3 - Journal
AB - © 2019 European Research Network Vocational Education and Training. All rights reserved. Context: In this paper, we review and discuss the piloting in Norway of a German methodology for competence diagnostics in vocational education and training: the Competence Development and Assessment in TVET (COMET) project. Our overarching theme is determining to what extent such large-scale assessment systems are valid for international comparisons in this sector. Method: We present the theoretical underpinnings of the COMET model and position our discussion within the broader context of the concept of “professional competence” (berufliche Kompetenz) and methodological guidelines for its measurement. Terminology from psychometrics on “measurement equivalence” is described and serves as a template for identifying challenges in using the Norwegian data for comparative purposes. Our pilot included students and apprentices in health care, industrial mechanics and electricians and was designed as a three-year follow-up study from the second year of upper secondary school through two years of apprenticeship. Each year, a test on professional competence and a context survey were administered. Similar studies have been conducted in Germany, China and South Africa. Results: In line with the results from these countries, the Norwegian participants had low scores, particularly the electricians. However, the diagnostic instrument was sensitive to the development of professional competence, and progress on the assessment was influenced by the quality of the learning support in the companies, as reported by apprentices in the context survey. Conclusions: The COMET platform may be a viable prototype for the development of diagnostic tools, which may support the monitoring of quality factors at different levels and inspire local improvement projects in schools, companies and training offices. Such an objective would be in line with the latest summaries of the COMET project, in which its contribution to a model for international large-scale assessment is toned down and replaced by a stronger emphasis on its potential for measuring competence development, evaluating contextual factors and generating data for didactic innovations.
DA - 2019///
PY - 2019
DO - 10.13152/IJRVET.6.2.2
ER -
TY - JOUR
TI - Trajectories of School Recovery After a Natural Disaster: Risk and Protective Factors
AU - Lai, Betty S.
AU - Esnard, Ann-Margaret
AU - Wyczalkowski, Chris
AU - Savage, Ryan
AU - Shah, Hazel
T2 - Risk, Hazards & Crisis in Public Policy
AB - Disasters may have significant and lasting impacts on educational programs and academic achievement, yet the examination of differing patterns of school recovery after disasters is understudied. This paper focused on two aims: (i) identification of school academic recovery trajectories; and (ii) examination of potential risk factors associated with these trajectories. We used latent class growth analysis to identify school academic recovery trajectories for a cohort of 462 Texas public schools that were in the path of Hurricane Ike in 2008. Using Texas Assessment of Knowledge and Skills (TAKS) data from 2005 to 2011, we found that attendance and percent of economically disadvantaged youth emerged as significant risk factors for two identified academic recovery trajectories (High-Stable and Low-Interrupted). Higher levels of economically disadvantaged youth were associated with lower likelihood of falling in the High-Stable trajectory, relative to the Low-Interrupted trajectory. Higher levels of attendance were associated with higher likelihood of membership in the High-Stable trajectory, relative to the Low-Interrupted trajectory. These findings are consistent with the notion that disasters do not affect all people or communities equally. Findings highlight the need for policy initiatives that focus on low performing schools, as these schools are at highest risk for adverse outcomes post-disaster.
DA - 2019///
PY - 2019
DO - 10.1002/rhc3.12158
DP - Wiley Online Library
VL - 10
IS - 1
SP - 32
EP - 51
LA - en
SN - 1944-4079
ST - Trajectories of School Recovery After a Natural Disaster
UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/rhc3.12158
Y2 - 2020/11/17/10:06:35
KW - disaster recovery
KW - escuelas
KW - preparación de la salud pública
KW - public health preparedness
KW - recuperación después de los desastres
KW - schools
KW - social vulnerability
KW - vulnerabilidad social
KW - 公共卫生预备
KW - 学校
KW - 灾害恢复
KW - 社会脆弱性
ER -
TY - JOUR
TI - Affordances of mobile technologies for experiential learning: the interplay of technology and pedagogical practices
AU - Lai, C-H
AU - Yang, J-C
AU - Chen, F-C
AU - Ho, C-W
AU - Chan, T-W
T2 - Journal of Computer Assisted Learning
DA - 2007///
PY - 2007
DO - 10.1111/j.1365-2729.2007.00237.x
VL - 23
IS - 4
SP - 326
EP - 337
ER -
TY - JOUR
TI - Development of Competency Framework for Nigerian TVET Teachers in Tertiary TVET Institutions
AU - Lai, Chee Sern
AU - Hamisu, Mohammed Adamu
AU - Salleh, Kahirol Mohd
T2 - JOURNAL OF TECHNICAL EDUCATION AND TRAINING
T3 - Article
AB - Competency framework is a tool that determines the needed competencies for individuals in order to curtail the challenges that are existing currently and to uphold sustainable development. From the educational perspective, the competencies of TVET teachers are important as they might affect the teachers' implementation of tasks, career development and graduates' quality. Therefore, this research attempted to develop a competency framework for TVET teachers in Nigerian TVET tertiary institutions based on the Malaysian Human Resource Practitioners Development (MHRDP) Competency Model. The study adopted a survey design and 427 TVET teachers were identified as targeted sample. A set of questionnaire was developed based on the MHRDP Competency Model (alpha=0.61). A total of 218 questionnaires were distributed to five TVET tertiary institutions using stratified sampling technique and 205 questionnaires were successfully returned. Exploratory Factor Analysis was used to analyse the data. The findings revealed that 19 elements of competency were significantly relevant to Nigerian TVET teachers who work at tertiary institutions. The proposed competency framework is beneficial to be used as a guideline for the Nigerian TVET institutions and policy makers to plan the competency training and retraining courses for TVET teachers and staff development.\n
DA - 2019///
PY - 2019
DO - 10.30880/jtet.2019.11.01.002
ER -
TY - JOUR
TI - TVET teachers’ perceptions on competencies: An application of Malaysian human resource development practitioners competency model
AU - Lai, Chee Sern
AU - Hamisu, Mohammed Adamu
AU - Salleh, Kahirol Mohd
AU - Adamu, Babayo Yakubu
T2 - International Journal of Economics and Business Research
T3 - Journal
AB - Copyright © 2019 Inderscience Enterprises Ltd. Competency of TVET teacher is one of the major factors that influence the quality of TVET graduates and TVET system. This paper attempted to investigate the TVET teachers’ perceptions on the competency needs in Nigerian higher learning institutions based on the competency model of Malaysian human resource development practitioners (MHRDP) which focused on thinking competency, organisational competency, and application competency. This study employed a survey design in which a set of questionnaire was used for data collection. A total of 205 TVET teachers from universities, polytechnics, and colleges of education were involved in this research. Descriptive statistics which involved mean and standard deviation was utilised to analyse the data. The findings revealed that the Nigerian TVET teachers perceived that all elements related to thinking competency, organisational competency, and application competency are important for TVET teachers for higher learning institutions in Nigeria. Therefore, this research suggests that the Nigerian policy makers and the TVET higher learning institutions should provide training to the TVET teachers in order to equip those teachers with the competency elements that are important and relevant to TVET.
DA - 2019///
PY - 2019
DO - 10.1504/IJEBR.2019.102729
ER -
TY - JOUR
TI - Does computer-assisted learning improve learning outcomes? Evidence from a randomized experiment in migrant schools in Beijing
AU - Lai, Fang
AU - Luo, Renfu
AU - Zhang, Linxiu
AU - Huang, Xinzhe
AU - Rozelle, Scott
T2 - Economics of Education Review
AB - The education of the disadvantaged population has been a long-standing challenge to education systems in both developed and developing countries. Although computer-assisted learning (CAL) has been considered one alternative to improve learning outcomes in a cost-effective way, the empirical evidence of its impacts on improving learning outcomes is mixed. This paper uses a randomized field experiment to explore the effects of CAL on student academic and non-academic outcomes for students in migrant schools in Beijing. Our results show that a remedial CAL program held out of regular school hours improved the student standardized math scores by 0.15 standard deviations and most of the program effect took place within 2 months after the start of the program. Students with less-educated parents benefited more from the program. Moreover, CAL also significantly increased the students’ interest in learning.
DA - 2015/08/01/
PY - 2015
DO - 10.1016/j.econedurev.2015.03.005
DP - ScienceDirect
VL - 47
SP - 34
EP - 48
J2 - Economics of Education Review
LA - en
SN - 0272-7757
ST - Does computer-assisted learning improve learning outcomes?
UR - http://www.sciencedirect.com/science/article/pii/S027277571500045X
Y2 - 2020/07/27/13:08:46
KW - China
KW - Computer-assisted learning
KW - Development
KW - Education
KW - Migration
KW - Random assignment
KW - Test scores
KW - __C:filed:1
ER -
TY - JOUR
TI - Computer assisted learning as extracurricular tutor? Evidence from a randomised experiment in rural boarding schools in Shaanxi
AU - Lai, Fang
AU - Zhang, Linxiu
AU - Hu, Xiao
AU - Qu, Qinghe
AU - Shi, Yaojiang
AU - Qiao, Yajie
AU - Boswell, Matthew
AU - Rozelle, Scott
T2 - Journal of Development Effectiveness
AB - This paper uses a clustered randomised field experiment to explore the effects of a computer assisted learning (CAL) programme on student academic and non-academic outcomes in poor, rural public schools in China. Our results show that a remedial, game-based CAL programme in math held outside of regular school hours with boarding students in poor rural public schools improved standardised math scores by 0.12 standard deviations. Students from poorer families tended to benefit more from the programme. However, CAL did not have any significant impact on either Chinese language standardised test scores or non-academic outcomes.
DA - 2013/06/01/
PY - 2013
DO - 10.1080/19439342.2013.780089
DP - Taylor and Francis+NEJM
VL - 5
IS - 2
SP - 208
EP - 231
SN - 1943-9342
ST - Computer assisted learning as extracurricular tutor?
UR - https://doi.org/10.1080/19439342.2013.780089
Y2 - 2020/07/27/13:09:01
KW - China
KW - _Added to LR
KW - _G:reviewed
KW - computer assisted learning
KW - development
KW - education
KW - random assignment
KW - rural schools
KW - test scores
ER -
TY - CHAP
TI - To Assess a Gamified 5E Flipped Learning Platform’s Effectiveness in Promoting Student Learning and Achievement in Physics: A Design-Based Research
AU - Lai, Kar Hei
AU - Foon, Hew Khe
T2 - Shaping the Future of Education, Communication and Technology
DA - 2019///
PY - 2019
DP - Google Scholar
SP - 91
EP - 106
PB - Springer
ST - To Assess a Gamified 5E Flipped Learning Platform’s Effectiveness in Promoting Student Learning and Achievement in Physics
KW - _C:Canada CAN
KW - _C:China CHN
KW - _C:Singapore SGP
KW - _C:Turkey TUR
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - A Meta-Study of the Evolutionary Transformative Academic Landscape by Artificial Intelligence and Machine Learning
AU - Lainjo, Bongs
AU - Tmouche, Hanan
T2 - International Journal of Education, Teaching, and Social Sciences
DA - 2024///
PY - 2024
DO - 10.47747/ijets.v4i1.1626
DP - Google Scholar
VL - 4
IS - 1
SP - 20
EP - 35
UR - http://journal.jis-institute.org/index.php/ijets/article/view/1626
Y2 - 2024/03/12/20:52:57
ER -
TY - JOUR
TI - Implementation of Problem Based Learning to Increase Scientific Explanation Skill in Biology Learning about the Environment
AU - Laksmi, Monika Lintang
AU - Sari, Dewi Puspita
AU - Rinanto, Yudi
AU - Sapartini, Raden Rara
T2 - Journal of Learning for Development
AB - This research aimed to describe and find out whether implementation of Problem-Based Learning can improve scientific explanation skills in biology learning about the environment. The research method was Classroom Action Research through the implementation of Problem-Based Learning. This classroom action research consisted of two cycles, which were concluded by planning, acting, observing and reflecting. The research subject was a natural science class consisting of thirty four students. Data were collected by essay test, observation method, interviews and documentation. Data were validated by the triangulation technique consisting of three components: data reduction, data presentation and conclusion. The research results showed improvement in the scientific explanation skills of students on the implementation of Problem Based Learning. The percentage improvement of students' scientific explanation was 61% in claim, 53% in evidence, and 51% in reasoning.
DA - 2021/11/17/
PY - 2021
DP - jl4d.org
VL - 8
IS - 3
SP - 532
EP - 540
LA - en
SN - 2311-1550
UR - https://jl4d.org/index.php/ejl4d/article/view/531
Y2 - 2022/04/05/12:26:28
KW - Biology Education
KW - Classroom Action Research
KW - Problem Based Learning
KW - Scientific Explanation
KW - _genre:PR-primary_research
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Pushing the child centred approach in Myanmar: the role of cross national policy networks and the effects in the classroom
AU - Lall, Marie
T2 - Critical Studies in Education
DA - 2011/10//
PY - 2011
DO - 10.1080/17508487.2011.604072
DP - DOI.org (Crossref)
VL - 52
IS - 3
SP - 219
EP - 233
J2 - Critical Studies in Education
LA - en
SN - 1750-8487, 1750-8495
ST - Pushing the child centred approach in Myanmar
UR - http://www.tandfonline.com/doi/abs/10.1080/17508487.2011.604072
Y2 - 2020/05/22/13:27:57
KW - C:Myanmar
KW - _C:Australia AUS
KW - _C:Canada CAN
KW - _C:Germany DEU
KW - _C:India IND
KW - _C:Japan JPN
KW - _C:Mongolia MNG
KW - _C:Myanmar MMR
KW - _C:Pakistan PAK
KW - _C:South Africa ZAF
KW - _C:Thailand THA
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - RPRT
TI - Education continuity during the Coronavirus crisis: Sierra Leone and Liberia Rising Academy Network on air
AU - Lamba, Keya
AU - Reimers, Fernando
DA - 2020///
PY - 2020
PB - Rising Academy Network
UR - https://oecdedutoday.com/wp-content/uploads/2020/05/Sierra-Leone-Liberia-Rising-Academy-Network.pdf
Y2 - 2021/10/11/13:14:41
KW - _C:Sierra Leone SLE
ER -
TY - RPRT
TI - Sierra Leone and Liberia: Rising Academy Network on air
AU - Lamba, Keya
AU - Reimers, Fernando
T2 - Education continuity during the Coronavirus crisis
DA - 2020///
PY - 2020
PB - World Bank; OECD; Harvard Global Education Innovation Initiative; HundrED
ST - Sierra Leone and Liberia
KW - Final_citation
KW - cited
KW - existing
ER -
TY - RPRT
TI - Sierra Leone and Liberia: Rising Academy Network on air
AU - Lamba, Keya
AU - Reimers, Fernando
T2 - Education continuity during the Coronavirus crisis
DA - 2020///
PY - 2020
PB - World Bank; OECD; Harvard Global Education Innovation Initiative; HundrED
UR - https://oecdedutoday.com/wp-content/uploads/2020/05/Sierra-Leone-Liberia-Rising-Academy-Network.pdf
Y2 - 2020/06/09/10:27:00
KW - _C:Sierra Leone SLE
ER -
TY - GEN
TI - Sierra Leone and Liberia: Rising Academy Network on air
AU - Lamba, Keya
AU - Reimers, Fernando
DA - 2020///
PY - 2020
DP - DOI.org (Crossref)
LA - en
KW - _C:Sierra Leone SLE
ER -
TY - THES
TI - Nature island tourism: Applying an eco-tourism sustainability framework to the island of Dominica
AU - Lambert, Esther
DA - 2009///
PY - 2009
DP - Google Scholar
M3 - Master's Thesis
PB - University of Waterloo
ST - Nature island tourism
ER -
TY - JOUR
TI - The Siyavula Case: Digital, Collaborative Text-Book Authoring to Address Educational Disadvantage and Resource Shortage in South African Schools
AU - Lambert, Sarah
T2 - International Electronic Journal of Elementary Education
AB - Siyavula is known as a pioneer developer of high-quality free digital maths and science textbooks to address resource gaps and disadvantage in South African schools. This case study identifies the success factors which could be replicated in other contexts. Siyavula has developed expertise in digital developing, editing and improving maths and science workbooks and teachers' guides and distributing them in multiple digital and mobile formats for free. In 2013 the government took the free texts and sponsored the printing and distribution of c500K copies of Grade 4-6 titles, saving the government approximately USD$83.5 Million for each of the 12 books (student workbook and teacher guide in both English and Afrikaans). The collaborative authoring system is identified as instrumental to the success of the project to address under-resourced schools, through a combination of personal (attitudinal), technical (online systems) and social resources (volunteers and stakeholders). Siyavula leaves a legacy of multi-stakeholder volunteer text-books sprints where an intense face-to-face experience provides the ground-work for constructive online authoring inclusive of diverse stakeholder input across different roles and ranks. Collaborative authoring advances curriculum and pedagogy sharing, expertise and capacity building. Collaborative authoring systems are found to have potential in many under-resourced school contexts not only for school texts, but also for early reading, multi-lingual and culturally appropriate book adaptations.
DA - 2019/01//
PY - 2019
DO - 10.26822/iejee.2019349252
DP - ERIC
VL - 11
IS - 3
SP - 279
EP - 290
LA - en
SN - 1307-9298
ST - The Siyavula Case
UR - https://eric.ed.gov/?id=EJ1206172
Y2 - 2022/12/25/21:37:57
KW - Collaborative Writing
KW - Costs
KW - Disadvantaged Schools
KW - Educational Resources
KW - Educational Technology
KW - Electronic Publishing
KW - Elementary Secondary Education
KW - Faculty Development
KW - Final_citation
KW - Foreign Countries
KW - Shared Resources and Services
KW - Social Justice
KW - Technology Uses in Education
KW - Textbooks
KW - cited
KW - existing
ER -
TY - JOUR
TI - Approaches to Open Education and Social Justice Research
AU - Lambert, Sarah
AU - Czerniewicz, Laura
T2 - Journal of Interactive Media in Education
AB - Article: Approaches to Open Education and Social Justice Research
DA - 2020/05/11/
PY - 2020
DO - 10.5334/jime.584
DP - jime.open.ac.uk
VL - 2020
IS - 1
SP - 1
LA - en
SN - 1365-893X
UR - http://jime.open.ac.uk/articles/10.5334/jime.584/
Y2 - 2020/07/11/18:36:09
ER -
TY - BOOK
TI - What Can Decolonisation of Curriculum Tell Us About Inclusive Assessment?
AU - Lambert, Sarah
AU - Funk, Johanna
AU - Adam, Taskeen
AB - This chapter presents a Culturally Inclusive Assessment model and examples developed from our work to address legacies of racist and sexist curriculum and experiences. By drawing on the theories and principles that have informed work on the cultural diversification of learning materials and online courses, we have identified opportunities for Culturally Inclusive Assessment tasks, feedback, and processes. Our interest is to re-imagine assessment through the lenses of anti-racism and decolonialisation to address how inclusive assessment can be developed to better meet the needs of contemporary higher education. Salient features of the current context include the socio-cultural diversity of the student cohort and a desire for internationalising the curriculum, both of which have never been more pertinent. The chapter also provides stimulus questions based on the Culturally Inclusive Assessment model to help readers develop their own more culturally inclusive units, curriculum and assessments based on decolonising the content, the learning processes or pedagogy as a whole.
DP - www.taylorfrancis.com
LA - en
PB - Routledge
SN - 978-1-00-329310-1
UR - https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9781003293101-7/decolonisation-curriculum-tell-us-inclusive-assessment-sarah-lambert-johanna-funk-taskeen-adam
Y2 - 2022/12/11/01:13:55
ER -
TY - JOUR
TI - the case of the ‘nasty trolley’or how mobile learning and tablets are influencing emotions and affects and shaping the constitution of the identity of teachers and students
AU - Lameu, Paula
T2 - Technology, Knowledge and learning
DA - 2020///
PY - 2020
DO - 10.1007/s10758-019-09411-y
DP - Google Scholar
VL - 25
IS - 1
SP - 45
EP - 61
KW - __C:filed:1
ER -
TY - THES
TI - Education ICT assemblage: encounters of discourses, emotions, affects, subjects, and their productive forces
AU - Lameu, Paula Cristina
DA - 2017///
PY - 2017
DP - Google Scholar
M3 - PhD Thesis
PB - University of Birmingham
ST - Education ICT assemblage
KW - _C:Australia AUS
KW - _C:Brazil BRA
KW - _C:Canada CAN
KW - _C:China CHN
KW - _C:Korea, Republic KOR
KW - _C:New Zealand NZL
KW - _C:South Africa ZAF
KW - _C:Spain ESP
KW - _C:Sudan SDN
KW - _C:Turkey TUR
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - ELEC
TI - Report shows student tablet flaws
AU - Lamphai Intathep
DA - 2013/10/07/
PY - 2013
UR - http://www.bangkokpost.com/lite/breakingnews/373312/
Y2 - 2015/02/16/13:26:37
ER -
TY - JOUR
TI - Cognitive performance was reduced by higher air temperature even when thermal comfort was maintained over the 24–28°C range
AU - Lan, Li
AU - Tang, Jieyu
AU - Wargocki, Pawel
AU - Wyon, David P
AU - Lian, Zhiwei
T2 - Indoor Air
AB - This study managed to create thermal comfort conditions at three temperatures (24°C-T24, 26°C-T26, and 28°C-T28) by adjusting clothing and air velocity. Thirty- six subjects (18 males and 18 females) were exposed to each of the three conditions for 4.5 h in a design balanced for order of presentation of conditions. During each exposure, they rated the physical environment, their comfort, the intensity of acute subclinical health symptoms, and their mental load, and they performed a number of cognitive tasks. Their physiological reactions were monitored. The subjects rated T24 to be comfortably cool, T26 to be comfortably neutral, and T28 to be comfortably warm. Their self-estimated performance did not differ between conditions but 12 of 14 objective metrics of cognitive performance decreased significantly at the elevated temperatures: compared with T24, their average cognitive performance decreased by 10% at T26 and by 6% at T28. At the elevated temperatures, their parasympathetic nervous system activity (as indicated by PNN50) and their arterial blood oxygen saturation level (SpO2) were both lower, which would be expected to result in reduced cognitive performance. The subjects also rated their acute subclinical health symptoms as more intense and their workload as higher at the elevated temperatures. These results suggest that where cognitive performance is the priority, it is wise to ensure a comfortably cool environment. The present study also supports the use of fans or natural ventilation to reduce the need for mechanical cooling.
DA - 2022/01//
PY - 2022
DO - 10.1111/ina.12916
DP - DOI.org (Crossref)
VL - 32
IS - 1
J2 - Indoor Air
LA - en
SN - 0905-6947, 1600-0668
UR - https://onlinelibrary.wiley.com/doi/10.1111/ina.12916
Y2 - 2022/05/29/15:13:33
KW - BE:RELEVANT
ER -
TY - JOUR
TI - Perceived air quality and cognitive performance decrease at moderately raised indoor temperatures even when clothed for comfort
AU - Lan, Li
AU - Xia, Lulu
AU - Hejjo, Rihab
AU - Wyon, David P.
AU - Wargocki, Pawel
T2 - Indoor Air
AB - This study investigated whether adjusting clothing to remain in neutral thermal comfort at moderately elevated temperature is capable of avoiding negative effects on perceived acute subclinical health symptoms, comfort, and cognitive performance. Two temperatures were examined: 23°C and 27°C. Twelve subjects were able to remain thermally comfortable at both temperatures by adjusting their clothing. They rated the physical environment, their comfort, the intensity of acute subclinical health symptoms, and their mental load, and they performed a number of cognitive tasks. Their physiological reactions were monitored. Their performance of several tasks was significantly worse at 27°C, and they reported increased mental load at this temperature. Skin temperature and humidity and respiration rate were higher, while blood oxygen saturation (SpO2) and pNN50 were lower at this temperature, the latter indicating increased stress. It is inferred that the observed physiological responses were mainly responsible for the negative effects on performance, as the subjects did not indicate any increased intensity of acute subclinical health symptoms although perceived air quality was worse at the higher temperature. The present results suggest that moderately elevated temperatures should be avoided even if thermal comfort can be achieved, as it may lead to reduced performance.
DA - 2020/09//
PY - 2020
DO - 10.1111/ina.12685
DP - Google Scholar
VL - 30
IS - 5
SP - 841
EP - 859
J2 - Indoor Air
LA - en
SN - 0905-6947, 1600-0668
UR - https://onlinelibrary.wiley.com/doi/10.1111/ina.12685
Y2 - 2023/03/01/19:48:02
KW - BE:RELEVANT
ER -
TY - BOOK
TI - Children's Work and Apprenticeship
AU - Lancy, DF
DA - 2012///
PY - 2012
LA - en
UR - https://works.bepress.com/david_lancy/120/download/
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Central Africa
KW - A:East Africa
KW - C:Burkina Faso
KW - C:Guinea
KW - C:Kenya
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - F:learning
KW - P:crafts
KW - R:survey
KW - T:Formal apprenticeship
KW - T:Lehrlingsausbildung
KW - publicImportV1
ER -
TY - JOUR
TI - Open Education and the Sustainable Development Goals: Making Change Happen
AU - Lane, Andy
T2 - Journal of Learning for Development - JL4D
AB - Education for All has been a concept at the heart of international development since 1990 and has found its latest instantiation within the Sustainable Development Goals (SDGs) as SDG 4, ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. Open education, in the form of resources and practices are both seen as contributors to SDG4 as evidenced by the recent 2nd World Open Educational Resources Congress. The ambition for open education to contribute to the SDGs is clear from this and other gatherings but the means to make it happen are not as clear, and many have claimed that little has happened since the SDGs were launched in 2015. To help address this apparent gap, this paper: (1) sets out the scale and scope of the SDGs; (2) reviews the potential contribution of open educational resources and practices to support the SDGs, and (3) uses a framing of power and systems thinking to review the way open education activities might be fostered within tertiary education in all local, national and regional contexts in order to support the SDGs, and not just SDG 4. It will also tentatively propose a theory of change that brings together power relationships, systems thinking and open education as key components and provide a case study of how this might work in practice through a newly funded project proposal. It is hoped that this theory of change and proposal will be a starting point for wider debate and discussion on how to make change happen in this important arena.
DA - 2017/11/20/
PY - 2017
DP - jl4d.org
VL - 4
IS - 3
LA - en
SN - 2311-1550
ST - Open Education and the Sustainable Development Goals
UR - http://jl4d.org/index.php/ejl4d/article/view/266
Y2 - 2018/01/21/20:05:08
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Investigating the relation between electroencephalogram, thermal comfort, and cognitive performance in neutral to hot indoor environment
AU - Lang, Xiaoyue
AU - Wargocki, Pawel
AU - Liu, Weiwei
T2 - Indoor Air
AB - The relation between electroencephalogram signals, thermal comfort, and cognitive performance in neutral to hot indoor environment was investigated. The experiments were carried out at four temperatures: 26ºC, 30ºC, 33ºC, and 37ºC, and two relative humidity levels: 50% and 70%. Thirty-two subjects were exposed for 175 min. The electroencephalogram signals were measured for 30 min 25 min after the onset of exposure while the recruited subjects performed neurobehavioral tests and rated their thermal comfort. The relative power of electroencephalogram signals has a significant correlation with thermal comfort and performance of neurobehavioral tests. The ratings of acceptability of thermal environment and thermal comfort, the speed, accuracy, and PI of completing the tests are negatively correlated with the relative power of δ-band, but positively correlated with θ-band, α-band, and β-band. The ratings of thermal sensation have a better correlation with the above four bands, but the correlation trend is opposite. A linear relation was found between electroencephalogram signals and the speed. The results showed that the relative power of P7 channel located in the occipital lobe is the most suitable as a single electroencephalogram channel to reflect joint thermal comfort and cognitive performance at high temperatures, especially its α-band.
DA - 2022///
PY - 2022
DO - 10.1111/ina.12941
DP - Wiley Online Library
VL - 32
IS - 1
SP - e12941
LA - en
SN - 1600-0668
UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/ina.12941
Y2 - 2022/05/29/15:13:26
KW - BE:RELEVANT
KW - acceptability of thermal environment
KW - cognitive performance
KW - electroencephalogram
KW - occipital lobe
KW - thermal comfort
KW - thermal sensation
ER -
TY - JOUR
TI - Learner orientation through professional development of teachers? Empirical results from cascade training in Anglophone Cameroon
AU - Lange, Sarah
T2 - Compare: A Journal of Comparative and International Education
DA - 2014/07/04/
PY - 2014
DO - 10.1080/03057925.2013.841027
DP - CrossRef
VL - 44
IS - 4
SP - 587
EP - 612
LA - en
SN - 0305-7925, 1469-3623
ST - Learner orientation through professional development of teachers?
UR - http://www.tandfonline.com/doi/abs/10.1080/03057925.2013.841027
Y2 - 2015/12/16/08:45:45
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - C:Cameroon
KW - CA:AandC
KW - CCZ:Cameroon
KW - CL:en
KW - CL:fr
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:D
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - D:low-income country
KW - F:attitude
KW - F:learning
KW - F:teaching
KW - P:measurement
KW - P:service industry
KW - P:teacher training
KW - P:teachers
KW - R:quantitative
KW - T:Ausbildung
KW - T:trainee
KW - T:work-based learning
KW - Z:cascade training
KW - Z:learner orientation
KW - Z:professional development
KW - Z:sub-Saharan Africa
KW - Z:teachers
KW - publicImportV1
ER -
TY - BOOK
TI - Achieving teaching quality in sub-Saharan Africa: Empirical results from cascade training
AU - Lange, Sarah
AU - Benavot, Aaron
AB - © Springer Fachmedien Wiesbaden 2016. Sarah Lange examines the effectiveness of cascade training, which constitutes a cost-effective training model in teacher training. In development cooperation countries, teaching quality is expected to improve with teacher professional development; for this purpose, she explores the effectiveness of training multipliers in schools in Cameroon. This research question is analysed with a design, which encompasses a questionnaire survey provided to teachers, students and principals as well as a teacher video survey and a student achievement test. The empirical results show the effects of cascade training on the learner-oriented teaching practice, if the trained teachers are supported in their role as change agents. Among the conditions for the conceptual quality and the implementation of cascade training, the continuity of school-based professional development is particularly emphasized in light of the results.
DA - 2016///
PY - 2016
LA - en
PB - Springer VS, Wiesbaden
AN - LOCAL-SCOPUS_ID:85017575802
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - C:Cameroon
KW - CA:AandC
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - F:achievement
KW - F:teaching
KW - P:measurement
KW - P:teacher training
KW - P:teachers
KW - R:questionnaire
KW - R:survey
KW - T:Training
KW - T:trainee
KW - publicImportV1
KW - type:book
ER -
TY - THES
TI - Rethinking mobile learning for development: Using the Capability Approach and a mixed-methods systematic review to conceptualise the application of mobile technologies as an educational tool in Low-and Middle-Income Countries
AU - Langer, Laurenz
DA - 2018///
PY - 2018
DP - Google Scholar
M3 - PhD Thesis
PB - UCL (University College London)
ST - Rethinking mobile learning for development
KW - _C:Afghanistan AFG
KW - _C:Albania ALB
KW - _C:Algeria DZA
KW - _C:Angola AGO
KW - _C:Antigua and Barbuda ATG
KW - _C:Argentina ARG
KW - _C:Armenia ARM
KW - _C:Australia AUS
KW - _C:Azerbaijan AZE
KW - _C:Bahrain BHR
KW - _C:Bangladesh BGD
KW - _C:Barbados BRB
KW - _C:Belarus BLR
KW - _C:Belize BLZ
KW - _C:Benin BEN
KW - _C:Bhutan BTN
KW - _C:Bolivia BOL
KW - _C:Bosnia and Herzegovina BIH
KW - _C:Botswana BWA
KW - _C:Brazil BRA
KW - _C:Bulgaria BGR
KW - _C:Burkina Faso BFA
KW - _C:Burundi BDI
KW - _C:Cambodia KHM
KW - _C:Cameroon CMR
KW - _C:Canada CAN
KW - _C:Cape Verde CPV
KW - _C:Central African Republic CAF
KW - _C:Chad TCD
KW - _C:Chile CHL
KW - _C:China CHN
KW - _C:Colombia COL
KW - _C:Comoros COM
KW - _C:Congo XCO
KW - _C:Congo, Democratic Republic COD
KW - _C:Costa Rica CRI
KW - _C:Croatia HRV
KW - _C:Cuba CUB
KW - _C:Cyprus CYP
KW - _C:Czech Republic CZE
KW - _C:Djibouti DJI
KW - _C:Dominica DMA
KW - _C:Dominican Republic DOM
KW - _C:Ecuador ECU
KW - _C:Egypt EGY
KW - _C:El Salvador SLV
KW - _C:Eritrea ERI
KW - _C:Estonia EST
KW - _C:Ethiopia ETH
KW - _C:Federated States of Micronesia FSM
KW - _C:Fiji FJI
KW - _C:France FRA
KW - _C:Gabon GAB
KW - _C:Gambia GMB
KW - _C:Georgia GEO
KW - _C:Germany DEU
KW - _C:Ghana GHA
KW - _C:Greece GRC
KW - _C:Grenada GRD
KW - _C:Guatemala GTM
KW - _C:Guinea GIN
KW - _C:Guyana GUY
KW - _C:Haiti HTI
KW - _C:Honduras HND
KW - _C:Hungary HUN
KW - _C:India IND
KW - _C:Indonesia IDN
KW - _C:Iran IRN
KW - _C:Iraq IRQ
KW - _C:Italy ITA
KW - _C:Ivory Coast CIV
KW - _C:Jamaica JAM
KW - _C:Japan JPN
KW - _C:Jordan JOR
KW - _C:Kazakhstan KAZ
KW - _C:Kenya KEN
KW - _C:Kiribati KIR
KW - _C:Korea XKOR
KW - _C:Kosovo XKSVO
KW - _C:Kyrgyzstan KGZ
KW - _C:Laos LAO
KW - _C:Latvia LVA
KW - _C:Lebanon LBN
KW - _C:Lesotho LSO
KW - _C:Liberia LBR
KW - _C:Libya LBY
KW - _C:Lithuania LTU
KW - _C:Madagascar MDG
KW - _C:Malawi MWI
KW - _C:Malaysia MYS
KW - _C:Maldives MDV
KW - _C:Mali MLI
KW - _C:Malta MLT
KW - _C:Marshall Islands MHL
KW - _C:Mauritania MRT
KW - _C:Mauritius MUS
KW - _C:Mexico MEX
KW - _C:Mongolia MNG
KW - _C:Montenegro MNE
KW - _C:Morocco MAR
KW - _C:Mozambique MOZ
KW - _C:Myanmar MMR
KW - _C:Namibia NAM
KW - _C:Nepal NPL
KW - _C:Netherlands NLD
KW - _C:Nicaragua NIC
KW - _C:Niger NER
KW - _C:Nigeria NGA
KW - _C:North Macedonia MKD
KW - _C:Oman OMN
KW - _C:Pakistan PAK
KW - _C:Palau PLW
KW - _C:Panama PAN
KW - _C:Papua New Guinea PNG
KW - _C:Paraguay PRY
KW - _C:Peru PER
KW - _C:Philippines PHL
KW - _C:Poland POL
KW - _C:Portugal PRT
KW - _C:Republic of Moldova MDA
KW - _C:Romania ROU
KW - _C:Russian Federation RUS
KW - _C:Rwanda RWA
KW - _C:Saint Kitts and Nevis KNA
KW - _C:Saint Lucia LCA
KW - _C:Saint Vincent and the Grenadines VCT
KW - _C:Samoa WSM
KW - _C:Saudi Arabia SAU
KW - _C:Senegal SEN
KW - _C:Serbia SRB
KW - _C:Seychelles SYC
KW - _C:Sierra Leone SLE
KW - _C:Slovakia SVK
KW - _C:Slovenia SVN
KW - _C:Solomon Islands SLB
KW - _C:Somalia SOM
KW - _C:Somaliland XSMLD
KW - _C:South Africa ZAF
KW - _C:Spain ESP
KW - _C:Sri Lanka LKA
KW - _C:State of Palestine PSE
KW - _C:Sudan SDN
KW - _C:Suriname SUR
KW - _C:Sweden SWE
KW - _C:Switzerland CHE
KW - _C:Syrian Arab Republic SYR
KW - _C:São Tomé and Príncipe STP
KW - _C:Tajikistan TJK
KW - _C:Tanzania TZA
KW - _C:Thailand THA
KW - _C:Timor-L'este TLS
KW - _C:Togo TGO
KW - _C:Tonga TON
KW - _C:Trinidad and Tobago TTO
KW - _C:Tunisia TUN
KW - _C:Turkey TUR
KW - _C:Turkmenistan TKM
KW - _C:Uganda UGA
KW - _C:Ukraine UKR
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Uruguay URY
KW - _C:Uzbekistan UZB
KW - _C:Vanuatu VUT
KW - _C:Venezuela VEN
KW - _C:Viet Nam VNM
KW - _C:Yemen YEM
KW - _C:Zambia ZMB
KW - _C:Zimbabwe ZWE
KW - _C:eSwatini SWZ
KW - __C:filed:1
KW - __C:scheme:1
KW - literature / systematic review
ER -
TY - RPRT
TI - A 10-step guide to monitoring and evaluating children’s participation
AU - Lansdown, Gerison
AU - O’Kane, Claire
T2 - A Toolkit for Monitoring and Evaluating Children’s Participation
AB - Booklet 4: A 10-step guide to monitoring and evaluating children’s participation looks at involving children, young people and adults in the process. It includes guidance on identifying objectives and progress indicators, systematically collecting data, documenting activities and analysing findings.
CY - London, UK
DA - 2014///
PY - 2014
PB - Save the Children
SN - 4
UR - https://reliefweb.int/sites/reliefweb.int/files/resources/ME_Toolkit_Booklet_4.pdf
AN - 503888:TKAQZHQK
KW - CitedIn:eCubed
KW - _yl:d
KW - eCubed
ER -
TY - RPRT
TI - A Toolkit for Monitoring and Evaluating Children’s Participation — Introduction
AU - Lansdown, Gerison
AU - O’Kane, Claire
T2 - A Toolkit for Monitoring and Evaluating Children’s Participation
AB - Booklet 1: Introduction provides an overview of children’s participation, how the toolkit was created and a brief guide to monitoring and evaluation.
CY - London, UK
DA - 2014///
PY - 2014
PB - Save the Children
SN - 1
UR - https://reliefweb.int/sites/reliefweb.int/files/resources/ME_toolkit_Booklet_1.pdf
AN - 503888:64X7FUAJ
KW - CitedIn:eCubed
KW - _yl:a
KW - eCubed
ER -
TY - RPRT
TI - How to measure the scope, quality and outcomes of children’s
AU - Lansdown, Gerison
AU - O’Kane, Claire
T2 - A Toolkit for Monitoring and Evaluating Children’s Participation
AB - Booklet 3: How to measure the scope, quality and outcomes of children’s participation provides a conceptual framework for children’s participation and introduces a series of benchmarks and tables to measure children’s participation.
CY - London, UK
DA - 2014///
PY - 2014
PB - Save the Children
SN - 3
UR - https://reliefweb.int/sites/reliefweb.int/files/resources/ME_Toolkit_Booklet_3.pdf
AN - 503888:I48MA36V
KW - CitedIn:eCubed
KW - _yl:c
KW - eCubed
ER -
TY - RPRT
TI - Measuring the creation of a participatory and respectful environment for children provides
AU - Lansdown, Gerison
AU - O’Kane, Claire
T2 - A Toolkit for Monitoring and Evaluating Children’s Participation
AB - Booklet 2: Measuring the creation of a participatory and respectful environment for children provides a framework and practical tools to measure children’s participation in their community and society.
CY - London, UK
DA - 2014///
PY - 2014
PB - Save the Children
SN - 2
UR - https://reliefweb.int/sites/reliefweb.int/files/resources/ME_Toolkit_Booklet_2.pdf
AN - 503888:CQ8AUL7B
KW - CitedIn:eCubed
KW - _yl:b
KW - eCubed
ER -
TY - RPRT
TI - Tools for monitoring and evaluating children’s participation
AU - Lansdown, Gerison
AU - O’Kane, Claire
T2 - A Toolkit for Monitoring and Evaluating Children’s Participation
AB - Booklet 5: Tools for monitoring and evaluating children’s participation provides a range of tools that you can use with children and young people, as well as other stakeholders.
CY - London, UK
DA - 2014///
PY - 2014
PB - Save the Children
SN - 5
UR - https://reliefweb.int/sites/reliefweb.int/files/resources/ME_Toolkit_Booklet_5.pdf
AN - 503888:YB7HAJJF
KW - CitedIn:eCubed
KW - _yl:e
KW - eCubed
ER -
TY - JOUR
TI - Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups
AU - Lantz-Andersson, Annika
AU - Lundin, Mona
AU - Selwyn, Neil
T2 - Teaching and Teacher Education
AB - This paper presents a systematic review of 52 empirical studies of formally-organized and informally-developed online teacher communities from the early 2000s to the present time. Focusing on the social as well as technological aspects of online participation, the review explores how teacher communities are shaped by broader contexts of teaching. The review shows that while formally-organized and informally-developed communities address different needs amongst teachers and support different outcomes, they also share several common characteristics. Indeed, regardless of type, online communities can be a valuable means of developing supportive and collegial professional practices. That said, more evidence is required on the specific collaborative merits of teachers' online interactions.
DA - 2018/10/01/
PY - 2018
DO - 10.1016/j.tate.2018.07.008
DP - ScienceDirect
VL - 75
SP - 302
EP - 315
J2 - Teaching and Teacher Education
LA - en
SN - 0742-051X
ST - Twenty years of online teacher communities
UR - https://www.sciencedirect.com/science/article/pii/S0742051X18300908
Y2 - 2021/03/07/17:52:07
ER -
TY - JOUR
TI - The Use of Manipulatives in Mathematics Education
AU - Larbi, Ernest
AU - Mavis, Okyere
T2 - Journal of Education and Practice
AB - The study was designed to investigate the efficacy of using algebra tile manipulatives in junior high school students' performance. The study sample comprised 56 students from two schools purposely selected from two towns within the Komenda Edina Eguafo Abirem municipality. The students were made up of two groups; the experimental and the control group. Each group was taught the same algebra units over a period of four weeks. However, the experimental group was taught using algebra tile manipulatives whilst the control group was taught using the conventional "talk and chalk" method. The instruments used for data collection were mathematics achievement pretest and posttest. Students' achievements on the posttest were analysed using percentages, mean, standard deviation and the independent t-test. The findings of the study were that, those who were taught through extensive use of algebra tiles performed significantly better. Thus the use of the algebra tiles proved very effective and promising approach to teaching and learning algebra, and that the tiles also improved students' thinking process as they solved problems in algebra. On the basis of these findings, it is recommended that algebra tiles should be used as a tool to introducing students to algebraic concepts.
DA - 2016///
PY - 2016
DP - ERIC
VL - 7
IS - 36
SP - 53
EP - 61
LA - en
SN - 2222-1735
UR - https://eric.ed.gov/?id=EJ1126428
Y2 - 2021/04/17/09:55:18
KW - Algebra
KW - Comparative Analysis
KW - Control Groups
KW - Conventional Instruction
KW - Experimental Groups
KW - Foreign Countries
KW - Junior High School Students
KW - Manipulative Materials
KW - Mathematics Achievement
KW - Mathematics Education
KW - Pretests Posttests
KW - Teaching Methods
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Evaluating secondary input devices to support an automotive touchscreen HMI: A cross-cultural simulator study conducted in the UK and China
AU - Large, David R.
AU - Burnett, Gary
AU - Crundall, Elizabeth
AU - Lawson, Glyn
AU - Skrypchuk, Lee
AU - Mouzakitis, Alex
T2 - Applied Ergonomics
DA - 2019///
PY - 2019
DO - 10.1016/j.apergo.2019.03.005
DP - Google Scholar
VL - 78
SP - 184
EP - 196
ST - Evaluating secondary input devices to support an automotive touchscreen HMI
KW - __C:filed:1
ER -
TY - JOUR
TI - You use! I use! We use! Questioning the Orthodoxy of One-to-One Computing in Primary Schools
AU - Larkin, Kevin
T2 - Journal of Research on Technology in Education
AB - The current orthodoxy regarding computer use in schools appears to be that one-to-one (1:1) computing, wherein each child owns or has sole access to a computing device, is the most efficacious way to achieve a range of desirable educational outcomes, including individualised learning, collaborative environments, or constructivist pedagogies. This article challenges this notion, suggesting instead that 1:2 computing is an appropriate means of achieving such aims in primary school. It further suggests that 1:2 computing is preferable to 1:1 computing to achieve a balance between productivity, student engagement, social activity, and individualised learning. This article draws on data collected during the 2009 school year from four Year 7 classrooms (11- to 13-year-old students) with varied patterns of access to netbook computers. The researcher collected detailed information from two pieces of software installed in each computer and analysed the data through an Activity Theory conceptual and methodological lens. Recommendations from this research will assist school leaders in making informed decisions regarding 1:1 and 1:2 computing.
DA - 2011/12/01/
PY - 2011
DO - 10.1080/15391523.2011.10782581
DP - Taylor and Francis+NEJM
VL - 44
IS - 2
SP - 101
EP - 120
SN - 1539-1523
UR - http://dx.doi.org/10.1080/15391523.2011.10782581
Y2 - 2015/05/01/18:11:07
ER -
TY - JOUR
TI - The efficacy of learning analytics interventions in higher education: A systematic review
AU - Larrabee Sønderlund, Anders
AU - Hughes, Emily
AU - Smith, Joanne
T2 - British Journal of Educational Technology
AB - Educational institutions are increasingly turning to learning analytics to identify and intervene with students at risk of underperformance or discontinuation. However, the extent to which the current evidence base supports this investment is currently unclear, and particularly so in relation to the effectiveness of interventions based on predictive models. The aim of the present paper was to conduct a systematic review and quality assessment of studies on the use of learning analytics in higher education, focusing specifically on intervention studies. Search terms identified 689 papers, but only 11 studies evaluated the effectiveness of interventions based on learning analytics. These studies highlighted the potential of such interventions, but the general quality of the research was moderate, and left several important questions unanswered. The key recommendation based on this review is that more research into the implementation and evaluation of scientifically driven learning analytics is needed to build a solid evidence base for the feasibility, effectiveness and generalizability of such interventions. This is particularly relevant when considering the increasing tendency of educational institutions around the world to implement learning analytics interventions with only little evidence of their effectiveness. Practitioner Notes What is already known about this topic? Drop-out rates and underachivement is a significant issue at most Western universities. Learning analytics have been shown to predict student performance and risk of dropping out. Interventions based on learning analytics have emerged in recent years, some reportedly successful. What this paper adds The paper also reviews and synthesizes the evidence on the effectiveness of learning analytics interventions targeting student underperformance, experience and discontinuation. The paper compares and contrasts past and current learning analytics methods and foci, and makes recommendations for the future research and practice. It critically synthesizes the current evidence base on learning analytics interventions, which is a field that is in constant flux and development. Implications for practice and/or policy The paper focuses on an increasing part of higher education with the goal of validating learning analytics methods and usefulness. The paper makes evidence-based recommendations for institutions wishing to implement learning analytics programs and/or interventions. The paper makes evidence-based recommendations for instructors as well as researchers in the field.
DA - 2019///
PY - 2019
DO - 10.1111/bjet.12720
DP - Wiley Online Library
VL - 50
IS - 5
SP - 2594
EP - 2618
LA - en
SN - 1467-8535
ST - The efficacy of learning analytics interventions in higher education
UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12720
Y2 - 2022/12/23/02:50:19
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Understanding the elephant: the discourse approach to boundary identification and corpus construction for theory review articles
AU - Larsen, K.
AU - Hovorka, D.
AU - Dennis, A.R.
T2 - Journal of the Association for Information Systems
DA - 2019///
PY - 2019
DO - 10.17705/1jais.00556
VL - 20
IS - 7
SP - 887
EP - 928
LA - en
KW - _Added-ailr-2024
ER -
TY - CONF
TI - Validity in design science research
AU - Larsen, K.
AU - Lukyanenko, R.
AU - Muller, R.
C1 - Kristiansand, Norway
C3 - Proceedings of the International Conference on Design Science Research in Information Systems and Technology
DA - 2020///
PY - 2020
DO - 10.1007/978-3-030-64823-7_25
LA - en
ER -
TY - JOUR
TI - A tool for addressing construct identity in literature reviews and meta-analyses
AU - Larsen, K.R.
AU - Bong, C.H.
T2 - MIS Quarterly
DA - 2016///
PY - 2016
DO - 10.25300/MISQ/2016/40.3.01
VL - 40
IS - 3
SP - 529
EP - 551
LA - en
KW - _z:no_pdf
ER -
TY - JOUR
TI - Om kvalitet i kvalitativa studier
AU - Larsson, Staffan
T2 - Nordic Studies in Education
DA - 2005/03/18/
PY - 2005
DO - 10.18261/ISSN1891-5949-2005-01-03
DP - idunn.no (Atypon)
VL - 25
IS - 1
SP - 16
EP - 35
J2 - Nordisk pedagogik
SN - 1891-5914
UR - https://www.idunn.no/doi/abs/10.18261/ISSN1891-5949-2005-01-03
Y2 - 2023/12/22/21:35:13
ER -
TY - JOUR
TI - On quality in qualitative studies
AU - Larsson, Staffan
DA - 1998///
PY - 1998
DP - Google Scholar
UR - http://www.leeds.ac.uk/educol/documents/000000821.htm
Y2 - 2016/09/01/15:47:49
KW - CitedIn:eCubed
KW - Done:ReferenceFixed
KW - eCubed
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Chapter 13: Planning for the Use of ICTs at the National and Institutional Levels
T2 - Using ICTs and Blended Learning in Transforming TVET
A2 - Latchem, C
AB - Open and distance learning (ODL) and information and communication technologies (ICTs) are viewed by many policy makers, at both national and institutional levels, as a potentially cost-effective means of tackling the challenges of access, equity and quality in education. Sound and rigorous financial planning is essential for governments and institutions seeking to harness these methods, but unfortunately there has been little analysis of the costs of such provision in the Technical and Vocational Education and Training (TVET) sector. Arguably, this is because there appears to have been less of a focus on research in TVET compared to tertiary education. Also, there may be a perception among some in the sector that ODL is an inappropriate means of imparting vocational and technical skills, a perception that possibly derives from memories of the shortcomings of earlier correspondence education and the notion that technical and vocational skills can only be mastered in the workplace or training centres. With the growing ability to present simulations and modelling using ICTs, it is becoming increasingly possible to offer new forms of TVET at a distance. However, there may be misguided or ill-informed assumptions and claims about the cost savings of employing these technologies that suggest that ODL is less expensive than traditional contact education. For a start, achieving economies of scale can be a major challenge in integrating ICTs in TVET, since the training demand in most developing countries is for small numbers of graduates in a wide range of occupational profiles (UNESCO IITE, 2005). Economic concerns can raise major barriers to offering ODL programmes in TVET. This is particularly challenging in contexts where government funding for TVET is low. For example, in Zambia, the level of government subvention to TVET institutions is less than 6 per cent in some cases (Herd and Mead Richardson, 2015). This lack of funding limits the
Considerations in Costing ODL and ICTs in TVET
Sarah Hoosen and Neil Butcher
CHAPTER
186
extent of training, the number of students who can be trained and the quality of the training, with the recruitment of teachers, modernisation of equipment and acquisition of training resources being especially affected (Siriwardene and Qureshi, 2009). With many TVET systems in the developing world now considering the adoption of ODL and ICTs because of the promised cost efficiencies, it is important to examine the costing of these new educational and training practices. Given the dearth of resources focusing specifically on costing ODL in TVET, this chapter focuses more generally on costs in the use of ODL and ICTs and extrapolates these findings to the TVET context. This chapter explores the costs of ODL and how to avoid the ramifications of weak financial planning.
DA - 2017///
PY - 2017
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - CA:AandC
KW - CLL:en
KW - publicImportV1
ER -
TY - CHAP
TI - Chapter 14: Conclusions and Recommendations
AU - Latchem, Colin
T2 - Using ICTs and Blended Learning in Transforming TVET
DA - 2017///
PY - 2017
SP - 221
EP - 225
LA - en
PB - Commonwealth of Learning
Y2 - 2019/04/13/00:00:00
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - publicImportV1
ER -
TY - BOOK
TI - Using ICTs and Blended Learning in Transforming TVET
AU - Latchem, Colin
DA - 2017///
PY - 2017
DP - Zotero
LA - en
PB - UNESCO; COL
ST - ICT transforming TVET
UR - http://unesdoc.unesco.org/images/0024/002474/247495e.pdf
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - HDR25
KW - publicImportV1
ER -
TY - BOOK
TI - Handbook of comparative studies on community colleges and global counterparts
AU - Latiner Raby, Rosalind
T2 - Springer international handbooks of education
CY - New York, NY
DA - 2018///
PY - 2018
DP - Library of Congress ISBN
LA - en
M1 - 6189
PB - Springer Berlin Heidelberg
SN - 978-3-319-50910-5 978-3-319-50912-9 978-3-319-50911-2
KW - C:South Africa
ER -
TY - RPRT
TI - How could digital learning at scale address the issue of equity in education?
AU - Laurillard, Diana
AU - Kennedy, Eileen
AU - Wang, Tianchong
T2 - Learning at scale for the Global South
A2 - Lim, C.P.
A2 - Tinio, V.L.
CY - Quezon City, Philippines
DA - 2018///
PY - 2018
DP - Zotero
LA - en
PB - Foundation for Information Technology Education and Development
UR - http://dl4d.org/wp-content/uploads/2019/03/Learning-at-Scale-for-the-Global-South-Main-Paper.pdf
KW - ___working_potential_duplicate
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Die Schritte zu einer internationalen und international vergleichenden Berufsbildungsforschung
AU - Lauterbach, Uwe
T2 - Handbuch Berufsbildungsforschung
A2 - Rauner, Felix
CY - Bielefeld
DA - 2006///
PY - 2006
DP - Gemeinsamer Bibliotheksverbund ISBN
ET - 2., aktualisierte Aufl
LA - de
PB - Bertelsmann
SN - 978-3-7639-3463-8
ER -
TY - CHAP
TI - Die Schritte zu einer internationalen und international vergleichenden Berufsbildungsforschung
AU - Lauterbach, Uwe
T2 - Handbuch Berufsbildungsforschung
A2 - Rauner, Felix
A2 - Grollmann, Philipp
AB - Mit der 3. erweiterten Auflage des Handbuchs Berufsbildungsforschung liegt ein Werk vor, das für alle Dimensionen der beruflichen Bildung den Stand der neuesten Erkenntnisse dokumentiert: sowohl für die Forschung als auch für den Wissenschaftstransfer in die Berufsbildungspraxis und -politik.Das Handbuch beinhaltet 125 Beiträge zu Fragestellungen, Methoden und Ergebnissen der Berufsbildungsforschung. Es stellt besonders für die Planung und Durchführung von Forschungs- und Entwicklungsvorhaben – Modellversuche und Pilotprojekte eingeschlossen – ein wichtiges Werkzeug dar.Die Artikel der insgesamt 119 Autorinnen und Autoren sind wie folgt gegliedert:1. Kapitel – Genese der Berufsbildungsforschung2. Kapitel – Berufsbildungsplanung und Berufsbildungspraxis3. Kapitel – Felder der Berufsbildungsforschung4. Kapitel – Fallbeispiele: Berufsbildungsforschung5. Kapitel – Forschungsmethoden
CY - Bielefeld
DA - 2018/08/01/
PY - 2018
DP - Amazon
ET - 3. aktual. u. erw.
SP - 52
LA - Deutsch
PB - UTB
SN - 978-3-8252-5078-2
ER -
TY - GEN
TI - A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2
AU - Law, Nancy
AU - Woo, David
AU - de la Torre, Jimmy
AU - Wong, Gary
DA - 2018///
PY - 2018
PB - UNESCO Institute for Statistics
UR - https://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf
ER -
TY - RPRT
TI - Evidence-based Education policy and practice of teacher recruitment and deployment in five States, Nigeria
AU - Lawal, Hafsat
AU - Abdul-Ismail, Aisha
AU - Abubakar, Tasiu
AU - Ngaski, Mustapha
AU - Akogun, Oladele
AU - Adesina, Adedoyin
AU - Allsop, Terry
DA - 2018///
PY - 2018
LA - en
M3 - Technical Report
ER -
TY - CHAP
TI - Governance and Accountability in Nigeria: A Gender Analysis
T2 - Democracy and Governance in Nigeria: Challenges and Prospects
A2 - Lawan, Mahmoud M.
A2 - Abdul-Ismail, Aisha
A2 - Dukku, Aminu
CY - Kano, Bayero University, Kano
DA - 2015///
PY - 2015
SP - 340
EP - 354
LA - mg
ER -
TY - THES
TI - Secondary education expansion in Tanzania: Policy and practice implications for teachers’ sense of efficacy
AU - Lawrent, Godlove
DA - 2018///
PY - 2018
DP - Google Scholar
M3 - PhD Thesis
PB - The University of Waikato
ST - Secondary education expansion in Tanzania
KW - _C:Australia AUS
KW - _C:Austria AUT
KW - _C:Belgium BEL
KW - _C:Belize BLZ
KW - _C:Benin BEN
KW - _C:Burundi BDI
KW - _C:Canada CAN
KW - _C:China CHN
KW - _C:Congo XCO
KW - _C:Czech Republic CZE
KW - _C:Dominican Republic DOM
KW - _C:Ethiopia ETH
KW - _C:Finland FIN
KW - _C:France FRA
KW - _C:Germany DEU
KW - _C:Ghana GHA
KW - _C:India IND
KW - _C:Indonesia IDN
KW - _C:Iran IRN
KW - _C:Ireland IRL
KW - _C:Israel ISR
KW - _C:Italy ITA
KW - _C:Japan JPN
KW - _C:Kenya KEN
KW - _C:Korea XKOR
KW - _C:Lebanon LBN
KW - _C:Lesotho LSO
KW - _C:Malawi MWI
KW - _C:Mozambique MOZ
KW - _C:Nepal NPL
KW - _C:Netherlands NLD
KW - _C:New Zealand NZL
KW - _C:Niger NER
KW - _C:Nigeria NGA
KW - _C:Norway NOR
KW - _C:Oman OMN
KW - _C:Pakistan PAK
KW - _C:Papua New Guinea PNG
KW - _C:Portugal PRT
KW - _C:Rwanda RWA
KW - _C:Senegal SEN
KW - _C:Singapore SGP
KW - _C:Slovakia SVK
KW - _C:Slovenia SVN
KW - _C:South Africa ZAF
KW - _C:Spain ESP
KW - _C:Sudan SDN
KW - _C:Sweden SWE
KW - _C:Switzerland CHE
KW - _C:Tanzania TZA
KW - _C:Trinidad and Tobago TTO
KW - _C:Turkey TUR
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Viet Nam VNM
KW - _C:Zambia ZMB
KW - _C:Zimbabwe ZWE
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - CHAP
TI - Recommendation 7: Use ICT to provide access to content, professional development and professional learning communities
AU - Lawrie, J.
AU - Hennessy, Sara
AU - Haßler, Björn
AU - Bhandigadi, Phalachandra
T2 - Where it's needed most: Quality professional development for all teachers
CY - New York, NY
DA - 2015///
PY - 2015
SP - 131
EP - 143
PB - Inter-agency network for education in emergencies
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - __C:filed:1
KW - _r:ImportedToMyEducationEvidence
KW - docs.opendeved.net
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Use ICT to provide access to content, professional development and professional learning communities (Chapter 7)
AU - Lawrie, James
AU - Hennessy, S.
AU - Haßler, Björn
AU - Bhandigadi, Phalachandra
T2 - Where It’s Needed Most: Quality Professional Development for All Teachers.
A2 - Burns, M
A2 - Lawrie, James
CY - New York, NY
DA - 2015///
PY - 2015
PB - Interagency Network for Education in Emergencies
UR - http://www.ineesite.org/en/blog/new-publication-where-its-needed-most-quality-professional-development-for
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - BOOK
TI - Cambridge Lower Secondary Global Perspectives Stage 9 Learner's Skills Book
AU - Laycock, Keely
AB - This series has been developed for the Cambridge Lower Secondary Global Perspectives Curriculum Framework (1129). This Stage 9 learner's skills book helps students develop key 21st century skills, including research, analysis and more. Written by experienced teacher and author, Keely Laycock, learners are encouraged to reflect on your chosen topics – such as sport and recreation or language and communication – at a personal, national and global level. This series enables students to develop skills for their future in a scaffolded and measurable way, and has been produced with feedback from teachers and students all around the world.
DA - 2020/09/23/
PY - 2020
DP - Amazon
ET - New edition
SP - 272
LA - English
PB - Cambridge University Press
SN - 978-1-108-79056-7
ER -
TY - JOUR
TI - Enquête téléphonique sur la crise du Covid au Sénégal
AU - Le Nestour, Alexis
AU - Mbaye, Samba
AU - Moscoviz, Laura
T2 - Center for Global Development
DA - 2020///
PY - 2020
SP - 25
KW - ⛔ No DOI found
ER -
TY - BLOG
TI - Five Findings from a New Phone Survey in Senegal
AU - Le Nestour, Alexis
AU - Moscoviz, Laura
T2 - Center For Global Development
AB - Better data can help us have a better response for COVID, so we piloted a mobile phone survey on 1,000+ respondents in Senegal in partnership with the Centre de Recherche pour le Développement Économique et Social. We published the results of the survey yesterday and we are now publishing some of the key findings.
DA - 2020/04//
PY - 2020
LA - en
UR - https://www.cgdev.org/blog/five-findings-new-phone-survey-senegal
Y2 - 2020/08/12/15:39:28
KW - _COVID_DEAA-List
ER -
TY - RPRT
TI - Phone survey on the Covid crisis in Senegal
AU - Le Nestour, Alexis
AU - Moscoviz, Laura
AU - Mbaye, Samba
DA - 2020/04//
PY - 2020
LA - EN
PB - Centre for Global Development
UR - https://dataverse.harvard.edu/file.xhtml?persistentId=doi:10.7910/DVN/9XE95F/95RW9C&version=3.0
KW - _COVID-Continuity-Blogpost-01
ER -
TY - GEN
TI - Gender violence in schools: Malawi
AU - Leach, F.
AU - Fiscian, V.
AU - Kadzamira, E.
AU - Lemani, E.
AU - Machakanja, P.
DA - 2004///
PY - 2004
LA - English
UR - http://ndr.mw:8080/xmlui/bitstream/handle/123456789/146/Gender%20Violence_newsletter4-1.pdf?sequence=1
Y2 - 2022/08/17/15:22:51
KW - _C:Malawi MWI
ER -
TY - RPRT
TI - An investigative study of the abuse of girls in African schools
AU - Leach, Fiona
AU - Fiscian, Vivian
AU - Kadzamira, Esme
AU - Lemani, Eve
AU - Machakanja, Pamela
DA - 2003///
PY - 2003
DP - Google Scholar
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - DEEP IMPACT: an investigation of the use of information and communication technologies for teacher education in the Global South
AU - Leach, Jenny
AU - Ahmed, Atef
AU - Makalima, Shumi
AU - Power, Tom
CY - London
DA - 2006///
PY - 2006
DP - Zotero
LA - en
PB - DFID
UR - http://oro.open.ac.uk/17802/1/ReportFeb2006.pdf
KW - ___working_potential_duplicate
ER -
TY - JOUR
TI - Helping teachers to respond to COVID-19 in the Eastern Caribbean: issues of readiness, equity and care
AU - Leacock, Coreen J.
AU - Warrican, S. Joel
T2 - Journal of Education for Teaching
AB - Education in the Eastern Caribbean has been heavily influenced by the colonial history of the sub-region. In recent years though, in recognition of the fact that the traditional approaches to teaching and learning are no longer meeting the needs of present-day students, there have been calls for change to more student-friendly ones, with electronic technology playing a significant role. However, the resistance to certain types of devices in the classroom has contributed to the slow uptake of widespread use of electronic technology and the online environment as a mode for teaching and learning. The closure of schools due to the advent of COVID-19 pandemic forced education systems in the region to turn to the online environment to engage students in educational activities. Students, teachers and other education officials had to face their apprehensions and venture into this space for schooling. This paper describes actions taken by the Eastern Caribbean Joint Board of Teacher Education to help teachers cope with this different learning environment, guided by the concepts of teacher readiness, equity relating to access of resources and providing caring support for all affected.
DA - 2020/08/19/
PY - 2020
DO - 10.1080/02607476.2020.1803733
DP - Taylor and Francis+NEJM
VL - 0
IS - 0
SP - 1
EP - 10
SN - 0260-7476
ST - Helping teachers to respond to COVID-19 in the Eastern Caribbean
UR - https://doi.org/10.1080/02607476.2020.1803733
Y2 - 2020/11/19/11:05:26
KW - Covid-19
KW - Eastern Caribbean
KW - _Added to LR
KW - _G:reviewed
KW - equity
KW - readiness
KW - teacher education
ER -
TY - JOUR
TI - Deploying artificial intelligence for climate change adaptation
AU - Leal Filho, Walter
AU - Wall, Tony
AU - Mucova, Serafino Afonso Rui
AU - Nagy, Gustavo J.
AU - Balogun, Abdul-Lateef
AU - Luetz, Johannes M.
AU - Ng, Artie W.
AU - Kovaleva, Marina
AU - Azam, Fardous Mohammad Safiul
AU - Alves, Fátima
T2 - Technological Forecasting and Social Change
DA - 2022///
PY - 2022
DO - 10.1016/j.techfore.2022.121662
DP - Google Scholar
VL - 180
SP - 121662
UR - https://www.sciencedirect.com/science/article/pii/S0040162522001949
Y2 - 2024/02/24/11:11:45
ER -
TY - RPRT
TI - Edtech Research Trends
AU - Leanlab Education
LA - en-US
UR - https://www.leanlabeducation.org/edtech-research-trends
Y2 - 2023/02/02/21:10:02
ER -
TY - ELEC
TI - Learning Passport: Where We Work
AU - Learning Passport
T2 - UNICEF
AB - Explore the map to see which countries have launched the Learning Passport and which are currently on the deployment journey
LA - en
UR - https://www.learningpassport.org/where-we-work
Y2 - 2022/12/26/00:51:06
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - National population mapping from sparse survey data: A hierarchical Bayesian modeling framework to account for uncertainty
AU - Leasure, Douglas R.
AU - Jochem, Warren C.
AU - Weber, Eric M.
AU - Seaman, Vincent
AU - Tatem, Andrew J.
T2 - Proceedings of the National Academy of Sciences
AB - Population estimates are critical for government services, development projects, and public health campaigns. Such data are typically obtained through a national population and housing census. However, population estimates can quickly become inaccurate in localized areas, particularly where migration or displacement has occurred. Some conflict-affected and resource-poor countries have not conducted a census in over 10 y. We developed a hierarchical Bayesian model to estimate population numbers in small areas based on enumeration data from sample areas and nationwide information about administrative boundaries, building locations, settlement types, and other factors related to population density. We demonstrated this model by estimating population sizes in every 10- m grid cell in Nigeria with national coverage. These gridded population estimates and areal population totals derived from them are accompanied by estimates of uncertainty based on Bayesian posterior probabilities. The model had an overall error rate of 67 people per hectare (mean of absolute residuals) or 43% (using scaled residuals) for predictions in out-of-sample survey areas (approximately 3 ha each), with increased precision expected for aggregated population totals in larger areas. This statistical approach represents a significant step toward estimating populations at high resolution with national coverage in the absence of a complete and recent census, while also providing reliable estimates of uncertainty to support informed decision making.
DA - 2020/09/29/
PY - 2020
DO - 10.1073/pnas.1913050117
DP - www.pnas.org
VL - 117
IS - 39
SP - 24173
EP - 24179
J2 - PNAS
LA - en
SN - 0027-8424, 1091-6490
ST - National population mapping from sparse survey data
UR - https://www.pnas.org/content/117/39/24173
Y2 - 2021/03/18/19:02:57
KW - Bayesian statistics
KW - demography
KW - geographic information systems
KW - international development
KW - remote sensing
ER -
TY - JOUR
TI - EDI WORKING PAPER SERIES
AU - Leaver, Clare
AU - Ozier, Owen
AU - Serneels, Pieter
AU - Zeitlin, Andrew
DA - 2021///
PY - 2021
DP - Google Scholar
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Recruitment, Effort, and Retention Effects of Performance Contracts for Civil Servants
AU - Leaver, Clare
AU - Ozier, Owen
AU - Serneels, Pieter
AU - Zeitlin, Andrew
DA - 2020///
PY - 2020
DP - Google Scholar
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Recruitment, effort, and retention effects of performance contracts for civil servants: Experimental evidence from Rwandan primary schools
AU - Leaver, Clare
AU - Ozier, Owen
AU - Serneels, Pieter
AU - Zeitlin, Andrew
T2 - American economic review
DA - 2021///
PY - 2021
DO - 10.1257/aer.20191972
DP - Google Scholar
VL - 111
IS - 7
SP - 2213
EP - 46
ST - Recruitment, effort, and retention effects of performance contracts for civil servants
ER -
TY - ELEC
TI - “Thinking Outside the Camp”: Education Solutions for Syrian Refugees in Jordan - VON BAEYER - 2017 - Ethnographic Praxis in Industry Conference Proceedings - Wiley Online Library
AU - Lebaron von Baeyer, Sarah
DA - 2018///
PY - 2018
UR - https://anthrosource.onlinelibrary.wiley.com/doi/10.1111/1559-8918.2017.01163
Y2 - 2022/04/16/21:44:41
ER -
TY - JOUR
TI - La prise en compte des rapports aux savoirs pour favoriser l’égalité des chances d’insertion professionnelle et sociale des élèves dans un lycée professionnel français
AU - Lebatteux, Nicole
AB - Often oriented by default, students enrolled in vocational education are characterized by a lack of professional project for the future job. This lack creates an insufficient engagement in their studies. In this context, we present and illustrate an original formative practice that considers a special form of relationship to knowledge and to school in order to further their chances of professional and social integration. To do so, relying on interviews, we meet the views of teachers and students.
DA - 2012///
PY - 2012
DP - Zotero
LA - fr
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - C:France
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Ethnography and qualitative design in educational research
AU - LeCompte, Margaret Diane
AU - Preissle, Judith
AU - Tesch, Renata
CY - San Diego
DA - 1993///
PY - 1993
DP - Google Scholar
ET - 2
PB - Academic Press
KW - CitedIn:OER4Schools-2012-HHH1
KW - CitedIn:OER4Schools-HHH3-A-PREVIOUS
ER -
TY - BOOK
TI - Analyzing & interpreting ethnographic data
AU - LeCompte, Margaret Diane
AU - Schensul, Jean J.
DA - 1999///
PY - 1999
DP - Google Scholar
VL - 5
PB - Rowman Altamira
ER -
TY - BLOG
TI - Review Finds States Slow to Give Guidance on How Teachers, Schools Should Use AI
AU - Lee, Bree Dusseault & Justin
AB - Dusseault & Lee: Other than Hawaii's, no education department has publicly focused on policies governing artificial intelligence in the classroom.
DA - 2023/07/26/
PY - 2023
LA - en-US
UR - https://www.the74million.org/article/review-finds-states-slow-to-give-guidance-on-how-teachers-schools-should-use-ai/
Y2 - 2023/09/19/18:11:55
ER -
TY - JOUR
TI - Partnerships with industry for efficient and effective implementation of TVET
AU - Lee, J
T2 - International Journal of Vocational Education and Training
AB - This article focuses on partnership with industry as a means to efficiently and effectively implement technical and vocational education and training (TVET). Specifically, this article examines the situation in Africa, which is suffering from a chronic lack of skilled workforces both quantitatively and qualitatively. It outlines applicable six strategies to strengthen partnerships in TVET: (1) the industry’s involvement in the development and expansion of TVET, (2) a 60+40 training system to increase efficiency and productivity, (3) introducing national technology qualification (NTQ) system, (4) systemizing lifelong TVET, (5) TVET’s strategic transition, and (6) establishing regulatory and systemic framework. In addition, it displays an overview of partnership-based TVET system, which is a combination of the six strategies.
DA - 2010///
PY - 2010
LA - en
UR - http://www.academia.edu/download/30906645/ijvet17(2).pdf#page=39
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - C:Ethiopia
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - F:policy
KW - Q:distance learning
KW - R:evaluation
KW - T:Ausbildung
KW - T:Educação profissionalizante
KW - T:TVET
KW - T:firm-based training
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - ‘Making do’: Teachers’ coping strategies for dealing with textbook shortages in urban Zambia
AU - Lee, J.
AU - Zuilkowski, S.S.
T2 - Teaching and Teacher Education
DA - 2015///
PY - 2015
DO - 10.1016/j.tate.2015.02.008
VL - 48
SP - 117
EP - 128
UR - https://doi.org/10.1016/j.tate.2015.02.008.
ER -
TY - BOOK
TI - The Future of Service Post-COVID-19 Pandemic, Volume 1: Rapid Adoption of Digital Service Technology
T2 - The ICT and Evolution of Work
A3 - Lee, Jungwoo
A3 - Han, Spring H.
CY - Singapore
DA - 2021///
PY - 2021
DP - DOI.org (Crossref)
LA - en
PB - Springer Singapore
SN - 978-981-334-125-8 978-981-334-126-5
ST - The Future of Service Post-COVID-19 Pandemic, Volume 1
UR - http://link.springer.com/10.1007/978-981-33-4126-5
Y2 - 2022/04/05/20:26:02
ER -
TY - JOUR
TI - Who opens online distance education, to whom, and for what?
AU - Lee, Kyungmee
T2 - Distance Education
AB - In the previous era of open educational practices (OEP) based around distance teaching, its actors and their target group were clear to define: open universities and disadvantaged learners. In this new era of OEP linked to digitalized open educational resources, there are multiple actors and beneficiaries of OEP. This critical literature review examined numerous scholarly narratives about OEP in online distance education, by asking a simple but important question: “Who opens online distance education, to whom, and for what?”. The results suggest that despite the growing importance on the social mission to make Education for All among diverse actors, clear understanding of the actual process of OEP in real-life higher education settings and clarity on how those actors actually serve disadvantaged learners are lacking. This article suggests that we refocus our OEP effort on opening higher education to the disadvantaged and collecting real-life stories of OEP and the disadvantaged.
DA - 2020/04/02/
PY - 2020
DO - 10.1080/01587919.2020.1757404
DP - Taylor and Francis+NEJM
VL - 41
IS - 2
SP - 186
EP - 200
SN - 0158-7919
UR - https://doi.org/10.1080/01587919.2020.1757404
Y2 - 2021/03/24/14:38:44
KW - distance education
KW - online education
KW - open educational practices
KW - open educational resources
KW - open university
ER -
TY - BOOK
TI - Review of international research on factors underlying teacher absenteeism
AU - Lee, Mary
AU - Goodman, Crystal
AU - Dandapani, Nitara
AU - Kekahio, Wendy
AB - Throughout the U.S.-affiliated Pacific Region, teacher absenteeism has posed a long-standing challenge. This report draws on research literature from international contexts and case studies to identify the underlying factors that may relate to teacher absenteeism. Resources included in this report were selected with a focus on non-U.S. Pacific entities and emerging economy contexts that might be most relevant to the U.S.-affiliated Pacific Islands. Different search parameters were used to determine the scope of U.S./international literature to include in the review. The report found five main themes to consider in relation to teacher absenteeism: pay structure (for example, direct or indirect working relationship with the school), management (for example, school governance), working conditions (for example, school culture or single- vs. multi-grade classroom structure), community conditions (for example, teachers' proximity to the school), and social and cultural responsibilities (for example, illness, funeral attendance, and care of family members). Predictors of absenteeism vary across place and context. Given the diversity of Pacific Region communities, stakeholders should examine the extent to which the context and results of the research in this review correspond to the social, structural, cultural, and environmental characteristics of their own contexts. The following are appended: (1) Data and methodology; and (2) Viewing absenteeism through an international lens. A list of selected literature on teacher absenteeism in the United States is also included.
DA - 2015/04//
PY - 2015
DP - Zotero
LA - en
PB - Regional Educational Laboratory Pacific
UR - https://eric.ed.gov/?id=ED555740
Y2 - 2022/01/06/14:44:32
KW - Academic Rank (Professional)
KW - Accountability
KW - C:LMIC
KW - Case Studies
KW - Community Characteristics
KW - Correlation
KW - Cross Cultural Studies
KW - Cultural Context
KW - Cultural Influences
KW - Elementary School Teachers
KW - Family Work Relationship
KW - Foreign Countries
KW - LMICs
KW - School Administration
KW - School Culture
KW - School Location
KW - Social Influences
KW - Teacher Attendance
KW - Teacher Salaries
KW - Teaching Conditions
KW - Work Environment
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - The Future of Jobs and Jobs Training
AU - Lee, Rainee
AU - Anderson, Janna
AB - As robots, automation and artificial intelligence perform more tasks and there is massive disruption of jobs, experts say a wider array of education and skills-building programs will be created to meet new demands. There are two uncertainties: Will well-prepared workers be able to keep up in the race with AI tools? And will market capitalism survive?
DA - 2017///
PY - 2017
PB - Pew Research Center
ER -
TY - RPRT
TI - Piloting Qatar’s First Edtech TestBed: The Journey Towards Best Practice, Sustainable Partnerships and Innovation
AU - Lee, Seungah S.
AU - Basma, Victoria
DA - 2021///
PY - 2021
PB - WISE, Qatar Foundation
UR - https://www.wise-qatar.org/app/uploads/2022/01/2021wise-rr7-report-web-version.pdf
Y2 - 2022/09/23/00:00:00
KW - Carmen
ER -
TY - JOUR
TI - An Exploratory Study of Digital Literacy Frameworks: A Comparative Analysis
AU - Lee, Yoo-Taek
AU - Fanea-Ivanovici, Mina
T2 - SSRN
DA - 2022/04/20/
PY - 2022
DO - 10.2139/ssrn.4088293
KW - _z:no_pdf
ER -
TY - JOUR
TI - Relocating research on teacher learning: Toward pedagogically productive talk
AU - Lefstein, Adam
AU - Vedder-Weiss, Dana
AU - Segal, Aliza
T2 - Educational researcher
DA - 2020///
PY - 2020
DO - 10.3102/0013189X20922998
DP - Google Scholar
VL - 49
IS - 5
SP - 360
EP - 368
ST - Relocating research on teacher learning
ER -
TY - RPRT
TI - Recovering from school closures in Sierra Leone: Status of pupil learning outcomes in junior and senior secondary schools
AU - Leh Wi Lan
DA - 2021///
PY - 2021
KW - _C:Sierra Leone SLE
ER -
TY - JOUR
TI - Learning to teach in higher education in South Africa
AU - Leibowitz, Brenda
AU - Bozalek, Vivienne
AU - Garraway, James
AU - Herman, Nicoline
AU - Jawitz, Jeff
AU - Muhuro, Patricia
AU - Ndebele, Clever
AU - Quinn, Lynn
AU - Van Schalkwyk, Susan
AU - Vorster, Jo-Anne
DA - 2017///
PY - 2017
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Review and theory symbiosis: an introspective retrospective
AU - Leidner, D.E.
T2 - Journal of the Association for Information Systems
DA - 2018///
PY - 2018
DO - 10.17705/1jais.00501
VL - 19
IS - 6
SP - 552
EP - 567
LA - en
ER -
TY - JOUR
TI - Quantifying segregation on a small scale: how and where locality determines student compositions and outcomes taking Hamburg, Germany, as an example
AU - Leist, Sebastian A.
AU - Perry, Laura B.
T2 - School Effectiveness and School Improvement
AB - Increased social and academic segregation are known side effects of school choice policies in market-driven environments that facilitate competition amongst schools. Aiming at complementing foundational knowledge in quantifying segregation, this study first defines school markets (i.e., geographical context) based on student transitions from primary school to secondary school in Hamburg, Germany. Second, genuine spatial measures of segregation are applied to generate differentiated in-situ insights. In general, social segregation appears evident between school markets, school types, and individual schools and, thus, shapes social compositions of secondary schools. The pattern of student transfers across the city confirms that parents are selecting particular schools for their children, resulting in different schools servicing different composition of students and so markets. Furthermore, the findings suggest that school markets in both very affluent and very deprived areas are spatially isolated and hence persistently reproduce wealth and affluence as well as poverty and disadvantage.
DA - 2020/07/02/
PY - 2020
DO - 10.1080/09243453.2019.1688845
DP - Taylor and Francis+NEJM
VL - 31
IS - 3
SP - 356
EP - 380
SN - 0924-3453
ST - Quantifying segregation on a small scale
UR - https://doi.org/10.1080/09243453.2019.1688845
Y2 - 2021/03/07/17:19:48
KW - Market models
KW - _C:Australia AUS
KW - _C:France FRA
KW - _C:Germany DEU
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - school choice
KW - segregation
KW - socioeconomic status
KW - student transitions
ER -
TY - JOUR
TI - THE USE OF MOBILE PLATFORMS IN SCIENCE LEARNING: A COMPARATIVE STUDY BETWEEN PORTUGAL AND THE UK
AU - Leitão, Rui
AU - Turner, Sarah
AU - Maguire, Martin
DA - 2017///
PY - 2017
DO - 10.21125/iceri.2017.1357
DP - Google Scholar
ST - THE USE OF MOBILE PLATFORMS IN SCIENCE LEARNING
KW - _C:Portugal PRT
KW - _C:Spain ESP
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Design-based implementation research
AU - LeMahieu, Paul G.
AU - Nordstrum, Lee E.
AU - Potvin, Ashley Seidel
T2 - Quality Assurance in Education
DA - 2017///
PY - 2017
DO - 10.1108/QAE-11-2016-0077
DP - Google Scholar
ER -
TY - JOUR
TI - Initial Impacts of the COVID-19 Pandemic on the Canadian Labour Market
AU - Lemieux, Thomas
AU - Milligan, Kevin
AU - Schirle, Tammy
AU - Skuterud, Mikal
T2 - Canadian Public Policy
AB - In this study, we review the initial impacts of the coronavirus disease 2019 (COVID-19) pandemic on the Canadian labour market. We focus on changes in employment and aggregate hours worked between February 2020 and April 2020 while accounting for normal monthly changes in these indicators. We find that COVID-19 induced a 32 percent decline in aggregate weekly work hours among workers aged 20–64 years, alongside a 15 percent decline in employment. We characterize the distribution of work lost, finding that nearly half of job losses are attributed to workers in the bottom earnings quartile. Those most affected by COVID-19 are in public-facing jobs in industries most affected by shutdowns (accommodation and food services), younger workers, paid hourly, and non-union. The results provide context for policy development, with both supply and demand sides of the labour market to consider.
DA - 2020/07/01/
PY - 2020
DO - 10.3138/cpp.2020-049
DP - utpjournals.press (Atypon)
VL - 46
IS - s1
SP - S55
EP - S65
SN - 0317-0861
UR - https://www.utpjournals.press/doi/full/10.3138/cpp.2020-049
Y2 - 2020/08/12/17:25:00
KW - __C:filed:1
ER -
TY - JOUR
TI - The evolution of systematic evidence reviews: Past and future developments and their implications for policy analysis
AU - Lemire, Sebastian
AU - Peck, Laura R.
AU - Porowski, Allan
T2 - Politics & Policy
AB - Abstract
Evidence reviews are widely used to summarize findings from existing studies and, as such, are an important base for policy analysis. Over the past 50 years, three waves of evidence reviews have emerged: (1) the meta‐analysis wave, (2) the mixed‐methods synthesis wave, and (3) the core components wave. The present article first describes these waves and reflects on the benefits and limitations of each wave in the context of policy analysis. Informed by this historical account, the article then identifies and discusses three trends that are likely to influence future directions of evidence reviews: (1) using data science tools, (2) embedding an equity focus, and (3) translating research into practice. The concluding discussion connects these developments to public policy, identifying how evidence from systematic evidence reviews informs—or could better inform—policy decisions.
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Nunes Silva, Carlos. 2012. “Policy and Evidence in a Partisan Age: The Great Disconnect—By Paul Gary Wyckoff.”
Politics & Policy
40(3): 541–43.
https://doi.org/10.1111/j.1747‐1346.2012.00363.x
.
Sinclair, Thomas A. P. 2006. “Previewing Policy Sciences: Multiple Lenses and Segmented Visions.”
Politics & Policy
34(3): 481–504.
https://doi.org/10.1111/j.1747‐1346.2006.00025.x
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Smith‐Walter, Aaron, Holly L. Peterson, Michael D. Jones, and Ashley Nicole Reynolds Marshall. 2016. “Gun Stories: How Evidence Shapes Firearm Policy in the United States.”
Politics & Policy
44(6): 1053–88.
https://doi.org/10.1111/polp.12187
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,
La evolución de las revisiones sistemáticas de evidencia: Desarrollos pasados y futuros y sus implicaciones para el análisis de políticas
Las revisiones de evidencia se utilizan ampliamente para resumir los hallazgos de estudios existentes y, como tales, son un tipo importante de análisis de políticas. En los últimos 50 años, han surgido tres oleadas de revisiones de evidencia: (1) la oleada de metanálisis, (2) la oleada de síntesis de métodos mixtos y (3) la oleada de componentes centrales. El presente artículo primero describe estas oleadas y reflexiona sobre los beneficios y limitaciones de cada oleada en el contexto del análisis de políticas. Basado en este relato histórico, el artículo luego identifica y analiza tres tendencias que probablemente influirán en las direcciones futuras de las revisiones de evidencia: (1) usar herramientas de ciencia de datos, (2) incorporar un enfoque de equidad y (3) traducir la investigación a la práctica. La discusión final conecta estos desarrollos con la política pública, identificando cómo la evidencia de las revisiones sistemáticas de evidencia informa, o podría informar mejor, las decisiones de política.
,
系统性证据审查的演变:过去和未来的发展及其对政策分析的影响
证据审查被广泛用于总结现有研究结果,因此是一种重要的政策分析类型。过去50年里,出现了三次证据审查浪潮,即荟萃分析、混合方法综合、以及核心组分法。本文首先描述了这三种方法,并在政策分析情境下反思了每种方法的优势和局限性。根据这一历史叙述,本文随后识别并探讨了可能影响证据审查未来方向的三种趋势:(1)使用数据科学工具,(2)嵌入公平视角,(3)将研究转化为实践。结论将这些发展与公共政策相联系,识别了来自系统性证据审查的证据如何影响政策决策(或如何能更好地影响政策决策)。
DA - 2023/06//
PY - 2023
DO - 10.1111/polp.12532
DP - DOI.org (Crossref)
VL - 51
IS - 3
SP - 373
EP - 396
J2 - Politics & Policy
LA - en
SN - 1555-5623, 1747-1346
ST - The evolution of systematic evidence reviews
UR - https://onlinelibrary.wiley.com/doi/10.1111/polp.12532
Y2 - 2023/11/28/12:34:18
KW - _Added-ailr-2024
KW - análisis de políticas
KW - componentes básicos
KW - core components
KW - evidence review
KW - meta-analysis
KW - metanálisis
KW - mixed methods
KW - métodos Mixtos
KW - policy analysis
KW - research synthesis
KW - revisión de evidencia
KW - revisión sistemática
KW - systematic review
KW - síntesis de Investigación
KW - 政策分析
KW - 核心组分
KW - 混合方法
KW - 研究综合
KW - 系统性综述
KW - 荟萃分析
KW - 证据审查
ER -
TY - JOUR
TI - Progress Towards Meaningful Women’s Participation in Conflict Prevention and Peacebuilding Decision-making
AU - Lenhardt, Amanda
AB - The Women, Peace and Security or Gender Peace and Security (WPS/GPS) agenda has expanded significantly over the 20+ years of concerted efforts at many levels to expand the role of women in conflict resolution and peacebuilding. Yet many authors note that the expansion of international agreements and national plans to support greater women’s participation in decision-making have yet to translate into concrete changes.
This report examines progress in promoting women’s meaningful participation in decision making processes in conflict prevention and peacebuilding, with a focus on changes since 2018. Evidence on women’s meaningful participation in decision-making tends to focus on a small range of measurable outcomes with some studies considering the outcomes of women’s involvement in those processes to determine the extent to which they might be ‘meaningful’. Few studies examine differential outcomes of such initiatives for different groups of women, and most data does not allow for the disaggregation of intersecting identities between gender, ethnicity, race, disability, migration status and other key factors.
Evidence collected for this report suggests that policies and programmes seeking to support greater women’s participation in decision-making in conflict prevention and peacebuilding often struggle to address the broader structural factors that inhibit women’s empowerment. Tackling longstanding and often deeply embedded harmful social norms has proven challenging across sectors, and in conflict or post-conflict settings with highly complex social dynamics, this can be especially difficult. Many of the issues highlighted in the literature as hindering progress on the WPS agenda relate to cross-cutting issues at the heart of gender inequality. Multiple authors from within women’s movements in conflict and post-conflict settings emphasise the need for policies and programmes that support women to act as agents of change in their own communities and which amplify their voices rather than speak on their behalf. Recent achievements in South Sudan and the Pacific region are indicative of the potential of women’s movements to affect change in conflict prevention and peacebuilding and suggest progress is being made in some areas, though gender equality in these processes may be a long way off.
DA - 2021/12/03/
PY - 2021
DO - 10.19088/K4D.2022.044
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17365
Y2 - 2022/12/18/18:16:21
ER -
TY - BLOG
TI - Lenovo Focuses on Digital Inclusion with Launch of Bilingual Keyboard
AU - Lenovo
T2 - Lenovo StoryHub
AB - Latest evolution of keyboard champions indigenous Māori culture, by enabling Aotearoa New Zealanders to communicate bilingually.
DA - 2023/03/21/
PY - 2023
LA - en-US
UR - https://news.lenovo.com/pressroom/press-releases/digital-inclusion-maori-bilingual-keyboard/
Y2 - 2024/03/04/14:52:39
KW - Final_citation
ER -
TY - JOUR
TI - The Agenda for Prosperity - Road to Middle Income Status
AU - Leone, Sierra
DP - Zotero
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Apprentissages scolaires et technologies numériques: une revue critique des méta-analyses
AU - Leroux, Gabrielle
AU - Monteil, Jean-Marc
AU - Huguet, Pascal
T2 - L’Année psychologique
DA - 2017///
PY - 2017
DO - 10.4074/s0003503317004018
DP - Google Scholar
VL - 117
IS - 4
SP - 433
EP - 465
ST - Apprentissages scolaires et technologies numériques
KW - __C:filed:1
KW - literature / systematic review
ER -
TY - COMP
TI - Web-interface for Zotero Libraries (edtechhub/eth-evidence-library-kerko)
AU - Lesieur, David
DA - 2020/06/29/T20:11:17Z
PY - 2020
DP - GitHub
LA - Python
PB - EdTech Hub
UR - https://github.com/edtechhub/eth-evidence-library-kerko
Y2 - 2020/07/11/17:23:35
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
ER -
TY - THES
TI - The influence of generational differences on the integration of educational technology in higher learning institutions
AU - Letsie, Likeleli
DA - 2020///
PY - 2020
DP - Google Scholar
M3 - PhD Thesis
PB - University of Pretoria
KW - _C:Australia AUS
KW - _C:Canada CAN
KW - _C:Chile CHL
KW - _C:China CHN
KW - _C:Egypt EGY
KW - _C:France FRA
KW - _C:Germany DEU
KW - _C:Iran IRN
KW - _C:Japan JPN
KW - _C:Kenya KEN
KW - _C:Kosovo XKSVO
KW - _C:Lesotho LSO
KW - _C:Libya LBY
KW - _C:Netherlands NLD
KW - _C:New Zealand NZL
KW - _C:Nigeria NGA
KW - _C:Pakistan PAK
KW - _C:Slovenia SVN
KW - _C:South Africa ZAF
KW - _C:Sudan SDN
KW - _C:Tanzania TZA
KW - _C:Trinidad and Tobago TTO
KW - _C:Turkey TUR
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Viet Nam VNM
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - RPRT
TI - Quality of Education and Teacher Learning: A Review of the Literature
AU - Leu, E.
AU - Price-Rom, A.
CY - Washington, DC
DA - 2006///
PY - 2006
PB - USAID/EQUIP1
ST - Quality of Education and Teacher Learning: A Review of the Literature
UR - http://www.equip123.net/docs/E1-QualityEdLitReview.pdf
ER -
TY - JOUR
TI - The patterns and purposes of school-based and cluster teacher professional development programs
AU - Leu, Elizabeth
T2 - Issues Brief
DA - 2004///
PY - 2004
DP - Google Scholar
VL - 1
UR - http://www.equip123.net/docs/working-p2.pdf
Y2 - 2014/07/22/09:14:47
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Quality Teaching: Building a Flexible and Dynamic Approach. GEC Working Paper Series. Number 2.
AU - Leu, Elizabeth
AU - Hays, Frances
AU - LeCzel, Donna Kay
AU - O'Grady, Barbara
T2 - GEC Working paper series
CY - Washington, DC
DA - 2005///
PY - 2005
DP - Google Scholar
PB - Academy for Educational Development (AED)
ST - Quality Teaching
UR - http://eric.ed.gov/?id=ED537472
Y2 - 2015/01/13/15:08:40
ER -
TY - BOOK
TI - Technologies of Refuge and Displacement Rethinking Digital Divides
AU - Leung, Linda
DA - 2018///
PY - 2018
PB - Lexington Books
SN - 1-4985-0002-1
ER -
TY - BLOG
TI - The True Cost of Freemiums in Edtech
AU - Levine, Elliott
T2 - EdTech Digest
AB - An industry veteran has some on-point advice about what you pay for and what you get. GUEST COLUMN | by Elliott Levine They say, “the best things in life are free,” but that is not always the case. With education technology (edtech), sometimes the cost of “free” ends up being unreasonably high in the long […]
DA - 2019/02/05/
PY - 2019
LA - en-US
UR - https://www.edtechdigest.com/2019/02/05/the-true-cost-of-freemiums/
Y2 - 2022/12/06/22:15:55
ER -
TY - JOUR
TI - Institutions, Incentives and Service Provision: Bringing Politics Back In
AU - Levy, Brian
AU - Walton, Michael
T2 - SSRN Electronic Journal
DA - 2013///
PY - 2013
DO - 10.2139/ssrn.2386655
DP - DOI.org (Crossref)
J2 - SSRN Journal
LA - en
SN - 1556-5068
ST - Institutions, Incentives and Service Provision
UR - http://www.ssrn.com/abstract=2386655
Y2 - 2020/09/06/16:44:56
ER -
TY - RPRT
TI - Using Digital Technology to Improve Learning: Evidence Review
AU - Lewin, Cathy
AU - Smith, Andrew
AU - Morris, Stephen
AU - Craig, Elaine
DA - 2019///
PY - 2019
PB - Education Endowment Foundation
UR - https://d2tic4wvo1iusb.cloudfront.net/production/documents/guidance/Using_Digital_Technology_to_Improve_learning_Evidence_Review.pdf?v=1698320282
Y2 - 2023/10/26/14:12:07
ER -
TY - JOUR
TI - Who gets what? Is improved access to basic education pro-poor in Sub-Saharan Africa?
AU - Lewin, Keith M.
AU - Sabates, Ricardo
T2 - International Journal of Educational Development
AB - This paper explores changing patterns of access to basic education in six Sub-Saharan Africa countries using data from Demographic and Health Surveys at two points in time. In general the analysis confirms that participation of children in schooling has increased over the last decade. However, access to education remains strongly associated with household wealth. In most countries the differences associated with urban and rural residence and sex are smaller than those associated with household wealth. Over time the wealth gradient related to access has deteriorated more often than it has improved in the countries in the sample. Disturbingly, the proportion of over age children has also risen rather than fallen more often than not, and the poorer the household the more likely children are to be over age. Increased numbers of over age children are indicative of internal inefficiencies, and make it unlikely that goals to universalise access and completion will be achieved. Education for All should be pro-poor and where it is not, it is failing.
DA - 2012/07/01/
PY - 2012
DO - 10.1016/j.ijedudev.2012.02.013
DP - ScienceDirect
VL - 32
IS - 4
SP - 517
EP - 528
J2 - International Journal of Educational Development
LA - en
SN - 0738-0593
ST - Who gets what?
UR - https://www.sciencedirect.com/science/article/pii/S0738059312000326
Y2 - 2023/01/07/20:45:54
KW - Basic education
KW - Educational access
KW - Inequality
KW - Over age
KW - Participation
KW - Sub-Saharan Africa
KW - Wealth
ER -
TY - JOUR
TI - From classification to causality: advancing understanding of mechanisms of change in implementation science
AU - Lewis, Cara C.
AU - Klasnja, Predrag
AU - Powell, Byron J.
AU - Lyon, Aaron R.
AU - Tuzzio, Leah
AU - Jones, Salene
AU - Walsh-Bailey, Callie
AU - Weiner, Bryan
T2 - Frontiers in public health
DA - 2018///
PY - 2018
DO - 10.3389/fpubh.2018.00136
DP - Google Scholar
VL - 6
SP - 136
ST - From classification to causality
ER -
TY - JOUR
TI - The psychometric and pragmatic evidence rating scale (PAPERS) for measure development and evaluation
AU - Lewis, Cara C.
AU - Mettert, Kayne D.
AU - Stanick, Cameo F.
AU - Halko, Heather M.
AU - Nolen, Elspeth A.
AU - Powell, Byron J.
AU - Weiner, Bryan J.
T2 - Implementation research and practice
DA - 2021///
PY - 2021
DO - 10.1177/26334895211037391
DP - Google Scholar
VL - 2
SP - 26334895211037391
ER -
TY - JOUR
TI - What is improvement science? Do we need it in education?
AU - Lewis, Catherine
T2 - Educational researcher
DA - 2015///
PY - 2015
DO - 10.3102/0013189X15570388
DP - Google Scholar
VL - 44
IS - 1
SP - 54
EP - 61
ST - What is improvement science?
ER -
TY - RPRT
TI - Cross-Sectoral Learning in Implementation Research Harnessing the potential to accelerate results for children
AU - Lewis, Jane
AU - Mildon, Robyn
AU - Steele, Tom
DA - 2022/04//
PY - 2022
PB - UNICEF Office of Research – Innocenti
UR - https://www.unicef-irc.org/publications/pdf/Cross-Sectoral-Learning-in-Implementation-Research-Harnessing-the-potential-to-accelerate-results-for-children.pdf
Y2 - 2022/12/17/22:20:38
ER -
TY - RPRT
TI - ICT and the Education of Refugees: A Stocktaking of Innovative Approaches in the MENA Region
AU - Lewis, K.
AU - Thacker, K.
T2 - Technical Paper Series (World Bank)
DA - 2016///
PY - 2016
M3 - Education, Technology & Innovation: SABER-ICT
PB - World Bank
SN - 17
ER -
TY - JOUR
TI - ICT and the Education of Refugees
AU - Lewis, Kent
AU - Thacker, Simon
DA - 2016///
PY - 2016
DO - 10.1596/26522
DP - Google Scholar
KW - _C:Afghanistan AFG
KW - _C:Algeria DZA
KW - _C:Armenia ARM
KW - _C:Australia AUS
KW - _C:Canada CAN
KW - _C:Chile CHL
KW - _C:Congo XCO
KW - _C:Costa Rica CRI
KW - _C:Egypt EGY
KW - _C:Ethiopia ETH
KW - _C:France FRA
KW - _C:Germany DEU
KW - _C:India IND
KW - _C:Indonesia IDN
KW - _C:Iran IRN
KW - _C:Iraq IRQ
KW - _C:Jordan JOR
KW - _C:Kenya KEN
KW - _C:Korea XKOR
KW - _C:Kuwait KWT
KW - _C:Lebanon LBN
KW - _C:Libya LBY
KW - _C:Luxembourg LUX
KW - _C:Malawi MWI
KW - _C:Malaysia MYS
KW - _C:Morocco MAR
KW - _C:Netherlands NLD
KW - _C:Norway NOR
KW - _C:Oman OMN
KW - _C:Pakistan PAK
KW - _C:Philippines PHL
KW - _C:Qatar QAT
KW - _C:Rwanda RWA
KW - _C:Saudi Arabia SAU
KW - _C:South Sudan SSD
KW - _C:Spain ESP
KW - _C:State of Palestine PSE
KW - _C:Sudan SDN
KW - _C:Sweden SWE
KW - _C:Syrian Arab Republic SYR
KW - _C:Thailand THA
KW - _C:Turkey TUR
KW - _C:United Arab Emirates ARE
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Uruguay URY
KW - _C:Yemen YEM
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - RPRT
TI - ICT and the Education of Refugees: A Stocktaking of Innovative Approaches in the MENA Region
AU - Lewis, Kent
AU - Thacker, Simon
DA - 2016///
PY - 2016
PB - World Bank
ER -
TY - BOOK
TI - The Design Thinking Playbook: Mindful Digital Transformation of Teams, Products, Services, Businesses and Ecosystems
AU - Lewrick, Michael
AU - Link, Patrick
AU - Leifer, Larry
CY - Hoboken
DA - 2018/06/29/
PY - 2018
DP - Amazon
ET - 1st edition
SP - 352
LA - English
PB - Wiley
SN - 978-1-119-46747-2
ST - The Design Thinking Playbook
ER -
TY - BOOK
TI - The design thinking toolbox: a guide to mastering the most popular and valuable innovation methods
AU - Lewrick, Michael
AU - Link, Patrick
AU - Leifer, Larry J.
AB - "Encyclopedia of Design Thinking Tools explains the most important tools and methods over the Design Thinking cycle. Based on the largest international survey on the use of Design Thinking Tools and Methods, the most popular methods are described on four pages each, by an expert from the Design Thinking community. Simple instructions, expert tips, templates and images of the application make the Encyclopedia valuable reading, especially for Design Thinking beginners. It is suitable for design thinkers who want to quickly and comprehensively familiarize themselves with the tools and try out new tools. It helps readers with: selecting the right tools and finding new tools planning training/workshops on design thinking practical application tips This is an encyclopedia that is the perfect complement to the bestselling, The Design Thinking Playbook"--
CN - HD30.29 .L4913 2020
CY - Hoboken, New Jersey
DA - 2020///
PY - 2020
DP - Library of Congress ISBN
LA - eng
PB - John Wiley & Sons, Inc
SN - 978-1-119-62919-1
ST - The design thinking toolbox
KW - Creative ability in business
KW - Creative ability in technology
KW - Creative thinking
KW - Problem solving
KW - Project management
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Employment Mobility and Returns to Technical and Vocational Training: Empirical Evidence for Tanzania
AU - Leyaro, Vincent
AU - Cornel, Joseph
A2 - Leyaro, Vincent
T3 - Working Paper
AB - This paper examines the employment mobility and returns to technical and vocational training (TVET) relative to general education in Tanzania, using data from the 2014 Integrated Labour Force Survey (ILFS). The result shows that TVET training facilitates individual transition into employment. Both in descriptive statistics and regression results, technical, on the job training, vocational and apprenticeship training are particularly important in acquiring formal employment. The results further show that, though the returns to general education (GED) and TVET are positive and statistically significant, on average those with TVET training are earning relatively less than those with general education, implying lower returns to TVET graduates compared to general education graduates. The descriptive statistics confirm this by showing that, in Tanzania, workers with a university degree earn twice those with technical training and three times those with vocational training. Two implications stand out: technical and vocational training are instrumental in addressing the rising youth unemployment; and, to make it attractive to parents and students governments across the region have to work towards raising the returns to TVET.
DA - 2019///
PY - 2019
KW - ⛔ No DOI found
ER -
TY - ELEC
TI - The COVID-19 pandemic has changed education forever. This is how
AU - Li, Cathy
AU - Lalani, Farah
T2 - https://www.weforum.org/
DA - 2020///
PY - 2020
UR - https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/
Y2 - 2024/01/12/00:00:00
ER -
TY - JOUR
TI - In a time of COVID-19 pandemic, stay healthy, connected, productive, and learning: words from the editorial team of HRDI
AU - Li, Jessica
AU - Ghosh, Rajashi
AU - Nachmias, Stefanos
T2 - Human Resource Development International
DA - 2020/05/26/
PY - 2020
DO - 10.1080/13678868.2020.1752493
DP - Taylor and Francis+NEJM
VL - 23
IS - 3
SP - 199
EP - 207
SN - 1367-8868
ST - In a time of COVID-19 pandemic, stay healthy, connected, productive, and learning
UR - https://doi.org/10.1080/13678868.2020.1752493
Y2 - 2020/08/12/16:56:41
KW - __C:filed:1
ER -
TY - JOUR
TI - TheoryOn: A Design Framework and System for Unlocking Behavioral Knowledge Through Ontology Learning
AU - Li, Jingjing
AU - Larsen, Kai
AU - Abbasi, Ahmed
T2 - MIS Quarterly
AB - The scholarly information-seeking process for behavioral research consists of three phases: searching, accessing, and processing of past research. Existing IT artifacts, such as Google Scholar, have in part addressed the searching and accessing phases, but fall short of facilitating the processing phase, creating a knowledge inaccessibility problem. We propose a behavioral ontology learning from text (BOLT) design framework that presents concrete prescriptions for developing systems capable of supporting researchers during their processing of behavioral knowledge. Based upon BOLT, we developed a search engine—TheoryOn—to allow researchers to directly search for constructs, construct relationships, antecedents, and consequents, and to easily integrate related theories. Our design framework and search engine were rigorously evaluated through a series of data mining experiments, a randomized user experiment, and an applicability check. The data mining experiment results lent credence to the design principles prescribed by BOLT. The randomized experiment compared TheoryOn with EBSCOhost and Google Scholar across four information retrieval tasks, illustrating TheoryOn’s ability to reduce false positives and false negatives during the information-seeking process. Furthermore, an in-depth applicability check with IS scholars offered qualitative support for the efficacy of an ontology-based search and the usefulness of TheoryOn during the processing phase of existing research. The evaluation results collectively underscore the significance of our proposed design artifacts for addressing the knowledge inaccessibility problem for behavioral research literature.
DA - 2020/12/01/
PY - 2020
DO - 10.25300/MISQ/2020/15323
DP - DOI.org (Crossref)
VL - 44
IS - 4
SP - 1733
EP - 1772
J2 - MISQ
LA - en
SN - 02767783, 21629730
ST - TheoryOn
UR - https://misq.org/theoryon-a-design-framework-and-system-for-unlocking-behavioral-knowledge-through-ontology-learning.html
Y2 - 2024/01/18/22:24:40
KW - _Added-ailr-2024
ER -
TY - JOUR
TI - Empowering student learning through Tablet PCs: A case study
AU - Li, Sandy C
AU - Pow, Jacky WC
AU - Wong, Emily ML
AU - Fung, Alex CW
T2 - Education and Information Technologies
DA - 2010///
PY - 2010
DO - 10.1007/s10639-009-9103-2
VL - 15
IS - 3
SP - 171
EP - 180
ER -
TY - JOUR
TI - Affordance of Deep Infusion of One-to-One Tablet-PCs Into and Beyond Classroom.
AU - Li, SC
AU - Pow, JWC
T2 - International Journal of Instructional Media
DA - 2011///
PY - 2011
VL - 38
IS - 4
SP - 319
EP - 326
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development
AU - Liang, Jiwen
T2 - Journal of Education for Teaching: International Research and Pedagogy
AB - This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations.
DA - 2015///
PY - 2015
DO - 10.1080/02607476.2015.1045314
VL - 41
IS - 3
SP - 235
EP - 253
LA - English
SN - 0260-7476, 0260-7476
UR - https://www.researchgate.net/publication/277942670_Live_video_classroom_observation_an_effective_approach_to_reducing_reactivity_in_collecting_observational_information_for_teacher_professional_development
AN - 1720065888; EJ1064338
KW - Administrator Attitudes
KW - Case Studies
KW - Case studies
KW - China
KW - Classroom Observation Techniques
KW - Classroom observation
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Education
KW - Effectiveness
KW - Faculty Development
KW - Feedback
KW - Feedback (Response)
KW - Foreign Countries
KW - Interviews
KW - Principals
KW - Professional development
KW - Qualitative Research
KW - Secondary Education
KW - Secondary School Teachers
KW - Secondary schools
KW - Teacher Attitudes
KW - Teacher education
KW - Teaching
KW - Teaching Methods
KW - Teaching methods
KW - Video
KW - Video Technology
KW - Video recordings
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2096967
KW - __finaldtb
ER -
TY - JOUR
TI - A survey of bedroom ventilation types and the subjective sleep quality associated with them in Danish housing
AU - Liao, Chenxi
AU - Akimoto, Mizuho
AU - Bivolarova, Mariya Petrova
AU - Sekhar, Chandra
AU - Laverge, Jelle
AU - Fan, Xiaojun
AU - Lan, Li
AU - Wargocki, Pawel
T2 - Science of The Total Environment
AB - We performed a survey of the types of bedroom ventilation in Danish dwellings (January–February 2020) and the associated subjective sleep quality. Five hundred and seventeen people responded. Their median age was 33 years old and 55.4% of them were males. We used an online questionnaire and collected information on the type of bedroom ventilation, bedroom airing behaviour by the respondents, the bedroom environment, building surroundings and location, and sleep disturbance caused by stuffy air, noise, and the thermal environment. Subjective sleep quality was assessed using the Pittsburgh Sleep Quality Index (PSQI); its median among respondents was >5 indicating reduced sleep quality. 35.4% of the bedrooms had mechanical, 24.6% exhaust, and 40.0% natural ventilation. Sleeping in a bedroom with mechanical ventilation tended to reduce sleep disturbance. The absence of mechanical ventilation and the presence of carpet in the bedroom were all associated with stuffy air causing sleep disturbance, which was the second most sleep disturbing factor. PSQI increased significantly with increased sleep disturbance. People who reported that their sleep was disturbed by stuffy air or “too warm” conditions opened windows frequently during the day or night, but no association was found between PSQI and bedroom airing behaviours. Our results are valid for the heating season and the survey would have to be repeated in the non-heating season to permit generalization of the findings. The results present associations and are qualitative, so field measurements are necessary to validate the present observations and provide further explanations.
DA - 2021/12/01/
PY - 2021
DO - 10.1016/j.scitotenv.2021.149209
DP - ScienceDirect
VL - 798
SP - 149209
J2 - Science of The Total Environment
LA - en
SN - 0048-9697
UR - https://www.sciencedirect.com/science/article/pii/S0048969721042820
Y2 - 2022/05/29/15:15:57
KW - BE:RELEVANT
KW - Noise
KW - Occupant behaviour
KW - PSQI
KW - Sleep disturbance
KW - Stuffy air
KW - Thermal comfort
ER -
TY - JOUR
TI - Effects of airing behaviours on bedroom air pollutants during sleep
AU - Liao, Chenxi
AU - Fan, Xiaojun
AU - Petrova Bivolarova, Mariya
AU - Mainka, Anna
AU - Sekhar, Chandra
AU - Laverge, Jelle
AU - Lan, Li
AU - Akimoto, Mizuho
AU - Wargocki, Pawel
T2 - CLIMA 2022 conference
AB - Higher ventilation rates were verified to have a positive impact on indoor air quality and therefore benefit sleep quality. However, how does ventilation influence bedroom air quality if the outdoor air quality is poor? Whilst ventilation helps to reduce indoor pollution it inadvertently brings outdoor pollution indoors, such as NO2, which is from vehicular emission. In this study, we collected the info of window and door status during sleep and measured carbon dioxide (CO2), nitrogen dioxide (NO2), volatile organic compounds (VOCs) and particulate matter (PM2.5 and PM10) among 38 bedrooms while occupants were sleeping during nights. Meanwhile, the air change rate (ACR) was calculated. The experiments were conducted in the heating season (September to December 2020) in the capital region of Denmark. The median values were 981.8 ppm (mean CO2 level during sleep), 0.6 h-1 (ACR), 3.4 µg·m−3 (NO2), 166.2 µg·m−3 (VOCs), 11.0 µg·m-3 (PM10) and 2.8 µg·m-3 (PM2.5). CO2 levels were positively correlated with VOCs levels, whereas negatively correlated with NO2 levels in bedrooms. ACR was also negatively correlated with VOCs. CO2 levels were significantly higher whereas NO2 levels were lower with both window and door closed compared to them with either window or door open. With higher ventilation rates, while occupants would be less exposed to indoor pollution of VOCs, they would be increasingly exposed to NO2. Future studies of bedroom ventilation and sleep quality should consider outdoor air quality.
DA - 2022/05/13/
PY - 2022
DO - 10.34641/CLIMA.2022.128
DP - DOI.org (Datacite)
SP - 2022:
EP - CLIMA 2022 The 14th REHVA HVAC World Congress
LA - en
UR - https://proceedings.open.tudelft.nl/clima2022/article/view/128
Y2 - 2022/05/29/15:11:31
KW - BE:RELEVANT
ER -
TY - JOUR
TI - Promoting Effective Education in Electromagnetics: Taiwan's School of Accessible and Visualized Electromagnetics Formed [Education Corner]
AU - Liao, W. J.
AU - Wu, R. B.
AU - Wu, T. L.
AU - Ma, T. G.
AU - Pang, Y. H.
AU - Tsai, Z. M.
AU - Yu, H. H.
AU - Tu, K. M.
AU - Lin, H. C.
AU - Peng, S. T.
T2 - IEEE Antennas and Propagation Magazine
AB - The School of Accessible and Visualized Electromagnetics (SAVE), a teaching and learning resource management consortium in Taiwan, has been formed to coordinate teachers from the field of electromagnetics (EM) to develop and share innovative teaching materials. Based on the cloud concept and following the simplicity, accessibility, visualization, and edutainment (S.A.V.E.) principles, various types of teaching resources, such as slides, problem sets, video clips, and interactive online laboratories, are available on the SAVE website for online learning. Teachers are able to customize a distinctive learning path to address the needs of a specific student group. To provide students with a means of evaluating their competence in EM, a large-scale online proficiency test was conducted concurrently at multiple sites. Analyses of test results and website uses are provided to assess the SAVE program performance and to draw future work topics.
DA - 2016/02//
PY - 2016
DO - 10.1109/map.2015.2501228
DP - IEEE Xplore
VL - 58
IS - 1
SP - 99
EP - 129
SN - 1045-9243
ST - Promoting Effective Education in Electromagnetics
KW - Computer science
KW - Electromagnetics
KW - Engineering education
KW - Market research
KW - Radio frequency
KW - Resource management
KW - SAVE Website
KW - Web sites
KW - __C:filed:1
KW - computational electromagnetics
KW - computer aided instruction
KW - innovative teaching materials
KW - large-scale online proficiency test
KW - learning resource management consortium
KW - online learning
KW - school of accessible and visualized electromagnetics
ER -
TY - BLOG
TI - Are students still learning during COVID-19? Formative assessment can provide the answer
AU - Liberman, Julia
AU - Levin, Victoria
AU - Luna-Bazaldua, Diego
T2 - World Bank Blogs
AB - As schools around the world have closed due to coronavirus (COVID-19) pandemic (and many have extended closures for the remainder of the school year), students, teachers, and parents are settling into the "new reality" for the foreseeable future.
DA - 2020///
PY - 2020
LA - en
ST - Are students still learning during COVID-19?
UR - https://blogs.worldbank.org/education/are-students-still-learning-during-covid-19-formative-assessment-can-provide-answer
ER -
TY - JOUR
TI - Arm-Wrestling in the Classroom: the Non-Monotonic Effects of Monitoring Teachers
AU - Lichand, Guilherme
AU - Wolf, Sharon
T2 - SSRN Electronic Journal
DA - 2020///
PY - 2020
DO - 10.2139/ssrn.3660611
DP - DOI.org (Crossref)
J2 - SSRN Journal
LA - en
SN - 1556-5068
ST - Arm-Wrestling in the Classroom
UR - https://www.ssrn.com/abstract=3660611
Y2 - 2020/09/09/11:04:49
ER -
TY - JOUR
TI - The effect of principal behaviors on student, teacher, and school outcomes: A systematic review and meta-analysis of the empirical literature
AU - Liebowitz, David D.
AU - Porter, Lorna
T2 - Review of Educational Research
DA - 2019///
PY - 2019
DO - 10.3102/0034654319866133
DP - Google Scholar
VL - 89
IS - 5
SP - 785
EP - 827
ST - The effect of principal behaviors on student, teacher, and school outcomes
ER -
TY - CHAP
TI - Digital learning for developing Asian countries
AU - Lim, Cher Ping
AU - Tinio, Victoria
AU - Smith, Matthew
AU - Bhowmik, Miron Kumar
T2 - Routledge International Handbook of Schools and Schooling in Asia
DA - 2018///
PY - 2018
PB - Routledge
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - CHAP
TI - Teacher Professional Development at Scale in the Global South
AU - Lim, Cher Ping
AU - Tinio, Victoria
AU - Smith, Matthew
AU - Zou, Ellen Wenting
AU - Modesto III, Justin Edward
T2 - Anticipating and Preparing for Emerging Skills and Jobs
DA - 2020///
PY - 2020
SP - 229
EP - 236
PB - Springer, Singapore
ER -
TY - JOUR
TI - Learning Environments and Pupils’ Participation in Primary Education in Nairobi Urban Slums: Implications for Sustainable Development
AU - Limboro, Charity Mukiri
T2 - MSINGI JOURNAL of the Department of Educational Foundations
DA - 2019///
PY - 2019
DO - 10.33886/mj.v1i2.108
VL - 1
IS - 2
SP - 7
EP - 19
SN - 2663-1032
KW - BE:LMIC
KW - BE:RELEVANT
ER -
TY - THES
TI - Effect van een Robot op het aanleren van Productieve Woordenschat in een Tweede Taal bij Kleuters
AU - Limpens, Lisa GA
DA - 2017///
PY - 2017
DP - Google Scholar
M3 - Master's Thesis
KW - _C:Chile CHL
KW - _C:Netherlands NLD
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Comparison of 1:1 and 1:m CSCL environment for collaborative concept mapping
AU - Lin, C.-P.
AU - Wong, L.-H.
AU - Shao, Y.-J.
T2 - Journal of Computer Assisted Learning
DA - 2012///
PY - 2012
DO - 10.1111/j.1365-2729.2011.00421.x
VL - 28
IS - 2
SP - 99
EP - 113
J2 - JCAL
SN - 1365-2729
UR - http://dx.doi.org/10.1111/j.1365-2729.2011.00421.x
ER -
TY - JOUR
TI - Developing Theory Through Integrating Human and Machine Pattern Recognition
AU - Lindberg, Aron
T2 - Journal of the Association for Information Systems
DA - 2020/02/11/
PY - 2020
DO - 10.17705/1jais.00593
VL - 21
IS - 1
SN - 1536-9323
UR - https://aisel.aisnet.org/jais/vol21/iss1/7
KW - _Added-ailr-2024
ER -
TY - JOUR
TI - 2008 Glewwe and Maiga
AU - Linden
DA - 2011///
PY - 2011
ER -
TY - JOUR
TI - Complement or substitute?: The effect of technology on student achievement in India
AU - Linden, Leigh L.
T2 - Working Paper
DA - 2008///
PY - 2008
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Coherence and the positioning of teachers in professional development programs. A systematic review
AU - Lindvall, Jannika
AU - Ryve, Andreas
T2 - Educational Research Review
DA - 2019///
PY - 2019
DO - 10.1016/j.edurev.2019.03.005
DP - Google Scholar
VL - 27
SP - 140
EP - 154
UR - https://www.sciencedirect.com/science/article/pii/S1747938X18302641
KW - Important
KW - Read
ER -
TY - BOOK
TI - The Handbook of Social Psychology
AU - Lindzey, G.
AU - Gilbert, D.
AU - Fiske, S.T.
CY - New York
DA - 1998///
PY - 1998
LA - hu
PB - Oxford University Press
ER -
TY - JOUR
TI - Implementation research: state of the art and future directions
AU - Linton, Jonathan D.
T2 - Technovation
DA - 2002///
PY - 2002
DO - 10.1016/S0166-4972(01)00075-X
DP - Google Scholar
VL - 22
IS - 2
SP - 65
EP - 79
ST - Implementation research
ER -
TY - JOUR
TI - Teacher-student relationship as a protective factor for socioeconomic status, students’ self-efficacy and achievement: a multilevel moderated mediation analysis
AU - Liu, Hongyun
AU - Liu, Qimeng
AU - Du, Xiaofeng
AU - Liu, Jian
AU - Hoi, Cathy Ka Weng
AU - Schumacker, Randall E.
T2 - Current Psychology
AB - This study examined whether the teacher-student relationship (TSR) served as a protective factor for students from families of lower socioeconomic status (SES). It was based on data from a standard mathematics assessment and survey using student and teacher questionnaires that were developed by the Collaborative Innovation Center of Assessment toward Basic Education Quality (CICA-BEQ) in China in 2016, which included 8707 fourth-grade Chinese students nested within 164 classes. We used multilevel structural equation models (MSEM) to investigate the mediating role of self-efficacy in mathematics in the relationship between SES and mathematics achievement and the moderating role of TSR in the direct and indirect relationship between SES and mathematics achievement at both the student-level and the class-level. The results suggested that the effect of SES on mathematics achievement was mediated by academic self-efficacy in mathematics both at the student-level and the class-level. The results also demonstrated a significant interaction between TSR and SES for self-efficacy both at the student-level and the class-level. Additionally, statistics indicated that TSR moderated the indirect relationship between SES and achievement via academic self-efficacy in mathematics.
DA - 2021/04/02/
PY - 2021
DO - 10.1007/s12144-021-01598-7
DP - Springer Link
J2 - Curr Psychol
LA - en
SN - 1936-4733
ST - Teacher-student relationship as a protective factor for socioeconomic status, students’ self-efficacy and achievement
UR - https://doi.org/10.1007/s12144-021-01598-7
Y2 - 2022/04/01/22:44:57
ER -
TY - JOUR
TI - Overall effects of temperature steps in hot summer on students' subjective perception, physiological response and learning performance
AU - Liu, Jiajing
AU - Kang, Jian
AU - Li, Zeyu
AU - Luo, Hanbin
T2 - Energy and Buildings
DA - 2021///
PY - 2021
DO - 10.1016/j.enbuild.2021.111124
DP - Google Scholar
VL - 247
SP - 111124
KW - BE:RELEVANT
ER -
TY - JOUR
TI - Effects of cues and real objects on learning in a mobile device supported environment
AU - Liu, Tzu-Chien
AU - Lin, Yi-Chun
AU - Paas, Fred
T2 - British Journal of Educational Technology
DA - 2013///
PY - 2013
DO - 10.1111/j.1467-8535.2012.01331.x
VL - 44
IS - 3
SP - 386
EP - 399
ER -
TY - JOUR
TI - Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment
AU - Liu, Tzu-Chien
AU - Lin, Yi-Chun
AU - Paas, Fred
T2 - Computers & Education
DA - 2014///
PY - 2014
DO - 10.1016/j.compedu.2013.10.019
VL - 72
SP - 328
EP - 338
ER -
TY - JOUR
TI - Split-attention and redundancy effects on mobile learning in physical environments
AU - Liu, Tzu-Chien
AU - Lin, Yi-Chun
AU - Tsai, Meng-Jung
AU - Paas, Fred
T2 - Computers & Education
DA - 2012///
PY - 2012
DO - 10.1016/j.compedu.2011.08.007
VL - 58
IS - 1
SP - 172
EP - 180
ER -
TY - CONF
TI - Multi-Stage Prompting for Knowledgeable Dialogue Generation
AU - Liu, Zihan
AU - Patwary, Mostofa
AU - Prenger, Ryan
AU - Prabhumoye, Shrimai
AU - Ping, Wei
AU - Shoeybi, Mohammad
AU - Catanzaro, Bryan
T2 - Findings 2022
A2 - Muresan, Smaranda
A2 - Nakov, Preslav
A2 - Villavicencio, Aline
AB - Existing knowledge-grounded dialogue systems typically use finetuned versions of a pretrained language model (LM) and large-scale knowledge bases. These models typically fail to generalize on topics outside of the knowledge base, and require maintaining separate potentially large checkpoints each time finetuning is needed. In this paper, we aim to address these limitations by leveraging the inherent knowledge stored in the pretrained LM as well as its powerful generation ability. We propose a multi-stage prompting approach to generate knowledgeable responses from a single pretrained LM. We first prompt the LM to generate knowledge based on the dialogue context. Then, we further prompt it to generate responses based on the dialogue context and the previously generated knowledge. Results show that our knowledge generator outperforms the state-of-the-art retrieval-based model by 5.8% when combining knowledge relevance and correctness. In addition, our multi-stage prompting outperforms the finetuning-based dialogue model in terms of response knowledgeability and engagement by up to 10% and 5%, respectively. Furthermore, we scale our model up to 530 billion parameters and demonstrate that larger LMs improve the generation correctness score by up to 10%, and response relevance, knowledgeability and engagement by up to 10%. Our code is available at: https://github.com/NVIDIA/Megatron-LM.
C1 - Dublin, Ireland
C3 - Findings of the Association for Computational Linguistics: ACL 2022
DA - 2022/05//
PY - 2022
DO - 10.18653/v1/2022.findings-acl.104
DP - ACLWeb
SP - 1317
EP - 1337
PB - Association for Computational Linguistics
UR - https://aclanthology.org/2022.findings-acl.104
Y2 - 2024/02/24/17:42:45
ER -
TY - JOUR
TI - The impact and reach of MOOCs: A developing countries’ perspective
AU - Liyanagunawardena, T.
AU - Williams, S.
AU - Adams, A.
T2 - eLearning Papers
DA - 2013///
PY - 2013
VL - 33
SP - 38
EP - 46
LA - en
SN - 1887-1542
ST - The impact and reach of MOOCs
KW - Final_citation
KW - cited
KW - existing
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The impact and reach of MOOCs: A developing countries’ perspective
AU - Liyanagunawardena, Tharindu
AU - Williams, Shirley
AU - Adams, Andrew
T2 - eLearning Papers
AB - Massively Open Online Courses (MOOCs) are a recent but hugely popular phenomenon in the online learning world. They are hailed by many as a solution for the developing world’s lack of access to education because MOOCs can provide learning opportunities to a massive number of learners from anywhere in the world as long as they can access the course through Internet. However, a close consideration of the ability of learn- ers from most developing countries to make use of MOOCs seems to contradict this rhetoric. This paper discusses features of MOOCs and looks at them from a developing countries’ perspective to conclude that due to a complicated set of conditions (‘access’, language, computer literacy among others) prevailing in developing countries, MOOCs may not be a viable solution for education for a large proportion of people in these ar- eas of the world. The paper further shows the need for more data on the demograph- ics of MOOC participants from developing countries to form a better understanding of MOOCs role in educating people from developing countries.
DA - 2013/05//
PY - 2013
DP - centaur.reading.ac.uk
VL - 33
IS - 33
SP - 38
EP - 46
LA - en
SN - 1887-1542
ST - The impact and reach of MOOCs
UR - http://centaur.reading.ac.uk/32452/1/In-depth_33_1.pdf
Y2 - 2015/01/21/12:33:32
KW - C:Low- and middle-income countries
KW - MOOCs
KW - NOTdocs.opendeved.net
KW - _C:Afghanistan AFG
KW - _C:Australia AUS
KW - _C:Burundi BDI
KW - _C:China CHN
KW - _C:Denmark DNK
KW - _C:Finland FIN
KW - _C:France FRA
KW - _C:India IND
KW - _C:Italy ITA
KW - _C:Jordan JOR
KW - _C:Mexico MEX
KW - _C:Nepal NPL
KW - _C:Norway NOR
KW - _C:Rwanda RWA
KW - _C:Spain ESP
KW - _C:Sri Lanka LKA
KW - _C:Sweden SWE
KW - _C:Switzerland CHE
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Using GIS and Machine Learning to Classify Residential Status of Urban Buildings in Low and Middle Income Settings
AU - Lloyd, Christopher T.
AU - Sturrock, Hugh J. W.
AU - Leasure, Douglas R.
AU - Jochem, Warren C.
AU - Lázár, Attila N.
AU - Tatem, Andrew J.
T2 - Remote Sensing
AB - Utilising satellite images for planning and development is becoming a common practice as computational power and machine learning capabilities expand. In this paper, we explore the use of satellite image derived building footprint data to classify the residential status of urban buildings in low and middle income countries. A recently developed ensemble machine learning building classification model is applied for the first time to the Democratic Republic of the Congo, and to Nigeria. The model is informed by building footprint and label data of greater completeness and attribute consistency than have previously been available for these countries. A GIS workflow is described that semiautomates the preparation of data for input to the model. The workflow is designed to be particularly useful to those who apply the model to additional countries and use input data from diverse sources. Results show that the ensemble model correctly classifies between 85% and 93% of structures as residential and nonresidential across both countries. The classification outputs are likely to be valuable in the modelling of human population distributions, as well as in a range of related applications such as urban planning, resource allocation, and service delivery.
DA - 2020/01//
PY - 2020
DO - 10.3390/rs12233847
DP - www.mdpi.com
VL - 12
IS - 23
SP - 3847
LA - en
UR - https://www.mdpi.com/2072-4292/12/23/3847
Y2 - 2021/03/18/19:01:58
KW - building classification
KW - building footprint
KW - machine learning
KW - residential
KW - superlearner
ER -
TY - CHAP
TI - Systematic Reviews on Flipped Learning in Various Education Contexts
AU - Lo, Chung Kwan
T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application
A2 - Zawacki-Richter, Olaf
A2 - Kerres, Michael
A2 - Bedenlier, Svenja
A2 - Bond, Melissa
A2 - Buntins, Katja
AB - This chapter shares the author's experiences of and reflections on conducting systematic reviews of flipped classroom research. The author first discusses the rationale for conducting systematic reviews and how the reviews contribute to the flipped learning field. After that, he lighlights some possible strategies, regarding literature search, article selection, and research synthesis, to improve the quality of systematic reviews.
CY - Wiesbaden
DA - 2020///
PY - 2020
DP - Springer Link
SP - 129
EP - 143
LA - en
PB - Springer Fachmedien
SN - 978-3-658-27602-7
ST - Systematic Reviews in Educational Research
UR - https://doi.org/10.1007/978-3-658-27602-7_8
Y2 - 2020/11/26/15:49:34
ER -
TY - JOUR
TI - Implementation science and its application to population health
AU - Lobb, Rebecca
AU - Colditz, Graham A.
T2 - Annual review of public health
DA - 2013///
PY - 2013
DO - 10.1146/annurev-publhealth-031912-114444
DP - Google Scholar
VL - 34
SP - 235
ER -
TY - JOUR
TI - The soul behind the screen:understanding cultural enrichment as a motivation of informal MOOC learning
AU - Lochlainn, Conchúr Mac
AU - Mhichíl, Mairéad Nic Giolla
AU - Beirne, Elaine
AU - Brown, Mark
T2 - Distance Education
AB - This article explores the role of culture and the concept of openness as they relate to learning using a massive open online course which teaches the Irish language and Irish culture to learners around the world. It explores how best to describe the meaning of such learning, and the social, material, and relational tensions that exist in such provision. Using a qualitative case study design, we analyzed a collection of 3507 learner comments placed on key reflective steps throughout the course. From the analysis of learner experiences, motivations, and opinions, we identified five major themes. We then examined the role of inequality, social justice, and lifelong learning in light of the themes. The article concludes with recommendations for further research, in addition to reflections on the value of small-scale case studies to explore the diversity inherent in MOOC provision.
DA - 2020/04/02/
PY - 2020
DO - 10.1080/01587919.2020.1757408
DP - Taylor and Francis+NEJM
VL - 41
IS - 2
SP - 201
EP - 215
SN - 0158-7919
ST - The soul behind the screen
UR - https://doi.org/10.1080/01587919.2020.1757408
Y2 - 2021/03/24/14:38:45
KW - massive open online course
KW - online language learning
KW - qualitative case study
KW - social justice
ER -
TY - JOUR
TI - How textbooks affect achievement in developing countries: Evidence from Thailand
AU - Lockheed, M.E.
AU - Vail, S.C.
AU - Fuller, B.
T2 - Educational Evaluation and Policy Analysis
DA - 1986///
PY - 1986
DO - 10.3102/01623737008004379
VL - 8
IS - 4
SP - 379
EP - 392
UR - https://doi.org/10.3102/01623737008004379.
ER -
TY - CHAP
TI - Open Initiatives for Decolonising the Curriculum
AU - Lockley, Pat
T2 - Decolonising the University
DA - 2018///
PY - 2018
SP - 145
EP - 173
PB - Pluto Press
KW - Final_citation
KW - cited
KW - existing
ER -
TY - CHAP
TI - Open Initiatives for Decolonising the Curriculum
AU - Lockley, Pat
T2 - Decolonising the University
A2 - Bhambra, Gurminder K.
A2 - Nişancıoğlu, Kerem
A2 - Gebrial, Dalia
DA - 2018///
PY - 2018
SP - 145
EP - 173
PB - Pluto Press
ER -
TY - JOUR
TI - Investigating effects of using digital video in teacher training in Cambodia
AU - Lok, Leandra
AU - Schellings, Gonny
AU - Brouwer, Niels
AU - Brok, Perry Den
T2 - Journal of Technology and Teacher Education
DA - 2018/04//
PY - 2018
VL - 26
IS - 2
LA - en
SN - 1059-7069
KW - Final_citation
KW - cited
KW - existing
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Investigating effects of using digital video in teacher training in Cambodia
AU - Lok, Leandra
AU - Schellings, Gonny
AU - Brouwer, Niels
AU - Den Brok, Perry
T2 - Journal of Technology and Teacher Education
AB - While research has shown that video can be an effective tool in the professional learning of teachers in industrialized countries, it is unknown whether this is also true for other countries with distinctive cultural, political, and historical contexts, such as Cambodia. This paper presents results from a study which examined the effectiveness of using video to introduce student-centered teaching to teachers in Cambodia. The training consisted of collaboratively watching and discussing videos of teaching practices. A 2x2 design was used, varying group conditions (team versus pair) and relevance of the material (model video versus action video). The findings indicated that although it was not possible to determine if there had been changes in teacher behavior, using video had led to an increase in teachers' perceived knowledge of student-centered teaching, especially for the team and the model video conditions.
DA - 2018/04//
PY - 2018
VL - 26
IS - 2
SP - 275
EP - 298
LA - English
SN - 1059-7069, 1059-7069
UR - https://www.learntechlib.org/primary/p/178451/
AN - 2101385721; EJ1181032
KW - Active Learning
KW - Behavior Change
KW - Cambodia
KW - Cultural Context
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Education--Computer Applications
KW - Faculty Development
KW - Foreign Countries
KW - Instructional Effectiveness
KW - Knowledge Base for Teaching
KW - Learning
KW - Mixed Methods Research
KW - Questionnaires
KW - Student Centered Learning
KW - Studies
KW - Teacher Attitudes
KW - Teacher Behavior
KW - Teacher education
KW - Teachers
KW - Teaching
KW - Teaching Methods
KW - Training
KW - Video
KW - Video Technology
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2095890
KW - __finaldtb
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Technical and Vocational Education and Training in Sub-Saharan Africa: the missing middle in post-school education
AU - Lolwana, Peliwe
AB - The structure of education systems in Sub-Saharan countries is characterised by Basic Education; Technical and Vocational Education (TVET) as well as University Education. Whilst the basic education system has grown to be a large system that accommodates almost all children, the size of post-basic education options available to young people in these countries is still very small and weak. There is a social crisis of large numbers of young people who are not in education, employment and work in the context of skills shortages in the labour market. There are, in other words, both supply and demand issues to which the present form of post-school is unable to respond adequately. There is a challenge of the ‘missing middle’ in the Sub-Saharan education and training systems and young people who simply disappear to thin air after leaving school.
DA - 2017///
PY - 2017
DP - Zotero
SP - 14
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - CLL:en
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Introduction Keynotes - Technical and Vocational Education and Training in Sub-Saharan Africa: the missing middle in post-school education
AU - Lolwana, Peliwe
AU - Oketch, Moses O.
T2 - Vocational Education and Training in Sub-Saharan Africa
AB - The structure of education systems in Sub-Saharan countries is characterised by Basic Education; Technical and Vocational Education (TVET) as well as University Education. Whilst the basic education system has grown to be a large system that accommodates almost all children, the size of post-basic education options available to young people in these countries is still very small and weak. There is a social crisis of large numbers of young people who are not in education, employment and work in the context of skills shortages in the labour market. There are, in other words, both supply and demand issues to which the present form of post-school is unable to respond adequately. There is a challenge of the ‘missing middle’ in the Sub-Saharan education and training systems and young people who simply disappear to thin air after leaving school.
DA - 2017///
PY - 2017
DP - mEDRA
SP - 11
EP - 38
LA - English
UR - https://www.wbv.de/artikel/6004570w011
Y2 - 2018/05/26/12:47:44
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - AA:SSA
KW - CLL:en
KW - Comparative Analysis
KW - publicImportV1
ER -
TY - JOUR
TI - Resolving the “Cost-Effective but Unaffordable” Paradox: Estimating the Health Opportunity Costs of Nonmarginal Budget Impacts
AU - Lomas, James
AU - Claxton, Karl
AU - Martin, Stephen
AU - Soares, Marta
T2 - Value in Health
DA - 2018/03/01/
PY - 2018
DO - 10.1016/j.jval.2017.10.006
VL - 21
IS - 3
SP - 266
EP - 275
J2 - Value in Health
LA - en
SN - 1098-3015
ST - Resolving the “Cost-Effective but Unaffordable” Paradox
ER -
TY - RPRT
TI - Accelerated learning programmes: what can we learn from them about curriculum reform?
AU - Longden, Ken
T2 - Background paper prepared for the Education for All Global Monitoring Report 2013/4
DA - 2013///
PY - 2013
DP - Zotero
LA - English
PB - UNESCO
UR - https://unesdoc.unesco.org/ark:/48223/pf0000225950
Y2 - 2020/07/27/13:24:03
ER -
TY - JOUR
TI - Collaborative activities enabled by GroupScribbles: An exploratory study of learning effectiveness
AU - Looi, C.
AU - Chen, W.
AU - Ng, F.
T2 - Computers and Education
DA - 2010///
PY - 2010
DO - 10.1016/j.compedu.2009.07.003
VL - 54
IS - 1
SP - 14
EP - 26
ST - Collaborative activities enabled by GroupScribbles: An exploratory study of learning effectiveness
ER -
TY - CHAP
TI - Google Scholar as a data source for research assessment
AU - López-Cózar, Emilio Delgado
AU - Orduña-Malea, Enrique
AU - Martín-Martín, Alberto
T2 - Springer handbook of science and technology indicators
DA - 2019///
PY - 2019
DP - Google Scholar
SP - 95
EP - 127
PB - Springer
ER -
TY - JOUR
TI - Study Behavior in Computing Education—A Systematic Literature Review
AU - Lorås, Madeleine
AU - Sindre, Guttorm
AU - Trætteberg, Hallvard
AU - Aalberg, Trond
T2 - ACM Transactions on Computing Education
AB - As the field of computing education grows and matures, it has become essential to unite computing education and higher education research. Educational research has highlighted that how students study is crucial to their learning progress, and study behaviors have been found to play an important role in students’ academic success. This article presents the main results of a systematic literature review intended to determine what we know about the study behaviors of computing students and the role of educational design in shaping them. A taxonomy of study behaviors was developed and used to clarify and classify the definitions of study behavior, process, strategies, habits, and tactics as well as to identify their relationship to the educational context. The literature search resulted in 107 included papers, which were analyzed according to defined criteria and variables. The review of study behavior terminology found that the same terms are used to describe substantially different study behaviors, and the lack of standard terminology makes it difficult to compare findings from different papers. Furthermore, it was more common for papers to use study behaviors to explain other aspects of students rather than exploring and understanding them. Additionally, the results revealed a tendency to focus on specific educational contexts, predominantly introductory programming courses. Although computing education as a field is well equipped to expand the knowledge about both study behaviors and their connection to the educational context, the lack of common terminology and theories limits the impact. The taxonomy of study behaviors in computing education proposed in this article can contribute to contextualizing the research in such a way that researchers and educators across institutional borders can compare and utilize results. Last, the article outlines some areas for future research and recommendations for practice.
DA - 2021/10/18/
PY - 2021
DO - 10.1145/3469129
DP - March 2022
VL - 22
IS - 1
SP - 9:1
EP - 9:40
J2 - ACM Trans. Comput. Educ.
UR - https://doi.org/10.1145/3469129
Y2 - 2022/04/05/20:22:23
KW - Computing education
KW - educational context
KW - study behavior
KW - study habits
KW - study process
KW - study strategies
KW - study tactics
ER -
TY - JOUR
TI - The right to education and ict during covid-19: An international perspective
AU - Lorente, Luis Miguel Lázaro
AU - Arrabal, Ana Ancheta
AU - Pulido-Montes, Cristina
T2 - Sustainability
DA - 2020///
PY - 2020
DO - 10.3390/su12219091
DP - Google Scholar
VL - 12
IS - 21
SP - 9091
ST - The right to education and ict during covid-19
ER -
TY - BOOK
TI - The State of Ceará in Brazil is a Role Model for Reducing Learning Poverty
AU - Loureiro, Andre
AU - Cruz, Louisee
AU - Lautharte, Ildo
AU - Evans, David K.
CY - Washington, DC
DA - 2020///
PY - 2020
PB - World Bank
UR - https://openknowledge.worldbank.org/handle/10986/34156
ER -
TY - JOUR
TI - Holistic Learning Versus Instrumentalism in Teacher Education: Lessons from Values Pedagogy and Related Research
AU - Lovat, Terence
T2 - Education Sciences
AB - This article constitutes a literature review, focusing on the idea of holistic learning, as found in key sources, and its essential contrasting with instrumentalist approaches to learning. It will move to explore updated research on holistic learning factors, with special attention to insights gleaned from values pedagogy and the research that underpins it. The article will juxtapose those insights with the instrumentalism that, it will allege, too often dictates teacher education directions. The article will conclude with an argument that teacher education has become, in modern times, a service industry, too often serving the agendas of governments and teacher unions, rather than preparing teachers to follow the guidelines provided by the latest research into student wellbeing and societal betterment. The article will focus especially on a number of Australian examples to mount the argument that nonetheless applies more generally across Western domains.
DA - 2020/11//
PY - 2020
DO - 10.3390/educsci10110341
DP - www.mdpi.com
VL - 10
IS - 11
SP - 341
LA - en
SN - 2227-7102
ST - Holistic Learning Versus Instrumentalism in Teacher Education
UR - https://www.mdpi.com/2227-7102/10/11/341
Y2 - 2022/03/10/15:57:01
KW - Australian education
KW - holistic learning
KW - instrumentalism
KW - teacher education
KW - values pedagogy
ER -
TY - JOUR
TI - The Impact of Vocational Schooling on Human Capital Development in Developing Countries: Evidence from China.
AU - Loyalka, P.
AU - Huang, X.
AU - Zhang, L.
AU - Wei, J.
AU - Yi, H.
AU - Song, Y.
AU - Shi, Y.
AU - Chu, J.
T2 - World Bank Economic Review
DA - 2016///
PY - 2016
VL - 30
SP - 143
EP - 170
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Does Teacher Training Actually Work? Evidence from a Large-Scale Randomized Evaluation of a National Teacher Training Program
AU - Loyalka, Prashant
AU - Popova, Anna
AU - Li, Guirong
AU - Shi, Zhaolei
T2 - American Economic Journal: Applied Economics
DA - 2019/07//
PY - 2019
DO - 10.1257/app.20170226
DP - DOI.org (Crossref)
VL - 11
IS - 3
SP - 128
EP - 154
J2 - American Economic Journal: Applied Economics
LA - en
SN - 1945-7782, 1945-7790
ST - Does Teacher Training Actually Work?
UR - https://pubs.aeaweb.org/doi/10.1257/app.20170226
Y2 - 2020/05/16/21:14:43
KW - C:China
KW - _genre:PR-primary_research
ER -
TY - JOUR
TI - Geo-spatial analyses in education research: the critical challenge and methodological possibilities
AU - Lubienski, Christopher
AU - Lee, Jin
T2 - Geographical Research
AB - The usefulness of spatial perspectives in education research is well known, particularly in fields such as school choice that are operationalised in multiple institutional, demographic, and local geographies. But the modes of spatial inquiry, even as they can potentially lend themselves to integrated research strategies, tend to be fragmented and isolated, failing to take into account multiple dimensions of contextual factors. Our purpose is to provide critical deliberations on geo-spatial methods in school choice research and suggest an integrative approach to enhance research on school choice from a geographic perspective. This paper first demonstrates the linkage of spatial approaches to school choice, and then surveys geo-spatial research as typically leveraged on this issue. We argue that there are inherent limitations to the typical conceptions of space in geo-spatial analyses and discuss two of the major challenges to these conceptions as provided by critical theorists and geographers. But we also point out that these challenges suggest alternatives that themselves have serious shortcomings. The concluding discussion sets out some of the possibilities of a more integrated approach to spatial inquiry in education research, and school choice more specifically.
DA - 2017///
PY - 2017
DO - 10.1111/1745-5871.12188
DP - Wiley Online Library
VL - 55
IS - 1
SP - 89
EP - 99
LA - en
SN - 1745-5871
ST - Geo-spatial analyses in education research
UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/1745-5871.12188
Y2 - 2021/03/07/14:14:14
KW - Lebanon_event_2021
KW - _C:Australia AUS
KW - _C:Canada CAN
KW - _C:Chile CHL
KW - _C:Georgia GEO
KW - _C:Ireland IRL
KW - _C:Japan JPN
KW - _C:New Zealand NZL
KW - _C:Sweden SWE
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - access
KW - education policy
KW - equity
KW - school choice
KW - spatial inquiry
ER -
TY - JOUR
TI - Improving early-grade literacy in East Africa: Experimental evidence from Kenya and Uganda
AU - Lucas, A.M.
AU - McEwan, P.J.
AU - Ngware, M.
AU - Oketch, M.
T2 - Journal of Policy Analysis and Management
DA - 2014///
PY - 2014
DO - 10.1002/pam.21782
VL - 33
IS - 4
SP - 950
EP - 976
UR - https://doi.org/10.1002/pam.21782.
ER -
TY - CONF
TI - Facilitating Students’ Digital Competence: Did They Do It?
AU - Lucas, Margarida
C3 - European Conference on Technology Enhanced Learning
DA - 2019///
PY - 2019
DP - Google Scholar
SP - 3
EP - 14
PB - Springer
ST - Facilitating Students’ Digital Competence
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Using artificial intelligence to visualize the impacts of climate change
AU - Luccioni, Alexandra
AU - Schmidt, Victor
AU - Vardanyan, Vahe
AU - Bengio, Yoshua
T2 - IEEE Computer Graphics and Applications
DA - 2021///
PY - 2021
DO - 10.1109/MCG.2020.3025425
DP - Google Scholar
VL - 41
IS - 1
SP - 8
EP - 14
UR - https://ieeexplore.ieee.org/abstract/document/9325146/
Y2 - 2024/02/24/11:15:54
ER -
TY - JOUR
TI - An Examination of the Evidence-Based Literacy Research in Deaf Education
AU - Luckner, John L.
AU - Sebald, Ann M.
AU - Cooney, John
AU - Young, John
AU - Muir, Sheryl Goodwin
T2 - American Annals of the Deaf
DA - 2005///
PY - 2005
DO - 10.1353/aad.2006.0008
DP - DOI.org (Crossref)
VL - 150
IS - 5
SP - 443
EP - 456
J2 - American Annals of the Deaf
LA - en
SN - 1543-0375
UR - http://muse.jhu.edu/content/crossref/journals/american_annals_of_the_deaf/v150/150.5luckner.html
AN - 10.1353/aad.2006.0008;503888:ZL997RBJ
Y2 - 2020/03/02/15:32:29
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Mechanism Experiments and Policy Evaluations
AU - Ludwig, Jens
AU - Kling, Jeffrey R.
AU - Mullainathan, Sendhil
T2 - Journal of Economic Perspectives
AB - Randomized controlled trials are increasingly used to evaluate policies. How can we make these experiments as useful as possible for policy purposes? We argue greater use should be made of experiments that identify the behavioral mechanisms that are central to clearly specified policy questions, what we call "mechanism experiments." These types of experiments can be of great policy value even if the intervention that is tested (or its setting) does not correspond exactly to any realistic policy option.
DA - 2011/09//
PY - 2011
DO - 10.1257/jep.25.3.17
DP - www.aeaweb.org
VL - 25
IS - 3
SP - 17
EP - 38
LA - en
SN - 0895-3309
UR - https://www.aeaweb.org/articles?id=10.1257/jep.25.3.17
Y2 - 2023/10/31/13:35:32
KW - Design of Experiments: General, Microeconomic Policy: Formulation
KW - Evaluation, Policy Objectives
KW - Implementation
KW - Policy Coordination
KW - Policy Designs and Consistency
ER -
TY - JOUR
TI - Twelve tips for using synchronous virtual classroom technologies in medical education
AU - Luke, Karl
T2 - MedEdPublish
AB - The COVID-19 pandemic has resulted in unprecedented transformations in medical education, with a shift from face-to-face learning activities to digital education. Virtual classroom technologies have played a pivotal role in supporting synchronous teaching activities; however, it can be extremely challenging for many educators to use virtual classrooms tools effectively. This article presents twelve tips based on best practices in educational design, learning theories, current research in online learning, and the authors’ personal experiences of designing online activities within medical education. The twelve tips aim to help medical educators use virtual classroom solutions more effectively to promote learner engagement and learning.
DA - 2021///
PY - 2021
DO - 10.15694/mep.2021.000066.1
DP - DOI.org (Crossref)
VL - 10
IS - 1
J2 - MedEdPublish
LA - en
SN - 23127996
UR - https://www.mededpublish.org/manuscripts/3732
Y2 - 2021/03/15/21:14:30
ER -
TY - JOUR
TI - A journey to BSO: evaluating earlier and more recent ideas of Mario Bunge as a foundation for information and software development
AU - Lukyanenko, R.
T2 - Exploring Modeling Methods for Systems Analysis and Development
DA - 2020///
PY - 2020
SP - 1
EP - 15
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Research perspectives: design theory indeterminacy: what Is it, how can it be reduced, and why did the polar bear drown?
AU - Lukyanenko, R.
AU - Parsons, J.
T2 - Journal of the Association for Information Systems
DA - 2020///
PY - 2020
DO - 10.17705/1jais.00639
VL - 21
IS - 5
SP - 1343
EP - 1369
LA - en
KW - _z:no_pdf
ER -
TY - JOUR
TI - Expecting the unexpected: effects of data collection design choices on the quality of crowdsourced user-generated content
AU - Lukyanenko, R.
AU - Parsons, J.
AU - Wiersma, Y.F.
T2 - MIS Quarterly
DA - 2019///
PY - 2019
DO - 10.25300/MISQ/2019/14439
VL - 43
IS - 2
SP - 623
EP - 648
LA - en
KW - _z:no_pdf
ER -
TY - JOUR
TI - The Role of E-Learning in the Professional Development of Student Teachers in Cameroon: A Discourse in Curriculum
AU - Lumadi, Mutendwahothe Walter
AU - Len, Kibinkiri Eric
T2 - Mediterranean Journal of Social Sciences
AB - This study was planned to investigate “the role of e-learning in the professional development of student teachers in Cameroon”. Nevertheless, the ineffectiveness of traditional or conventional methods of teaching and learning in education motivated the researchers to carry out this study. In order to proceed, six hypotheses were formulated to guide the investigation A survey of 796 student-teachers drawn from eight primary government teacher training colleges and three higher teacher training colleges in Cameroon was carried out. Data were collected using a questionnaire that was carefully designed with respect to the variables under study. Results revealed that the use of e-learning has a significant influence on the professional development of student teachers in Cameroon. Findings further revealed that internet-based problem-solving and computer-based direct instruction are the best predictors of the professional development of student teachers in Cameroon. Consequently, recommendations are made to teacher training institutions to adopt alternative and multidimensional perspectives (models) in their training programmes in order to solve existing and future educational challenges.
DOI: 10.5901/mjss.2013.v4n13p791
DA - 2013/11/15/
PY - 2013
DP - www.mcser.org
VL - 4
IS - 13
SP - 791
LA - en
SN - 2039-2117
ST - The Role of E-Learning in the Professional Development of Student Teachers in Cameroon
UR - https://www.mcser.org/journal/index.php/mjss/article/view/1799
Y2 - 2020/04/28/12:18:24
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Tablet computers in Philippine public schools: school-level factors that influence technology management and use
AU - Lumagbas, Jedaiah Joel
AU - Smith, Wally
AU - Care, Esther
AU - Scoular, Claire
T2 - Technology, Pedagogy and Education
DA - 2019///
PY - 2019
DO - 10.1080/1475939X.2019.1572535
DP - Google Scholar
VL - 28
IS - 1
SP - 73
EP - 89
ST - Tablet computers in Philippine public schools
KW - __C:filed:1
ER -
TY - ELEC
TI - Revolutionizing Text Data Analysis with AI Autocoding with NVivo
AU - Lumivero
T2 - Lumivero
AB - As the original AI qualitative data analysis software, NVivo has fine-tuned the autocoding feature that lets researchers conduct text data analysis with AI to detect and code themes and sentiments.
DA - 2023/10/23/T19:44:40+00:00
PY - 2023
LA - en-US
UR - https://lumivero.com/resources/blog/revolutionizing-text-data-analysis-with-ai-autocoding-with-nvivo/
Y2 - 2024/01/20/20:14:49
ER -
TY - JOUR
TI - Continuous Teacher Learning Circles in Learner-Centered Pedagogy: A Case Study in the Democratic Republic of the Congo
AU - Lund, Jennifer Anne
AB - This dissertation explores how continuous teacher learning circles (TLCs) support the
implementation of a learner-centered pedagogy in grades 5-10 at a school in a long-term refugee
community located in the Democratic Republic of the Congo (DRC). Learner-centered
pedagogy has gained notice as a means to improve educational outcomes in sub-Saharan Africa
(Vavrus & Bartlett, 2012). Learner-centered pedagogy may be defined as education rooted in the
interests of students, their prior knowledge, and pedagogy based on student inquiry with the goal
of solving real-world problems (Dewey, 1916). TLCs are increasingly used by international
educational development organizations, including in the DRC (Frisoli, 2014; Inter-Agency
Network for Education in Emergencies, 2015). Focusing on sustained teacher and student
learning, one U.S. non-profit has worked since 2011 to co-create learner-centered modules based
on locally identified assets and problems. This qualitative case study seeks to illuminate how
teacher learning and well-being are supported through the TLCs and what teachers and staff
understand about learner-centered pedagogy as a teaching and learning paradigm in the context.
Drawing from Kanu's (2005) precept that pedagogical ideas crossing borders are continually
reinterpreted and reinvented, this study takes a closer look at how indigenous practices may
influence or mediate teacher learning. By using Lave and Wenger’s (1991) concept of
communities of practice as the principal theoretical framework, the study relied on data from onsite individual interviews, focus groups, classroom observations, and TLC observations as well
as archival documents such as lesson plans, teacher reflections, and transcripts of cross-cultural
Skype conversations between Congolese and American staff. Findings suggest that the TLCs
viii
help teachers gain confidence in learner-centered teaching tools that support safe, inclusive, and
engaging classrooms while offering a supportive space to voice problems and receive feedback
from peers as they engage in planning and implementing the innovative curriculum. Findings
also highlight the need for increased teacher autonomy in lesson planning. Implications of these
findings encourage future research to determine whether it is feasible for learner-centered
pedagogy and TLCs to be operationalized and sustained over time in other similar settings.
DA - 2020///
PY - 2020
LA - en
ST - Continuous Teacher Learning Circles in Learner-Centered Pedagogy
UR - https://search.proquest.com/openview/a953e7f330384e6531912f3dc927f71d/1?pq-origsite=gscholar&cbl=18750&diss=y
Y2 - 2021/02/11/12:31:25
KW - _C:Algeria DZA
KW - _C:Angola AGO
KW - _C:Azerbaijan AZE
KW - _C:Belgium BEL
KW - _C:Botswana BWA
KW - _C:Cambodia KHM
KW - _C:Canada CAN
KW - _C:China CHN
KW - _C:Congo XCO
KW - _C:Congo, Democratic Republic COD
KW - _C:Congo, Republic COG
KW - _C:Ethiopia ETH
KW - _C:France FRA
KW - _C:Gambia GMB
KW - _C:Greece GRC
KW - _C:Guinea GIN
KW - _C:Italy ITA
KW - _C:Japan JPN
KW - _C:Malawi MWI
KW - _C:Mali MLI
KW - _C:Mexico MEX
KW - _C:Namibia NAM
KW - _C:Pakistan PAK
KW - _C:Rwanda RWA
KW - _C:Serbia SRB
KW - _C:Sierra Leone SLE
KW - _C:Singapore SGP
KW - _C:South Africa ZAF
KW - _C:Sudan SDN
KW - _C:Switzerland CHE
KW - _C:Tanzania TZA
KW - _C:Thailand THA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Zambia ZMB
KW - _C:Zimbabwe ZWE
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Teachers’ Responses and Expectations in the COVID-19 School Shutdown Period in the UK
AU - Lundie, Dr David
DP - Zotero
SP - 17
LA - en
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Why study national systems and national styles of innovation?
AU - Lundvall, Bengt-å
T2 - Technology analysis & strategic management
DA - 1998///
PY - 1998
DO - 10.1080/09537329808524324
DP - Google Scholar
VL - 10
IS - 4
SP - 403
EP - 422
ER -
TY - BOOK
TI - Innovation, growth, and social cohesion: the Danish model
AU - Lundvall, Bengt-Åke
DA - 2002///
PY - 2002
DP - Google Scholar
PB - Edward Elgar Publishing
ST - Innovation, growth, and social cohesion
ER -
TY - CONF
TI - Innovation system research: Where it came from and where it might go
AU - Lundvall, Bengt-Åke
DA - 2008///
PY - 2008
DP - Google Scholar
PB - Georgia Institute of Technology
ST - Innovation system research
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - National innovation systems—analytical concept and development tool
AU - Lundvall, Bengt-Åke
T2 - Industry and innovation
DA - 2007///
PY - 2007
DO - 10.1080/13662710601130863
DP - Google Scholar
VL - 14
IS - 1
SP - 95
EP - 119
ER -
TY - JOUR
TI - National systems of innovation: towards a theory of innovation and interactive learning
AU - Lundvall, Bengt-Ake
DA - 1992///
PY - 1992
DP - Google Scholar
ST - National systems of innovation
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Product innovation and user-producer interaction
AU - Lundvall, Bengt-Ake
T2 - The Learning Economy and the Economics of Hope
DA - 1985///
PY - 1985
DP - Google Scholar
VL - 19
SP - 19
EP - 60
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Innovation as an interactive process: from user-producer interaction to the national system of innovation
AU - Lundvall, Bengt-Ake
AU - Dosi, G.
AU - Freeman, C.
T2 - 1988
DA - 1988///
PY - 1988
DP - Google Scholar
VL - 349
SP - 369
ST - Innovation as an interactive process
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - National systems of production, innovation and competence building
AU - Lundvall, Bengt-Åke
AU - Johnson, Björn
AU - Andersen, Esben Sloth
AU - Dalum, Bent
T2 - Research policy
DA - 2002///
PY - 2002
DO - 10.1016/S0048-7333(01)00137-8
DP - Google Scholar
VL - 31
IS - 2
SP - 213
EP - 231
ER -
TY - JOUR
TI - The critical role of continuous professional development for teachers in Africa
AU - Luneta, Kakoma
T2 - African Journal of Teacher Education and Development
DA - 2022///
PY - 2022
DO - 10.4102/ajoted.v1i1.2
DP - Google Scholar
VL - 1
IS - 1
SP - 2
UR - https://ajoted.org/index.php/ajoted/article/view/2/2
Y2 - 2023/11/14/15:47:25
ER -
TY - RPRT
TI - Managing Overlap of Primary Studies Results Across Systematic Reviews: Practical Considerations for Authors of Overviews of Reviews
AU - Lunny, Carole
AU - Pieper, Dawid
AU - Thabet, Pierre
AU - Kanji, Salmaan
AB - Background: In overviews, inclusion of the same primary study in multiple systematic review gives undue weight to this study. Using a study result multiple times in the same analysis overstates its sample size and number of events, falsely leading to greater precision in the analysis. This paper aims to: (a) describe types of overlapping data that arise from the same primary studies reported across multiple reviews, (b) describe methods to identify and explain overlap of primary study data, and (c) present six case studies illustrating different approaches to manage overlap.
Methods: We rst updated the search in PubMed for methods from the MOoR framework relating to overlap of primary studies. One author screened the studies titles and abstracts, and any full-text articles retrieved, extracted methods data relating to overlap of primary studies and mapped it to the overlap methods from the MOoR framework. We also describe six case studies as examples of overviews that use speci c methods across the steps in the conduct of an overview. For each case study, we discuss potential implications in terms of methodological limitations, e ciency, usability, and resource use.
Results: Eight studies were mapped to the methods identi ed by the MOoR framework to address overlap. Several overlap methods mapped across four steps in the conduct of an overview – the eligibility criteria step, the data extraction step, the assessment of risk of bias step, and the synthesis step. Our overview case studies used multiple methods to reduce overlap at different steps in the conduct of an overview.
Conclusions: Our study underlines that there is currently no standard methodological approach to deal with overlap in primary studies across reviews. The level of complexity when dealing with overlap can vary depending on the yield, trends and patterns of the included literature and the scope of the overview question. Choosing a method might be dependent on the number of included reviews and their primary studies. Gaps in in evaluation of methods to address overlap were found and further investigation in this area is needed.
DA - 2021/01/20/
PY - 2021
DP - DOI.org (Crossref)
LA - en
M3 - preprint
PB - In Review
ST - Managing Overlap of Primary Studies Results Across Systematic Reviews
UR - https://www.researchsquare.com/article/rs-145573/v1
Y2 - 2021/04/17/19:28:53
ER -
TY - JOUR
TI - Influences of shadow education on the ecology of education – A review of the literature
AU - Luo, Jiahui
AU - Chan, Cecilia Ka Yuk
T2 - Educational Research Review
AB - Shadow education, also widely known as private tutoring or supplementary education, has attracted increasing research attention in the past two decades. The global expansion of shadow education, as well as its penetration to different educational stages and social classes, are believed to have far-reaching implications for the overall educational landscape. However, despite a steadily growing body of literature, no study to date has systematically reviewed the influences of shadow education from an ecological perspective. Therefore, borrowing Bronfenbrenner's ecological systems theory, this paper aims to provide a comprehensive overview of how shadow education influences different levels of educational ecosystems (i.e. individuals, micro-, meso-, exo-, and macro-system). Based on 74 empirical studies published between 2000 and 2020, the review reveals complex influences exerted by shadow education on multiple systems (e.g., students, mainstream schooling, families, and larger socioeconomic structures), contributing to a more sophisticated understanding of this phenomenon. The paper then discusses how the rise of shadow education creates significant changes to the ecology of education in which it operates, and concludes with implications for future practice and research.
DA - 2022/06/01/
PY - 2022
DO - 10.1016/j.edurev.2022.100450
DP - ScienceDirect
VL - 36
SP - 100450
J2 - Educational Research Review
LA - en
SN - 1747-938X
UR - https://www.sciencedirect.com/science/article/pii/S1747938X22000197
Y2 - 2022/04/05/20:26:28
KW - Influence
KW - Private tutoring
KW - Supplementary education
KW - Tutor
KW - shadow Education
ER -
TY - JOUR
TI - The datafied child: The dataveillance of children and implications for their rights
AU - Lupton, Deborah
AU - Williamson, Ben
T2 - New Media & Society
DA - 2017///
PY - 2017
DO - 10.1177/1461444816686328
DP - Google Scholar
VL - 19
IS - 5
SP - 780
EP - 794
ST - The datafied child
ER -
TY - RPRT
TI - Recommendations Report for Technology and CPD for Secondary School Leaders and Teachers in Sierra Leone
AU - Lurvink, Anne-Fleur
AB - An output of the Open Development & Education, https://opendeved.net/
CN - opendeved.1067
DA - 2023/12/31/T00:00:00.000Z
PY - 2023
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/IMCM84F3
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - No Teacher is an Island: A case study on the enablers and barriers for effective school-based teacher professional development in Sierra Leone
AU - Lurvink, Anne-Fleur
AU - Bangura, Zainab
AU - Fortune, Alhaji
AU - George, Alex H.
AU - Godwin, Katie
AU - Mason-Sesay, Miriam
AU - Moseray, David
AU - Tholley, Ibrahim
AU - Turay, Emmanuel B.
AU - Haßler, Björn
CN - 0284
DA - 2022/08/18/
PY - 2022
LA - en
PB - OpenDevEd
UR - https://docs.opendeved.net/lib/N665IBBE
KW - Author:OpenDevEd
KW - _bjoern_cv
KW - _r:AddedByZotZen
KW - _r:ImportedToMyEducationEvidence
ER -
TY - RPRT
TI - What are the enablers and barriers for effective School-Based Teacher Professional Development?
AU - Lurvink, Anne-Fleur
AU - Bangura, Zainab
AU - Fortune, Alhaji
AU - George, Alex H.
AU - Godwin, Katie
AU - Mason-Sesay, Miriam
AU - Moseray, David
AU - Tholley, Ibrahim
AU - Turay, Emmanuel B.
AU - Haßler, Björn
DA - 2022/08/18/
PY - 2022
LA - en
PB - OpenDevEd
ER -
TY - BLOG
TI - No teacher is an Island - Open Development & Education
AU - Lurvink, Anne-Fleur
AU - Bokamba, Tania Elena Megogo
AU - Mason, Miriam
AU - Godwin, Katie
AU - Godwin, Anne-Fleur Lurvink, Tania Elena Megogo Bokamba, Miriam Mason and Katie Godwin, Anne-Fleur Lurvink, Tania Elena Megogo Bokamba, Miriam Mason and Katie
AB - When we step into the head-teacher’s office in one of our project schools, Foday, the facilitator comes in and greets us. He asks us to be patient while they sort out lunch for the children and get the teachers together. We sit back and relax, and watch the hundreds of learners receive their rice
DA - 2022/10/31/T11:48:36+00:00
PY - 2022
LA - en-GB
UR - https://opendeved.net/2022/10/31/no-teacher-is-an-island/, https://opendeved.net/2022/10/31/no-teacher-is-an-island/
Y2 - 2023/11/09/19:29:49
ER -
TY - BLOG
TI - Where do teachers go, and where do they stay?
AU - Lurvink, Anne-Fleur
AU - Espinoza-Revollo, Patricia
AU - Ali, Yusuf
AU - Garrod, Oliver
AU - Atherton, Paul
AU - Mackintosh, Alasdair
AU - Ramirez, Ana
AU - Beoku-Betts, Iman
AU - Haßler, Björn
AU - Godwin, Katie
DA - 2023/03//
PY - 2023
UR - https://edtechhub.org/2023/03/22/where-do-teachers-go-and-where-do-they-stay/
ER -
TY - RPRT
TI - No teacher is an island
AU - Lurvink, Anne-Fleur
AU - Godwin, Katie
AU - Mason-Sesay, Miriam
AB - An output of the Open Development & Education, https://opendeved.net/
CN - opendeved.1059
DA - 2022/10/31/T00:00:00.000Z
PY - 2022
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/7374M339
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - Teacher Retention and Mobility in Sierra Leone: What factors contribute to teachers' motivation to stay or leave schools?
AU - Lurvink, Anne-Fleur
AU - Mansaray, Kabiru
AU - Kamara, Josephine
AU - Khanu, AlimamyJames
AU - Cameron, Emma
AU - Godwin, Katie
AU - Haßler, Björn
AB - An output of the EdTech Hub, https://edtechhub.org
CN - 0168
DA - 2023/06/16/
PY - 2023
LA - en
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/CQ8JNCH8
KW - _r:AddedByZotZen
ER -
TY - RPRT
TI - Tich Mi Ar Tich Dem Open Development & Education and EducAid Sierra Leone
AU - Lurvink, Anne-Fleur
AU - Mason-Sesay, Miriam
AB - An output of the Open Development & Education, https://opendeved.net/
CN - opendeved.1060
DA - 2023/02/18/T00:00:00.000Z
PY - 2023
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/X2GZ7KUT
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - JOUR
TI - Introduction of an EdTech intervention to support learning of foundational skills in Sierra Leone: policy, teacher, and community perspectives
AU - Lurvink, Anne-Fleur
AU - Pitchford, Nicola J.
T2 - Frontiers in Education
AB - Background
Like many other countries, Sierra Leone faces significant challenges with primary education resulting in many children leaving primary school without acquiring basic foundational skills. To address these challenges, an educational technology (EdTech) intervention was implemented in 20 primary schools located in two marginalized districts in Sierra Leone. While this EdTech intervention has been shown to raise learning outcomes, little is known about the impacts on the broader education ecosystem. This paper investigates how this EdTech intervention might address some the challenges faced with primary education in Sierra Leone, by examining policy, teacher, and community perspectives.
Method
A mixed methods approach was employed which included a policy mapping exercise, a survey of teachers training needs in supporting the development of foundational skills with grade 1 learners, an interview with teachers after they had delivered the EdTech intervention to garner their perceptions and experiences of using the technology in their class, and focus groups with teachers and other community members to gain insights into how the EdTech intervention had been received.
Results
Findings from the policy mapping exercise and quantitative data from the survey of teacher training needs were triangulated with qualitative data from the interviews and focus groups. Four key themes emerged relating to the effective and sustained use of this EdTech intervention to support the acquisition of foundational skills by primary school children in Sierra Leone: (1) the need for continued teacher professional development, (2) the use of English as the language of instruction, (3) access to the technology by children with special educational needs and disabilities (SEND), and (4) the importance of active community engagement in supporting the intervention.
Discussion
Collectively, results indicated that the EdTech intervention employed in this study aligned well to the education policy in Sierra Leone. Enhanced teacher training is needed, especially in using English as the language of instruction, and continued community engagement is essential for scaling the intervention effectively and ensuring that all children, including those with SEND, access the technology at primary school. These results have implications for other EdTech intervention deployed in resource-poor settings to enhance learning of foundational skills.
DA - 2023/05/12/
PY - 2023
DO - 10.3389/feduc.2023.1069857
DP - DOI.org (Crossref)
VL - 8
SP - 1069857
J2 - Front. Educ.
SN - 2504-284X
ST - Introduction of an EdTech intervention to support learning of foundational skills in Sierra Leone
UR - https://www.frontiersin.org/articles/10.3389/feduc.2023.1069857/full
Y2 - 2023/11/22/13:20:44
ER -
TY - RPRT
TI - Designing Effective Numeracy Programs in Low- and Middle-Income Countries
AU - Lutfeali, Shirin
AU - Sitabkhan, Yasmin
AU - Ralaingita, Wendy
AU - Piper, Benjamin
M3 - Science of Teaching
UR - https://scienceofteaching.site/wp-content/uploads/2021/11/Practical-Guide-for-Numeracy_converted.pdf
Y2 - 2022/07/28/17:51:12
ER -
TY - JOUR
TI - Effects of Demo Kit on Remediating Senior School Students’ Misconceptions in Mitosis and Meiosis in Ilorin, Nigeria
AU - Luwoye, Akindeyi
AU - Bello, Ganiyu
AU - Adeoye, Gabriel Ademakinwa
T2 - Journal of Learning for Development
AB - This study investigated the effects of demo kit on remediating misconceptions held by senior school students’ in mitosis and meiosis. The quasi-experimental design of the pre-test, post-test, non-equivalent control group was adopted for the study. Multistage sampling technique was used to select 60 male and female biology students from two senior secondary schools in Ilorin metropolis. The instruments used for data collection was Mitosis and Meiosis Achievement Test (MMAT). Frequencies and chi-square were used to answer the research questions and test the null hypothesis respectively. The findings revealed that biology students’ held misconceptions on mitosis and meiosis before and after instructions. However, there was a significant difference in the number of misconceptions held by students taught using demo kit and those taught with the conventional method. It was recommended that biology teachers adopt the use of the demo kit for remediating students pre- and post-instructional misconceptions on mitosis and meiosis.
DA - 2021/11/17/
PY - 2021
DP - jl4d.org
VL - 8
IS - 3
SP - 557
EP - 567
LA - en
SN - 2311-1550
UR - https://jl4d.org/index.php/ejl4d/article/view/503
Y2 - 2022/04/05/12:26:20
KW - Keywords: remediate
KW - demo kit
KW - meiosis
KW - misconceptions
KW - mitosis
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Health impact studies of climate change adaptation and mitigation measures – A scoping review
AU - Luyten, Axel
AU - Winkler, Mirko S.
AU - Ammann, Priska
AU - Dietler, Dominik
T2 - The Journal of Climate Change and Health
AB - Climate change affects both mental and physical health. Besides limiting the extent and consequences of climate change, mitigation and adaptation measures can have additional and potentially unintended health impacts. This scoping review outlines how health effects of climate mitigation and adaptation measures have been studied in the scientific literature. We conducted a systematic literature search in the databases PubMed, Scopus and Web of Science without time restriction. All peer-reviewed articles reporting quantified health impacts linked to specific climate change adaptation and mitigation measures were included. Overall, the 89 included articles considered only a narrow range of health determinants and health outcomes. Adaptation- and mitigation-related articles most frequently investigated the environmental health determinants air temperature and air pollution, respectively. Non-communicable diseases were predominantly studied while other relevant health outcome categories, such as mental health, food- and nutrition-related issues, and communicable diseases were rarely reported. The scarcity of studies focusing on the social health determinants and providing stratified health impacts among vulnerable population groups in assessments points to an inadequate consideration of health equity aspects. Increased efforts to quantify health impacts more comprehensively and to identify underlying vulnerability factors among specific population groups seem needed. This information could provide policymakers with more accurate evidence to address health equity aspects, limit adverse health impacts and promote health co-benefits of climate change adaptation and mitigation measures.
CN - openalex: W4308629203
DA - 2023/01/01/
PY - 2023
DO - 10.1016/j.joclim.2022.100186
VL - 9
SP - 100186
EP - 100186
SN - 2667-2782
UR - https://doi.org/10.1016/j.joclim.2022.100186
KW - openalex:citedBy
KW - openalex:import
KW - selected_for:effects of climate ch...on learning...LMICs 2024
KW - tagged
ER -
TY - JOUR
TI - ICTs and development in developing countries: a systematic review of reviews
AU - Lwoga, Edda Tandi
AU - Sangeda, Raphael Zozimus
T2 - The Electronic Journal of Information Systems in Developing Countries
AB - This systematic review of reviews aimed to explore the contribution of information and communication technologies (ICTs) for development in developing countries. This systematic review of reviews determines and summarizes ICTD research trends, and methodologies and conceptual frameworks used in ICTD research discuss the findings and evidence and then suggest approaches for further research. We reviewed existing systematic reviews published on ICT and development between January 1990 and July 2017. The review of reviews shows that a growing number of ICTD research works have used qualitative research approaches for data collection and analysis. We note several attempts to develop and apply models/frameworks over explanatory and predictive theories, most notably in the area of social, sociotechnical, and technical. Nevertheless, there is limited evidence on the long‐term contribution of ICT use on livelihoods, patterns of economic inequality, human freedom, and well‐being in developing countries. This review of reviews synthesizes existing systematic reviews on the contribution of ICT for development than was previously available for developing countries. This review has the potential for several stakeholders, including the public and private sector, intermediaries, and nonprofit organizations, to utilize the accumulated evidence from selected systematic reviews to enable/improve the appropriate and sustainable use of ICTs for development.
DA - 2019/01//
PY - 2019
DO - 10.1002/isd2.12060
DP - DOI.org (Crossref)
VL - 85
IS - 1
SP - e12060
J2 - E J Info Sys Dev Countries
LA - en
SN - 16814835
ST - ICTs and development in developing countries
UR - http://doi.wiley.com/10.1002/isd2.12060
Y2 - 2021/05/29/17:17:34
ER -
TY - RPRT
TI - Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children
AU - Lynch, Paul
AU - Kaye, Tom
AU - Terlektsi, Emmanouela
AB - The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
DA - 2020/06/17/
PY - 2020
DP - Zenodo
LA - eng
M3 - Helpdesk Response
PB - EdTech Hub
SN - 16
ST - Pakistan Distance-Learning Topic Brief
UR - https://docs.edtechhub.org/lib/4PAZ4ZQH
KW - C:Pakistan
KW - F: Helpdesk response
KW - L:Special education needs and disabilities (SEND)
KW - LP: English
KW - _C:Bangladesh BGD
KW - _C:Ethiopia ETH
KW - _C:India IND
KW - _C:Ireland IRL
KW - _C:Kenya KEN
KW - _C:Pakistan PAK
KW - _C:Rwanda RWA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _DOILIVE
KW - _EdTechHub_Output
KW - _GS:indexed
KW - __C:filed:1
KW - __C:scheme:1
KW - _cover:v1
KW - _r:CopiedFromEvLib
KW - _r:ImportedToMyEducationEvidence
KW - _zenodoETH
KW - docs.opendeved.net
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - RPRT
TI - EdTech for Learners with Disabilities in Primary School Settings in LMICs: A Systematic Literature Review
AU - Lynch, Paul
AU - Singal, Nidhi
AU - Francis, Gill A.
AB - This systematic literature review was guided by the overarching aim of establishing the categories of EdTech that may be appropriate to support the learning of children with disabilities aged 4–12 years in low-and middle-income countries. A critical review of the published literature was deemed essential as the field of disability and EdTech (mirroring larger trends in disability and educational research) has remained dominated by anecdotal commentaries and strong personal assertions, but substantiated by little evidence. In framing the review we drew on a dual model of access which provides a helpful lens into how EdTech can support a learner’s development trajectory across different interventions (e.g. learning to read Braille or sign language), targeted educational outcomes, inclusive practices and suitable accommodations in different educational settings. This approach is underpinned by a human rights agenda, as articulated in the UN Convention for the Rights of Persons with Disabilities (CRPD) and the Sustainable Development Goals (SDGs) which demand fair and equal access to education for all children and young people. They are also concerned, though, that an individual child/young person should have agency, self-determination and independence. Article 2 of the CRPD unambiguously recognizes that reasonable accommodation is vital in enabling persons with disabilities to enjoy and exercise their rights on an equal basis with others.
DA - 2021///
PY - 2021
DP - DOI.org (Datacite)
LA - en
M3 - Working Paper
PB - EdTech Hub
ST - EdTech for Learners with Disabilities in Primary School Settings in LMICs
UR - https://docs.edtechhub.org/lib/XJ42VUQG
KW - _DOILIVE
KW - _EdTechHub_Output
KW - _MELA_seen
KW - _cover:v3
KW - _genre:LR-literature_review
KW - _yl:a
KW - _zenodoETH
ER -
TY - RPRT
TI - How Can EdTech Support Primary School Learners with Disabilities in LMICs? Recommendations for Policy
AU - Lynch, Paul
AU - Singal, Nidhi
AU - Francis, Gill A.
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2021/04/19/
PY - 2021
LA - en
M3 - Policy Brief
PB - EdTech Hub
ST - How Can EdTech Support Primary School Learners with Disabilities in LMICs?
UR - https://docs.edtechhub.org/lib/UXWEBRCC
KW - _EdTechHub_Output
KW - _cover:v3
KW - _r:AddedByZotZen
KW - _yl:b
KW - _zenodoETH
ER -
TY - JOUR
TI - Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review
AU - Lynch, Paul
AU - Singal, Nidhi
AU - Francis, Gill Althia
T2 - Educational Review
DA - 2022/04/04/
PY - 2022
DO - 10.1080/00131911.2022.2035685
VL - 0
IS - 0
SP - 1
EP - 27
SN - 0013-1911
ST - Educational technology for learners with disabilities in primary school settings in low- and middle-income countries
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review
AU - Lynch, Paul
AU - Singal, Nidhi
AU - Francis, Gill Althia
T2 - Educational Review
AB - Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6–12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities.
DA - 2022/04/04/
PY - 2022
DO - 10.1080/00131911.2022.2035685
DP - Taylor and Francis+NEJM
VL - 0
IS - 0
SP - 1
EP - 27
SN - 0013-1911
ST - Educational technology for learners with disabilities in primary school settings in low- and middle-income countries
UR - https://doi.org/10.1080/00131911.2022.2035685
Y2 - 2022/04/05/12:35:20
KW - Educational technology
KW - _genre:LR-literature_review
KW - assistive technology
KW - disability
KW - inclusive education
KW - low- and middle-income countries
KW - primary education
ER -
TY - RPRT
TI - EdTech for Learners with Disabilities in Primary School Settings in LMICs: A Systematic Literature Review
AU - Lynch, Paul
AU - Singhal, Nidhi
AU - Francis, Gill A.
DA - 2020///
PY - 2020
LA - en
PB - Zenodo
ST - EdTech for Learners with Disabilities in Primary School Settings in LMICs
ER -
TY - RPRT
TI - EdTech for Learners with Disabilities in Primary School Settings in LMICS: A Systematic Literature Review
AU - Lynch, Paul
AU - Singhal, Nidhi
AU - Francis, Gill A.
DA - 2021///
PY - 2021
LA - en
PB - EdTech Hub
ST - EdTech for Learners with Disabilities in Primary School Settings in LMICS
KW - auto_merged
ER -
TY - JOUR
TI - BRIEF Implementation Science and Practice in the Education Sector
AU - Lyon, Aaron R
DP - Zotero
SP - 8
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - BRIEF Implementation Science and Practice in the Education Sector
AU - Lyon, Aaron R
DA - 2017///
PY - 2017
DP - Zotero
SP - 8
LA - en
KW - education
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Assessing organizational implementation context in the education sector: confirmatory factor analysis of measures of implementation leadership, climate, and citizenship
AU - Lyon, Aaron R.
AU - Cook, Clayton R.
AU - Brown, Eric C.
AU - Locke, Jill
AU - Davis, Chayna
AU - Ehrhart, Mark
AU - Aarons, Gregory A.
T2 - Implementation Science
AB - A substantial literature has established the role of the inner organizational setting on the implementation of evidence-based practices in community contexts, but very little of this research has been extended to the education sector, one of the most common settings for the delivery of mental and behavioral health services to children and adolescents. The current study examined the factor structure, psychometric properties, and interrelations of an adapted set of pragmatic organizational instruments measuring key aspects of the organizational implementation context in schools: (1) strategic implementation leadership, (2) strategic implementation climate, and (3) implementation citizenship behavior.
DA - 2018/01/08/
PY - 2018
DO - 10.1186/s13012-017-0705-6
DP - BioMed Central
VL - 13
IS - 1
SP - 5
J2 - Implementation Science
SN - 1748-5908
ST - Assessing organizational implementation context in the education sector
UR - https://doi.org/10.1186/s13012-017-0705-6
Y2 - 2022/11/23/12:30:41
KW - Education
KW - Implementation citizenship
KW - Implementation climate
KW - Implementation leadership
KW - Reliability
KW - Schools
KW - Structural validity
ER -
TY - JOUR
TI - Computational thinking in higher education: A review of the literature
AU - Lyon, Joseph A.
AU - J. Magana, Alejandra
T2 - Computer Applications in Engineering Education
AB - Computational thinking is of growing interest to the science, technology, engineering, and mathematics (STEM) education research community. Calls from national agencies look to increase computation in STEM education. This review identifies key areas for future study by reviewing recent empirical studies that investigate computational thinking in teaching and learning contexts within higher education. Using a systematic process, this review identified four different databases for peer-reviewed research articles using keywords. Results were evaluated against inclusion and exclusion criteria. Studies were analyzed for types of methods, target population, the role of computational thinking, pedagogical designs used, and significant findings of the study. This process resulted in a final set of 13 studies. The results indicate that computational thinking research in higher education is growing, yet there are opportunities for more research. The findings of this study highlight the need for more concrete definitions and implementations of computational thinking within higher education spaces.
DA - 2020///
PY - 2020
DO - 10.1002/cae.22295
DP - Wiley Online Library
VL - 28
IS - 5
SP - 1174
EP - 1189
LA - en
SN - 1099-0542
ST - Computational thinking in higher education
UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/cae.22295
Y2 - 2022/04/05/20:29:52
KW - STEM education
KW - computational thinking
KW - higher education
ER -
TY - JOUR
TI - The emerging pattern of disability in Rwanda
AU - M’kumbuzi, Vyvienne RP
AU - Sagahutu, J.-B.
AU - Kagwiza, J.
AU - Urimubenshi, G.
AU - Mostert-Wentzel, Karien
T2 - Disability and Rehabilitation
DA - 2014///
PY - 2014
DO - 10.3109/09638288.2013.798361
DP - Google Scholar
VL - 36
IS - 6
SP - 472
EP - 478
ER -
TY - JOUR
TI - Social economic impact of COVID-19 outbreak in India
AU - M., Sandeep Kumar
AU - V., Maheshwari
AU - J., Prabhu
AU - M., Prasanna
AU - P., Jayalakshmi
AU - P., Suganya
AU - M.B., Benjula Anbu Malar
AU - Jothikumar, R.
T2 - International Journal of Pervasive Computing and Communications
AB - Purpose of this study The situations of COVID-19 will certainly have an adverse effect over and above health care on factors of the internet of things (IoT) market. To overcome all the above issues, IoT devices and sensors can be used to track and monitor the movement of the people, so that necessary actions can be taken to prevent the spread of coronavirus disease (COVID-19). Mobile devices can be used for contact tracing of the affected person by analyzing the geomap of the travel history. This will prevent the spread and reset the economy to the normal condition. Design/methodology/approach To respond to the global COVID-19 outbreak, the social-economic implications of COVID-19 on specific dimensions of the global economy are analyzed in this study. The situations of COVID-19 will certainly have an adverse effect over and above health care on factors of the IoT market. To overcome these issues IoT devices and sensors can be used to track and monitor the movement of the people so that necessary actions can be taken to prevent the spread of COVID-19. Mobile devices can be used for contact tracing of the affected person by analyzing the geomap of the travel history. This will prevent the spread and reset the economy to the normal condition. A few reviews, approaches, and guidelines are provided in this article along these lines. Moreover, insights about the effects of the pandemic on various sectors such as agriculture, medical industry, finance, information technology, manufacturing and many others are provided. These insights may support strategic decision making and policy framing activities for the top level management in private and government sectors. Findings With insecurities of a new recession and economic crisis, key moments such as these call for strong and powerful governance in health, business, government, and large society. Instant support measures have to be initiated and adapted for those who can drop through the cracks. Mid- and long-term strategies are required to stabilize and motivate the economy during this recession. Originality/value A comprehensive social-economic development strategy that consists of sector by sector schemes and infrastructure that supports business to ensure the success of those with reliable and sustainable business models is necessary. From the literature analysis and real world observations it is concluded that the IoT, sensors, wearable devices and computational technologies plays major role in preserving the economy of the country by preventing the spread of COVID-19.
DA - 2020/01/01/
PY - 2020
DO - 10.1108/IJPCC-06-2020-0053
DP - Emerald Insight
VL - ahead-of-print
IS - ahead-of-print
SN - 1742-7371
UR - https://doi.org/10.1108/IJPCC-06-2020-0053
Y2 - 2020/08/12/17:25:07
KW - COVID-19
KW - Implication
KW - Industry
KW - IoT and wearable devices
KW - Socio-economic growth
ER -
TY - JOUR
TI - A Framework for Rigorously Identifying Research Gaps in Qualitative Literature Reviews
AU - Mã, Christoph
AB - Identifying research gaps is a fundamental goal of literature reviewing. While it is widely acknowledged that literature reviews should identify research gaps, there are no methodological guidelines for how to identify research gaps in qualitative literature reviews ensuring rigor and replicability. Our study addresses this gap and proposes a framework that should help scholars in this endeavor without stifling creativity. To develop the framework we thoroughly analyze the state-of-the-art procedure of identifying research gaps in 40 recent literature reviews using a grounded theory approach. Based on the data, we subsequently derive a framework for identifying research gaps in qualitative literature reviews and demonstrate its application with an example. Our results provide a modus operandi for identifying research gaps, thus enabling scholars to conduct literature reviews more rigorously, effectively, and efficiently in the future.
DA - 2015///
PY - 2015
DP - Zotero
LA - en
UR - https://core.ac.uk/download/pdf/301367526.pdf
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Data-driven meets theory-driven research in the era of big data: opportunities and challenges for Information Systems research
AU - Maass, W.
AU - Parsons, J.
AU - Purao, S.
T2 - Journal of the Association for Information Systems
DA - 2018///
PY - 2018
DO - 10.17705/1jais.00526
VL - 19
IS - 12
SP - 1253
EP - 1273
LA - en
KW - _z:no_pdf
ER -
TY - JOUR
TI - Classroom Environment: a literature review
AU - MacAulay, Dolina J.
T2 - Educational Psychology
AB - The literature on classroom environment from 1980 onwards is reviewed. Special reference is made to elementary settings and to students with behavioral deficits. Structure and organization, cognitive processes, student characteristics and teacher characteristics are all seen as being capable of modification. It is concluded that the achievement of a match between students' preferences and instructional settings is a necessary condition for maximizing their cognitive, social and affective outcomes.
DA - 1990/01//
PY - 1990
DO - 10.1080/0144341900100305
DP - DOI.org (Crossref)
VL - 10
IS - 3
SP - 239
EP - 253
J2 - Educational Psychology
LA - en
SN - 0144-3410, 1469-5820
ST - Classroom Environment
UR - http://www.tandfonline.com/doi/abs/10.1080/0144341900100305
Y2 - 2022/05/28/21:05:37
KW - BE:RELEVANT
ER -
TY - JOUR
TI - Participatory visual methods and school-based responses to HIV in rural South Africa: insights from youth, preservice and inservice teachers
AU - MacEntee, Katie
T2 - Sex Education: Sexuality, Society and Learning
AB - This paper explores students', preservice teachers' and inservice teachers' perceptions of the contributions and challenges of using participatory visual methodologies (PVM) to enhance HIV education in rural schools. Drawing on findings from three research projects conducted in KwaZulu Natal, South Africa, four positive contributions are identified: 1) novelty, fun and engagement; 2) amplifying youth voices; 3) the facilitation of teachers' reflexive learning; and 4) the production of local resources in under-resourced schools. Challenges include: 1) limited technology access; 2) teacher discomfort; and 3) resistance to PVM integration. Teachers and young people, especially in under resourced rural settings, can benefit from integrating such methodologies into their responses to HIV and AIDS. However, sustainable integration must rely on choosing the most appropriate participatory visual methodologies given the technological resources available in school. The paper concludes with recommendations to optimise participatory visual methodologies integration into rural school-based HIV responses.
DA - 2020///
PY - 2020
DO - 10.1080/14681811.2019.1661833
VL - 20
IS - 3
SP - 316
EP - 333
LA - English
SN - 1468-1811, 1468-1811
UR - https://www.researchgate.net/publication/336065653_Participatory_visual_methods_and_school-based_responses_to_HIV_in_rural_South_Africa_insights_from_youth_preservice_and_inservice_teachers
AN - 2396852077; EJ1246641
KW - Acquired Immunodeficiency Syndrome (AIDS)
KW - Children And Youth - About
KW - Disadvantaged Schools
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Educational Resources
KW - Foreign Countries
KW - HIV
KW - Health Education
KW - Higher Education
KW - Media Selection
KW - Photography
KW - Postsecondary Education
KW - Preservice Teachers
KW - Rural Schools
KW - Secondary Education
KW - Secondary School Students
KW - Sex Education
KW - South Africa
KW - Story Telling
KW - Student Attitudes
KW - Teacher Attitudes
KW - Teaching Methods
KW - Visual Aids
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2096729
KW - __finaldtb
KW - participatory visual methodology
KW - rural education
KW - sexual health education
ER -
TY - JOUR
TI - Pedagogical Demands in Mathematics and Mathematical Literacy: A Case of Mathematics and Mathematical Literacy Teachers and Facilitators
AU - Machaba, France Masilo
T2 - EURASIA Journal of Mathematics, Science and Technology Education
AB - The purpose of this article is to examine teachers’ and facilitators’ (subject advisors) views of the approaches to teaching mathematics and mathematical literacy (ML). Using Bernstein’s (1996) constructs of recognition and realisation rules, I analysed data from interviews conducted with mathematics and ML teachers and facilitators. The analysis shows that some teaching strategies are associated with mathematics and others with ML. That is, teachers and facilitators refer to teaching strategies that are domain specific (mathematics and ML). I therefore ask what it means for teaching strategies to be domain specific, particularly in the context of mathematics and ML.
DA - 2017/10/30/
PY - 2017
DO - 10.12973/ejmste/78243
DP - DOI.org (Crossref)
VL - 14
IS - 1
J2 - EURASIA J MATH SCI T
LA - en
SN - 13058223
ST - Pedagogical Demands in Mathematics and Mathematical Literacy
UR - https://www.ejmste.com/article/pedagogical-demands-in-mathematics-and-mathematical-literacy-a-case-of-mathematics-and-mathematical-5244
Y2 - 2022/04/29/10:23:47
ER -
TY - GEN
TI - Comparative Analysis Summary Report of Digital Literacy Skills Frameworks.
AU - Macharia, Grace
AU - Martin, Anna
AU - Omboto, Charles
AU - Waziri, Nafisa
AU - Walker, Hannah
AU - Haßler, Björn
DA - 2023/01/11/
PY - 2023
PB - Open Development and Education
UR - https://docs.opendeved.net/lib/RGUASR2N
Y2 - 2024/01/12/00:00:00
ER -
TY - RPRT
TI - Inception Report - Digital Literacy (Smart Africa)
AU - Macharia,, Grace
AU - Haßler, Björn
AU - Martin,, Anna
AU - Omboto,, Charles
AB - An output of the Open Development & Education, https://.opendeved.net/
CN - 1015
DA - 2023///
PY - 2023
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/JI4TEPQG
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - Comparative Summary Report of Digital Literacy Skills Frameworks
AU - Macharia, Grace
AU - Martin, Anna
AU - Waziri, Nafisa
AU - Walker, Hannah
AU - Haßler, Björn
AB - An output of the Open Development & Education, https://.opendeved.net/
CN - opendeved.1027
DA - 2023/11/01/T00:00:00.000Z
PY - 2023
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/RGUASR2N
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - Digital Literacy Assessment Tool Report
AU - Macharia, Grace
AU - Walker, Hannah
AU - Waziri, Nafisa
AU - Martin, Anna
AU - Haßler, Björn
AB - An output of the Open Development & Education, https://opendeved.net/
CN - opendeved.1062
DA - 2023/12/18/T00:00:00.000Z
PY - 2023
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/7DCZWHDC
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - JOUR
TI - Reengineering mass career acquisition through technical vocational education training counseling in Kenya
AU - Macharia, Muriu Stephen
AU - Department of Human Resource Development. School of Business, Karatina University, Kenya
T2 - International Journal of Research In Business and Social Science
A2 - Macharia, Muriu Stephen; Department of Human Resource Development. School of Business, Karatina University, Kenya
T3 - Feature
AB - Vocational and Technical Education forms a very key foundation in enabling a nation to achieve aspired MDGs and SDG. Kenya as a country highly depends on technical skills to achieve The Vision 2030 and Sustainable Development Goals. However, this can only be achieved through proper and realistic career counseling information provided by the counseling teachers at secondary school level. According to KCSE results released every year, majority of the candidates score below grade C+ especially in 2016 and 2017 though above D- which is the requirements for entrance for proficiency level for TVET courses. However, majority of students do not join Vocational or Technical Education due to a missing link between the natures of career counseling services offered at secondary school level. Counselors has expectations and premise that majority of the candidates join trainings at university levels thus package their counseling information on the few ignoring other students. The objective behind this study was to examine the final results scored by students and the subject choice at secondary school, various career theories and models that guide career choices formed foundation for the study. The study used a descriptive design where data was collected through past existing data review from KNEC and one Technical Training Institute over a period of four years. Data was analyzed and presented in tables and figures. Findings revealed that majority of the candidates (86.92%) of the KCPE candidates scored less than C+ and had no career information on Vocational and Technical Education. The study recommends reengineering of the career guidance in Kenya education system to involve the Ministry, professionals and Human Resource Management experts.
DA - 2019///
PY - 2019
DO - 10.20525/ijrbs.v8i6.533
ER -
TY - JOUR
TI - Blended Learning in the Vocational Education and Training System in Tanzania: Understanding Vocational Educators' Perceptions
AU - Machumu, HJ
AU - Zhu, C
AU - Sesabo, JK
T2 - International Journal of Multicultural and Multireligious Understanding
AB - In a constructivist world of teaching and learning, opportunities to acquire and develop the knowledge and practical skills necessary to design, establish, and deploy blended learning in vocational education and training (VET) programs delivery is a labour-market-driven. The paper examines VET educator’s pleas about the need for the design, adoption and deployment of blended learning in VET programs delivery in Tanzania. A single case study design with an in-depth interview and focus group discussion was conducted with 15 VET educators in three VET colleges in both Morogoro and Dar es Salaam regions. Snowball and purposive sampling were used to obtain sample respondents. For the data analysis, content analysis was employed to condense data obtained from interviews and focus group discussion. It was found that continuous professional development, institutional arrangements, and support should be provided online to facilitate the design, adoption and use of blended learning in VET. We recommend that locally designed blended learning should be relevant to the environment of both students and teachers. In reality, the interplay between blended learning, imparting knowledge and practical skills remain the key focus of future research.
DA - 2016///
PY - 2016
DO - 10.18415/ijmmu.v3i2.46
LA - en
UR - http://ijmmu.com/index.php/ijmmu/article/view/46
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - C:Tanzania
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:learning
KW - F:teaching
KW - HDR25
KW - P:technology
KW - Q:e-learning
KW - Q:mobile learning
KW - Q:open education
KW - T:Ausbildung
KW - T:TVET
KW - publicImportV1
ER -
TY - RPRT
TI - Education Workforce Costed Options Paper
AU - Mackintosh, Alasdair
AU - Ramirez, Ana
AU - Atherton, Paul
AU - Collis, Victoria
AU - Mason-Sesay, Miriam
AU - Bart-Williams, Claudius
DA - 2020///
PY - 2020
DP - Zotero
SP - 29
LA - en
M3 - Research and Policy Paper
PB - Education Commission
KW - _C:Sierra Leone SLE
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Education Workforce Management in Sierra Leone
AU - Mackintosh, Alasdair
AU - Ramirez, Ana
AU - Atherton, Paul
AU - Collis, Victoria
AU - Mason-Sesay, Miriam
AU - Bart-Williams, Claudius
DP - Zotero
SP - 32
LA - en
KW - _yl:e
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Education Workforce Management in Sierra Leone
AU - Mackintosh, Alasdair
AU - Ramirez, Ana
AU - Atherton, Paul
AU - Collis, Victoria
AU - Mason-Sesay, Miriam
AU - Bart-Williams, Claudius
DA - 2020///
PY - 2020
DP - Zotero
SP - 32
LA - en
M3 - Research and Policy Paper
PB - Education Commission
KW - _C:Australia AUS
KW - _C:Chile CHL
KW - _C:China CHN
KW - _C:Eritrea ERI
KW - _C:France FRA
KW - _C:Gambia GMB
KW - _C:Iceland ISL
KW - _C:India IND
KW - _C:Italy ITA
KW - _C:Kenya KEN
KW - _C:Lebanon LBN
KW - _C:Lesotho LSO
KW - _C:Mozambique MOZ
KW - _C:Netherlands NLD
KW - _C:Nigeria NGA
KW - _C:Pakistan PAK
KW - _C:Senegal SEN
KW - _C:Sierra Leone SLE
KW - _C:Tanzania TZA
KW - _C:Togo TGO
KW - _C:Uganda UGA
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Education Workforce Management in Sierra Leone
AU - Mackintosh, Alasdair
AU - Ramirez, Ana
AU - Atherton, Paul
AU - Collis, Victoria
AU - Mason-Sesay, Miriam
AU - Bart-Williams, Claudius
DA - 2020///
PY - 2020
DP - Zotero
SP - 32
LA - en
M3 - Research and Policy Paper
PB - Education Commission
KW - _yl:d
ER -
TY - RPRT
TI - Education Workforce Recruitment and Matching in Sierra Leone
AU - Mackintosh, Alasdair
AU - Ramirez, Ana
AU - Atherton, Paul
AU - Collis, Victoria
AU - Mason-Sesay, Miriam
AU - Bart-Williams, Claudius
DA - 2020///
PY - 2020
DP - Zotero
SP - 32
LA - en
M3 - Research and Policy Paper
PB - Education Commission
UR - https://educationcommission.org/wp-content/uploads/2020/12/4-EW-Recruitment-and-Matching-Paper.pdf
Y2 - 2021/01/30/16:39:12
KW - _C:Bangladesh BGD
KW - _C:Ethiopia ETH
KW - _C:France FRA
KW - _C:Gambia GMB
KW - _C:Ghana GHA
KW - _C:India IND
KW - _C:Malawi MWI
KW - _C:Mexico MEX
KW - _C:Sierra Leone SLE
KW - _C:Tanzania TZA
KW - _C:Zimbabwe ZWE
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Education Workforce Recruitment and Matching in Sierra Leone
AU - Mackintosh, Alasdair
AU - Ramírez, Ana
AU - Atherton, Paul
AU - Collis, Victoria
AU - Mason-Sesay, Miriam
AU - Bart-Williams, Claudius
DA - 2020///
PY - 2020
UR - https://educationcommission.org/wp-content/uploads/2020/12/4-EW-Recruitment-and-Matching-Paper.pdf
KW - _yl:b
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Education Workforce Spatial Analysis in Sierra Leone
AU - Mackintosh, Alasdair
AU - Ramirez, Ana
AU - Atherton, Paul
AU - Collis, Victoria
AU - Mason-Sesay, Miriam
AU - Bart-Williams, Claudius
CY - New York, NY
DA - 2020///
PY - 2020
DP - Zotero
SP - 31
LA - en
M3 - Research and Policy Paper
PB - Education Workforce Initiative
SN - 2
UR - https://educationcommission.org/wp-content/uploads/2020/12/2-EW-Spatial-Analysis-Paper.pdf
KW - _C:India IND
KW - _C:Sierra Leone SLE
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Education Workforce Spatial Analysis in Sierra Leone
AU - Mackintosh, Alasdair
AU - Ramirez, Ana
AU - Atherton, Paul
AU - Collis, Victoria
AU - Mason-Sesay, Miriam
AU - Bart-Williams, Claudius
DA - 2020///
PY - 2020
DP - Zotero
SP - 31
LA - en
UR - https://educationcommission.org/wp-content/uploads/2020/12/2-EW-Spatial-Analysis-Paper.pdf
KW - _yl:a
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Education Workforce Spatial Analysis in Sierra Leone
AU - Mackintosh, Alasdair
AU - Ramirez, Ana
AU - Atherton, Paul
AU - Collis, Victoria
AU - Mason-Sesay, Miriam
AU - Bart-Williams, Claudius
DA - 2020///
PY - 2020
UR - https://educationcommission.org/wp-content/uploads/2020/12/2-EW-Spatial-Analysis-Paper.pdf
ER -
TY - RPRT
TI - Education Workforce Supply and Needs in Sierra Leone
AU - Mackintosh, Alasdair
AU - Ramirez, Ana
AU - Atherton, Paul
AU - Collis, Victoria
AU - Mason-Sesay, Miriam
AU - Bart-Williams, Claudius
CY - New York, NY
DA - 2020///
PY - 2020
DP - Zotero
SP - 41
LA - en
M3 - Research and Policy Paper
PB - Education Workforce Initiative
SN - 3
UR - https://educationcommission.org/wp-content/uploads/2020/12/3-EW-Supply-and-Needs-Paper.pdf
KW - _C:Canada CAN
KW - _C:Chile CHL
KW - _C:Finland FIN
KW - _C:Ghana GHA
KW - _C:Korea, Republic KOR
KW - _C:Malawi MWI
KW - _C:Nigeria NGA
KW - _C:Peru PER
KW - _C:Sierra Leone SLE
KW - _C:Singapore SGP
KW - _C:South Africa ZAF
KW - _C:Viet Nam VNM
KW - __C:filed:1
KW - __C:scheme:1
KW - _yl:c
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Education Workforce Supply and Needs in Sierra Leone
AU - Mackintosh, Alasdair
AU - Ramirez, Ana
AU - Mason-Sesay, Miriam
AU - Bart-Williams, Claudius
DA - 2020///
PY - 2020
UR - https://educationcommission.org/wp-content/uploads/2020/12/3-EW-Supply-and-Needs-Paper.pdf
ER -
TY - JOUR
TI - Making a difference in the real world? A meta-analysis of the quality of use-oriented research using the Research Quality Plus approach
AU - MacLean, Robert
AU - Sen, Kunal
T2 - Research Evaluation
DA - 2019/04//
PY - 2019
DO - 10.1093/reseval/rvy026
VL - 28
IS - 2
SP - 123
EP - 135
UR - https://academic.oup.com/rev/article/28/2/123/5090812
KW - ___working_potential_duplicate
ER -
TY - CHAP
TI - Editorial
AU - Maclean, Rupert
AU - Lai, Ada
T2 - The future of technical and vocational education and training: Global challenges and possibilities
DA - 2011///
PY - 2011
DP - Google Scholar
PB - Taylor & Francis
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - CLL:en
KW - publicImportV1
ER -
TY - BOOK
TI - International Handbook of Education for the Changing World of Work: Bridging Academic and Vocational Learning
AU - Maclean, Rupert
AU - Wilson, David
AB - The aim of this Handbook is to review the developments that have occurred in Technical and vocational education and training (TVET) and that may help improve the field. The Handbook provides information on TVET models that occur in different parts of the world; reflects best and innovative practice; and, wherever possible, uses case studies as examples. The 220 authors are representative of the various regions of the world and major international organisations involved in TVET. This volume presents the work of established researchers as well as the work of promising young researchers. Intended as the universally-accepted resource for the field, the Handbook provides a comprehensive coverage of cutting edge developments in research, policy and practice in TVET within a single source. It will assist those involved in TVET at any level in making informed decisions and further advance and improve the field and to bridge the gap between vocational and academic education in the 21st century.
DA - 2009/06/29/
PY - 2009
DP - Google Books
SP - 3162
LA - en
PB - Springer Science & Business Media
SN - 978-1-4020-5281-1
ST - International Handbook of Education for the Changing World of Work
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:SSA
KW - A:West Africa
KW - C:South Africa
KW - CLL:en
KW - Education / Adult & Continuing Education
KW - Education / Counseling / Career Development
KW - Education / Vocational
KW - _C:Ghana GHA
KW - publicImportV1
ER -
TY - GEN
TI - Implementation science
AU - Madon, Temina
AU - Hofman, Karen J.
AU - Kupfer, Linda
AU - Glass, Roger I.
DA - 2007///
PY - 2007
DP - Google Scholar
PB - American Association for the Advancement of Science
ER -
TY - JOUR
TI - Sociocultural factors of malnutrition among under-fives in Adamawa state, Nigeria
AU - MADUSOLUMUO, M.A.
AU - Akogun, Oladele B
T2 - Nutrition and Health
VL - 12
SP - 237
EP - 262
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - A framework for an ICT-based development program for science teachers in state universities and colleges in region VI
AU - Magallanes, Amel Lavezores
AU - Lavezores, Amel
T2 - Universal Journal of Educational Research
AB - Curriculum reform is central to the aspirations of many developing countries as they strive to deliver a quality education to their citizens. In State Universities and Colleges in Region VI, with its remarkable achievement of a high literacy rate in a few decades, the next step is bringing its resources to bear on providing a quality education so that Filipino science professors and students may take their places in the global labor force. This study concerns the integration of information and communications technologies (ICT) into the science curriculum of Higher Education Institutions in State Universities and Colleges in the Philippines particularly in Region VI, and the training and development requirements of science professors in this regard. A mixed methodology was employed to obtain qualitative data from 11 policy makers as represented by the Vice President of Academic Affairs of the SUC's in region VI, and quantitative data from a questionnaire for which 139 replies were received from SUC's science professors in Region VI.The findings of this study confirmed those citations in the literature that inefficient management planning and inadequate resources influence the integration of ICT in the science curriculum. Furthermore, the qualitative and quantitative findings confirmed that teachers' access to training is affected by time constraints, ineffective ICT course material, unavailability of ICT infrastructures and facilities, and high cost of ICT trainings. The policy makers interviewed in this study perceived the teachers as having a positive attitude toward ICT integration in the science curriculum, quantitative data from the teachers pointed to a high interest in ICT integration, and their willingness to pursue further professional development in the effective use of ICT in the science curriculum. Furthermore, age factor exhibited a significant difference in ICT skills, utilization and individual barriers of science teachers in SUC's Region VI. The length of service also showed a very significant difference as to the ICT skills, utilization attitudes, and individual barriers of the teacher respondents. However, as to their gender and highest educational attainment, home location and school location, there was no such factor implicating a non-significant difference in the attitudes, skills, utilization and perceived barriers.
DA - 2014///
PY - 2014
DO - 10.13189/ujer.2014.020909
VL - 2
IS - 9
SP - 659
EP - 668
LA - English
SN - 2332-3205, 2332-3205
UR - https://www.researchgate.net/publication/285646173_A_Framework_for_an_ICT-based_Development_Program_for_Science_Teachers_in_State_Universities_and_Colleges_in_Region_VI
AN - 1697502673; EJ1053893
KW - Barriers
KW - College Faculty
KW - College Science
KW - Computer Literacy
KW - Computer Uses in Education
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Foreign Countries
KW - Higher Education
KW - Information Technology
KW - Mixed Methods Research
KW - Philippines
KW - Postsecondary Education
KW - Science Teachers
KW - State Colleges
KW - State Universities
KW - Teacher Attitudes
KW - Technology Integration
KW - Training
ER -
TY - JOUR
TI - Technical and implementation issues in reading literacy interactive games
AU - Mahalingam, G.R.
AU - Samah, N.A.
AU - Rahman, K.A.A.
AU - Ali, D.F.
AU - Abdullah, A.H.
AU - Ashari, Z.M.
AU - Jumaat, N.F.
AU - Harikrishnan, H.
T2 - International Journal of Engineering and Advanced Technology
AB - The technology-based learning process is able to influence pupils on learning and teaching, especially the use of interactive games can transform the way learning of problematic learners in reading skills. Although interactive games are said to be very effective in learning but there are still many technical and implementation shortcomings on remedial education students which identified as slow learners. This paper focuses on technical and implementation issues which restrict the effective integration of Reading Literacy Interactive Games (RLIG) in learning of reading skill among slow learners. The aim of this study is to investigate the critical issues and develop the effective RLIG in order to fulfill the slow learners’ needs. Therefore, a need-analysis was conducted to investigate the issues of technical and implementation of RLIG among slow learners. The findings revealed that there are many technical and implementation issues that restricted slow learners from adapting RLIG in the process of teaching and learning. The findings of this research can assist educators to improve the development of RLIG by incorporating relevant pedagogical approaches and game-based features in the development process. © 2019, Blue Eyes Intelligence Engineering and Sciences Publication. All rights reserved.
DA - 2019///
PY - 2019
DO - 10.35940/ijeat.E1161.0585C19
VL - 8
IS - 5
SP - 1154
EP - 1158
J2 - Int. J. Eng. Adv. Technol.
LA - English
SN - 22498958 (ISSN)
UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85073729326&doi=10.35940%2fijeat.E1161.0585C19&partnerID=40&md5=35519bf0ca1b4d06f478fe605c98f18f
DB - Scopus
KW - Interactive games
KW - Reading literacy
KW - Slow learners
KW - _AcademicRecoveryOECS
KW - edtech
KW - remedial
ER -
TY - JOUR
TI - Status of usage of Information Communications Technology by academic staff at a selected nursing training institution in South Africa
AU - Maharaj, S.
AU - Mshunquane, N.
AU - Puckree, Threethambal
T2 - International Journal of Educational Sciences
DA - 2015///
PY - 2015
DO - 10.1080/09751122.2015.11890273
DP - Google Scholar
VL - 8
IS - 3
SP - 511
EP - 519
KW - __C:filed:1
ER -
TY - JOUR
TI - Mobile Lernumgebungen und Handlungsansätze für die internationale Berufsbildungszusammenarbeit
AU - Mahrin, Bernd
T2 - bwp@
AB - Auf einer Vielzahl von Baustellen in Ländern des mittleren Ostens und Nordafrikas besteht ein erheblicher Bedarf, das bauausführende Personal für die Tätigkeiten, die es aktuell auszuführen hat, anzulernen. Nur so kann erreicht werden, dass die notwendige Arbeit zumindest einigermaßen fachgerecht erfolgt. Denn die nach dem hire and fire Prinzip häufig wechselnden Bauarbeiter verfügen nicht über ausreichende praktische Erfahrung und häufig kaum über erforderliche Basiskompetenzen.
DA - 2013///
PY - 2013
DP - Zotero
LA - de
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Entrepreneurial skills in technical vocational education and training as a strategic approach for achieving youth empowerment in Nigeria
AU - Maigida, JF
AU - Saba, TM
T2 - International Journal of Humanities and Social Science
AB - Entrepreneurial studies are inter-displinary training that focuses on the tools needed to start a new business or vocation. Because Nigeria is fast becoming a predominantly youthful society with high rate of unemployment requires training the youth in entrepreneurial skills in Technical Vocational Education and Training to tackle the unemployment which has reached alarming proportions. This is because the youth represents a tremendous potentials development of human capital which the society cannot afford to neglect. Young people’s situation and future prospects are of vital concern to all. Many youth face high unemployment, joblessness and difficulties in getting a firm foothold into the labour market. These have led to problem of unemployment especially among youth leaving various educational institutions. The youth graduate from school without the needed skills or competencies that would enable them function in today’s emerging society. Therefore, this paper examined how entrepreneurial skills in Technical Vocational Education and Training (TVET) can be used as a strategic approach for achieving youth empowerment in Nigeria.
DA - 2013///
PY - 2013
LA - en
UR - https://pdfs.semanticscholar.org/8a31/dc43ba0e48d513bd89c8e182f44c2e359a9c.pdf
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:Nigeria
KW - CA:AandC
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:T
KW - F:assessment
KW - P:measurement
KW - T:Ausbildung
KW - T:TVET
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Enhancing access to education and training for persons with disabilities in Somalia and Somaliland
AU - Maina, L.,
AB - Ongoing civil war and extreme poverty has substantially increased the prevalence of disability in Somalia. Estimates suggest that 15-20% of the population have disabilities, with the average family having at least one member with disabilities. However, support for people with disabilities in Somalia remains low. Widespread discrimination leaves people with disabilities excluded from education and employment, and vulnerable to violence and abuse. This impacts on their participation in decision making and advocacy for their rights. In this article, Lucy introduces the work of the Africa Educational Trust (AET) project ‘Enhancing access to education and training for people with disabilities’, funded by the EU between 2012 and 2015.
DA - 2016///
PY - 2016
LA - en
UR - http://www.eenet.org.uk/resources/eenet_newsletter/eer5/page26.php
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:Somalia
KW - CA:AandC
KW - CL:de
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - F:access
KW - F:disability
KW - F:policy
KW - R:impact
KW - T:Training
KW - Z:Access to education
KW - Z:Conflict
KW - Z:Disability
KW - Z:Education policy
KW - Z:Employment skills
KW - Z:Inclusive education
KW - Z:Student financial support
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Open educational practices (OEP) in the design of digital competence assessment
AU - Maina, Marcelo Fabián
AU - Santos-Hermosa, Gema
AU - Mancini, Federica
AU - Ortiz, Lourdes Guàrdia
T2 - Distance Education
AB - This article presents the implementation of an assessment model for generic competences in K-12 enabled by open educational practices. It showcases a digital competence assessment model that outlines the design of competence assessment scenarios constructed by means of a collaborative process involving teachers from six European countries, learning designers, and researchers. Our study draws attention to the concept of open educational practices as a broad descriptor of four areas of teacher practice regarding design, content, teaching, and assessment. The process unfolds through three phases, where teachers’ engagement with collaborative processes and network-based tools facilitate the construction of active shared learning. It analyzes the joint creation of open practices, and the production of open educational resources. The scalability, flexibility, and adaptability of competence assessment scenarios underline their transferability to similar contexts. The experience may benefit educational institutions and communities of teachers interested in innovating and opening up education.
DA - 2020/04/02/
PY - 2020
DO - 10.1080/01587919.2020.1757407
DP - Taylor and Francis+NEJM
VL - 41
IS - 2
SP - 261
EP - 278
SN - 0158-7919
UR - https://doi.org/10.1080/01587919.2020.1757407
Y2 - 2021/03/24/14:38:49
KW - K-12 assessment
KW - collaborative teaching
KW - digital competence
KW - open educational practices
KW - pedagogy of integration
ER -
TY - JOUR
TI - Improving Home Economics Education: A Review of Factors Militating Inclusion of Home Economics Studies in Kenyan Secondary Schools
AU - Maina, Robert
AU - Kitainge, Kisilu
T2 - Arts and Social Sciences Journal
DA - 2018///
PY - 2018
DO - 10.4172/2151-6200.1000338
DP - DOI.org (Crossref)
VL - 09
IS - 02
J2 - Arts Social Sci J
SN - 21516200
ST - Improving Home Economics Education
UR - https://www.omicsonline.org/open-access/improving-home-economics-education-a-review-of-factors-militating-inclusion-of-home-economics-studies-in-kenyan-secondary-schools-2151-6200-1000338-99322.html
Y2 - 2020/02/02/16:21:03
ER -
TY - BOOK
TI - Dialogic Readers: Children talking and thinking together about visual texts
AU - Maine, Fiona
CY - Abingdon
DA - 2015///
PY - 2015
PB - Routledge
ER -
TY - JOUR
TI - How children talk together to make meaning from texts: a dialogic perspective on reading comprehension strategies
AU - Maine, Fiona
T2 - Literacy
AB - This study considers reading comprehension as a dialogic transaction of making meaning from text. The concept of text and reading is taken to include the visual and multimodal as well as written forms. Case studies of children discussing texts are analysed to explore how children engage in inter‐mental and intra‐mental processes of reading, between themselves as readers and between themselves and the text. The findings show that children's use of language, which is open, hypothetical and questioning, enables different interpretations and priorities for discussion. The use of imagination and empathy, to enter the world of the text to understand it, trigger creative responses as the children make meaning together. More than merely promoting the teaching of comprehension skills to children, the paper demonstrates how meaningful and exciting responses can be promoted through children reading together and teachers encouraging creative dialogue.
DA - 2013///
PY - 2013
DO - 10.1111/lit.12010
VL - 47
IS - 3
SP - 150
EP - 156
Y2 - 2021/03/03/00:00:00
ER -
TY - JOUR
TI - Study on the feasibility of provision of distance learning programmes in surgery to Malawi
AU - Mains, Edward A.A.
AU - Blackmur, James P.
AU - Dewhurst, David
AU - Ward, Ross M.
AU - Garden, O. James
AU - Wigmore, Stephen J.
T2 - The Surgeon
AB - Abstract Medical educational opportunities and resources are considerably limited in the developing world. The expansion of computing and Internet access means that there exists a potential to provide education to students through distance learning programmes.This study investigated the feasibility of providing distance learning course in surgery in Malawi. The study investigated the user requirements, technical requirements and Internet connections in two teaching hospitals in Malawi. In addition the appropriateness of current course material from the Edinburgh Surgical Sciences Qualification to Malawi trainees was assessed.The study found a high degree of interest from Malawian trainees in distance learning. The provision of basic science modules such as anatomy and physiology and the ability to access journals were considered highly desirable. The current ESSQ course would require extensive re-modelling to make it suitable to an African trainee’s requirements. Internet speeds remain slow and access is currently expensive.There is considerable interest in distance learning programmes in Malawi but access to them is limited partly because of slow and expensive Internet access.Understanding the needs of trainees in countries such as Malawi will allow better direction of educational aid and resources to support surgical training.
DA - 2011///
PY - 2011
DO - 10.1016/j.surge.2010.11.032
LA - en
UR - https://www.sciencedirect.com/science/article/pii/S1479666X10002969
AN - LOCAL-DOI:10.1016/j.surge.2010.11.032
KW - -FullBiblioUHMLgen
KW - -RRQ:M:final
KW - A:Africa
KW - C:Malawi
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:D
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - D:developing world
KW - F:access
KW - F:qualification
KW - F:teaching
KW - P:media
KW - Q:degree
KW - Q:distance learning
KW - T:Training
KW - T:distance learning program
KW - T:trainee
KW - Z:Education, Distance [I02.195]
KW - Z:Education, Medical, Graduate [I02.358.399.350]
KW - Z:Malawi [Z01.058.290.175.500]
KW - publicImportV1
ER -
TY - RPRT
TI - Agencies for International Cooperation in Technical and Vocational Education and Training: A Guide to Sources of Information
AU - Maintz, Julia
AU - Krönner, Hans
DA - 2008///
PY - 2008
DP - Zotero
LA - en
PB - UNESCO-UNEVOC
ER -
TY - JOUR
TI - Participatory Management as an Enabler of Articulation in the Post-School Environment: A case study of a University of Technology and Technical and Vocational Education and Training College
AU - Maistry, Anandh
AU - Durban University of Technology
AU - Lortan, Darren Brendan
AU - Grobbelaar, Heleen
A2 - Maistry, Anandh; Durban University of Technology
T3 - Journal Article
AB - This paper is based on a study which aimed to explore factors which enable articulation and are challenges to successful articulation from a management perspective between two kinds of higher educational institutions: Universities of Technology and Technical and Vocational Education and Training Colleges. The study assumed that participatory management could contribute to improving the quality of management and the uneven quality of articulation possibilities and cooperation, as identified in the White Paper for Post School Education and Training (Republic of South Africa, DHET, 2013). Individuals from senior management and academic staff of both institutions formed the sample for this qualitative study. Interview schedules were used as data collection instruments and analysis of data was thematic. The findings highlighted the existing management systems within and between the two institutions; enablers of and challenges to articulation; and an understanding of participatory management within and between the two institutions. One of the objectives of this study, which is covered in the final part of this paper, was a framework for participatory management of articulation processes between the two institutions.
DA - 2019///
PY - 2019
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Classroom dialogue and digital technologies: A scoping review
AU - Major, L.
AU - Warwick, P.
AU - Rasmussen, I.
AU - Ludvigsen, S.
AU - Cook, V.
T2 - Education and Information Technologies
AB - This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000–2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.
DA - 2018/03/20/
PY - 2018
DO - 10.1007/s10639-018-9701-y
DP - link.springer.com
SP - 1
EP - 34
J2 - Educ Inf Technol
LA - en
SN - 1360-2357, 1573-7608
ST - Classroom dialogue and digital technologies
UR - https://link.springer.com/article/10.1007/s10639-018-9701-y
Y2 - 2018/06/09/16:00:53
KW - _C:Australia AUS
KW - _C:Denmark DNK
KW - _C:Finland FIN
KW - _C:France FRA
KW - _C:Greece GRC
KW - _C:Israel ISR
KW - _C:Korea XKOR
KW - _C:Mexico MEX
KW - _C:Netherlands NLD
KW - _C:New Zealand NZL
KW - _C:Norway NOR
KW - _C:Singapore SGP
KW - _C:South Africa ZAF
KW - _C:Spain ESP
KW - _C:Sweden SWE
KW - _C:Turkey TUR
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - literature / systematic review
ER -
TY - RPRT
TI - Technology-supported personalised learning: Rapid Evidence Review
AU - Major, Louis
AU - Francis, Gill A.
AB - This publication is one part of a series of rapid evidence reviews that has been produced by the EdTech Hub. The purpose of the rapid evidence reviews is to provide education decision-makers with accessible evidence-based summaries of good practice in specific areas of EdTech. They are focused on topics which are particularly relevant in the context of widespread global challenges to formal schooling as a result of COVID-19. All the rapid evidence reviews are available at edtechhub.org.
DA - 2020/07/01/
PY - 2020
DP - Zenodo
PB - Zenodo
ST - Technology-supported personalised learning
UR - https://zenodo.org/record/3948175
Y2 - 2020/07/25/13:06:03
KW - _genre:LR-literature_review
ER -
TY - JOUR
TI - The effectiveness of technology-supported personalised learning in low- and middle-income countries: A meta-analysis
AU - Major, Louis
AU - Francis, Gill A.
AU - Tsapali, Maria
T2 - British Journal of Educational Technology
AB - Digital technology offers the potential to address educational challenges in resource-poor settings. This meta-analysis examines the impact of students' use of technology that personalises and adapts to learning level in low- and middle-income countries. Following a systematic search for research between 2007 and 2020, 16 randomised controlled trials were identified in five countries. Studies involved 53,029 learners aged 6–15 years. Coding examined learning domain (mathematics and literacy); personalisation level and delivery; technology use; and intervention duration and intensity. Overall, technology-supported personalised learning was found to have a statistically significant—if moderate—positive effect size of 0.18 on learning (p = 0.001). Meta-regression reveals how more personalised approaches which adapt or adjust to learners' level led to significantly greater impact (an effect size of 0.35) than those only linking to learners' interests or providing personalised feedback, support, and/or assessment. Avenues for future research include investigating cost implications, optimum programme length, and teachers' role in making personalised learning with technology effective. Practitioner notes What is already known about this topic? Promoting personalised learning is an established aim of educators. Using technology to support personalised learning in low- and middle-income countries (LMICs) could play an important role in ensuring more inclusive and equitable access to education, particularly in the aftermath of COVID-19. There is currently no rigorous overview of evidence on the effectiveness of using technology to enable personalised learning in LMICs. What this paper adds? The meta-analysis is the first to evaluate the effectiveness of technology-supported personalised learning in improving learning outcomes for school-aged children in LMICs. Technology-supported personalised learning has a statistically significant, positive effect on learning outcomes. Interventions are similarly effective for mathematics and literacy and whether or not teachers also have an active role in the personalisation. Personalised approaches that adapt or adjust to the learner led to significantly greater impact, although whether these warrant the additional investment likely necessary for implementation at scale needs to be investigated. Personalised technology implementation of moderate duration and intensity had similar positive effects to that of stronger duration and intensity, although further research is needed to confirm this. Implications for practice and/or policy: The inclusion of more adaptive personalisation features in technology-assisted learning environments can lead to greater learning gains. Personalised technology approaches featuring moderate personalisation may also yield learning rewards. While it is not known whether personalised technology can be scaled in a cost-effective and contextually appropriate way, there are indications that this is possible. The appropriateness of teachers integrating personalised approaches in their practice should be explored given ‘supplementary’ uses of personalised technology (ie, additional sessions involving technology outside of regular instruction) are common.
DA - 2021///
PY - 2021
DO - 10.1111/bjet.13116
DP - Wiley Online Library
VL - 52
IS - 5
SP - 1935
EP - 1964
LA - en
SN - 1467-8535
ST - The effectiveness of technology-supported personalised learning in low- and middle-income countries
UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13116
Y2 - 2022/12/16/06:46:36
KW - Final_citation
KW - cited
KW - computer-assisted learning
KW - existing
KW - learning outcomes
KW - low- and middle-income
KW - meta-analysis
KW - personalisation
KW - personalised adaptive learning
ER -
TY - CHAP
TI - Tablet use in schools: impact, affordances and considerations
AU - Major, Louis
AU - Haßler, Björn
AU - Hennessy, Sara
T2 - Handbook on Digital Learning for K-12 Schools
DA - 2017///
PY - 2017
DP - Google Scholar
SP - 115
EP - 128
PB - Springer
ST - Tablet use in schools
KW - Author:Haßler
KW - Author:OpenDevEd
KW - Björn-CV-OECS
KW - _C:Australia AUS
KW - _C:New Zealand NZL
KW - _C:Spain ESP
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
KW - _r:ImportedToMyEducationEvidence
ER -
TY - JOUR
TI - Using video to support in-service teacher professional development: the state of the field, limitations and possibilities
AU - Major, Louis
AU - Watson, Steven
T2 - Technology, Pedagogy and Education
DA - 2018///
PY - 2018
DO - 10.1080/1475939x.2017.1361469
DP - Google Scholar
VL - 27
IS - 1
SP - 49
EP - 68
LA - en
ST - Using video to support in-service teacher professional development
UR - https://www.researchgate.net/publication/319423259_Using_video_to_support_in-service_teacher_professional_development_the_state_of_the_field_limitations_and_possibilities
KW - C: International
KW - __C:filed:1
ER -
TY - JOUR
TI - Early in the epidemic: impact of preprints on global discourse about COVID-19 transmissibility
AU - Majumder, Maimuna S.
AU - Mandl, Kenneth D.
T2 - The Lancet Global Health
DA - 2020/05/01/
PY - 2020
DO - 10.1016/S2214-109X(20)30113-3
DP - www.thelancet.com
VL - 8
IS - 5
SP - e627
EP - e630
J2 - The Lancet Global Health
LA - English
SN - 2214-109X
ST - Early in the epidemic
UR - https://www.thelancet.com/journals/langlo/article/PIIS2214-109X(20)30113-3/fulltext
Y2 - 2021/10/05/18:37:04
ER -
TY - ELEC
TI - School Lessons Will Be Broadcast on Radio & TV Ahead of Exams
AU - Makanda, Simbongile
T2 - Careers Portal
AB - In efforts to prepare learners for June exams, the SABC and the department of Basic Education have launched radio and television programmes to broadcast educational material. Broadcasting is scheduled to start on April 9 2020.
DA - 2020/04/08/
PY - 2020
LA - en
M3 - Text
UR - https://www.careersportal.co.za/high-school/school-lessons-will-be-broadcast-on-radio-tv-ahead-of-exams
Y2 - 2020/04/20/22:05:51
ER -
TY - CHAP
TI - Knowledge and identity: An African Vision of Higher Education Transformation
AU - Makgoba, Malegapuru
AU - Seepe, Sipho
T2 - Towards an African Identity of Higher Education
A2 - Seepe, Sipho
DA - 2004///
PY - 2004
PB - Vista University
ER -
TY - JOUR
TI - Leadership for Development: Re-shaping Higher Education Futures and Sustainability in Africa
AU - Makoe, Mpine
AU - Olcott, Don
T2 - Journal of Learning for Development
AB - Leading change in higher education has been a major challenge in countries of limited resources, such as those in Sub-Saharan Africa. Most African universities have struggled with this transition mainly due to lack of the requisite information and communication technology (ICT) infrastructure, inadequate expertise for online pedagogies and inability to provide computers to their students and staff. When faced with the recent changes, caused mainly by the COVID-19 pandemic that forced every person to work and learn remotely, many academic leaders were completely ill-prepared to deal with changes of this magnitude. The aim of this paper is to provide recommendations for shaping the future of higher education in Africa going forward. This will be done by analysing trends and opportunities created by these changes with the aim of accentuating the need for a renewed Pan-African Ubuntu that embraces the future, respects the unique dignity, cultures, languages and heritage of nations pre- and post-colonialism, and inspires the African Union Agenda 2063, The Africa we Want.
DA - 2021/11/17/
PY - 2021
DP - jl4d.org
VL - 8
IS - 3
SP - 487
EP - 500
LA - en
SN - 2311-1550
ST - Leadership for Development
UR - https://jl4d.org/index.php/ejl4d/article/view/569
Y2 - 2022/04/05/12:26:46
KW - Africa
KW - Higher Education
KW - Leadership
KW - Ubuntu
KW - _genre:PR-primary_research
KW - digital technologies
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Digital Escape Rooms as Innovative Pedagogical Tools in Education: A Systematic Literature Review
AU - Makri, Agoritsa
AU - Vlachopoulos, Dimitrios
AU - Martina, Richard A.
T2 - Sustainability
AB - This paper aims to present a systematic literature review on state-of-the-art Educational Escape Rooms (EERs) with the use of digital technologies. More specifically, the focus of the study is to present the current developments and trends concerning Digital Educational Escape Rooms (DEERs) and investigate how they foster learning outcomes for online learners. Additionally, the present study provides insights into the design process of such technology enhanced EERs. This review is attributed to identifying and covering research gaps since the current literature has focused on the pedagogical aspects of Escape Rooms (ERs) in education, but no studies seem to have been conducted in regard to the pedagogical implications of Digital Escape Rooms (DERs) in educational environments. Based on the exhaustive literature review, an agenda for future research is promised and the implications for designing innovative ER approaches have been highlighted. The anatomy of the fundamental components of conducting systematic literature reviews was followed. The results of the review could be addressed to multidisciplinary teams related to education, game researchers, educational researchers, faculty members, scholars, instructors, and protagonists of educational systems to encourage them to thoroughly study the core elements of DEERs and how they can be applied in virtual educational contexts to facilitate students’ learning achievements.
DA - 2021/01//
PY - 2021
DO - 10.3390/su13084587
DP - www.mdpi.com
VL - 13
IS - 8
SP - 4587
LA - en
SN - 2071-1050
ST - Digital Escape Rooms as Innovative Pedagogical Tools in Education
UR - https://www.mdpi.com/2071-1050/13/8/4587
Y2 - 2022/04/05/20:22:41
KW - digital escape rooms
KW - digital technologies
KW - educational escape rooms
KW - engagement
KW - escape rooms
KW - game-based learning
KW - gamification
KW - motivation
KW - systematic literature review
KW - technology enhanced learning
ER -
TY - SLIDE
TI - Enhancing teacher development through 'teacher learning circles' in Malaysian primary schools
T2 - European Conference on Educational Research (ECER 2015)
A2 - Malakolunthu, Suseela
AB - Literature reiterates that collaborative inquiry and cooperation with colleagues enhance teacher learning. The experiences and encounters of a two-year Teacher Learning Circle (TLC) project in Malaysia, affirms that teachers do achieve higher levels of pedagogical proficiency through peer observation, joint planning, and post lesson evaluation that allow critical review and reinterpretation of their own teaching.Three major characteristic dimensions-detached talk to collegiality,adoption of key principles, and depths of pedagogical talks did indicate the nature of teacher interactions and the complex dynamics of the teacher learning circles.Judiciously implemented TLC would make a difference in teacher learning.
CY - Corvinus University of Budapest
DA - 2015/09/07/
PY - 2015
LA - en
M3 - conference
UR - http://www.eera-ecer.de/ecer-2015-budapest
Y2 - 2021/02/11/12:30:16
KW - __C:filed:1
ER -
TY - RPRT
TI - Girls' education and COVID-19 in Pakistan
AU - Malala Fund
AB - In Girls’ education and COVID-19 in Pakistan, Malala Fund and our Education Champions highlight the impact of school closures on students in all four provinces with an emphasis on girls’ experiences.
DA - 2020///
PY - 2020
PB - Malala Fund
UR - https://malala.org/newsroom/archive/girls-education-and-covid-19-in-pakistan
Y2 - 2020/12/08/10:26:40
ER -
TY - RPRT
TI - National Education Sector Investment Plan 2020-2030
AU - Malawi Ministry of Education
DA - 2020///
PY - 2020
UR - https://www.unicef.org/malawi/media/4561/file/National%20education%20sector%20investment%20plan%20.pdf
Y2 - 2023/08/28/11:02:45
ER -
TY - JOUR
TI - Effect of Classroom Learning Environment on Students' Academic Achievement in Mathematics at Secondary Level
AU - Malik, Riaz Hussain
AU - Rizvi, Asad Abbas
AB - The aim of the study was to examine the effect of the perceptions of students about classroom learning environment on their academic achievement at secondary level in the Mathematics classrooms. The participants were selected from the secondary and higher secondary schools located in Tehsil Rawalpindi and Islamabad (Federal Area), Pakistan. Twenty four schools were selected randomly. A total of five hundred sixteen students of 10th grade studying Mathematics in twenty seven classrooms, were included in the sample. Classroom Environment Instrument (Personal Form) was used to measure the students' perceptions after translating it into Urdu for Urdu medium schools. The pilot testing was carried out before the actual application of this instrument. The reliability of the instrument was determined by the use of Cronbach Alpha which was found as 0.85. The marks obtained by students in the subject of Mathematics in annual examination in 10th grade conducted by both BISE Rawalpindi and FBISE Islamabad were taken as achievements in Mathematics. The data was analyzed using multiple regression, Pearson r and ANOVA to find out the effect of perception of students about classroom learning environment on their academic achievement. The results of study revealed that the subscales, `Involvement', `Personal relevance', `Emphasis on understanding', were major predictors contributing towards classroom learning environment and students' academic achievement whereas subscales `Investigation' and `Autonomy' have negative effect on students' academic achievement. The researcher recommends that active involvement of the low achievers may affect their learning more positively.
DA - 2018///
PY - 2018
DP - Zotero
SP - 12
LA - en
KW - BE:RELEVANT
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Inclusiveness in the Vocational Education Policy and Legal Frameworks of Kenya and Tanzania
AU - Malle, Abebe Yehualawork
T2 - Journal of Education and Learning
AB - This study examines the status of inclusiveness in the education and training policies of Ethiopia in comparison to those of selected East African countries. The focus is on vocational education in terms of the special educational and training needs of students with disabilities. Focus group discussions and interviews conducted in Kenya and Tanzania, relevant policy document analysis and the findings of Article 1 of the study were used as primary sources for the research. A total of 18 representatives of DPOs from Kenya and Tanzania participated in two sessions of focus group discussions, and 15 high-profile figures and experts from concerned government bodies of these study countries were interviewed. Most of the study participants agreed that the issue of disability was not adequately addressed in the education and training policies or the legal and implementation instruments of the study countries. The participants also proposed valuable recommendations.
DA - 2016///
PY - 2016
LA - en
AN - LOCAL-PQ-1871575596
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:East Africa
KW - C:Ethiopia
KW - C:Kenya
KW - C:Tanzania
KW - CA:AandC
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - F:disability
KW - F:inclusion
KW - F:policy
KW - P:measurement
KW - R:focus groups
KW - R:interview
KW - T:TVET
KW - T:Training
KW - T:training needs
KW - Z:Comparative Education
KW - Z:Disabilities
KW - Z:Educational Legislation
KW - Z:Educational Needs
KW - Z:Educational Policy
KW - Z:Focus Groups
KW - Z:Foreign Countries
KW - Z:Inclusion
KW - Z:Interviews
KW - Z:Special Education
KW - Z:Specialists
KW - Z:Vocational Education
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
AU - Maluccio
DA - 2010///
PY - 2010
ER -
TY - JOUR
TI - Does supply matter? Initial schooling conditions and the effectiveness of conditional cash transfers for grade progression in Nicaragua
AU - Maluccio, John A.
AU - Murphy, Alexis
AU - Regalia, Ferdinando
T2 - Journal of development
DA - 2010///
PY - 2010
VL - 2
SP - 87
EP - 116
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment
AU - Manca, S.
AU - Ranieri, M.
T2 - Journal of Computer Assisted Learning
DA - 2013///
PY - 2013
DO - 10.1111/jcal.12007
VL - 29
IS - 6
LA - en
SN - 1365-2729
ST - Is it a tool suitable for learning?
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment
AU - Manca, S.
AU - Ranieri, M.
T2 - Journal of Computer Assisted Learning
AB - Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research.
DA - 2013///
PY - 2013
DO - 10.1111/jcal.12007
DP - Wiley Online Library
VL - 29
IS - 6
SP - 487
EP - 504
LA - en
SN - 1365-2729
ST - Is it a tool suitable for learning?
UR - https://www.academia.edu/37606193/Is_it_a_tool_suitable_for_learning_A_critical_review_of_the_literature_on_Facebook_as_a_technology_enhanced_learning_environment
Y2 - 2020/05/15/12:32:43
KW - Facebook
KW - Q =M
KW - R = L
KW - ___working_potential_duplicate
KW - cultural issue
KW - implicit pedagogies
KW - social networking sites
KW - technology-enhanced learning
ER -
TY - JOUR
TI - Emerging Technology in Modelling and Graphics
AU - Mandal, Jyotsna Kumar
AU - Bhattacharya, Debika
DO - 10.1007/978-981-13-7403-6
DP - Zotero
SP - 783
LA - en
ER -
TY - THES
TI - A study on mobile devices used by individuals for formal learning
AU - Mangu, Hohepa
DA - 2019///
PY - 2019
DP - Google Scholar
M3 - PhD Thesis
KW - _C:Australia AUS
KW - _C:China CHN
KW - _C:Indonesia IDN
KW - _C:Kuwait KWT
KW - _C:New Zealand NZL
KW - _C:Nigeria NGA
KW - _C:Tanzania TZA
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - The Role of Place, Geography, and Geographic Information Systems in Educational Research
AU - Mann, Bryan
AU - Saultz, Andrew
T2 - AERA Open
AB - Despite the strong relationship between geography and education policy, educational research tends to draw from other fields of inquiry such as economics, political science, and history. This special topics collection centers the usefulness of geography and place in educational policy research. The introduction explains the rationale for the collection and discusses the themes and articles in the collection. We conclude with a call for researchers, policy makers, and colleges of education to enhance their capacity in incorporating geographic thinking into educational policy research.
DA - 2019/07/01/
PY - 2019
DO - 10.1177/2332858419869340
DP - SAGE Journals
VL - 5
IS - 3
SP - 2332858419869340
J2 - AERA Open
LA - en
SN - 2332-8584
UR - https://doi.org/10.1177/2332858419869340
Y2 - 2021/03/07/17:19:28
KW - Lebanon_event_2021
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - geographic information systems
KW - geography
ER -
TY - JOUR
TI - A comparative study between Telegram and Whatsapp in respect of library services
AU - Manna, Rubi Acherjya
AU - Ghosh, Shyamal
T2 - International Journal of Library & Information Science (IJLIS)
DA - 2018///
PY - 2018
DP - Google Scholar
VL - 7
IS - 2
SP - 1
EP - 5
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - A Skills Gap Analysis for Private Sector Development in Sierra Leone 2012 Economic Sector Work
AU - Mannah, Emmanuel
AU - Ngadi Gibril, Yvonne
DA - 2012/11//
PY - 2012
DP - Zotero
SP - 99
LA - en
UR - https://nctva.org/wp-content/uploads/2018/09/Skills_Gap_Analysis_2012_AfDB.pdf
KW - _C:Sierra Leone SLE
ER -
TY - JOUR
TI - College-Level Sex Education Courses: A Systematic Literature Review
AU - Manning-Ouellette, Amber
AU - Shikongo-Asino, Josephine
T2 - American Journal of Sexuality Education
AB - Understanding college-level sex education can help campus stakeholders understand student knowledge, inform policies, and influences on culture. Although there is a large amount of research on sexual health programming, little is known about the types of sex education curriculum on college campuses. This systematic literature review evaluates the breadth of postsecondary sex education research over the last 10 years. Three sex education course themes indicate research spans the following areas: philosophical and pedagogical considerations, perceived student knowledge and learning, and cultural and feminist-informed sex education. Finally, the results also indicate there are six types of courses taught at the college-level.
DA - 2022/02/11/
PY - 2022
DO - 10.1080/15546128.2022.2026850
DP - Taylor and Francis+NEJM
VL - 0
IS - 0
SP - 1
EP - 26
SN - 1554-6128
ST - College-Level Sex Education Courses
UR - https://doi.org/10.1080/15546128.2022.2026850
Y2 - 2022/04/05/20:28:46
KW - College
KW - higher education
KW - sex education
ER -
TY - JOUR
TI - Foundations of Statistical Natural Language Processing
AU - Manning, CD
AU - Schütze, H
AU - Press March, ST
AU - Allen, GN
T2 - Communications of the Association for Information Systems
DA - 1999///
PY - 1999
VL - 34
IS - 70
SP - 1347
EP - 1359
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - How Can Micro and Small Enterprises in Sub-Saharan Africa Become More Productive? The Impacts of Experimental Basic Managerial Training
AU - Mano, Yukichi
AU - Iddrisu, Alhassan
AU - Yoshino, Yutaka
AU - Sonobe, Tetsushi
T2 - World Development
AB - Summary The vast majority of micro and small enterprises (MSEs) in developing countries are located in industrial clusters, and the majority of such clusters have yet to see their growth take off. The performance of MSE clusters is especially low in Sub-Saharan Africa. While existing studies often attribute the poor performance to factors outside firms, problems within firms are seldom scrutinized. In fact, entrepreneurs in these clusters are unfamiliar with standard business practices. Based on a randomized experiment in Ghana, this study demonstrates that basic-level management training improves business practices and performance.
DA - 2012///
PY - 2012
DO - 10.1016/j.worlddev.2011.09.013
LA - en
UR - https://www.sciencedirect.com/science/article/pii/S0305750X1100235X
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - AA:Africa
KW - CA:AandC
KW - CCZ:Ghana
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:D
KW - CT:F
KW - CT:R
KW - CT:T
KW - D:developing country
KW - F:standards
KW - R:impact
KW - T:Training
KW - Z:industrial development
KW - Z:management training
KW - Z:randomized experiment
KW - Z:survival clusters
KW - _C:Ghana GHA
KW - publicImportV1
ER -
TY - BLOG
TI - A Global Framework to Measure Digital Literacy
AU - Manos Antoninis
DA - 2018///
PY - 2018
UR - https://uis.unesco.org/en/blog/global-framework-measure-digital-literacy
ER -
TY - JOUR
TI - Collegial interaction and reflective practice
AU - Manouchehri, A.
T2 - Action In Teacher Education
DA - 2007/11//15th
PY - 2007
DO - 10.1080/01626620.2001.10463032
VL - 22
IS - 4
SP - 86
EP - 97
ST - Collegial interaction and reflective practice
ER -
TY - BOOK
TI - International Encyclopedia of Digital Communication and Society
A3 - Mansell, Robin
A3 - Ang, Peng Hwa
A3 - Steinfield, Charles
A3 - Graaf, Shenja van der
A3 - Ballon, Pieter
A3 - Kerr, Aphra
A3 - Ivory, James D.
A3 - Braman, Sandra
A3 - Kleine, Dorothea
A3 - Grimshaw, David J.
AB - The International Encyclopedia of Digital Communication and Society offers critical assessments of theoretical and applied research on digitally–mediated communication, a central area of study in the 21st century. • Examines topics with unprecedented breadth and depth, with the aim of bringing together international and interdisciplinary perspectives • Organized in an accessible A–Z format with over 150 entries on key topics ranging from 2,000 to 10,000 words • Addresses a full range of topics including digitally–mediated social media, commercial applications and online gaming, to law and policy analysis and information and communication technologies for development • Published with a regularly updated online edition which will ensure readers are kept abreast of the latest developments in research
CY - Chichester, West Sussex, UK
DA - 2015/02/06/
PY - 2015
DP - Amazon.com
ET - 3rd edition
SP - 1296
LA - English
PB - John Wiley & Sons
SN - 978-1-118-29074-3
UR - http://eu.wiley.com/WileyCDA/WileyTitle/productCd-1118290747.html
KW - _r:ImportedToMyEducationEvidence
ER -
TY - JOUR
TI - Predicting global patterns of long-term climate change from short-term simulations using machine learning
AU - Mansfield, Laura A.
AU - Nowack, Peer J.
AU - Kasoar, Matt
AU - Everitt, Richard G.
AU - Collins, William J.
AU - Voulgarakis, Apostolos
T2 - npj Climate and Atmospheric Science
DA - 2020///
PY - 2020
DO - 10.1038/s41612-020-00148-5
DP - Google Scholar
VL - 3
IS - 1
SP - 44
UR - https://www.nature.com/articles/s41612-020-00148-5
Y2 - 2024/02/24/11:09:27
ER -
TY - THES
TI - Travel without visas: teacher perception of a technology intervention in the Dadaab refugee camp
AU - Mansour, Rebecca Grace Telford
DA - 2018///
PY - 2018
DP - Google Scholar
M3 - PhD Thesis
PB - University of Leicester
ST - Travel without visas
KW - _C:Afghanistan AFG
KW - _C:Australia AUS
KW - _C:Bangladesh BGD
KW - _C:Botswana BWA
KW - _C:Brazil BRA
KW - _C:Canada CAN
KW - _C:Chile CHL
KW - _C:Congo XCO
KW - _C:Congo, Democratic Republic COD
KW - _C:Cuba CUB
KW - _C:Djibouti DJI
KW - _C:Ethiopia ETH
KW - _C:Germany DEU
KW - _C:Greece GRC
KW - _C:Guinea GIN
KW - _C:India IND
KW - _C:Indonesia IDN
KW - _C:Israel ISR
KW - _C:Kenya KEN
KW - _C:Malawi MWI
KW - _C:Malaysia MYS
KW - _C:Mexico MEX
KW - _C:Myanmar MMR
KW - _C:Netherlands NLD
KW - _C:Nigeria NGA
KW - _C:Norway NOR
KW - _C:Pakistan PAK
KW - _C:Portugal PRT
KW - _C:Russian Federation RUS
KW - _C:Rwanda RWA
KW - _C:Senegal SEN
KW - _C:Singapore SGP
KW - _C:Somalia SOM
KW - _C:Somaliland XSMLD
KW - _C:South Sudan SSD
KW - _C:Spain ESP
KW - _C:State of Palestine PSE
KW - _C:Sudan SDN
KW - _C:Switzerland CHE
KW - _C:Syrian Arab Republic SYR
KW - _C:Tanzania TZA
KW - _C:Thailand THA
KW - _C:Turkey TUR
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Uruguay URY
KW - _C:Yemen YEM
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - CHAP
TI - Beyond Data
AU - Mantelero, Alessandro
T2 - Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI
A2 - Mantelero, Alessandro
T3 - Information Technology and Law Series
AB - In a technology context dominated by data-intensive AI systems, the consequences of data processing are no longer restricted to the well-known privacy and data protection issues but encompass prejudices against a broader array of fundamental rights. Moreover, the tension between the extensive use of these systems, on the one hand, and the growing demand for ethically and socially responsible data use on the other, reveals the lack of a framework that can fully address the societal issues raised by AI.
CY - The Hague
DA - 2022///
PY - 2022
DP - Springer Link
SP - 1
EP - 43
LA - en
PB - T.M.C. Asser Press
SN - 978-94-6265-531-7
UR - https://doi.org/10.1007/978-94-6265-531-7_1
Y2 - 2024/02/23/23:56:54
KW - AI
KW - Data protection
KW - Ethical Impact Assessment
KW - Human rights
KW - Privacy Impact Assessment
KW - Risk-based approach
KW - Self-determination
KW - Social Impact Assessment
ER -
TY - BOOK
TI - Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI
AU - Mantelero, Alessandro
T2 - Information Technology and Law Series
CY - The Hague
DA - 2022///
PY - 2022
DP - DOI.org (Crossref)
VL - 36
LA - en
PB - T.M.C. Asser Press
SN - 978-94-6265-530-0 978-94-6265-531-7
ST - Beyond Data
UR - https://link.springer.com/10.1007/978-94-6265-531-7
Y2 - 2024/02/23/23:56:55
KW - AI Regulation
KW - Artificial Intelligence
KW - Data Protection
KW - Ethics
KW - Fundamental Rights
KW - Human Rights
KW - Human Rights Impact Assessment (HRIA)
KW - Impact Assessment
KW - Open Access
ER -
TY - CHAP
TI - Human Rights Impact Assessment and AI
AU - Mantelero, Alessandro
T2 - Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI
A2 - Mantelero, Alessandro
T3 - Information Technology and Law Series
AB - The recent turn in the debate on AI regulation from ethics to law, the wide application of AI and the new challenges it poses in a variety of fields of human activities are urging legislators to find a paradigm of reference to assess the impacts of AI and to guide its development. This cannot only be done at a general level, on the basis of guiding principles and provisions, but the paradigm must be embedded into the development and deployment of each application. To this end, this chapter suggests a model for human rights impact assessment (HRIA) as part of the broader HRESIA model. This is a response to the lack of a formal methodology to facilitate an ex-ante approach based on a human-oriented design of AI. The result is a tool that can be easily used by entities involved in AI development from the outset in the design of new AI solutions and can follow the product/service throughout its lifecycle, providing specific, measurable and comparable evidence on potential impacts, their probability, extension, and severity, and facilitating comparison between possible alternative options.
CY - The Hague
DA - 2022///
PY - 2022
DP - Springer Link
SP - 45
EP - 91
LA - en
PB - T.M.C. Asser Press
SN - 978-94-6265-531-7
UR - https://doi.org/10.1007/978-94-6265-531-7_2
Y2 - 2024/02/23/23:56:55
KW - Data ethics
KW - Democracy
KW - Human Rights Impact Assessment
KW - Human rights by design
KW - Participation
KW - Precautionary principle
KW - Smart cities
KW - Smart toys
KW - Transparency
ER -
TY - CHAP
TI - Open Issues and Conclusions
AU - Mantelero, Alessandro
T2 - Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI
A2 - Mantelero, Alessandro
T3 - Information Technology and Law Series
AB - Having discussed in previous chapters the valuable contribution that an assessment model encompassing human rights, ethical and societal issues can provide to the development and regulation of AI, these concluding remarks address some of the challenges we face in implementing this approach in tangible reality. The focus on future global regulatory scenarios in the field of AI shows how the holistic HRESIA model, which includes the contextualisation of human rights and socio-ethical values in a given area, could be an effective answer for both the countries which have a human rights-based AI regulation and those who do not. In addition, holistic assessment and values-oriented design procedures can build trust in the development of AI, addressing the increasing public concern for invasive and pervasive AI applications, as well as the growing attention of policy makers to the side effects of AI use in the presence of concentration of power in digital services.
CY - The Hague
DA - 2022///
PY - 2022
DP - Springer Link
SP - 185
EP - 197
LA - en
PB - T.M.C. Asser Press
SN - 978-94-6265-531-7
UR - https://doi.org/10.1007/978-94-6265-531-7_5
Y2 - 2024/02/23/23:56:54
KW - AI regulation
KW - Data protection
KW - Digital ecosystems
KW - Human rights
KW - Risk assessment
KW - Trust
ER -
TY - CHAP
TI - Regulating AI
AU - Mantelero, Alessandro
T2 - Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI
A2 - Mantelero, Alessandro
T3 - Information Technology and Law Series
AB - Although the debate on AI regulation is still fluid at a global level and the European initiatives are in their early stages, three possible approaches to grounding AI regulation on human rights are emerging. One option is a principles-based approach, comprising guiding principles derived from existing binding and non-binding international human rights instruments, which could provide a comprehensive framework for AI. A different approach focuses more narrowly on the impacts of AI on individual rights and their safeguarding through rights-based risk assessment. This is the path followed by the Council of Europe in its ongoing work on AI regulation. Finally, as outlined in the EU proposal, greater emphasis can be placed on managing high-risk applications by focusing on product safety and conformity assessment. Despite the differences between these three models, they all share a core concern with protecting human rights, recognised as a key issue in all of them. However, in these proposals for AI regulation, the emphasis on risk management is not accompanied by effective models for assessing the impact of AI on human rights. Analysis of the current debate therefore confirms that the HRESIA could not only be an effective response to human-rights oriented AI development that also encompasses societal values, but it could also bridge a gap in the current regulatory proposals.
CY - The Hague
DA - 2022///
PY - 2022
DP - Springer Link
SP - 139
EP - 183
LA - en
PB - T.M.C. Asser Press
SN - 978-94-6265-531-7
UR - https://doi.org/10.1007/978-94-6265-531-7_4
Y2 - 2024/02/23/23:56:54
KW - AI regulation
KW - Ad hoc Committee on Artificial Intelligence (CAHAI)
KW - Artificial Intelligence Act
KW - Co-regulation
KW - Conformity assessment
KW - Democracy
KW - Technology assessment
ER -
TY - CHAP
TI - The Social and Ethical Component in AI Systems Design and Management
AU - Mantelero, Alessandro
T2 - Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI
A2 - Mantelero, Alessandro
T3 - Information Technology and Law Series
AB - The extensive and frequently severe impact of AI systems on society cannot be fully addressed by the human rights legal framework. Many issues involve community choices or individual autonomy requiring a contextual analysis focused on societal and ethical values. The social and ethical consequences of AI represent a complementary dimension, alongside that of human rights, that must be properly investigated in AI assessment, to capture the holistic dimension of the relationship between humans and machines. This assessment is more complicated than that of human rights, as it involves a variety of theoretical inputs on the underlying values, as well as a proliferation of guidelines. This requires a contextualised and, as far as possible, a participative analysis of the values of the community in which the AI solutions are expected to be implemented. Here the experts play a crucial role in detecting, contextualising and evaluating the AI solutions against existing ethical and social values. Ethics committees in scientific research, bioethics and clinical trials, as well as corporate AI ethics boards, can provide inputs for future AI expert committees within the HRESIA model. Based on the experience of these committees, the assessment cannot be entrusted entirely to experts, but it should also include a participatory dimension, which is essential to effective democratic decision-making process concerning AI.
CY - The Hague
DA - 2022///
PY - 2022
DP - Springer Link
SP - 93
EP - 137
LA - en
PB - T.M.C. Asser Press
SN - 978-94-6265-531-7
UR - https://doi.org/10.1007/978-94-6265-531-7_3
Y2 - 2024/02/23/23:56:55
KW - Clinical Ethics Committees
KW - Clinical trials
KW - Data ethics
KW - Ethical values
KW - Ethics boards
KW - Ethics committee
KW - Participation
KW - Research Ethics Committees
KW - Social values
ER -
TY - JOUR
TI - Development and validation of a measure to assess head start children's appraisals of teacher support
AU - Mantzicopoulos, Panayota
AU - Neuharth-Pritchett, Stacey
T2 - Journal of School Psychology
AB - In this study, we present data on the development of Young Children's Appraisals of Teacher Support (Y-CATS), a measure designed to explore children's perceptions of their relations with teachers along dimensions that comprise warmth, conflict, and autonomy. Three cohorts of Head Start children and prior Head Start attendees (N=364) served as the sample. Cohort 1 children (n1=108) were in first grade, cohort 2 children (n2=123) were in kindergarten, and cohort 3 children (n3=133) attended the Head Start program. Factor analyses supported a three-factor solution, with acceptable internal consistency, along hypothesized dimensions. Males, compared to females, reported more conflictual relationships with their teachers. Conflict scores were particularly pronounced for African American males. Children's reports on the Y-CATS were significantly associated with academic achievement and with teachers' ratings of social skills and behavior problems.
DA - 2003/11/01/
PY - 2003
DO - 10.1016/j.jsp.2003.08.002
DP - ResearchGate
VL - 41
SP - 431
EP - 451
J2 - Journal of School Psychology
ER -
TY - JOUR
TI - Systematic review to quantify the impacts of heat on health, and to assess the effectiveness of interventions to reduce these impacts
AU - Manyuchi, Albert
AU - Dhana, Ashar
AU - Areal, Ashtyn
AU - Erasmus, Barend
AU - Wright, Caradee
AU - Wang, Chongying
AU - Peter, Devind
AU - Rees, Helen
AU - Harden, Lois
AU - Chersich, Matthew F.
DP - Google Scholar
KW - BE:RELEVANT
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education
AU - Manzano-León, Ana
AU - Camacho-Lazarraga, Pablo
AU - Guerrero, Miguel A.
AU - Guerrero-Puerta, Laura
AU - Aguilar-Parra, José M.
AU - Trigueros, Rubén
AU - Alias, Antonio
T2 - Sustainability
AB - Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.
DA - 2021/01//
PY - 2021
DO - 10.3390/su13042247
DP - www.mdpi.com
VL - 13
IS - 4
SP - 2247
LA - en
SN - 2071-1050
ST - Between Level Up and Game Over
UR - https://www.mdpi.com/2071-1050/13/4/2247
Y2 - 2022/04/05/20:14:36
KW - academic achievement
KW - engagement
KW - gamification
KW - motivation
KW - systematic literature review
ER -
TY - CHAP
TI - Learning from Intelligent Social Agents as Social and Intellectual Mirrors
AU - Maples, Bethanie
AU - Pea, Roy D.
AU - Markowitz, David
T2 - AI in Learning: Designing the Future
A2 - Niemi, Hannele
A2 - Pea, Roy D.
A2 - Lu, Yu
AB - The interaction capabilities of Intelligent Social Agents, made possible by advances in artificial intelligence, are eliciting deep emotional bonding with users, leading researchers to reexamine the impact and potential uses of these human-machine relationships in education. In this work, we examine how one best-in-class ISA, Replika, might be affecting users socially, emotionally, and cognitively. Our results indicate that many use Replika as a social and cognitive mirror, facilitating their learning and development this way. The confluence of new functionality, product narrative, and user life stressors make ISAs an emerging tool for not only emotional support, but also cognitive support and development.
CY - Cham
DA - 2023///
PY - 2023
DP - Springer Link
SP - 73
EP - 89
LA - en
PB - Springer International Publishing
SN - 978-3-031-09687-7
UR - https://doi.org/10.1007/978-3-031-09687-7_5
Y2 - 2024/02/23/23:57:15
KW - Anthropomorphism
KW - Chatbot
KW - Digital therapy
KW - Displacement hypothesis
KW - Embodied artificial intelligence
KW - Extended mind
KW - Intellectual mirror
KW - Intelligent social agents
KW - Virtual agents
ER -
TY - JOUR
TI - Social isolation and aging in Zambia: examining the possible predictors
AU - Mapoma, Christopher Chabila
AU - Masaiti, Gift
T2 - Journal of Aging Research
DA - 2012///
PY - 2012
DO - 10.1155/2012/537467
DP - Google Scholar
VL - 2012
ST - Social isolation and aging in Zambia
UR - https://www.hindawi.com/journals/jar/2012/537467/abs/
Y2 - 2023/12/05/11:39:08
ER -
TY - RPRT
TI - GPTeach: Interactive TA Training with GPT-based Students
AU - Markel, Julia Mae
AU - Opferman, Steven G.
AU - Landay, James A.
AU - Piech, Chris
AB - Interactive and realistic teacher training is hard to scale. This is a key issue for learning at scale, as inadequate preparation can negatively impact both students and teachers. What if we could make the teacher training experience more engaging and, as a downstream effect, reduce the potential for harm that teachers-in-training could inflict on students? We present GPTeach, an interactive chat-based teacher training tool that allows novice teachers to practice with simulated students. We performed two studies to evaluate GPTeach: one think-aloud study and one A/B test between our tool and a baseline. Participants took the role of a teaching assistant conducting office hours with two GPT-simulated students. We found that our tool provides the opportunity for teachers to get valuable teaching practice without the pressures of affecting real students, allowing them to iterate their responses both during and across sessions. Additionally, participants enjoyed flexibility in tailoring their responses according to the varied personas, needs, and learning goals. In this paper, we provide quantitative results and qualitative observations to inform future work in this area. We conclude with a discussion of actionable design ideas for such systems, as well as other ways to use this tool for evaluating teachers and students. GPTeach has recently been deployed into the teacher training component of an online course with over 800 novice teachers.
DA - 2023/02/17/
PY - 2023
DP - DOI.org (Crossref)
LA - en
M3 - preprint
PB - EdArXiv
ST - GPTeach
UR - https://osf.io/r23bu
Y2 - 2023/07/13/20:55:51
ER -
TY - JOUR
TI - The effects of language-and literacy-focused professional development on early educators and children: A best-evidence meta-analysis
AU - Markussen-Brown, Justin
AU - Juhl, Carsten B.
AU - Piasta, Shayne B.
AU - Bleses, Dorthe
AU - Højen, Anders
AU - Justice, Laura M.
T2 - Early childhood research quarterly
DA - 2017///
PY - 2017
DO - 10.1016/j.ecresq.2016.07.002
DP - Google Scholar
VL - 38
SP - 97
EP - 115
ST - The effects of language-and literacy-focused professional development on early educators and children
UR - https://www.sciencedirect.com/science/article/pii/S0885200616300606?casa_token=Oufr1CyzctcAAAAA:OkV8kh-vDpY6wXqCSxzyW9-xj6DMYgzagD67oDQ9VDjt9SJOGeMpblR6Yh5wRRC2Z_BWhjXUXK1B
Y2 - 2023/11/01/23:21:45
ER -
TY - BOOK
TI - Digital Dystopia The Danger in Buying What the EdTech Surveillance Industry is Selling
AU - Marlow, C.
DA - 2023///
PY - 2023
LA - en
PB - American Civil Liberties Union (ACLU)
KW - Final_citation
KW - anystyle
KW - existing
ER -
TY - JOUR
TI - Deployment of Offline Learning Management Systems: Comparing the Performance of Selected Micro-servers in Tanzania
AU - Maro, Salome
AU - Kondoro, Aron
AU - Haßler, Björn
AU - Mtebe, Joel
AU - Proctor, Jamie
T2 - Journal of Learning for Development
AB - 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.
DA - 2023/07/18/
PY - 2023
DO - 10.56059/jl4d.v10i2.835
DP - jl4d.org
VL - 10
IS - 2
SP - 280
EP - 296
LA - en
SN - 2311-1550
ST - Deployment of Offline Learning Management Systems
UR - https://jl4d.org/index.php/ejl4d/article/view/835
Y2 - 2023/07/29/10:13:09
ER -
TY - BOOK
TI - Unleashing the potential: transforming technical and vocational education and training
AU - Marope, Priscilla Toka Mmantsetsa
AU - Chakroun, Borhène
AU - Holmes, K. P
AB - "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.
CY - Paris
DA - 2015///
PY - 2015
DP - Open WorldCat
LA - en
SN - 978-92-3-100091-1
ER -
TY - BOOK
TI - Rice husk ash as a supplementary cementitious material in Interlocking Stabilised Soil Blocks (ISSB): pilot study on an industrially sourced ash
AU - Marsh, Alastair
AU - Nambatya, Mauricia
AU - Brett, Ed
AU - Bernal, Susan
AB - 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.
DA - 2020/09/02/
PY - 2020
DP - ResearchGate
ST - Rice husk ash as a supplementary cementitious material in Interlocking Stabilised Soil Blocks (ISSB)
UR - https://www.researchgate.net/publication/344099866_Rice_husk_ash_as_a_supplementary_cementitious_material_in_Interlocking_Stabilised_Soil_Blocks_ISSB_pilot_study_on_an_industrially_sourced_ash
ER -
TY - JOUR
TI - The role of video in teacher professional development
AU - Marsh, Brian
AU - Mitchell, Nick
T2 - Teacher Development
DA - 2014/07/03/
PY - 2014
DO - 10.1080/13664530.2014.938106
DP - DOI.org (Crossref)
VL - 18
IS - 3
SP - 403
EP - 417
J2 - Teacher Development
LA - en
SN - 1366-4530, 1747-5120
UR - http://www.tandfonline.com/doi/abs/10.1080/13664530.2014.938106
Y2 - 2020/05/15/12:52:12
ER -
TY - JOUR
TI - RobotReviewer: evaluation of a system for automatically assessing bias in clinical trials
AU - Marshall, I.J.
AU - Kuiper, J
AU - Wallace, B.C.
T2 - Journal of the American Medical Informatics Association
DA - 2015///
PY - 2015
DO - 10.1093/jamia/ocv044
VL - 23
IS - 1
SP - 193
EP - 201
LA - en
KW - _Added-ailr-2024
ER -
TY - COMP
TI - ijmarshall/robotreviewer
AU - Marshall, Iain
AB - Automatic synthesis of RCTs
DA - 2024/01/04/T16:06:20Z
PY - 2024
DP - GitHub
LA - Python
UR - https://github.com/ijmarshall/robotreviewer
Y2 - 2024/01/20/17:29:56
KW - bias
KW - clinical-trials
KW - cochrane
KW - icasr
KW - rcts
KW - systematic-reviews
KW - trial
ER -
TY - JOUR
TI - Toward systematic review automation: a practical guide to using machine learning tools in research synthesis
AU - Marshall, Iain J.
AU - Wallace, Byron C.
T2 - Systematic Reviews
AB - 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.
DA - 2019/07/11/
PY - 2019
DO - 10.1186/s13643-019-1074-9
DP - Springer Link
VL - 8
IS - 1
SP - 163
J2 - Syst Rev
LA - en
SN - 2046-4053
ST - Toward systematic review automation
UR - https://doi.org/10.1186/s13643-019-1074-9
Y2 - 2024/01/18/22:25:27
KW - Evidence synthesis
KW - Machine learning
KW - Natural language processing
KW - _Added-ailr-2024
ER -
TY - JOUR
TI - 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
AU - Martí, Mar Camacho
AU - Mon, Francesc Marc Esteve
T2 - Revista de educación
DA - 2017///
PY - 2017
DP - Google Scholar
IS - 379
SP - 170
EP - 191
KW - _C:Dominican Republic DOM
KW - _C:Finland FIN
KW - _C:France FRA
KW - _C:India IND
KW - _C:Iran IRN
KW - _C:Lebanon LBN
KW - _C:Malaysia MYS
KW - _C:Netherlands NLD
KW - _C:Spain ESP
KW - _C:Thailand THA
KW - _C:Turkey TUR
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - 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
AU - Martí, Mar Camacho
AU - Mon, Francesc Marc Esteve
T2 - Revista de Educación
DA - 2018///
PY - 2018
DP - Google Scholar
VL - 379
SP - 160
EP - 180
KW - _C:Dominican Republic DOM
KW - _C:Finland FIN
KW - _C:France FRA
KW - _C:India IND
KW - _C:Iran IRN
KW - _C:Lebanon LBN
KW - _C:Malaysia MYS
KW - _C:Netherlands NLD
KW - _C:Spain ESP
KW - _C:Thailand THA
KW - _C:Turkey TUR
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - THES
TI - Creation of bibliometric tools for evaluation based on data from Google Scholar
AU - Martín-Martín, Alberto
AB - (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.
DA - 2019/06/07/
PY - 2019
DP - Zenodo
LA - eng
UR - https://zenodo.org/record/3241713
Y2 - 2021/04/25/15:21:23
KW - Google Scholar
KW - Scopus
KW - Web of Science
KW - academic search engines
KW - bibliometrics
KW - citation analysis
KW - coverage
KW - errors
KW - open access
KW - web applications
ER -
TY - JOUR
TI - Evidence of open access of scientific publications in Google Scholar: A large-scale analysis
AU - Martín-Martín, Alberto
AU - Costas, Rodrigo
AU - van Leeuwen, Thed
AU - López-Cózar, Emilio Delgado
T2 - Journal of Informetrics
DA - 2018///
PY - 2018
DO - 10.1016/j.joi.2018.06.012
DP - Google Scholar
VL - 12
IS - 3
SP - 819
EP - 841
ST - Evidence of open access of scientific publications in Google Scholar
ER -
TY - JOUR
TI - Large coverage fluctuations in Google Scholar: a case study
AU - Martín-Martín, Alberto
AU - López-Cózar, Emilio Delgado
T2 - arXiv:2102.07571 [cs]
AB - 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.
DA - 2021/02/15/
PY - 2021
DP - arXiv.org
ST - Large coverage fluctuations in Google Scholar
UR - http://arxiv.org/abs/2102.07571
Y2 - 2021/04/17/19:23:48
KW - Computer Science - Digital Libraries
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - A two-sided academic landscape: portrait of highly-cited documents in Google Scholar (1950-2013)
AU - Martín-Martín, Alberto
AU - Orduna-Malea, Enrique
AU - Ayllón, Juan M.
AU - López-Cózar, Emilio Delgado
T2 - arXiv preprint arXiv:1607.02861
DA - 2016///
PY - 2016
DP - Google Scholar
ST - A two-sided academic landscape
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The counting house: Measuring those who count. Presence of bibliometrics, scientometrics, informetrics, webometrics and altmetrics in the Google Scholar citations, Researcherid, ResearchGate, Mendeley & Twitter
AU - Martín-Martín, Alberto
AU - Orduña-Malea, Enrique
AU - Ayllón, Juan M.
AU - Lopez-Cozar, Emilio Delgado
T2 - arXiv preprint arXiv:1602.02412
DA - 2016///
PY - 2016
DP - Google Scholar
ST - The counting house
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Does Google Scholar contain all highly cited documents (1950-2013)?
AU - Martín-Martín, Alberto
AU - Orduña-Malea, Enrique
AU - Ayllón, Juan Manuel
AU - López-Cózar, Emilio Delgado
T2 - arXiv preprint arXiv:1410.8464
DA - 2014///
PY - 2014
DP - Google Scholar
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Can we use Google Scholar to identify highly-cited documents?
AU - Martín-Martín, Alberto
AU - Orduña-Malea, Enrique
AU - Harzing, Anne-Wil
AU - López-Cózar, Emilio Delgado
T2 - Journal of informetrics
DA - 2017///
PY - 2017
DO - 10.1016/j.joi.2016.11.008
DP - Google Scholar
VL - 11
IS - 1
SP - 152
EP - 163
ER -
TY - JOUR
TI - Coverage of highly-cited documents in Google Scholar, Web of Science, and Scopus: a multidisciplinary comparison
AU - Martín-Martín, Alberto
AU - Orduna-Malea, Enrique
AU - López-Cózar, Emilio Delgado
T2 - Scientometrics
DA - 2018///
PY - 2018
DO - 10.1007/s11192-018-2820-9
DP - Google Scholar
VL - 116
IS - 3
SP - 2175
EP - 2188
ST - Coverage of highly-cited documents in Google Scholar, Web of Science, and Scopus
ER -
TY - JOUR
TI - Google Scholar, Web of Science, and Scopus: A systematic comparison of citations in 252 subject categories
AU - Martín-Martín, Alberto
AU - Orduna-Malea, Enrique
AU - Thelwall, Mike
AU - López-Cózar, Emilio Delgado
T2 - Journal of informetrics
DA - 2018///
PY - 2018
DO - 10.1016/j.joi.2018.09.002
DP - Google Scholar
VL - 12
IS - 4
SP - 1160
EP - 1177
ST - Google Scholar, Web of Science, and Scopus
ER -
TY - JOUR
TI - Google Scholar, Microsoft Academic, Scopus, Dimensions, Web of Science, and OpenCitations’ COCI: a multidisciplinary comparison of coverage via citations
AU - Martín-Martín, Alberto
AU - Thelwall, Mike
AU - Orduna-Malea, Enrique
AU - Delgado López-Cózar, Emilio
T2 - Scientometrics
AB - 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.
DA - 2021/01/01/
PY - 2021
DO - 10.1007/s11192-020-03690-4
DP - Springer Link
VL - 126
IS - 1
SP - 871
EP - 906
J2 - Scientometrics
LA - en
SN - 1588-2861
ST - Google Scholar, Microsoft Academic, Scopus, Dimensions, Web of Science, and OpenCitations’ COCI
UR - https://doi.org/10.1007/s11192-020-03690-4
Y2 - 2021/04/17/19:24:14
KW - Computer Science - Digital Libraries
ER -
TY - RPRT
TI - List of references
AU - Martin, Anna
AU - eKitabu
AU - Open Development & Education
AB - A list of references.
CN - 0295
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/DZG47NRB
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - (coming soon)
AU - Martin, Anna
AU - Grace, Macharia
AU - Ombeta, Magwari Charles
AB - An output of the Open Development & Education, https://.opendeved.net/
CN - 1012
DA - 2023///
PY - 2023
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/GB7RGIS8
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - (coming soon)
AU - Martin, Anna
AU - Grace, Macharia
AU - Ombeta, Magwari Charles
AB - An output of the Open Development & Education, https://.opendeved.net/
CN - 1013
DA - 2023///
PY - 2023
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/BHSCJPVS
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - Digital Literacy For Citizens Policy Framework for Africa
AU - Martin, Anna
AU - Macharia, Grace
AU - Walker, Hannah
AU - Waziri, Nafisa
AU - Omboto, Charles
AU - Haßler, Björn
AB - An output of the Open Development & Education, https://opendeved.net/
CN - opendeved.1057
DA - 2023/11/30/T00:00:00.000Z
PY - 2023
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/3XSIQX8M
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - JOUR
TI - Exploring the impact of the design of the physical classroom environment on young children with autism spectrum disorder ( ASD )
AU - Martin, Caren S.
T2 - Journal of Research in Special Educational Needs
AB - 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
.
DA - 2016/10//
PY - 2016
DO - 10.1111/1471-3802.12092
DP - DOI.org (Crossref)
VL - 16
IS - 4
SP - 280
EP - 298
J2 - Research in Spec Educ Needs
LA - en
SN - 1471-3802, 1471-3802
ST - Exploring the impact of the design of the physical classroom environment on young children with autism spectrum disorder (
UR - https://www.tandfonline.com/doi/full/10.1080/13645579.2016.1252189
Y2 - 2023/11/01/23:21:43
ER -
TY - RPRT
TI - National Sustainable Development Plan-2020-2035
AU - MoFPEPD
DA - 2019///
PY - 2019
PB - Ministry of Finance, Planning, Economic, and Physical Development
UR - https://gov.gd/sites/default/files/docs/Documents/others/nsdp-2020-2035.pdf
Y2 - 2020/11/13/07:33:15
ER -
TY - JOUR
TI - Active Schools: Our Convictions for Improving the Quality of Education
AU - Mogollón, Professor Oscar
AU - Solano, Marina
DA - 2011///
PY - 2011
DP - Zotero
SP - 160
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - APPLICATION OF MULTITEMPORAL LANDSAT DATA IN MAPPING OF SALINE SOIL IN KANO RIVER IRRIGATION SCHEME (KRIS)
AU - Mohammed, Dahiru
AU - Maina, M. M.
AU - Audu, I.
AU - Tudunwada, I. Y.
AU - Nasiru, N. K.
AU - Nasidi, N. M.
AU - Umar, S. E.
T2 - FUDMA JOURNAL OF SCIENCES
AB - Soil salinization is becoming a more serious issue threatening agricultural production and the sustainable use of land resources. Crop roots are unable to absorb water from the soil when exposed to saline conditions. This study explored the potential of Landsat imagery in detecting and mapping saline soil in the Kano River Irrigation Scheme (KRIS). Samples of soil were collected from thirty-nine (39) sectors of the KRIS for ground truthing on 20th – 25th April, 2020. Electrical Conductivity (EC) of field samples were correlated with band values of satellite images and salinity indices in order to determine their relationship and assess their effectiveness in predicting soil salinity. Using a geospatial approach, the data was analyzed and maps of salt-affected areas were generated. ArcGIS 10.6 was used as the primary package for modeling and running functions. The result has shown that the EC values over the entire study area are greater than 1.3 dS/m. However, the mean value of EC is approximately 1.91 dS/m. The implication is that, most of the vegetables such as Onion, Carrot, and Beans grown in the KRIS will experience yield reduction without appropriate management practice as their threshold value has been exceeded.
DA - 2023/02/28/
PY - 2023
DO - 10.33003/fjs-2023-0701-1280
DP - DOI.org (Crossref)
VL - 7
IS - 1
SP - 193
EP - 200
J2 - FJS
SN - 2616-1370, 2645-2944
UR - https://www.fjsadmin.fudutsinma.edu.ng/index.php/fjs/article/view/1280
Y2 - 2024/03/27/12:31:03
ER -
TY - JOUR
TI - Effective use of textbooks: A neglected aspect of education in Pakistan
AU - Mohammed, R.
AU - Kumari, R.
T2 - Journal of Education for International Development
DA - 2007///
PY - 2007
VL - 3
IS - 1
SP - 1
EP - 11
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Development and evaluation of Ning social network for teaching training online surveillance
AU - Mohd Nawi, Mohd Aliff
AU - Jamsari, Ezad Azraai
AU - Sulaiman, Adibah
AU - Hamzah, Mohd Isa
T2 - Turkish Online Journal of Distance Education
AB - Supervision of teaching practice is an important aspect of training teachers in improving their teaching skills. Barriers such as distance and time factor are the constraints faced by the lecturers at the National University of Malaysia to communicate with the teacher trainees under their supervision. Therefore, this study aims to develop and evaluate a social-networking site Ning's platform for the supervision of lecturers to teach on-line training. This study used the case design where a total of nine teacher trainees involved in this study. It found that overall, acceptance of the use of the social-networking site Ning mean score at the highest level of 3.91. In addition, all student teachers have positive attitudes towards the use of the social-networking site Ning social-networking site and agree a suitable approach to the supervision of one of the online teaching practices. While the "blog" is the most active facility used by student teachers in which they do self-reflection. In conclusion, the social-networking site Ning has the potential to assist lecturers to carry out supervision on-line teaching practice. (Contains 5 figures and 1 table.)
DA - 2013/01//
PY - 2013
VL - 14
IS - 1
SP - 245
EP - 255
LA - English
SN - 1302-6488, 1302-6488
UR - https://www.researchgate.net/publication/257656914_Development_and_evaluation_of_ning_social_network_for_teaching_training_online_surveillance
AN - 1413415113; EJ1006263
KW - Courseware
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Foreign Countries
KW - Higher Education
KW - Interviews
KW - Malaysia
KW - Observation
KW - Online Courses
KW - Social Networks
KW - Student Teachers
KW - Supervisory Methods
KW - Teacher Education Programs
KW - Teacher Supervision
KW - Teaching Methods
KW - Trainees
KW - Web 2.0 Technologies
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2098097
KW - __finaldtb
KW - ⛔ No DOI found
ER -
TY - NEWS
TI - Black Caribbean girls in England ‘twice as likely to be excluded from schools as white girls’
AU - Mohdin, Aamna
T2 - The Guardian
AB - Data also shows that school exclusions for girls are growing at higher rate than for boys
DA - 2021/09/23/T05:01:39.000Z
PY - 2021
DP - The Guardian
LA - en-GB
SE - Education
SN - 0261-3077
UR - https://www.theguardian.com/education/2021/sep/23/black-girls-in-england-twice-as-likely-to-be-excluded-from-schools-as-white-girls
Y2 - 2023/11/03/10:07:33
KW - Education
KW - Exclusions
KW - Inequality
KW - Race
KW - Schools
KW - UK news
KW - Women
ER -
TY - JOUR
TI - Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement
AU - Moher, David
AU - Liberati, Alessandro
AU - Tetzlaff, Jennifer
AU - Altman, Douglas G
T2 - British Medical Journal
DA - 2009/07/21/
PY - 2009
DO - 10.1136/bmj.b2535
DP - Zotero
LA - en
UR - https://www.bmj.com/content/339/bmj.b2535
KW - ___working_potential_duplicate
ER -
TY - GEN
TI - Sierra Leone Ethics and Scientific Review Committee – APPLICATION GUIDELINES
AU - MoHS
DA - 2017///
PY - 2017
LA - English
PB - Ministry of Health and Sanitation
UR - https://mohs2017.files.wordpress.com/2017/03/guidelines-and-checklist-for-ethical-clearance-2017.pdf
KW - _C:Sierra Leone SLE
ER -
TY - JOUR
TI - Why Is Implementation Science Important for Intervention Design and Evaluation Within Educational Settings?
AU - Moir, Taryn
T2 - Frontiers in Education
AB - The current challenging economic climate demands, more than ever, value for money in service delivery. Every service is required to maximize positive outcomes in the most cost-effective way. To date, a smorgasbord of interventions have been designed to benefit society. Those worthy of attention have solid foundations in empirical research, offering service providers reassurance that positive outcomes are assured; many of these programmes lie within the field of education and everyday school practice. However, often even these highly supported programmes yield poor results due to poor implementation. Implementation science is the study of the components necessary to promote authentic adoption of evidence-based interventions, thereby increasing their effectiveness. Following a brief definition of key terms and theories, this article will go on to discuss why implementation is not a straightforward process. To do so, this article will draw upon examples of evidence-based but poorly implemented school programmes. Having acknowledged how good implementation positively affects sustainability, we will then look at the growing number of frameworks for practice within this field. One such framework, the Core Components Model, will be used to facilitate discussion about the processes of successful design and evaluation. This article will continue by illustrating how the quality of implementation has directly affected the sustainability of the Incredible Years programmes and the Promoting Alternative Thinking Strategies (PATHS) curriculum. Then, by analyzing implementation science, some of the challenges currently faced within this field will be highlighted and areas for further research discussed. This article will then link to the implications for educational psychologists (EPs) and will conclude that implementation science is crucial to the design and evaluation of interventions, and that the EP is in an ideal position to support sustainable positive change.
DA - 2018///
PY - 2018
DO - 10.3389/feduc.2018.00061
DP - Frontiers
VL - 3
SN - 2504-284X
UR - https://www.frontiersin.org/articles/10.3389/feduc.2018.00061
Y2 - 2022/09/26/12:42:23
KW - education
ER -
TY - JOUR
TI - Why Is Implementation Science Important for Intervention Design and Evaluation Within Educational Settings?
AU - Moir, Taryn
T2 - Frontiers in Education
AB - The current challenging economic climate demands, more than ever, value for money in service delivery. Every service is required to maximize positive outcomes in the most cost-effective way. To date, a smorgasbord of interventions have been designed to benefit society. Those worthy of attention have solid foundations in empirical research, offering service providers reassurance that positive outcomes are assured; many of these programmes lie within the field of education and everyday school practice. However, often even these highly supported programmes yield poor results due to poor implementation. Implementation science is the study of the components necessary to promote authentic adoption of evidence-based interventions, thereby increasing their effectiveness. Following a brief definition of key terms and theories, this article will go on to discuss why implementation is not a straightforward process. To do so, this article will draw upon examples of evidence-based but poorly implemented school programmes. Having acknowledged how good implementation positively affects sustainability, we will then look at the growing number of frameworks for practice within this field. One such framework, the Core Components Model, will be used to facilitate discussion about the processes of successful design and evaluation. This article will continue by illustrating how the quality of implementation has directly affected the sustainability of the Incredible Years programmes and the Promoting Alternative Thinking Strategies (PATHS) curriculum. Then, by analyzing implementation science, some of the challenges currently faced within this field will be highlighted and areas for further research discussed. This article will then link to the implications for educational psychologists (EPs) and will conclude that implementation science is crucial to the design and evaluation of interventions, and that the EP is in an ideal position to support sustainable positive change.
DA - 2018/07/25/
PY - 2018
DO - 10.3389/feduc.2018.00061
DP - DOI.org (Crossref)
VL - 3
SP - 61
J2 - Front. Educ.
LA - en
SN - 2504-284X
UR - https://www.frontiersin.org/article/10.3389/feduc.2018.00061/full
Y2 - 2022/09/26/12:43:23
ER -
TY - ELEC
TI - Boycott e-learning until all students are brought on board - Sascoc
AU - Mokhoali, Veronica
AB - The move to migrate to learning online has been met with a backlash from student organisations; with many accusing institutions of side-lining those from disadvantaged backgrounds.
DA - 2020/04/20/
PY - 2020
LA - en
UR - https://ewn.co.za/2020/04/20/boycott-e-learning-until-all-students-are-brought-on-board-sascoc
Y2 - 2020/04/21/14:25:07
ER -
TY - JOUR
TI - The evaluation of chatbot as a tool for health literacy education among undergraduate students
AU - Mokmin, Nur Azlina Mohamed
AU - Ibrahim, Nurul Anwar
T2 - Education and Information Technologies
AB - This study discussed and evaluated the usefulness, performance, and technology acceptance of a chatbot developed to educate users and provide health literacy. A semi-structured interview and analytic sessions were provided on Google Analytics dashboard, and the users’ acceptance toward the technology was measured using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). A total of 75 undergraduate students were involved over a total period of two months. Each respondent explored the health chatbot actively to get advice from it with a phrase that matched the chatbot’s intents via mobile devices. The evaluation results showed that 73.3% of the respondents found that the chatbot can help understand several health issues and provide a good conversation. The performance evaluation also showed that the chatbot contributed a low percentage of exit, where less than 37% of users exited the application. The overall assessment showed that the developed chatbot has a significant potential to be used as a conversational agent to increase health literacy, especially among students and young adults. However, more research should be done before the technology can replace humans in a real setting.
DA - 2021///
PY - 2021
DO - 10.1007/s10639-021-10542-y
DP - Google Scholar
VL - 26
IS - 5
SP - 6033
EP - 6049
J2 - Educ Inf Technol
LA - en
SN - 1573-7608
UR - https://doi.org/10.1007/s10639-021-10542-y
ER -
TY - BOOK
TI - Can Big Bird Fight Terrorism?: Children's Television and Globalized Multicultural Education
AU - Moland, Naomi A.
AB - Sesame Street has taught generations of Americans their letters and numbers, and also how to better understand and get along with people of different races, faiths, ethnicities, and temperaments. But the show has a global reach as well, with more than thirty co-productions of Sesame Street that are viewed in over 150 countries. In recent years, the United States Agency for International Development (USAID) has provided funding to the New York-based Sesame Workshop to create international versions of Sesame Street. Many of these programs teach children to respect diversity and tolerate others, which some hope will ultimately help to build peace in conflict-affected societies. In fact, the U.S. government has funded local versions of the show in several countries enmeshed in conflict, including Afghanistan, Kosovo, Pakistan, Jordan, and Nigeria.Can Big Bird Fight Terrorism? takes an in-depth look at the Nigerian version, Sesame Square, which began airing in 2011. In addition to teaching preschool-level academic skills, Sesame Square seeks to promote peaceful coexistence-a daunting task in Nigeria, where escalating ethno-religious tensions and terrorism threaten to fracture the nation. After a year of interviewing Sesame creators, observing their production processes, conducting episode analysis, and talking to local educators who use the program in classrooms, Naomi Moland found that this child-focused use of soft power raised complex questions about how multicultural ideals translate into different settings. In Nigeria, where segregation, state fragility, and escalating conflict raise the stakes of peacebuilding efforts, multicultural education may be ineffective at best, and possibly even divisive. This book offers rare insights into the complexities, challenges, and dilemmas inherent in soft power attempts to teach theideals of diversity and tolerance in countries suffering from internal conflicts.
CY - New York, NY
DA - 2019/11/19/
PY - 2019
DP - Amazon
ET - Illustrated edition
SP - 288
LA - English
PB - Oxford University Press
SN - 978-0-19-090395-4
ST - Can Big Bird Fight Terrorism?
KW - Final_citation
KW - cited
KW - existing
ER -
TY - GEN
TI - COVIBOOK
AU - Molina Cruz, Manuela
DA - 2020///
PY - 2020
PB - n.p.
UR - https://660919d3-b85b-43c3-a3ad-3de6a9d37099.filesusr.com/ugd/64c685_0a595408de2e4bfcbf1539dcf6ba4b89.pdf
ER -
TY - RPRT
TI - Teach : Observer Manual
AU - Molina, Ezequiel
AU - Melo Hurtado, Carolina Eugenia
AU - Pushparatnam, Adelle
AU - Wilichowski, Tracy Marie
AB - Teach differs from other classroom observation tools in that it captures (i) the time teachers spend on learning and the extent to which students are on task, and (ii) the quality of teaching practices that help develop students’ socio-emotional and cognitive skills. As part of the Time on Task component, 3 “snapshots” of 1–10 seconds are used to record both the teacher’s actions and the number of students who are on task throughout the observation. The Quality of Teaching Practices component, on the other hand, is organized into 3 primary areas: Classroom Culture, Instruction, and Socio-emotional Skills (see graphic on page 3).These areas have 9 corresponding elements that point to 28 behaviors. The behaviors are characterized as low, medium, or high, based on the evidence collected during the observation. These behavior scores are translated into a 5-point scale that quantifies teaching practices as captured in a series of two, 15-minute lesson observations.
DA - 2019/01/01/01:39:01
PY - 2019
DP - documents.worldbank.org
SP - 1
EP - 48
LA - en
PB - The World Bank
SN - 132204
ST - Teach
UR - http://documents.worldbank.org/curated/en/949541542659103528/Teach-Observer-Manual
Y2 - 2020/03/02/23:51:01
ER -
TY - BOOK
TI - Evidence-Based Teaching: Effective Teaching Practices in Primary School Classrooms
AU - Molina, Ezequiel
AU - Pushparatnam, Adelle
AU - Rimm-Kaufman, Sara
AU - Wong, Keri Ka-Yee
DA - 2018/11//
PY - 2018
DP - DOI.org (Crossref)
LA - en
PB - World Bank, Washington, DC
ST - Evidence-Based Teaching
UR - http://hdl.handle.net/10986/30929
Y2 - 2022/09/26/16:00:54
ER -
TY - JOUR
TI - Accelerated Middle School Programs: Preliminary Indicators of Long-Term Academic Benefits for Over-age Youth
AU - Mollette, M.
AU - Villa, B.
AU - Cate, D.
T2 - Journal of Education for Students Placed at Risk
AB - According to the National Center for Education Statistics, dropping out is a persistent problem among 15- to 24-year-olds. Researchers have noted school districts that have been able to improve graduation rates have often done so through the “development of innovative models and pathways that help young people get back on track to graduation” One such innovative model, an accelerated middle school intervention, is currently implemented across five middle schools in a large southeastern school district. The program targets students at-risk for dropping out based on characteristics such as age, mobility, poverty and previous retention in grade and allows them to complete both 8th and 9th grade requirements within one school year. To date, about 88% of students who completed the intervention during their last year of middle school were able to transition to high school as 10th grade students. This study presents findings from the students who completed this intervention between 2011–12 and 2015–16, representing the first five years the program was in existence. A quasi-experimental design is used to analyze outcomes related to attendance, course completion and graduation. Results indicate that students who complete the intervention are 34% more likely to graduate high school than the matched comparison group. However, no significant differences existed in student attendance rates while in high school. The findings indicate this program has the potential to improve graduation rates for students at-risk of dropping out provided the intervention occurs early enough in their academic career. © 2020, © 2020 Taylor & Francis Group, LLC.
DA - 2020///
PY - 2020
DO - 10.1080/10824669.2020.1757453
J2 - J. Educ. Stud. Placed Risk
LA - English
SN - 10824669 (ISSN)
UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085874198&doi=10.1080%2f10824669.2020.1757453&partnerID=40&md5=66f2e9459ab4d62e70495b3b762fbbe6
DB - Scopus
KW - Marginalised
KW - _AcademicRecoveryOECS
ER -
TY - JOUR
TI - Corporate governance principles and practices disclosed in the South African technical vocational education and training colleges' annual reports
AU - Moloi, Tankiso
AU - University of Johannesburg
AU - Adelowotan, Michael
T2 - Journal of Legal, Ethical and Regulatory Issues
A2 - Moloi, Tankiso; University of Johannesburg
T3 - Feature
AB - The motivation for the development of corporate governance codes in South Africa was to ensure that companies and other organisations are managed so as to ensure ethical leadership, accountability, transparency and sustainability of these organisations. However, observers of the South African Corporate environment noted that the development of King I code of corporate governance was particularly focused on corporate bodies and not to other organisations. In order to address this imbalance and considering the significant role of these educational institutions to the development of the nation's economy, the subsequent King codes were designed in a manner that permitted them to apply to any organisation regardless of manner or form of incorporation. The Heher Commission of Inquiry that investigated the process of administration in the Higher Education Sector observed that there are so many challenges (ranging from leadership and administration; funding and accountability; infrastructure and equipment) confronting TVET colleges, which is an indication that governance in general is a challenge in this environment. Through the document analysis methodology, this work explored the nature of corporate governance principles and practices disclosed in South Africa's Technical, Vocational, Educational, and Training colleges' annual reports so as to determine whether the challenges could also be attributable to the lack of application of principles thereby filling gap in many studies focusing on the application of King code to companies alone. We hypothesize that the application of King codes will lead to improved performance by TVET colleges. Our research question is "To what extent will the application of King codes resolve the challenges facing TVET colleges in South Africa?" Our findings suggest that the majority of the observed institutions had not disclosed the key corporate governance practices in their annual reports. It could then be argued that the challenges that are plaguing these institutions as highlighted by the Heher Commission of Inquiry could also be attributable to the lack of application of principles, leading to the unstable leadership and administration; lack of funding and accountability; decaying infrastructure and equipment, which ultimately renders these organisations incapable of delivering on its core mandate.
DA - 2019///
PY - 2019
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Use of Modern Educational Technologies in Remote Learning in Higher Education During a Pandemic: the Case of COVID-19 in Cameroon
AU - Moluayonge, Gracemary
T2 - Journal of Learning for Development
AB - Abstract: In March 2020, the first case of COVID-19 was discovered in Cameroon. This led to the Higher Education Institutions resorting to remote learning to ensure continued teaching and learning. The researcher thus set out to bring to the limelight some recommendations for the use of educational technologies for remote learning in Cameroon and propose some suggestions to the government, the policy makers, the stakeholders and the teachers for more effective implementation of E-learning in Higher Education Institutions in Cameroon.
DA - 2020/11/19/
PY - 2020
DP - jl4d.org
VL - 7
IS - 3
SP - 479
EP - 484
LA - en
SN - 2311-1550
ST - The Use of Modern Educational Technologies in Remote Learning in Higher Education During a Pandemic
UR - https://jl4d.org/index.php/ejl4d/article/view/454
Y2 - 2020/11/21/13:32:18
KW - COVID 19
KW - Educational Technologies
KW - Higher Education
KW - remote learning
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Alternatives towards achieving Education For All (EFA): a case of the informal sector business institute (ISBI), Nairobi, Kenya
AU - Momanyi, C
AB - In 1948 the United Nations declared that everyone has a right to education in the universal declaration of human rights. Education for All (EFA) is an international initiative first launched in Jomtien, Thailand, in 1990 to bring the benefits of education to “every citizen in every society’. To realize this aim, governments, civil society groups, and development agencies such as UNESCO and the World Bank have joined hands to achieve the EFA goals. Kenya is signatory to education for all initiative. Achieving the Education for All goals is critical for simultaneously attaining all 8 Millennium Development Goals (MDGs). The EFA strategies include the establishment of a policy on the re-entry of school-age mothers into the education system and the establishment of a non-formal education unit in the Ministry of Education Science and Technology. The recent implementation of free primary and secondary education is an effort by the government of Kenya to attain Universal primary Education (UPE) and the final attainment of EFA and MDGs. There are many suggestions both at the local and international levels on how to achieve this goal. Non-formal education and Technical and vocational education are some of the alternatives towards EFA, they lead participants to acquire practical skills in a particular occupation. Non formal education is flexible as more people who are out of the formal education system acquire skills. Strathmore Educational Trust (SET), a Public Charitable Trust incorporated in Kenya, established to promote educational initiatives started the Informal Sector Business Institute (ISBI) in 2004; a Non-formal education initiative to train jua kali artisans in ICT and business skills. Since its inception, more than 10,000 people have been trained in various skills. Data collected from artisans who have undergone the ISBI training showed that the artisans trained at ISBI are better than those form the same area that have not undergone the same training.
DA - 2015///
PY - 2015
LA - en
M3 - Conference proceedings
UR - https://www.worldconferences.net/proceedings/gse2014/toc/papers_gse2014/G%20070%20-%20CHRISTOPHER%20MOMANYI_ALTERNATIVES%20TOWARDS%20ACHIEVING%20EDUCATION%20FOR%20ALL_read.pdf
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:East Africa
KW - C:Kenya
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:access
KW - HDR25
KW - Q:community education
KW - Q:degree
KW - Q:open learning
KW - Q:secondary education
KW - T:Educação profissionalizante
KW - T:Lehrlingsausbildung
KW - T:TVET
KW - T:continuing education
KW - T:work-based learning
KW - publicImportV1
ER -
TY - BLOG
TI - How Sierra Leone is betting on data to fight the impact of climate change on schools
AU - Momoh, A
AU - Atherton, Paul
T2 - Global Partnership for Education
AB - Data can significantly improve decision-making and allow for prioritizing interventions to benefit the most vulnerable populations. That’s why the ministry of Education in Sierra Leone is working with Fab Inc. to develop a web-based data tool that helps estimate and prioritize where new schools are really needed.
DA - 2022///
PY - 2022
LA - en
UR - https://www.globalpartnership.org/blog/how-sierra-leone-betting-data-fight-impact-climate-change-schools
Y2 - 2022/11/18/15:31:18
KW - _C:Sierra Leone SLE
ER -
TY - JOUR
TI - Encouraging natural ventilation to improve indoor environmental conditions at schools. Case studies in the north of Spain before and during COVID
AU - Monge-Barrio, Aurora
AU - Bes-Rastrollo, Maira
AU - Dorregaray-Oyaregui, Sara
AU - González-Martínez, Purificación
AU - Martin-Calvo, Nerea
AU - López-Hernández, Dolores
AU - Arriazu-Ramos, Ainhoa
AU - Sánchez-Ostiz, Ana
T2 - Energy and Buildings
DA - 2022///
PY - 2022
DO - 10.1016/j.enbuild.2021.111567
DP - Google Scholar
VL - 254
SP - 111567
KW - BE:RELEVANT
ER -
TY - BOOK
TI - Supranational Political Economy: the Globalisation of the State-Market Relationship.
AU - Montani, Guido
AB - With the ending of the Cold War and the rise of a nationalistic 'America First' strategy, the post-war liberal international order, based upon the hegemonic power of the USA, is fading away. In its place, a multipolar world is emerging which, while offering some the hope of a better future, is also open to disorder and instability. This book offers an insight into the relationship between politics and economics in this new era. As an alternative, this volume argues for a form of global governance that will offer a better balance between politics and economics, based on a supranational approach. A supranational approach in which world powers and UN member states can work in agreement would follow the principle on which European political and economic integration was built. The system put forward here is based on a Keynesian world clearing union and a reform of the World Trade Organization and a United Nations budget, which would accelerate the convergence of rich and poor countries in the aim of a more sustainable global system. This book demonstrates that globalisations and today's ecological challenges are both a cause of social discontent and an opportunity. Supranational institutions can greatly increase our ability to address global risks, and this book shows how a 'supranational' world order could reduce the uncertainty of the transition from the post-war order to the future multipolar order. The supranational principle enables us to view globalisation, world capitalism and the ecological crisis not only as causes of inequality, poverty and social instability, but also as processes that can be governed. Wise politicians and political parties cannot let the future of humanity be decided by the precarious equilibrium of the Westphalia system. In post-war Europe a group of nation states, once fierce enemies, embarked on a process of integration which led to the abolition of inter-European national borders. With supranational global governance, the same could be achieved in the global system.
CY - Milton
DA - 2018///
PY - 2018
DP - Open WorldCat
LA - English
PB - Routledge
SN - 978-1-317-23586-6 978-1-317-23585-9 978-1-317-23584-2 978-1-315-62671-0 978-1-138-64800-5
ST - Supranational Political Economy
UR - https://public.ebookcentral.proquest.com/choice/publicfullrecord.aspx?p=5540928
Y2 - 2022/04/17/09:52:58
ER -
TY - BLOG
TI - Difference and Similarities: Digitization, Digitalization, and Digital Transformation
AU - Monton, Aryne Leigh
T2 - GlobalSign
AB - Digitization, Digitalization, and Digital Transformation are critical for modern businesses. Know their similarities, differences, and how they benefit businesses in this blog.
DA - 2022/03/22/
PY - 2022
LA - en
ST - Difference and Similarities
UR - https://www.globalsign.com/en-sg/blog/difference-and-similarities-digitization-digitalization-and-digital-transformation
Y2 - 2024/02/29/10:57:15
KW - Final_citation
KW - anystyle
KW - existing
ER -
TY - JOUR
TI - ‘The best app is the teacher’Introducing classroom scripts in technology-enhanced education
AU - Montrieux, Hannelore
AU - Raes, Annelies
AU - Schellens, Tammy
T2 - Journal of Computer Assisted Learning
DA - 2017///
PY - 2017
DO - 10.1111/jcal.12177
DP - Google Scholar
VL - 33
IS - 3
SP - 267
EP - 281
KW - _C:Belgium BEL
KW - _C:Canada CAN
KW - _C:China CHN
KW - _C:Greece GRC
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - CONF
TI - The didactical use of tablets: a balancing act between teacher-centred and learner-centred education
AU - Montrieux, Hannelore
AU - Schellens, Tammy
C3 - 12th International Technology, Education and Development Conference (INTED)
DA - 2018///
PY - 2018
DO - 10.21125/inted.2018.1005
DP - Google Scholar
SP - 37
EP - 44
ST - The didactical use of tablets
KW - _C:Belgium BEL
KW - _C:Turkey TUR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Social Studies Curriculum at the Crossroads: Implementation of the Secondary School Social Studies Curriculum in Chingola District of Zambia
AU - Moobola, Larry
AU - Mulenga, Innocent Mutale
T2 - European Journal of Education Studies
DA - 2020///
PY - 2020
DP - Google Scholar
ST - Social Studies Curriculum at the Crossroads
UR - http://oapub.org/edu/index.php/ejes/article/view/2997
Y2 - 2023/12/06/15:24:10
KW - ⛔ No DOI found
ER -
TY - BLOG
TI - 8 common problems with literature reviews and how to fix them
AU - Moodie, Gavin
T2 - Impact of Social Sciences
AB - Literature reviews are an integral part of the process and communication of scientific research. Whilst systematic reviews have become regarded as the highest standard of evidence synthesis, many l…
DA - 2020/10/19/T06:55:07+00:00
PY - 2020
LA - "en-US"
UR - https://blogs.lse.ac.uk/impactofsocialsciences/2020/10/19/8-common-problems-with-literature-reviews-and-how-to-fix-them/
Y2 - 2021/04/17/19:29:02
ER -
TY - JOUR
TI - WhatsApp: Creating a virtual teacher community for supporting and monitoring after a professional development programme
AU - Moodley, Maglin
T2 - South African Journal of Education
DA - 2019///
PY - 2019
VL - 39
IS - 2
SP - 1
EP - 10
KW - ❓ Multiple DOI
ER -
TY - JOUR
TI - WhatsApp: Creating a virtual teacher community for supporting and monitoring after a professional development programme
AU - Moodley, Maglin
T2 - South African Journal of Education
DA - 2019/05/31/
PY - 2019
DO - 10.15700/saje.v39n2a1323
VL - 39
IS - 2
J2 - SAJE
LA - en
SN - 02560100, 20763433
ST - WhatsApp
KW - Final_citation
KW - cited
KW - existing
ER -
TY - CHAP
TI - Teachers and the development agenda: An introduction
AU - Moon, B.
AU - Dladla, N
T2 - Teacher Education and the Challenge of Development: a Global Analysis
A2 - Moon, B.
T3 - Education, Poverty and International Development Series
CY - New York
DA - 2013///
PY - 2013
SP - 5
EP - 18
PB - Routledge
ST - Teachers and the development agenda: An introduction
KW - CitedIn:OER4Schools-2011-PDIE
ER -
TY - BOOK
TI - Teacher Education and the Challenge of Development: a global analysis
AU - Moon, B.
AU - Dladla, N
AU - Bird, L. Storey, A. Nordstrum, L. Hanbing, Y. McCormick, B. Banks, F. Dheram, P. Ibn Junaid, M. Wolfenden, F. Buckler, A. Gafar, A. Tao, S.
AU - Kirk, J.
AU - Azlam, M.
AU - Kingdon, G.
AU - Dembele, M.
AU - Miaro-II, B. Anamuah-Mensah, J. Power, T.
AU - Umar, A.
T2 - Education, Poverty and International Development Series
A3 - Moon, B.
CY - New York
DA - 2013///
PY - 2013
PB - Routledge
SN - 978-0-415-60071-2
ST - Teacher Education and the Challenge of Development: a global analysis
KW - AWP2
KW - AWP2-actual
KW - CitedIn:AKFC
KW - CitedIn:OER4Schools-2012-HHH1
KW - CitedIn:OER4Schools-HHH3
KW - CitedIn:OER4Schools-HHH3-A
KW - CitedIn:OER4Schools-HHH3-A-PREVIOUS
KW - CitedIn:OER4Schools-HHH3-B
KW - CitedIn:PhD_Thesis
KW - _C:Afghanistan AFG
KW - _C:Bangladesh BGD
KW - _C:Brazil BRA
KW - _C:Canada CAN
KW - _C:Chad TCD
KW - _C:Chile CHL
KW - _C:China CHN
KW - _C:Colombia COL
KW - _C:Congo XCO
KW - _C:France FRA
KW - _C:Ghana GHA
KW - _C:India IND
KW - _C:Iran IRN
KW - _C:Iraq IRQ
KW - _C:Kenya KEN
KW - _C:Lesotho LSO
KW - _C:Mali MLI
KW - _C:Nigeria NGA
KW - _C:Pakistan PAK
KW - _C:South Africa ZAF
KW - _C:Sudan SDN
KW - _C:Switzerland CHE
KW - _C:Tanzania TZA
KW - _C:Thailand THA
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - CHAP
TI - Creating new forms of teacher education: Open Educational Resources (OERs) and the Teacher Education in Sub-Saharan Africa (TESSA) programme
AU - Moon, Bob
T2 - Teacher education through open and distance learning
A2 - Danaher, Patrick Alan
A2 - Abdurrahman, Umar
T3 - Perspectives on distance education
CY - Vancouver
DA - 2010///
PY - 2010
DP - Google Scholar
SP - 121
EP - 142
PB - Commonwealth of Learning (COL)
ST - Creating new forms of teacher education
UR - https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.457.9604&rep=rep1&type=pdf#page=134
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - School-based teacher development in Sub-Saharan Africa: building a new research agenda
AU - Moon, Bob
T2 - The Curriculum Journal
AB - This article explores and analyses the context of school-based teacher development in Sub-Saharan Africa. The argument is made that many aspects of the teacher problem in these regions mirror those in the rest of the world, but the size and scale of the need makes the challenge of providing schools and teachers to achieve ‘Education for All’ (EFA) one of the world's biggest educational problems. As such, a response from the global community, parallel to similar initiatives in health, is required. The context of the problem is set out, particularly the inevitability of creating new school-based modes of teacher development. The analysis draws extensively on the work of the Teacher Education in Sub-Saharan Africa (TESSA) research programme. The article then goes on to suggest: (1) the revolution in communication technologies provides an opportunity radically to reassess the forms and modes of teacher development, particularly in rural areas; and (2) there is a need for research and development activity to provide the foundation upon which such potential can be realized. In this context a new ‘architecture for teacher development’ needs putting in place, a process that should be a mainstream concern for the world's education research community.
DA - 2007/09/01/
PY - 2007
DO - 10.1080/09585170701590007
DP - Taylor and Francis+NEJM
VL - 18
IS - 3
SP - 355
EP - 371
SN - 0958-5176
ST - School-based teacher development in Sub-Saharan Africa
UR - http://dx.doi.org/10.1080/09585170701590007
Y2 - 2016/03/28/13:52:21
ER -
TY - JOUR
TI - The role of new communication technologies and distance education in responding to the global crisis in teacher supply and training: an analysis of the research and development experience
AU - Moon, Bob
T2 - Educação & Sociedade
AB - Introduction
Who does not remember a good teacher? Even so, it can have many appearances. In fact, teachers can be inspiring, conscientious, caring, and often dedicated. A few are lucky enough to have all these characteristics and more. In all societies, the teacher is the figure who inspires myths, stories, memories. Strong emotions surround the teacher's role: trust, deference, love and sometimes fear. In rural communities, the village's primary teacher, along with a priest, a prefect, and an elder, traditionally provided a moral orientation that mediated between the newly emerged states and the communities they sought to hold together.
However, at the beginning of the 21st century, these folk ideas about "the teacher" are called into question. In many parts of the world, the vocation of teaching presents the features of a crisis. Almost every country is struggling to hire enough teachers. In some regions (sub-Saharan Africa, for example), problems of recruitment, retention and teacher training are an acute problem. This article will examine how this crisis is taking place, and more particularly the organizational and logistical challenges associated with providing sufficient education and training to the millions of new teachers needed to expand education systems. Special attention will be given to the contexts of the developing world, where significant international efforts are being made to overcome what could be called the greatest educational challenge in the world. This article will also examine the research and development experience of a number of open and distance learning programs, with particular emphasis on the emerging role of new information and communication technologies, including "open educational resources" (Open Educational Resources ).
DA - 2008///
PY - 2008
DO - 10.1590/s0101-73302008000300008
DP - Google Scholar
VL - 29
IS - 104
SP - 791
EP - 814
LA - Portuguese
ST - The role of new communication technologies and distance education in responding to the global crisis in teacher supply and training
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - CLL:en
KW - Distance Education
KW - Teacher Education
KW - publicImportV1
ER -
TY - JOUR
TI - Can new modes of digital learning help resolve the teacher crisis in sub-Saharan Africa?
AU - Moon, Bob
AU - Villet, Charmaine
T2 - Journal of Learning for Development
AB - Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying picture of significant under-achievement across the region. This paper argues that the teacher education and training structures of the last century will never be able to meet urgent contemporary needs. Given population growth, especially among the young, large-scale expansion of the teaching force and the associated teacher education systems will be the norm through to the middle years of the century and beyond. In this context the paper argues for a significant policy shift to expand quality teacher education and professional support at scale through a more school-based and digitally supported network model of provision. Examples of current digital programmes within the region are considered as well as the new technologies that are emerging with relevance to teacher education. The paper suggests a three-phase process through which national governments might move in making the necessary changes in policy and practice.
DA - 2017///
PY - 2017
VL - 4
IS - 1
SP - 23
EP - 35
LA - English
SN - 2311-1550
UR - http://jl4d.org/index.php/ejl4d/article/view/194
AN - 1913344876; EJ1141537
KW - Africa
KW - Computer Uses in Education
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Educational Change
KW - Educational Policy
KW - Electronic Learning
KW - Faculty Development
KW - Foreign Countries
KW - Higher Education
KW - Inservice Teacher Education
KW - Online Courses
KW - Postsecondary Education
KW - Preservice Teacher Education
KW - Resource Units
KW - Teacher Shortage
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Queer identity and theory intersections in mathematics education: a theoretical literature review
AU - Moore, Alexander S.
T2 - Mathematics Education Research Journal
AB - Researchers have become aware of a need to focus on the continued development of gender and sexuality research in mathematics education, as frameworks and conceptual perspectives have been difficult to operationalize, particularly outside of the heteronormative categories of cis-male and cis-female studies. Early pioneers of this work have proposed intersectionality theory (e.g., Leyva, 2017) and queer theories (e.g., Dubbs 2016; Esmonde 2011; Sheldon and Rands 2013) as promising lenses for conceptualizing such research, as they allow for critical postmodern engagement by avoiding many of the structuralist gender commitments that have previously prevented it. In this paper, I build on this work by employing the notion of mathematical identity. I perform a systematic, theoretical review of the literature to articulate a basis for the intersection of mathematical identity and queer identity. I articulate the theoretical basis for this intersection of identities by building a framework that illustrates the intersectional nature of mathematical and queer identities and gives scholars a tool for conceptualizing future work in this area. This paper issues a call to the field to embrace the uncertainty of this new research borderland, because it is only through a radical vision of identity research in mathematics education—such as is offered here—that researchers can begin to situate students’ participation in mathematics within larger social and economic systems that have yet to be analyzed in depth with respect to queer identity.
DA - 2021/12/01/
PY - 2021
DO - 10.1007/s13394-020-00354-7
DP - Springer Link
VL - 33
IS - 4
SP - 651
EP - 687
J2 - Math Ed Res J
LA - en
SN - 2211-050X
ST - Queer identity and theory intersections in mathematics education
UR - https://doi.org/10.1007/s13394-020-00354-7
Y2 - 2022/04/05/20:26:16
ER -
TY - NEWS
TI - To truly ‘build back better’ we must reimagine what prosperity looks like
AU - Moore, Henrietta
T2 - Financial Times
AB - Focusing on GDP and physical infrastructure is futile without real-life benefits for people living in left-behind towns
DA - 2021/09/06/
PY - 2021
UR - https://www.ft.com/content/fb900edd-9849-4bc1-a9e8-a4a4cf459677
Y2 - 2022/04/17/13:43:34
ER -
TY - JOUR
TI - Exploring Five Online Collaboration Tools to Facilitate a Professional Learning Community
AU - Moore, Julie A.
T2 - TechTrends
AB - Critical Friends Groups (CFGs) are a form professional learning community that has been used for teacher learning in K-12 environments for many years. In order to foster community and learning amongst distributed participants, CFGs are beginning to make their way online. This article describes the expereience of a four-year old online CFG whose goal was to explore how different technologies can support the work of a virtual CFG by being an online CFG. This article describes the technologies used to host this CFG, the attributes of those technologies to support this collaborative work and the lessons learned from the group’s experience.
DA - 2018/11//
PY - 2018
DO - 10.1007/s11528-018-0288-3
DP - ProQuest
VL - 62
IS - 6
SP - 612
EP - 617
LA - English
SN - 87563894
UR - https://www.proquest.com/docview/2025508467/abstract/DB60C5EA3FB141E6PQ/1
Y2 - 2021/06/27/17:41:41
KW - Critical friends group
KW - Online learning
KW - Professional development
KW - Professional learning community
KW - Virtual community
ER -
TY - JOUR
TI - Education Standards Officers Supervision Roles of Curriculum Implementation in Choma District in Zambia: What do Teachers Think?
AU - Mooya, Eugine
AU - Mulenga, Innocent Mutale
T2 - Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736)
DA - 2021///
PY - 2021
DP - Google Scholar
VL - 4
IS - 1
SP - 90
EP - 113
ST - Education Standards Officers Supervision Roles of Curriculum Implementation in Choma District in Zambia
UR - https://engineering.unza.zm/index.php/mjlsse/article/view/603
Y2 - 2023/12/06/15:39:33
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Studying How to Apply Chatbots Technology in Higher-Education: First Results and Future Strategies
AU - Mora, Antonio M.
AU - Guillén, Alberto
AU - Barranco, Francisco
AU - Castillo, Pedro A.
AU - Merelo, Juan J.
C3 - International Conference on Human-Computer Interaction
DA - 2021///
PY - 2021
DP - Google Scholar
SP - 185
EP - 198
PB - Springer
ST - Studying How to Apply Chatbots Technology in Higher-Education
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Vocational Education and Training through Open and Distance Learning: World review of distance education and open learning
AU - Moran, L
AU - Rumble, G
AB - The world needs workers with more and better skills. Conventional apprenticeships and old methods of professional training are not providing enough skilled workers, so governments, companies and colleges are all using open and distance learning to fill these gaps. This unique international review of experience looks at the policies needed in both the private and the public sector for effective vocational education and training at all levels – from basic skills to continuing professional education. It goes on to examine the new roles of information and communication technologies, establishing what we know about their performance, and identifying the choices to be made in applying technologies to vocational education and training. The book will help senior institutional managers and policy makers to understand and appreciate:
• the role distance education can play in increasing skills levels in young people and the existing workforce; • the potential advantages and disadvantages of using technology, and therefore make better-informed choices about technology use; • how to integrate distance education with traditional educational models and approaches.
DA - 2004///
PY - 2004
VL - 5
LA - en
UR - https://content.taylorfrancis.com/books/download?dac=C2004-0-01665-6&isbn=9781134283057&format=googlePreviewPdf
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - C:South Africa
KW - CA:AandC
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:learning
KW - F:policy
KW - P:measurement
KW - P:media
KW - P:teacher education
KW - Q:ICT
KW - Q:ODEL
KW - Q:distance education
KW - Q:distance learning
KW - Q:educational technology
KW - Q:open learning
KW - T:Ausbildung
KW - T:Educação Profissional Técnica de Nível Médio
KW - T:Educação profissionalizante
KW - T:Fortbildung
KW - T:Lehrlingsausbildung
KW - T:TVET
KW - T:continuing education
KW - T:work-based learning
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Investigating Students' and Teachers' Perceptions of Using the iPad in an Italian English as a Foreign Language Classroom
AU - Morgana, Valentina
AU - Shrestha, Prithvi N.
T2 - International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT)
DA - 2018///
PY - 2018
DO - 10.4018/ijcallt.2018070102
DP - Google Scholar
VL - 8
IS - 3
SP - 29
EP - 49
KW - _C:Australia AUS
KW - _C:Bangladesh BGD
KW - _C:Canada CAN
KW - _C:China CHN
KW - _C:Cuba CUB
KW - _C:France FRA
KW - _C:Italy ITA
KW - _C:Malaysia MYS
KW - _C:Sweden SWE
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Collective impacts on a global education emergency: The power of network response
AU - Moriarty, Kate
T2 - Prospects
DA - 2020///
PY - 2020
DO - 10.1007/s11125-020-09483-0
DP - Google Scholar
VL - 49
IS - 1
SP - 81
EP - 85
ST - Collective impacts on a global education emergency
ER -
TY - BOOK
TI - Supported Literacy for Adolescents: Transforming Teaching and Content Learning for the Twenty-First Century
AU - Morocco, Catherine Cobb
AU - Aguilar, Cynthia Mata
AU - Bershad, Carol
AU - Kotula, Andrea Winokur
AU - Hindin, Alisa
CY - New York, NY
DA - 2008///
PY - 2008
PB - Jossey-Bass
ER -
TY - RPRT
TI - A Roadmap for Measuring Distance Learning: A Review of Evidence and Emerging Best Practices
AU - Morris, Emily
AU - Farrell, Anna
AU - Venetis, Emma
AB - As countries around the world have closed learning institutions in response to the COVID-19 pandemic, teaching and learning have pivoted from in-person instruction to distance learning. Simultaneously, there has been a surge in efforts to promote access to distance learning programming. Distance learning is commonly used to reach learners who need flexible learning opportunities, as well as to reach groups excluded from formal education institutions. As countries and education agencies take up distance learning, it is important to design and implement evidence-based strategies for monitoring and evaluation to measure whether distance learning efforts are serving the intended communities and achieving intended objectives.
The purpose of this review is to support education practitioners, donors, implementers, non-governmental organizations (NGOs), civil society organizations, and other stakeholders in applying best practices to monitor and evaluate distance learning initiatives designed for diverse learners and implemented both within and outside of learning institutions. Broad input, review and feedback on early drafts of this toolkit were solicited and incorporated from the education sector in Washington, D.C. and Missions.
CY - Washington, D.C., USA
DA - 2021///
PY - 2021
SP - 85
LA - English
PB - USAID
UR - https://www.edu-links.org/resources/roadmap-measuring-distance-learning
Y2 - 2021/02/24/00:00:00
KW - _genre:LR-literature_review
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Toolkit for Designing a Comprehensive Distance Learning Strategy
AU - Morris, Emily
AU - Tan, Yvette
AB - BACKGROUND TO THE TOOLKIT ........................................................................................................1
INTRODUCTION TO DISTANCE LEARNING......................................................................................3 What is distance learning? ...................................................................................................................................... 3 How does distance learning work? ...................................................................................................................... 3 Who is the intended audience for distance learning? ...................................................................................... 4 What are the overarching instructional goals for distance learning? ........................................................... 6 What are the key requirements for successful distance learning?................................................................ 6 What are the different ways technology may be used in distance learning? .............................................. 7 OVERVIEW OF A COMPREHENSIVE DISTANCE LEARNING STRATEGY .................................10 What is a comprehensive distance learning strategy?.................................................................................... 10 How does a comprehensive distance learning strategy support resilience to crises? ........................... 13 What are the phases for operationalizing a comprehensive distance learning strategy? ...................... 14 OUTLINE OF A COMPREHENSIVE DISTANCE LEARNING STRATEGY DOCUMENT..........16 COMPONENT 1: ANALYZE THE EXISTING DISTANCE LEARNING LANDSCAPE AND DEVELOP A STRATEGIC VISION.............................................................................................................18 COMPONENT 2: DESIGN A DISTANCE LEARNING APPROACH...............................................36 COMPONENT 3: DEVELOP A MONITORING, EVALUATION, AND LEARNING PLAN ......43 COMPONENT 4: CREATE A BUDGET ..................................................................................................53
CONCLUSION ...............................................................................................................................................60 REFERENCES ...................................................................................................................................................61 ANNEXES ........................................................................................................................................................67 Annex A. Roadmap for Measuring Distance Learning ................................................................................... 67 Annex B: Key terms and definitions................................................................................................................... 68
CY - Washington, D.C.
DA - 2021///
PY - 2021
DP - Zotero
SP - 80
LA - en
PB - USAID
ER -
TY - JOUR
TI - How international tests fail to inform policy: The unsolved mystery of Australia’s steady decline in PISA scores
AU - Morsy, Leila
AU - Khavenson, Tatiana
AU - Carnoy, Martin
T2 - International Journal of Educational Development
DA - 2018/05/01/
PY - 2018
DO - 10.1016/j.ijedudev.2017.10.018
DP - ScienceDirect
VL - 60
SP - 60
EP - 79
J2 - International Journal of Educational Development
LA - en
SN - 0738-0593
ST - How international tests fail to inform policy
UR - https://www.sciencedirect.com/science/article/pii/S0738059317302778
Y2 - 2021/06/26/13:27:05
KW - Educational policies
KW - International tests
KW - Private education
KW - Quality of education
KW - Social class differences
ER -
TY - JOUR
TI - A computational literature review of the technology acceptance model
AU - Mortenson, Michael J.
AU - Vidgen, Richard
T2 - International Journal of Information Management
AB - A literature review is a central part of any research project, allowing the existing research to be mapped and new research questions to be posited. However, due to the limitations of human data processing, the literature review can suffer from an inability to handle large volumes of research articles. The computational literature review (CLR) is proposed here as a complementary part of a wider literature review process. The CLR automates some of the analysis of research articles with analyses of impact (citations), structure (co-authorship networks) and content (topic modeling of abstracts). A contribution of the paper is to demonstrate how the content of abstracts can be analyzed automatically to provide a set of research topics within a literature corpus. The CLR software can be used to support three use cases: (1) analysis of the literature for a research area, (2) analysis and ranking of journals, and (3) analysis and ranking of individual scholars and research teams. The working of the CLR software is illustrated through application to the technology acceptance model (TAM) using a set of 3,386 articles. The CLR is an open source offering, developed in the statistical programming language R, and made freely available to researchers to use and develop further.
DA - 2016/12/01/
PY - 2016
DO - 10.1016/j.ijinfomgt.2016.07.007
DP - ScienceDirect
VL - 36
IS - 6, Part B
SP - 1248
EP - 1259
J2 - International Journal of Information Management
SN - 0268-4012
UR - https://www.sciencedirect.com/science/article/pii/S0268401216300329
Y2 - 2024/01/18/22:26:24
KW - Citation analysis
KW - Co-authorship analysis
KW - Computational literature review
KW - Journal ranking
KW - Lda
KW - Literature review
KW - Social network analysis
KW - Technology acceptance model
KW - Topic models
ER -
TY - JOUR
TI - Organizational culture and creativity in entrepreneurship education: A study of secondary education in Nigeria
AU - Moses, Chinonye Love
AU - Ayodele, Olokundun Maxwell
AU - Mosunmola, Akinbode
AU - Gbenga, Agboola Mayowa
T2 - Research Journal of Applied Sciences
AB - © Medwell Journals, 2016. This study was based on an ethnographic research of the culture of entrepreneurship teaching in 2nd Evangelical Church in West Africa (ECWA) Secondary School. Data was collated through the instrument of in depth interview and was analyzed through content analysis. The findings showed that there is positive relationship between organizational culture and creativity in entrepreneurship education. This is an indication that organizational culture impacts heavily on creativity in entrepreneurship teaching. The study concluded with the sections of recommendations for policy implications.
DA - 2016///
PY - 2016
LA - en
AN - LOCAL-SCOPUS_ID:84991404518
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:West Africa
KW - C:Nigeria
KW - CA:AandC
KW - CCZ:Nigeria
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - F:policy
KW - F:teaching
KW - P:culture
KW - Q:secondary education
KW - R:impact
KW - R:interview
KW - T:entrepreneurship education
KW - Z:Creativity
KW - Z:Entrepreneurship education
KW - Z:Organizational culture
KW - Z:Secondary education
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Human Resource Development (HRD) through Technical and Vocational Education and Training (TVET) during Independence Days in Kenya
AU - Mosoti, Z
T2 - International Journal of Social and Policy Issues
AB - I have traced the history and evolution of HRD through IVET during independence days. I relied on Kenya's NDPs and the education commissions appointed by political leaderships (Kenya's two past presidents) to look at the development and processes of education and ways that have been suggested to improve education. I have discussed these through the NDPs and the commissions appointed by the presidents of the time. The information has been presented using a chronological, thematic and, again chronological method. Additional information includes changes in curriculum during the same period. The first part considers the period from independence in 1963 to 1987 and the second part 1988 to 2005.
DA - 2011///
PY - 2011
LA - en
UR - http://erepo.usiu.ac.ke/handle/11732/1368
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:East Africa
KW - C:Kenya
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:Q
KW - CT:T
KW - Q:degree
KW - T:TVET
KW - T:Training
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Education and Fragility: A Synthesis of the Literature
AU - Mosselson, Jacqueline
AU - Wheaton, Wendy
AU - Frisoli, Paul St John
AB - The purpose of this paper is to provide a synthesis of the emerging literature in the field of education and fragility. We examine the various attempts to capture the contexts of fragility in a pragmatic manner, from both an operational and a policy-making perspective. We review the macro, statecentric definitions of fragility, which highlight the importance of the state and its institutions in driving fragility and as a partner for change, but also look at the limitations of this perspective. We then turn to more micro-level approaches to capturing the contexts of fragility, showing its difference from conflict, and looking in particular at more cross-sectoral and societal characteristics of fragility. Ultimately, we conclude this paper by acknowledging that, in practical terms, practitioners and donors are using both perspectives to guide their work in education and fragility.
DA - 2009///
PY - 2009
DP - Zotero
SP - 17
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Mathematical knowledge for teaching in Africa 2014–2021: A review of literature
AU - Mosvold, Reidar
T2 - African Journal of Teacher Education and Development
DA - 2022///
PY - 2022
DO - 10.4102/ajoted.v1i1.10
DP - Google Scholar
ST - Mathematical knowledge for teaching in Africa 2014–2021
UR - https://uis.brage.unit.no/uis-xmlui/handle/11250/3061672
Y2 - 2023/11/14/15:45:52
ER -
TY - JOUR
TI - WhatsApp supported language teacher development: A case study in the Zataari refugee camp
AU - Motteram, Gary
AU - Dawson, Susan
AU - Al-Masri, Nazmi
T2 - Education and Information Technologies
AB - This paper explores the possibilities and challenges of using the social media tool WhatsApp to support language teacher development in the Zataari refugee camp in Jordan. It takes a sociocultural perspective on teacher development where WhatsApp is a mediating tool in the broader sociocultural landscape. A thematic analysis of the postings and exchanges from the WhatsApp group revealed three main uses of the WhatsApp chat: for interpersonal interactions, for professional development, and for organisational purposes. The analysis suggests the WhatsApp group contributed to the teachers’ English language knowledge, provided a platform for them to share and discuss issues related to the challenges of their particular context, enabled them to contribute to the development of some teaching materials and begin to address some of the issues they had in a meaningful way. It also raises issues of participation, access, equity and sustainability. We conclude by suggesting there is good potential for the use of social media tools such as WhatsApp for teacher development in challenging contexts, despite the contextual constraints observed and described. While this specific case involves language teachers, the general findings can potentially be applied to any teacher education or training context where access to training or education might be curtailed for a number of reasons, including the most recent changes enforced by the global COVID-19 pandemic.
DA - 2020/11/01/
PY - 2020
DO - 10.1007/s10639-020-10233-0
DP - Springer Link
VL - 25
IS - 6
SP - 5731
EP - 5751
J2 - Educ Inf Technol
LA - en
SN - 1573-7608
ST - WhatsApp supported language teacher development
UR - https://doi.org/10.1007/s10639-020-10233-0
Y2 - 2022/12/26/19:52:55
KW - Distance learning
KW - Final_citation
KW - Fragile and challenging contexts
KW - Language teacher development
KW - Mobile learning
KW - WhatsApp
KW - cited
KW - existing
ER -
TY - JOUR
TI - Professional Development for Primary School Teachers in Cameroon: Is the Cascade PD Model Effective?
AU - Moulakdi, André
AU - Bouchamma, Yamina
T2 - Creative Education
AB - Teacher professional development (TPD), a constant concern on the minds of education leaders, is conducted in various ways in education systems around the world. Using Guskey’s professional development assessment model, we evaluated a cascade model of teacher professional development in Cameroon’s primary education system by examining the responses of the teachers who experienced these activities. Our findings indicate that the professional growth activities undertaken in cascade format, particularly professional development (PD) days, teacher evaluations, demonstration and group lessons did not adequately address the teachers’ training needs and expectations and this because this model of training is not suitable to improve teaching practices in the context.
DA - 2020///
PY - 2020
DO - 10.4236/ce.2020.117084
DP - DOI.org (Crossref)
VL - 11
IS - 07
SP - 1129
EP - 1144
J2 - CE
LA - en
SN - 2151-4755, 2151-4771
ST - Professional Development for Primary School Teachers in Cameroon
UR - https://www.scirp.org/journal/doi.aspx?doi=10.4236/ce.2020.117084
Y2 - 2023/03/11/12:40:57
ER -
TY - JOUR
TI - The strategic action field framework for policy implementation research
AU - Moulton, Stephanie
AU - Sandfort, Jodi R.
T2 - Policy Studies Journal
DA - 2017///
PY - 2017
DO - 10.1111/psj.12147
DP - Google Scholar
VL - 45
IS - 1
SP - 144
EP - 169
ER -
TY - JOUR
TI - Aligning the principles of assessment for learning to learning in physical education: A review of literature
AU - Moura, André
AU - Graça, Amândio
AU - MacPhail, Ann
AU - Batista, Paula
T2 - Physical Education and Sport Pedagogy
AB - Background: A comprehensive international literature review on alternative assessment in physical education has been provided by López-Pastor et al. ([2013]. “Alternative Assessment in Physical Education: A Review of International Literature.” Sport, Education & Society 18 (1): 57–76). The authors remarked that while more authentic forms of assessment in physical education have been evidenced over the last three decades, the extent to which alternative assessment practices have become common practice in the teaching of physical education is yet to be established.Purpose: This review provides an updated perspective on the prevalence of assessment for learning (AfL) principles in physical education discourse since the 2013 publication. The intent is to inform and consider future AfL practices in school physical education and physical education teacher education (PETE) programmes.Methods: Eligibility criteria for the review required full-text articles written in English or Spanish; published (open access and/or in print) in peer-reviewed, academic and professional journals; and limited to the period 2013–2019. Inclusion criteria required articles to report assessment being used to promote learning in physical education, regardless of making reference to ‘assessment for learning’.Findings: Fifty-two articles met the inclusion criteria. A thematic analysis of these articles resulted in four themes: i) traditional positioning of assessment in physical education; ii) AfL and physical education; iii) the constraints in enacting AfL in physical education; and iv) how to most effectively embed AfL in daily physical education practices.Conclusions: The main conclusions of this review are that i) AfL is a learning-oriented assessment based on socio constructivist theories and integrated into the teaching-learning process, ii) physical education teachers continue to use assessment solely to grade students; iii) physical education teachers do not have the necessary skillset to use AfL in physical education successfully; iv) physical education teachers need to be supported to implement AfL; and v) it is necessary to consider how best PETE programmes can infuse AfL across the programme.
DA - 2021/07/04/
PY - 2021
DO - 10.1080/17408989.2020.1834528
DP - Taylor and Francis+NEJM
VL - 26
IS - 4
SP - 388
EP - 401
SN - 1740-8989
ST - Aligning the principles of assessment for learning to learning in physical education
UR - https://doi.org/10.1080/17408989.2020.1834528
Y2 - 2022/04/05/20:25:10
KW - assessment
KW - learning
KW - teacher education
KW - teaching-learning theories
ER -
TY - JOUR
TI - Le renforcement de la formation technique et l’industrialisation en Afrique subsaharienne : le cas du Gabon
AU - Moussone, Emmanuel
AU - Metougue Nang, Prosper
T2 - Marché et organisations
AB - The objective of this article is to analyze the relationship between the technical training, the skills and the setting up or development of various industries in a developing country by focussing on Gabon. The issues addressed are diverse and varied and more particularly, they relate to the contribution of technical training to the progress of industry and techniques, to the conditions of and needs for economic and social development and finally to innovation, a thread by which all those elements are interconnected. The study shows that the post-colonial economic processes of income and cooperation set up since the independences did not allow for a long time to further on the one hand true skills transfers and one the other hand the setting up of industries. Now, in the face of the current changes in the international environment, the technical training appears as a sufficient condition for acquiring skills essential to the appropriation of innovations and the setting up of industries.
DA - 2018///
PY - 2018
DO - 10.3917/maorg.032.0153
DP - Crossref
VL - 32
IS - 2
LA - fr
SN - 1953-6119, 2264-525X
ST - Le renforcement de la formation technique et l’industrialisation en Afrique subsaharienne
UR - http://www.cairn.info/revue-marche-et-organisations-2018-2-page-153.htm
Y2 - 2018/12/26/14:10:30
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - -RRQv:f2-H-fr
KW - A:Sub-Saharan Africa
KW - C:Gabon
KW - CA:AandC
KW - CL:en
KW - CL:fr
KW - CLL:fr
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:D
KW - CT:T
KW - D:developing nation
KW - T:Training
KW - publicImportV1
ER -
TY - BLOG
TI - Decolonising Open Educational Resources (OER): Why the focus on ‘open’ and ‘access’ is not enough for the EdTech revolution
AU - Moustafa, Nariman
T2 - EdTech Hub
AB - Open Educational Resources have offered a number of promises and opportunities, primarily in terms of customising learning to students' needs, pace, and interests.
DA - 2022/04/08/T09:38:09+00:00
PY - 2022
LA - en-US
ST - Decolonising Open Educational Resources (OER)
UR - https://edtechhub.org/2022/04/08/decolonising-open-educational-resources-oer-why-the-focus-on-open-and-access-is-not-enough-for-the-edtech-revolution/
Y2 - 2022/06/08/14:47:18
KW - Author:OpenDevEd
ER -
TY - RPRT
TI - Tackling coloniality and re-storying EdTech - Making your offering inclusive and socially just
AU - Moustafa, Nariman
AU - Adam, Taskeen
CN - 0291
DA - 2023/04/27/
PY - 2023
LA - en
PB - OpenDevEd
UR - https://docs.opendeved.net/lib/RU3MKF7X
KW - _r:AddedByZotZen
KW - _r:ImportedToMyEducationEvidence
ER -
TY - CHAP
TI - Education 2.0: A Vision for Educational Transformation in Egypt
AU - Moustafa, Nariman
AU - Elghamrawy, Ebtehal
AU - King, Katherine
AU - Hao, Yu (Claire)
AU - Hao, Yu
T2 - Education to Build Back Better: What Can We Learn from Education Reform for a Post-pandemic World
A2 - Reimers, Fernando M.
A2 - Amaechi, Uche
A2 - Banerji, Alysha
A2 - Wang, Margaret
AB - Abstract
This chapter presents a comprehensive description and analysis of Egypt’s Education 2.0 (EDU. 2.0) reform plan for grades K-2. The reform’s five key components are described including the new multidisciplinary curriculum, technology integration, school management Continuous Professional Development (CPD), access and infrastructure, and reformed assessment. We analyze this reform from five perspectives and conclude that a cultural shift, high-quality CPD, and a robust accountability system are imperative to sustainable educational reform in Egypt. This cannot be achieved without a shared vision and engagement between teachers, parents, and Egypt’s Education Ministry.
CY - Cham
DA - 2022///
PY - 2022
DP - DOI.org (Crossref)
SP - 51
EP - 74
LA - en
PB - Springer International Publishing
SN - 978-3-030-93950-2 978-3-030-93951-9
ST - Education 2.0
UR - https://link.springer.com/chapter/10.1007/978-3-030-93951-9_3
Y2 - 2022/06/08/14:45:50
KW - Author:OpenDevEd
ER -
TY - RPRT
TI - Module 4: Diagnosing adaptive challenges
AU - Moustafa, Nariman
AU - Walker, Hannah
AU - Lurvink, Anne-Fleur
AU - Macharia, Grace
AU - Haßler, Björn
AB - 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/.
CN - 1006
DA - 2023///
PY - 2023
LA - en
M3 - EdTech Fellowship
PB - Open Development & Education
SN - 8
UR - https://docs.opendeved.net/lib/8XK73WT2
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - JOUR
TI - Access to Education for Children with Disabilities in Uganda: Implications for Education for All.
AU - Moyi, Peter
T2 - Journal of International Education and Leadership
DA - 2012///
PY - 2012
DP - Google Scholar
VL - 2
IS - 2
SP - n2
ST - Access to Education for Children with Disabilities in Uganda
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Covid- 19 and the future of practicum in teacher education in Zimbabwe: Rethinking the ‘new normal’ in quality assurance for teacher certification
AU - Moyo, Nathan
T2 - Journal of Education for Teaching
DA - 2020/08/07/
PY - 2020
DO - 10.1080/02607476.2020.1802702
DP - DOI.org (Crossref)
VL - 46
IS - 4
SP - 536
EP - 545
J2 - Journal of Education for Teaching
LA - en
SN - 0260-7476, 1360-0540
ST - Covid- 19 and the future of practicum in teacher education in Zimbabwe
UR - https://www.tandfonline.com/doi/full/10.1080/02607476.2020.1802702
Y2 - 2021/11/10/05:59:02
ER -
TY - JOUR
TI - The Influence of Covid-19 on Students’ Learning: Access and Participation in Higher Education in Southern Africa
AU - Mphahlele, Ramashego
AU - Seeletso, Mmabaledi
AU - Muleya, Gistered
AU - Simui, Francis
T2 - Journal of Learning for Development
AB - Recent experiences of institutions in COVID 19 have heightened the need for research on its impact on higher education institutions globally. This article’s authors are from higher learning institutions in Botswana, South Africa and Zambia, which used a blended learning model before COVID 19. The majority of their students used the traditional part of blended learning, depending on the print, postal service, and face-to-face. These students’ access and participation in learning during COVID 19 were negatively affected. Using Digital Equity as a framework, this paper explores the influence of COVID 19 on students’ access and participation in online learning. There seem to be significant disparities in access and participation in high-quality technologies and severe educational inequities. This digital inequality impact calls for civic awareness in digital literacy among the citizenry if the gap between the rural and urban, have and have not digital immigrants and digital natives are to be bridged.
DA - 2021/11/18/
PY - 2021
DP - jl4d.org
VL - 8
IS - 3
SP - 501
EP - 515
LA - en
SN - 2311-1550
ST - The Influence of Covid-19 on Students’ Learning
UR - https://jl4d.org/index.php/ejl4d/article/view/515
Y2 - 2022/04/05/12:26:39
KW - Access
KW - _genre:PR-primary_research
KW - digital awareness
KW - digital equity
KW - digital knowledge
KW - digital literacy
KW - online earning
KW - ⛔ No DOI found
ER -
TY - THES
TI - Strategy for South African public libraries to bridge the digital divide
AU - Mphidi, Hamilton Hamilton
AB - This thesis reports on a study that investigated the role of public libraries in addressing the digital divide in South Africa. The study started in 2006. This study addressed the main research question:
"How should a theoretical model look for South African public libraries to contribute to bridging the digital divide?"
The central research problem was further addressed by asking the following questions:
• What are the scope and implications of the digital divide? (These include the meaning of the concept, the dimensions and the factors leading to the digital divide.)
• What has been reported on the role of libraries (including information services) in bridging the digital divide?
• What have libraries in South Africa done to address the digital divide, and which possibilities are foreseen?
• How can South African libraries be positioned to contribute to bridging the digital divide?
The study followed a survey method using interviews with directors of Provincial Library Services (or their representatives), which are the controlling bodies of public libraries in South Africa, questionnaires distributed to representative staff members of participating public libraries in Gauteng, Limpopo and KwaZulu-Natal and individual interviews with selected heads/representatives of public libraries in Gauteng, Limpopo and KwaZulu-Natal. Data collected through the questionnaires were both quantitative and qualitative. Data was collected between 2011 and 2012. Quantitative data were analysed using Statistical Package for Social Sciences (SPSS), while qualitative data from interviews were analysed by content analysis and thematic categorising of information. In October 2015 a follow-up study of limited scope was conducted with three representatives from the three provincial library services to establish developments since the first round of data collections.
Seven out of nine directors of Provincial Library Services in South Africa participated in the study. Furthermore, 247 public libraries from Gauteng, Limpopo and KwaZulu-Natal out of 463 public libraries and 18 heads/representatives of public libraries participated in this study. Findings on the opinions expressed on the role of public libraries in bridging the digital divide include the following: providing access to information and communication technologies (ICTs), offering information literacy and ICT literacy training, providing information to reduce the gap between "haves" and "have-nots", providing communities with equal, free access, reaching out and spreading ICTs to those who may not have online access and support and facilitating and promoting information exchange and communication between citizens and the government.
The overall findings from the study were that although provincial library services have documents containing information on their mission and vision, their mission and vision statements do not address the digital divide or shed any light in this regard. The study found that provincial library services aimed to support public libraries to provide information resources, services to communities and access to information through ICT via targeted fund transfers to municipalities.
None of the provincial library services included in the study had an explicit policy and strategies aligned to its vision and mission to guide and enable it in addressing the digital divide. Although all provincial library services included in the study had access to computer facilities in their headquarters, there were still disparities in the number of computer facilities available. It was also found that none of the provincial library services had its own website at the time of the study. They depended on the websites of their parent organisations. The study found that very few provincial library services had information technology (IT) units/departments charged with the responsibility of taking care of ICT facilities. They depended on external ICT service providers or the IT departments of their parent organisations to maintain the library's ICT infrastructure.
DA - 2017/05/05/
PY - 2017
DP - repository.up.ac.za
LA - en
M3 - Thesis
PB - University of Pretoria
UR - https://repository.up.ac.za/handle/2263/61317
Y2 - 2018/06/09/16:52:18
ER -
TY - JOUR
TI - Rehabilitation in Seven Sub-Saharan African Countries: Personnel Education and Training
AU - Mpofu, Elias
AU - Jelsma, Jennifer
AU - Maart, Soraya
AU - Levers, Lisa Lopez
AU - Montsi, Mercy M R
AU - Tlabiwe, Pinkie
AU - Mupawose, Anniah
AU - Mwamwenda, Tuntufye
AU - Ngoma, Mary Shilalukey
AU - Tchombe, Therese Mungah S
T2 - Rehabilitation Education
DA - 2007///
PY - 2007
DO - 10.1891/088970107805059562
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - C:Botswana
KW - C:Cameroon
KW - C:Rwanda
KW - C:South Africa
KW - C:Tanzania
KW - C:Zambia
KW - C:Zimbabwe
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:T
KW - F:curriculum
KW - F:disability
KW - P:culture
KW - P:health
KW - P:services
KW - P:technician
KW - T:TVET
KW - T:Training
KW - publicImportV1
ER -
TY - JOUR
TI - The Impact O Ict In Learning Through Distance Education Programmes At Zimbabwe Open University (Zou): Roles Of Ict In Learning Through Distance Education Programmes
AU - Mpofu, John
AU - Chimhenga, Sylod
AU - Onias, MAFA
T2 - Turkish online Journal of distance education
DA - 2013///
PY - 2013
DP - Google Scholar
VL - 14
IS - 1
SP - 64
EP - 74
ST - The Impact O Ict In Learning Through Distance Education Programmes At Zimbabwe Open University (Zou)
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - A Literature Review of E-Learning and E-Teaching in the Era of Covid-19 Pandemic
AU - Mseleku, Zethembe
AB - The emergence of Covid-19 pandemic undoubtedly resulted in devastating socio-economic challenges across the world. In attempt to manage the contagion, many countries have implemented restrictive measures to reduce social gatherings and to promote social distancing. This meant the closure of higher learning institutions and a major shift from traditional classroom-based teaching and learning to virtual approach. While higher education may have transformed and moved to online due to Covid-19, it is unknown whether this transformation produces positive teaching and learning outcomes. This literature review is conducted to elicit relevant evidence on E-learning and E-teaching outcomes, challenges and opportunities in the era of Covid-19 pandemic.
DA - 2020///
PY - 2020
DP - Zotero
VL - 5
IS - 10
SP - 10
LA - en
ER -
TY - JOUR
TI - A secure model for storage and dissemination of examination results: A case study of Zambia technical education vocational and entrepreneurship training authority
AU - Mseteka, Lister
AU - Phiri, Jackson
T2 - Journal of Computer Science
T3 - Journal
AB - © 2019 Lister Mseteka and Jackson Phiri. Most developing countries and public higher institutions of learning have low levels of Information and Communication Technology (ICT) and hence face challenges in securing information and information systems. Therefore, dissemination of examination results through web and mobile applications usually raise security concerns on how to ensure the confidentiality, integrity and authenticity of students' examination results due to susceptibility of web and mobile applications. In this study, we are proposing a secure model for storage and dissemination of students' examination results using encryption and cryptographic hash functions to simultaneously provide confidentiality, integrity and authenticity assurances of students' examination results. The study is based on Technical Education, Vocational and Entrepreneurship Training Authority (TEVETA), an examination body in Zambia. A baseline study was conducted to determine the challenges faced by TEVETA and students regarding dissemination of students' examination results. Data was collected from 558 respondents consisting of 514 students, 36 members of staff in-charge of examinations in TEVETA registered institutions and 8 TEVETA ICT staff. The results from the study indicate that the current TEVETA examination cycle business processes have a number of irregularities. These include candidate registration, storage of students' examination results and dissemination of students' examination results. The results from the baseline study were used to come up with the model which was then used to develop a prototype. The results obtained from the test and evaluation of the developed prototype based on the model shows that the system provides an avenue to ensure the confidentiality of students' results through encryption as well of integrity and authenticity of students' examination results through detection of altered students' examination results during transmission and storage through cryptographic hash function.
DA - 2019///
PY - 2019
DO - 10.3844/jcssp.2019.221.234
ER -
TY - JOUR
TI - Developing learning diaries for action research on healthcare management in Ghana, Tanzania and Uganda
AU - Mshelia, Comfort
AU - Lê, Gillian
AU - Mirzoev, Tolib
AU - Amon, Samuel
AU - Kessy, Ambrose
AU - Baine, Sebastian Olikira
AU - Huss, Reinhard
T2 - Action Research
AB - © 2016, © The Author(s) 2016. Action research (AR) can be an effective form of ‘on the job’ training. However, it is critical that AR cycles can be appropriately recorded in order to contribute to reflection and learning. One form of recording is for coresearchers to keep a diary. We found no previous literature describing the use of diaries in AR in sub-Saharan Africa. We therefore use this paper to reflect on how diaries were used by district health management teams in the PERFORM project. We share five lessons from our experience. First, it is important to foster ownership of the diary by the people who are responsible for filling it in. Second, the purpose of keeping a diary needs to be clear and shared between researchers and practitioners from the very beginning. Third, diaries should be allowed to evolve. Fourth, it is a challenge for busy practitioners to record the reflection and learning processes that they go through. Last, diaries on their own are not sufficient to capture reflection and learning. In conclusion, there is no best way for practitioners to keep a diary; rather the focus should be on ensuring that an AR recording process (whether diary or otherwise) is locally owned and complements the specific practice setting.
DA - 2016///
PY - 2016
DO - 10.1177/1476750315626780
LA - en
AN - LOCAL-SCOPUS_ID:85006014521
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - C:Tanzania
KW - CA:AandC
KW - CCZ:Ghana
KW - CCZ:Tanzania
KW - CCZ:Uganda
KW - CL:de
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:T
KW - F:learning
KW - P:health
KW - T:Training
KW - Z:Diaries
KW - Z:action research
KW - Z:district health management teams
KW - _C:Ghana GHA
KW - _C:Uganda UGA
KW - publicImportV1
ER -
TY - JOUR
TI - A Formative Evaluation of Chinsapo Community School
AU - Msiska, F. G. W.
AU - Kadzamira, Esme C.
T2 - Zomba: Centre for Social Research
DA - 1995///
PY - 1995
DP - Google Scholar
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - COVID-19 and Technology Enhanced Teaching in Higher Education in sub-Saharan Africa: A Case of the University of Dar es Salaam, Tanzania
AU - Mtebe, Joel S.
AU - Fulgence, Katherine
AU - Gallagher, Michael
T2 - Journal of Learning for Development
AB - This article aims to share an experience on the process taken by the University of Dar es Salaam to adopt and deliver technology-enhanced teaching and learning during the COVID-19 crisis. The university started by forming a team which conducted an audit to identify existing ICT infrastructure, skills gaps amongst instructors, and information systems that could be quickly adopted to deliver various courses during the COVID-19 crisis. The Moodle system, Zoom video conferencing system, and Postgraduate Information Management System were identified and recommended. After the audit, 340 instructors were trained on identified systems and 369 new courses were developed. Although face-to-face classes resumed a few months after the training and preparations, postgraduate courses continued to be offered via the blended mode with the Zoom and Moodle systems being used. The experience gathered from this study contributes towards knowledge of ICT integration in teaching and learning and can be integrated into teaching during the COVID-19 crisis in resource-constrained universities in sub-Saharan Africa and beyond.
DA - 2021/07/19/
PY - 2021
DP - jl4d.org
VL - 8
IS - 2
SP - 383
EP - 397
LA - en
SN - 2311-1550
ST - COVID-19 and Technology Enhanced Teaching in Higher Education in sub-Saharan Africa
UR - https://jl4d.org/index.php/ejl4d/article/view/483
Y2 - 2022/04/05/12:23:48
KW - CoVID-19 Pandemic
KW - _genre:PR-primary_research
KW - online learning
KW - technology enhnaced teaching and learning
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - An integrated model for teacher continuing professional learning in Zimbabwean primary schools
AU - Mtetwa, David KJ
AU - Ndemo, Zakaria
T2 - African Journal of Teacher Education and Development
DA - 2022///
PY - 2022
DO - 10.4102/ajoted.v1i1.9
DP - Google Scholar
VL - 1
IS - 1
SP - 13
UR - https://ajoted.org/index.php/ajoted/article/view/9
Y2 - 2023/11/14/15:50:05
ER -
TY - JOUR
TI - Methods of financing technical and vocational education and training, and entrepreneurship education to support skills development in Lusaka Province, Zambia
AU - Mubanga, Philip
AU - Hock, Oo Yu
AU - Asif, Mahbub Karim
AU - Mulenga, Innocent Mutale
T2 - International Journal of Research and Scintific Innovation (IJRSI)
DA - 2019///
PY - 2019
DP - Google Scholar
VL - 4
IS - 4
SP - 96
EP - 107
UR - http://ur.aeu.edu.my/557/
Y2 - 2023/12/06/15:24:18
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Harnessing technical and vocational education and training and entrepreneurship education to address unemployment in Lusaka province, Zambia.
AU - Mubanga, Phillip
AU - Hock, Oo Yu
AU - Karim, Asif Mahbub
AU - Senteri, Zulkifli
AU - Mulenga, Innocent Mutale
AU - Preckler, Miriam
DA - 2019///
PY - 2019
DO - 10.4236/jss.2019.75013
DP - Google Scholar
UR - https://dspace.unza.zm/handle/123456789/6580
Y2 - 2023/12/06/15:24:16
ER -
TY - CONF
TI - School Program of In-service Training for the Term (SPRINT) Programme in Zambia -A Case of Collaboration Towards Self-Reliant Education Development
AU - Mubanga, Ruth
T2 - Japan Education Forum IX
C1 - Tokyo, Japan
C3 - Collaboration toward Greater Autonomy in Educational Development
DA - 2012/02//
PY - 2012
DP - Google Scholar
UR - http://home.hiroshima-u.ac.jp/cice/wp-content/uploads/Forum/JEF9/Ruth-Mubanga-e.pdf
ER -
TY - JOUR
TI - Challenges in the training of teachers through open and distance learning: Implications for quality
AU - Mubika, KA
AU - Bukaliya, R
T2 - Asian Journal of Social Sciences & Humanities
AB - This study aimed at establishing the challenges that may have affected the training of teachers through ODL at the Zimbabwe Open University. The study was carried out in order to put in place a model that may be implemented to improve the quality teacher training programme. The study adopted the case study design for the gathering the in-depth perceptions held by the given population. Questionnaires, telephone interviews and documentary analysis were adopted for data collection. The population of the study consisted of the National Programme Leader, Regional Programme Coordinators and graduate diploma students and their former school heads. Thirty-three members of the population constituted the sample for this study. Among other findings, results of the study show that while the training of teachers was a very viable undertaking at ZOU, existing collaboration between the schools and the training institution was very informal. Teaching practice faced numerous problems such as inadequate funding and unavailability of teaching practice vehicles. The study recommended that there be collaboration among all the stakeholders. There is also need for the setting up of a Teaching Practice Department which should be fully equipped with to enable the smooth flow of teaching practice supervisory activities.
DA - 2013///
PY - 2013
LA - en
UR - http://www.ajssh.leena-luna.co.jp/AJSSHPDFs/Vol.2(3)/AJSSH2013(2.3-06).pdf
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - C:South Africa
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:Q
KW - CT:T
KW - P:teachers
KW - Q:ODEL
KW - T:Lehrlingsausbildung
KW - T:Training
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Techniklehrerausbildung in Mosambik: Berufsausbildung in Mosambik unter Berücksichtigung der technischen Lehrerausbildung an der Pädagogischen Universität Maputo
AU - Mucauque, Francisco
DA - 2010///
PY - 2010
PB - Südwestdeutscher Verlag für Hochschulschriften
ER -
TY - ELEC
TI - Maverick Citizen: Access to water and sanitation in South Africa: A renewed call for more action
AU - Mudombi, Shakespear
T2 - Daily Maverick
AB - While the main discourse in accessing basic services such as water and sanitation focuses on universal access, in reality such access – as highlighted so starkly as the country attempts to halt the spread of the coronavirus – is not equitable.
DA - 2020/04/02/
PY - 2020
LA - en
ST - Maverick Citizen
UR - https://www.dailymaverick.co.za/article/2020-04-02-access-to-water-and-sanitation-in-south-africa-a-renewed-call-for-more-action/
Y2 - 2020/04/20/21:13:46
ER -
TY - JOUR
TI - An analysis of pre-service family planning teaching in clinical and nursing education in Tanzania
AU - Muganyizi, Projestine S
AU - Ishengoma, Joyce
AU - Kanama, Joseph
AU - Kikumbih, Nassoro
AU - Mwanga, Feddy
AU - Killian, Richard
AU - McGinn, Erin
T2 - BMC medical education
AB - Doc number: 142
Abstract
Background: Promoting family planning (FP) is a key strategy for health, economic and population growth. Sub-Saharan Africa, with one of the lowest contraceptive prevalence and highest fertility rates globally, contributes half of the global maternal deaths. Improving the quality of FP services, including enhancing pre-service FP teaching, has the potential to improve contraceptive prevalence. In efforts to improve the quality of FP services in Tanzania, including provider skills, this study sought to identify gaps in pre-service FP teaching and suggest opportunities for strengthening the training.
Methods: Data were collected from all medical schools and a representative sample of pre-service nursing, Assistant Medical Officer (AMO), Clinical Officer (CO) and assistant CO schools in mainland Tanzania. Teachers responsible for FP teaching at the schools were interviewed using a semi-structured questionnaire. Observations on availability of teaching resources and other evidence of FP teaching and evaluation were documented. Relevant approved teaching documents were assessed for their suitability as competency-based FP teaching tools against predefined criteria. Quantitative data were analyzed using EPI Info 6 and qualitative data were manually analyzed using content analysis.
Results: A total of 35 pre-service schools were evaluated for FP teaching including 30 technical education and five degree offering schools. Of the assessed 11 pre-service curricula, only one met the criteria for suitability of FP teaching. FP teaching was typically theoretical with only 22.9% of all the schools having systems in place to produce graduates who could skillfully provide FP methods. Across schools, the target skills were the same level of competence and skewed toward short acting methods of contraception. Only 23.3% (n = 7) of schools had skills laboratories, 76% (n = 22) were either physically connected or linked to FP clinics. None of the degree providing schools practiced FP at its own teaching hospital. Teachers were concerned with poor practical exposure and lack of teaching material.
Conclusions: Pre-service FP teaching in Tanzania is theoretical, poorly guided, and skewed toward short acting methods; a majority of the schools are unable to produce competent FP service providers. Pre-service FP training should be strengthened with more focus on practical skills.
Promoting family planning (FP) is a key strategy for health, economic and population growth. Sub-Saharan Africa, with one of the lowest contraceptive prevalence and highest fertility rates globally, contributes half of the global maternal deaths. Improving the quality of FP services, including enhancing pre-service FP teaching, has the potential to improve contraceptive prevalence. In efforts to improve the quality of FP services in Tanzania, including provider skills, this study sought to identify gaps in pre-service FP teaching and suggest opportunities for strengthening the training.
Data were collected from all medical schools and a representative sample of pre-service nursing, Assistant Medical Officer (AMO), Clinical Officer (CO) and assistant CO schools in mainland Tanzania. Teachers responsible for FP teaching at the schools were interviewed using a semi-structured questionnaire. Observations on availability of teaching resources and other evidence of FP teaching and evaluation were documented. Relevant approved teaching documents were assessed for their suitability as competency-based FP teaching tools against predefined criteria. Quantitative data were analyzed using EPI Info 6 and qualitative data were manually analyzed using content analysis.
A total of 35 pre-service schools were evaluated for FP teaching including 30 technical education and five degree offering schools. Of the assessed 11 pre-service curricula, only one met the criteria for suitability of FP teaching. FP teaching was typically theoretical with only 22.9% of all the schools having systems in place to produce graduates who could skillfully provide FP methods. Across schools, the target skills were the same level of competence and skewed toward short acting methods of contraception. Only 23.3% (n = 7) of schools had skills laboratories, 76% (n = 22) were either physically connected or linked to FP clinics. None of the degree providing schools practiced FP at its own teaching hospital. Teachers were concerned with poor practical exposure and lack of teaching material.
Pre-service FP teaching in Tanzania is theoretical, poorly guided, and skewed toward short acting methods; a majority of the schools are unable to produce competent FP service providers. Pre-service FP training should be strengthened with more focus on practical skills.
DA - 2014///
PY - 2014
DO - 10.1186/1472-6920-14-142
LA - en
AN - DOI-10.1186/1472-6920-14-142
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - C:Tanzania
KW - CA:AandC
KW - CL:en
KW - CL:fr
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - F:teaching
KW - P:economy
KW - P:health
KW - P:media
KW - P:medical officers
KW - P:nurse
KW - P:service industry
KW - P:services
KW - P:teachers
KW - Q:degree
KW - R:evaluation
KW - R:interview
KW - R:observation
KW - R:qualitative
KW - R:quantitative
KW - R:questionnaire
KW - T:Ausbildung
KW - T:TVET
KW - publicImportV1
ER -
TY - JOUR
TI - Effective Strategies for Integrating Project Based Learning into Woodwork Technology Education and Understanding at Tertiary Institutes in Nigeria
AU - Muhammad Umar Isa
AU - Yusri Bin Kamin
T2 - International Journal of Emerging Technologies in Learning (iJET)
T3 - Journal
AB - The purpose of this examination is to research viable methodologies for in-corporating Project-based Learning (PoBL) in instructing and learning Woodwork Technology Education (WTE) at tertiary foundations in Nige-ria. A mixed-method approach including both quantitative and subjective technique was utilized for the investigation. The example of the examination involved 50 in-administration postgraduate understudies from Nigerian tertiary foundations concentrating Technical Vocational Education and Training (TVET) in University Teknologi Malaysia for the quantitative perspective and 9 in-administration postgraduate understudies for the subjective part. A 16-thing organized poll was utilized for quantitative information accumulation while semi-organized meeting convention was utilized for subjective information gathering. Quantitative information was investigated utilizing SPSS programming variant 24 to process the rate and intend to demonstrate the degree of understanding or difference on things of the survey. NVIVO 12 was utilized for subjective data examination. Mem-ber check and pear questioning were utilized to build up the reliability of the interview convention. The principal discoveries of the examination un-covered that PoBL has not been embraced in WTE educating and learning at tertiary establishments of Nigeria, and the conventional instructional methodology including lecture, demonstration and task have been the instructional methodologies received. It was additionally uncovered from the discoveries that rebuilding of WTE educational plan at tertiary organizations in Nigeria to concentrate on a student-focused methodology, just as sorting out courses and workshops for WTE speakers to be familiar with the utilization of PoBL in WTE instructing and learning as a component of the successful techniques for incorporating PoBL in instructing and learn-ing WTE at tertiary establishments in Nigeria. PoBL is appropriate in the instructional procedures of courses like WTE which include intellectual and psychomotor aptitude procurement. At long last, the deficiencies of studies identifying with PobL in Nigeria illuminates the need to attempt this examination in WTE at tertiary organizations.
DA - 2019///
PY - 2019
DO - 10.3991/ijet.v14i20.11468
ER -
TY - JOUR
TI - Challenge of integrating entrepreneurial competencies into technical college programs
AU - Muhammad, Abubakar Ibrahim
AU - Kamin, Yusri Bin
AU - Wahid, Nur Husna Binti Abd
T2 - International Journal of Engineering and Advanced Technology
T3 - Journal
AB - © 2019, Blue Eyes Intelligence Engineering and Sciences Publication. All rights reserved. For a country to keep abreast of being competitive in global economy technical and vocational education must play a critical role. For long time, technical and vocational education disciplines have been in cache, living graduates unable to connect learned knowledge with real life problems. The emergence of integrating technical education with entrepreneurial competencies in some institutions in Nigeria advocates transformative changes both at the conceptual and technological levels. One of the challenge facing technical education in Nigeria is lack of appropriate entrepreneurial competencies in the content of technical college curriculum. The purpose of the study was to explore the challenge facing the integration of entrepreneurial competencies into the technical college curriculum. This study uses phenomenological research design method was guided by interview protocol, thus the data were qualitatively collected. This research involved ten experts from three technical institutions in Kano state Nigeria based on their educational background, field of teaching and experience in entrepreneurship education. The study found that poor funding, lack of qualified teachers, inappropriate curriculum and negative attitude toward on entrepreneurship education are the main challenges hindering the integration of entrepreneurial competencies into technical college programs in Nigeria. It is recommended that the need for an appropriate entrepreneurial competencies for technical college programs this will facilitate easy and rapid self-employment among the graduates to enable them become novice entrepreneurs for self-reliance. Consequently, 20 per cent of public expenditure should be allocated to bridge the gap in funding education.
DA - 2019///
PY - 2019
DO - 10.35940/ijeat.E1054.0585C19
ER -
TY - CHAP
TI - Women and Youth in Peace-Building: The Case of the Mano River Basin Peace Initiative
T2 - Concepts and Issues in Peace Studies and Conflicts Resolution
A2 - Muhammad, H.
CY - Kano, General Studies Unit, BUK
DA - 2006///
PY - 2006
SP - 117
EP - 133
LA - en
ER -
TY - JOUR
TI - From teacher oriented to student centered learning, developing an ICT supported learning approach at the Eduardo Mondlane University, Mozambique
AU - Muianga, Xavier
AU - Klomsri, Tina
AU - Tedre, Matti
AU - Mutimucuio, Inocente
T2 - TOJET: The Turkish Online Journal of Educational Technology
AB - Eduardo Mondlane University (UEM) is in the process of modernizing its teaching and learning approaches. As one of the pedagogical reform projects, student-centred learning (SCL) in combination with web 2.0 tools was introduced as a pilot in the course ‘ICT in Environmental Education’ in the Faculty of Education. This study explored - using action research strategy - to what extent the new pedagogical approach contributed to students’ competency development. Twenty-nine students were involved in the course, eight semi-structured interviews with students were combined with sixteen classroom observations and 8 weeks how students used the Learning Management System (LMS) and web 2.0 tools. Results showed that collaborative E-learning supported the development of students’ information management and problem solving skills as well as their metacognitive strategies for self-regulated learning. ICT supported problem based learning contributed to an increased intrinsic motivation. However, not all students were ready to adopt an active role. At the start they looked upon teaching as a one-way knowledge transfer. This study recommends that E-learning initiatives in Mozambique should always go together with an ICT literacy course and training in 21st-century learning skills.
DA - 2018///
PY - 2018
VL - 17
IS - 3
SP - 47
EP - 53
LA - English
UR - http://www.tojet.net/articles/v17i3/1735.pdf
AN - 2071526082
KW - Action Research
KW - Action research
KW - Classroom communication
KW - College Students
KW - College students
KW - Colleges & universities
KW - Content Analysis
KW - Content analysis
KW - Cooperative Learning
KW - Cooperative learning
KW - Distance learning
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Education
KW - Education--Teaching Methods And Curriculum
KW - Educational Change
KW - Electronic Learning
KW - Environmental Education
KW - Foreign Countries
KW - Higher Education
KW - Independent Study
KW - Information Management
KW - Information Technology
KW - Information management
KW - Information technology
KW - Integrated Learning Systems
KW - Interviews
KW - Knowledge management
KW - Learning
KW - Learning Strategies
KW - Literacy
KW - Management Systems
KW - Metacognition
KW - Modernization
KW - Motivation
KW - Mozambique
KW - Observation
KW - Online instruction
KW - Outcomes of Education
KW - Pedagogy
KW - Pilot Projects
KW - Problem Solving
KW - Problem based learning
KW - Problem solving
KW - Semi Structured Interviews
KW - Skill Development
KW - Skills
KW - Student Attitudes
KW - Student Centered Learning
KW - Student Motivation
KW - Students
KW - Teachers
KW - Teaching
KW - Teaching Methods
KW - Teaching methods
KW - Technological Literacy
KW - Universities
KW - Web 2.0
KW - Web 2.0 Technologies
KW - Webs
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2097827
KW - __finaldtb
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Where are we at? An empirical study of levels and methods of evaluating continuing professional development
AU - Muijs, D
AU - Lindsay, G
T2 - British Educational Research Journal
DA - 2008/04/02/
PY - 2008
DO - 10.1080/01411920701532194
VL - 34
IS - 2
SP - 195
EP - 211
ST - Where are we at? An empirical study of levels and methods of evaluating continuing professional development
ER -
TY - JOUR
TI - Teacher professional development outside the lecture room: Voices of professionally unqualified practicing teachers in rural Zimbabwe secondary schools
AU - Mukeredzi, Tabitha Grace
T2 - Global Education Review
AB - Attempts to address global pressure to achieve Education for All have been hampered by two fundamental challenges in developing countries, namely an acute shortage of teachers and large rural populations in these countries. In addition there is a trend for qualified competent teachers to shun working in rural settings. While recruitment of professionally unqualified graduate teachers into the teaching profession has become internationally acclaimed to address in particular rural school postings and Education for All commitments, there remain outstanding questions regarding how such teachers professionally learn and grow in these rural contexts outside the Teacher Education Institution lecture room. An understanding of how they develop professionally is crucial. The study explored professional development experiences of professionally unqualified practicing teachers in rural secondary schools. A qualitative design was adopted and three-interview series complimented by photo elicitations were employed to explore the teachers’ professional development experiences. Data were transcribed and manually analysed inductively utilizing open coding. Findings suggest that professional development experiences for these teachers occurred in four sites: school structures, wider professional sites, planned and unplanned gatherings, and the classroom. Drawing on concepts around professional development to describe, analyse and understand data, I illustrate that professionally unqualified practicing teachers in rural secondary schools experience professional development outside Teacher Education Institutions in interaction, through domains of formality and experience: non formal, informal and experiential.
DA - 2016/11/15/
PY - 2016
DP - ger.mercy.edu
VL - 3
IS - 4
LA - en
SN - 2325-663X
ST - Teacher professional development outside the lecture room
UR - http://ger.mercy.edu/index.php/ger/article/view/271
Y2 - 2017/04/06/11:51:15
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - GIS in Education Planning: The Kenyan School Mapping Project
AU - Mulaku, G. C.
AU - Nyadimo, E.
T2 - Survey Review
AB - School mapping consists of the building of geospatial databases of educational, demographic and socioeconomic data for educational institutions in order to support educational planning and decision...
DA - 2013/07/19/
PY - 2013
DO - 10.1179/003962611X13117748892155
DP - www.tandfonline.com
VL - 43
IS - 323
LA - EN
ST - GIS in Education Planning
UR - https://www.tandfonline.com/doi/pdf/10.1179/003962611X13117748892155
AN - world
Y2 - 2020/11/08/22:06:47
KW - _C:Ethiopia ETH
KW - _C:France FRA
KW - _C:India IND
KW - _C:Ireland IRL
KW - _C:Kenya KEN
KW - _C:State of Palestine PSE
KW - _C:Thailand THA
KW - _C:Uganda UGA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Development of executive function and attention in preterm children: a systematic review
AU - Mulder, Hanna
AU - Pitchford, Nicola J.
AU - Hagger, Martin S.
AU - Marlow, Neil
T2 - Developmental neuropsychology
DA - 2009///
PY - 2009
DO - 10.1080/87565640902964524
DP - Google Scholar
VL - 34
IS - 4
SP - 393
EP - 421
ST - Development of executive function and attention in preterm children
ER -
TY - JOUR
TI - Processing speed and working memory underlie academic attainment in very preterm children
AU - Mulder, Hanna
AU - Pitchford, Nicola J.
AU - Marlow, Neil
T2 - Archives of Disease in Childhood-Fetal and Neonatal Edition
DA - 2010///
PY - 2010
DO - 10.1136/adc.2009.167965
DP - Google Scholar
VL - 95
IS - 4
SP - F267
EP - F272
ER -
TY - JOUR
TI - Processing speed mediates executive function difficulties in very preterm children in middle childhood
AU - Mulder, Hanna
AU - Pitchford, Nicola J.
AU - Marlow, Neil
T2 - Journal of the International Neuropsychological Society
DA - 2011///
PY - 2011
DO - 10.1017/S1355617711000373
DP - Google Scholar
VL - 17
IS - 3
SP - 445
EP - 454
ER -
TY - JOUR
TI - Researching vocational education and training: An international perspective
AU - Mulder, Martin
T2 - Journal of Vocational, Adult and Continuing Education and Training
DA - 2018/11/13/
PY - 2018
DO - 10.14426/jovacet.v1i1.12
DP - www.epubs.ac.za
VL - 1
IS - 1
SP - 35
EP - 35
LA - en
ST - Researching vocational education and training
UR - http://www.epubs.ac.za/index.php/JOVACET/article/view/302
AN - UA-D14DAFD8-4406-45A2-83B9-2B35F9805FD7
Y2 - 2019/02/07/16:54:32
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:LOW
KW - -RRQ:M:final
KW - RRQ:other
KW - publicImportV1
ER -
TY - JOUR
TI - A Critical Review of Vocational Education and Training Research and Suggestions for the Research Agenda
AU - Mulder, Martin
AU - Roelofs, Eline
AB - This paper gives a description of research in the field of Vocational Education and Training (VET). The field of VET research is quite scattered, so giving a full overview is hardly possible. Nevertheless, the VET research presented at the European Conference of Educational Research 2011 (Berlin) is reviewed, as well as the content of a number of VET research journals of publication year 2011. Research themes and topics are defined, and according to the categories the research is reviewed. The conclusions of the review are: 1. there is a large amount of research on VET which is quite diverse and fragmented; 2. much VET research lacks theoretical and empirical foundation; the dominant research methods are case and desk studies and explorative and analytical studies. There are hardly any experiments and intervention and design-based research studies; 3. there are various urgent topics for further research, which are elaborated in the paper.
DA - 2011///
PY - 2011
DP - Zotero
LA - en
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - CLL:en
KW - _C:Australia AUS
KW - _C:Austria AUT
KW - _C:Canada CAN
KW - _C:China CHN
KW - _C:Czech Republic CZE
KW - _C:Denmark DNK
KW - _C:Finland FIN
KW - _C:France FRA
KW - _C:Germany DEU
KW - _C:Ghana GHA
KW - _C:Indonesia IDN
KW - _C:Italy ITA
KW - _C:Latvia LVA
KW - _C:Luxembourg LUX
KW - _C:Netherlands NLD
KW - _C:Saudi Arabia SAU
KW - _C:Spain ESP
KW - _C:Sweden SWE
KW - _C:Switzerland CHE
KW - _C:Turkey TUR
KW - _C:Ukraine UKR
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - A Critical Review of Vocational Education and Training Research in 2012 and Suggestions for the Research Agenda
AU - Mulder, Martin
AU - Roelofs, Eline
AB - This paper is a follow-up of the paper ECER-presented in 2012, ‘A Critical Review of Vocational Education and Training Research and Suggestions for the Research Agenda’ (Author & Co-author, 2012). This paper gave a description of research in the field of Vocational Education and Training (VET) in 2011. This new paper gives an overview of the field of VET research in 2012. In this article the VET research presented at the European Conference of Educational Research 2012 (Cádiz) is reviewed, as well as the articles of a number of VET research journals of publication year 2012. A total of 173 articles are reviewed and after a qualitative interpretation divided into seven different research themes. The conclusions of the review are quite similar to last year. 1. There is a lot of VET research and this research is quite diverse and fragmented. 2. The quality of the articles is not always very high, also because a lot of conference proceedings are included. 3. There are many important topics for further research.
DA - 2012///
PY - 2012
LA - en
UR - https://www.mmulder.nl/wp-content/uploads/2011/11/2013-Mulder-Roelofs-Critical-Review-of-VET-Research-and-Research-Agenda-2012.pdf
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:South Africa
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:T
KW - F:policy
KW - P:social
KW - T:TVET
KW - _C:Ghana GHA
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The concept of competence in the development of vocational education and training in selected EU member states: a critical analysis
AU - Mulder, Martin
AU - Weigel, Tanja
AU - Collins, Kate
T2 - Journal of Vocational Education & Training
AB - This contribution follows the descriptive review of Weigel, Mulder and Collins regarding the use of the competence concept in the development of vocational education and training in England, France, Germany and the Netherlands. The purpose of this contribution is to review the critical analyses brought forward by various authors in this field. This analysis also remarks on the most important theories and critiques on the use of the competence concept in the above‐mentioned states, The systems of vocational education within the four states covered in this study are: the National Vocational Qualifications in England, the approach to learning areas in Germany, the ETED and the bilan de compétences in France, and the implementation of competence‐based vocational education in the Netherlands, and these are the respective focal points for the critical assessments of the competence concept presented here. These critiques encompass such aspects as the lack of a coherent definition of the concept of competence, the lack of a one‐to‐one relationship between competence and performance, the misled notion that employing the concept of competence decreases the value of knowledge, the difficulties of designing competence‐based educational principles at the curriculum and instruction levels, the underestimation of the organizational consequences of competence‐based education, and the many problems in the field of competence assessment.
DA - 2007/03/01/
PY - 2007
DO - 10.1080/13636820601145630
DP - Taylor and Francis+NEJM
VL - 59
IS - 1
SP - 67
EP - 88
SN - 1363-6820
ST - The concept of competence in the development of vocational education and training in selected EU member states
UR - https://doi.org/10.1080/13636820601145630
Y2 - 2018/08/01/15:03:39
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - CLL:en
KW - publicImportV1
ER -
TY - THES
TI - English teacher education curriculum designing: A mixed methods analysis of the programme at the University of Zambia
AU - Mulenga, Innocent
DA - 2015///
PY - 2015
DP - Google Scholar
M3 - PhD Thesis
PB - The University of Zambia
ST - English teacher education curriculum designing
UR - http://dspace.unza.zm/handle/123456789/4335
Y2 - 2023/12/06/15:41:17
ER -
TY - JOUR
TI - Conceptualization and Definition of a Curriculum
AU - Mulenga, Innocent Mutale
T2 - Journal of Lexicography and Terminology (Online ISSN 2664-0899. Print ISSN 2517-9306).
DA - 2018///
PY - 2018
DP - Google Scholar
VL - 2
IS - 2
SP - 1
EP - 23
UR - https://law.unza.zm/index.php/jlt/article/download/76/76
Y2 - 2023/12/06/15:21:39
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Curriculum design in contemporary teacher education: what makes job analysis a vital preliminary ingredient?.
AU - Mulenga, Innocent Mutale
DA - 2015///
PY - 2015
DP - Google Scholar
ST - Curriculum design in contemporary teacher education
UR - http://dspace.unza.zm/bitstream/handle/123456789/6589/Innocent%20and%20Luangala%2C%20Teacher%20Education%20Curriculum%20Designing.pdf?sequence=1&isAllowed=y
Y2 - 2023/12/06/15:24:06
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Rethinking quality assurance in curriculum development and implementation for higher education in Africa.
AU - Mulenga, Innocent Mutale
DA - 2020///
PY - 2020
DO - 10.46606/eajess2020v01i03.0039
DP - Google Scholar
UR - https://www.ajol.info/index.php/eajess/article/view/218631
Y2 - 2023/12/06/15:24:22
ER -
TY - JOUR
TI - Rethinking the role of teacher education in Zambia: quality curriculum designing as a missing link in explaining teacher's pedagogical content knowledge.
AU - Mulenga, Innocent Mutale
DA - 2016///
PY - 2016
DP - Google Scholar
ST - Rethinking the role of teacher education in Zambia
UR - http://dspace.unza.zm/bitstream/handle/123456789/6600/AFTRA%20Article%20on%20Teacher%20Education%20-%20Innocent.pdf?sequence=1
Y2 - 2023/12/06/15:39:43
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - TEACHER EDUCATION CURRICULUM DESIGNING: THE IMPORTANCE OF CONNECTING UNIVERSITY CURRICULA TO SECONDARY SCHOOL KNOWLEDGE AND SKILLS CONTEXTS
AU - Mulenga, Innocent Mutale
T2 - ZANGO: Zambian Journal of Contemporary Issues
DA - 2019///
PY - 2019
DP - Google Scholar
VL - 33
SP - 14
EP - 28
ST - TEACHER EDUCATION CURRICULUM DESIGNING
UR - https://www.researchgate.net/profile/Innocent-Mutale-Mulenga-2/publication/355095853_TEACHER_EDUCATION_CURRICULUM_DESIGNING_THE_IMPORTANCE_OF_CONNECTING_UNIVERSITY_CURRICULA_TO_SECONDARY_SCHOOL_KNOWLEDGE_AND_SKILLS_CONTEXTS/links/615d5d7e50be55072888bb7d/TEACHER-EDUCATION-CURRICULUM-DESIGNING-THE-IMPORTANCE-OF-CONNECTING-UNIVERSITY-CURRICULA-TO-SECONDARY-SCHOOL-KNOWLEDGE-AND-SKILLS-CONTEXTS.pdf
Y2 - 2023/12/06/15:41:10
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Teacher education versus teacher training: epistemic practices and appropriate application of both terminologies.
AU - Mulenga, Innocent Mutale
DA - 2020///
PY - 2020
DP - Google Scholar
ST - Teacher education versus teacher training
UR - http://dspace.unza.zm/handle/123456789/6562
Y2 - 2023/12/06/15:21:50
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Student Teachers School Experience in Zambia: Experiences and Challenges
AU - Mulenga, Innocent Mutale
AU - Bwalya, Katongo
T2 - East African Journal of Education and Social Sciences
DA - 2022///
PY - 2022
DO - 10.46606/eajess2022v03i02.0162
DP - Google Scholar
VL - 3
IS - 2
SP - 78
EP - 90
ST - Student Teachers School Experience in Zambia
UR - https://www.ajol.info/index.php/eajess/article/view/225251
Y2 - 2023/12/06/15:39:25
ER -
TY - JOUR
TI - Appropriateness and adequacy of teaching and learning resources and students’ industrial attachment in public colleges of technical and vocational education in Zambia.
AU - Mulenga, Innocent Mutale
AU - Chileshe, Edward King
DA - 2020///
PY - 2020
DO - 10.46606/eajess2020v01i02.0019
DP - Google Scholar
UR - http://dspace.unza.zm/handle/123456789/6567
Y2 - 2023/12/06/15:39:27
ER -
TY - JOUR
TI - A competency-based curriculum for Zambian primary and secondary schools: learning from theory and some countries around the world.
AU - Mulenga, Innocent Mutale
AU - Kabombwe, Yvonne Malambo
DA - 2019///
PY - 2019
DP - Google Scholar
ST - A competency-based curriculum for Zambian primary and secondary schools
UR - http://dspace.unza.zm/handle/123456789/6571
Y2 - 2023/12/06/15:21:42
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Understanding a competency-based curriculum and education: The Zambian perspective
AU - Mulenga, Innocent Mutale
AU - Kabombwe, Yvonne Malambo
T2 - Journal of Lexicography and Terminology (Online ISSN 2664-0899. Print ISSN 2517-9306).
DA - 2019///
PY - 2019
DP - Google Scholar
VL - 3
IS - 1
SP - 106
EP - 134
ST - Understanding a competency-based curriculum and education
UR - https://medicine.unza.zm/index.php/jlt/article/view/107
Y2 - 2023/12/06/15:21:40
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Teachers present in school but absent in class: utilization and ‘silent erosion’of learning time in the implementation of the curriculum in Mongu district of Zambia.
AU - Mulenga, Innocent Mutale
AU - Lubasi, Ireen Monde
DA - 2019///
PY - 2019
DP - Google Scholar
ST - Teachers present in school but absent in class
UR - http://dspace.unza.zm/handle/123456789/6563
Y2 - 2023/12/06/15:24:08
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Curriculum Implementation Strategies of Education Standards Officers in Choma District of Zambia: A Critique of their Effectiveness
AU - Mulenga, Innocent Mutale
AU - Mooya, Eugine
T2 - Zambian Journal of Educational Management, Administration and Leadership (ZJEMAL)(ISSN-Print: 2706-7416, Online: 2709-1864)
DA - 2021///
PY - 2021
DP - Google Scholar
VL - 2
IS - 1
SP - 1
EP - 21
ST - Curriculum Implementation Strategies of Education Standards Officers in Choma District of Zambia
UR - https://ide.unza.zm/index.php/ZJEMAL/article/view/700
Y2 - 2023/12/06/15:41:06
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Curriculum Implementation Strategies of Education Standards Officers in Choma District of Zambia: A Critique of their Effectiveness
AU - Mulenga, Innocent Mutale
AU - Mooya, Eugine
AB - Effective curriculum implementation by teachers is recognised as a lynchpin for achieving educational goals of any education system that leads to improved learner outcomes. In this article, authors make a critique of the effectiveness of Education Standards Officers’ (ESOs) curriculum implementation strategies that were used to support teachers’ effective teaching and learning in Choma district of Zambia. They set the arguement by riding on the six premises of Fullan’s curriculum implementation model against the contemporary backdrop and knowledge that ESOs monitoring and evaluation roles are critical to effective curriculum implementation in schools. In this qualitative study, researchers identified and critiqued strategies that were employed by ESOs in the contemporary milieu of Choma district. Using interview guides and focus group discussions guides, data was collected from head teachers and teachers in five, public secondary schools. Additionally, interview guides were also used to collect information from ESOs themselves. Findings pointed to the fact that curriculum implementation strategies such as formation of subject associations, follow-up visits and the recommendations from ESOs and the use of common schemes of work in schools did not yield desired results in terms of supporting teachers to improve their teaching based on what ESOs identified as areas of need during their school visits. In fact, it was also noted that ESOs missed a golden opportunity to practice clinical supervision and to make lesson demonstrations as they interacted with teachers. Arising from the factors which led to this scenario, researchers make two main recommendations. They first and foremost suggest that the Ministry of Education needs to provide sufficient funding to aspects of curriculum implementation at both the district and school levels. Researchers also recommend that ESOs should consult teachers and their administrators as they come up with curriculum implementation strategies in order to have them aligned with the realities of the schools.
DA - 2021/12//
PY - 2021
DP - Zotero
LA - en
UR - https://www.researchgate.net/publication/358395874_Curriculum_Implementation_Strategies_of_Education_Standards_Officers_in_Choma_District_of_Zambia_A_Critique_of_their_Effectiveness
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Policy and practice: roles of the guidance and counseling teachers in the implementation of the girls’ reentry policy in selected schools in Lusaka, Zambia.
AU - Mulenga, Innocent Mutale
AU - Mukaba, Brenda
DA - 2018///
PY - 2018
DP - Google Scholar
ST - Policy and practice
UR - http://dspace.unza.zm/handle/123456789/6587
Y2 - 2023/12/06/15:24:14
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Teacher's Voices Crying in the School Wilderness: Involvement of Secondary School Teachers in Curriculum Development in Zambia.
AU - Mulenga, Innocent Mutale
AU - Mwanza, Christine
T2 - Journal of Curriculum and teaching
DA - 2019///
PY - 2019
DO - 10.5430/jct.v8n1p32
DP - Google Scholar
VL - 8
IS - 1
SP - 32
EP - 39
ST - Teacher's Voices Crying in the School Wilderness
UR - https://eric.ed.gov/?id=EJ1207328
Y2 - 2023/12/06/15:21:44
ER -
TY - JOUR
TI - Teacher’s Voices Crying in the School Wilderness: Involvement of Secondary School Teachers in Curriculum Development in Zambia
AU - Mulenga, Innocent Mutale
AU - Mwanza, Christine
T2 - Journal of Curriculum and Teaching
AB - In Zambia, curriculum development for primary and secondary schools is done centrally. The Curriculum Development Centre (CDC), the institution placed with the responsibility of facilitating curriculum development, claims that the Zambian school curriculum is developed through a consultative and participatory approach through course and subject panels where teachers and other stakeholders are represented. However, there has been no empirical evidence to suggest the roles that teachers, who are the major implementers of the same curricular, are required to play in the development process. This study therefore, sought to establish perceptions of secondary school teachers on their role in the curriculum development process in Zambia. The concurrent embedded design of the mixed methods approach was employed with the qualitative approach dominating the study while the quantitative was used to add detail. Data from secondary school teachers was collected using questionnaires while interview guides were used for Head teachers. Raw data collected from interviews and questionnaires was analyzed using themes and descriptive statistics and then arranged into significant patterns so as to easily interpret and understand the essence of the data. The findings of the study clearly suggested that the majority of secondary school teachers in Lusaka were willing to participate in the curriculum development process, especially in situational analysis, in the formulation of educational objectives, in setting up the curriculum project, and in the writing of curriculum materials such as textbooks. From the study it was concluded that teachers were aware of some of the roles that they could play in the curriculum development but were not adequately involved in the development process.
DA - 2019/02/22/
PY - 2019
DO - 10.5430/jct.v8n1p32
DP - DOI.org (Crossref)
VL - 8
IS - 1
SP - 32
J2 - JCT
LA - en
SN - 1927-2685, 1927-2677
ST - Teacher’s Voices Crying in the School Wilderness
UR - http://www.sciedupress.com/journal/index.php/jct/article/view/13785
Y2 - 2023/11/28/14:45:34
ER -
TY - JOUR
TI - Civic education teaching resources and teacher preparedness for secondary school competency-based curriculum in Lusaka, Zambia
AU - Mulenga, Innocent Mutale
AU - Ng’andu, Moonga
T2 - East African Journal of Education and Social Sciences (EAJESS)
DA - 2022///
PY - 2022
DO - 10.46606/eajess2022v03i02.0171
DP - Google Scholar
VL - 3
IS - 2
SP - 166
EP - 177
UR - https://www.ajol.info/index.php/eajess/article/view/225260
Y2 - 2023/12/06/15:39:31
ER -
TY - JOUR
TI - Lessons from the Covid-19 Pandemic: Can Public Primary and Secondary Schools in Lusaka District of Zambia use Blended and Distance Teaching and Learning?
AU - Mulenga, Innocent Mutale
AU - Siluma, V.
T2 - Zambia Journal of Distance Education
DA - 2021///
PY - 2021
DP - Google Scholar
VL - 1
IS - 2
SP - 16
EP - 17
ST - Lessons from the Covid-19 Pandemic
UR - https://www.researchgate.net/profile/Innocent-Mutale-Mulenga-2/publication/358093783_Lessons_from_the_Covid-19_Pandemic_Can_Public_Primary_and_Secondary_Schools_in_Lusaka_District_of_Zambia_use_Blended_and_Distance_Teaching_and_Learning/links/61efeb3fc5e3103375bd6ff8/Lessons-from-the-Covid-19-Pandemic-Can-Public-Primary-and-Secondary-Schools-in-Lusaka-District-of-Zambia-use-Blended-and-Distance-Teaching-and-Learning.pdf
Y2 - 2023/12/06/15:39:41
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Analysis of factors affecting pupil performance in Malawi’s primary schools based on SACMEQ survey results
AU - Mulera, David Mc W.J.
AU - Ndala, Ken Kaziputa
AU - Nyirongo, Richard
T2 - International Journal of Educational Development
AB - The paper employs techniques of multilevel modelling and geographical information systems (GIS) on Malawi’s SACMEQ1 I, II and III data to identify factors affecting pupil performance in primary education of Malawi. The study reveals that in some districts pupils performed much better than others. Whilst in majority of cases the achievement levels of pupils were closely associated with the levels of inputs and services, there were some districts that did not demonstrate a positive correlation. The analysis further shows that pupils’ low socioeconomic status, high pupil-teacher ratios and the more time head teachers spent in teaching other than on school management were more significant factors that negatively affected pupil performance.
DA - 2017/05//
PY - 2017
DO - 10.1016/j.ijedudev.2017.04.001
DP - DOI.org (Crossref)
VL - 54
SP - 59
EP - 68
J2 - International Journal of Educational Development
LA - en
SN - 07380593
UR - https://linkinghub.elsevier.com/retrieve/pii/S0738059317302055
Y2 - 2021/03/07/17:48:49
KW - _C:Botswana BWA
KW - _C:Colombia COL
KW - _C:Kenya KEN
KW - _C:Laos LAO
KW - _C:Malawi MWI
KW - _C:Mozambique MOZ
KW - _C:Namibia NAM
KW - _C:South Africa ZAF
KW - _C:Thailand THA
KW - _C:Uganda UGA
KW - _C:Zimbabwe ZWE
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - A Critical Literature Review of Perceptions of Tablets for Learning in Primary and Secondary Schools
AU - Mulet, Julie
AU - Van de Leemput, Cécile
AU - Amadieu, Franck
T2 - Educational Psychology Review
DA - 2019///
PY - 2019
DO - 10.1007/s10648-019-09478-0
DP - Google Scholar
SP - 1
EP - 32
KW - __C:filed:1
KW - literature / systematic review
ER -
TY - JOUR
TI - School based restorative practices as alternative to punitive practices in influencing positive behaviour in deviant pupils in Zambia.
AU - Muleya, Gistered
AU - Kapembwa, Ruth
AU - Simuyaba, Eunifridah
AU - Njobvu, Tommy
AU - Simui, Francis
DA - 2020///
PY - 2020
DP - Google Scholar
UR - http://dspace.unza.zm/handle/123456789/6933
Y2 - 2023/12/05/11:36:44
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Adoption of Self-Directed Learning: A Case Study of Kenya Jua Kali Sector
AU - Muli, Elizabeth M.
AU - Opiyo, Elisha T.O.
AU - Oboko, Robert O.
T2 - 2019 IST-Africa Week Conference, IST-Africa 2019
T3 - Conference Proceeding
AB - © 2019 The authors. This study examines the state of the Education sector in Kenya with regard to provision of education to all. There is a remarkable progress in education reforms, however, cohort analysis from standard 1 to university education indicates that only 2% of pupils who enrol for standard 1 actually progress to 1st year of university education. Cumulatively, this wastage has led to a remarkable loss of potential human resource in the country. It is in the light of this the Government of Kenya has embarked on a series of reforms to address these challenges and meet the goals of the Kenya Vision 2030. The Education sector lacks alternate pathways to promote lifelong learning for those who drop out of formal education for some reasons and would wish to pursue further education later in life. These people end up in the Jua Kali sector. This study explores the potential of self-directed learning to give a second chance and provide learning opportunities to youths and young adults in this sector. This will equip them with necessary skills to manage their small businesses profitably.
DA - 2019///
PY - 2019
DO - 10.23919/ISTAFRICA.2019.8764874
ER -
TY - BOOK
TI - Recruiting, Retaining, and Retraining Secondary School Teachers and Principals in Sub-Saharan Africa
AU - Mulkeen, Aidan
AU - Chapman, David
AU - DeJaeghere, Joan
AU - Leu, Elizabeth
T2 - World Bank Working Papers
DA - 2007/03/22/
PY - 2007
DP - elibrary.worldbank.org (Atypon)
SP - 92
PB - The World Bank
SN - 978-0-8213-7066-7
UR - https://elibrary.worldbank.org/doi/abs/10.1596/978-0-8213-7066-7
Y2 - 2021/03/07/18:08:51
KW - _C:Angola AGO
KW - _C:Benin BEN
KW - _C:Botswana BWA
KW - _C:Burkina Faso BFA
KW - _C:Burundi BDI
KW - _C:Cameroon CMR
KW - _C:Canada CAN
KW - _C:Cape Verde CPV
KW - _C:Central African Republic CAF
KW - _C:Chad TCD
KW - _C:China CHN
KW - _C:Comoros COM
KW - _C:Congo XCO
KW - _C:Djibouti DJI
KW - _C:Dominican Republic DOM
KW - _C:Equatorial Guinea GNQ
KW - _C:Eritrea ERI
KW - _C:Ethiopia ETH
KW - _C:France FRA
KW - _C:Gabon GAB
KW - _C:Gambia GMB
KW - _C:Ghana GHA
KW - _C:Guinea GIN
KW - _C:Guinea-Bissau GNB
KW - _C:India IND
KW - _C:Ireland IRL
KW - _C:Kenya KEN
KW - _C:Lebanon LBN
KW - _C:Lesotho LSO
KW - _C:Liberia LBR
KW - _C:Madagascar MDG
KW - _C:Malawi MWI
KW - _C:Mali MLI
KW - _C:Mauritania MRT
KW - _C:Mauritius MUS
KW - _C:Mozambique MOZ
KW - _C:Namibia NAM
KW - _C:Niger NER
KW - _C:Nigeria NGA
KW - _C:Norway NOR
KW - _C:Rwanda RWA
KW - _C:Senegal SEN
KW - _C:Seychelles SYC
KW - _C:Sierra Leone SLE
KW - _C:Somalia SOM
KW - _C:South Africa ZAF
KW - _C:Sudan SDN
KW - _C:Switzerland CHE
KW - _C:Tanzania TZA
KW - _C:Thailand THA
KW - _C:Togo TGO
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Zambia ZMB
KW - _C:Zimbabwe ZWE
KW - _C:eSwatini SWZ
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - BOOK
TI - Multigrade teaching in sub-Saharan Africa: lessons from Uganda, Senegal, and the Gambia
AU - Mulkeen, Aidan
AU - Higgins, Cathal
DA - 2009///
PY - 2009
DP - Google Scholar
PB - The World Bank
ST - Multigrade teaching in sub-Saharan Africa
ER -
TY - SLIDE
TI - Curriculum Reform and Building Back Better
A2 - Mullan, Joel
A2 - Chuang, Rachel
DA - 2020///
PY - 2020
UR - https://docs.google.com/presentation/d/1_JP5OL7ZTJMwn90r-NRqmX93CJHSgemMmS30xJQkzl8/edit#slide=id.g8af48ec716_0_7
Y2 - 2020/07/27/15:52:25
ER -
TY - RPRT
TI - EdTech in Sierra Leone: A Rapid Scan
AU - Mullan, Joel
AU - Taddese, Abeba
AB - EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, in Sierra Leone. This report is based primarily on desk research, with quality assurance provided by a country expert.
DA - 2020/06/30/
PY - 2020
LA - en
M3 - Country Scan
PB - EdTech Hub
SN - 3
ST - EdTech in Sierra Leone
UR - https://docs.edtechhub.org/lib/C5MWWQI2
KW - C:Sierra Leone
KW - LP: English
KW - _C:Sierra Leone SLE
KW - _DOILIVE
KW - _EdTechHub_Output
KW - _MELA_seen
KW - _cover:v1
KW - _zenodoETH
ER -
TY - BOOK
TI - Handbook of Social Justice Interventions in Education
T2 - Springer International Handbooks of Education
A3 - Mullen, Carol A.
CY - Cham
DA - 2021///
PY - 2021
DP - DOI.org (Crossref)
LA - en
PB - Springer International Publishing
SN - 978-3-030-35857-0 978-3-030-35858-7
UR - https://link.springer.com/10.1007/978-3-030-35858-7
Y2 - 2022/04/07/14:55:05
ER -
TY - CONF
TI - A framework for rigorously identifying research gaps in qualitative literature reviews
AU - Müller-Bloch, C
AU - Kranz, J
A2 - Carte, T
A2 - Heinzl, A.
A2 - Urquhart, C.
C1 - Fort Worth, Texas, USA
C3 - Proceedings of the international conference on information systems
DA - 2015///
PY - 2015
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education
AU - Müller, Claude
AU - Mildenberger, Thoralf
T2 - Educational Research Review
AB - Higher education institutions are trying to provide more flexibility and individualization, which is mainly realized through the use of new technologies and implemented in online or blended learning designs. This systematic review aims to investigate the impact of replacing classroom time with an online learning environment. The meta-analysis (k = 21 effect sizes) applied strict inclusion criteria concerning research design, measurement of learning outcomes and implementation of blended learning. The estimated effect size (Hedge's g) was positive, although not significantly different from zero and the confidence interval [-0.13, 0.25], suggesting that overall differences between blended and conventional classroom learning are small, and, at best, very small negative or moderate positive effects are plausible. This means that despite a reduction in classroom time between 30 and 79 per cent, equivalent learning outcomes were found. Consequently, blended learning with reduced classroom time is not systematically more or less effective than conventional classroom learning.
DA - 2021/11/01/
PY - 2021
DO - 10.1016/j.edurev.2021.100394
DP - ScienceDirect
VL - 34
SP - 100394
J2 - Educational Research Review
LA - en
SN - 1747-938X
ST - Facilitating flexible learning by replacing classroom time with an online learning environment
UR - https://www.sciencedirect.com/science/article/pii/S1747938X21000178
Y2 - 2022/04/05/20:26:08
KW - Blended learning
KW - Flexible learning
KW - Higher education
KW - Learning effectiveness
KW - Meta-analysis
ER -
TY - CONF
TI - The application of artificial intelligence on different types of literature reviews-A comparative study
AU - Müller, Henry
AU - Pachnanda, Simran
AU - Pahl, Felix
AU - Rosenqvist, Christopher
C3 - 2022 international conference on applied artificial intelligence (ICAPAI)
DA - 2022///
PY - 2022
DO - 10.1109/ICAPAI55158.2022.9801564
DP - Google Scholar
SP - 1
EP - 7
PB - IEEE
UR - https://ieeexplore.ieee.org/abstract/document/9801564/
Y2 - 2024/03/12/20:57:27
ER -
TY - JOUR
TI - Education in times of crisis: The potential implications of school closures for teachers and students
AU - Müller, Lisa-Maria
AU - Goldenberg, Gemma
DP - Zotero
SP - 62
LA - en
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - CONF
TI - The Effect of Mathematical Self-Efficacy on High Order Thinking Accelerated Learning Learning Inferentialism Approach
AU - Mulyono
AU - Ramadan, Yoshida Agung
AU - Masrukan
T2 - International Conference on Science and Education and Technology (ISET 2019)
AB - The purpose of this study was to determine the effect of mathematical self-efficacy on higher- order thinking skills with the accelerated learning model inferentialism approach. The study was conducted using a type of combination research in which the design taken was sequential exploratory. The research subjects were based on the results of the self-efficacy questionnaire which were categorized into three namely subjects for the high, medium and low categories, each chosen 2 subjects who could explain the settlement well. The results showed that mathematical self-efficacy influences students' higher-order thinking skills where subjects with high categories have higher-order thinking skills with good analysis, good evaluation and create new ones well. While the subject is still lacking in solving higher-order thinking skills where the subject is still unable to create something. The subjects with low self-efficacy have higher- order thinking skills who are less able to analyze and create but can evaluate. Then all subjects in learning accelerated learning approach inferentialism with the differences in mathematical self-efficacy, the score of each category for high and medium are the same but subjects with low categories are still.
DA - 2020/06/23/
PY - 2020
DO - 10.2991/assehr.k.200620.071
DP - www.atlantis-press.com
SP - 367
EP - 372
LA - en
PB - Atlantis Press
SN - 978-94-6252-979-3
UR - https://www.atlantis-press.com/proceedings/iset-19/125941361
Y2 - 2020/07/03/07:38:48
KW - LMIC
KW - _AcademicRecoveryOECS
KW - content
KW - pedadgogy
ER -
TY - JOUR
TI - Interactions between school systems and reading Recovery programmes – evidence from Northern Ireland
AU - Munn, Penny
AU - Ellis, Sue
T2 - The Curriculum Journal
AB - Recent work on raising attainment in education has raised theoretical issues about organizational responses to innovation and qualitative aspects of programme implementation. In particular, the ‘depth’ of an implementation (the extent to which a programme actually changes the educational interactions between pupils and their teachers) is now thought to be as important as its ‘spread’ (the number of schools in which it is replicated). Such issues, together with the existing literature on Reading Recovery implementation, suggest that it is time to review the models of implementation held within the Reading Recovery community. We used a range of methods at four levels of data collection to analyse variation in ‘depth’ of implementation in a countrywide Reading Recovery programme. From our findings we conclude that Reading Recovery has achieved resounding success as an individual programme, but that it would be still more efficient if the models of implementation were to be reviewed.
DA - 2005/09/01/
PY - 2005
DO - 10.1080/09585170500256503
DP - Taylor and Francis+NEJM
VL - 16
IS - 3
SP - 341
EP - 362
SN - 0958-5176
UR - https://doi.org/10.1080/09585170500256503
Y2 - 2020/11/20/09:45:50
KW - _Added to LR
KW - _G:reviewed
KW - change model
KW - implementation
KW - reading recovery
KW - school effect
ER -
TY - JOUR
TI - Effectiveness of Student Psychological Support Services at a Technical and Vocational Education and Training College in South Africa
AU - Munyaradzi, Muchineripi
AU - Addae, David
T2 - Community College Journal of Research and Practice
A2 - Munyaradzi, Muchineripi
T3 - Article Report 080: Journal Articles 143: Reports - Research
AB - In this case study research, the effectiveness of psychological support services rendered to students at a Technical and Vocational Education and Training (TVET) college in South Africa is explored. Using the systems theory of psychology, the article postulates that students at TVET colleges encounter a myriad of psychological challenges, which can adversely affect their academic success. From an interpretivist paradigmatic standpoint, a sample of 30 students was purposively selected to participate in focus group interviews. It was found out that psychological support services improved students' academic performances, attendance, retention, and also enhanced college certification rate. It is recommended that institution need to establish linkages with key stakeholders such as the Departments of Higher Education and Training and Health, psychological professional bodies, and other TVET colleges in order to create a platform for sharing vital information on psychological support to students.
DA - 2019///
PY - 2019
DO - 10.1080/10668926.2018.1456379
ER -
TY - JOUR
TI - Cycling to School: Increasing Secondary School Enrollment for Girls in India
AU - Muralidharan, Karthik
AU - Prakash, Nishith
T2 - American Economic Journal: Applied Economics
AB - We study the impact of an innovative program in the Indian state
of Bihar that aimed to reduce the gender gap in secondary school
enrollment by providing girls who continued to secondary school
with a bicycle that would improve access to school. Using data from a
large representative household survey, we employ a triple difference
approach (using boys and the neighboring state of Jharkhand as
comparison groups) and find that being in a cohort that was exposed
to the Cycle program increased girls’ age-appropriate enrollment
in secondary school by 32 percent and reduced the corresponding
gender gap by 40 percent. We also find an 18 percent increase in the
number of girls who appear for the high-stakes secondary school
certificate exam, and a 12 percent increase in the number of girls
who pass it. Parametric and non-parametric decompositions of the
triple-difference estimate as a function of distance to the nearest
secondary school show that the increases in enrollment mostly took
place in villages that were further away from a secondary school,
suggesting that the mechanism of impact was the reduction in the
time and safety cost of school attendance made possible by the
bicycle. We also find that the Cycle program was much more cost
effective at increasing girls’ secondary school enrollment than
comparable conditional cash transfer programs in South Asia.
DA - 2017///
PY - 2017
DO - 10.1257/app.20160004
VL - 9
SP - 321
EP - 350
UR - http://www.nber.org/papers/w19305
KW - _genre:PR-primary_research
KW - interesting
ER -
TY - JOUR
TI - Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India.
AU - Muralidharan, Karthik
AU - Singh, Abhijeet
AU - Ganimian, Alejandro J.
T2 - American Economic Review
DA - 2019///
PY - 2019
DO - 10.1257/aer.20171112
VL - 109
SP - 1426
EP - 60
KW - interesting
ER -
TY - JOUR
TI - Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India
AU - Muralidharan, Karthik
AU - Singh, Abhijeet
AU - Ganimian, Alejandro J.
T2 - American Economic Review
AB - We study the impact of a personalized technology-aided after-school instruction program in middle-school grades in urban India using a lottery that provided winners with free access to the program. Lottery winners scored 0.37 sigma higher in math and 0.23 sigma higher in Hindi over just a 4.5-month period. IV estimates suggest that attending the program for 90 days would increase math and Hindi test scores by 0.6 sigma and 0.39 sigma respectively. We find similar absolute test score gains for all students, but much greater relative gains for academically-weaker students. Our results suggest that well-designed, technology-aided instruction programs can sharply improve productivity in delivering education.
DA - 2019/04//
PY - 2019
DO - 10.1257/aer.20171112
DP - www.aeaweb.org
VL - 109
IS - 4
SP - 1426
EP - 1460
LA - en
SN - 0002-8282
ST - Disrupting Education?
UR - https://www.aeaweb.org/articles?id=10.1257/aer.20171112
Y2 - 2022/11/16/02:52:00
KW - Analysis of Education, Returns to Education, Education: Government Policy, Human Capital
KW - Final_citation
KW - Human Development
KW - Income Distribution
KW - Labor Productivity, Economic Development: Human Resources
KW - Migration
KW - Occupational Choice
KW - Skills
KW - existing
ER -
TY - JOUR
TI - Teacher Performance Pay: Experimental Evidence from India.
AU - Muralidharan, Karthik
AU - Sundararaman, Venkatesh
T2 - Journal of Political Economy
DA - 2011///
PY - 2011
DO - 10.1086/659655
VL - 119
SP - 39
EP - 77
UR - www.jstor.org/stable/10.1086/659655.
KW - interesting
ER -
TY - JOUR
TI - Conceptualization of competency based curricula in pre-service nursing and midwifery education: A grounded theory approach
AU - Muraraneza, Claudine
AU - Mtshali, Gloria Ntombifikile
T2 - Nurse Education in Practice
AB - In health professional education, the competency-based curriculum concept has been an important driver of reform in the training of competent graduates for the 21st century. In African countries, although there has been implementing it in pre-service nursing and midwifery education and the literature reports a lack of understanding of what is it on the part of the implementers. This article explores the meaning of competency based curriculum in pre-service nursing and midwifery education in Rwanda. A grounded theory approach, following Corbin and Strauss, was used. Following ethical clearance by the university ethical committee, data was collected from 17 participants through in-depth individual interviews of staff. Four categories emerged: (a) transformation, (b) tool for primary health care philosophy, (c) technological approach to education, (d) and modular system. Competency-based curriculum is confirmed as an appropriate educational tool in producing competent graduates for today and the future.
DA - 2018///
PY - 2018
DO - 10.1016/j.nepr.2017.09.018
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:Rwanda
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - F:curriculum
KW - F:leadership
KW - F:learning
KW - P:health
KW - P:health professionals
KW - P:media
KW - P:nurse
KW - P:services
KW - P:technology
KW - R:grounded theory
KW - R:interview
KW - R:qualitative
KW - T:TVET
KW - T:Training
KW - Z:Approaches
KW - Z:Clinical competence
KW - Z:Competency based learning
KW - Z:Core curriculum
KW - Z:Curriculum
KW - Z:Curriculum development
KW - Z:Data collection
KW - Z:Education reform
KW - Z:Grounded theory
KW - Z:Health professionals
KW - Z:Leadership
KW - Z:Learning
KW - Z:Meaning
KW - Z:Medical education
KW - Z:Medical ethics
KW - Z:Midwifery
KW - Z:Midwifery education
KW - Z:Nursing
KW - Z:Nursing education
KW - Z:Primary health care
KW - Z:Professional competence
KW - Z:Qualitative research
KW - Z:Students
KW - Z:Transformation
KW - publicImportV1
ER -
TY - JOUR
TI - COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy
AU - Murphy, Michael P. A.
T2 - Contemporary Security Policy
AB - The COVID-19 pandemic quickly led to the closure of universities and colleges around the world, in hopes that public health officials’ advice of social distancing could help to flatten the infection curve and reduce total fatalities from the disease. Drawing on Copenhagen school securitization theory and analyzing 25 declarations of emergency eLearning at American universities, I argue that in addition to COVID-19 being framed as a general threat, face-to-face schooling was also presented as a threat through these policies. A review of securitization theory—with particular attention to the question of advocacy and the relationship of desecuritization to emancipation—grounds the investigation theoretically. I argue that securitization theory is an important tool for educators not only for observing (and understanding) the phenomenon of emergency eLearning, but also for advocating the desecuritization of schooling after the COVID-19 crisis passes.
DA - 2020/07/02/
PY - 2020
DO - 10.1080/13523260.2020.1761749
DP - Taylor and Francis+NEJM
VL - 41
IS - 3
SP - 492
EP - 505
SN - 1352-3260
ST - COVID-19 and emergency eLearning
UR - https://doi.org/10.1080/13523260.2020.1761749
Y2 - 2020/08/12/17:00:57
KW - COVID-19
KW - Securitization
KW - __C:filed:1
KW - desecuritization
KW - emancipation
KW - state of exception
ER -
TY - JOUR
TI - The Importance of Teacher-Student Relationships for Adolescents with High Incidence Disabilities
AU - Murray, Christopher
AU - Pianta, Robert C.
T2 - Theory Into Practice
AB - In this article the authors examine the theoretical and empirical basis of teacher-student relationships. They focus specifically on the importance of supportive teacher-student relationships in the lives of adolescents with high-incidence disabilities. Students receiving special education services in these categories are at a heightened risk of experiencing social, emotional, and mental health problems. School-based programs and practices designed to promote supportive relationships between teachers and students with disabilities have the potential to provide these students with much needed support within the contexts of schools. A number of factors that can enhance teacher-student relationships including school and classroom structures, teacher beliefs and practices, and social-emotional curricula are presented and discussed.
DA - 2007/04/30/
PY - 2007
DO - 10.1080/00405840701232943
DP - Taylor and Francis+NEJM
VL - 46
IS - 2
SP - 105
EP - 112
SN - 0040-5841
UR - https://doi.org/10.1080/00405840701232943
Y2 - 2022/04/01/21:49:05
ER -
TY - ELEC
TI - Moocs struggle to lift rock-bottom completion rates
AU - Murray, Seb
T2 - Financial Times
AB - Business schools are using nudge methods and peer learning to keep students’ attention
DA - 2019/03/04/T04:00:31.000Z
PY - 2019
LA - en-GB
UR - https://www.ft.com/content/60e90be2-1a77-11e9-b191-175523b59d1d
Y2 - 2020/01/19/12:23:01
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Designing the Course and Curricula for Teacher Development, Open School and Vocational Education through Media Education in Eritrea
AU - Murthy, C. S. H. N.
T2 - Educational Media International
AB - Since Eritrea became independent in 1993, efforts have been underway to revise and update the conventional education curriculum. With a determination to quickly bridge the growing knowledge gap between Eritrea and the rest of the world, the Eritrean Government has decided on media education as a sustainable alternative. This choice is in line with developments emerging from many African, Asian and Latin American countries as the only option in line with the philosophy of UNESCO and the Association for Development of Education in Africa (ADEA). It is against this backdrop that a strategy paper "Media education in Eritrean education" was developed. This paper formed the basis of the developments discussed in this article. (Contains 1 figure.)
DA - 2006///
PY - 2006
DO - 10.1080/09523980600641213
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:Eritrea
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:D
KW - CT:F
KW - CT:P
KW - CT:T
KW - D:developing nation
KW - F:curriculum
KW - P:media
KW - P:teacher education
KW - P:teachers
KW - T:TVET
KW - Z:Curriculum Design
KW - Z:Curriculum Development
KW - Z:Developing Nations
KW - Z:Educational Radio
KW - Z:Educational Television
KW - Z:Faculty Development
KW - Z:Foreign Countries
KW - Z:Teacher Education
KW - Z:Vocational Education
KW - publicImportV1
ER -
TY - JOUR
TI - Teaching with and Learning through ICTs in Zimbabwe's Teacher Education Colleges.
AU - Musarurwa, C
T2 - US-China Education Review
AB - The use of ICTs (information and communication technologies) in Zimbabwe’s teacher education colleges is of
paramount importance. The teacher trainees have a dual role to play: learning through ICTs and also learning how to
teach through them. Interestingly, the rate at which schools have embraced the use of ICTs is unprecedented, but this
has not been matched with an equal effort by teacher education colleges and hence teacher trainees have been less
exposed and trained in using such technologies. Evidently, this has created a mismatch between the need for teachers
who are conversant with ICTs and e-learning and their availability. This paper stems from a pilot programme in
which the author was an active participant. It reflects on efforts made to integrate ICTs into the teacher education
curriculum and evaluates the impact that this programme will have on teacher education in Zimbabwe.
DA - 2011///
PY - 2011
LA - en
UR - https://eric.ed.gov/?id=ED529913
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - C:Mozambique
KW - C:Zimbabwe
KW - CA:AandC
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:curriculum
KW - F:learning
KW - F:teaching
KW - P:measurement
KW - P:teacher education
KW - P:teacher training
KW - Q:ICT
KW - Q:ODEL
KW - Q:open learning
KW - T:TVET
KW - meta
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Development of social studies learners’ textbooks for secondary schools in Zambia.
AU - Musilekwa, Sianga
AU - Mulenga, Innocent Mutale
DA - 2019///
PY - 2019
DP - Google Scholar
UR - http://dspace.unza.zm/bitstream/handle/123456789/6572/Social%20Studies%20Textbook%20Development.pdf?sequence=1
Y2 - 2023/12/06/15:21:56
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Use of Active Teaching Pedagogical Approaches in Teaching Civic Education in Secondary Schools in Kasama and Luwingu District of Zambia
AU - Musonda, Chewe
AU - Masaiti, Gift
AU - Mwila, Kennedy
AU - Njobvu, Tommie
T2 - Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736)
DA - 2020///
PY - 2020
DP - Google Scholar
VL - 3
IS - 3
SP - 1
EP - 17
UR - https://naturalsciences.unza.zm/index.php/mjlsse/article/view/243
Y2 - 2023/12/05/11:36:53
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Developing Skills to Unlock Kenya’s industrial Growth: The Influence of Provision of Modern Teaching and Learning Equipment in TVET in Kenya
AU - Musyimi, Caroline
T2 - Journal of Learning for Development
AB - This study explores the influence of modern teaching and learning equipment on improving vocational education quality and employment rates and its long-term effect on Kenya’s journey to achieve industrialisation by the year 2030. The study adopted a cross-sectional survey research design. Stratified random sampling was used to sample 172 students. Data was collected using questionnaires and analysed through the theoretical lenses of globalisation and vocationalism. The results show that the provision of modern equipment has improved Kenyan TVET classrooms to meet industrial standards and allowed the development of essential skills. Also, there has been improved collaboration between TVET institutions and local industries, exposing TVET students to the real labour market while still in college. The TVET students had also improved confidence in themselves and they had acquired employability skills. The findings of this study further revealed that the government of Kenya has increased its efforts in revitalizing the TVET institutions with modern teaching and learning equipment to improve the quality of training in those institutions.
DA - 2021/03/19/
PY - 2021
DP - jl4d.org
VL - 8
IS - 1
SP - 182
EP - 191
LA - en
SN - 2311-1550
ST - Developing Skills to Unlock Kenya’s industrial Growth
UR - https://jl4d.org/index.php/ejl4d/article/view/414
Y2 - 2022/04/05/12:21:19
KW - Technical Vocational Education and Training
KW - _genre:PR-primary_research
KW - industrial standards
KW - teaching and learning equipment
KW - vocational education quality
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Student Teachers School Experience in Zambia: Experiences and Challenges
AU - Mutale Mulenga, Innocent
AU - Bwalya, Katongo
T2 - EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES
AB - The purpose of this study was to establish challenges and experiences faced by student teachers during teaching practice in Zambia. The study employed the concurrent embedded design. Data was collected from 280 respondents including 200 student teachers, 30 host school deputy head teachers and 50 lecturers. The study employed a questionnaire, focus group discussion and an interview to collect data from the respondents. The study established some challenges which can serve as learning points for teacher educators and administrators in institutions of higher learning that are running teacher education programs. The challenges include the struggle of maintaining low costs while having a high quality school experience, lecturers hurrying through the supervision process, the tendency to involve non-lecturers to supervise students and students lack of adequate support during the school experience period. The school experience period was adequate and students had a number of benefits from it although some institutions had it at the end of the program. It was therefore recommended that school experience be continually evaluated by both the Ministry of Education and institutions that provide teacher education programs in Zambia and that the length of the school experience period be maintained so as to enhance the benefits that student teacher drew from it. It was further recommended that institutions preparing teachers should make sure that school experience is done during the teacher education period and not at the end of it so that students and their lecturers evaluate the experience before the end of the program.
DA - 2022/04/30/
PY - 2022
DO - 10.46606/eajess2022v03i02.0162
DP - DOI.org (Crossref)
VL - 3
IS - 2
SP - 78
EP - 90
J2 - EAJESS
LA - en
SN - 27142132
ST - Student Teachers School Experience in Zambia
UR - https://eajess.ac.tz/2022/04/28/student-teachers-school-experience-in-zambia-experiences-and-challenges/
Y2 - 2023/11/28/14:45:39
ER -
TY - JOUR
TI - Inclusive Education in Zimbabwe: Policy, Curriculum, Practice, Family, and Teacher Education Issues
AU - Mutepfa, Magen M.
AU - Mpofu, Elias
AU - Chataika, Tsitsi
T2 - Childhood Education
DA - 2007/09/01/
PY - 2007
DO - 10.1080/00094056.2007.10522947
DP - Taylor and Francis+NEJM
VL - 83
IS - 6
SP - 342
EP - 346
SN - 0009-4056
ST - Inclusive Education in Zimbabwe
UR - https://doi.org/10.1080/00094056.2007.10522947
Y2 - 2021/11/10/01:20:18
ER -
TY - THES
TI - Understanding Students' and Teachers' Approaches to Tablet Use in Turkish Secondary Schools: A Model Based Approach
AU - Mutlu, Tugba
DA - 2016///
PY - 2016
DP - Google Scholar
M3 - PhD Thesis
PB - University of Sheffield
ST - Understanding Students' and Teachers' Approaches to Tablet Use in Turkish Secondary Schools
KW - _C:Antigua and Barbuda ATG
KW - _C:Australia AUS
KW - _C:Austria AUT
KW - _C:Brazil BRA
KW - _C:Canada CAN
KW - _C:Chile CHL
KW - _C:China CHN
KW - _C:France FRA
KW - _C:Germany DEU
KW - _C:Greece GRC
KW - _C:Guyana GUY
KW - _C:Hungary HUN
KW - _C:India IND
KW - _C:Iran IRN
KW - _C:Israel ISR
KW - _C:Jamaica JAM
KW - _C:Japan JPN
KW - _C:Jordan JOR
KW - _C:Kazakhstan KAZ
KW - _C:Korea, Republic KOR
KW - _C:Lebanon LBN
KW - _C:Malta MLT
KW - _C:Netherlands NLD
KW - _C:New Zealand NZL
KW - _C:Oman OMN
KW - _C:Pakistan PAK
KW - _C:Poland POL
KW - _C:Russian Federation RUS
KW - _C:Singapore SGP
KW - _C:Sweden SWE
KW - _C:Thailand THA
KW - _C:Turkey TUR
KW - _C:Turkmenistan TKM
KW - _C:United Arab Emirates ARE
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Overview of funding for construction craft skills training in Sub-Saharan Africa: A case study of Zambia
AU - Muya, Mundia
AU - Price, A. D F
AU - Edum-Fotwe, F. T.
T2 - Construction Management and Economics
AB - The wealth of any nation is ultimately based on its human resource or social capital. Education and training are the primary vehicles of developing this resource. Funding of formal construction craft skills training at trade institutions in Sub-Saharan Africa (SSA) is examined, using Zambia as a country case study. The data in the research were collected via semi-structured questionnaire interviews directed at government financed trades training schools offering construction programmes in Zambia. Results of the research show that formal construction craft skills training in Zambia has not been adequately funded over the years resulting in: ill-qualified low numbers of poorly remunerated teaching staff; poorly maintained infrastructure and workshop facilities not well equipped for teaching purposes; and out-dated curricula of construction craft programmes. A wide range of measures is required to improve funding for construction craft skills training. These include: increased training regulation and co-ordination by government, development of efficient and effective funding mechanisms that involve employers of crafts-persons, and training provision frameworks that encourage increased involvement of private training providers. © 2006 Taylor & Francis.
DA - 2006///
PY - 2006
DO - 10.1080/01446190500310585
LA - en
AN - LOCAL-SCOPUS_ID:32144446093
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - C:Zambia
KW - CA:AandC
KW - CCZ:Zambia
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - F:regulation
KW - F:teaching
KW - P:construction
KW - P:crafts
KW - P:measurement
KW - P:mechanic
KW - P:social
KW - R:case study
KW - R:interview
KW - R:questionnaire
KW - T:Training
KW - Z:Construction craft skills
KW - Z:Sub-Saharan Africa
KW - Z:Training
KW - publicImportV1
ER -
TY - JOUR
TI - Construction craft skills requirements in sub-Saharan Africa: A focus on Zambia
AU - Muya, Mundia
AU - Price, Andrew D.f.
AU - Edum-Fotwe, Francis T.
T2 - Engineering, Construction and Architectural Management
AB - Purpose – As the development agenda for sub-Sahara Africa (SSA) gains momentum, it has become necessary to refocus attention on effective and sustainable human resource development strategies for the construction sector in the region that include craft skills. Aims to provide insight into the availability and quality of construction craft skills in Zambia, and the SSA region in general. Design/methodology/approach – Using Zambia as a country case study, results of a survey that was designed to assess the construction industry's perceptions of the quality and availability of construction craft skills in Zambia are presented. The surveyed contractors' support for the introduction of a sector-specific training levy in Zambia was also investigated and is reported. Findings – Findings point to both poor quality and shortage of construction craft skills in Zambia. Results suggest that construction sector-specific training levy would be the most viable, sustainable and industry-wide supported option for supplementing government funding in the training of construction craft skills in Zambia, and probably in the SSA region. Research limitations/implications – The survey was exploratory in nature and depth, and SSA is a vast and diverse region. The results of the case study may not correctly reflect construction skills exigencies across the whole SSA region. Originality/value – The results provide information and advice for both policy makers and contractors concerned with construction crafts skills issues in Zambia, and SSA in general. © 2006, Emerald Group Publishing Limited
DA - 2006///
PY - 2006
DO - 10.1108/09699980610669660
LA - en
AN - LOCAL-SCOPUS_ID:33745087759
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - C:Zambia
KW - CA:AandC
KW - CCZ:Zambia
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - F:policy
KW - P:construction
KW - P:crafts
KW - P:nature
KW - R:case study
KW - R:survey
KW - T:Training
KW - Z:Construction industry
KW - Z:Skills
KW - Z:Sub Saharan Africa
KW - Z:Training
KW - publicImportV1
ER -
TY - RPRT
TI - Education Technology Map: Guidance Document
AU - Muyoya, Chisenga
AU - Brugha, Meaghan
AU - Hollow, David
CY - United Kingdom
DA - 2016///
PY - 2016
PB - Jigsaw Consult
ER -
TY - JOUR
TI - A Comparative Analysis of the Perceptions of Primary and Secondary School Teachers of Lesson Observation by Education Standards Officers in Zambia
AU - Muzata, Kenneth Kapalu
AU - Banja, Madalitso Khulupilika
AU - Mulenga, Innocent Mutale
AU - Njobvu, Tommie
T2 - Zambia Interdisciplinary Journal of Education (ZIJE) Online-ISSN 2710-0715
DA - 2020///
PY - 2020
DP - Google Scholar
VL - 1
IS - 1
SP - 98
EP - 120
UR - https://naturalsciences.unza.zm/index.php/ZIJE/article/view/406
Y2 - 2023/12/05/11:36:51
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Malawi Social Action Fund: Third Beneficiary Assessment of the Public Works Programme
AU - Mvula, P. M.
AU - Zgovu, E. K.
AU - Chirwa, E. W.
AU - Kadzamira, Esme
T2 - report by Wadonda Consult prepared for the Malawi Social Action Fund, Lilongwe: MASAF
DA - 2000///
PY - 2000
DP - Google Scholar
ST - Malawi Social Action Fund
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - ELEC
TI - Mwabu: where teaching meets technology
AU - Mwabu
AB - Interactive learning for primary English, Maths and Science, supporting teachers and learners in sub-saharan Africa.
LA - en
ST - Mwabu
UR - https://mwabu.com/
Y2 - 2022/04/17/17:42:26
ER -
TY - THES
TI - Developing teacher-led professional learning in a Tanzanian secondary school: a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatū, New Zealand
AU - Mwakabenga, Rehema Japhet
DA - 2018///
PY - 2018
DP - Google Scholar
M3 - PhD Thesis
PB - Massey University
ST - Developing teacher-led professional learning in a Tanzanian secondary school
KW - _C:Australia AUS
KW - _C:Belgium BEL
KW - _C:Bhutan BTN
KW - _C:Botswana BWA
KW - _C:Cambodia KHM
KW - _C:Canada CAN
KW - _C:Central African Republic CAF
KW - _C:China CHN
KW - _C:Czech Republic CZE
KW - _C:Egypt EGY
KW - _C:Ethiopia ETH
KW - _C:Finland FIN
KW - _C:France FRA
KW - _C:Germany DEU
KW - _C:Ghana GHA
KW - _C:Iceland ISL
KW - _C:India IND
KW - _C:Iran IRN
KW - _C:Ireland IRL
KW - _C:Israel ISR
KW - _C:Italy ITA
KW - _C:Japan JPN
KW - _C:Kenya KEN
KW - _C:Korea XKOR
KW - _C:Korea, Republic KOR
KW - _C:Lithuania LTU
KW - _C:Malawi MWI
KW - _C:Malaysia MYS
KW - _C:Namibia NAM
KW - _C:Netherlands NLD
KW - _C:New Zealand NZL
KW - _C:Nigeria NGA
KW - _C:Pakistan PAK
KW - _C:Russian Federation RUS
KW - _C:Saudi Arabia SAU
KW - _C:Singapore SGP
KW - _C:South Africa ZAF
KW - _C:Spain ESP
KW - _C:Sweden SWE
KW - _C:Tanzania TZA
KW - _C:Turkey TUR
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Viet Nam VNM
KW - _C:Zambia ZMB
KW - _C:Zimbabwe ZWE
KW - _C:eSwatini SWZ
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - THES
TI - Provision of continuing professional development by resource centres in selected high schools of the Copperbelt province
AU - Mwale, Kelly Kezala
AB - The purpose of the study was to investigate the effectiveness of resource centres in providing Continuing Professional Development to high school teachers in the Copperbelt Province.Major concerns have been expressed by various stakeholders that not enough has been done in enhancing and strengthening the concept of Continuing Professional Development among high school teachers. The Teacher Resource Centres that are supposed to be custodians of In-service Training of Teachers(INSET) now Continuing Professional Development (CPD) are perceived not to have done enough. The establishment of Teacher Resource Centres throughout the country was meant to help upgrade the skills and competencies of teachers at both basic and high school levels. These Continuing Professional Development activities that should be on-going include School Programme of In-service for the Term (SPRINT), Demonstrate, Observe, Discuss and Implement (DODIS) and Subject Meeting at the Resource Centre (SMARC).A purposive sample of 8 teacher resource centres and 12 high schools giving the study a number of 84 respondents was selected.Data were collected by way of questionnaires, interviews and Focus Group Discussions. The major informants were the following: Headteachers, Heads of Department, Teachers and Resource Centre Coordinators.The results of the study revealed that Teacher Resource Centres were not effectively providing Continuing Professional Development (CPD) activities among high school teachers. The findings further revealed that the Continuing Professional Development activities such as School Programme of In-service for the Term (SPRINT), Demonstrate, Observe, Discuss and Implement (DODIS) and Subject Meeting at the Resource Centre (SMARC) were almost non-existent in high schools despite clustering them with basic schools.Generally, the findings indicated lack of commitment both by the coordinators in Resource Centres and school administrators. Further revelations by the study indicate that little or no effort has been given to school - based workshops, seminars, professional meetings and conferences. Additionally,constant monitoring of CPD activities was not given prominence by Resource Centre Coordinators hence the glaring lapses in the actual implementation of Continuing Professional Development programmes.Further analysis of both quantitative and qualitative data revealed that there was lack of significant advocacy and sensitisation on the difference between Continuing Professional Development activities and In-service Teacher Education tenable at colleges of education and universities. In view of the research findings, recommendations were made. Teacher Resource Centres ought to enhance advocacy and sensitisation of Continuing Professional Development activities. Pedagogical competences and skills would be strengthened at high school level if Teacher Resource Centres played their expected role of providing Continuing Professional Development to teachers. The study has also shown that school administrators did not apportion equal weight to Continuing Professional Development as they did with sporting activities. There is need to give both areas equal attention.
DA - 2006///
PY - 2006
UR - http://dspace.unza.zm/handle/123456789/482
Y2 - 2014/04/22/17:22:11
KW - CitedIn:OER4S-TPE-HHH2
KW - CitedIn:OER4Schools-HHH3
KW - CitedIn:OER4Schools-HHH3-A
KW - CitedIn:OER4Schools-HHH3-A-PREVIOUS
KW - SPRINT
ER -
TY - JOUR
TI - Dynamic Effect of Rapid Urbanization on City Logistics: Literature Gleened Lessons for Developing Countries
AU - Mwamba, Evans
AU - Masaiti, Gift
AU - Simui, Francis
T2 - Journal of City and Development
DA - 2021///
PY - 2021
DP - Google Scholar
VL - 3
IS - 1
SP - 37
EP - 47
ST - Dynamic Effect of Rapid Urbanization on City Logistics
UR - https://www.researchgate.net/profile/Francis-Simui/publication/350515613_Dynamic_Effect_of_Rapid_Urbanization_on_City_Logistics_Literature_Gleened_Lessons_for_Developing_Countries/links/60645a54a6fdccbfea1ab119/Dynamic-Effect-of-Rapid-Urbanization-on-City-Logistics-Literature-Gleened-Lessons-for-Developing-Countries.pdf
Y2 - 2023/12/05/11:39:24
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Strengthening Education Management Information Systems (EMIS) and Data for Increased Resilience to Crisis: country case study: South Soudan
AU - Mwaniki, David
DA - 2021///
PY - 2021
PB - UNESCO
UR - https://unesdoc.unesco.org/ark:/48223/pf0000375815?posInSet=3&queryId=e42c738a-ce84-4fa7-ba4a-dea123e05842
Y2 - 2021/06/09/16:14:14
KW - Final_citation
KW - cited
KW - existing
ER -
TY - THES
TI - Implemantation of the school programme of in service for the term (SPRINT) in selected basic schools of Chipata district of Zambia
AU - Mwansa, Phillip
AB - ABSTRACT The study was aimed at evaluating the implementation of the School Programme of In-service for the Term (SPRINT) in 10 sampled basic schools of Chipata District in the Eastern Province of Zambia. The specific objectives were to: assess the roles teachers and head teachers played in implementing SPRINT in basic schools; seek information on the challenges they faced; and find out ways of improving the implementation of School Programme of In-service for the Term (SPRINT) activities in basic schools. The research design used was a survey following quantitative and qualitative approaches. For triangulation purposes, other sources such as documentary analysis were employed. The study sample consisted of 119 respondents who were randomly selected from the population of all teachers, head teachers and school in-service coordinators of basic schools in Chipata District. Ninety nine (99) teachers and ten (10) head teachers completed questionnaires. Interviews were conducted with 10 School In-service Coordinators (SICs). Quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS) and presented in form of tables of frequencies, percentages, bar graphs and pie charts. Interview and documentary analysis data were analysed qualitatively to come up with themes which were used to answer research questions. Findings indicated thatteachers, head teachers and School In-service Coordinators participated in INSET activities under the School Programme of In-service for the Term (SPRINT). Head teachers monitored the activities and teachers participated in planning for the activities. Effective implementation of SPRINT activities was hampered by: •Inadequate time, •Negative attitude of some teachers, •Low funding, •Inconsistency in monitoring and evaluation, •Lack of organisational and facilitation skills among school in-service coordinators, •Lack of school libraries, and •Inadequate equipment and educational materials at Teachers Resource Centres. Based on these findings, the following recommendations were made: There was need for extension in time for SPRINT activities; teachers needed to change their negative attitude towards INSET activities under SPRINT; school head teachers should regularly sensitize old and new teachers on government policy regarding school-based INSET activities through induction and/or orientation workshops. Government through the Ministry of Education should increase funding to school-based INSET programmes and assist schools to establish libraries, especially in rural and remote schools; School In-service Coordinators needed to be trained in organisational and facilitation skills and Teachers Resource Centres should be equipped with modern equipment and educational materials like computers, internet and library facilities to enable teachers to do research and get information required for their SPRINT meetings.
DA - 2010///
PY - 2010
ST - Implementation of the school programme of in-service for the term(SPRINT): the case of selected basic schools in chipata district of Zambia
UR - http://dspace.unza.zm/handle/123456789/3322
Y2 - 2014/04/22/16:49:33
KW - CitedIn:OER4S-TPE-HHH2
KW - CitedIn:OER4Schools-HHH3
KW - CitedIn:OER4Schools-HHH3-A
KW - SPRINT
KW - incomplete
ER -
TY - THES
TI - Teacher Involvement in Curriculum Development in Zambia: A Role Analysis of Selected Secondary School Teachers in Lusaka District, Lusaka Province, Zambia
AU - Mwanza, Christine
CY - Lusaka, Zambia
DA - 2017/01//
PY - 2017
DP - Zotero
LA - en
PB - University of Zambia
UR - https://www.researchgate.net/publication/332735741_TEACHER_INVOLVEMENT_IN_CURRICULUM_DEVELOPMENT_IN_ZAMBIA_A_ROLE_ANALYSIS_OF_SELECTED_SECONDARY_SCHOOL_TEACHERS_IN_LUSAKA_DISTRICT_LUSAKA_PROVINCE_ZAMBIA
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Voices Confined to Classrooms: The Marginalised Status of Teachers in Curriculum Development in Lusaka, Zambia
AU - Mwanza, Christine
DA - 2018/11//
PY - 2018
DP - Zotero
VL - 1
LA - en
UR - https://www.researchgate.net/publication/332797887_Voices_Confined_to_Classrooms_The_Marginalised_Status_of_Teachers_in_Curriculum_Development_in_Lusaka_Zambia
ER -
TY - JOUR
TI - Indigenisation of the School Curriculum: Connecting Classroom and Community Experiences
AU - Mwanza, Christine
AU - Changwe, Robert
T2 - Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736)
DA - 2021///
PY - 2021
DP - Google Scholar
VL - 4
IS - 1
SP - 125
EP - 136
ST - Indigenisation of the School Curriculum
UR - https://vet.unza.zm/index.php/mjlsse/article/view/605
Y2 - 2023/11/28/15:07:26
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Teacher collaboration in curriculum design teams: prospects and challenges in the Zambian education system
AU - Mwanza, Christine
AU - Changwe, Robert
T2 - Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736)
DA - 2020///
PY - 2020
DP - Google Scholar
VL - 3
IS - 1
SP - 181
EP - 204
ST - Teacher collaboration in curriculum design teams
UR - https://journals.unza.zm/index.php/mjlsse/article/view/182
Y2 - 2023/11/28/15:07:57
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Implementation of the Free Education Policy in Primary Schools in Kafue District: Is It a Compromise on Quality of Education in Zambia?
AU - Mwanza, Christine
AU - Silukuni, Darious
T2 - European Journal of Education Studies
DA - 2020///
PY - 2020
DO - 10.46827/ejes.v7i9.3269
DP - Google Scholar
VL - 7
IS - 9
ST - Implementation of the Free Education Policy in Primary Schools in Kafue District
UR - http://oapub.org/edu/index.php/ejes/article/view/3269
Y2 - 2023/11/28/15:08:01
ER -
TY - THES
TI - The influence of effective use of mobile devices for learning outside the classroom: case study of secondary school students in Tanzania and South Africa
AU - Mwapwele, Samwel Dick
DA - 2018///
PY - 2018
DP - Google Scholar
M3 - PhD Thesis
PB - University of Cape Town
ST - The influence of effective use of mobile devices for learning outside the classroom
KW - _C:Australia AUS
KW - _C:Bangladesh BGD
KW - _C:China CHN
KW - _C:Dominican Republic DOM
KW - _C:Eritrea ERI
KW - _C:France FRA
KW - _C:Ghana GHA
KW - _C:Japan JPN
KW - _C:Kenya KEN
KW - _C:Korea XKOR
KW - _C:Malaysia MYS
KW - _C:Namibia NAM
KW - _C:Nepal NPL
KW - _C:New Zealand NZL
KW - _C:Nigeria NGA
KW - _C:Portugal PRT
KW - _C:Rwanda RWA
KW - _C:Singapore SGP
KW - _C:South Africa ZAF
KW - _C:Sweden SWE
KW - _C:Tanzania TZA
KW - _C:Thailand THA
KW - _C:Turkey TUR
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Teachers' ICT Adoption in South African Rural Schools: A Study of Technology Readiness and Implications for the South Africa Connect Broadband Policy
AU - Mwapwele, Samwel Dick
AU - Marais, Mario
AU - Dlamini, Sifiso
AU - Van Biljon, Judy
T2 - The African Journal of Information and Communication
DA - 2019///
PY - 2019
DO - 10.23962/10539/28658
DP - Google Scholar
VL - 24
SP - 1
EP - 21
ST - Teachers' ICT Adoption in South African Rural Schools
KW - __C:filed:1
ER -
TY - JOUR
TI - Assessing ICT availability and use by Mathematics and Science Teachers of High Schools in Zambia: A Case of Copperbelt and North-Western Provinces of Zambia
AU - Mwewa, Godfrey
AU - Ndhlovu, Zanzini B.
T2 - SAARMSTE COMMITTEES
DP - Google Scholar
SP - 124
ST - Assessing ICT availability and use by Mathematics and Science Teachers of High Schools in Zambia
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Access to and Retention of Early School Leavers in Basic Technical Education in Kenya
AU - Mwinzi, Dinah Changwony
AU - Kelemba, Joy Kasandi
T2 - The Burden of Educational Exclusion
AB - Basic Technical Education in Kenya is fundamental to industrialization and national development (MSPNP, 2007). The objective of the reforms in Kenya is to improve access, equity and the quality and relevance of education and training at all levels. This chapter considers the revitalization of Youth Polytechnics (YPs) as a strategic approach to the development of technical competences in Kenya, especially for out-of-school youth. The YPs, which were once derided, have now become popular because of rising unemployment and many technological challenges in the workplace. Learners are admitted from different educational backgrounds, including those who left primary or secondary school early. The chapter provides a historical overview of basic technical education in Kenya, along with an analysis of early school leaving, the renewal of YPs, the Technical Industrial Vocational and Entrepreneurship Training (TIVET) initiative and a discussion of the issue of gender disparity. It finishes with a consideration of the challenges and dilemmas, which remain, followed by conclusions and recommendations.
DA - 2010/01/01/
PY - 2010
DO - 10.1163/9789460912849_017
DP - brill.com
SP - 241
EP - 256
LA - en
UR - https://brill.com/view/book/edcoll/9789460912849/BP000017.xml
Y2 - 2020/02/02/16:25:30
ER -
TY - JOUR
TI - Gender equality and edtech: what are the barriers and enablers to enhance equity in and through edtech?
AU - Myers, Christina
AU - Jordan, Katherine
AU - Zubairi, Asma
DA - 2023///
PY - 2023
DP - Google Scholar
ST - Gender equality and edtech
UR - https://www.repository.cam.ac.uk/bitstreams/9b8066d0-7c7b-45ad-bcd9-9bb88ce030fa/download
Y2 - 2023/11/08/16:15:36
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Mapeo y análisis de programas EdTech en América Latina y el Caribe
AU - Myers, Christina
AU - Wyss, Natalie
AU - Villavicencio Peralta, Xuzel
AU - Coflan, Caitlin
AB - Este documento se elaboró en respuesta a una solicitud de la Oficina Regional de UNICEF para América Latina y el Caribe al Servicio de Asistencia de EdTech Hub en octubre de 2021. El equipo de UNICEF solicitó una lista seleccionada de programas de EdTech en la región de América Latina y el Caribe (ALC) y un análisis de un conjunto de programas preseleccionados con la intención de explorar su potencial para la implementación y el impacto a escala. Este informe no pretende cubrir todos los programas EdTech innovadores en la región de ALC. Más bien, presenta una lista de programas EdTech prometedores y analiza su diseño e implementación con el fin de explorar su relevancia y potencial para lograr un impacto a gran escala.
An output of the EdTech Hub, https://edtechhub.org
CN - 0132
DA - 2022/11/30/
PY - 2022
LA - en
M3 - Helpdesk Response
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/XIIQ4FSE
KW - _r:AddedByZotZen
ER -
TY - RPRT
TI - Mapping and Analysing Digital Learning Platforms in Latin America and the Caribbean
AU - Myers, Christina
AU - Wyss, Natalie
AU - Villavicencio Peralta, Xuzel
AU - Coflan, Caitlin
AB - This document was produced in response to a request from the UNICEF Latin America and Caribbean Regional Office (LACRO) submitted to the EdTech Hub Helpdesk in October 2021. The UNICEF team requested a curated list of digital learning platforms in the Latin America and Caribbean (LAC) region and an analysis of a shortlisted series of platforms intending to explore their potential for at-scale implementation and impact. This report does not aim to cover every leading and innovative digital learning platform in the LAC region. Rather, it presents a list of promising platforms and discusses their design and implementation to explore their relevance and potential for at-scale impact.
An output of the EdTech Hub, https://edtechhub.org
CN - 0111
DA - 2022/08/31/
PY - 2022
LA - en
M3 - Helpdesk Response
PB - EdTech Hub
SN - 47
UR - https://docs.edtechhub.org/lib/VINQBTJ5
KW - _r:AddedByZotZen
ER -
TY - JOUR
TI - Foundation and large language models: fundamentals, challenges, opportunities, and social impacts
AU - Myers, Devon
AU - Mohawesh, Rami
AU - Chellaboina, Venkata Ishwarya
AU - Sathvik, Anantha Lakshmi
AU - Venkatesh, Praveen
AU - Ho, Yi-Hui
AU - Henshaw, Hanna
AU - Alhawawreh, Muna
AU - Berdik, David
AU - Jararweh, Yaser
T2 - Cluster Computing
DA - 2023///
PY - 2023
DP - Google Scholar
SP - 1
EP - 26
ST - Foundation and large language models
UR - https://idp.springer.com/authorize/casa?redirect_uri=https://link.springer.com/article/10.1007/s10586-023-04203-7&casa_token=YQNO5sNUL6gAAAAA:x8Cz93SvepYwWzlEdyj6DdpZ3LiK4jQW2IUZg51ImUK7aFJyvwljhYLjaaU_Of9rMBAMVX49dWb89CXFOg
Y2 - 2024/02/23/17:11:23
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Holistic Model for Designing a Climate Service Application on the KaiOS Platform
AU - Myllynpää, Ville
AU - Haakana, Jani
AU - Virtanen, Julius
AU - Sutinen, Erkki
T3 - CHI EA '20
AB - Interest towards building and operating climate services is constantly growing globally, especially regarding utilization of mobile technologies in those services in the Global South, in order to reach rural farmers effectively. However, multiple issues are currently limiting the design and development of these services for reaching their full impact. Based on a recent field study, we present the criteria for a mobile climate service app for small-scale farmers in Namibia. It will be based on the KaiOS "smart feature phone" platform, and combines holistically climate, weather and agricultural information in a form that guides the farmer through the agricultural cycle. The app is currently in its early development phase, with a set of pre-selected features being built. Further field work with the local farmers will define the final set of features and the eventual user interface (UI) design of the app.
C1 - New York, NY, USA
C3 - Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems
DA - 2020/04/25/
PY - 2020
DO - 10.1145/3334480.3383084
DP - ACM Digital Library
SP - 1
EP - 8
PB - Association for Computing Machinery
SN - 978-1-4503-6819-3
UR - https://doi.org/10.1145/3334480.3383084
Y2 - 2022/08/13/00:00:00
KW - agriculture
KW - climate services
KW - co-design
KW - global south
KW - hci4d
KW - ictd
KW - mobile applications
ER -
TY - CONF
TI - Learning to Program on KaiOS: a Hands-on Coding School for Developing Climate Service Apps
AU - Myllynpää, Ville
AU - Ntinda, Maria
AU - Haakana, Jani
AU - Sutinen, Erkki
T2 - 2020 IST-Africa Conference (IST-Africa)
AB - The demand for short and intense courses intended to teach new or improve existing pragmatic ICT skills, required for solving a given problem in a real context, has been raised especially by the industry. We provide an example where a pragmatic coding school model has been shown to be an effective way to teach new skills and enhance prior knowledge in a short timeframe, among undergraduate computer science students of the University of Namibia (UNAM). This paper presents a coding school for climate service app development, organized jointly by the University of Turku (UTU), Finland, and UNAM, at the UTU satellite campus within the UNAM main campus. We describe the coding school's design and implementation phases, as well as analyze lessons learned, based on which we suggest actions to improve similar schools in the future. Furthermore, we demonstrate a method by which the coding school is linked to the requirements of an international research project demanding local input in its co-design.
C3 - 2020 IST-Africa Conference (IST-Africa)
DA - 2020/05//
PY - 2020
DP - IEEE Xplore
SP - 1
EP - 11
ST - Learning to Program on KaiOS
KW - Conferences
KW - Education
KW - Encoding
KW - KaiOS
KW - Meteorology
KW - Programming
KW - Programming profession
KW - climate services
KW - coding school
ER -
TY - JOUR
TI - A systematic mapping review of augmented reality applications to support STEM learning in higher education
AU - Mystakidis, Stylianos
AU - Christopoulos, Athanasios
AU - Pellas, Nikolaos
T2 - Education and Information Technologies
AB - While there is an increasing interest in Augmented Reality (AR) technologies in Primary and Secondary (K-12) Education, its application in Higher Education (HE) is still an emerging trend. This study reports findings from a systematic mapping review, based on a total of forty-five (n = 45) articles published in international peer-reviewed journals from 2010 to 2020, after evaluating the use of AR applications that support Science, Technology, Engineering and Mathematics (STEM) subjects’ learning in HE settings. This review’s results highlighted the lack of research across the STEM spectrum, especially in the Technology and Mathematics subfields, as well as the scarcity of location-based and markerless AR applications. Furthermore, three augmentation techniques, suitable for STEM learning, were identified and analysed: augmentation of laboratory specialised equipment, physical objects and course handbooks or sheets. The main contribution of this article is a taxonomy of instructional models and the discussion of applied instructional strategies and techniques in STEM fields focused on HE settings. In addition, we provide visualisations of the present state of the area, which aim at encouraging and scaffolding educators’ efforts based on specific classification criteria to develop AR experiences and conduct further research to enhance STEM learning.
DA - 2022/03/01/
PY - 2022
DO - 10.1007/s10639-021-10682-1
DP - Springer Link
VL - 27
IS - 2
SP - 1883
EP - 1927
J2 - Educ Inf Technol
LA - en
SN - 1573-7608
UR - https://doi.org/10.1007/s10639-021-10682-1
Y2 - 2022/04/05/20:26:24
KW - _genre:LR-literature_review
ER -
TY - JOUR
TI - Inclusion of GIS in student teacher training and its significance in higher education in southern African countries
AU - Mzuza, Maureen Kapute
AU - Westhuizen, Christo Van der
T2 - International Research in Geographical and Environmental Education
AB - Studies have been carried out on the use of geographical information systems (GIS) in teacher training, especially in the developed countries. In southern African countries, nevertheless, the scenario is different because GIS education appears to be a rather new field of study. This study therefore used systematic review to collect data. This method assists in finding and understanding the outcomes of other research conducted within the same field of study. The results reveal that only three countries (South Africa, Botswana and Malawi) teach GIS at their teacher-training universities and secondary schools. In Lesotho, GIS are only taught in secondary schools. In other countries, such as Zambia, Namibia and Zimbabwe, GIS are not taught at all at teacher-training universities and secondary schools but only at universities or departments that do not train teachers. There is no inclusion of GIS at the universities in Angola, Mozambique, Swaziland and Lesotho. Countries that use GIS have demonstrated that the course helps with decision-making, critical thinking and inquiry-based and learner-centred learning, which have the ability to improve the quality of education. Educators and policy-makers are encouraged to reinforce the inclusion of GIS and use of relevant pedagogical skills in teacher-training universities.
DA - 2020/10/01/
PY - 2020
DO - 10.1080/10382046.2019.1684660
DP - Taylor and Francis+NEJM
VL - 29
IS - 4
SP - 332
EP - 346
SN - 1038-2046
UR - https://doi.org/10.1080/10382046.2019.1684660
Y2 - 2021/03/07/14:15:19
KW - Southern Africa
KW - _C:Angola AGO
KW - _C:Botswana BWA
KW - _C:Canada CAN
KW - _C:Finland FIN
KW - _C:India IND
KW - _C:Italy ITA
KW - _C:Kenya KEN
KW - _C:Lesotho LSO
KW - _C:Malawi MWI
KW - _C:Malaysia MYS
KW - _C:Mozambique MOZ
KW - _C:Namibia NAM
KW - _C:Netherlands NLD
KW - _C:Portugal PRT
KW - _C:Rwanda RWA
KW - _C:South Africa ZAF
KW - _C:Tanzania TZA
KW - _C:Turkey TUR
KW - _C:United States USA
KW - _C:Zambia ZMB
KW - _C:Zimbabwe ZWE
KW - _C:eSwatini SWZ
KW - __C:filed:1
KW - __C:scheme:1
KW - geographical information systems (GIS)
KW - geography
KW - motivation tool
KW - technology
ER -
TY - JOUR
TI - Article processing charges are stalling the progress of African researchers: a call for urgent reforms
AU - Nabyonga-Orem, Juliet
AU - Asamani, James Avoka
AU - Nyirenda, Thomas
AU - Abimbola, Seye
T2 - BMJ Global Health
DA - 2020/09//
PY - 2020
DO - 10.1136/bmjgh-2020-003650
DP - DOI.org (Crossref)
VL - 5
IS - 9
SP - e003650
J2 - BMJ Glob Health
LA - en
SN - 2059-7908
ST - Article processing charges are stalling the progress of African researchers
UR - https://gh.bmj.com/lookup/doi/10.1136/bmjgh-2020-003650
Y2 - 2020/10/01/19:09:02
ER -
TY - JOUR
TI - Learning about Program Design With Rugged Fitness Spaces
AU - Nadel, Sara
AU - Pritchett, Lant
AB - We propose that we live in a world characterized by a hyperdimensional design space with a rugged fitness function. All aspects of our environment interact to change the outcomes and impact of social programs (hyperdimensionality). Small adjustments to program designs can cause big changes to outcomes and impact (rugged fitness function). In this world, we benefit from learning about social programs through testing more points along the design space, even when our sample sizes are compromised. We run a simulation comparing the program impact when learning is done through crawling the design space (CDS) vs. through randomized control trials and find that CDS generates greater impact. We motivate our study through our experiences designing a skill set-signaling program for new entrants to the labor market.
DP - Zotero
SP - 46
LA - en
KW - ⛔ No DOI found
ER -
TY - CONF
TI - The need of developing a self-critical experimental attitude – intentions, concepts and consequences for vocational teacher education
AU - Naeve-Stoß, Nicole
AB - The central aim of teacher education is to develop a profound scientific professionalism, which enables teachers to reflect upon their educational actions in a complex and non-standardized pedagogical environment. In this sense, study programs in teacher education for vocational schools should foster the development of both a self-critical experimental attitude and an inquiry-based disposition, as well as the willingness to engage in self-reflection. The development of such attitudes is enabled by the concepts of reflexive and research-based learning, which will be outlined in this paper.
C3 - Social Dimension and Participation in Vocational Education and Training
DA - 2017///
PY - 2017
DP - Zotero
SP - 4
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Literacy, Foundation Learning and Assessment in Developing Countries
AU - Nag, Sonali
AU - Chiat, Shula
AU - Torgerson, Carole
AU - Snowling, Margaret J.
DA - 2014///
PY - 2014
DP - Google Scholar
UR - https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/305150/Literacy-foundation-learning-assessment.pdf
Y2 - 2014/11/24/09:32:20
ER -
TY - JOUR
TI - Pareto optimality and game theory approach for optimal deployment of DG in radial distribution system to improve techno-economic benefits
AU - Nagaballi, Srinivas
AU - Kale, Vijay S.
T2 - Applied Soft Computing
AB - This paper discusses the application of nature-inspired swarm intelligence methods for optimal allocation and sizing of distributed generation (DG) in the radial distribution system (RDS). Introducing DG units in the RDS will enhance the technical and economic benefits if they are optimally deployed. The objective functions considered are to improve the technical aspects and net economical saving cost with DG units integration on RDS. In this paper, a weighted multi-objective index considers a wide range of technical issues such as active and reactive power losses of the system, voltage profile, line loading, and the voltage stability, these are assumed as technical improvement aspects in the RDS. A recent optimization method, i.e. improved raven roosting optimization (IRRO) algorithm has been implemented for optimal deployment of DG in RDS. The state of the art of IRRO algorithm parameters will improve the ability for exploration and prevent premature convergence. Pareto optimality is used in making a set of the best solutions between two conflicting objectives considered, i.e. technical and economical aspects. The main contribution in this paper is to utilize a game theory based (minimax) algorithm in taking the best decision from a set of non-dominated solutions obtained by Pareto optimality criteria. IEEE 33-bus and 69-bus RDS’s are considered as the test systems for verifying the effectiveness of the IRRO algorithm. A comparative analysis with other nature-inspired swarm optimization techniques such as particle swarm optimization (PSO), modified teaching learning based optimization (MTLBO), Jaya algorithm (JAYA), and grey wolf optimizer (GWO) is also presented in this work. The simulation results of IRRO are compared with similar existing papers. It is observed that the IRRO algorithm can produce better results for the considered multi-objective functions. The MATLAB software is employed for the purpose. The novelty of the paper lies in the use of Pareto optimal and game theory in obtaining better results to the problem of optimal deployment of DG in RDS to improve technical as well as economic benefits.
DA - 2020/07/01/
PY - 2020
DO - 10.1016/j.asoc.2020.106234
DP - ScienceDirect
VL - 92
SP - 106234
J2 - Applied Soft Computing
LA - en
SN - 1568-4946
UR - https://www.sciencedirect.com/science/article/pii/S1568494620301745
Y2 - 2021/03/07/17:55:41
KW - Distributed generation
KW - Game theory
KW - Improved raven roosting optimization
KW - Pareto optimality
KW - Radial distribution system
KW - Swarm intelligence algorithms
KW - Technical and economical issues
ER -
TY - JOUR
TI - Whatsapp auto responder using natural language processing and AI
AU - Nagender, Y.
AU - Patil, Kiran H.
T2 - Int. J. Comput. Eng. Technol
DA - 2017///
PY - 2017
DP - Google Scholar
VL - 8
IS - 5
SP - 15
EP - 22
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Design of a braille learning application for visually impaired students in Bangladesh. Assistive Technology
AU - Nahar, L.
AU - Jaafar, A.
AU - Ahamed, E.
AU - Kaish, A. B. M. A.
DA - 2015///
PY - 2015
DO - 10.1080/10400435.2015.1011758
VL - 27
IS - 3
SP - 172
EP - 182
UR - https://www.tandfonline.com/doi/full/10.1080/10400435.2015.1011758
ER -
TY - JOUR
TI - An Introduction to Adaptive Interventions and SMART Designs in Education
AU - Nahum-Shani, Inbal
AU - Almirall, Daniel
AU - Buckley, Jacquelyn
AB - Education practice often requires teachers and other school personnel to adapt interventions over time in order to address between-student heterogeneity in response to intervention (e.g., what works for one student may not work for the other) or within-student heterogeneity (e.g., what works now may not work in the future for the same student). An adaptive intervention allows education practitioners to do this in a prespecified, systematic, and replicable way through a sequence of decision rules that guides whether, how, and when to modify interventions. In an adaptive intervention, the practitioner modifies the dosage or type of intervention, or the mode of delivery to meet the unique and changing needs of students as they progress over time. The sequential, multiple assignment, randomized trial (SMART) is one type of multistage, experimental design that can help education researchers build high-quality adaptive interventions. Despite the critical role adaptive interventions can play in various domains of education, research about adaptive interventions and about the use of SMART designs to develop effective adaptive interventions in education is in its infancy. This paper defines an adaptive intervention and reviews the components of this design, discusses the key features of the SMART, and introduces common research questions for which SMARTs may be appropriate.
DA - 2020///
PY - 2020
DP - Zotero
LA - en
KW - Final_citation
KW - existing
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Literature review in mobile technologies and learning
AU - Naismith, Laura
AU - Sharples, Mike
AU - Vavoula, Giasemi
AU - Lonsdale, Peter
DA - 2004///
PY - 2004
DP - Google Scholar
UR - http://telearn.archives-ouvertes.fr/docs/00/19/01/43/PDF/Naismith_2004.pdf
Y2 - 2014/05/10/00:14:22
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - AI language tools risk scientific diversity and innovation
AU - Nakadai, Ryosuke
AU - Nakawake, Yo
AU - Shibasaki, Shota
T2 - Nature Human Behaviour
DA - 2023/11//
PY - 2023
DO - 10.1038/s41562-023-01652-3
DP - www.nature.com
VL - 7
IS - 11
SP - 1804
EP - 1805
J2 - Nat Hum Behav
LA - en
SN - 2397-3374
UR - https://www.nature.com/articles/s41562-023-01652-3
Y2 - 2024/01/22/00:42:07
KW - Cultural evolution
KW - Scientific community
ER -
TY - JOUR
TI - Research weaving: visualizing the future of research synthesis
AU - Nakagawa, Shinichi
AU - Samarasinghe, Gihan
AU - Haddaway, Neal R.
AU - Westgate, Martin J.
AU - O’Dea, Rose E.
AU - Noble, Daniel WA
AU - Lagisz, Malgorzata
T2 - Trends in ecology & evolution
DA - 2019///
PY - 2019
DO - 10.1016/j.tree.2018.11.007
DP - Google Scholar
VL - 34
IS - 3
SP - 224
EP - 238
ST - Research weaving
UR - https://www.cell.com/trends/ecology-evolution/fulltext/S0169-5347(18)30278-7?ref=https://githubhelp.com
Y2 - 2024/01/18/22:29:46
KW - _Added-ailr-2024
ER -
TY - JOUR
TI - Is farmer-to-farmer extension effective? The impact of training on technology adoption and rice farming productivity in Tanzania
AU - Nakano, Yuko
AU - Tsusaka, Takuji W.
AU - Aida, Takeshi
AU - Pede, Valerien O.
T2 - World Development
AB - Abstract Agricultural training is a potentially effective method to diffuse relevant new technologies to increase productivity and alleviate rural poverty in Sub-Saharan Africa (SSA). However, since it is prohibitively expensive to provide direct training to all the farmers in SSA, it is critically important to examine the extent to which technologies taught to a small number of farmers disseminate to non-trained farmers. This paper investigates the technology dissemination pathways among smallholder rice producers within a rural irrigation scheme in Tanzania. As an innovative feature, we compare the performance of three categories of farmers: key farmers, who receive intensive pre-season training at a local training center; intermediate farmers, who are trained by the key farmers; and other ordinary farmers. By collecting and analyzing a unique five-year household-level panel data set, we estimate difference-in-differences models to assess how the gap in performance evolve as the technologies spill over from the trained farmers to the ordinary farmers. To disentangle the technology spillover process, we also examine the extent to which social and geographical network with the key and intermediate farmers influences the adoption of technologies by the ordinary farmers, by incorporating social relationship variables into spatial econometric models. We found that the ordinary farmers who were a relative or residential neighbor of a key or intermediate farmer were more likely to adopt new technologies than those who were not. As a result, while the key farmers’ technology adoption rates rose immediately after the training, those of the non-trained ordinary farmers caught up belatedly. As the technologies disseminated, the paddy yield of the key farmers increased from 3.1 to 5.3 tons per hectare, while the yield of the ordinary farmers increased from 2.6 to 3.7 tons per hectare. Our results suggest the effectiveness and practical potential of farmer-to-farmer extension programs for smallholders in SSA as a cost effective alternative to the conventional farmer training approach.
DA - 2018///
PY - 2018
DO - 10.1016/j.worlddev.2017.12.013
LA - en
UR - https://www.sciencedirect.com/science/article/pii/S0305750X17304060
AN - LOCAL-DOI:10.1016/j.worlddev.2017.12.013
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - C:Tanzania
KW - CA:AandC
KW - CCZ:Tanzania
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - F:learning
KW - P:agricultural
KW - P:economy
KW - P:measurement
KW - P:social
KW - P:technology
KW - R:impact
KW - T:Training
KW - T:trainee
KW - Z:Agricultural training
KW - Z:Rice cultivation
KW - Z:Social learning
KW - Z:Sub-Saharan Africa
KW - Z:Technology adoption
KW - publicImportV1
ER -
TY - JOUR
TI - ChatGPT’s ability to classify virtual reality studies in cardiology
AU - Nakaya, Yuichiro
AU - Higaki, Akinori
AU - Yamaguchi, Osamu
T2 - European Heart Journal - Digital Health
AB - We recently published a novel categorization of studies related to virtual reality (VR) in your journal, European Heart Journal—Digital Health.1 Our categorization is based on the usage of VR devices, where type A studies refer to those in which healthcare providers use VR devices and type B studies refer to those in which patients use them. Using this simple definition, we clarified the study trends and characteristics of the two research directions. In this study, we used a classical natural language processing (NLP) methodology, specifically ‘term frequency–inverse document frequency’ to develop an automatic abstract categorizer, which is available as a web application at https://ahigaki-vr-categorizer-str-app-gb1m6v.streamlit.app. Meanwhile, ChatGPT, a conversational artificial intelligence (AI) system launched by OpenAI, has had a significant impact on the field of NLP.2 Several proposed uses of ChatGPT as a scholarly tool, including systematic review literature searches, have already been suggested.3 Therefore, we sought to test whether ChatGPT can also perform the classification task that we previously conducted using traditional NLP methods.
DA - 2023/05/01/
PY - 2023
DO - 10.1093/ehjdh/ztad026
DP - Silverchair
VL - 4
IS - 3
SP - 141
EP - 142
J2 - European Heart Journal - Digital Health
SN - 2634-3916
UR - https://doi.org/10.1093/ehjdh/ztad026
Y2 - 2024/03/12/14:44:46
ER -
TY - JOUR
TI - Caring for children with neurodevelopmental disability: Experiences from caretakers and health workers in rural eastern Uganda
AU - Namazzi, Gertrude
AU - Hanson, Claudia
AU - Nalwadda, Christine
AU - Tetui, Moses
AU - Nampijja, Margaret
AU - Waiswa, Peter
AU - Tumwine, James K.
AU - Hildenwall, Helena
T2 - Plos one
DA - 2020///
PY - 2020
DO - 10.1371/journal.pone.0236488
DP - Google Scholar
VL - 15
IS - 7
SP - e0236488
ST - Caring for children with neurodevelopmental disability
ER -
TY - RPRT
TI - Building a More Sustainable Future in Uganda: One Brick at a Time
AU - Nambatya, Margret Mauricia
T2 - CSC Evaluation and Monitoring Programme
DA - 2022/08//
PY - 2022
DP - Zotero
LA - en
KW - ⛔ No DOI found
ER -
TY - THES
TI - Investigating the rationale for material selection in tropical housing projects in Uganda – a Case for Interlocking Stabilised Soil Blocks (ISSB) technology
AU - Nambatya, Margret Mauricia
AB - Behind Uganda’s housing construction industry are conventional practices in the choice of building materials, particularly burned bricks (BBs) bonded together with thick mortar of up to 30 mm to erect walls for housing. Due to the growing population, the demand for houses in Uganda has increased in the recent years, increasing the demand for building materials. However, meeting this increased demand can speed up deforestation and worsen the effects of climate change since the firing of bricks in Uganda takes 5.7 times more energy than that recorded in the ICE database of general baked clay bricks in the UK.
CY - Cambridge, UK
DA - 2015///
PY - 2015
DP - Zotero
LA - en
M3 - MPhil in Engineering for Sustainable Development
PB - University of Cambridge
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Benefits of using ISSB in school buildings
AU - Nambatya, Mauricia
AB - An output of the Open Development & Education, https://opendeved.net/
CN - opendeved.1034
DA - 2023/11/07/
PY - 2023
LA - en
M3 - Blog post - Improving Learning Through Classroom Experience in East Africa
PB - Open Development & Education
SN - 11
UR - https://opendeved.net/2023/11/07/benefits-of-using-issb-in-school-buildings/
KW - _r:AddedByMyEducationEvidence
ER -
TY - RPRT
TI - The importance of climate-friendly school buildings in Africa
AU - Nambatya, Mauricia
AB - An output of the Open Development & Education, https://opendeved.net/
CN - opendeved.1039
DA - 2023/06/29/
PY - 2023
LA - en
M3 - Blogpost - Improving Learning Through Classroom Experience in East Africa
PB - Open Development & Education
SN - 6
UR - https://opendeved.net/2023/06/29/the-importance-of-climate-friendly-school-buildings-in-africa/
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - CONF
TI - Research, resources and client requirements - how can we achieve more widespread adoption of Interlocking Stabilized Soil Blocks (ISSB)
AU - Nambatya, Mauricia
AU - Marsh, Alastair
T2 - Global Partnership for Sustainable Construction and Resource Efficiency Workshop (Erasmus)
DA - 2021/07/16/
PY - 2021
ER -
TY - JOUR
TI - Interaction in a discussion list: an exploration of cognitive, social, and teaching presence in teachers’ online collaborations
AU - Nami, Fatemeh
AU - Marandi, S Susan
AU - Sotoudehnama, Elaheh
T2 - ReCALL: the Journal of EUROCALL
AB - Discussion lists have gained a significant popularity in professional development research over the past few decades for the opportunity they provide for asynchronous interaction. This article presents findings from a small-scale case study that aimed at exploring the nature of teachers’ asynchronous exchanges in a discussion list. The data comprised the archived log of the messages in a Yahoo Group discussion list by five in-service English as a foreign language (EFL) teachers who volunteered to take part in a hybrid computer-assisted language learning (CALL) teacher education course in a state university in Iran. The discussion list was incorporated into the course to engage participants in professional dialogue on topics related to technology/CALL. During the initial data analysis, participants’ asynchronous exchanges were grouped as suggestions, questions, unclassified, answers, and delivery, drawing upon Oriogun and Cave’s (2008) SQUAD categorization, following the constant comparative method of analysis. Through a follow-up computer-mediated discourse analysis, cognitive, social, and teaching presence functional moves were identified in the data. Participants used the space not only for socializing and peer instruction but also for constructing knowledge. Despite an uneven pattern of contribution, asynchronous exchanges provided opportunities for knowledge construction at different levels of cognitive presence on topics ranging from technology tools and their affordances/constraints to computer-assisted language testing, materials development, and classroom management. The findings provide CALL teacher education researchers and course designers insights into the potential of asynchronous interaction for online and blended language teacher education.
DA - 2018/09//
PY - 2018
DO - 10.1017/S0958344017000349
VL - 30
IS - 3
SP - 375
EP - 398
LA - English
SN - 09583440
UR - https://www.researchgate.net/publication/325322528_Interaction_in_a_discussion_list_An_exploration_of_cognitive_social_and_teaching_presence_in_teachers'_online_collaborations
AN - 2084810389
KW - Asynchronous Communication
KW - Blended Learning
KW - CALL teacher education
KW - CASE studies
KW - COMPUTER assisted language instruction
KW - Cognitive processes
KW - Collaborative learning
KW - Colleges & universities
KW - Computer Mediated Communication
KW - Computer assisted instruction--CAI
KW - Computer assisted language learning
KW - Critical thinking
KW - Curriculum development
KW - Data analysis
KW - Discourse Analysis
KW - Distance learning
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Educational Technology
KW - Educational technology
KW - English (Second Language)
KW - English as a second language instruction
KW - Faculty Development
KW - Foreign Countries
KW - Foreign languages
KW - Group Discussion
KW - Higher Education
KW - Higher education
KW - Hybrid computers
KW - Interactive learning
KW - Iran
KW - LANGUAGE & languages
KW - Language Teachers
KW - Linguistics--Computer Applications
KW - PROFESSIONAL education
KW - Professional development
KW - School environment
KW - Second Language Instruction
KW - Second language teachers
KW - Social factors
KW - TEACHERS
KW - Teacher Education Programs
KW - Teacher education
KW - Teachers
KW - Teaching
KW - Technology Uses in Education
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2095858
KW - __finaldtb
KW - asynchronous interaction
KW - cognitive presence
KW - online collaboration
KW - social presence
KW - teaching presence
ER -
TY - BLOG
TI - Digital School Census in 10 Weeks? How it was done in Sierra Leone
AU - Namit, K.
AU - Thi Mai, T.
T2 - World Bank Blogs
AB - Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request.
DA - 2019/02/06/
PY - 2019
LA - en
ST - Digital School Census in 10 Weeks?
UR - https://blogs.worldbank.org/education/digital-school-census-10-weeks-how-it-was-done-sierra-leone
Y2 - 2020/08/14/19:30:51
KW - _C:Sierra Leone SLE
ER -
TY - JOUR
TI - Sustaining Work-based Learning During COVID 19 Pandemic:
AU - Namjoshi, Revati
AU - Pani, Soumya
AU - Despande, Ujjwala
AU - Ranade, Amit
T2 - Journal of Learning for Development
AB - Sustaining Work-based Learning during the COVID-19 pandemic became a challenge since access to working-cum-learning places for students of a work-based degree programme was depleted. Socio-economic challenges needed to be addressed as students came from economically weaker sections of society. Also critical were the pedagogic challenges in terms of validating the sustenance and spirit of the work-based learning (WBL) model.
This case study presents a special initiative of digital freelancing offering virtual workplaces as well as livelihoods to work-based learning students during the pandemic. Merits, limitations, potential spinoffs of the WBL model for higher education and learning for development are discussed.
DA - 2021/07/19/
PY - 2021
DP - jl4d.org
VL - 8
IS - 2
SP - 412
EP - 430
LA - en
SN - 2311-1550
ST - Sustaining Work-based Learning During COVID 19 Pandemic
UR - https://jl4d.org/index.php/ejl4d/article/view/488
Y2 - 2022/04/05/12:23:40
KW - Digital Freelancing
KW - Livelihoods
KW - Nai Talim
KW - Pedagogy
KW - WBL
KW - Work-based Learning
KW - _genre:PR-primary_research
KW - sustainability
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Predicting Student Performance Using Data Mining and Learning Analytics Techniques: A Systematic Literature Review
AU - Namoun, Abdallah
AU - Alshanqiti, Abdullah
T2 - Applied Sciences
AB - The prediction of student academic performance has drawn considerable attention in education. However, although the learning outcomes are believed to improve learning and teaching, prognosticating the attainment of student outcomes remains underexplored. A decade of research work conducted between 2010 and November 2020 was surveyed to present a fundamental understanding of the intelligent techniques used for the prediction of student performance, where academic success is strictly measured using student learning outcomes. The electronic bibliographic databases searched include ACM, IEEE Xplore, Google Scholar, Science Direct, Scopus, Springer, and Web of Science. Eventually, we synthesized and analyzed a total of 62 relevant papers with a focus on three perspectives, (1) the forms in which the learning outcomes are predicted, (2) the predictive analytics models developed to forecast student learning, and (3) the dominant factors impacting student outcomes. The best practices for conducting systematic literature reviews, e.g., PICO and PRISMA, were applied to synthesize and report the main results. The attainment of learning outcomes was measured mainly as performance class standings (i.e., ranks) and achievement scores (i.e., grades). Regression and supervised machine learning models were frequently employed to classify student performance. Finally, student online learning activities, term assessment grades, and student academic emotions were the most evident predictors of learning outcomes. We conclude the survey by highlighting some major research challenges and suggesting a summary of significant recommendations to motivate future works in this field.
DA - 2021/01//
PY - 2021
DO - 10.3390/app11010237
DP - www.mdpi.com
VL - 11
IS - 1
SP - 237
LA - en
SN - 2076-3417
ST - Predicting Student Performance Using Data Mining and Learning Analytics Techniques
UR - https://www.mdpi.com/2076-3417/11/1/237
Y2 - 2022/12/23/03:00:13
KW - Final_citation
KW - academic performance
KW - cited
KW - educational data mining
KW - existing
KW - learning analytics
KW - machine learning
KW - performance prediction
KW - student learning outcomes
KW - student success
KW - systematic literature review
ER -
TY - RPRT
TI - UNICEF Child Friendly Schooling (CFS)
AU - Nampota, Dorothy
AU - Jere, Catherine
AU - Chiwaula, Lizzie
AU - Meke, Elizabeth
AU - Kadzamira, Esme
DA - 2012///
PY - 2012
DP - Google Scholar
KW - _C:Malawi MWI
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - A Framework for Evaluating Tablet-based Educational Applications for Primary School Levels in Thailand
AU - Nang, Hsu Mon Pyae
AU - Harfield, Antony
T2 - International Journal of Interactive Mobile Technologies (iJIM)
DA - 2018///
PY - 2018
DO - 10.3991/ijim.v12i5.9009
DP - Google Scholar
VL - 12
IS - 5
SP - 126
EP - 139
KW - _C:Denmark DNK
KW - _C:Korea XKOR
KW - _C:Thailand THA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - RPRT
TI - Participatory Learning and Action (PLA)
AU - Napier, Alison
AU - Simister, Nigel
CY - Oxford
DA - 2017///
PY - 2017
PB - INTRAC for Civil Society
UR - https://www.intrac.org/wpcms/wp-content/uploads/2017/01/Participatory-learning-and-action.pdf
Y2 - 2022/12/30/11:39:11
ER -
TY - THES
TI - Visual demands of modern primary classrooms and the impact of refractive anomalies on academic performance
AU - Narayanasamy, Sumithira
DA - 2015///
PY - 2015
DP - Google Scholar
M3 - PhD Thesis
PB - Queensland University of Technology
UR - https://eprints.qut.edu.au/84876
Y2 - 2024/03/27/15:17:16
ER -
TY - JOUR
TI - Increasing health worker capacity through distance learning: a comprehensive review of programmes in Tanzania
AU - Nartker, AJ
AU - Stevens, L
T2 - Human Resources for Health
DA - 2010///
PY - 2010
DO - 10.1186/1478-4491-8-30
LA - en
UR - https://human-resources-health.biomedcentral.com/articles/10.1186/1478-4491-8-30
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - C:Tanzania
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:motivation
KW - P:health
KW - Q:distance learning
KW - T:Training
KW - T:career
KW - T:continuing education
KW - publicImportV1
ER -
TY - JOUR
TI - Fostering Early Math Comprehension: Experimental Evidence from Paraguay
AU - Naslund-Hadley, Emma
AU - Parker, Susan W
AU - Hernandez-Agramonte, Juan Manuel
T2 - Global Education Review
AB - Research indicates that preschool children need to learn pre-math skills to build a foundation for primary- and secondary-level mathematics. This paper presents the results from the early stages of a pilot mathematics program implemented in Cordillera, Paraguay. In a context of significant gaps in teacher preparation and pedagogy, the program uses interactive audio segments that cover the entire preschool math curriculum. Since Paraguayan classrooms tend to be bilingual, the audio and written materials use a combination of Spanish and Guaraní. Based on an experimental evaluation since the program’s implementation, we document positive and significant improvements of 0.16 standard deviations in standardized test scores. The program helped narrow learning gaps between low- and high-performing students, and between students with trained teachers and those whose teachers lack formal training in early childhood education. Moreover, the program improved learning equally among both Guaraní- and Spanish-speaking students. But not all learning gaps narrowed as a result of the program. Although girls improved significantly, boys improved much more, ultimately increasing the gender gap. To close this gender gap, the program has been modified to encourage girls’ increased participation in the classroom and general interest in math.
DA - 2014///
PY - 2014
DP - Zotero
VL - 1
IS - 4
LA - en
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Artificial Intelligence and Machine Learning for Climate Change Mitigation and Adaptation
AU - Natani, Garima
T2 - Artificial Intelligence and Sustainable Computing
A2 - Pandit, Manjaree
A2 - Gaur, M. K.
A2 - Kumar, Sandeep
CY - Singapore
DA - 2023///
PY - 2023
DP - DOI.org (Crossref)
SP - 173
EP - 184
LA - en
PB - Springer Nature Singapore
SN - 978-981-9914-30-2 978-981-9914-31-9
UR - https://link.springer.com/10.1007/978-981-99-1431-9_14
Y2 - 2024/02/24/11:14:07
KW - _z:no_pdf
ER -
TY - ELEC
TI - Nigerian Skills Qualification Framework
AU - National Board for Technical Education
UR - https://net.nbte.gov.ng/nsqf
Y2 - 2020/05/27/19:38:00
ER -
TY - RPRT
TI - Valid Training Providers (Nigeria)
AU - National Industrial Training Authority
CY - Nigeria
DA - 2020/05//
PY - 2020
ER -
TY - GEN
TI - National Digital Literacy Framework
AU - National Information Technology Development Agency
DA - 2023///
PY - 2023
UR - https://nitda.gov.ng/wp-content/uploads/2023/07/Digital-Literacy-Framework.pdf
ER -
TY - GEN
TI - National Sustainable Development Plan 2020-2035
AU - National Plan Secretariat
DA - 2019///
PY - 2019
LA - English
PB - Ministry of Finance, Planning, Economic, and Physical Development, Grenada
UR - https://gov.gd/sites/default/files/docs/Documents/others/nsdp-2020-2035.pdf
KW - _publish
ER -
TY - RPRT
TI - Community Information Policing Booklet
AU - National Police Service
CY - Kenya
DA - 2017///
PY - 2017
UR - https://www.nationalpolice.go.ke/downloads/category/20-nps-community-policing-information-booklet.html
Y2 - 2021/07/16/18:19:29
ER -
TY - ELEC
TI - Tanzania Weather & Climate
AU - Natural habitat adventures
AB - Tanzania has a generally comfortable climate year-round. Browse this month by month break down of weather and climate in Tanzania.
DA - 2022///
PY - 2022
LA - en
UR - https://www.nathab.com/know-before-you-go/african-safaris/east-africa/weather-climate/tanzania/
Y2 - 2022/06/02/21:02:31
ER -
TY - JOUR
TI - Grenada-OECS fiscal issues: policies to achieve fiscal sustainability and improve efficiency and equity of public expenditure
AU - Nauges, Celine
AU - van den Berg, Caroline
DP - Google Scholar
ST - Grenada-OECS fiscal issues
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - The Importance of Educating Girls in the Newly Merged Districts of Khyber Pakhtunkhwa, Pakistan: Policy Paper
AU - Naveed, Sumbal
AB - The Federally Administered Tribal Areas (FATA) in Pakistan, named the Newly Merged Districts (NMDs) of Khyber Pakhtunkhwa province in July 2018, have begun rebuilding after years of Talibanization and military operations. This policy paper focuses on how the government-led education activities can be best aligned to make education possible for the districts' girls, who have long been excluded from education due to conflict and war. Based on stakeholder perceptions, the paper identifies some barriers missed by the FATA's Education Sector Plan (ESP) and points out the opportunities within communities to accelerate the efforts to improve the girls' participation in schools. The results of the study propose to use a gender lens for planning and implementing the activities that can improve access to quality education, to prepare the girls for a better and more productive life.
DA - 2018///
PY - 2018
DP - ERIC
LA - en
PB - Center for Universal Education at The Brookings Institution
UR - https://eric.ed.gov/?id=ED592792
Y2 - 2020/12/01/15:55:05
KW - Access to Education
KW - Attitude Change
KW - Barriers
KW - Community Involvement
KW - Cultural Influences
KW - Educational Finance
KW - Educational Planning
KW - Educational Quality
KW - Equal Education
KW - Equal Opportunities (Jobs)
KW - Females
KW - Foreign Countries
KW - Gender Bias
KW - Governance
KW - Government Role
KW - Males
KW - Political Issues
KW - Single Sex Schools
KW - Social Attitudes
KW - Teacher Competencies
KW - Transportation
KW - War
KW - Women Faculty
ER -
TY - JOUR
TI - Loans and scholarships in Africa’s higher education finance: a comparative analysis of capitation, policy and recoveries in eleven countries.
AU - Nayame-Chirwa, Ireen
AU - Masaiti, Gift
AU - Mwale, Nelly
AU - Mkandawire, Sitwe Benson
AU - Mulenga, Innocent Mutale
AU - Sichula, Noah Kenny
DA - 2022///
PY - 2022
DP - Google Scholar
ST - Loans and scholarships in Africa’s higher education finance
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Mobile Technology in a Transnational Project: The Experiences of Teacher Educators and Teachers
AU - Naylor, Amanda
AU - Gibbs, Janet
AU - Igland, Anbjorg
AU - Armundson, Monica
T2 - Transforming Teacher Education with Mobile Technologies
DA - 2020///
PY - 2020
DO - 10.5040/9781350095663.ch-004
DP - Google Scholar
SP - 73
ST - Mobile Technology in a Transnational Project
KW - __C:filed:1
ER -
TY - RPRT
TI - Overview of emerging country-level response to providing educational continuity under COVID-19 What are the lessons learned from supporting education for marginalised girls that could be relevant for EdTech responses to COVID-19 in lower- and middle-income countries?
AU - Naylor, Ruth
AU - Gorgen, Kristine
DA - 2020/05//
PY - 2020
DP - Zotero
SP - 22
LA - en
PB - EdTech Hub
UR - https://edtechhub.org/wp-content/uploads/2020/05/marginalised-girls.pdf
KW - COV:COVID and reopening of schools
KW - L:Gender and education
KW - LP: English
KW - _EdTechHub_Output
KW - _cover:other:ok
KW - _zenodoETH
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Strengthening the Education Workforce
AU - Naylor, Ruth
AU - Jones, Charlotte
AU - Boateng, Pearl
DA - 2019///
PY - 2019
DP - Zotero
SP - 84
LA - en
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Guidelines for Establishing New Programmes in Polytechnics and Similar Tertiary Institutions in Nigeria
AU - NBTE
DA - 2013///
PY - 2013
ET - 3
ER -
TY - BOOK
TI - Standards for Accreditation and Re-accreditation of Diploma Programmes in Polytechnics and Similar Post–Secondary Technical institutions in Nigeria
AU - NBTE
DA - 2013///
PY - 2013
ET - 3 (revised)
ER -
TY - JOUR
TI - A Literature Review of the Impacts of Heat Stress on Human Health across Africa
AU - Ncongwane, Katlego P.
AU - Botai, Joel O.
AU - Sivakumar, Venkataraman
AU - Botai, Christina M.
T2 - Sustainability
AB - Heat stress-related illness attributed to the changing climate, particularly the more frequent extreme high temperatures, is becoming a theme of public concern, especially in the most vulnerable regions, such as the African continent. Knowledge of the existing research directions and gaps on heat stress and human health is vital for informing future strategic research foci capable of influencing policy development, planning, adaptation, and mitigation efforts. In this regard, a bibliometric analysis was conducted, with an emphasis on Africa, to assess regional research contributions to heat stress impacts on human health. The goals of the study were to review publication growth and patterns of the scientific publications and to identify key players (especially collaborating institutions and countries) and the evolution of research themes on the African continent, while paying attention to global trends and emergent hot topics and methodology of heat stress research. Using the Web of Science (WoS) and Scopus core collection databases, a structured keyword search was undertaken, which yielded 463 and 58 research publications from around the world and Africa, respectively. The retrieved scientific documents, published between 1968 and 2020, were analyzed and visualized using a bibliometric analysis technique and the VOSviewer software tool. The results indicate low statistics and slow scientific growth in publication output, with the highest peak having been reached in 2018, resulting in 13 scientific publications. While global research collaborations are successfully reflected in the literature, there is a considerable gap in understanding heat stress and related collaborations between African countries and international institutions. The review study has identified key opportunities that can benefit Africa through the expansion of the scope of heat stress and human health research on the continent. These opportunities can be achieved by closing the following research gaps: (1) vulnerability assessments within demographic classes, such as the elderly, (2) personal exposure and associated risks, (3) Urban Heat Island (UHI) evaluation for urban environments, and (4) heat adaptation research, which will enable informed and targeted preventive actions that will limit future heat health impacts. The authors opine that the pursuit of such studies will be most impactful if the current knowledge gaps are bridged through transdisciplinary research supported by local, regional, and international collaborators.
DA - 2021///
PY - 2021
DO - 10.3390/su13095312
DP - Google Scholar
VL - 13
IS - 9
SP - 5312
KW - BE:LMIC
KW - BE:RELEVANT
KW - type:literature review
ER -
TY - JOUR
TI - Teacher perceptions on the effectiveness of an English remedial teaching programme in primary schools in Zimbabwe: towards an alternative to the deficit model
AU - Ndebele, Clever
T2 - International Journal of Educational Sciences
AB - In the Zimbabwean education system, primary school pupils are tested at the beginning of grade four to determine their English proficiency and based on the test results those who fall below a certain predetermined score are placed on a generic remedial programme offered by a specially designated teacher. This study set out to evaluate the effectiveness of this English remedial education programme in Zimbabwe. Using the descriptive survey method, a total of thirty respondents from ten schools, comprising ten heads of schools, ten Grade four teachers and ten remedial teachers were issued with a semi structured questionnaire. For data analysis, substantive themes were deduced and outlined from the data through content analysis. The study showed that very few pupils were benefiting from remedial instruction. Remedial teachers were poorly trained for remedial teaching, materials for use for both teachers and pupils were grossly inadequate, while supervision and monitoring by Schools Psychological Services (SPS) was virtually non-existent. The study recommends that Schools Psychological Services considers an integrated approach where, rather than pupils being sent to an external expert for fixing, the grade four teacher provides the extra tuition using authentic contextualized grade four material.
DA - 2014///
PY - 2014
VL - 6
IS - 3
SP - 497
EP - 508
UR - https://www.researchgate.net/profile/Clever_Ndebele2/publication/297758207_Teacher_Perceptions_on_the_Effectiveness_of_an_English_Remedial_Teaching_Programme_in_Primary_Schools_in_Zimbabwe_Towards_an_Alternative_to_the_Deficit_Model/links/56e2df5308ae387a2483a453.pdf
Y2 - 2020/11/17/00:00:00
KW - _Added to LR
KW - _T:reviewed
KW - ❓ Multiple DOI
ER -
TY - JOUR
TI - Evaluation of artisan training in metal silo construction for grain storage in Africa: Impact on uptake, entrepreneurship and income
AU - Ndegwa, M.K.
AU - de Groote, Hugo
AU - Gitonga, Z.M.
T2 - International Journal of Educational Development
AB - This study assesses the impact of training sheet metal workers in Kenya on their uptake of learned skills and their income. Fifty-eight artisans trained in the construction of metal silos for hermetic grain storage were compared to a random sample of 123 untrained artisans. Results show that two-thirds of the trained artisans were making the silos, half of these in their own workshops and half as employees. The probability of using the skills learned declined with age but increased with previous experience in technical work. The training did not significantly increase the income of employed artisans, but increased the annual income of those who made the silos in their own workshops by KSh315,173 (about US$3,600). The overall impact could be improved by better targeting of trainees, by using apprenticeships as an alternative mode of training, and by encouraging entrepreneurship through business training and provision of credit.
DA - 2015///
PY - 2015
DO - 10.1016/j.ijedudev.2015.04.012
LA - en
UR - http://www.sciencedirect.com/science/article/pii/S073805931500053X?via%3Dihub
AN - DOI-10.1016/j.ijedudev.2015.04.012
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:Kenya
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:R
KW - CT:T
KW - P:artist
KW - P:construction
KW - P:metal
KW - R:evaluation
KW - R:impact
KW - T:Lehrlingsausbildung
KW - T:TVET
KW - T:Training
KW - T:trainee
KW - Z:Adult education
KW - Z:Benefits of education
KW - Z:Employment skills
KW - Z:Engineering education
KW - Z:Intervention evaluation
KW - Z:Vocational education and training
KW - publicImportV1
ER -
TY - JOUR
TI - Mitigating errors and misconceptions among Grade 11 learners in algebra through error analysis
AU - Ndemo, Zakaria
AU - Ndemo, Osten
T2 - African Journal of Teacher Education and Development
DA - 2023/07/06/
PY - 2023
DO - 10.4102/ajoted.v2i1.11
DP - DOI.org (Crossref)
VL - 2
IS - 1
J2 - African Journal of Teacher Education and Development
LA - en
SN - 2958-0986
UR - https://ajoted.org/index.php/ajoted/article/view/11
Y2 - 2023/11/14/15:52:21
ER -
TY - CONF
TI - Themes in mathematics teacher professional learning research in South Africa: A review of the period 2006–2015
AU - Ndlovu, Mdutshekelwa
C3 - Invited Lectures from the 13th International Congress on Mathematical Education
DA - 2018///
PY - 2018
DO - 10.1007/978-3-319-72170-5_22
SP - 385
EP - 399
PB - Springer, Cham
ER -
TY - RPRT
TI - A Comparative Analysis of Firm Based Training in East African Manufacturing Sector: Does Level of Education Matter?
AU - Ndlovu, Tchaka
AU - Kajiba, John
AU - Aiko, Rose
AU - Kessy, Flora
AU - Mkenda, Beatrice K.
AU - Kweka, Josaphat
AU - Kabelwa, George
AB - Using World Bank's (2003) firm-level Investment Climate Survey (ICS) data for Kenya, Tanzania and Uganda, this paper examines extent in which education and skill levels are important determinants of Firm-based Training (FBT) in the East African manufacturing sector. The findings show weak evidence on complementary hypothesis between education and FBT but one which differs significantly across (perhaps depending on educational and training capacity of) different countries. Although other determinants of FBT apply differently to specific countries, size and technology characteristics are common determinants across the three countries. Furthermore, firms that care about HIV epidemic train more as a means to abate the negative effects of the epidemic on their human resources. Since FBT has potential to contribute to skill development, the findings imply that enterprise training should receive similar policy emphasis as education in the bid to enhance human resource development for growth and poverty reduction.
DA - 2006/05//
PY - 2006
DP - www.repository.udsm.ac.tz:8080
LA - en
M3 - Working Paper
ST - A Comparative Analysis of Firm Based Training in East African Manufacturing Sector
UR - http://repository.udsm.ac.tz:8080/xmlui/handle/20.500.11810/2905
Y2 - 2020/05/27/17:55:41
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:East Africa
KW - A:Sub-Saharan Africa
KW - C:Kenya
KW - C:Tanzania
KW - CA:AandC
KW - CL:de
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - F:outcomes
KW - F:policy
KW - P:manufacture
KW - P:measurement
KW - P:technology
KW - Q:degree
KW - Q:distance learning
KW - Q:tertiary education
KW - R:impact
KW - T:Ausbildung
KW - T:Lehrlingsausbildung
KW - T:TVET
KW - T:firm-based training
KW - _C:Ghana GHA
KW - _C:Uganda UGA
KW - publicImportV1
KW - ⚠️ Invalid DOI
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Baseline Study on the Current State of Open and Distance Learning in Cameroon
AU - Ndongfack, Michael N.
AB - Meeting in Mauritius in May 2014, COL Focal Points from Africa and the Mediterranean Regions reviewed the state of ODL in their respective countries and proceeded to map out their strategic plans for 2015–2018. The report from Cameroon demonstrated that although the country is making some progress in the domain of ODL, it lacks an ODL policy framework, a national body to manage distance education and expertise in the field of ODL. To address the issues raised, it was important to establish the baseline situation. The general objective of this study was to establish the current situation of ODL in Cameroon.
DA - 2016/03//
PY - 2016
DP - oasis.col.org
LA - en
M3 - Report
PB - Commonwealth of Learning (COL)
UR - http://oasis.col.org/handle/11599/2490
Y2 - 2020/04/28/11:13:15
ER -
TY - JOUR
TI - Mastery of Active and Shared Learning Processes for Techno-Pedagogy (MASLEPT): A Model for Teacher Professional Development on Technology Integration
AU - Ndongfack, Michael Nkwenti
T2 - Creative Education
DA - 2015///
PY - 2015
DO - 10.4236/ce.2015.61003
DP - DOI.org (Crossref)
VL - 06
IS - 01
SP - 32
EP - 45
J2 - CE
SN - 2151-4755, 2151-4771
ST - Mastery of Active and Shared Learning Processes for Techno-Pedagogy (MASLEPT)
UR - http://www.scirp.org/journal/doi.aspx?DOI=10.4236/ce.2015.61003
Y2 - 2020/04/28/11:12:29
ER -
TY - JOUR
TI - TPACK Constructs: A Sustainable Pathway for Teachers Professional Development on Technology Adoption
AU - Ndongfack, Michael Nkwenti
T2 - Creative Education
DA - 2015///
PY - 2015
DO - 10.4236/ce.2015.616171
DP - DOI.org (Crossref)
VL - 06
IS - 16
SP - 1697
EP - 1709
J2 - CE
SN - 2151-4755, 2151-4771
ST - TPACK Constructs
UR - http://www.scirp.org/journal/doi.aspx?DOI=10.4236/ce.2015.616171
Y2 - 2020/04/28/11:12:10
ER -
TY - RPRT
TI - Critical knowledge, skills and qualifications for accelerated and sustainable development in Africa
AU - Ndoye, M
AU - Walther, R
AB - The major challenge of the 2012 ADEA Triennale will be to help African countries design and develop suitable and effective education and training systems that can help move the continent away from the struggle for subsistence and the spiral of poverty towards a process of sustainable transformation that reconciles economic growth with the pursuit of equity and the conservation of natural resources. In short, the aim is to enable Africa to “run while others walk”, while avoiding causing the same damage others caused when they were running.
To achieve such a goal, the Synthesis Report recommends that a number of prerequisites should be met before the required reforms can be possible. They will succeed only if they look back at Africa’s past identity in order to take greater control over future choices, if they are based on a common vision of the future determined with all concerned stakeholders, and if they make education, training and employment central to current and future policies.
The report then discusses the unprecedented efforts of public and private, African and international officials and stakeholders in order to formulate appropriate, concrete responses to the challenge of the Triennale, which is to “promote critical knowledge, skills and qualifications for Africa’s sustainable development”. These responses, categorized by sub-theme, may be summed up as follows.
Sub-theme 1: building a common core of skills for all
The education system should give people of all ages access to a common core of basic skills (cognitive, communication and learning-to-learn skills, personal and social development skills, etc.) to enable them to control their human, social and economic environment and develop responsible and active African citizenship.
Sub-theme 2: mass development of technical and vocational skills
Massive investment to raise training and qualification levels is urgently required in order to wage an effective war against unemployment and massive underemployment of youth and the low productivity of a largely informal economy. It is also necessary to invest in high-level qualifications in order to support and, if possible, anticipate changes and technological innovation and promote the badly-needed industrialization of the African economy.
Sub-theme 3: building knowledge and innovation-based economies and societies in Africa
R&D, knowledge and innovation have become the key drivers of output, economic competitiveness and development generally. Africa needs to catch up in this respect and, to this end, it must build its scientific development on indigenous African knowledge, use science and technology to strengthen education and exploit the current surge in information and communication technology as a driver of development.
All this will be possible only if all African countries work towards the adoption of a continental pact for sustainable development.
DA - 2012///
PY - 2012
LA - en
M3 - Synthesis Report
UR - http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.458.7698&rep=rep1&type=pdf
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - A:Africa
KW - A:Central Africa
KW - C:Burkina Faso
KW - CA:AandC
KW - CL:de
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:qualification
KW - Q:lifelong learning
KW - T:Ausbildung
KW - T:Lehrlingsausbildung
KW - T:TVET
KW - T:journeyman
KW - T:vocational skills
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Promoting effective Work Integrated Learning (WIL) and Recognition of Prior Learning (RPL) practices in the TVET sector through research
AU - Nduna, Nothemba Joyce
AB - There is a growing interest in increasing research capacity in South African public Higher Education Institutions (HEIs) in general and in Universities of Technology (UoTs) and Technical and Vocational Education and Training (TVET) Colleges in particular. As part of its strategy to increase research capacity, the Education, Training and Development Practices Ϫ Sector Education and Training Authority (ETDP SETA) has established six Research Chairs in six public HEIs. This article introduces the work of the Research Chair for Work Integrated Learning (WIL) and Recognition of Prior Learning (RPL) that was established by the ETDP SETA in August 2015. The purpose of introducing the work of the Research Chair is to explore possibilities for research collaborations and partnerships with a variety of stakeholders at local, national and international levels. The article is divided into five sections. The first section is an introduction which provides the context, focus and purpose of the Research Chair. This section also highlights the need for research into WIL current practices and WIL staff development needs and advocates for the development of WIL related HEQSF qualifications in the TVET sector. The second section provides an overview of literature on WIL and RPL and relates the work of the Research Chair to the 2013 Policy on Professional Qualifications for lecturers in TVET and the 2015 Draft RPL Policy for the Higher Education Qualifications Sub-Framework (HEQSF). The third section deals with the research methodology that covers the research questions, intended outcomes and data collection processes that were involved. The fourth section discusses the research findings and enabling factors for the Research Chair. The final section provides a summary of the findings and calls for research collaborations.
DA - 2017///
PY - 2017
DP - Zotero
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - CLL:en
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Review: Southgate, E. (2020). Virtual Reality in Curriculum and Pedagogy: Evidence from Secondary Classrooms. Routledge.
AU - Neal, Terry
T2 - Journal of Learning for Development
DA - 2021/07/19/
PY - 2021
DP - jl4d.org
VL - 8
IS - 2
SP - 465
EP - 468
LA - en
SN - 2311-1550
ST - Review
UR - https://jl4d.org/index.php/ejl4d/article/view/530
Y2 - 2022/04/05/12:23:25
KW - immersive virtual reality
KW - pedagogy technology
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Towards an inclusive digital literacy framework for digital India
AU - Nedungadi, Prema P.
AU - Menon, Rajani
AU - Gutjahr, Georg
AU - Erickson, Lynnea
AU - Raman, Raghu
T2 - Education + Training
AB - Purpose – The purpose of this paper is to illustrate an Inclusive Digital Literacy Framework for vulnerable populations in rural areas under the Digital India program. Key challenges include addressing multiple literacies such as health literacy, financial literacy and eSafety for low-literate learners in low-resource settings with low internet bandwidth, lack of ICT facilities and intermittent electricity.
DA - 2018/08/03/
PY - 2018
DO - 10.1108/ET-03-2018-0061
DP - DOI.org (Crossref)
VL - 60
IS - 6
SP - 516
EP - 528
J2 - ET
LA - en
SN - 0040-0912
UR - https://www.emerald.com/insight/content/doi/10.1108/ET-03-2018-0061/full/html
Y2 - 2023/11/01/20:24:15
ER -
TY - JOUR
TI - Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsApp: findings from rural India
AU - Nedungadi, Prema
AU - Mulki, Karunya
AU - Raman, Raghu
T2 - Education and Information Technologies
DA - 2018/01//
PY - 2018
DO - 10.1007/s10639-017-9588-z
VL - 23
IS - 1
SP - 113
EP - 127
J2 - Educ Inf Technol
LA - English
SN - 1360-2357, 1360-2357
ST - Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsApp
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsApp: findings from rural India
AU - Nedungadi, Prema
AU - Mulki, Karunya
AU - Raman, Raghu
T2 - Education and Information Technologies
AB - Reduction of teacher and student absenteeism, together with consistent teacher support and training, are critical factors in improving the quality of education in rural India. As part of an ongoing project involving schools and educational centers in rural areas spread across 21 Indian states, this study investigated how implementation of two simple, accessible technologies could not only reduce absenteeism but also increase teachers' effectiveness and improve student performance. In addition to students and teachers, key stakeholders included educational coordinators who provided support and monitoring regarding use of WhatsApp and two additional apps designed specifically to support simple educational improvements. In our study we coded and analyzed nine months of messages (n = 8968), both photographs and texts, posted by 26 participants. The number of text messages related to attendance was strongly positively correlated with frequency of interactions between coordinators and teachers. Our approach resulted in increased teacher and student attendance, as well as improvements in lessons and other planned educational activities. This model functions well in rural settings where there is poor internet connectivity and lack of supporting infrastructure. Remote schools can easily adopt this tablet-based model to reduce teacher absenteeism, improve teaching techniques, improve educational resources, and increase student performance.
DA - 2018/01//
PY - 2018
DO - 10.1007/s10639-017-9588-z
DP - ResearchGate
VL - 23
IS - 1
SP - 113
EP - 127
J2 - Education and Information Technologies
LA - English
SN - 1360-2357, 1360-2357
ST - Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsAPP
UR - https://www.researchgate.net/publication/315112660_Improving_educational_outcomes_reducing_absenteeism_at_remote_villages_with_mobile_technology_and_WhatsAPP_Findings_from_rural_India
AN - 2013521521; EJ1166549
KW - Absenteeism
KW - Academic Achievement
KW - Attendance
KW - Attendance Patterns
KW - Computer Oriented Programs
KW - Computers--Information Science And Information Theory
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Educational Opportunities
KW - Educational Quality
KW - Educational technology
KW - Foreign Countries
KW - ICT
KW - India
KW - Monitoring
KW - Quality of education
KW - Rural Areas
KW - Rural areas
KW - Rural education
KW - School education
KW - Software
KW - Students
KW - Teacher Effectiveness
KW - Teacher absence
KW - Teacher monitoring
KW - Teachers
KW - Tele-education
KW - WhatsApp
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2097863
KW - __finaldtb
ER -
TY - CONF
TI - Enhanced STEM learning with Online Labs: Empirical study comparing physical labs, tablets and desktops
AU - Nedungadi, Prema
AU - Raman, Raghu
AU - McGregor, Mark
C3 - Frontiers in Education Conference, 2013 IEEE
DA - 2013///
PY - 2013
DO - 10.1109/fie.2013.6685106
SP - 1585
EP - 1590
PB - IEEE
ER -
TY - JOUR
TI - Towards an inclusive digital literacy framework for digital India
AU - Nedungandi, Prema
AU - Menon, Rajani
AU - Gutjahr, Georg
AU - Erickson, Lynnea
AU - Raman, Raghu
T2 - Emerald Publishing
DA - 2018///
PY - 2018
DO - 10.1108/et-03-2018-0061
VL - 60
SP - 516
EP - 528
ER -
TY - JOUR
TI - Connecting reflective practice, dialogic protocols, and professional learning
AU - Nehring, J.
AU - Laboy, W.T.
AU - Catarius, L.
T2 - Professional Development in Education
DA - 2010/09//
PY - 2010
DO - 10.1080/19415250903102432
VL - 36
IS - 3
SP - 399
EP - 420
ST - Connecting reflective practice, dialogic protocols, and professional learning
ER -
TY - JOUR
TI - Design and Implementation of a Learning Application to Sensitize Senior Citizens for Internet Security
AU - Nellesen, Marcel
DP - Zotero
SP - 92
LA - en
KW - _C:Germany DEU
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Computational Grounded Theory: A Methodological Framework
AU - Nelson, Laura K.
T2 - Sociological Methods & Research
AB - This article proposes a three-step methodological framework called computational grounded theory, which combines expert human knowledge and hermeneutic skills with the processing power and pattern recognition of computers, producing a more methodologically rigorous but interpretive approach to content analysis. The first, pattern detection step, involves inductive computational exploration of text, using techniques such as unsupervised machine learning and word scores to help researchers to see novel patterns in their data. The second, pattern refinement step, returns to an interpretive engagement with the data through qualitative deep reading or further exploration of the data. The third, pattern confirmation step, assesses the inductively identified patterns using further computational and natural language processing techniques. The result is an efficient, rigorous, and fully reproducible computational grounded theory. This framework can be applied to any qualitative text as data, including transcribed speeches, interviews, open-ended survey data, or ethnographic field notes, and can address many potential research questions.
DA - 2020/02/01/
PY - 2020
DO - 10.1177/0049124117729703
DP - SAGE Journals
VL - 49
IS - 1
SP - 3
EP - 42
LA - en
SN - 0049-1241
ST - Computational Grounded Theory
UR - https://doi.org/10.1177/0049124117729703
Y2 - 2024/01/18/22:32:02
KW - _Added-ailr-2024
ER -
TY - GEN
TI - Recommendations for the safe opening of schools for the 2020-2021 school year - COVID-19 SMART
AU - NEMO
DA - 2020///
PY - 2020
PB - Ministry of National Security
UR - http://education.gov.vc/education/images/Stories/pdf/Recommendations_for_the_Opening_of_Schools_2020-2021.pdf
Y2 - 2020/12/08/00:00:00
ER -
TY - RPRT
TI - Review of agricultural technical vocational education and training (ATVET) in Africa : best practices from Benin, Ethiopia, Namibia and Sierra Leone
AU - NEPAD
DA - 2013///
PY - 2013
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:Benin
KW - C:Ethiopia
KW - C:Namibia
KW - C:Sierra Leone
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:T
KW - P:agricultural
KW - T:TVET
KW - _C:Sierra Leone SLE
KW - publicImportV1
ER -
TY - CHAP
TI - Medien im naturwissenschaftlichen Unterricht
AU - Nerdel, Claudia
T2 - Grundlagen der Naturwissenschaftsdidaktik
DA - 2017///
PY - 2017
DP - Google Scholar
SP - 189
EP - 212
PB - Springer
KW - __C:filed:1
ER -
TY - RPRT
TI - Using research evidence - A practice guide
AU - Nesta
DA - 2016///
PY - 2016
UR - https://media.nesta.org.uk/documents/Using_Research_Evidence_for_Success_-_A_Practice_Guide.pdf
Y2 - 2023/01/20/23:11:02
ER -
TY - CONF
TI - Chatbot and conversational analysis to promote collaborative learning in distance education
AU - Neto, Antonio Justiniano Moraes
AU - Fernandes, Márcia Aparecida
C3 - 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT)
DA - 2019///
PY - 2019
DO - 10.1109/ICALT.2019.00102
DP - Google Scholar
VL - 2161
SP - 324
EP - 326
PB - IEEE
ER -
TY - RPRT
TI - Teaching approaches and strategies that work; Keeping children engaged and achieving in mathematics
AU - New Zealand Government
DA - 2018/02//
PY - 2018
UR - https://www.ero.govt.nz/assets/Uploads/ERO-17763-Teaching-Strategies-that-work-Mathematics-v7.pdf
Y2 - 2020/05/16/16:21:18
KW - C:New Zealand
ER -
TY - JOUR
TI - Education Systems for Girls’ Education in the Indo-Pacific Region
AU - Newman, Lorenzo
AU - Pelosi, Alice
AU - Zino, Giovanni
AU - Crespi, Silvia
AU - Gordon, Rebecca
AB - Despite substantial progress over the last two decades, girls in many parts of the world experience worse educational outcomes than boys, particularly at the secondary and tertiary levels. The COVID-19 pandemic appears to have exacerbated this learning gap in many regions, making research on the relationship between girls’ education outcomes and education systems increasingly urgent.
This rapid review explores the determinants of girls’ education outcomes in a specific group of Indo-Pacific countries. It examines the education system determinants of these outcomes such as government investment, teacher training, water, sanitation, and hygiene (WASH) infrastructure in schools, school-related gender-based violence, and indirect costs of education, drawing from pre-COVID-19 data. It also investigates societal determinants such as political factors, poverty rates, labour market participation trends, and child marriage rates. By attempting to explain differences in learning outcomes for girls, it also achieves a typology of countries in the region and suggests ideas for further research and FCDO programming.
DA - 2021/09//
PY - 2021
DO - 10.19088/K4D.2021.114
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/16833
Y2 - 2022/12/18/18:13:59
ER -
TY - CHAP
TI - Systematic Reviews in Educational Research: Methodology, Perspectives and Application [Chapter]
AU - Newman, Mark
AU - Gough, David
T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application
A2 - Zawacki-Richter, Olaf
A2 - Kerres, Michael
A2 - Bedenlier, Svenja
A2 - Bond, Melissa
A2 - Buntins, Katja
AB - This chapter explores the processes of reviewing literature as a research method. The logic of the family of research approaches called systematic review is analysed and the variation in techniques used in the different approaches explored using examples from existing reviews. The key distinctions between aggregative and configurative approaches are illustrated and the chapter signposts further reading on key issues in the systematic review process.
CY - Wiesbaden
DA - 2020///
PY - 2020
DP - Springer Link
SP - 3
EP - 22
LA - en
PB - Springer Fachmedien
SN - 978-3-658-27602-7
ST - Systematic Reviews in Educational Research
UR - https://doi.org/10.1007/978-3-658-27602-7_1
Y2 - 2020/11/26/15:49:34
ER -
TY - JOUR
TI - Reports from the Field: Secondary School in Hong Kong Integrating the Spirit of Humanities into STEAM Education
AU - Ng, Sin Fai Eric
AU - Ng, Chin Hung
T2 - Journal of Learning for Development
AB - A small project of STEAM education called “Innovation for Love and Care” was implemented in a local secondary school in Hong Kong. Four seventh-grade students participated from November 2020 to February 2021. The project aims to integrate humanism into the traditional STEAM curriculum to stimulate the students’ innovation in a people-oriented approach. The project consisted of three modules implemented by means of both online teaching and face-to-face lessons due to the COVID-19 pandemic. The responses of the students were very positive. The overall performance has been recognised by the school management team. For the next step, the project team plans to expand the project to all seventh-grade students.
DA - 2021/07/19/
PY - 2021
DP - jl4d.org
VL - 8
IS - 2
SP - 456
EP - 464
LA - en
SN - 2311-1550
ST - Reports from the Field
UR - https://jl4d.org/index.php/ejl4d/article/view/500
Y2 - 2022/04/05/12:23:29
KW - Hong Kong
KW - STEAM education
KW - humanities
KW - interdisciplinary approach
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Integration of ICTs into the Curriculum of Cameroon Primary and Secondary Schools: A Review of Current Status, Barriers and Proposed Strategies for Effective Integration
AU - Ngajie, Berty Nsolly
AU - Ngo, Mback Marie Charlotte
T2 - International Journal of Education and Development using Information and Communication Technology
AB - Many sub-Saharan African countries are progressively integrating information and communication technologies (ICTs) into their education systems especially in primary and secondary schools. These efforts that are seen in both private and public schools to bring technologies into the classroom are just starting but are encountering a lot of difficulties. Cameroon, a Sub-Saharan African country, is not an exception to the situation in this group of countries. ICTs were officially introduced in schools in Cameroon since 2001 and since then many initiatives have been carried out but the difficulties supersede the progress. Based on available research, this study focuses on the current status of ICTs in Cameroon primary and secondary schools. It gives a brief description of the country's education system, and reviews major initiatives that have been carried out so far in the integration of ICTs in primary and secondary schools. It further identifies and analyzes some barriers that cause ICT integration into curriculum ineffective. Lastly, it recommends some strategies to overcome the barriers, and guidelines for a contextualized and effective ICT integration.
DA - 2016///
PY - 2016
DP - ERIC
VL - 12
IS - 1
SP - 89
EP - 106
LA - en
SN - 1814-0556
ST - Integration of ICTs into the Curriculum of Cameroon Primary and Secondary Schools
UR - https://eric.ed.gov/?id=EJ1099586
Y2 - 2020/04/28/14:10:26
KW - Administrator Qualifications
KW - Barriers
KW - Change Strategies
KW - Educational Administration
KW - Educational History
KW - Educational Technology
KW - Elementary Secondary Education
KW - Foreign Countries
KW - Knowledge Level
KW - Professional Development
KW - Teacher Qualifications
KW - Technology Integration
KW - Technology Uses in Education
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Exploring the Emergence of Community Support for School and Encouragement of Innovation for Improving Rural School Performance: Lessons Learned at Kitamburo in Tanzania
AU - Ngalawa, Athanas August
AU - Simmt, Elaine
AU - Glanfield, Florence
T2 - Global Education Review
AB - This article describes a qualitative exploration of a primary school in a remote rural community of Tanzania, whose students showed promising performance in mathematics, as measured by the Primary School Leaving Examinations (PSLE). Case study methods were used to conduct research about the school and community in order to understand the dynamics that shape the school and village as community and communities. Interviews, focus groups, and observations were conducted. The paper identifies the role of village leadership in generating a learning community (Warren, 2005), that initiated community support of the school, which in turn prompted teachers’ innovations for developing in their work as professionals, that improved teaching and learning practices in mathematics and contributed to the noted promising performance on the PSLE. The article concludes that although school principals and teachers are regarded as keys in generating professional learning communities (DuFour, DuFour, & Eaker, 2008; Fullan, Hill &Crévola, 2006 ), under good community leadership communities may be essential catalysts in establishing and sustaining professional learning communities and contribute to school improvement.
DA - 2015/10/30/
PY - 2015
DP - ger.mercy.edu
VL - 2
IS - 4
LA - en
SN - 2325-663X
ST - Exploring the Emergence of Community Support for School and Encouragement of Innovation for Improving Rural School Performance
UR - http://ger.mercy.edu/index.php/ger/article/view/176
AN - Case study
Y2 - 2017/04/06/11:55:04
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Adoption of Blended Learning Technologies in Selected Secondary Schools in Cameroon and Nigeria: Challenges in Disability Inclusion
AU - Nganji, J.T
AU - Nggada, S.H
T2 - Advancing Technology and Educational Development through Blended Learning in Emerging Economies:
A2 - Ololube, Nwachukwu Prince
T3 - Advances in Educational Technologies and Instructional Design
A3 - Tomei, Lawrence
DA - 2014///
PY - 2014
DP - DOI.org (Crossref)
SP - 159
EP - 173
PB - IGI Global
SN - 978-1-4666-4574-5 978-1-4666-4575-2
UR - https://www.igi-global.com/viewtitlesample.aspx?id=83451&ptid=76726&t=adoption+of+blended+learning+technologies+in+selected+secondary+schools+in+cameroon+and+nigeria:+challenges+in+disability+inclusion
Y2 - 2020/04/28/11:09:12
KW - HDR25
ER -
TY - JOUR
TI - Strategies That Enhance Students Access to Public Technical Training Institutions in Kenya
AU - Nganyi, JE
AU - Odebero, SO
AU - Onderi, H
AU - Musera, G
T2 - International Journal of Academic Research in Business and Social Sciences
AB - Stakeholders in the education sector in Kenya are concerned about low students’ participation in Technical Training Institutions. Despite the Government of Kenya’s efforts to upgrade infrastructure in these institutions, students’ participation has remained low yet the realisation of Vision 2030 depends on middle level training. Therefore this study was conceptualised to establish strategies adopted by Technical Training Institutions to support students access in these institutions. This study was conducted in Western Region of Kenya. Western Region comprise of the former Western, Nyanza and rift valley Provinces. The sample constituted of 200 lecturers (principals, deputy principals, heads of departments and registrars) and 400 students from 30 Technical Training Institutions. Data was collected using questionnaires. The results show that the strategies used to attract students are bursaries, provision of competitive courses and opening more centres. However these strategies do not attract students to these Technical Training Institutions because of weak administration and implementation by the institutions. It was recommended that in an effort to promote enrolment in Technical Training Institutions, the Kenyan Government should fully fund students enrolled in Technical Training Institutions. Besides Technical Training Institutions should enhance advertisement of the courses offered; strengthen distance/e-learning; and review courses offered to meet the market demand.
DA - 2014///
PY - 2014
LA - en
UR - http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.679.8830&rep=rep1&type=pdf
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:East Africa
KW - C:Ethiopia
KW - C:Kenya
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:access
KW - Q:open learning
KW - T:TVET
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Modelling TVET Colleges as Alternative Centres to Deliver eSkills Training in Rural Communities of Eastern Cape
AU - Ngqulu, Ndiyakholwa
AU - Gumbo, Sibukele
AU - Nogwina, Mnoneleli
T2 - 2019 IST-Africa Week Conference, IST-Africa 2019
T3 - Conference Proceeding
AB - © 2019 The authors. The National Electronic Media Institute of South Africa (NEMISA) has adopted, among other objectives, a focus and dedication of time and resources in upskilling people to be digitally competent. This objective is delivered through provincial e-Skills CoLabs distributed around South Africa which have the mandate to roll out the necessary digital skills (e-skills) courses for various ICT user groups usually at ICT Centres with adequate infrastructure. This is necessary as it is public knowledge that while people may own ICT devices, they still face challenges utilising them to work, get further training and conduct business. However, many ICT Centres that are either donated or provided by various stakeholders have failed due to sustainability. This study interrogates the potential of Eastern Cape Technical and Vocational Education and Training colleges (TVETs) as ICT centres to deliver e-skills training. Most of these TVET college campuses are located in rural areas; therefore provide a means to bridge the digital gap between and develop the capacity of our rural communities and up skill people. Informed by the brief background above, the research question guiding this study is 'What is the state of readiness of TVET colleges as ICT centres of choice to service communities'? To respond to this question, 6 Eastern Cape TVET colleges of Eastern Cape were sampled.
DA - 2019///
PY - 2019
DO - 10.23919/ISTAFRICA.2019.8764849
ER -
TY - JOUR
TI - Implications of the University of South Africa's (UNISA) shift to open distance e-learning on teacher education
AU - Ngubane-Mokiwa, Sindile A.
T2 - Australian Journal of Teacher Education
DA - 2017///
PY - 2017
DP - Google Scholar
VL - 42
IS - 9
SP - 7
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Shift from open distance learning to open distance e-learning
AU - Ngubane-Mokiwa, Sindile
AU - Letseka, Moeketsi
T2 - Open distance learning (ODL) in South Africa
DA - 2015///
PY - 2015
DP - Google Scholar
SP - 129
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - iPads in higher education—Hype and hope
AU - Nguyen, Lemai
AU - Barton, Siew Mee
AU - Nguyen, Linh Thuy
T2 - British Journal of Educational Technology
DA - 2015///
PY - 2015
DO - 10.1111/bjet.12137
DP - Google Scholar
VL - 46
IS - 1
SP - 190
EP - 203
UR - http://onlinelibrary.wiley.com/doi/10.1111/bjet.12137/pdf
Y2 - 2014/05/10/00:08:23
ER -
TY - BOOK
TI - Information, Role Models, and Perceived Returns to Education: Experimental Evidence from Madagascar.
AU - Nguyen, Trang
CY - Washington, DC
DA - 2013///
PY - 2013
PB - World Bank
ER -
TY - JOUR
TI - Information and Communication Technology as Agents of Change for Teaching and Teacher Development: A Case Study of a Secondary School, KwaZulu-Natal
AU - Ngwane, Knowledge S.
DO - 10.21125/inted.2017.1036
DP - Google Scholar
ST - Information and Communication Technology as Agents of Change for Teaching and Teacher Development
KW - _C:Finland FIN
KW - _C:South Africa ZAF
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Randomized impact evaluation of education interventions: Experiences and lessons from a reading to learn intervention in East Africa
AU - Ngware, M.W.
AU - Abuya, B.
AU - Oketch, M.
AU - Admassu, K.
AU - Mutisya, M.
AU - Musyoka, P.
T2 - International Journal of Research & Method in Education
DA - 2015///
PY - 2015
DO - 10.1080/1743727X.2014.965252
VL - 38
IS - 4
SP - 430
EP - 451
UR - https://doi.org/10.1080/1743727X.2014.965252.
ER -
TY - JOUR
TI - Does teaching style explain differences in learner achievement in low and high performing schools in Kenya?
AU - Ngware, M.W.
AU - Oketch, M.
AU - Mutisya, M.
T2 - International Journal of Educational Development
DA - 2014///
PY - 2014
DO - 10.1016/j.ijedudev.2014.01.004
VL - 36
SP - 3
EP - 12
UR - https://doi.org/10.1016/j.ijedudev.2014.01.004.
ER -
TY - JOUR
TI - Assessing learning: How can classroom-based teachers assess students’ competencies in numeracy?
AU - Ngware, Moses W.
AU - Hungi, Njora
AU - Mutisya, Maurice
T2 - Assessment in Education: Principles, Policy & Practice
DA - 2019/03/04/
PY - 2019
DO - 10.1080/0969594X.2018.1503156
DP - DOI.org (Crossref)
VL - 26
IS - 2
SP - 222
EP - 244
J2 - Assessment in Education: Principles, Policy & Practice
LA - en
SN - 0969-594X, 1465-329X
ST - Assessing learning
UR - https://www.tandfonline.com/doi/full/10.1080/0969594X.2018.1503156
Y2 - 2020/08/10/11:35:16
KW - __C:filed:1
ER -
TY - JOUR
TI - Impact Evaluation of Tayari School Readiness Program in Kenya.
AU - Ngware, Moses W.
AU - Hungi, Njora
AU - Wekulo, Patricia
AU - Mutisya, Maurice
AU - Njagi, Joan
AU - Muhia, Nelson
AU - Wambiya, Elvis
AU - Donfouet, Hermann
AU - Gathoni, Grace
AU - Mambe, Shem
T2 - African Population and Health Research Center, RTI International
DA - 2018///
PY - 2018
UR - https://aphrc.org/wp-content/uploads/2019/07/Impact_Evaluation_ECDE_Tayari-long-report.pdf
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Should we collaborate with AI to conduct literature reviews? Changing epistemic values in a flattening world
AU - Ngwenyama, Ojelanki
AU - Rowe, Frantz
T2 - Journal of the Association for Information Systems
DA - 2024///
PY - 2024
DO - 10.17705/1jais.00869
DP - Google Scholar
VL - 25
IS - 1
SP - 122
EP - 136
ST - Should we collaborate with AI to conduct literature reviews?
UR - https://aisel.aisnet.org/jais/vol25/iss1/5/
Y2 - 2024/03/12/20:59:30
ER -
TY - JOUR
TI - When Artificial Intelligence Voices Human Concerns: The Paradoxical Effects of AI Voice on Climate Risk Perception and Pro-Environmental Behavioral Intention
AU - Ni, Binbin
AU - Wu, Fuzhong
AU - Huang, Qing
T2 - International Journal of Environmental Research and Public Health
DA - 2023///
PY - 2023
DO - 10.3390/ijerph20043772
DP - Google Scholar
VL - 20
IS - 4
SP - 3772
ST - When Artificial Intelligence Voices Human Concerns
UR - https://www.mdpi.com/1660-4601/20/4/3772
Y2 - 2024/02/24/11:17:32
ER -
TY - JOUR
TI - To Use or not Use Collaborative Learning Techniques in Teleconference Teaching? A Case Study from the Hellenic Open University
AU - Niari, Maria
T2 - Journal of Learning for Development
AB - The purpose of the small-scale qualitative research study was to examine the use and perceived value of integrating collaborative learning techniques at teleconferences at the School of Humanities of the Hellenic Open University (HOU). Qualitative semi-structure interviews with tutors from the School of Humanities at the HOU were conducted in order for the research plan to be fundamentally heuristic and generate original results. Purposeful sampling was chosen for the data collection process, cross-sectional organization for the data classification and thematic analysis for the data analysis. The results of the present research study indicate the parameters need to be taken into account in order for the tutors to use collaborative learning techniques at teleconference teaching at HOU. Adequate teleconference platform, tutors’ training on distance collaborative learning and group dynamics, and a common understanding regarding distance learning and group dynamics in e-learning environments are some of the most significant findings derived from this research study. The role of students, as well as the role of the distance-learning provider, in integrating and adopting distance collaborative learning strategies is also highlighted by the results.
DA - 2021/03/18/
PY - 2021
DP - jl4d.org
VL - 8
IS - 1
SP - 93
EP - 110
LA - en
SN - 2311-1550
ST - To Use or not Use Collaborative Learning Techniques in Teleconference Teaching?
UR - https://jl4d.org/index.php/ejl4d/article/view/443
Y2 - 2022/04/05/12:22:01
KW - collaborative learning techniques
KW - distance collaborative learning
KW - distance education
KW - group dynamics
KW - qualitative research
KW - teleconference
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - INTEGRATED OPERATIONS FRAMEWORK FOR THE EARLY CHILDHOOD DEVELOPMENT (ECD) SECTOR IN THE OECS REGION
AU - Nichols, Tristi
DP - Google Scholar
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - scite: A smart citation index that displays the context of citations and classifies their intent using deep learning
AU - Nicholson, Josh M.
AU - Mordaunt, Milo
AU - Lopez, Patrice
AU - Uppala, Ashish
AU - Rosati, Domenic
AU - Rodrigues, Neves P.
AU - Grabitz, Peter
AU - Rife, Sean C.
T2 - Quantitative Science Studies
AB - Citation indices are tools used by the academic community for research and research evaluation that aggregate scientific literature output and measure impact by collating citation counts. Citation indices help measure the interconnections between scientific papers but fall short because they fail to communicate contextual information about a citation. The use of citations in research evaluation without consideration of context can be problematic because a citation that presents contrasting evidence to a paper is treated the same as a citation that presents supporting evidence. To solve this problem, we have used machine learning, traditional document ingestion methods, and a network of researchers to develop a “smart citation index” called scite, which categorizes citations based on context. Scite shows how a citation was used by displaying the surrounding textual context from the citing paper and a classification from our deep learning model that indicates whether the statement provides supporting or contrasting evidence for a referenced work, or simply mentions it. Scite has been developed by analyzing over 25 million full-text scientific articles and currently has a database of more than 880 million classified citation statements. Here we describe how scite works and how it can be used to further research and research evaluation.
DA - 2021/11/05/
PY - 2021
DO - 10.1162/qss_a_00146
DP - DOI.org (Crossref)
VL - 2
IS - 3
SP - 882
EP - 898
LA - en
SN - 2641-3337
ST - scite
UR - https://direct.mit.edu/qss/article/2/3/882/102990/scite-A-smart-citation-index-that-displays-the
Y2 - 2024/02/23/23:14:52
ER -
TY - BLOG
TI - EdTech’s three promising approaches to #SaveOurFuture
AU - Nicolai, Susan
AU - Haßler, Björn
T2 - EdTech Hub
AB - By Susan Nicolai and Björn Haßler Covid-19 has led to the biggest upheaval to daily life that many of us have ever seen, including for education. Even before schools shut in early March, there was a recognised global learning crisis and some 260 million not in school. The pandemic has further interrupted education for 90% of children around the world,…
DA - 2020/10/29/T05:00:02+00:00
PY - 2020
LA - en-US
UR - https://edtechhub.org/2020/10/29/edtech-three-promising-approaches-to-saveourfuture/
Y2 - 2020/11/07/12:28:32
KW - Author:Haßler
KW - Author:OpenDevEd
KW - _r:ImportedToMyEducationEvidence
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - RPRT
TI - EdTech Evidence From Covid-19 Response: A thematic review of primary research from Bangladesh, Ghana, Kenya, Pakistan and Sierra Leone
AU - Nicolai, Susan
AU - Jefferies, Kate
AU - Lockhart, Ashley Stepanek
DA - 2022///
PY - 2022
LA - en
PB - EdTech Hub
ST - EdTech Evidence From Covid-19 Response
KW - Final_citation
KW - cited
KW - existing
ER -
TY - RPRT
TI - EdTech Evidence From Covid-19 Response: A thematic review of primary research from Bangladesh, Ghana, Kenya, Pakistan and Sierra Leone
AU - Nicolai, Susan
AU - Jefferies, Kate
AU - Stepanek Lockhart, Ashley
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2022///
PY - 2022
LA - en
M3 - Working Paper
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/K5BJUBRE
KW - _C:Sierra Leone SLE
KW - _r:AddedByZotZen
ER -
TY - JOUR
TI - Toward a holistic approach to EdTech effectiveness: Lessons from Covid-19 research in Bangladesh, Ghana, Kenya, Pakistan and Sierra Leone
AU - Nicolai, Susan
AU - Jordan, Katy
AU - Adam, Taskeen
AU - Myers, Christina
AU - Jefferies, Kate
AU - Lockhart, Ashley Stepanek
T2 - International Journal of Educational Development
DA - in review
PY - in review
KW - Final_citation
KW - cited
KW - existing
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Edtech and parental engagement
AU - Nicolai, Susan
AU - Rui, Tingting Yang
AU - Zubairi, Asma
AU - Seluget, Chebet
AU - Kamninga, Tony
DA - 2023///
PY - 2023
DP - Google Scholar
UR - https://policycommons.net/artifacts/6942541/edtech-and-parental-engagement/7851978/
Y2 - 2023/11/08/16:16:01
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - AI in Learning: Designing the Future
A3 - Niemi, Hannele
A3 - Pea, Roy D.
A3 - Lu, Yu
CY - Cham
DA - 2023///
PY - 2023
DP - DOI.org (Crossref)
LA - en
PB - Springer International Publishing
SN - 978-3-031-09686-0 978-3-031-09687-7
ST - AI in Learning
UR - https://link.springer.com/10.1007/978-3-031-09687-7
Y2 - 2024/02/23/23:57:15
KW - Open Access
KW - artificial intelligence
KW - deep learning
KW - games
KW - human-machine interaction
KW - intelligent digital tools
KW - learning analytics
KW - life-long learning
KW - robotics
KW - simulations
KW - tutoring
KW - virtual learning
KW - well-being
ER -
TY - CHAP
TI - Introduction to AI in Learning: Designing the Future
AU - Niemi, Hannele
AU - Pea, Roy D.
AU - Lu, Yu
T2 - AI in Learning: Designing the Future
A2 - Niemi, Hannele
A2 - Pea, Roy D.
A2 - Lu, Yu
AB - The introduction chapter focuses on the main questions of the whole book AI in Learning: Designing the Future: (1) How is learning changing when human learning and machine learning are connected and what consequences does this conjunction have for education, also for working life as lifelong learning and (2) what kind of ethical issues are emerging with AI in education from the viewpoints of schools and other learning environments. The chapter first summarizes how recent AI technologies provide several options for learning and educational services and how AI is applied already in societies. In education and learning, many advanced techniques are already available, and we have tentatively promising findings. However, the accelerating pace of development of technology expands AI’s potentialities in education, so we need extensive new research about educational implementations and their effects on human learning and people’s lives. The chapter also summarizes how different chapters provide new research on AI in learning and education.
CY - Cham
DA - 2023///
PY - 2023
DP - Springer Link
SP - 1
EP - 15
LA - en
PB - Springer International Publishing
SN - 978-3-031-09687-7
ST - Introduction to AI in Learning
UR - https://doi.org/10.1007/978-3-031-09687-7_1
Y2 - 2024/02/23/23:57:15
KW - AI ethical issues
KW - Artificial intelligence
KW - Human learning
KW - Lifelong learning
KW - Machine learning
ER -
TY - ELEC
TI - Role of IEIs
AU - Nigeria's Entreprise Institutions and Education
DA - 2019///
PY - 2019
UR - http://www.innovationenterpriseinstitutes.com/role.php
Y2 - 2020/08/05/12:28:23
ER -
TY - JOUR
TI - The combined use of qualitative and quantitative methods in educational research
AU - Niglas, Katrin
T2 - undefined
AB - Figure 2. Relationship between philosophy and methodology in social science and educational research (adapted from Niglas 2001a and 2001b) - "THE COMBINED USE OF QUALITATIVE AND QUANTITATIVE METHODS IN EDUCATIONAL RESEARCH ABSTRACT"
DA - 2004///
PY - 2004
DP - www.semanticscholar.org
LA - en
UR - https://www.semanticscholar.org/paper/THE-COMBINED-USE-OF-QUALITATIVE-AND-QUANTITATIVE-IN-Niglas/49166bdec1ad53d05c05d853d60a8495eedd2396/figure/2
Y2 - 2021/11/06/23:20:27
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - THE COMBINED USE OF QUALITATIVE AND QUANTITATIVE METHODS IN EDUCATIONAL RESEARCH ABSTRACT
AU - Niglas, Katrin
T2 - undefined
AB - Semantic Scholar extracted view of "THE COMBINED USE OF QUALITATIVE AND QUANTITATIVE METHODS IN EDUCATIONAL RESEARCH ABSTRACT" by Katrin Niglas
DA - 2004///
PY - 2004
DP - www.semanticscholar.org
LA - en
UR - https://www.semanticscholar.org/paper/THE-COMBINED-USE-OF-QUALITATIVE-AND-QUANTITATIVE-IN-Niglas/49166bdec1ad53d05c05d853d60a8495eedd2396
Y2 - 2022/03/02/22:49:50
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Barns och lärares aktiviteter med datorplattor och appar i förskolan
AU - Nilsen, Malin
DA - 2018///
PY - 2018
DP - Google Scholar
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Blended learning vid lärares professionella lärande
AU - Nilsson, Malin
DA - 2017///
PY - 2017
DP - Google Scholar
KW - _C:Canada CAN
KW - _C:Finland FIN
KW - _C:New Zealand NZL
KW - _C:Portugal PRT
KW - _C:Tanzania TZA
KW - _C:United Kingdom GBR
KW - _C:Viet Nam VNM
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Recursos educativos abiertos: oportunidades y barreras
AU - Nincehelser, García
AU - Elena, María
DA - 2018///
PY - 2018
DP - Google Scholar
ST - Recursos educativos abiertos
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Teaching Systematic Review
AU - Nind, Melanie
T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application
A2 - Zawacki-Richter, Olaf
A2 - Kerres, Michael
A2 - Bedenlier, Svenja
A2 - Bond, Melissa
A2 - Buntins, Katja
AB - This chapter is about teaching systematic review; it is not, however, the product of a systematic review. It combines and builds on insights from two sets of research experiences: being taught about how to conduct systematic reviews ahead of doing this myself, and more recently, conducting study of the Pedagogy of Methodological Learning for the National Centre for Research Methods in the UK. The latter engaged teachers and learners in the process of building capability and capacity in the co-construction of understandings of what is important in teaching and learning advanced social science research methods, including systematic review. The chapter advocates teaching systematic review in ways that support critical thinking, utilising deep knowledge of the method and a willingness to be reflexive and open about its messy realities.
CY - Wiesbaden
DA - 2020///
PY - 2020
DP - Springer Link
SP - 55
EP - 68
LA - en
PB - Springer Fachmedien
SN - 978-3-658-27602-7
ST - Systematic Reviews in Educational Research
UR - https://doi.org/10.1007/978-3-658-27602-7_4
Y2 - 2020/11/26/15:49:34
ER -
TY - CONF
TI - Mapping Teacher Distribution Analysis with Digitation Technology Implementation to Improve Education Management in Bengkulu City
AU - Nirwana, Nirwana
AU - Vatresia, Arie
AU - Utama, F. P.
T2 - International Conference on Educational Sciences and Teacher Profession (ICETeP 2018)
AB - Embedded technology in education management is one of the most important things as an aid for Education Department. Not only help in learning process, the use of technology has been also used in many part of education to improve learning process. In this paper, we proposed the idea of mapping the digitation of High School (SMA) in Bengkulu city to manage...
DA - 2019/04//
PY - 2019
DO - 10.2991/icetep-18.2019.49
DP - www.atlantis-press.com
SP - 197
EP - 202
LA - en
PB - Atlantis Press
SN - 978-94-6252-695-2
UR - https://www.atlantis-press.com/proceedings/icetep-18/55915514
Y2 - 2021/03/07/17:45:04
KW - _C:France FRA
KW - _C:India IND
KW - _C:Indonesia IDN
KW - _C:Italy ITA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Artificial intelligence for sustainability: Challenges, opportunities, and a research agenda
AU - Nishant, Rohit
AU - Kennedy, Mike
AU - Corbett, Jacqueline
T2 - International Journal of Information Management
DA - 2020///
PY - 2020
DO - 10.1016/j.ijinfomgt.2020.102104
DP - Google Scholar
VL - 53
SP - 102104
ST - Artificial intelligence for sustainability
UR - https://www.sciencedirect.com/science/article/pii/S0268401220300967
Y2 - 2024/02/24/11:17:24
ER -
TY - CHAP
TI - Multiple Users’ Experiences of an AI-Aided Educational Platform for Teaching and Learning
AU - Niu, Shuanghong Jenny
AU - Li, Xiaoqing
AU - Luo, Jiutong
T2 - AI in Learning: Designing the Future
A2 - Niemi, Hannele
A2 - Pea, Roy D.
A2 - Lu, Yu
AB - This chapter aims to provide a better understanding of how AI technology can be used to assist in teaching and learning at schools. The Smart Learning Partner (SLP) educational platform is based on AI technology to provide new possibilities for individualized learning and more educational resources. We used a case study approach to investigate how this AI-aided SLP platform helped to assist in teaching and learning from the multiple users’ perspectives of students, teachers, and the principal at a Chinese school. This chapter starts with a description of AI used in education and learning. The AI-aided SLP educational platform is then presented to illustrate in what ways it works to assist in teaching and learning. Based on the users’ self-reported experience, this platform can support students’ learning by providing students with individualized diagnostic feedback and assessments as well as information about the progress of their learning. In addition, students receive recommendations of micro lectures from the platform to aid improvement based on the students’ assessment results. Additionally, students can also access various micro lectures according to their interests. This platform provides teachers with reports of real-time learning situations and progress at the individual or class level. Accordingly, teachers can better adjust their pedagogical decision and teaching according to the students’ needs. The principal used the information to allocate resources and assist in curriculum planning at school. In conclusion, all users positively stated that this AI-aided SLP platform assisted in teaching and learning at school even though there were still certain challenges. At the end of the chapter, recommendations for the future platform design are offered.
CY - Cham
DA - 2023///
PY - 2023
DP - Springer Link
SP - 215
EP - 231
LA - en
PB - Springer International Publishing
SN - 978-3-031-09687-7
UR - https://doi.org/10.1007/978-3-031-09687-7_13
Y2 - 2024/02/23/23:57:15
KW - AI-aided educational platform
KW - Artificial intelligence (AI)
KW - Multiple perspectives
KW - Teaching and learning
ER -
TY - JOUR
TI - Creating Spaces for Filling the Gender Gap in university leadership and management: The case for Zambian Women Professors
AU - Njobvu, T.
AU - Yang, Y. X.
T2 - International Journal of Education and Research Vol. 2 No. 12 December 2014, 249
DA - 2014///
PY - 2014
DP - Google Scholar
VL - 264
ST - Creating Spaces for Filling the Gender Gap in university leadership and management
UR - https://scholar.google.com/scholar?cluster=16839624617591585288&hl=en&oi=scholarr
Y2 - 2023/12/05/11:36:49
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Pupil Indiscipline in the ‘No Corporal Punishment Era’in Zambia: Trends and Implications for Management in Schools
AU - Njobvu, Tommie
AU - Hamomba, Ian
AU - Simuyaba, Eunifridah
DP - Google Scholar
ST - Pupil Indiscipline in the ‘No Corporal Punishment Era’in Zambia
UR - https://www.academia.edu/download/65056494/document_18_.pdf
Y2 - 2023/12/05/11:36:55
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Exploring selected theories applicable to educational disciplines and social sciences research.
AU - Nkhata, Bentry
AU - Mkandawire, Sitwe Benson
AU - Nachiyunde, Kabunga
AU - Phiri-Nalube, Patricia
AU - Kaani, Bestern
AU - Mulenga, Innocent Mutale
AU - Phiri, Chidongo
AU - Chileshe, Bernard
AU - Sichula, Noah Kenny
AU - Sikayomya, Patrick
DA - 2019///
PY - 2019
DP - Google Scholar
UR - http://dspace.unza.zm/bitstream/handle/123456789/6093/ExploringSelectedTheoriesApplicabletoEducationalDisciplinesandSocialSciencesResearch.pdf?sequence=1&isAllowed=y
Y2 - 2023/12/06/15:21:52
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Revisiting global development frameworks and research on universal basic education in Ghana and Sub-Saharan Africa: a review of evidence and gaps for future research
AU - Nkrumah, Rodney Buadi
AU - Sinha, Vandna
T2 - Review of Education
AB - The emergence of global development frameworks such as Education for All, Millennium Development Goals, and Sustainable Development Goals have expanded opportunities for Universal Basic Education (UBE) in Ghana and Sub-Saharan Africa (SSA). In the three decades of their implementation, these frameworks have also stimulated a culture of research based on measuring development and educational outcomes through established indicator-based approaches. Subsequently, research on UBE in Ghana and SSA remains largely dominated by quantitative indicators which concentrate on enrolment and completion numbers in measuring a country’s progress. Yet, emerging literature shows that the expansion in enrolment is accompanied by high rates of drop-outs, non completion, and low learning outcomes even for those able to complete basic education. Using structured and unstructured procedures to identify both academic and grey literature, this review explores the state of educational expansion and research on UBE in Ghana and SSA. We argue that the current reliance on dominant quantitative, indicator-based approaches to assessing UBE reveals little about the differential experiences of children, particularly those in rural and marginalised communities, who receive poor quality education. The lack of information about children’s experiences of access reinforces inequalities in education, employment, and upward mobility in later life. Future research should seek to unpack micro-level experiences which characterise access, as well as the pathways through which factors such as poverty and location create unequal experiences in schooling access, to inform context-specific policies for UBE.
DA - 2020///
PY - 2020
DO - 10.1002/rev3.3205
DP - Wiley Online Library
VL - 8
IS - 3
SP - 733
EP - 764
LA - en
SN - 2049-6613
ST - Revisiting global development frameworks and research on universal basic education in Ghana and Sub-Saharan Africa
UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/rev3.3205
Y2 - 2022/04/18/11:21:33
KW - Ghana
KW - Sub-Saharan Africa
KW - educational expansion
KW - global development frameworks
KW - universal basic education
ER -
TY - JOUR
TI - The eclectic roots of strategy implementation research
AU - Noble, Charles H.
T2 - Journal of business research
DA - 1999///
PY - 1999
DO - 10.1016/S0148-2963(97)00231-2
DP - Google Scholar
VL - 45
IS - 2
SP - 119
EP - 134
ER -
TY - RPRT
TI - COVID-19 employment stress and child vulnerability.pdf
AU - Noble, K.
AU - Hurley, P.
AU - Macklin, S.
DA - 2020///
PY - 2020
UR - http://vuir.vu.edu.au/40603/1/COVID-19%20employment%20stress%20and%20child%20vulnerability.pdf
Y2 - 2020/08/12/17:19:49
ER -
TY - JOUR
TI - Thermal and visual comfort of schoolchildren in air-conditioned classrooms in hot and humid climates
AU - Noda, Lumy
AU - Lima, Amanda VP
AU - Souza, Jullyanne F.
AU - Leder, Solange
AU - Quirino, Luana M.
T2 - Building and Environment
DA - 2020///
PY - 2020
DO - 10.1016/j.buildenv.2020.107156
DP - Google Scholar
VL - 182
SP - 107156
KW - BE:RELEVANT
ER -
TY - JOUR
TI - Video Improves Learning in Higher Education: A Systematic Review
AU - Noetel, Michael
AU - Griffith, Shantell
AU - Delaney, Oscar
AU - Sanders, Taren
AU - Parker, Philip
AU - del Pozo Cruz, Borja
AU - Lonsdale, Chris
T2 - Review of Educational Research
AB - Universities around the world are incorporating online learning, often relying on videos (asynchronous multimedia). We systematically reviewed the effects of video on learning in higher education. We searched five databases using 27 keywords to find randomized trials that measured the learning effects of video among college students. We conducted full-text screening, data extraction, and risk of bias in duplicate. We calculated pooled effect sizes using multilevel random-effects meta-analysis. Searches retrieved 9,677 unique records. After screening 329 full texts, 105 met inclusion criteria, with a pooled sample of 7,776 students. Swapping video for existing teaching methods led to small improvements in student learning (g = 0.28). Adding video to existing teaching led to strong learning benefits (g = 0.80). Although results may be subject to some experimental and publication biases, they suggest that videos are unlikely to be detrimental and usually improve student learning.
DA - 2021/04/01/
PY - 2021
DO - 10.3102/0034654321990713
DP - SAGE Journals
VL - 91
IS - 2
SP - 204
EP - 236
J2 - Review of Educational Research
LA - en
SN - 0034-6543
ST - Video Improves Learning in Higher Education
UR - https://doi.org/10.3102/0034654321990713
Y2 - 2022/04/05/20:23:52
KW - _genre:LR-literature_review
KW - active learning
KW - cognitive load
KW - instructional design
KW - multimedia
KW - online learning
ER -
TY - JOUR
TI - Examining the service quality of administrative practices in Technical Vocational Education and Training (TVET) Colleges in South Africa
AU - Nomzamo, Monica Mpanza
AU - Green, Paul
AU - Sentoo, Naresh
AU - Cecile N. Gerwel Proches
T2 - African Journal of Business and Economic Research
A2 - Nomzamo, Monica Mpanza
T3 - Journal Article
AB - The purpose of the research was to evaluate administrative practices in three selected Technical Vocational Education and Training (TVET) Colleges in KwaZulu-Natal, South Africa. In the higher education sector, students are the clients who are to be given service and whose needs are to be satisfied. A SERVQUAL theoretical framework was employed in this study. The study drew on a mixed method research design. Questionnaires were administered to students, and semi-structured interviews were conducted with administrative clerks and administrative managers. A stratified sampling technique was used when collecting data from staff, and a convenience sample was applied when collecting data from students. Content analysis was used to analyse data from the interviews and the responses from questionnaires were analysed using the Statistical Package for Social Scientists (SPSS). The results of the research indicated a need for TVET Colleges to implement an appropriate set of processes for administrative practices and how critical it is that all employees should adhere to principles of quality customer service.
DA - 2019///
PY - 2019
DO - 10.31920/1750-4562/2019/14n2a9
ER -
TY - JOUR
TI - Turning a New Page: Guiding Instruction and Using MAP Growth amid COVID-19 School Closures
AU - Nordengren, Chase
AU - Jensen, Nate
DP - Zotero
SP - 13
LA - en
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Teachers as agents of sustainable peace, social cohesion and development: theory, practice & evidence
AU - Novelli, Mario
AU - Sayed, Yusuf
T2 - Education as Change
DA - 2016///
PY - 2016
DO - 10.17159/1947-9417/2016/1486
DP - SciELO
VL - 20
IS - 3
SP - 15
EP - 37
SN - 1947-9417
ST - Teachers as agents of sustainable peace, social cohesion and development
UR - http://www.scielo.org.za/scielo.php?script=sci_abstract&pid=S1947-94172016000300002&lng=en&nrm=iso&tlng=en
Y2 - 2021/03/07/17:59:59
KW - _C:Afghanistan AFG
KW - _C:Australia AUS
KW - _C:India IND
KW - _C:Lebanon LBN
KW - _C:Myanmar MMR
KW - _C:Nepal NPL
KW - _C:Pakistan PAK
KW - _C:Rwanda RWA
KW - _C:Sierra Leone SLE
KW - _C:Singapore SGP
KW - _C:South Africa ZAF
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Availability and usage of information communication technology facilities in secondary schools in Zambia
AU - Nsama, Peggy
AU - Masaiti, Gift
AU - Akakandelwa, Akakandelwa
T2 - Zambian Journal of Educational Management, Administration and Leadership (ZJEMAL)(ISSN-Print: 2706-7416, Online: 2709-1864)
DA - 2020///
PY - 2020
DP - Google Scholar
VL - 1
IS - 1
SP - 87
EP - 106
UR - https://law.unza.zm/index.php/ZJEMAL/article/view/216
Y2 - 2023/12/05/11:39:21
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Exploring the mismatch between teacher demand-supply in sub-Saharan Africa: Ghana as case study
AU - Ntim, S.,
T2 - Mediterranean Center of Social and Educational Research
AB - This study presents an analysis of the factors affecting the supply and demand of school teachers in Ghana. The findings suggest that the major pull causing the mismatch in teacher supply-demand equation can be summed up under: a) economic demand, b) demographic factors and c) market forces. Sixty percent of those sampled constituting 162 of the respondents were of the view that there was a significant correlation between remuneration and supply while the other 40% (108) not attributing it to remuneration per se, nevertheless saw a link between supply and other economic issues such as end of service benefit. Ninety five percent of respondents were of the view that teacher upgrading in higher market premium courses in institutions of higher learning exacerbate teacher attrition into other better paid jobs: an indication of non-incentives pulling teachers from the teaching profession. The objective of the study is to contribute to advocacy on teacher issues, especially increased resources as well as innovative funding for the employment of sufficient number of teachers.
DA - 2013///
PY - 2013
DO - 10.5901/mjss.2013.v4n1p273
LA - en
UR - http://www.mcser.org/index.php/38-archive/mjss-archive/mjss-2013/617-mjss-vol-4-no-1-2013-2
AN - DOI-10.5901/mjss.2013.v4n1p273
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - F:incentives
KW - F:learning
KW - F:motivation
KW - F:remuneration
KW - F:teaching
KW - P:economy
KW - P:services
KW - P:teacher education
KW - P:teachers
KW - Q:higher education
KW - R:case study
KW - T:career
KW - Z:Higher education
KW - Z:Teacher career
KW - Z:Teacher deployment
KW - Z:Teacher education
KW - Z:Teacher motivation
KW - _C:Ghana GHA
KW - publicImportV1
KW - ⚠️ Invalid DOI
ER -
TY - JOUR
TI - Lagu Nusantara: Android Role Playing Game for Elementary School Music Learning
AU - Nugraha, R. Gita Ardhy
AU - Florentinus, Totok Sumaryanto
AU - Utomo, Kamsidjo Budi
T2 - Journal of Primary Education
DA - 2018///
PY - 2018
DP - Google Scholar
VL - 7
IS - 2
SP - 137
EP - 145
ST - Lagu Nusantara
KW - _C:Indonesia IDN
KW - _C:Korea XKOR
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Developing Android Role Playing Game for Elementary Music Learning
AU - Nugraha, R. Gita Ardhy
AU - Sumaryanto, Totok
AU - Utomo, Kamsijo Budi
T2 - Harmonia: Journal of Arts Research and Education
DA - 2018///
PY - 2018
DO - 10.15294/harmonia.v18i2.14018
DP - Google Scholar
VL - 18
IS - 2
SP - 180
EP - 190
KW - _C:Indonesia IDN
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - BOOK
TI - Time to Teach: Teacher Attendance and Time on Task in Primary Schools in Mozambique
AU - Nugroho, Dita
AU - Karamperidou, Despina
AB - Teacher attendance is one of the prerequisites on the path toward universal learning in developing countries. Over the past decades, however, studies from across the developing world have found national rates of teacher absenteeism that range from 3 to 27 per cent. Therefore, enhancing teachers' presence in the classroom and ensuring that class time is spent teaching, can contribute significantly to the productivity and inclusive prosperity of a country. This Time to Teach study collates and strengthens the evidence base on primary school teacher absenteeism in Mozambique. The study uses a mix of qualitative and quantitative research methods to provide critical insights into the factors that underpin the multiple forms of teacher absenteeism and time on task. It also examines how factors vary across countries, school types, gender of teacher and other teacher characteristics. Despite high levels of teacher absenteeism, the study shows that teachers are generally committed and that what is needed is education system strengthening. It is hoped that findings will inform workable solutions and policies that will ensure a motivated teaching force, increase opportunities for children to learn at school and, ultimately, improve their life and work opportunities.
DA - 2021/07//
PY - 2021
DP - ERIC
LA - en
PB - UNICEF
ST - Time to Teach
UR - https://eric.ed.gov/?q=subject%3aTeacher+Attendance&ff1=subTeacher+Attendance&id=ED615573
Y2 - 2022/01/06/16:00:26
KW - Barriers
KW - C:Mozambique
KW - Developing Nations
KW - Educational Change
KW - Educational Policy
KW - Elementary School Teachers
KW - Employee Absenteeism
KW - Foreign Countries
KW - Gender Differences
KW - Influences
KW - Institutional Characteristics
KW - Rural Urban Differences
KW - Sanctions
KW - Teacher Attendance
KW - Teacher Attitudes
KW - Teacher Characteristics
KW - Teacher Education
KW - Teacher Persistence
KW - Teaching Conditions
KW - Time Management
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - COVID-19: Trends, Promising Practices and Gaps in Remote Learning for Pre-Primary Education
AU - Nugroho, Dita
AU - Lin, Hsiao-Chen
AU - Borisova, Ivelina
AU - Nieto, Ana
AU - Ntekim, Maniza
T2 - Primary Education
AB - This paper examines the remote learning options that countries around the world have made available for pre-primary students and their families while schools are closed during the COVID-19 pandemic. It highlights trends, gaps and emerging good practices that are supported by existing evidence.
DP - Zotero
SP - 49
LA - en
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Distance Education for Rohingya Children during COVID 19 Emergency: Bangladesh Rohingya Response Perspectives; Challenges, Recommendations and Proximities
AU - Nurul Mostafa Kamal, Zafari
AB - COVID 19 leaves the humanity in a burdened edge. During this unprecedented health emergency, a big lapse in education sector is hampering the educational services in the Rohingya camps in Bangladesh. This paper will focus on the foundational ideas and concepts of distance education and distance education in emergencies. Distance education in emergencies is a very new concept. The present paper will layout the principles of distance education or remote learning. Also the paper frame the learning delivery modalities, learning competencies, offline games for Rohingya learners, and support systems for EiE practitioners during the COVID 19 emergency for health, mental, and psychosocial well-being. This paper will recommend some particular actions, will check the challenges and present some proximities.
CY - Rochester, NY
DA - 2020/05/06/
PY - 2020
DP - papers.ssrn.com
LA - en
M3 - SSRN Scholarly Paper
PB - Social Science Research Network
SN - ID 3594676
ST - Distance Education for Rohingya Children during COVID 19 Emergency
UR - https://papers.ssrn.com/abstract=3594676
Y2 - 2020/08/14/20:22:18
KW - Education in emergency
KW - distance education in emergency
KW - home schooling.
KW - remote learning
KW - remote schooling
ER -
TY - JOUR
TI - Who Gets to Wield Academic Mjolnir?: On Worthiness, Knowledge Curation, and Using the Power of the People to Diversify OER
AU - Nusbaum, Amy T.
T2 - Journal of Interactive Media in Education
AB - 1In many academic fields Western/white/male/cishetero2/abled perspectives are often centered, while other perspectives are presented as “other.” Implicitly, this sends messages to students that success looks like one type of person, knowledge is generated in one kind of way, and their background is not worth being centered. While open educational resources (OER) are often marketed as a tool for social justice, due to their ability to neutralize class-based differences (e.g., Okamoto 2013), there is no evidence that OER are any better than commercial texts at addressing issues of diversity, equity, and inclusion (see Mishra 2017 for a discussion of context). However, OER do present a good opportunity for diversification, due to the relatively simple nature of updating the content. This project takes a crowdsourcing approach to diversify OpenStax Psychology (OpenStax College 2014), an OER for Introductory Psychology courses. Contributors were asked to read areas of the textbook they were comfortable with and make suggestions to diversify the content. The author then used some of the suggestions to create modified chapters and conducted a study investigating the impact of the revisions. Participants read either the original chapter or the diversified chapter and completed a questionnaire assessing their sense of belongingness in the classroom/on campus. Overall, first-generation students had a reduced sense of belonging related to their financial circumstances. However, this effect was ameliorated for first-generation students who read the diversified chapter, compared to those who read the original chapter.
DA - 2020/05/11/
PY - 2020
DO - 10.5334/jime.559
DP - jime.open.ac.uk
VL - 2020
IS - 1
SP - 4
LA - en
SN - 1365-893X
ST - Who Gets to Wield Academic Mjolnir?
UR - http://jime.open.ac.uk/articles/10.5334/jime.559/
Y2 - 2020/07/11/18:36:23
KW - diversity
KW - equity
KW - open educational resources
KW - open pedagogy
ER -
TY - JOUR
TI - Technology as small group face-to-face collaborative scaffolding
AU - Nussbaum, M.
AU - Alvarez, C.
AU - McFarlane, A.
AU - Gomez, F.
AU - Claro, S.
AU - Radovic, D.
T2 - Computers and Education
DA - 2009///
PY - 2009
DO - 10.1016/j.compedu.2008.07.005
VL - 52
IS - 1
SP - 147
EP - 153
ST - Technology as small group face-to-face collaborative scaffolding
ER -
TY - JOUR
TI - Enriching the scholarly metadata commons with citation metadata and spatio-temporal metadata to support responsible research assessment and research discovery
AU - Nüst, Daniel
AU - Yücel, Gazi
AU - Cordts, Anette
AU - Hauschke, Christian
AB - In this article, we focus on the importance of open research information as the foundation for transparent and responsible research assessment and discovery of research outputs. We introduce work in which we support the open research information commons by enabling, in particular, independent and small Open Access journals to provide metadata to several open data hubs (Open Citations, Wikidata, Open Research Knowledge Graph). In this context, we present The OPTIMETA Way, a means to integrate metadata collection, enrichment, and distribution in an effective and quality-ensured way that enables uptake even amongst small scholar-led publication venues. We have designed an implementation strategy for this approach in the form of two plugins for the most widely used journal publishing software, Open Journal Systems (OJS). These plugins collect, enrich, and automatically deliver citation metadata and spatio-temporal metadata for articles. Our contribution to research assessment and discovery with linked open bibliographic data is threefold. First, we enlarge the open research information data pool by advocating for the collection of enriched, user-validated metadata at the time of publication through open APIs. Second, we integrate data platforms and journals currently not included in the standard scientometric practices because of their language or lack of support from big publishing houses. Third, we allow new use cases based on location and temporal metadata that go beyond commonly used discovery features, specifically, the assessment of research activities using spatial coverage and new transdisciplinary connections between research outputs.
DA - 2023///
PY - 2023
DO - 10.48550/ARXIV.2301.01502
DP - Semantic Scholar
UR - https://arxiv.org/abs/2301.01502
Y2 - 2024/03/10/19:41:08
KW - Digital Libraries (cs.DL)
KW - FOS: Computer and information sciences
KW - H.0
ER -
TY - JOUR
TI - Evaluation of the extent school access programme assisted teachers to acquire ICT skills
AU - Nwajiuba, Chinyere Augusta
AU - Okoro, Kingsley O.
AU - Edikpa, Edith
T2 - Asian Journal of Information Technology
AB - Evaluation of the Extent School Access Programme Assisted Teachers to Acquire ICT Skills
DA - 2019///
PY - 2019
DO - 10.36478/ajit.2019.67.71
DP - 10.36478/ajit.2019.67.71
VL - 18
IS - 3
SP - 67
EP - 71
J2 - Asian J. Inf. Technol.
SN - 16823915
UR - http://www.medwelljournals.com/abstract/?doi=ajit.2019.67.71
Y2 - 2019/11/08/14:03:07
KW - _Source:Intuitive
KW - _THEME: Curriculum and resources
KW - _THEME: Education management
KW - _THEME: Teacher Professional Development
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2426072
KW - __finaldtb
ER -
TY - JOUR
TI - Entrepreneurship education in Ghana – the case of the KNUST entrepreneurship clinic
AU - Nyadu-Addo, Ralph
AU - Mensah, Mavis Serwah Benneh
T2 - Journal of Small Business and Enterprise Development
AB - © 2018, Emerald Publishing Limited. Purpose: Entrepreneurship education thrives on the pillars of experiential education. Using the case of the Kwame Nkrumah University of Science and Technology in Ghana, the purpose of this paper is to examine the entrepreneurship clinic (EC) as a viable pedagogy for the promotion of experiential education in entrepreneurship. Design/methodology/approach: The paper relies on insider action research to analyse, within Joplin’s five-step model, the case of the EC at the Kwame Nkrumah University of Science and Technology (KNUST), Ghana. Findings: The analysis showed that the KNUST clinic comprises five main activities including preparation, orientation, selection and matching, coaching and monitoring and evaluation. In relation to Joplin’s five-step model, the first three stages of the clinic provide focus for the clinic while the remaining two stages – coaching and monitoring and evaluation – entail activities that are geared towards action, support, feedback and debrief. Through the clinic, thousands of tertiary students have been trained in entrepreneurship and new venture creation; some selected participants have been coached while others have had the opportunity to qualify for business incubation. Research limitations/implications: Although the paper discusses some achievements of the clinic in relation to enrolment and fundraising, it does not assess the impact of the clinic on the entrepreneurial competencies, intentions and initiatives of participants, hence, these issues are recommended for future research. Practical implications: The paper demonstrates that it is feasible to implement the EC methodology, irrespective of the cost and time implications that are often associated with experiential educational methodologies. However, support from university management, funding raising from internal and external sources and technical support from industry and government agencies are key to the sustainability of clinics. Originality/value: The paper adds novelty to the entrepreneurship education literature by bringing to the fore how a university in an emerging African economy is implementing and managing the EC pedagogy.
DA - 2018///
PY - 2018
DO - 10.1108/jsbed-02-2017-0062
LA - en
AN - LOCAL-SCOPUS_ID:85033600884
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - CA:AandC
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - F:achievement
KW - F:pedagogy
KW - P:economy
KW - P:measurement
KW - P:technology
KW - R:evaluation
KW - R:impact
KW - T:entrepreneurship education
KW - T:trainee
KW - Z:Clinic
KW - Z:Development
KW - Z:Education
KW - Z:Entrepreneurship
KW - Z:Experiential
KW - _C:Ghana GHA
KW - publicImportV1
ER -
TY - RPRT
TI - HOW-TO NOTE: ADDRESSING THE PRINCIPLES FOR DIGITAL DEVELOPMENT IN PROJECT AND ACTIVITY DESIGN
AU - Nyberg, Richard
DP - Zotero
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Moving toward the automation of the systematic review process: a summary of discussions at the second meeting of International Collaboration for the Automation of Systematic Reviews (ICASR)
AU - O’Connor, Annette M.
AU - Tsafnat, Guy
AU - Gilbert, Stephen B.
AU - Thayer, Kristina A.
AU - Wolfe, Mary S.
T2 - Systematic Reviews
AB - The second meeting of the International Collaboration for Automation of Systematic Reviews (ICASR) was held 3–4 October 2016 in Philadelphia, Pennsylvania, USA. ICASR is an interdisciplinary group whose aim is to maximize the use of technology for conducting rapid, accurate, and efficient systematic reviews of scientific evidence. Having automated tools for systematic review should enable more transparent and timely review, maximizing the potential for identifying and translating research findings to practical application. The meeting brought together multiple stakeholder groups including users of summarized research, methodologists who explore production processes and systematic review quality, and technologists such as software developers, statisticians, and vendors. This diversity of participants was intended to ensure effective communication with numerous stakeholders about progress toward automation of systematic reviews and stimulate discussion about potential solutions to identified challenges. The meeting highlighted challenges, both simple and complex, and raised awareness among participants about ongoing efforts by various stakeholders. An outcome of this forum was to identify several short-term projects that participants felt would advance the automation of tasks in the systematic review workflow including (1) fostering better understanding about available tools, (2) developing validated datasets for testing new tools, (3) determining a standard method to facilitate interoperability of tools such as through an application programming interface or API, and (4) establishing criteria to evaluate the quality of tools’ output. ICASR 2016 provided a beneficial forum to foster focused discussion about tool development and resources and reconfirm ICASR members’ commitment toward systematic reviews’ automation.
DA - 2018/01/09/
PY - 2018
DO - 10.1186/s13643-017-0667-4
DP - Springer Link
VL - 7
IS - 1
SP - 3
J2 - Syst Rev
LA - en
SN - 2046-4053
ST - Moving toward the automation of the systematic review process
UR - https://doi.org/10.1186/s13643-017-0667-4
Y2 - 2024/01/18/22:32:35
KW - Automation
KW - Data abstraction
KW - Data extraction
KW - Evidence synthesis
KW - Priority ranking
KW - Systematic review
KW - Tools
ER -
TY - BLOG
TI - Sierra Leone: Transforming the Country through Innovation
AU - O'Connor, Shane
AU - Zurutuza, Naroa
T2 - UNICEF
DA - 2019///
PY - 2019
LA - en
UR - https://www.unicef.org/innovation/stories/sierra-leone-transforming-country-through-innovation
KW - _C:Sierra Leone SLE
ER -
TY - JOUR
TI - Using Machine Learning to Parameterize Moist Convection: Potential for Modeling of Climate, Climate Change, and Extreme Events
AU - O'Gorman, Paul A.
AU - Dwyer, John G.
T2 - Journal of Advances in Modeling Earth Systems
AB - Abstract
The parameterization of moist convection contributes to uncertainty in climate modeling and numerical weather prediction. Machine learning (ML) can be used to learn new parameterizations directly from high‐resolution model output, but it remains poorly understood how such parameterizations behave when fully coupled in a general circulation model (GCM) and whether they are useful for simulations of climate change or extreme events. Here we focus on these issues using idealized tests in which an ML‐based parameterization is trained on output from a conventional parameterization and its performance is assessed in simulations with a GCM. We use an ensemble of decision trees (random forest) as the ML algorithm, and this has the advantage that it automatically ensures conservation of energy and nonnegativity of surface precipitation. The GCM with the ML convective parameterization runs stably and accurately captures important climate statistics including precipitation extremes without the need for special training on extremes. Climate change between a control climate and a warm climate is not captured if the ML parameterization is only trained on the control climate, but it is captured if the training includes samples from both climates. Remarkably, climate change is also captured when training only on the warm climate, and this is because the extratropics of the warm climate provides training samples for the tropics of the control climate. In addition to being potentially useful for the simulation of climate, we show that ML parameterizations can be interrogated to provide diagnostics of the interaction between convection and the large‐scale environment.
,
Plain Language Summary
Small‐scale features such as clouds are typically represented in climate models by simplified physical models, and these simplified models introduce errors and uncertainties. A promising alternative approach is to use machine learning to train a statistical model to represent small‐scale processes based on output from expensive physics‐based models that better represent the small‐scale processes. Here we use idealized tests to explore the implications of incorporating a machine‐learning model of atmospheric convection in a climate model. We find that such an approach can give accurate simulations of mean climate and heavy rainfall events. The machine‐learning model does not work well for global warming if it is only trained on the current climate. However, it does work well for global warming if trained on both the current and warmer climates, and it works surprisingly well if only trained on the warmer climate. We also show that the machine‐learning model can be used to better understand the underlying physical processes.
,
Key Points
Random‐forest parameterization of convection gives accurate GCM simulations of climate and precipitation extremes in idealized tests
Climate change captured when trained on control and warm climate, or only on warm climate, but not when trained only on control climate
Machine‐learning parameterizations can also be interrogated to generate diagnostics of interaction of convection with the environment
DA - 2018/10//
PY - 2018
DO - 10.1029/2018MS001351
DP - DOI.org (Crossref)
VL - 10
IS - 10
SP - 2548
EP - 2563
J2 - J Adv Model Earth Syst
LA - en
SN - 1942-2466, 1942-2466
ST - Using Machine Learning to Parameterize Moist Convection
UR - https://agupubs.onlinelibrary.wiley.com/doi/10.1029/2018MS001351
Y2 - 2024/02/24/11:09:14
ER -
TY - JOUR
TI - Using text mining for study identification in systematic reviews: a systematic review of current approaches
AU - O’Mara-Eves, Alison
AU - Thomas, James
AU - McNaught, John
AU - Miwa, Makoto
AU - Ananiadou, Sophia
T2 - Systematic Reviews
AB - The large and growing number of published studies, and their increasing rate of publication, makes the task of identifying relevant studies in an unbiased way for inclusion in systematic reviews both complex and time consuming. Text mining has been offered as a potential solution: through automating some of the screening process, reviewer time can be saved. The evidence base around the use of text mining for screening has not yet been pulled together systematically; this systematic review fills that research gap. Focusing mainly on non-technical issues, the review aims to increase awareness of the potential of these technologies and promote further collaborative research between the computer science and systematic review communities.
DA - 2015/01/14/
PY - 2015
DO - 10.1186/2046-4053-4-5
DP - BioMed Central
VL - 4
IS - 1
SP - 5
J2 - Systematic Reviews
SN - 2046-4053
ST - Using text mining for study identification in systematic reviews
UR - https://doi.org/10.1186/2046-4053-4-5
Y2 - 2024/01/19/22:00:56
KW - Automation
KW - Review efficiency
KW - Screening
KW - Study selection
KW - Text mining
ER -
TY - BOOK
TI - Weapons of Math Destruction: How Big Data Increases Inequality and Threatens Democracy
AU - O'Neil, Cathy
AB - 'A manual for the 21st-century citizen... accessible, refreshingly critical, relevant and urgent' - Financial Times 'Fascinating and deeply disturbing' - Yuval Noah Harari, Guardian Books of the Year In this New York Times bestseller, Cathy O'Neil, one of the first champions of algorithmic accountability, sounds an alarm on the mathematical models that pervade modern life -- and threaten to rip apart our social fabric.We live in the age of the algorithm. Increasingly, the decisions that affect our lives - where we go to school, whether we get a loan, how much we pay for insurance - are being made not by humans, but by mathematical models. In theory, this should lead to greater fairness: everyone is judged according to the same rules, and bias is eliminated. And yet, as Cathy O'Neil reveals in this urgent and necessary book, the opposite is true. The models being used today are opaque, unregulated, and incontestable, even when they're wrong. Most troubling, they reinforce discrimination. Tracing the arc of a person's life, O'Neil exposes the black box models that shape our future, both as individuals and as a society. These "weapons of math destruction" score teachers and students, sort CVs, grant or deny loans, evaluate workers, target voters, and monitor our health. O'Neil calls on modellers to take more responsibility for their algorithms and on policy makers to regulate their use. But in the end, it's up to us to become more savvy about the models that govern our lives. This important book empowers us to ask the tough questions, uncover the truth, and demand change.
DA - 2016/09/06/
PY - 2016
DP - Google Books
SP - 218
LA - en
PB - Penguin UK
SN - 978-0-14-198542-8
ST - Weapons of Math Destruction
KW - Business & Economics / Statistics
KW - Computers / Artificial Intelligence / General
KW - Computers / Programming / Algorithms
KW - Mathematics / General
KW - Political Science / Political Ideologies / Democracy
KW - Political Science / Political Ideologies / General
KW - Science / General
KW - Science / Philosophy & Social Aspects
KW - Technology & Engineering / Social Aspects
ER -
TY - JOUR
TI - School in a Box in Low Resource Primary School in Mozambique: Practical Application of Zone of Proximal Development in Teacher Training with Mobile Technology
AU - O'Sullivan, Linda
AU - Seabra, N. Miguel
T2 - International Journal of Mobile and Blended Learning (IJMBL)
DA - 2016///
PY - 2016
DO - 10.4018/ijmbl.2016040104
DP - Google Scholar
VL - 8
IS - 2
SP - 44
EP - 54
ST - School in a Box in Low Resource Primary School in Mozambique
KW - __C:filed:1
ER -
TY - JOUR
TI - Lesson observation and quality in primary education as contextual teaching and learning processes
AU - O’Sullivan, Margo
T2 - International Journal of Educational Development
AB - Quality in primary education is currently high on the education agenda in developing countries. What is quality? How can we effectively measure it? How can we achieve it? How can we improve it? The author considers two suggestions to be critical to answering these above questions and engages with them in this article:•
place what is happening in the school and classroom, specifically teaching and learning processes, at the top of the quality agenda; and
•
use lesson observation to answer the questions.
The engagement in the article with the term “quality” highlights that six conceptualisations are used in the literature. However, the author argues that only two subsections of one of the conceptualisations are influencing policy, i.e. the input and output definitions of quality. An exploration of the common indicators of quality supports this and the author uses a political economy perspective to consider the reasons for it. This leads to the main section of the paper which seeks to explore the two suggestions bulleted above.
DA - 2006/05//
PY - 2006
DO - 10.1016/j.ijedudev.2005.07.016
DP - ScienceDirect
VL - 26
IS - 3
SP - 246
EP - 260
J2 - International Journal of Educational Development
SN - 0738-0593
UR - http://www.sciencedirect.com/science/article/pii/S073805930500091X
Y2 - 2016/01/26/16:24:24
KW - CitedIn:OER4Schools-HHH3-B
KW - Lesson observation
KW - Primary education
KW - Quality
ER -
TY - JOUR
TI - Action research and the transfer of reflective approaches to in-service education and training (INSET) for unqualified and underqualified primary teachers in Namibia
AU - O’Sullivan, Margo C.
T2 - Teaching and Teacher Education
AB - The literature on training approaches for both pre-service and in-service teacher training has been dominated since the 1980s by reflective approaches. This has undoubtedly influenced the relatively recent introduction of reflective approaches in developing countries. This article explores efforts, within an action research study of a 3-year (1995–1997) In-service Education and Training (INSET) programme, to implement reflective approaches in the training of unqualified and underqualified primary teachers in Namibia. The study raises ‘transfer’ questions concerning the appropriateness of reflective approaches, as conceptualised in western contexts, for these teachers. It led to the adaptation of these approaches and ultimately the development of an approach termed the ‘structured reflection’ approach, which was within the professional capability of the teachers to implement at the time of the study. Action research was used to develop this approach. r 2002 Elsevier Science Ltd. All rights reserved.
DA - 2002/07//
PY - 2002
DO - 10.1016/S0742-051X(02)00014-8
DP - DOI.org (Crossref)
VL - 18
IS - 5
SP - 523
EP - 539
J2 - Teaching and Teacher Education
LA - en
SN - 0742051X
UR - http://eprints.teachingandlearning.ie/3359/1/O'Sullivan%202002.pdf
Y2 - 2021/06/10/19:34:48
ER -
TY - JOUR
TI - Effective follow-up strategies for professional development for primary teachers in Namibia
AU - O'Sullivan, Margo C.
T2 - Teacher development
DA - 2002///
PY - 2002
DO - 10.1080/13664530200200164
DP - Google Scholar
VL - 6
IS - 2
SP - 181
EP - 203
ER -
TY - JOUR
TI - Digital Literacy Among Teachers: Identifying Digital Divide Among Interactive Whiteboard Users in Public High Schools
AU - Oatis, Tammy
DA - 2019///
PY - 2019
DP - Google Scholar
ST - Digital Literacy Among Teachers
KW - _C:Australia AUS
KW - _C:Bangladesh BGD
KW - _C:Brazil BRA
KW - _C:Canada CAN
KW - _C:China CHN
KW - _C:Georgia GEO
KW - _C:Greece GRC
KW - _C:Jordan JOR
KW - _C:Korea, Republic KOR
KW - _C:Netherlands NLD
KW - _C:Nigeria NGA
KW - _C:Norway NOR
KW - _C:Pakistan PAK
KW - _C:South Africa ZAF
KW - _C:Spain ESP
KW - _C:Thailand THA
KW - _C:Turkey TUR
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Investigating Turkish pre-service teachers' perceptions of blogs: implications for the FATIH project
AU - Ocak, Mehmet Akif
AU - Gökçearslan, Sahin
AU - Solmaz, Ebru
T2 - Contemporary Educational Technology
AB - This study aimed to investigate pre-service teachers' perceptions on the use of blogs regarding ICT integration in the FATIH project in Turkey. Participants were 174 pre-service teachers continuing their education. Data collection tool was a questionnaire which measured pre-service teachers' perceptions of the blogs. Questionnaire embodied some sub-categories of blog use such as learning, motivation, active participation, writing skills, group work, and critical thinking. Findings revealed that using blogs in classes affected learning and teaching process. The obtained results also showed that the blogs contributed to the recuperation of writing and critical thinking skills. These results indicated that students found social contributions of the blogs such as sharing information and interacting with peers. Based on the findings of study, appropriate conclusions and implications were addressed within the context of the FATIH project.
DA - 2014///
PY - 2014
DO - 10.30935/cedtech/6113
VL - 5
IS - 1
SP - 22
EP - 38
LA - English
UR - https://www.researchgate.net/publication/281592685_Investigating_Turkish_Pre-service_Teachers'_Perceptions_of_Blogs_Implications_for_the_FATIH_Project
AN - 1826538580; EJ1105540
KW - Critical Thinking
KW - Diaries
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Educational Technology
KW - Electronic Publishing
KW - Factor Analysis
KW - Foreign Countries
KW - Group Activities
KW - Higher Education
KW - Online Surveys
KW - Postsecondary Education
KW - Preservice Teachers
KW - Questionnaires
KW - Student Attitudes
KW - Student Motivation
KW - Student Participation
KW - Technology Integration
KW - Technology Uses in Education
KW - Turkey
KW - Web Sites
KW - Writing Skills
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2098538
KW - __finaldtb
ER -
TY - JOUR
TI - Employers' perceptions regarding the quality of technical education and training in Southern Africa : a case of the Botswana Technical Education Programme
AU - Odora, RJ
DA - 2011///
PY - 2011
LA - en
UR - https://jointbankfundlibrary.on.worldcat.org/oclc/1045432917
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - C:Botswana
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:T
KW - T:TVET
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Sources, Format Preference and Challenges of Accessing TVET Information among the Engineering Students of the Federal Polytechnic Ede, Osun State, Nigeria
AU - Odumade-Salako, Adepero Olajumoke
AU - Federal Polytechnic Ilaro Library, Ogun State, Nigeria
AU - Amusan, Blessing Babawale
T2 - Library Philosophy and Practice
A2 - Odumade-Salako, Adepero Olajumoke; Federal Polytechnic Ilaro Library, Ogun State, Nigeria
T3 - Journal
AB - The study focused on sources, format preference and challenges faced by the engineering students of the Federal Polytechnic Ede, Osun State in accessing Technical and Vocational Education and Training (TVET) information resources. The study adopted a survey method. Questionnaire was administered on a sample size of 379 students selected from the School of Engineering of the Federal Polytechnic, Ede, from a population of 7400 students through a stratified sampling technique. 306 sets of questionnaire were returned and valid for analysis, representing 80.74% return rate. The study discovered that personal collections, Internet and colleagues were the three most used sources of accessing TVET information among the students. Also majority of the respondents preferred TVET information sources in electronic format to print resources and reasons attributed to this include ability to interact with the source and search within texts; and round-the-clock, easy, cheap and remote accessibility. Also, the respondents experienced several challenges in accessing TVET information which include high cost of accessing information, poor attitudes of library staff and lack of awareness of TVET information sources. The study recommends among others that the Institution Library should reposition itself to be the first point of call for information among the students, and also acquire more eresources and improve accessibility to the resources. There is also the need to re-orientate the library staff, especially the front desk staff on staff-customer relations as well as teaching information literacy skills to the students to solve the problems associated with information retrieval.
DA - 2019///
PY - 2019
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Children in the digital environment: Revised typology of risks
AU - OECD
AB - The digital environment has become an integral part of children’s everyday lives and interactions. The benefits can be tremendous, but there also risks. In 2011, the OECD adopted a Typology of Risks in an effort to broadly categorise those risks. Since then the digital environment has changed significantly, as risks have evolved in nature and new ones have emerged. This report informs the OECD’s broader work on children in the digital environment by examining these trends and presenting an updated Typology of Risks. The Typology provides a high-level overview of the risk landscape, and outlines four risk categories and their manifestations. The Typology also identifies and analyses risks that cut across these four risk categories, and that can therefore have wide-ranging effects on children’s lives.
CY - Paris
DA - 2021///
PY - 2021
DP - OECD iLibrary
LA - en
PB - OECD
ST - Children in the digital environment
UR - https://www.oecd-ilibrary.org/science-and-technology/children-in-the-digital-environment_9b8f222e-en
Y2 - 2022/12/28/19:45:40
KW - Final_citation
KW - existing
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TY - BOOK
TI - Creating effective teaching and learning environments: first results from TALIS
A3 - OECD
CY - Paris
DA - 2009///
PY - 2009
DP - Gemeinsamer Bibliotheksverbund ISBN
SP - 305
LA - en
PB - OECD
SN - 978-92-64-05605-3
ST - Creating effective teaching and learning environments
KW - C:OECD countries
ER -
TY - BOOK
TI - Development Co-operation Report 2021: Shaping a Just Digital Transformation
AU - OECD
T2 - Development Co-operation Report
AB - Digital transformation is revolutionising economies and societies with rapid technological advances in AI, robotics and the Internet of Things. Low and middle-income countries are struggling to gain a foothold in the global digital economy in the...
CY - Paris
DA - 2021///
PY - 2021
DP - OECD iLibrary
LA - en
PB - Organisation for Economic Co-operation and Development
SN - 978-92-64-87667-5 978-92-64-70079-6 978-92-64-74692-3 978-92-64-85686-8
ST - Development Co-operation Report 2021
UR - https://www.oecd-ilibrary.org/development/development-co-operation-report-2021_ce08832f-en
Y2 - 2022/12/28/02:59:26
KW - Final_citation
KW - existing
ER -
TY - RPRT
TI - Does having digital skills really pay off?
AU - OECD
AB - Having the highest levels of skills in problem solving using ICT (information and communication technologies) increases chances of participating in the labour force by six percentage points compared with adults who have the lowest levels of these skills, even after accounting for various other factors, such as age, gender, level of education, literacy and numeracy proficiency, and use of e-mail at home. Adults without ICT experience are less likely to participate in the labour force; if they are employed, they earn less than adults with ICT experience, after accounting for various other factors. Experience in using ICT has a particularly large impact on participation in the labour force and earnings in Australia, England/Northern Ireland (UK) and the United States. Workers who use ICT frequently have substantially higher wages than those who do not use ICT often.
CY - Paris
DA - 2015/06/23/
PY - 2015
DP - OECD iLibrary
LA - en
PB - OECD
UR - https://www.oecd-ilibrary.org/education/does-having-digital-skills-really-pay-off_5js023r0wj9v-en
Y2 - 2022/11/18/01:53:24
KW - Final_citation
KW - existing
ER -
TY - ELEC
TI - Learning remotely when schools close: How well are students and schools prepared? Insights from PISA
AU - OECD
T2 - OECD
AB - As school after school shuts down in the face of the Covid-19 crisis (in now more than 140 countries), online learning opportunities have been elevated from a bonus extracurricular facility to a critical lifeline for education.
DA - 2020/04/03/
PY - 2020
LA - en
ST - Learning remotely when schools close
UR - https://www.oecd.org/coronavirus/policy-responses/learning-remotely-when-schools-close-how-well-are-students-and-schools-prepared-insights-from-pisa-3bfda1f7/
Y2 - 2022/12/29/22:23:34
KW - Final_citation
KW - existing
ER -
TY - GEN
TI - OECD Legal Instruments
AU - OECD
DA - 2021/05/13/
PY - 2021
LA - en
UR - https://legalinstruments.oecd.org/en/instruments/OECD-LEGAL-0389%20
Y2 - 2022/12/28/13:52:15
KW - Final_citation
KW - anystyle
KW - existing
ER -
TY - RPRT
TI - OECD Reviews of Vocational Education and Training - Key Messages and Country Summaries
AU - OECD
AB - Full country policy reviews have been conducted, as part of the two OECD studies on VET, in Australia, Austria, Chile, China, Costa Rica, Czech Republic, Denmark, Egypt, Germany, Hungary, Ireland, Israel, Kazakhstan, Korea, Mexico, the Netherlands, Norway, South Africa, Sweden, Switzerland, the United Kingdom (England and Wales), and the United States (with case studies of Florida, Maryland and Washington State) and also the U.S states of South Carolina and Texas.
DA - 2015///
PY - 2015
LA - English
ST - OECD Reviews of VET
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - CC:Australia
KW - CC:Austria
KW - CC:Chile
KW - CC:China
KW - CC:Costa Rica
KW - CC:Czech Republic
KW - CC:Denmark
KW - CC:Egypt
KW - CC:Germany
KW - CC:Kazakhstan
KW - CC:Korea
KW - CC:Mexico
KW - CC:Netherlands
KW - CC:Norway
KW - CC:South Africa
KW - CC:Sweden
KW - CC:Switzerland
KW - CC:UK
KW - CC:United States
KW - CLL:en
KW - Hungary
KW - publicImportV1
ER -
TY - RPRT
TI - Migration Policy Debates
AU - OECD-Organisation for Economic Co-operation and Development
DA - 2018/05/15/
PY - 2018
PB - OECD
UR - https://www.oecd.org/els/mig/migration-policy-debate-15.pdf
Y2 - 2022/05/03/13:20:44
ER -
TY - GEN
TI - 2012 to 2026 OECS Education Sector Strategy
AU - OECS
DA - 2016///
PY - 2016
LA - English
PB - Organisation of Eastern Caribbean States
UR - https://oecs.org/our-work/knowledge/library/statistics/stats-in-focus/oecs-education-strategy
Y2 - 2020/11/04/00:00:00
ER -
TY - ELEC
TI - About OECS/USAID ELP
AU - OECS
T2 - OECS
DA - n.d.
PY - n.d.
UR - https://oecs.org/elp-about
Y2 - 2020/12/06/00:00:00
ER -
TY - RPRT
TI - Cover Note for COVID-19 Accelerated Funding Request
AU - OECS
DA - 2020///
PY - 2020
UR - https://www.globalpartnership.org/sites/default/files/document/file/2020%2007%20COVID-19%20AFF%20Request%20OECS%20-%20Verified.pdf
Y2 - 2020/07/25/18:15:10
ER -
TY - RPRT
TI - Education sector strategy, 2012-2021
AU - OECS
DA - 2013///
PY - 2013
UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/oecs-education-sector-strategy-2012-2021.pdf
Y2 - 2020/07/25/18:16:38
ER -
TY - RPRT
TI - OECS Education Sector Response and Recovery Strategy to COVID-19
AU - OECS
DA - 2020///
PY - 2020
LA - English
PB - Organisation of Eastern Caribbean States
UR - https://www.oecs.org/en/our-work/knowledge/library/oecs-education-sector-response-strategy-to-covid-19/viewdocument/2115
Y2 - 2020/07/26/11:27:54
ER -
TY - RPRT
TI - OECS Regional Education Statistical Digest 2017-18
AU - OECS
DA - 2020/05/01/
PY - 2020
LA - fr
UR - https://view.joomag.com/oecs-regional-education-statistical-digest-2017-18/0518281001572275884
Y2 - 2021/02/19/14:21:27
ER -
TY - RPRT
TI - Desk Review: Virtual learning environments and learning management systems
AU - OECS Commission
CN - 0205
DA - 2021/10/15/
PY - 2021
LA - EN
M3 - Policy Guidance on Selecting Sustainable LMS for OECS Ministries of Education
PB - Open Development & Education
SN - 1
KW - Author:OpenDevEd
ER -
TY - RPRT
TI - LMS Selection and Implementation Tool Kit An Agile Delivery Approach
AU - OECS Commission
CN - 0206
DA - 2021/10/15/
PY - 2021
LA - EN
M3 - Policy Guidance on Selecting Sustainable LMS for OECS Ministries of Education
PB - Open Development & Education
SN - 2
KW - Author:OpenDevEd
ER -
TY - MGZN
TI - OECS PD Magazine
AU - OECS Commission
DA - 2019///
PY - 2019
UR - https://camdu.edu.lc/wp-content/uploads/2020/07/OECS-PD-Magazine-NEW.pdf
Y2 - 2021/02/20/13:01:29
ER -
TY - SLIDE
TI - OECS Instructional Content and Engagement Framework
A2 - OECS Commission
A2 - McBurnie, Chris
A2 - Megha-Bongnkar, Ghislaine
DA - 2021/08//
PY - 2021
UR - https://docs.google.com/presentation/d/1_LhgcqiRV0aib-iGcQ0lUviq4_LwqM6ty1tKu8H_rGc
Y2 - 2021/08/25/20:50:08
KW - Author:OpenDevEd
ER -
TY - RPRT
TI - OECS Education Sector Strategy (2012-2021)
AU - OECS Secretariat
DA - 2012///
PY - 2012
UR - https://www.globalpartnership.org/sites/default/files/2012-2021-oecs-education-sector-strategy_0.pdf
Y2 - 2021/08/25/19:02:25
ER -
TY - RPRT
TI - OECS Programme for Educational Advancement and Relevant Learning (PEARL)
AU - OECS Secretariat
DA - 2021///
PY - 2021
UR - https://documentcloud.adobe.com/link/review?uri=urn%3Aaaid%3Ascds%3AUS%3A5382a900-0f51-43a6-8cd5-2eee8c2b435e#pageNum=1
Y2 - 2021/08/25/19:04:27
ER -
TY - RPRT
TI - 1. Introduction to interactive teaching and the use of ICT
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1082
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 1
UR - https://docs.opendeved.net/lib/5AER6D62
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 1.1.A. What is interactive teaching?
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1080
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 2
UR - https://docs.opendeved.net/lib/WMPVAPMX
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 1.1.B. What is interactive teaching? - Part B
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1081
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 3
UR - https://docs.opendeved.net/lib/QRC9F3GI
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 1.2.A. Introduction to interactive teaching with ICT
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1083
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 4
UR - https://docs.opendeved.net/lib/EC5R3DZ6
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 1.2.B. Introduction to interactive teaching with ICT - Part B
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1084
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 5
UR - https://docs.opendeved.net/lib/2E8CR3HM
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 1.3.A. Activity planning and reflection - Part A
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1085
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 6
UR - https://docs.opendeved.net/lib/4EJG3AMP
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 1.3.B. Activity Planning
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1086
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 7
UR - https://docs.opendeved.net/lib/ICXE636H
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 1.4.A. ICTs in interactive teaching - Part A
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1087
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 8
UR - https://docs.opendeved.net/lib/XA72SREV
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 1.4.B. ICTs in interactive teaching - Part B
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1088
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 9
UR - https://docs.opendeved.net/lib/INPQZED4
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 2. Whole class dialogue and effective questioning
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1089
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 10
UR - https://docs.opendeved.net/lib/IKCBTMZQ
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 2.1.A. Introduction to dialogue and effective questioning - Part A
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1090
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 11
UR - https://docs.opendeved.net/lib/EX33UASR
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 2.1.B. Mid-morning - final day
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1091
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 12
UR - https://docs.opendeved.net/lib/8Z6ZUQMD
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 2.2.A. Questioning I
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1092
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 13
UR - https://docs.opendeved.net/lib/7AZRTNJV
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 2.3.A. More on questioning
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1093
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 14
UR - https://docs.opendeved.net/lib/HB65MV59
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 2.3.B. More on Question - Aligning OER
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1095
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 15
UR - https://docs.opendeved.net/lib/X8V8H6JA
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 2.4.A. Concept mapping
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1096
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 16
UR - https://docs.opendeved.net/lib/T47NX2AQ
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 2.4.B. Concept mapping - Aligning OER II
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1097
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 17
UR - https://docs.opendeved.net/lib/A4J2RQAC
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 2.5.A. Engaging the community
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1098
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 18
UR - https://docs.opendeved.net/lib/G6IKVQBU
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 2.5.B. Engaging the community - Using applications
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1099
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 19
UR - https://docs.opendeved.net/lib/VDV45KW4
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 3. Group work
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1100
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 20
UR - https://docs.opendeved.net/lib/RM723GSR
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 3.1.A. Group work: Same task and different tasks group work - OER in Education
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1101
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 21
UR - https://docs.opendeved.net/lib/2QU4CXQC
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 3.2.A. When to use group work and how to manage it
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1102
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 22
UR - https://docs.opendeved.net/lib/J28AW983
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 3.3.A. Mixed pace group work with and without ICT
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1103
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 23
UR - https://docs.opendeved.net/lib/8RQD5DCX
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 3.4.A. Talking points and effective group work
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1104
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 24
UR - https://docs.opendeved.net/lib/2RHUCKBQ
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 3.5.A. Review of group work
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1105
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 25
UR - https://docs.opendeved.net/lib/QME7CZBK
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 3.6.A. Designing interactive lesson plans
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1106
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 26
UR - https://docs.opendeved.net/lib/WS3RSN5K
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 4. Assessment for learning and lesson pacing
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1107
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 27
UR - https://docs.opendeved.net/lib/W7VWDFQX
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 4.1.A. Introduction to Assessment for Learning - OER in Education
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1108
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 28
UR - https://docs.opendeved.net/lib/8SJPX5R5
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 4.1.B. Introduction to Assessment for Learning
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1109
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 29
UR - https://docs.opendeved.net/lib/WPP5H275
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 4.2.A. Learning objectives and success criteria
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1110
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 30
UR - https://docs.opendeved.net/lib/MIMQUPEZ
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 4.3.A. Formative feedback
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1111
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 31
UR - https://docs.opendeved.net/lib/5B8FXGFJ
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - 4.4.A. Peer and self-assessment
AU - OER4Schools Zimbabwe
AB - This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
CN - opendeved.1112
CY - Mpumelo High School, Zimbabwe
DA - 2022/03/02/
PY - 2022
LA - en
M3 - OER4Schools Zimbabwe TPD Resource
SN - 32
UR - https://docs.opendeved.net/lib/I5NUN7SJ
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - JOUR
TI - Revitalizing Technical and Vocational Education in Nigeria for Youths and National Development
AU - Ogbondah, Livinus
AU - Wobi, KK
T2 - Journal of Education and Practice
AB - Nigeria as a developing nation cannot but strive to meet with the fast speed of technological advancement and the challenges in a globalize world nowadays. If she must address the numerous technological and job challenges, the issue of technology, skills and vocation acquisition must be tackled with all sincerity in the country’s education system. Highly industrialized nations have at one time or the other identified technical and vocational education as a transformational and development key index policy trust for technological growth, economic performance and development in general. Technical and vocational education lays emphasis on learning, skills acquisition; job creation and development that would enable individual engaged in it adjust to the changes in the ever dynamic society of today. This paper therefore, tends to examine this aspect of education in the country’s education system and the need to revitalize it to promote the technological growth in particular and development in general. It suggests among others; adequate funding, improvement of the status of technical and vocational education and training of needed manpower to impart the requisite skills and competencies the youths required in the technology world of today.
DA - 2014///
PY - 2014
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Central Africa
KW - C:Nigeria
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:Q
KW - CT:T
KW - Q:educational technology
KW - T:Educação profissionalizante
KW - T:TVET
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Implementation science: A brief overview and a look ahead.
AU - Ogden, Terje
AU - Fixsen, Dean L.
T2 - Zeitschrift für Psychologie
DA - 2014///
PY - 2014
DO - 10.1027/2151-2604/a000160
DP - Google Scholar
VL - 222
IS - 1
SP - 4
ST - Implementation science
ER -
TY - JOUR
TI - The Context of Training Teachers to Implement a Socially Relevant Science Education in Africa
AU - Ogunniyi, Meshach B.
T2 - African Journal of Research in Mathematics, Science and Technology Education
AB - The underlying assumption to this paper is that learners' ability to appreciate the relevance of school science and its importance to socio-economic development of their communities to a large extent depends on the quality of instruction they receive from their teachers. A popular conundrum is that no country is greater than the calibre of its teachers. However, a sort of Mathew's principle of the "haves" having more and the "have-nots" losing even what they do have tends to hold. Hence, learners of well-trained teachers tend to outperform those of poorly trained teachers on most tasks. A vivid example here in South Africa is the usual wide chasm between the matriculation results of learners from the former well-resourced Model C schools and those (with few exceptions due to massive support) from the previously disadvantaged schools. In pursuit of relevance many African political leaders and policy makers have called on teacher training institutions to produce teachers who are capable of making school science relevant to learners' home environment. This paper reports an attempt that has been made to equip teachers in such a way that makes science accessible, interesting and complementary to learners' indigenous knowledge and life worlds in general.
DA - 2011///
PY - 2011
DO - 10.1080/10288457.2011.10740721
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:South Africa
KW - CA:AandC
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - F:access
KW - F:attitude
KW - F:policy
KW - F:teaching method
KW - P:culture
KW - P:economy
KW - P:environment
KW - P:measurement
KW - P:social
KW - P:teacher education
KW - P:teacher training
KW - P:teachers
KW - R:case study
KW - T:Training
KW - T:trainee
KW - Z:African Culture
KW - Z:Case Studies
KW - Z:Course Content
KW - Z:Cultural Context
KW - Z:Culturally Relevant Education
KW - Z:Disadvantaged Schools
KW - Z:Educational Change
KW - Z:Educational Quality
KW - Z:Foreign Countries
KW - Z:Indigenous Knowledge
KW - Z:Interdisciplinary Approach
KW - Z:Relevance (Education)
KW - Z:Science Education
KW - Z:Science Instruction
KW - Z:Scientific Principles
KW - Z:Social Problems
KW - Z:Teacher Attitudes
KW - Z:Teacher Education
KW - Z:Teacher Effectiveness
KW - Z:Teaching Methods
KW - Z:Western Civilization
KW - publicImportV1
ER -
TY - JOUR
TI - Curriculum Revolution in Higher Education: The Mighty Role of Artificial Intelligence
AU - Ogunode, Niyi Jacob
AU - UKOZOR, Conrad Ugochukwu
T2 - Indonesian Journal of Innovation Studies
DA - 2023///
PY - 2023
DO - 10.21070/ijins.v25i.971
DP - Google Scholar
VL - 25
SP - 10
EP - 21070
ST - Curriculum Revolution in Higher Education
UR - https://ijins.umsida.ac.id/index.php/ijins/article/view/971
Y2 - 2024/02/24/08:53:36
KW - _z:no_pdf
ER -
TY - CHAP
TI - Linking informal apprenticeship and formal education in South-Eastern Nigeria through market/mechanic village schools
AU - Ogwo, Benjamin
AB - The Nigerian government as well as international agencies have implemented several informal apprenticeship intervention programmes aimed at improving productivity, trade union leadership and literacy/numeracy of practitioners. One of such interventions is the Education Trust Fund (ETF) intervention in boy-child education within south-eastern Nigeria established by UNICEF. This paper highlights the process, nature, and scope of the ETF intervention in relation to informal apprenticeships. As research meth9odology, the research & development (R&D) design was used for the study. Among other outcomes, the UNICEF market/mechanic village school curriculum was modified using open-learning principles by informal apprenticeship. School is taken to the apprentices rather than the apprentices to school by incorporating formal education into informal apprenticeship thus ensuring certification and enhanced social status for informal apprenticeship graduates.
DA - 2013///
PY - 2013
DP - Google Scholar
SP - 117
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:Nigeria
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - F:curriculum
KW - P:mechanic
KW - P:social
KW - Q:certificate
KW - Q:e-learning
KW - R:survey
KW - T:Formal apprenticeship
KW - T:Lehrlingsausbildung
KW - publicImportV1
ER -
TY - CHAP
TI - Re-visioning Technical Vocational Education and Training (TVET) for the Youth in Sub-Saharan Africa (SSA) and the Sustainable Development Goals (SDGs): Prospects and Promises Within the Framework of the Ubuntu Paradigm
AU - Ogwo, Benjamin A.
T2 - Re-Visioning Education in Africa: Ubuntu-Inspired Education for Humanity
A2 - Takyi-Amoako, Emefa J.
A2 - Assié-Lumumba, N'Dri Thérèse
AB - Ogwo explains the concept of Ubuntu paradigm and analyses how its precepts could be adopted in designing and implementing technical vocational education and training (TVET) programmes that can enhance the attainment of the sustainable development goals (SDGs) in sub-Saharan African countries. The chapter adopts the conceptual approach of using the Ubuntu lens to re-vision technical vocational education and training (TVET), which is the fundamental means for technically acculturating the youth who will steer the sustainable development goals (SDGs) programmes towards eradicating poverty, enhancing food security, encouraging gender empowerment, improving quality of life, and sustainable progress of sub-Saharan Africa. It also examines Ubuntu-based soft skills, affective competencies, and ethical re-engineering of TVET programmes for environmentally friendly, justice-driven, people oriented and communally derived sustainable development of sub-Saharan Africa.
DA - 2018///
PY - 2018
SP - 155
EP - 173
LA - en
SN - 978-3-319-70043-4
UR - https://doi.org/10.1007/978-3-319-70043-4_9
Y2 - 2020/05/28/14:07:52
ER -
TY - CONF
TI - State of the Art of Teaching-Learning of Artificial Intelligence at Early Ages
AU - Ojeda-Bazaran, Maria-Jose
AU - Chamba-Eras, Luis
AU - Coronel-Romero, Edison
AU - Labanda-Jaramillo, Milton
AU - Conde-Zhingre, Lorena
AU - Irene-Robalino, Daniel
AU - Fierro-Saltos, Washington
AU - Orellana-Malla, Angel
AU - Romero-Flores, Mabel
AU - Cueva-Alvarado, Gilmar
C3 - 2021 XVI Latin American Conference on Learning Technologies (LACLO)
DA - 2021///
PY - 2021
DO - 10.1109/LACLO54177.2021.00024
DP - Google Scholar
SP - 165
EP - 172
PB - IEEE
UR - https://ieeexplore.ieee.org/abstract/document/9725208/
Y2 - 2024/02/24/08:49:22
ER -
TY - CHAP
TI - Dimensions of Executive-Legislature Relations In the Katsina State House of Assembly - (1999-2011)”
T2 - The Legislature and Governance in Nigeria
A2 - Ojo, E.O.
A2 - Omotola, S.J.
CY - Ibadan
DA - 2014///
PY - 2014
VL - 1
SP - 358
EP - 376
LA - en
PB - John Archers Publishers Limited
ER -
TY - JOUR
TI - Inclusion of pupils with intellectual disabilities: primary school teachers' attitudes and willingness in a rural area in Uganda
AU - Ojok, Patrick
AU - Wormnæs, Siri
T2 - International Journal of Inclusive Education
AB - Teachers in regular schools have a responsibility to accommodate the needs and interests of all learners. The attitudes and willingness of teachers to include learners with intellectual disabilities in their classes in regular schools in a district with a semi-nomadic pastoral population in north-eastern Uganda was investigated. A survey of 125 school teachers was conducted, using an attitude scale and a willingness sub-scale. The results showed slightly more positive than negative attitudes, and more willingness than unwillingness to teach learners with intellectual disabilities. Attendance of workshops and seminars had a positive impact on teacher attitudes and willingness towards inclusive education. The findings are discussed with reference to historical–cultural characteristics of the district, as well as pupil and teacher characteristics.
DA - 2013/09/01/
PY - 2013
DO - 10.1080/13603116.2012.728251
DP - Taylor and Francis+NEJM
VL - 17
IS - 9
SP - 1003
EP - 1021
SN - 1360-3116
ST - Inclusion of pupils with intellectual disabilities
UR - https://doi.org/10.1080/13603116.2012.728251
Y2 - 2022/04/01/12:35:53
KW - Uganda
KW - attitudes
KW - inclusive education
KW - intellectual disabilities
KW - teachers
KW - willingness
ER -
TY - JOUR
TI - Parental aspirations for their children’s educational attainment and the realisation of universal primary education (UPE) in Kenya: Evidence from slum and non-slum residences
AU - Oketch, M., Mutisya, M., Sagwe, J.,
AB - There is a sound research base attesting to the importance of parental involvement and to the many potential benefits it can offer for children's education. This study sought to examine differences in parental aspirations (as a mechanism of parental involvement in their children's education) for their children's educational attainment between slum and non-slum residing parents in Kenya. The study used cross-sectional household data for a sample of 4065 parents, collected in 2007 by the African Population and Health Research Centre (APHRC) in Nairobi. A multinomial logistic model was used for the analysis to explore the factors determining parental aspirations. The results indicate the following: (i) that parents who live in the slums have lower aspirations for their children's educational attainment when compared to those who live in non-slum areas; (ii) that parents in the slums have aspirations for higher levels of educational attainment for their children than their own levels of education. We conclude that parents in urban Kenya have a strong belief in the education of their children irrespective of their slum or non-slum residence but aspirations are higher in non-slums than in slums. © 2011 Elsevier Ltd.
DA - 2012///
PY - 2012
DO - 10.1016/j.ijedudev.2011.04.002
SP - 1203
LA - en
UR - http://www.sciencedirect.com/science/article/pii/S0738059311000526?via%3Dihub
AN - DOI-10.1016/j.ijedudev.2011.04.002
KW - -FullBiblioUHMLgen
KW - -RRQ:LOW
KW - A:Africa
KW - C:Kenya
KW - CA:AandC
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:access
KW - F:attainment
KW - F:learning
KW - P:health
KW - P:logistics
KW - P:measurement
KW - P:mechanic
KW - Q:primary education
KW - T:career
KW - Z:Benefits of education
KW - Z:Career aspirations
KW - Z:Parental involvement
KW - Z:Regional disparities in access and learning
KW - Z:Regional disparities in resourcing
KW - publicImportV1
ER -
TY - CHAP
TI - Cross-country comparison of TVET systems, practices and policies, and employability of youth in sub-Saharan Africa
AU - Oketch, M. O.
T2 - In: Eicker, F and Haseloff, G and Lennartz, B, (eds.) Vocational Education and Training in sub-Saharan Africa: Current situation and development. (pp. 25-38). W.Bertelsmann Verlag: Bielefeld, Germany. (2017)
A2 - Eicker, F.
A2 - Haseloff, G.
A2 - Lennartz, B.
AB - In recent years, organisations such as the African Development Bank (AfDB), and
several African governments have conceded that TVET may have a positive impact
on harnessing the youth dividend. There has been some progress in some countries, but there is still insufficient understanding of the place of TVET and youth
skills development. The criticisms of TVET in the past, and attitudes toward it,
coupled with a period of neglect by governments and donors have all resulted in
insufficient understanding of the positive effects TVET can have on the youth and
on economic development compared to other regions of the world that have had
clearly developed agenda for youth skills development through further colleges,
community colleges, or apprenticeships.
Nevertheless, there are signs of renewed interest and possible progress, and some
countries have started to put in place innovative policies to strengthen Technical
and Vocational Education and Training (TVET) systems. But this progress is limited
and hasn‘t been well researched and understood in comparison with other regions
of the world. This is partly due to the past attitudes toward TVET, but may also
result from limited understanding of the present positive role that TVET can play
to harness youth dividend in the region. This paper aims to add to better and more
research evidence on the role of TVET in youth skills development and employment
in Africa using key economic and education highlights and the cases of Kenya,
Ghana and Botswana by examining the policies and practices that characterize the TVET landscape across these Sub-Saharan African countries from a political
economy approach.
CY - Bielefeld, Germany
DA - 2017///
PY - 2017
DP - discovery.ucl.ac.uk
SP - 25
EP - 38
LA - eng
PB - W.Bertelsmann Verlag
UR - http://dx.doi.org/10.3278/6004570w
Y2 - 2022/05/03/13:20:59
ER -
TY - JOUR
TI - Cross-country comparison of TVET systems, practices and policies, and employability of youth in Sub-Saharan Africa
AU - Oketch, Moses
AB - In recent years, organisations such as the African Development Bank (AfDB), and several African governments have conceded that TVET may have a positive impact on harnessing the youth dividend. There has been some progress in some countries, but there is still insufficient understanding of the place of TVET and youth skills development. The criticisms of TVET in the past, and attitudes toward it, coupled with a period of neglect by governments and donors have all resulted in insufficient understanding of the positive effects TVET can have on the youth and on economic development compared to other regions of the world that have had clearly developed agenda for youth skills development through further colleges, community colleges, or apprenticeships.
DA - 2017///
PY - 2017
DP - Zotero
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - A:Africa
KW - C:Botswana
KW - C:Kenya
KW - CLL:en
KW - _C:Ghana GHA
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - To vocationalise or not to vocationalise? Perspectives on current trends and issues in technical and vocational education and training (TVET) in Africa
AU - Oketch, Moses O.
T2 - International Journal of Educational Development
AB - In recent years, there has been a renewed interest in the dichotomy of vocational education versus general education. This is more so as political pronouncements in many countries across the globe have taken on knowledge and skills as the key aim of the desire to improve access to education at all levels. Nowhere is this debate more tested, fiercely debated and gained controversy as in Africa. However, given recent developments in which knowledge and skills have become more acceptable terms in economically more developed nations, in which both are seen to go hand in hand, what is happening in Africa where development is highly sought but has proven to be more elusive? This has brought back to the forefront one of the dilemmas which has pre-occupied many African countries for a long time: whether to concentrate investment in general education or in vocational education. In this paper, I reflect on current trends and issues in TVET in Africa.
DA - 2007///
PY - 2007
DO - 10.1016/j.ijedudev.2006.07.004
DP - ScienceDirect
VL - 27
IS - 2
SP - 220
EP - 234
J2 - International Journal of Educational Development
SN - 0738-0593
UR - http://www.sciencedirect.com/science/article/pii/S0738059306000770
AN - DOI-10.1016/j.ijedudev.2006.07.004
Y2 - 2018/05/17/16:31:33
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - AA:Africa
KW - C:South Africa
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - Education
KW - F:learning
KW - F:policy
KW - P:administration
KW - P:nature
KW - Q:secondary education
KW - R:interview
KW - Skills
KW - T:Educação profissionalizante
KW - T:TVET
KW - T:occupational education
KW - T:vocational training scheme
KW - Technical and vocational education
KW - publicImportV1
ER -
TY - JOUR
TI - Towards in-service training needs of secondary school agriculture teachers in a paradigm shift to outcome-based education in Uganda
AU - Okiror, J.J.
AU - Hayward, Geoff
AU - Winterbottom, M
T2 - The Journal of Agricultural Education and Extension
AB - This paper examines the in-service teacher training needs of secondary school agriculture teachers in Uganda as the country moves towards an ‘outcome-based’ education by removal of subjects and instead, uses learning areas, presenting a need for new pedagogical skills among teachers. Design/methodology/approach: A cross-sectional survey was conducted in Uganda between June and September 2016 to assess the teaching methods and teacher training needs for secondary school agriculture curriculum. Data were collected from 80 agriculture teachers and 57 administrators from 60 secondary schools, randomly drawn from 25 districts in Uganda. The data were analysed with descriptive statistics. Findings: The findings show that there about 10 key competences required by the teachers to thrive in their profession. These range from traditional classroom teaching to community outreach and linkages with agribusinesses which is in tandem with outcome-based education beyond the classroom walls. Respondents highlight lack of practical agriculture skills and exposure to the modern farming practices. Theoretical implications: This paper examines role of formal in-service teacher training based on theory of change and proposes using professional learning communities for school-level improvements. Practical implication: The results were not significant enough to warrant strong recommendations. However, they suffice to highlight a growing need for in-service teacher support mechanism for a dynamic subject like agriculture using communities of practice at school and district levels. Originality/value: In the current context of growing concern for unemployment in Africa, secondary schools will require competent teachers to engage students into transferable learning, given that it is the terminal level of education for majority. © 2017 Wageningen University.
DA - 2017///
PY - 2017
DO - 10.1080/1389224x.2017.1338593
LA - en
UR - http://www.tandfonline.com/doi/full/10.1080/1389224X.2017.1338593
AN - DOI-10.1080/1389224X.2017.1338593
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - CA:AandC
KW - CL:de
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - F:Improvement
KW - F:curriculum
KW - F:learning
KW - F:outcomes
KW - F:pedagogy
KW - F:teaching method
KW - P:agricultural
KW - P:agriculture
KW - P:measurement
KW - P:mechanic
KW - P:services
KW - P:teacher education
KW - P:teacher training
KW - P:teachers
KW - Q:community of practice
KW - Q:secondary education
KW - R:interview
KW - R:observation
KW - R:questionnaire
KW - R:survey
KW - T:Classroom teaching
KW - T:learning community
KW - T:work-based learning
KW - Z:Administrator Surveys
KW - Z:Agricultural Education
KW - Z:Agricultural education
KW - Z:Curriculum reform
KW - Z:Educational Needs
KW - Z:Employment skills
KW - Z:Foreign Countries
KW - Z:Inservice Teacher Education
KW - Z:Interviews
KW - Z:Observation
KW - Z:Outcome Based Education
KW - Z:Questionnaires
KW - Z:Secondary School Teachers
KW - Z:Secondary education
KW - Z:Teacher Competencies
KW - Z:Teacher Surveys
KW - Z:Teacher capacity
KW - Z:Teacher education
KW - Z:Teaching Methods
KW - Z:Teaching methods
KW - _C:Uganda UGA
KW - publicImportV1
ER -
TY - JOUR
TI - Improving graduate outcomes for technical colleges in Nigeria
AU - Okolie, Ugochukwu C.
AU - Igwe, Paul A.
AU - Elom, Elisha N.
T2 - Australian Journal of Career Development
T3 - Journal
AB - © Australian Council for Educational Research 2019. This study examined key issues affecting the effective management of carpentry and joinery workshops for improving the quality of graduates of technical colleges in Nigeria. Drawing upon data collected through a structured questionnaire administered to 27 technical colleges teachers and 13 craft trainers, plus a focus group, this study adopts a mixed methods approach. The survey was conducted in technical colleges in Enugu and Ebonyi States of eastern Nigeria; hence, this study cuts across single geographical boundaries. The patterns of responses among respondents suggested that poor student academic performance result from lack of equipment, funding, and support for technical colleges by the government, whereas effective management of workshops promoted learning and student discipline. The study addressed issues for how workshop success can be promoted.
DA - 2019///
PY - 2019
DO - 10.1177/1038416218772189
ER -
TY - JOUR
TI - Private-Public Partnership and Technical Vocational Education and Training (TVET) in a Developing Economy
AU - Okoye, KRE
AU - Chijioke, Okwelle P.
T2 - Arabian Journal of Business and Management Review (Oman Chapter); Sohar
AB - Technical Vocational Education and Training (TVET) system is widely recognised as education system expected to produce a competent workforce who can compete and excel in a rapidly changing environment and improves a country's economy. That TVET system in Nigeria and many other countries are in crisis or in immediate need for intervention, are often heard. Private Public Partnership (PPP) is viewed as an alternative strategy put forward to address the challenges confronting this all-important education system. Therefore, this paper attempts to add to the available literature on PPP in TVET by examining; conceptualizing PPP and its relative importance in economic growth, revamping TVET for technological advancement and economic growth in Nigeria through PPP collaboration. Constraints on TVET as a measure for economic development in Nigeria were also highlighted. The paper concludes by recommending for a proper PPP involvement in TVET system in Nigeria to enhance its economic potentiality. [PUBLICATION ABSTRACT]
DA - 2013/05//
PY - 2013
DO - 10.12816/0002333
DP - ProQuest
VL - 2
IS - 10
SP - 51
EP - 61
LA - English
Y2 - 2018/08/01/16:00:50
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - Business And Economics--Management
KW - C:Nigeria
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:Q
KW - CT:T
KW - Economic growth
KW - P:economy
KW - Public private partnerships
KW - Q:Private Public Partnership
KW - Studies
KW - T:TVET
KW - Vocational education
KW - publicImportV1
ER -
TY - JOUR
TI - Technical and vocational education and training (TVET) in Nigeria and energy development, marketing and national transformation
AU - Okoye, KRE
AU - Chijioke, Okwelle P.
T2 - Journal of Education and Practice
AB - Education is considered by many as an agent of human development, social mobility and socio-economic development of any society. However, it is arguable that the type and quality of education a nation offers to its citizens is a function of the level of progression of that nation. In this context, technical and vocational education and training (TVET) has been recognized as the wide-diversified education system instrumental in making the remarkable contribution to economic growth of a country by a way of suitable manpower production relevant to the needs of industry, society and changing technological work environment. This paper explores the TVET situation for Nigeria for its transformation agenda with highlights on such factors as trends on TVET policies for human resource development, capacity building, energy development and professional marketing in the national transformation agenda.
DA - 2013///
PY - 2013
VL - 4
IS - 4
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:West Africa
KW - C:Nigeria
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:T
KW - F:attitude
KW - P:electro
KW - P:technology
KW - T:Educação profissionalizante
KW - T:TVET
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Technical Vocational Education and Training (TVET) as intervention mechanism for global competitiveness: perspectives from Nigeria
AU - Okoye, KRE
AU - Okwelle, PC
T2 - Developing Country Studies
AB - At national and international platforms, it has been maintained that TVET provides the needed employable skills and attitudes necessary for effective performance in the workplace. In many nations across the globe, some reform strategies to build on the inherent strength of TVET systems has been vigorously adopted, Nigeria not left behind. This paper explores the national TVET system in response to the emergent global issues on economic productivity. The following outlines provided a guide in the discourse; TVET defined, TVET reform standard and adaptability, TVET and the state of the art in Nigeria, unemployment level and the causes in Nigeria, concept transformation as mechanism for skill acquisition and why few enrolment in TVET Programs. Based on the analysis made in this paper, some recommendations were made on ways of strengthening TVET system in Nigeria for global competitiveness.
DA - 2014///
PY - 2014
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:Nigeria
KW - CA:AandC
KW - CL:en
KW - CL:fr
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:access
KW - P:mechanic
KW - P:service industry
KW - P:social
KW - Q:open learning
KW - T:Educação profissionalizante
KW - T:TVET
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Public-private partnership for skill acquisition and vocational technical education development in Nigeria
AU - Okpor, I
AU - Najimu, H
T2 - Mediterranean Journal of Social Sciences
AB - This paper discusses the Private Sector Partnership with Education for Skill Acquisition and Vocational Technical Education Development. The relevance of the partnership on bringing skilled and trained manpower in their area of specialization is for the purpose of national development and self actualization. Strategies were identified for the effectiveness of the programme.
DA - 2012///
PY - 2012
LA - en
UR - http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.656.4936&rep=rep1&type=pdf#page=91
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:West Africa
KW - C:Nigeria
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:T
KW - T:Ausbildung
KW - T:TVET
KW - T:occupational education
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Forging New Partnerships: Lessons from the Dissemination of Agricultural Training Videos in Benin
AU - Okry, Florent
AU - Van Mele, Paul
AU - Houinsou, Felix
T2 - The Journal of Agricultural Education and Extension
AB - Purpose: This article evaluates the dissemination and use of rice training videos by radio stations, farmers, farmer associations and extension services in Benin. It pays attention to positive deviants and process innovation within a 'hands-off experiment'.
Design/methodology/approach: Using questionnaires and checklists we interviewed leaders of radio stations, extension services of nine municipalities and organized focus discussions with 13 farmer associations. Interviews focused on the processes of video dissemination/acquirement and the use and usefulness of the video.
Findings: The commercial radio of Glazoué developed persuasive adverts and sold most of the 240 VCDs to farmers and extension services, whereas the community radios distributed most VCDs free of charge. About 20% of all the VCDs were sold, suggesting that farmers are eager to invest in acquiring knowledge. Extension services acquired the rice videos in various ways, indicating the need to inject videos via multiple pathways into the agricultural innovation system. Watching the farmer-to-farmer videos during staff meetings gave extension agents more confidence to interact with farmers.
Practical implications: Videos do not need to be distributed to all farmer associations in the same village, as dissemination may take place between different associations. Farmers appreciate watching videos with their families if they are available in their local language. When suitable language versions are not available, group viewing is more appropriate.
Originality/value: The farmer-to-farmer rice videos have created a momentum in Benin and across Africa, especially in the current context of rapid changes in the agricultural systems. The newly established non-governmental organization Access Agriculture aims at further supporting video-mediated learning in developing countries. [PUBLICATION ABSTRACT]
DA - 2014///
PY - 2014
DO - 10.1080/1389224x.2013.783495
LA - en
AN - DOI-10.1080/1389224X.2013.783495
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:Benin
KW - CA:AandC
KW - CL:en
KW - CL:fr
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:D
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - D:developing country
KW - F:access
KW - F:learning
KW - F:pay
KW - P:agricultural
KW - P:agriculture
KW - P:media
KW - P:service industry
KW - P:technology
KW - R:focus groups
KW - R:interview
KW - R:questionnaire
KW - T:Ausbildung
KW - T:Training
KW - publicImportV1
ER -
TY - CHAP
TI - Challenges and Prospects of Information Communication Technology (ICT) in Teaching Technical Education towards Globalisation
AU - Olabiyi, OS
T2 - Effects of Information Capitalism and Globalization on Teaching and Learning
AB - The relevance of Information and Communication Technologies (ICTs) in the field of Technical Vocational Education and Training (TVET) cannot be overemphasised in the knowledge-based and globalised society. The world of works is in as continuous a state of change as ICT itself, thus posing more challenges to the workers in the 21st century and the institutions responsible for their preparation. Therefore, this chapter discusses the challenges and prospects of ICT in teaching TVE towards globalisation. The chapter points out clearly the meaning, philosophy, and objectives of TVET, concept and types of ICT, the need for effective utilisation of ICTs and its role in TVET, the challenges and solutions to the effective utilisation of ICTs in TVET, and the prospect of using ICT in teaching TVET. The chapter concludes by suggesting solutions for proper planning, management, and effective utilisation of ICTs resources in TVET.
DA - 2014///
PY - 2014
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:Nigeria
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:teaching
KW - P:technology
KW - Q:ICT
KW - T:TVET
KW - publicImportV1
ER -
TY - JOUR
TI - A Rapid Review of Impact Assessment of Climate Change on Health and Mental Well-Being in Africa
AU - Oladimeji, Kelechi Elizabeth
AU - Zungu, Lindiwe
AU - Chocko, Ronnie
AU - Hyera, Francis Leonard Mpotte
AU - Nyatela, Athini
AU - Gumede, Siphamandla
AU - Dwarka, Depika
AU - Lalla-Edward, Samanta Tresha
T2 - New Voices in Psychology
AB - Despite widespread global attention, the potential threats to human health posed by climate change in Africa still need to be further understood. Although there is mounting concern that climate change is a serious risk to human health, less evidence shows a direct causal relationship between climate change and health risks in Africa. In this rapid review, we discuss our synthesis of available evidence on the health implications of climate change with a focus on Africa. PubMed was systematically searched for relevant articles from 2020 to 2023 using a search strategy. Only eligible articles published in the English language with full article access were included for review using the population concept context (PCC) criteria by Joanna Briggs Institute (JBI). After removing duplicates, the selection process began with title and abstract screening, followed by screening full-text articles. Of the 3272 articles retrieved, only 10 were eligible for synthesis. We found mainly reported climate exposures to range from drought, concerning rainfall patterns, and increasing temperatures reported to cause morbidity and mortality through health risks: respiratory diseases, vector-borne diseases, cardiovascular diseases and mental health concerns. Africa still has a huge shortage of available evidence, particularly research focusing on the health implications, including mental health of climate change and interventions to prevent climate change-related health consequences. While the limited global evidence indicates that climate change results in an increased risk to public health, there are gaps in demonstrating the causal links between climate change and societal mental health impacts in Africa. There is also an urgent need for more research on effectively addressing climate hazards that threaten the African continent's public health and well-being.
CN - openalex: W4391697555
DA - 2023/12/20/
PY - 2023
DO - 10.25159/2958-3918/15604
VL - 13
SP - -
SN - 1812-6731
UR - https://doi.org/10.25159/2958-3918/15604
KW - openalex:citedBy
KW - openalex:import
KW - selected_for:effects of climate ch...on learning...LMICs 2024
KW - tagged
ER -
TY - THES
TI - Comparison of Errorless Learning and Response Cost to simple Trial and Error learning in an automated learning environment
AU - Ólafsson, Brynjar
DA - 2017///
PY - 2017
DP - Google Scholar
M3 - PhD Thesis
KW - _C:Iceland ISL
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Effects of Free Day Secondary Education Policy on Academic Performance of Rural Public Day Secondary Schools in Kilifi County, Kenya
AU - Olang'o, Jorry
AU - Malechwanzi, Joseph
AU - Murage, Susan
AU - Amuka, Lorna
T2 - Journal of Learning for Development
AB - The purpose of the study was to investigate the influence of Free Day Secondary Education (FDSE) policy on academic Performance of Rural Public Day Secondary Schools (RPDSS) in Kilifi County, Kenya. The study adopted descriptive survey research design and a sample of 375 subjects was considered sufficient. Structured questionnaires and interview schedules were used to collect data from principals, teachers, and education directors. Data on performance and enrolment were collected through document analysis. Reliability of the instruments was ascertained through test and retest method that yielded a correlation coefficient of 0.83, an indication of reliable instruments. The study found out that there was a decrease in school mean score between 2003-2007 and 2013-2017. There was a strong positive correlation (r = 0.93) between enrollment and poor performance. Further, learning resources and student finances were inadequate. The study recommends a reduction in class size, timely disbursement and increased students’ capitation.
DA - 2021/03/19/
PY - 2021
DP - jl4d.org
VL - 8
IS - 1
SP - 192
EP - 203
LA - en
SN - 2311-1550
UR - https://jl4d.org/index.php/ejl4d/article/view/421
Y2 - 2022/04/05/12:21:11
KW - educational policies
KW - enrolment
KW - school performance
KW - school resources
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Availability, Access and Utilization of E-Resources among Pre-Service Teacher Trainees by Distance
AU - Olaniran, Sunday O.
AU - Duma, M. A. N.
AU - Nzima, D. R.
AU - Kumar, V
AU - Murthy, S
AU - Kinshuk
T2 - IEEE 8TH International Conference on Technology for Education
AB - The study investigated accessibility to and utilization of electronic resources among pre-service teachers in the National Open University of Nigeria (NOUN). Survey research design was used to carry out the study. Two hundred and thirty eighty (238) undergraduate students studying to obtain Bachelor of Education (B. Ed.) by distance were purposively sampled from Ibadan Study Centre of the institution. The results from the survey revealed that electronic resources in different forms like radio broadcast, e-journals, e-books, and CD-ROM, among others, are available and accessible to the pre-service teacher trainees by distance. However, limited internet connectivity and inadequate access to electricity were shown as major factors constraining most of the participants from accessing and utilizing the available electronic resources. The study recommends for the distance learning providers in developing nations to partner with telecommunication firms and internet service providers with a view to providing constant and affordable internet services to their learners, especially those that are studying to become classroom teachers.
DA - 2016///
PY - 2016
DO - 10.1109/T4E.2016.55
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - AA:Africa
KW - C:Nigeria
KW - CA:AandC
KW - CL:en
KW - CL:fr
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:D
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - D:developing nation
KW - F:access
KW - P:electro
KW - P:service industry
KW - P:teachers
KW - Q:ICT
KW - Q:distance learning
KW - Q:e-learning
KW - R:research design
KW - R:survey
KW - T:trainee
KW - Z:E-Learning
KW - Z:E-Resources
KW - Z:ICT
KW - Z:ODL
KW - Z:Pre-Service Teachers
KW - publicImportV1
KW - ⚠️ Invalid DOI
ER -
TY - JOUR
TI - The Need for Context-specificity in Global Educational Policy Transfer by Non-state Actors: The Case of" Teach for All" to" Teach for India
AU - OLANREWAJU, GIDEON SEUN
DA - 2021///
PY - 2021
DO - 10.31686/ijier.vol9.iss5.3137
DP - Google Scholar
ST - The Need for Context-specificity in Global Educational Policy Transfer by Non-state Actors
ER -
TY - JOUR
TI - Left behind? The effects of digital gaps on e-learning in rural secondary schools and remote communities across Nigeria during the COVID19 pandemic
AU - Olanrewaju, Gideon Seun
AU - Adebayo, Seun Bunmi
AU - Omotosho, Abiodun Yetunde
AU - Olajide, Charles Falajiki
T2 - International Journal of Educational Research Open
DA - 2021///
PY - 2021
DO - 10.1016/j.ijedro.2021.100092
DP - Google Scholar
VL - 2
SP - 100092
ST - Left behind?
KW - auto_merged
ER -
TY - JOUR
TI - Financing Education in Africa through Diaspora Bonds
AU - Olanrewaju, Gideon Seun
AU - Olaniran, Sunday Olawale
T2 - African Journal of Development Studies
DA - 2020///
PY - 2020
DP - Google Scholar
VL - 10
IS - 3
SP - 7
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Book Review: Transforming Universities with Digital Distance Education: The Future of Formal Learning
AU - Olcott, D. J.
T2 - Journal of Learning for Development
DA - 2020/11/19/
PY - 2020
DP - jl4d.org
VL - 7
IS - 3
SP - 494
EP - 496
LA - en
SN - 2311-1550
ST - Book Review
UR - https://jl4d.org/index.php/ejl4d/article/view/460
Y2 - 2020/11/21/13:32:23
KW - Ddigital distance education
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - PV-Solar Power Generation in Educational Institutions
AU - Oleiwi, Fadhil Mahmood
AU - Kasim, Naseer K.
AU - Atwan, Ahmed F.
T2 - Journal of Physics: Conference Series
AB - The PV solar system on the rooftop of buildings is a good source of renewable electric energy. Iraq has very large number of educational institutions with large non-invested rooftop with shortage of electrical energy supply. The present work aims at construction a simulation for PV-System action installed on rooftop of educational institutions in Baghdad using Green Power Solution (GPS) and PV-Syst programs. Based on the surface area of the schools’ roofs, the GPS program estimated three main PV-Systems which can be carried out, 63kW, 50kW, and 30kW in order to supply the electric power to selected school. Due to allocating few hours for school’s studying time along the year, the suitable PV-System is on-grid connection. The results indicated that the annual system performance ratio is 81.9% and the annual output power of these systems were 111.0 MWh/year, 88 MWh/year and 51.4 MWh/year respectively, 19.3MWh/year of them was consumed for this school and the rest is a feedback for grid. This green generation reduced the amount of emission CO2 by 73.981 tons, 62.216 tons and 36.3398 tons per year for systems 63kW, 50kW and 30kW respectively. The results also appear that the initial capital cost of each system can be recovered during the first six years of system operation.
DA - 2021/05//
PY - 2021
DO - 10.1088/1742-6596/1879/3/032070
DP - Institute of Physics
VL - 1879
IS - 3
SP - 032070
J2 - J. Phys.: Conf. Ser.
LA - en
SN - 1742-6596
UR - https://dx.doi.org/10.1088/1742-6596/1879/3/032070
Y2 - 2024/03/14/14:29:01
ER -
TY - JOUR
TI - Constraints and strategies for effective use of social networking sites (snss) for collaborative learning in tertiary institutions in nigeria: perception of tvet lecturers
AU - Olelewe, Chijioke Jonathan
AU - Orji, Chibueze Tobias
AU - Osinem, Emmanuel C.
AU - Rose-Keziah, Ikemelu Chinelo
T2 - Education and Information Technologies
T3 - Journal
AB - © 2019, Springer Science+Business Media, LLC, part of Springer Nature. The popularity of using social networking sites (SNSs) as an educational tool is increasing every day. Many educators are now trying to integrate these online teaching platforms that were provided by commercial services such as Google, LinkedIn and Facebook into learning environment. Despite the importance of SNSs, a lot of constraints seem to hinder its effective use for collaborative learning in Nigeria by TVET lecturers. Therefore, the main purpose of this paper is to ascertain the perception of TVET lecturers on the constraints and possible strategies to effective use of SNSs for collaborative learning in tertiary institutions in Nigeria. The study adopted a descriptive design. A questionnaire was used to collect data from 128 TVET lecturers purposively drawn from the four tertiary institutions in Enugu State that offers vocational and technical education programme. Mean, standard deviation, exploratory factor analysis and t-test statistics were used in realizing the objectives. The finding of the study showed among others that, 13 SNSs were commonly used by TVET lecturers, 13 major constraints hinder effective use of SNSs for collaborative learning by TVET lecturers, while 10 strategies were proffered to promote the effective use of SNSs for collaborative learning. This paper therefore calls for continuous professional development (CPD) of TVET lecturers particularly to enable them acquire the needed soft skills required for effective utilization of SNSs in their teaching practices.
DA - 2019///
PY - 2019
DO - 10.1007/s10639-019-09963-7
ER -
TY - JOUR
TI - Public Policies of Agroecology in the State of Minas Gerais: An Analysis from the perspective of dichotomic paradigms of agrarian development
AU - Oliveira, Andre Correa de
T2 - Anais do Encontro Nacional de Ensino e Pesquisa do Campo de Públicas
DA - 2017///
PY - 2017
VL - 2
IS - 2
KW - Author:OpenDevEd
ER -
TY - RPRT
TI - Yearbook of Educational Data
AU - Oliveira, Andre Correa de
CY - Minas Gerais, Brazil
DA - 2018///
PY - 2018
PB - State Department of Education of Minas Gerais
KW - Author:OpenDevEd
ER -
TY - RPRT
TI - Teaching and learning of mathematics in the context of the National Numeracy Programme: Finding from a rapid in-depth qualitative study
AU - Oliveira, Andre Correa de
AU - Kanyoza, Charity
AU - Boilo, Violet
AU - Chidothi, Emmanuel
AU - Kadzamira, Esme
AU - Mpoola, Dorothy
AU - McBurnie, Chris
AU - Phiri, Magret
AU - Haßler, Björn
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2022///
PY - 2022
LA - en
M3 - Technical Report
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/2AN8XVIA
KW - Author:OpenDevEd
KW - _forthcoming
KW - _r:AddedByZotZen
ER -
TY - JOUR
TI - Mobile phone data and COVID-19: Missing an opportunity?
AU - Oliver, Nuria
AU - Letouzé, Emmanuel
AU - Sterly, Harald
AU - Delataille, Sébastien
AU - De Nadai, Marco
AU - Lepri, Bruno
AU - Lambiotte, Renaud
AU - Benjamins, Richard
AU - Cattuto, Ciro
AU - Colizza, Vittoria
AU - de Cordes, Nicolas
AU - Fraiberger, Samuel P.
AU - Koebe, Till
AU - Lehmann, Sune
AU - Murillo, Juan
AU - Pentland, Alex
AU - Pham, Phuong N.
AU - Pivetta, Frédéric
AU - Salah, Albert Ali
AU - Saramäki, Jari
AU - Scarpino, Samuel V.
AU - Tizzoni, Michele
AU - Verhulst, Stefaan
AU - Vinck, Patrick
T2 - arXiv:2003.12347 [cs]
AB - This paper describes how mobile phone data can guide government and public health authorities in determining the best course of action to control the COVID-19 pandemic and in assessing the effectiveness of control measures such as physical distancing. It identifies key gaps and reasons why this kind of data is only scarcely used, although their value in similar epidemics has proven in a number of use cases. It presents ways to overcome these gaps and key recommendations for urgent action, most notably the establishment of mixed expert groups on national and regional level, and the inclusion and support of governments and public authorities early on. It is authored by a group of experienced data scientists, epidemiologists, demographers and representatives of mobile network operators who jointly put their work at the service of the global effort to combat the COVID-19 pandemic.
DA - 2020/03/27/
PY - 2020
DP - arXiv.org
ST - Mobile phone data and COVID-19
UR - http://arxiv.org/abs/2003.12347
Y2 - 2020/08/12/17:14:21
KW - Computer Science - Computers and Society
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - THES
TI - Students’ and teachers’ attitudes and views on employing the use of iPads in science lessons
AU - Oliviera, Jose
DA - 2014///
PY - 2014
M3 - MPhil Dissertation
PB - University of Cambridge
Y2 - 2014/04/08/10:40:05
ER -
TY - BOOK
TI - Advancing Technology and Educational Development through Blended Learning in Emerging Economies:
T2 - Advances in Educational Technologies and Instructional Design
A2 - Tomei, Lawrence
A3 - Ololube, Nwachukwu Prince
DA - 2014///
PY - 2014
DP - DOI.org (Crossref)
PB - IGI Global
SN - 978-1-4666-4574-5 978-1-4666-4575-2
ST - Advancing Technology and Educational Development through Blended Learning in Emerging Economies
UR - http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-4666-4574-5
Y2 - 2020/04/28/11:08:39
ER -
TY - CHAP
TI - Blended learning methods in introduction to teaching and sociology of education courses at a university of education
AU - Ololube, Nwachukwu Prince
T2 - Advancing technology and educational development through blended learning in emerging economies
DA - 2014///
PY - 2014
DP - Google Scholar
SP - 108
EP - 127
PB - IGI Global
KW - _C:Nigeria NGA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - GEN
TI - Government Decision-Making on Education in Low- and Middle-Income Countries: Understanding the Fit among Innovation, Scaling Strategy, and Broader Environment
AU - Olsen, B.
DA - 2023///
PY - 2023
LA - en
UR - https://www.brookings.edu/wp-content/uploads/2023/08/Olsen-2023.pdf
KW - Final_citation
KW - anystyle
KW - existing
ER -
TY - JOUR
TI - Bridging the gap between research and practice: Implementation science
AU - Olswang, Lesley B.
AU - Prelock, Patricia A.
T2 - Journal of Speech, Language, and Hearing Research
DA - 2015///
PY - 2015
DO - 10.1044/2015_JSLHR-L-14-0305
DP - Google Scholar
VL - 58
IS - 6
SP - S1818
EP - S1826
ST - Bridging the gap between research and practice
ER -
TY - THES
TI - A Framework For Evaluating The Outcome Of Use Of ICTOn Early Grade Literacy Assessment; A Case Study Of Tusome Literacy Programme In Kenya
AU - Olubendi, Doreen
AB - Previous research work in the field of education has highlighted how information and communication technology plays an integral role in deepening and accelerating learning. Little has been done focusing on its adoption among public schools in Kenya. Systematic use of mobile devices and other information and communication technologies to assess early grade literacy and numeracy, especially in developing countries, remains limited to date. The purpose of this study is to develop a framework for evaluating the outcomes of ICT use on early grade literacy assessment. The focus of this study is on Tusome Literacy program, which is a USAID funded program of over five years, which has been adopted by the Kenyan Government. Education officials under Ministry of Education are equipped with tablets that have pre-installed software to be used for continuous assessment of Curriculum Support Officers, teachers and learners in early grade literacy in public primary schools.
The specific objectives are: the relationship between the ICT infrastructure and the level of use of the assessment tool; the relationship between the ICT skills of the Curriculum Support Officer/County Director of Education and the level of use of the assessment tool; the relationship between the local support and the level of use of the assessment tool; the relationship between the level of use of the assessment tool and the frequency of the lessons observed; the relationship between the frequency of lessons observed and the literacy score of the learners.
The design of this study is a survey research that was conducted in three counties in Kenya i.e Uasin Gishu, Bungoma and Busia counties. The sample size determination for the CSOs was equal to the population. The study targeted 30 CSOs and 2 County Directors from Bungoma, 14 CSOs and 2 County Directors from Busia; and 17 CSOs and 2 County Directors from Uasin Gishu. Questionnaires were used to collect data. The response rate was 89%. Analysis of the data was done by both descriptive statistics and inferential analysis.
The study found out that the issuance of tablets with preloaded monitoring tools and applications to the CSOs and County Directors of Education enabled implementation and use of the ICT tools. The tablets had a source of internet connection so as to send the collected data to a central server. Continuous training and support of the CSOs on use of the ICT gadgets for classroom support was also key. Proper implementation resulted to increased frequency of CSOs visit to schools to
iii
continuously support teachers and assess teachers and learners using the ICT tools. Frequency of lessons observed and the implementation (use of the assessment tools) was significantly related as the OR=1.599, p=0.004. The study compared the literacy score and the ICT outcome (frequency of lessons observed by CSOs). The result showed that the ICT outcome significantly relates to the literacy score the with an odds ratio OR=9.531E-019, p=0.001.
In conclusion, Tusome Literacy Programme has enabled improved literacy on early grade learners through use of ICT tools to monitor and support teachers and continuous assessment of learners in the early grade. A recommendation for further research is the integration of the ICT monitoring tool (Tangerine:Tutor) with other Ministry of Education systems such as The National Education Management Information System (NEMIS). The integrated data and information would enable better use for decision-making and formulation of transparent and accountable policies within the education sector in Kenya.
DA - 2019///
PY - 2019
DP - erepository.uonbi.ac.ke
LA - en
M3 - Thesis
PB - University of Nairobi
UR - http://erepository.uonbi.ac.ke/handle/11295/109880
Y2 - 2022/12/23/03:06:13
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Re-Integrating Vocational Technical Skill Acquisition into the Educational Curriculum: Capacity Building for Future Professionals
AU - Olukanni, David O.
AU - Aderonmu, Peter A.
AU - Ogbiye, Adebanji S.
AU - Akinwumi, Isaac I.
AU - Chova, LG
AU - Martinez, AL
AU - Torres, IC
T2 - ICERI 2014
AB - One of the observable problems facing most developing nations today is the non-availability of adequately trained and well-motivated professionals with the capacity to solving problems of national development. Many University graduate professionals complain of unemployment. However, there exist substantial employment opportunities in Africa and other developing nations but the major challenge being that, the skills to match up with imminent challenges are missing. There is, therefore a need to re-integrate vocational technical skill acquisition into the Educational Curriculum for young professionals with proper mental orientation and practical skills for solving societal problems. This paper underlined the necessity of re-integrating vocational technical education (VTE) courses with special targets on sustainability and capacity building aspect of citizenry lives with a view to ascertain the empowerment of students for self employment after graduation. In a bid to achieve this, the current pedagogical approach and curriculum dynamics employed at the Architecture and Civil Engineering Department of Covenant University Ota, Nigeria was evaluated. Specific reference was made in terms of knowledge application from fabrication, construction in timber, reinforced concrete and steel to the main architectural design project. As regards the capacity building development aspect within the architectural and civil engineering education, the application of the respective vocational technical knowledge, obtained through lectures, site works and work shop practices were of major essence in collaborative design projects. It is expected that the indispensability of VTE courses for a successfully-integrated design would bind every element of the design together in different scales. In this way, the sustainability component of the designs in the studio, engineering workshop practice and energy-efficient design would be put to use. The study recommended the investigation and application of all critical elements of VTE-based curriculum development for a sustainable capacity development of emerging future professionals.
DA - 2014///
PY - 2014
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:Nigeria
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:D
KW - CT:F
KW - CT:P
KW - CT:T
KW - D:developing nation
KW - F:curriculum
KW - F:pedagogy
KW - P:architecture
KW - P:construction
KW - T:TVET
KW - T:trainee
KW - Z:Capacity Building
KW - Z:Educational Curriculum
KW - Z:Future Professionals
KW - Z:Sustainability
KW - Z:Vocational Technical Skill
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Contract of Apprenticeship and Employment Generation in Nigeria
AU - Olulu, Robinson Monday
AU - Udeorah, Sylvester Alor F.
T2 - International Journal of Scientific Research in Education
DA - 2018///
PY - 2018
VL - 11
IS - 3
UR - http://www.ijsre.com/assets/vol.%2C-11(3)-olulu---udeorah.pdf
Y2 - 2020/05/28/12:16:09
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Governance and Change in Educational Policy Systems in Technical Vocational Education
AU - Oluwafemi, CO
AU - Martins, OR
AU - Adebiaye, HO
AB - From time immemorial, people have been controlled (ruled) by others in order to maintain law and order. This process is what is called governance. Governance is the act of exercising power and making decisions for a group of people by a selected few granted the authority to do so. Different human era called for different ‘curricular’ of teaching since it is believed that the needs of the society are one of the major determinants of the content of the curriculum. The authorities at each of such times only help to articulate the curriculum and provide the environment for teaching and learning to take place. In this pursuit, the Nigerian government has not been an exception. Over the years, the Governments have brought in one change or the other to the educational sector all with the utmost aim of making the nation better through her educational processes. This paper through the methodology of literature review and the authors’ observations focuses on some of the changes brought into the sector particularly in Technical Vocational Education. It looked at how these changes have benefited or otherwise affected the country and makes suggestions based on the findings.
DA - 2015///
PY - 2015
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Central Africa
KW - C:Nigeria
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:policy
KW - P:administration
KW - Q:distance learning
KW - T:TVET
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - ELEC
TI - Scaling Access & Impact Realizing the Power of EdTech
AU - Omidyar Network
DA - 2019///
PY - 2019
UR - https://assets.imaginablefutures.com/media/documents/ON_Scaling_Access__Impact_2019_85x11_Online.pdf
Y2 - 2022/10/12/02:13:54
KW - Final_citation
KW - existing
ER -
TY - JOUR
TI - Alternate Academy: Investigating the Use of Open Educational Resources by Students at the University of Lagos in Nigeria
AU - Onaifo, Daniel
DA - 2016///
PY - 2016
DP - Zotero
SP - 412
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - In-Service Training Needs in an African Context: A Study of Headteacher and Teacher Perspectives in the Gucha District of Kenya
AU - Onderi, Henry
AU - Croll, Paul
T2 - Journal of in‐service education
AB - Improving the quality of teaching is an educational priority in Kenya, as in many developing countries. The present paper considers various aspects on in-service education, including views on the effectiveness of in-service, teacher and headteacher priorities in determining in-service needs and the constraints on providing in-service courses. These issues are examined though an empirical study of 30 secondary headteachers and 109 teachers in a district of Kenya. The results show a strong felt need for in-service provision together with a firm belief in the efficacy of in-service in raising pupil achievement. Headteachers had a stronger belief in the need for in-service for their teachers than did the teachers themselves. The priorities of both headteachers and teachers were dominated by the external pressures of the schools, in particular the pressures for curriculum innovation and examination success. The resource constraints on supporting attendance at in-service courses were the major problems facing headteachers. The results reflect the difficulties that responding to an externally driven in-service agenda creates in a context of scarce resources. (Contains 6 tables.)
DA - 2008///
PY - 2008
DO - 10.1080/13674580801950832
LA - en
AN - LOCAL-PQ-61973980
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:Kenya
KW - CA:AandC
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:D
KW - CT:F
KW - CT:P
KW - CT:T
KW - D:developing country
KW - F:achievement
KW - F:attitude
KW - F:curriculum
KW - F:teaching
KW - P:measurement
KW - P:services
KW - P:teacher education
KW - P:teachers
KW - T:TVET
KW - T:work-based learning
KW - Z:Academic Achievement
KW - Z:Administrator Attitudes
KW - Z:Educational Innovation
KW - Z:Educational Needs
KW - Z:Faculty Development
KW - Z:Foreign Countries
KW - Z:Inservice Teacher Education
KW - Z:Principals
KW - Z:Secondary School Teachers
KW - Z:Secondary Schools
KW - Z:Teacher Attitudes
KW - Z:Teacher Influence
KW - Z:Vocational Education
KW - publicImportV1
ER -
TY - JOUR
TI - Hindrance to Technologically Guided Education in Kenya Secondary Schools: A Case Study of Embakasi Girls’ School:
AU - Onesmus, Gicheru
T2 - Journal of Learning for Development
AB - Covid-19 epidemic has forced education managers and teachers to begin or enhance e-learning mode of education across the world. Kenya have not been left behind. This article is geared towards identification of challenges that face technologically based / supported education. First is the accessibility question. The availability and actual use of ICT tools/ system for learning is a mirage to many. Availability of ICT system and devices is limited to most learners, teachers, and parents due to their socioeconomic status. Even for the cases where gadgets and platforms are availability, the drive and preference of the owners of devices / system towards the education material is not guaranteed. There is also a question of digital divide, most of Kenya parents and schools do not have internet or smart phones for the same. Secondly, is the issue of pedagogy –this implies practice and methodology that best fit the teaching of youthful students. Use of technologies in teaching should be done in a professional way by adhering to how instructional materials are prepared, dissemination of the same materials and then fusing it to technology for effective teaching and learning. There are few programs that are professional done towards this aspect in Africa. The screenshot below is an indication of factors that may hinder the eLearning education. It was taken from online training of Machakos University tutors. A survey was done where the participants indicated challenges that they may face in their teaching. Clearly, pedagogy and access was their main concern as shown from the percentages of each challenges.
DA - 2020/11/19/
PY - 2020
DP - jl4d.org
VL - 7
IS - 3
SP - 423
EP - 432
LA - en
SN - 2311-1550
ST - Hindrance to Technologically Guided Education in Kenya Secondary Schools
UR - https://jl4d.org/index.php/ejl4d/article/view/450
Y2 - 2020/11/21/13:31:46
KW - Accessibility
KW - Availability
KW - Blended Education
KW - Digital
KW - Pedagogy
KW - Professional
KW - Technological
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Context and Appropriate Technology: The Unavoidable Partnership
AU - Onguko, Brown
AB - Teachers in rural parts of Kenya lack opportunities for professional development (PD). In addition, the teachers have no access to eLearning opportunities like their colleagues in urban parts. Among the factors that do not favor Kenyan rural teachers’ access to PD through eLearning include: lack of access to relevant technologies and lack of electricity. This paper shares research findings on provision of teachers’ PD through a blended learning approach, utilizing appropriate technologies in a rural school in western Kenya. Ten teachers and two Professional Development Teachers (PDTs) participated in this research. In the study, teachers’ needs assessment was done, to inform the instructional design on the topic: How to teach a large class of mixed ability students. The PD was implemented by engaging teachers in a variety of activities including: pairs of teachers collaboratively using a tablet to access self-study content; teachers studying through multimedia content; teachers planning and delivering lessons using activity-based learning and cooperative learning approaches; and PDTs and teachers participating in fortnightly face-to-face meetings. The findings of the study suggest that teaching practices of rural educators can be improved working with local experts to create locally-relevant content for needs-based PD, implemented in a blended learning approach while providing technology stewardship. Teachers accessed and studied through offline content; planned for and implemented cooperative learning and activity-based learning in lessons, using locally available materials; engaged in reflective conversations on successes and challenges; and spontaneously engaged in very lively professional dialogues. While teachers appreciated that it took long to prepare for active learning lessons, it was less strenuous to implement the lessons, because the students took responsibility for their own learning.
C3 - Proceedings of the European Conference on e-Government, ECEG
DA - 2012///
PY - 2012
DP - Zotero
SP - 502
EP - 509
LA - en
ST - Context and appropriate technology
UR - https://www.researchgate.net/publication/289049429_Context_and_appropriate_technology_The_unavoidable_partnership
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2096499
KW - __finaldtb
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - JiFUNzeni: a blended learning approach for sustainable teachers' professional development
AU - Onguko, Brown Bully
T2 - The Electronic Journal of e-Learning
DA - 2014///
PY - 2014
VL - 12
IS - 1
LA - English
SN - 1479-4403
ST - JiFUNzeni
KW - Final_citation
KW - cited
KW - existing
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - JiFUNzeni: a blended learning approach for sustainable teachers' professional development
AU - Onguko, Brown Bully
T2 - The Electronic Journal of e-Learning
AB - JiFUNzeni blended learning approach is a sustainable approach to provision of professional development (PD) for those in challenging educational contexts. JiFUNzeni approach emphasizes training regional experts to create blended learning content, working with appropriate technology while building content repositories. JiFUNzeni approach was field tested though a design-based research intervention conducted in rural western Kenya. The field test included design, development and implementation of a blended learning course for teachers' professional development utilizing appropriate technologies including tablets powered by solar energy, open educational resources and open source software. One year after the intervention, there were follow-up interviews conducted with eight of the ten teachers and two PDTs who participated in the research. The findings from the follow-up interviews shared in this paper revealed that: teachers still used cooperative learning and activity-based learning strategies in their teaching. The PDTs on the other hand designed, developed and implemented one other jiFUNzeni blended learning course for twelve teachers in one school in Korogocho in Nairobi city. Implementation by PDTs of jiFUNzeni approach confirmed that they had learned through a sustainable way of delivering professional development in challenging educational contexts. The PDTs utilized the instructional design approaches learned through their participation in the research in designing blended learning content, while they also innovated new ways of developing self-study content as an important creative addition to what they had previously learned. Two teenage children participated in digital content development by advising the PDTs on more efficient ways of applying technology attesting to the fact that digital natives are important reciprocal supporters to digital immigrants and vice versa. [PUBLICATION ABSTRACT]
DA - 2014///
PY - 2014
VL - 12
IS - 1
SP - 77
EP - 88
LA - English
SN - 1479-4403
UR - https://academic-publishing.org/index.php/ejel/article/view/1680/1643
AN - 1380701925
KW - Cooperative learning
KW - Distance learning
KW - Education--Computer Applications
KW - Internet
KW - Kenya
KW - Sustainability
KW - Training
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2096405
KW - ___working_potential_duplicate
KW - __finaldtb
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - "For us it was a learning experience": design, development and implementation of blended learning
AU - Onguko, Brown
AU - Jepchumba, Lucy
AU - Gaceri, Petronilla
T2 - European Journal of Training and Development
AB - Purpose - The purpose of this paper is to share reflections of the three authors on the process of instructional design and implementation of blended learning for teachers' professional development (PD) in rural western Kenya. It proposes reforms in provision of teachers' professional development to enable professional development providers to access specialized skills in instructional design (ID) and blended learning. Design/methodology/approach - The paper resulted from a design-based research including 12 entry and 12 exit interviews, observations of three face-to-face meetings of blended learning sessions and ten classroom observations of teachers implementing new teaching approaches learned through blended learning. Findings - The paper provides insights into the authors' experiences in this research. They shared the following reflections: engagement in ID empowered them and they are confident that they can engage in systematic instructional design on a larger scale; they gained technical knowledge and skills in authoring content in HTML on eXe open source platform; uploading the content and processing audio and video content was equally enthralling to them. Research limitations/implications - Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to consider incorporating the design-based research, instructional design and blended learning approaches used in this study while conducting related research in their dissimilar contexts. Practical implications - The paper includes implications for the design, development and implementation of teachers' professional development for challenging contexts as a contribution towards achievement of both Millennium Development Goals (MDGs) and Education for All (EFA). Originality/value - This paper fulfils an identified need to study provision of professional development for teachers who lack opportunities for professional development.
DA - 2013///
PY - 2013
DO - 10.1108/ejtd-10-2012-0052
VL - 37
IS - 7
SP - 615
EP - 634
LA - English
SN - 20469012
UR - https://www.researchgate.net/publication/262966655_For_us_it_was_a_learning_experience_Design_development_and_implementation_of_blended_learning
AN - 1430572667
KW - 5220:Information technology management
KW - 8306:Schools and educational services
KW - 9177:Africa
KW - Appropriate technology
KW - Audio recordings
KW - Business And Economics--Management
KW - Instructional design
KW - Kenya
KW - Personal development
KW - Professional development
KW - Research
KW - Rural schools
KW - Teaching
KW - Technological change
KW - Training
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2096396
KW - ___working_potential_duplicate
KW - __finaldtb
ER -
TY - JOUR
TI - The SACMEQ II Project in Kenya: A study of the conditions of schooling and the quality of education. Kenya Working Report, SACMEQ Educational Policy Research Series. Harare and Nairobi: Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) and Kenya Ministry of Education
AU - Onsomu, E.
AU - Nzomo, J.
AU - Obiero, C.
DA - 2005///
PY - 2005
UR - http://datatopics.worldbank.org/hnp/files/edstats/kenstu05.pdf.
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Pedagogy: Instructivism to socio-constructivism through virtual reality
AU - Onyesolo, M.
AU - Nwasor, V.
AU - Ositanwosu, O.
AU - Iwegbuna, O.
T2 - International Journal of Advanced Computer Science and Applications
DA - 2013///
PY - 2013
DP - Google Scholar
VL - 4
IS - 9
ST - Pedagogy
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Knowing the System: Incentives and Education Reforms in Tanzania
AU - Opalo, Ken
DP - Zotero
SP - 14
LA - en
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Program Assessment of Kolibri FLY
AU - Open Development and Education
CN - 0270
DA - 2022/01/10/
PY - 2022
LA - en
PB - OpenDevEd
UR - https://docs.opendeved.net/lib/V8RPQRWX
KW - _r:AddedByZotZen
ER -
TY - BLOG
TI - 21st century learning in Zambia - Open Development & Education
AU - Open Development & Education
AB - A school-based teacher professional development programme initiated in Zambia around 2010 and later expanded to other countries such as Zambia, Kenya, Rwanda, and Sierra Leone.
DA - 2023/10/23/T13:22:09+00:00
PY - 2023
LA - en-GB
UR - https://opendeved.net/programmes/21st-century-learning-in-zambia/, https://opendeved.net/programmes/21st-century-learning-in-zambia/
Y2 - 2024/01/06/12:46:59
ER -
TY - RPRT
TI - A reading list for inclusion and disability in schooling
AU - Open Development & Education
DA - 2022/04/07/
PY - 2022
ER -
TY - RPRT
TI - Evidence collection: Effects of climate change and environmental degradation on learning in LMICs
AU - Open Development & Education
DA - 2024/03/15/
PY - 2024
ER -
TY - ELEC
TI - Evidence Library
AU - Open Development & Education
UR - https://docs.opendeved.net/lib/
Y2 - 2020/05/27/14:42:19
ER -
TY - ELEC
TI - ODEN TVET-R-SSA (Zotero Library)
AU - Open Development & Education
UR - https://www.zotero.org/groups/2317526/oden_tvetr-ssa/library
Y2 - 2020/05/27/14:44:43
ER -
TY - ELEC
TI - Technology in Education for Disadvantaged Children
AU - Open Development & Education
UR - https://tech.eved.io/lib/
ER -
TY - ELEC
TI - TVET Zotero Library Registration
AU - Open Development & Education
UR - https://www.zotero.org/groups/2317526/oden_tvetr-ssa?
Y2 - 2020/05/27/14:46:17
ER -
TY - BLOG
TI - Zambia’s Education Sector Support Technical Assistance Facility (ZESSTA) - Open Development & Education
AU - Open Development & Education
AB - Effective teaching and learning of large cohorts in institutions of higher learning in Zambia: Challenges and opportunities
DA - 2023/12/01/T17:30:08+00:00
PY - 2023
LA - en-GB
UR - https://opendeved.net/programmes/zambias-education-sector-support-technical-assistance-facility-zessta/, https://opendeved.net/programmes/zambias-education-sector-support-technical-assistance-facility-zessta/
Y2 - 2024/01/06/12:45:36
ER -
TY - GEN
TI - GPT-4 Technical Report
AU - OpenAI
AU - Achiam, Josh
AU - Adler, Steven
AU - Agarwal, Sandhini
AU - Ahmad, Lama
AU - Akkaya, Ilge
AU - Aleman, Florencia Leoni
AU - Almeida, Diogo
AU - Altenschmidt, Janko
AU - Altman, Sam
AU - Anadkat, Shyamal
AU - Avila, Red
AU - Babuschkin, Igor
AU - Balaji, Suchir
AU - Balcom, Valerie
AU - Baltescu, Paul
AU - Bao, Haiming
AU - Bavarian, Mo
AU - Belgum, Jeff
AU - Bello, Irwan
AU - Berdine, Jake
AU - Bernadett-Shapiro, Gabriel
AU - Berner, Christopher
AU - Bogdonoff, Lenny
AU - Boiko, Oleg
AU - Boyd, Madelaine
AU - Brakman, Anna-Luisa
AU - Brockman, Greg
AU - Brooks, Tim
AU - Brundage, Miles
AU - Button, Kevin
AU - Cai, Trevor
AU - Campbell, Rosie
AU - Cann, Andrew
AU - Carey, Brittany
AU - Carlson, Chelsea
AU - Carmichael, Rory
AU - Chan, Brooke
AU - Chang, Che
AU - Chantzis, Fotis
AU - Chen, Derek
AU - Chen, Sully
AU - Chen, Ruby
AU - Chen, Jason
AU - Chen, Mark
AU - Chess, Ben
AU - Cho, Chester
AU - Chu, Casey
AU - Chung, Hyung Won
AU - Cummings, Dave
AU - Currier, Jeremiah
AU - Dai, Yunxing
AU - Decareaux, Cory
AU - Degry, Thomas
AU - Deutsch, Noah
AU - Deville, Damien
AU - Dhar, Arka
AU - Dohan, David
AU - Dowling, Steve
AU - Dunning, Sheila
AU - Ecoffet, Adrien
AU - Eleti, Atty
AU - Eloundou, Tyna
AU - Farhi, David
AU - Fedus, Liam
AU - Felix, Niko
AU - Fishman, Simón Posada
AU - Forte, Juston
AU - Fulford, Isabella
AU - Gao, Leo
AU - Georges, Elie
AU - Gibson, Christian
AU - Goel, Vik
AU - Gogineni, Tarun
AU - Goh, Gabriel
AU - Gontijo-Lopes, Rapha
AU - Gordon, Jonathan
AU - Grafstein, Morgan
AU - Gray, Scott
AU - Greene, Ryan
AU - Gross, Joshua
AU - Gu, Shixiang Shane
AU - Guo, Yufei
AU - Hallacy, Chris
AU - Han, Jesse
AU - Harris, Jeff
AU - He, Yuchen
AU - Heaton, Mike
AU - Heidecke, Johannes
AU - Hesse, Chris
AU - Hickey, Alan
AU - Hickey, Wade
AU - Hoeschele, Peter
AU - Houghton, Brandon
AU - Hsu, Kenny
AU - Hu, Shengli
AU - Hu, Xin
AU - Huizinga, Joost
AU - Jain, Shantanu
AU - Jain, Shawn
AU - Jang, Joanne
AU - Jiang, Angela
AU - Jiang, Roger
AU - Jin, Haozhun
AU - Jin, Denny
AU - Jomoto, Shino
AU - Jonn, Billie
AU - Jun, Heewoo
AU - Kaftan, Tomer
AU - Kaiser, Łukasz
AU - Kamali, Ali
AU - Kanitscheider, Ingmar
AU - Keskar, Nitish Shirish
AU - Khan, Tabarak
AU - Kilpatrick, Logan
AU - Kim, Jong Wook
AU - Kim, Christina
AU - Kim, Yongjik
AU - Kirchner, Hendrik
AU - Kiros, Jamie
AU - Knight, Matt
AU - Kokotajlo, Daniel
AU - Kondraciuk, Łukasz
AU - Kondrich, Andrew
AU - Konstantinidis, Aris
AU - Kosic, Kyle
AU - Krueger, Gretchen
AU - Kuo, Vishal
AU - Lampe, Michael
AU - Lan, Ikai
AU - Lee, Teddy
AU - Leike, Jan
AU - Leung, Jade
AU - Levy, Daniel
AU - Li, Chak Ming
AU - Lim, Rachel
AU - Lin, Molly
AU - Lin, Stephanie
AU - Litwin, Mateusz
AU - Lopez, Theresa
AU - Lowe, Ryan
AU - Lue, Patricia
AU - Makanju, Anna
AU - Malfacini, Kim
AU - Manning, Sam
AU - Markov, Todor
AU - Markovski, Yaniv
AU - Martin, Bianca
AU - Mayer, Katie
AU - Mayne, Andrew
AU - McGrew, Bob
AU - McKinney, Scott Mayer
AU - McLeavey, Christine
AU - McMillan, Paul
AU - McNeil, Jake
AU - Medina, David
AU - Mehta, Aalok
AU - Menick, Jacob
AU - Metz, Luke
AU - Mishchenko, Andrey
AU - Mishkin, Pamela
AU - Monaco, Vinnie
AU - Morikawa, Evan
AU - Mossing, Daniel
AU - Mu, Tong
AU - Murati, Mira
AU - Murk, Oleg
AU - Mély, David
AU - Nair, Ashvin
AU - Nakano, Reiichiro
AU - Nayak, Rajeev
AU - Neelakantan, Arvind
AU - Ngo, Richard
AU - Noh, Hyeonwoo
AU - Ouyang, Long
AU - O'Keefe, Cullen
AU - Pachocki, Jakub
AU - Paino, Alex
AU - Palermo, Joe
AU - Pantuliano, Ashley
AU - Parascandolo, Giambattista
AU - Parish, Joel
AU - Parparita, Emy
AU - Passos, Alex
AU - Pavlov, Mikhail
AU - Peng, Andrew
AU - Perelman, Adam
AU - Peres, Filipe de Avila Belbute
AU - Petrov, Michael
AU - Pinto, Henrique Ponde de Oliveira
AU - Michael
AU - Pokorny
AU - Pokrass, Michelle
AU - Pong, Vitchyr
AU - Powell, Tolly
AU - Power, Alethea
AU - Power, Boris
AU - Proehl, Elizabeth
AU - Puri, Raul
AU - Radford, Alec
AU - Rae, Jack
AU - Ramesh, Aditya
AU - Raymond, Cameron
AU - Real, Francis
AU - Rimbach, Kendra
AU - Ross, Carl
AU - Rotsted, Bob
AU - Roussez, Henri
AU - Ryder, Nick
AU - Saltarelli, Mario
AU - Sanders, Ted
AU - Santurkar, Shibani
AU - Sastry, Girish
AU - Schmidt, Heather
AU - Schnurr, David
AU - Schulman, John
AU - Selsam, Daniel
AU - Sheppard, Kyla
AU - Sherbakov, Toki
AU - Shieh, Jessica
AU - Shoker, Sarah
AU - Shyam, Pranav
AU - Sidor, Szymon
AU - Sigler, Eric
AU - Simens, Maddie
AU - Sitkin, Jordan
AU - Slama, Katarina
AU - Sohl, Ian
AU - Sokolowsky, Benjamin
AU - Song, Yang
AU - Staudacher, Natalie
AU - Such, Felipe Petroski
AU - Summers, Natalie
AU - Sutskever, Ilya
AU - Tang, Jie
AU - Tezak, Nikolas
AU - Thompson, Madeleine
AU - Tillet, Phil
AU - Tootoonchian, Amin
AU - Tseng, Elizabeth
AU - Tuggle, Preston
AU - Turley, Nick
AU - Tworek, Jerry
AU - Uribe, Juan Felipe Cerón
AU - Vallone, Andrea
AU - Vijayvergiya, Arun
AU - Voss, Chelsea
AU - Wainwright, Carroll
AU - Wang, Justin Jay
AU - Wang, Alvin
AU - Wang, Ben
AU - Ward, Jonathan
AU - Wei, Jason
AU - Weinmann, C. J.
AU - Welihinda, Akila
AU - Welinder, Peter
AU - Weng, Jiayi
AU - Weng, Lilian
AU - Wiethoff, Matt
AU - Willner, Dave
AU - Winter, Clemens
AU - Wolrich, Samuel
AU - Wong, Hannah
AU - Workman, Lauren
AU - Wu, Sherwin
AU - Wu, Jeff
AU - Wu, Michael
AU - Xiao, Kai
AU - Xu, Tao
AU - Yoo, Sarah
AU - Yu, Kevin
AU - Yuan, Qiming
AU - Zaremba, Wojciech
AU - Zellers, Rowan
AU - Zhang, Chong
AU - Zhang, Marvin
AU - Zhao, Shengjia
AU - Zheng, Tianhao
AU - Zhuang, Juntang
AU - Zhuk, William
AU - Zoph, Barret
AB - We report the development of GPT-4, a large-scale, multimodal model which can accept image and text inputs and produce text outputs. While less capable than humans in many real-world scenarios, GPT-4 exhibits human-level performance on various professional and academic benchmarks, including passing a simulated bar exam with a score around the top 10% of test takers. GPT-4 is a Transformer-based model pre-trained to predict the next token in a document. The post-training alignment process results in improved performance on measures of factuality and adherence to desired behavior. A core component of this project was developing infrastructure and optimization methods that behave predictably across a wide range of scales. This allowed us to accurately predict some aspects of GPT-4's performance based on models trained with no more than 1/1,000th the compute of GPT-4.
DA - 2023/12/18/
PY - 2023
DO - 10.48550/arXiv.2303.08774
DP - arXiv.org
PB - arXiv
UR - http://arxiv.org/abs/2303.08774
Y2 - 2024/02/24/17:40:46
KW - Computer Science - Artificial Intelligence
KW - Computer Science - Computation and Language
ER -
TY - ELEC
TI - OpenAlex: The open catalog to the global research system
AU - OpenAlex
UR - https://openalex.org/
Y2 - 2024/01/19/23:07:43
KW - _Added-ailr-2024
ER -
TY - JOUR
TI - Lifelong learning, lifelong education and adult education in higher institutions of learning in Eastern Africa: The case of Makerere University Institute of Adult and Continuing Education
AU - Openjuru, G.L.,
T2 - International Journal of Lifelong Education
AB - This paper advocates for policy recognition of lifelong learning by institutions of higher learning and governments in Eastern Africa. Lifelong learning and lifelong education are two concepts that aim at widening access to and the participation of adult learners in the acquisition of new knowledge, skills, values and attitudes. There are many reasons for advocating for lifelong learning and education in higher institutions of learning in Eastern Africa. Firstly, the demand for higher education in Eastern Africa has increased phenomenally. Secondly, the need to cope with this fast-changing world calls for a continuous acquisition of new knowledge, skills and attitude. This paper looks at the concepts of lifelong learning (LLL) and lifelong education (LLE) in relation to the changes that are affecting the provision of universitybased learning opportunities for non-traditional students in Eastern Africa, with examples from Makerere University Institute of Adult and Continuing Education in Uganda. In looking at the concepts of LLL and LLE, other concepts of lifewide learning and the learning society are also discussed. Adult learning and adult education are discussed as concepts that are used by adult educators in Eastern Africa with very limited understanding of what they really mean. The confusion in the use of these emerging and popular concepts in Eastern Africa is discussed. The paper presents some recommendations for higher institutions of learning in Eastern Africa to develop a clear understanding of and embrace lifelong learning. © 2011 Taylor & Francis.
DA - 2011///
PY - 2011
DO - 10.1080/02601370.2011.538182
LA - en
UR - http://www.tandfonline.com/doi/abs/10.1080/02601370.2011.538182
AN - DOI-10.1080/02601370.2011.538182
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:eastern Africa
KW - CA:AandC
KW - CL:de
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - F:access
KW - F:attitude
KW - F:learning
KW - F:policy
KW - F:teaching
KW - P:measurement
KW - P:teachers
KW - Q:adult education
KW - Q:distance education
KW - Q:higher education
KW - Q:lifelong learning
KW - R:case study
KW - T:continuing education
KW - Z:Adult Education
KW - Z:Adult Educators
KW - Z:Adult Learning
KW - Z:Adult Students
KW - Z:Adult education
KW - Z:African Studies
KW - Z:Case Studies
KW - Z:Concept Teaching
KW - Z:Continuing Education
KW - Z:Continuing education
KW - Z:Definitions
KW - Z:Distance Education
KW - Z:Distance education
KW - Z:Educational Opportunities
KW - Z:Expansion of provision
KW - Z:Foreign Countries
KW - Z:Higher education
KW - Z:Institutional Characteristics
KW - Z:Knowledge
KW - Z:Lifelong Learning
KW - Z:Lifelong learning
KW - Z:Nontraditional Students
KW - Z:Teachers
KW - _C:Uganda UGA
KW - publicImportV1
ER -
TY - JOUR
TI - Conceptualizing teacher professional learning
AU - Opfer, V. Darleen
AU - Pedder, David
T2 - Review of Educational Research
DA - 2011///
PY - 2011
DO - 10.3102/0034654311413609
DP - Google Scholar
VL - 81
IS - 3
SP - 376
EP - 407
UR - https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.874.8856&rep=rep1&type=pdf
KW - Important
KW - Read
ER -
TY - ELEC
TI - Orange Education Portal
AU - Orange Sierra Leone
DA - 2020///
PY - 2020
LA - en_US
UR - /personal/1/101/orange-education-2986.html
Y2 - 2020/06/25/18:33:23
ER -
TY - JOUR
TI - Methods for estimating the size of Google Scholar
AU - Orduña-Malea, Enrique
AU - Ayllón, Juan M.
AU - Martín-Martín, Alberto
AU - López-Cózar, Emilio Delgado
T2 - Scientometrics
DA - 2015///
PY - 2015
DO - 10.1007/s11192-015-1614-6
DP - Google Scholar
VL - 104
IS - 3
SP - 931
EP - 949
ER -
TY - JOUR
TI - About the size of Google Scholar: playing the numbers
AU - Orduña-Malea, Enrique
AU - Ayllón, Juan Manuel
AU - Martín-Martín, Alberto
AU - López-Cózar, Emilio Delgado
T2 - arXiv preprint arXiv:1407.6239
DA - 2014///
PY - 2014
DP - Google Scholar
ST - About the size of Google Scholar
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The silent fading of an academic search engine: the case of Microsoft Academic Search
AU - Orduña-Malea, Enrique
AU - Martín-Martín, Alberto
AU - Ayllon, Juan M.
AU - López-Cózar, Emilio Delgado
T2 - Online information review
DA - 2014///
PY - 2014
DO - 10.1108/OIR-07-2014-0169
DP - Google Scholar
ST - The silent fading of an academic search engine
ER -
TY - JOUR
TI - Google Scholar as a source for scholarly evaluation: a bibliographic review of database errors
AU - Orduña Malea, Enrique
AU - Martín-Martín, Alberto
AU - Delgado-López-Cózar, Emilio
T2 - Revista española de documentación científica
DA - 2017///
PY - 2017
DP - Google Scholar
VL - 40
IS - 4
SP - 1
EP - 33
ST - Google Scholar as a source for scholarly evaluation
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - ResearchGate como fuente de evaluación científica: desvelando sus aplicaciones bibliométricas
AU - Orduña-Malea, Enrique
AU - Martín-Martín, Alberto
AU - Delgado-López-Cózar, Emilio
T2 - Profesional de la Información
DA - 2016///
PY - 2016
DO - 10.3145/epi.2016.mar.18
DP - Google Scholar
VL - 25
IS - 2
SP - 303
EP - 310
ST - ResearchGate como fuente de evaluación científica
ER -
TY - JOUR
TI - The next bibliometrics: ALMetrics (Author Level Metrics) and the multiple faces of author impact
AU - Orduña-Malea, Enrique
AU - Martín-Martín, Alberto
AU - Delgado-López-Cózar, Emilio
T2 - El profesional de la información (EPI)
DA - 2016///
PY - 2016
DO - 10.3145/epi.2016.may.18
DP - Google Scholar
VL - 25
IS - 3
SP - 485
EP - 496
ST - The next bibliometrics
ER -
TY - JOUR
TI - Do ResearchGate Scores create ghost academic reputations?
AU - Orduna-Malea, Enrique
AU - Martín-Martín, Alberto
AU - Thelwall, Mike
AU - López-Cózar, Emilio Delgado
T2 - Scientometrics
DA - 2017///
PY - 2017
DO - 10.1007/s11192-017-2396-9
DP - Google Scholar
VL - 112
IS - 1
SP - 443
EP - 460
ER -
TY - RPRT
TI - Creating Effective Teaching and Learning Environments: First Results from TALIS
AU - Organisation for Economic Co-operation and Development [OECD]
CY - Paris
DA - 2009///
PY - 2009
SP - 310
PB - OECD
ST - Creating Effective Teaching and Learning Environments: First Results from TALIS
ER -
TY - RPRT
TI - Staying ahead: In-service training and teacher professional development
AU - Organisation for Economic Co-operation and Development [OECD]
T2 - What works in innovation in education
CY - Paris
DA - 1998///
PY - 1998
PB - Organisation for Economic Co-operation and Development
ST - Staying ahead: In-service training and teacher professional development
ER -
TY - RPRT
TI - Special COVID-19 report
AU - Organisation of Eastern Caribbean States
CN - 0264
CY - St. Lucia
DA - 2022/02//
PY - 2022
M3 - Academic Recovery Programme Phase II
PB - Organisation of Eastern Caribbean States
SN - 9
UR - https://docs.opendeved.net/lib/S95V5JE9
ER -
TY - RPRT
TI - What would make Global Skills Partnerships work in practice?
AU - Organization for Economic Cooperation Development (OECD)
DA - 2018///
PY - 2018
DP - Google Scholar
PB - OECD Paris
ER -
TY - GEN
TI - Improving Enrollment and Learning Through Videos and Mobiles: Experimental Evidence from Northern Nigeria
AU - Orozco-Olvera, Victor
AU - Rascon-Ramirez, Ericka G.
AB - School enrollment and learning outcomes often lag far behind in settings where traditional social norms prevail. We present the main findings of a cluster randomized control trial that tested two components of a five-day intervention targeting 6-9-year-old children and their parents in northern Nigeria. These components consisted of community video screenings to reshape parental aspirations and attitudes towards education, and mobile literacy apps. After 12 months, community screenings decreased out-of-school children by 42 percent though did not improve learning outcomes. In half of the treatment communities, we provided an add − on where a third of attending households received a smartphone pre-loaded with gamified and digital library apps. This combined intervention increased literacy and numeracy skills by 0.46 and 0.63σ respectively. Learning impacts on boys and girls were similar in magnitude. The combined intervention had spillovers on non-targeted older children, where we observe an increase in literacy and numeracy skills of 0.34 and 0.47σ, and on adolescents a decrease in parenthood (13%) and early entry into the labor market (14%). Finally, using a standarized metric for reporting gains from education interventions, our results suggest that combining aspirational videos with engaging apps is a highly effective and cost-effective tool, a relevant finding for home-learning interventions targeting rural, low-literate communities that are governed by traditional social norms, where the evidence base remains scarce.
CY - Rochester, NY
DA - 2022/09/16/
PY - 2022
DO - 10.2139/ssrn.4221220
DP - Social Science Research Network
LA - en
ST - Improving Enrollment and Learning Through Videos and Mobiles
UR - https://papers.ssrn.com/abstract=4221220
Y2 - 2023/02/15/01:13:08
KW - Final_citation
KW - aspirations
KW - cited
KW - disruptive technologies
KW - early marriage
KW - early parenthood
KW - existing
KW - learning
KW - school enrollment
KW - self-efficacy
ER -
TY - RPRT
TI - What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? Systematic review
AU - Orr, David
AU - Westbrook, Jo
AU - Pryor, John
AU - Durrani, Naureen
AU - Sebba, Judy
AU - Adu-Yeboah, Christine
CY - London
DA - 2013///
PY - 2013
LA - en
PB - EPPI-Centre, Social Science Research Unit, Institute of Education
KW - C:Low- and middle-income countries
KW - ___duplicate_item
ER -
TY - BOOK
TI - What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries?: systematic review
AU - Orr, David
AU - Westbrook, Jo
AU - Pryor, John
AU - Durrani, Naureen
AU - Sebba, Judy
AU - Adu-Yeboah, Christine
AU - others
CY - London
DA - 2013///
PY - 2013
DP - Google Scholar
LA - English
PB - EPPI-Centre, Social Science Research Unit, Institute of Education, University of London
SN - 978-1-907345-48-7
ST - What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries?
UR - http://sro.sussex.ac.uk/43901/1/Undertrained_teachers_2013_Orr.pdf
Y2 - 2016/03/28/11:39:40
KW - C:Low- and middle-income countries
KW - STC-TLC
KW - _C:Afghanistan AFG
KW - _C:Algeria DZA
KW - _C:Angola AGO
KW - _C:Antigua and Barbuda ATG
KW - _C:Argentina ARG
KW - _C:Armenia ARM
KW - _C:Australia AUS
KW - _C:Azerbaijan AZE
KW - _C:Bahrain BHR
KW - _C:Bangladesh BGD
KW - _C:Barbados BRB
KW - _C:Belize BLZ
KW - _C:Benin BEN
KW - _C:Bhutan BTN
KW - _C:Bolivia BOL
KW - _C:Botswana BWA
KW - _C:Brazil BRA
KW - _C:Burkina Faso BFA
KW - _C:Burundi BDI
KW - _C:Cambodia KHM
KW - _C:Cameroon CMR
KW - _C:Canada CAN
KW - _C:Cape Verde CPV
KW - _C:Central African Republic CAF
KW - _C:Chad TCD
KW - _C:Chile CHL
KW - _C:China CHN
KW - _C:Colombia COL
KW - _C:Comoros COM
KW - _C:Congo XCO
KW - _C:Congo, Democratic Republic COD
KW - _C:Costa Rica CRI
KW - _C:Cuba CUB
KW - _C:Djibouti DJI
KW - _C:Dominica DMA
KW - _C:Dominican Republic DOM
KW - _C:Ecuador ECU
KW - _C:Egypt EGY
KW - _C:El Salvador SLV
KW - _C:Eritrea ERI
KW - _C:Ethiopia ETH
KW - _C:Federated States of Micronesia FSM
KW - _C:Fiji FJI
KW - _C:France FRA
KW - _C:Gabon GAB
KW - _C:Gambia GMB
KW - _C:Georgia GEO
KW - _C:Germany DEU
KW - _C:Ghana GHA
KW - _C:Grenada GRD
KW - _C:Guatemala GTM
KW - _C:Guinea GIN
KW - _C:Guyana GUY
KW - _C:Haiti HTI
KW - _C:Honduras HND
KW - _C:India IND
KW - _C:Indonesia IDN
KW - _C:Iran IRN
KW - _C:Iraq IRQ
KW - _C:Ivory Coast CIV
KW - _C:Jamaica JAM
KW - _C:Japan JPN
KW - _C:Jordan JOR
KW - _C:Kazakhstan KAZ
KW - _C:Kenya KEN
KW - _C:Kiribati KIR
KW - _C:Korea XKOR
KW - _C:Kosovo XKSVO
KW - _C:Kyrgyzstan KGZ
KW - _C:Laos LAO
KW - _C:Lebanon LBN
KW - _C:Lesotho LSO
KW - _C:Liberia LBR
KW - _C:Libya LBY
KW - _C:Madagascar MDG
KW - _C:Malawi MWI
KW - _C:Malaysia MYS
KW - _C:Maldives MDV
KW - _C:Mali MLI
KW - _C:Marshall Islands MHL
KW - _C:Mauritania MRT
KW - _C:Mauritius MUS
KW - _C:Mexico MEX
KW - _C:Mongolia MNG
KW - _C:Montenegro MNE
KW - _C:Morocco MAR
KW - _C:Mozambique MOZ
KW - _C:Myanmar MMR
KW - _C:Namibia NAM
KW - _C:Nepal NPL
KW - _C:Netherlands NLD
KW - _C:Nicaragua NIC
KW - _C:Niger NER
KW - _C:Nigeria NGA
KW - _C:Oman OMN
KW - _C:Pakistan PAK
KW - _C:Palau PLW
KW - _C:Panama PAN
KW - _C:Papua New Guinea PNG
KW - _C:Paraguay PRY
KW - _C:Peru PER
KW - _C:Philippines PHL
KW - _C:Portugal PRT
KW - _C:Republic of Moldova MDA
KW - _C:Rwanda RWA
KW - _C:Sahrawi Arab Democratic Republic XSADR
KW - _C:Saint Kitts and Nevis KNA
KW - _C:Saint Lucia LCA
KW - _C:Saint Vincent and the Grenadines VCT
KW - _C:Samoa WSM
KW - _C:Senegal SEN
KW - _C:Seychelles SYC
KW - _C:Singapore SGP
KW - _C:Solomon Islands SLB
KW - _C:Somalia SOM
KW - _C:Somaliland XSMLD
KW - _C:South Africa ZAF
KW - _C:Spain ESP
KW - _C:Sri Lanka LKA
KW - _C:State of Palestine PSE
KW - _C:Sudan SDN
KW - _C:Suriname SUR
KW - _C:Syrian Arab Republic SYR
KW - _C:São Tomé and Príncipe STP
KW - _C:Tajikistan TJK
KW - _C:Tanzania TZA
KW - _C:Thailand THA
KW - _C:Timor-L'este TLS
KW - _C:Togo TGO
KW - _C:Tonga TON
KW - _C:Trinidad and Tobago TTO
KW - _C:Tunisia TUN
KW - _C:Turkey TUR
KW - _C:Turkmenistan TKM
KW - _C:Uganda UGA
KW - _C:Ukraine UKR
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Uruguay URY
KW - _C:Uzbekistan UZB
KW - _C:Vanuatu VUT
KW - _C:Venezuela VEN
KW - _C:Viet Nam VNM
KW - _C:Yemen YEM
KW - _C:Zambia ZMB
KW - _C:Zimbabwe ZWE
KW - _C:eSwatini SWZ
KW - __C:filed:1
KW - __C:scheme:1
KW - ___duplicate_item
ER -
TY - JOUR
TI - Evidence on Inequalities in Rwanda
AU - Orrnert, Anna
AB - This review identifies and reviews the evidence on inequalities in Rwanda. Undertaken in six days, it draws primarily on national Rwandan datasets and smaller-scale case studies from academic research. This study focuses primarily on quantitative datasets and sources, supplemented by some qualitative research. A related report by Carter (2018) which examines the relationship between inequality, exclusion and poverty in Rwanda, also provides insights from key qualitative studies.The body of evidence around inequality in Rwanda is mixed, both in terms of scope and coverage and quality. It is also characterised by competing narratives about whether or not inequality is declining or not (Behuria and Goodfellow 2016: 3). This reflects, in part, the inherently complex nature of inequality, how it is measured, and different approaches to gathering data. Key findings of the review include: there is limited body of disaggregated data on inequalities in Rwanda (Dawson 2018); commonly used standard indicators to measure poverty and inequality don’t always resonate with experiences of poverty and wellbeing of local communities (including women and historically marginalised people), particularly in rural areas (Dawson 2018); inequality measured by access to basic services such as health, education, water, sanitation and electricity shows improvements over the past two decades; enrolment in primary and secondary education has grown and gender gaps narrowed – in some cases, girls’ enrolment is higher than boys; inequalities in access to the labour market were also identified, with variation across contexts; and other factors that affect economic empowerment include distribution of land and financial assets. This study also identified evidence gap in the need for more detailed disaggregated data and for research that takes into account the heterogeneity of the Rwandan poor, in order to better understand rural poverty and inequality (Ansoms and McKay 2010).
DA - 2018/07/10/
PY - 2018
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14187
Y2 - 2022/12/18/18:14:34
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Impact of Education Interventions for Working Children
AU - Orrnert, Anna
AB - Recent global estimates indicate that 152 million children – 64 million girls and 88 million boys – are engaged in child labour across the world (ILO 2017b: 8). According to these same estimates, 71% of child labourers work in the agricultural sector and 69% in unpaid work within their own family. Nearly half of all those in child labour are doing ‘hazardous work’ (ibid). According to the ILO, the total number of children in child labour has declined by about 94 million since 2000, although this trend has slowed significantly in recent years (ILO 2017a: 10).
Four policy areas have been identified as key to tackling the problem of child labour: legal standards and regulation, social protection, labour markets and – the topic of this review – education. This report examines the available evidence on short and long-term impacts of interventions targeted at working children.
The existing body of evidence on the impact of education interventions on children in work is mixed. There is a relatively substantial volume of research which examines the impacts of conditional cash transfers linked with children’s education. There is also a smaller body of evidence around the impact of financial incentives to children and their families (including scholarships and school subsidies). The evidence on other types of education interventions – such as provision of non-financial subsidies (for example, Food-for-Education or free transportation), improving quality of education as well as transitional or informal learning programmes for working children- is much more fragmented and patchy.
DA - 2018/09/17/
PY - 2018
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14098
Y2 - 2022/12/18/18:15:19
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Legislation and Policy Addressing Inequality and Redistribution in Rwanda
AU - Orrnert, Anna
AB - This report is one of three related K4D helpdesk reports on inequality in Rwanda. The other two examine links between poverty, inequality and exclusion (Carter 2018) and provide data on inequalities (Orrnert 2018). This review summarises key national policies and legislation related to inequality and redistribution2 in Rwanda. Where available, this review provides insights into how these policies perpetuate inequality or work to address it, as well as how effective they are. Undertaken in six days, this review draws largely on policy documents from the Government of Rwanda, and academic studies, as well as some reports by international donors. A comprehensive review of all the relevant policies and legislation is beyond the scope of this study. Thus, the review focuses on key policies and legislation in specific sectors (economic empowerment and agriculture; health; education; housing and infrastructure) as well as policies and legislation targeted at particular groups (the poorest, women and girls, youth and other marginalised groups). The key findings include: there is a lack of systematic evaluation of many Rwandan government policies, including those aimed at tackling extreme poverty and inequality;
Evidence suggests that there exists a tension between the government’s competing policy goals of achieving economic growth and decreasing inequality. In some cases (notably agricultural policies), the government prioritises its economic growth objectives, which can have a negative impact on vulnerable segments of the population; and despite efforts to combat inequality on the policy-level, several groups remain significantly disadvantaged, including the poorest, women, persons with disabilities and historically marginalised people (HMP). Furthermore, the study also identified the gaps in policy assessments based on non-standard measures (such as food insecurity and land tenure) that may illuminate relevant insights about experienced inequalities in rural and agricultural communities and the impact of policies on these. It also highlighted the limitation on the evidence of policy impacts on vulnerable communities, including youth, persons with disabilities and HMP and thus, there is a need for data that provides insights into the challenges that interlocking inequalities present to policy-makers working to dismantle inequality.
DA - 2018/07/20/
PY - 2018
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14188
Y2 - 2022/12/18/18:15:40
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Links Between Education and Child Labour
AU - Orrnert, Anna
AB - According to recent estimates, approximately 152 million children were engaged in child labour globally in 2016 (ILO 2017a: 5). There are many forms of children's work, involving different levels of demand and danger. The International Labour Organisation (ILO) defines child labour as work that is detrimental to children, by depriving them of their childhood, their potential and their dignity. Children's work is sometimes distinguished as being hazardous or more benign (e.g., safe and does not undermine schooling), although this distinction is not relevant in all contexts. In some cases, children's work has the potential for both benefit and harm, and assessing harm and benefit in each context may be more useful than applying generalised standards. The worst forms of child labour (as defined by ILO Convention No. 182) are out of scope for this review.
In many cases, work interferes with children's formal education by depriving them of the opportunity to attend school; forcing them to drop out prematurely; or requiring them to balance the competing pressures of schooling and work. Since the launch of the global Education for All (EFA) movement, education is often understood to mean formal schooling. However, this definition excludes non-traditional and informal spaces of learning, as well as significant forms of learning that happen in the workplace.
Many children's rights organisations and anti-child labour campaigns believe that child labour and education are incompatible, that children's work is an obstacle to EFA, that child labour should be abolished and that education is a key element in its prevention. With regards to hazardous child labour, this view is widely accepted. However, there is a counterview which argues that not all children's work is bad, that children's labour can be compatible with education and learning and that work can actually enable education.
This study examines evidence on the links between child labour and education, including the use of education as a tool to bring children out of child labour, poor quality education pushing children out of the classroom and into work, as well as on children who combine work and school. It is one of a two-part series of reports. The second report examines the evidence on short- and long-term impacts of education interventions targeting working children.
DA - 2018/09/21/
PY - 2018
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14099
Y2 - 2022/12/18/18:15:52
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Teachers’ Perceptions of Open Educational Resources: The Case of Open Resources for English Language Teaching (ORELT) in Kenya
AU - Orwenjo, Daniel Ochieng
AU - Erastus, Fridah Kanana
T2 - Journal of Learning for Development
AB - The use of Open Educational Resources (OERs) in the teaching and learning of various subjects is a relatively new innovation in the Kenyan school system. With the advent and subsequent liberalization of ICT, material developers are subsequently shifting away from the traditional modes of material development in the form of textbooks and other “canonical” formats which require the teacher to use them as they are handed down without any input or modification. The Open Resources for English Language Teaching (ORELT) is one such educational innovation. This paper reports the findings of a baseline survey conducted in Kenya with a view to finding out the views and perceptions of Kenyan Junior Secondary School Teachers with regard to the adoption of open resources for the teaching of English language in Kenyan secondary schools. Sixty (60) JSS teachers of English from rural and urban schools and of mixed gender were invited for a four day ORELT in-service induction workshop at the Kenyatta University Conference Centre. The teachers were then given ORELT materials in form of CDs and textbooks for use in teaching English in their schools. They were also registered on the online ORELT platform and each given log in credentials to enable them access freely access the materials and freely interact with fellow teachers throughout the commonwealth. The study reports that whereas teachers are ready to embrace the use of open resources, they have varying perceptions on the suitability and potential efficacy of open resources in Kenyan classrooms. It also emerges that such differing perceptions are constrained by institutional, cultural, pedagogical and personal factors. Accordingly, the study recommends a more structured, inclusive bottoms up approach to any educational innovation as a means of ensuring success.
DA - 2021/11/17/
PY - 2021
DP - jl4d.org
VL - 8
IS - 3
SP - 582
EP - 600
LA - en
SN - 2311-1550
ST - Teachers’ Perceptions of Open Educational Resources
UR - https://jl4d.org/index.php/ejl4d/article/view/529
Y2 - 2022/04/05/12:26:03
KW - ESL
KW - Education Innovation
KW - Kenya
KW - ORELT
KW - Perceptions
KW - Teacher Education
KW - _genre:PR-primary_research
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Literature Review in Science Education and the Role of ICT: Promise, Problems and Future Directions
AU - Osborne, J.
AU - Hennessy, S.
CY - Bristol
DA - 2003///
PY - 2003
PB - Nesta FutureLab
SN - 6
ST - Literature Review in Science Education and the Role of ICT: Promise, Problems and Future Directions
UR - http://www.nestafuturelab.org/research/reviews/se01.htm
Y2 - 0025/01/06/00:00:00
ER -
TY - JOUR
TI - Learning to argue: a study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students
AU - Osborne, Jonathan
AU - Simon, Shirley
AU - Christodoulou, Andri
AU - Howell-Richardson, Christina
AU - Richardson, Katherine
T2 - Journal of Research in Science Teaching
AB - This article reports the outcomes of a project in which teachers' sought to develop their ability to use instructional practices associated with argumentation in the teaching of science—in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to the teaching of science as a common instructional practice within the school. To achieve this goal, two lead teachers in each school worked to improve the use of argumentation as an instructional practice by embedding activities in the school science curriculum and to develop their colleague's expertise across the curriculum for 11- to 16-year-old students. This research sought to identify: (a) whether such an approach using minimal support and professional development could lead to measurable difference in student outcomes, and (b) what changes in teachers' practice were achieved (reported elsewhere). To assess the effects on student learning and engagement, data were collected of students' conceptual understanding, reasoning, and attitudes toward science from both the experimental schools and a comparison sample using a set of standard instruments. Results show that few significant changes were found in students compared to the comparison sample. In this article, we report the findings and discuss what we argue are salient implications for teacher professional development and teacher learning.
DA - 2013/03//
PY - 2013
DO - 10.1002/tea.21073
DP - DOI.org (Crossref)
VL - 50
IS - 3
SP - 315
EP - 347
J2 - J. Res. Sci. Teach.
LA - en
SN - 00224308
ST - Learning to argue
UR - https://d1wqtxts1xzle7.cloudfront.net/50486321/pdf-with-cover-page-v2.pdf?Expires=1624915510&Signature=KHtBanGrmESnTE0dNKiQtwvTeHnIa~3-Ndx0rv6~RRZVRQ97SQej7WnbrqDH69ZGS6eVfMwz1htPdko5hpSbNXL6noWsh~7X3Ykzvx1i1HWB~spcAUPLXtAN4gROZ0~xAQ25HVFBTd8ZBqjRiXEFvs7tZWKmyMOpkj7L5q6OdfEUi08k74h9aHXmQav3V-ADl~zr6ZS23OiFMcY3Dk6pW3nQIRA1Fftcu2eyx2T3RR08pY8fiNBMS7fS47D1jm5Go1-f9BtrSJscxsDu4jUDhZOv5yWqefoqPB24gAPW9H43U5UIjiKuCt-ad0YlTTHsSIqt~A1v0IuRWCD4tq4MYQ__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA
Y2 - 2021/05/28/13:46:36
ER -
TY - BOOK
TI - A Curriculum Framework for the Sustainable Development Goals First Edition
AU - Osman, Amina
AU - Ladhani, Sultana
AU - Findlater, Emma
AU - Mckay, Veronica
AB - The 2030 Agenda for Sustainable Development marks a paradigm shift in the global framework for development and presents a unique opportunity to reorient efforts towards a new path for development with sustainability at its core. Education is central to this and to the achievement of all 17 Sustainable Development Goals (SDGs). Education directly relates to one goal (SDG 4) but cuts across the entire SDG agenda.
At the 19th Conference of Commonwealth Education Ministers (CCEM) held in The Bahamas (June 2015), ministers reinforced the centrality of education for building resilience and preparing the next generation of Commonwealth citizens to contribute positively to the social, environmental and economic development of their communities.
Ultimately, ministers highlighted the pivotal role that education has in achieving sustainable development and driving the SDGs.
Given this and following the recommendations made at the 19th CCEM, the Education
Section of the Health and Education Unit within the Commonwealth Secretariat has developed a Curriculum Framework for the SDGs to support member countries in addressing all 17 SDGs through education and learning.
Goal 4 of the Sustainable Development Goals seeks to ensure “inclusive and equitable quality education and promote lifelong learning opportunities for all”. Within the framework, a life course approach is followed, reinforcing the need for lifelong learning and for all citizens to participate in achieving the SDGs.
It is envisioned that this framework will help countries to develop successful learners,
confident individuals and responsible citizens who are resilient and uphold the core values and principles of the Commonwealth, as declared in the Commonwealth Charter, and who strive for sustainable development. The framework aims to ensure that citizens develop the knowledge, skills, values and attitudes to flourish in life, learning and work environments, and to appreciate their place in a diverse world, while building and strengthening pathways to peace and tolerance.
The Curriculum Framework for the SDGs allows for a high degree of flexibility through the
non-prescriptive nature of its content. It is hoped that this framework will serve as a guide for countries to conceptualise, review or further develop their national curricula and ensure that education is integral to any strategy to create a resilient generation that will advocate for action and the attainment of the SDGs in a holistic, integrated manner. It will provide conceptual support for teacher training, adult learning and community development.
DA - 2017/07/01/
PY - 2017
DP - ResearchGate
ER -
TY - BOOK
TI - Commonwealth Educational Leadership Handbook
AU - Osman, Amina
AU - Miller, Paul
AB - Commonwealth Education Ministers and stakeholders have consistently stressed the need to improve school leadership giventhe impact that it can have on school performance and learning outcomes. In 2018, at the 20th Commonwealth Conference of Education Ministers (20CCEM), ministers acknowledged that good governanceand effective educational management practices are central to realising equitable access to quality education. Ministers agreedthat high-quality teaching is a priority, and that the Member States should focus on how teachers and school leaders are trained,recruited and motivated and how the profession is governed. Effective and knowledgeable leaders and managers are essentialthroughout all areas of school management practice because they have an impact on the learning outcomes of children, youngpeople, families and the wider community. This handbook is a practical, immediate response to expressed needs in school leadership development. It aims to supportefforts to integrate school leadership development in the professional development of the education work force, includingthrough reflective practice and conversations about professional development and personal growth.
DA - 2022/07/25/
PY - 2022
DP - www.thecommonwealth-ilibrary.org
LA - en
PB - Commonwealth iLibrary
UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/963
Y2 - 2023/05/12/09:24:28
ER -
TY - JOUR
TI - Menstruation, sanitary products, and school attendance: Evidence from a randomized evaluation
AU - Oster, Emily
AU - Thornton, Rebecca
T2 - American Economic Journal: Applied Economics
DA - 2011///
PY - 2011
DO - 10.1257/app.3.1.91
VL - 3
ER -
TY - JOUR
TI - Interactions between vocational and attitudinal skills in labour market outcomes: findings from the skills’ assessment of garment factory workers in Ethiopia
AU - Otchia, Christian S.
AU - Yamada, S.
T2 - Journal of Vocational Education and Training
T3 - Journal
AB - © 2019, © 2019 The Vocational Aspect of Education Ltd. In this paper, we analyse the effects of workers’ self-rated attitudinal skills and their performance on vocational skills tests on their wage. The survey was conducted with garment workers who had experience of less than three years in Addis Ababa, Ethiopia. The constituting elements of attitudinal skills were examined using the questionnaire for the workers. Meanwhile, a vocational skills test was conducted with the same population and graded by the employers and the vocational schools’ teachers. We found that the attitudinal skills, i.e. the desire to maintain a clean and tidy workplace and to follow the rules, are associated with higher earnings. Vocational skills, which are more likely to be rewarded by higher salaries, include sewing and patternmaking. We also found that the interaction between patternmaking, sewing, and attitudinal skills yielded higher returns. Interestingly, our results show that at higher levels of attitudinal skills, workers with high sewing skills, and high patternmaking skills earned a higher wage. Our results are robust to alternative measures of attitudinal skills that correct for reference bias and different specifications.
DA - 2019///
PY - 2019
DO - 10.1080/13636820.2019.1652675
ER -
TY - GEN
TI - Disability, computer and school data in Zanzibar (Unpublished)
AU - Othman, Othman S.
DA - 2020///
PY - 2020
PB - EMIS Department MoEVT Zanzibar
ER -
TY - BOOK
TI - Developing Science, Mathematics, and ICT Education in Sub-Saharan Africa: Patterns and Promising Practices
AU - Ottevanger, Wout
AU - van den Akker, Jan
AU - de Feiter, Leo
T2 - World Bank Working Papers
DA - 2007/03/22/
PY - 2007
DP - DOI.org (Crossref)
LA - en
PB - The World Bank
SN - 978-0-8213-7070-4 978-0-8213-7071-1
ST - Developing Science, Mathematics, and ICT Education in Sub-Saharan Africa
UR - https://openknowledge.worldbank.org/bitstream/handle/10986/6645/391690Science0101OFFICIAL0USE0ONLY1.pdf?sequence=1&isAllowed=y
Y2 - 2020/04/28/11:04:52
ER -
TY - JOUR
TI - Adoption and diffusion of open educational resources (OER) in education: A meta-analysis of 25 OER-projects
AU - Otto, Daniel
T2 - International Review of Research in Open and Distributed Learning
DA - 2019///
PY - 2019
DO - 10.19173/irrodl.v20i5.4472
DP - Google Scholar
VL - 20
IS - 5
SP - 122
EP - 140
ST - Adoption and diffusion of open educational resources (OER) in education
UR - https://www.erudit.org/en/journals/irrodl/1900-v1-n1-irrodl05069/1066649ar/abstract/
Y2 - 2023/11/01/23:25:26
ER -
TY - CHAP
TI - Chatbot, the Future of Learning?
AU - Ouatu, Bogdan-Ioan
AU - Gîfu, Daniela
AB - Our position is that, in order to improve the quality of Romanian education, an intelligent learning system could become a substantial and versatile tool for aiding the achievement of every student’s potential, always aiding and encouraging him/her. The limits of the conventional learning process and mental health are major issues in many education systems. Chatbots are centered on assisting humans in performing their tasks efficiently and require a low amount of digital literacy to interact with. Chatbots have been shown to be effective in the fields of education and well-being. Due to the substantial difference between artificial intelligence technology waves, the interaction process can occur in several ways depending on the communication interface. How can we combine both traditional and automated educational approaches in the digital age? On one hand, an artificial intelligence tutor does not get angry or annoyed explaining the same problem at the student’s discretion and can also function as a personal therapist, while a human professor could be empathic, trying to keep a balanced teaching method adapted to all students.
DA - 2020/09/01/
PY - 2020
DP - ResearchGate
SP - 263
EP - 268
SN - 9789811573828
ER -
TY - THES
TI - Effectiveness of an iPad Intervention to Support Development of Maths Skills in Foundation Year Children
AU - Outhwaite, Laura
DA - 2017///
PY - 2017
M3 - BSc Psychology
UR - https://onebillion.org.uk/downloads/dunkirk-primary-final-report.pdf
ER -
TY - JOUR
TI - Raising early achievement in math with interactive apps: A randomized control trial.
AU - Outhwaite, Laura A.
AU - Faulder, Marc
AU - Gulliford, Anthea
AU - Pitchford, Nicola J.
T2 - Journal of educational psychology
DA - 2019///
PY - 2019
DO - 10.1037/edu0000286
DP - Google Scholar
VL - 111
IS - 2
SP - 284
ST - Raising early achievement in math with interactive apps
KW - __C:filed:1
ER -
TY - JOUR
TI - Closing the gap: efficacy of a tablet intervention to support the development of early mathematical skills in UK primary school children
AU - Outhwaite, Laura A.
AU - Gulliford, Anthea
AU - Pitchford, Nicola J.
T2 - Computers & Education
DA - 2017///
PY - 2017
DO - 10.1016/j.compedu.2017.01.011
DP - Google Scholar
VL - 108
SP - 43
EP - 58
ST - Closing the gap
KW - __C:filed:1
ER -
TY - RPRT
TI - Technology and Learning for Early Childhood and Primary Education
AU - Outhwaite, Laura
AU - Ang, Lynn
AU - Herbert, Elisabeth
AU - Sumner, Emma
AU - Van Herwegen, Jo
AB - Educational software and apps offer a potential solution for the global learning crisis in
maths and literacy. When designed, implemented, and integrated effectively, these
programmes can offer accessible and personalised learning experiences for young children
at school and at home. This paper synthesises current evidence evaluating the use of
educational software and apps with young children aged 0-8 years in early childhood and
primary education, including those from disadvantaged and marginalised groups across a
range of low-, middle- and high-income countries. Based on this evidence synthesis,
recommendations for system-wide conditions in the EdTech ecosystem to achieve optimal
outcomes for all children are discussed, including potential avenues for effective
pedagogy, implementation, and integration.
CY - Paris, France
DA - 2023///
PY - 2023
DP - discovery.ucl.ac.uk
LA - eng
M3 - Report
PB - UNESCO
UR - https://unesdoc.unesco.org/ark:/48223/pf0000386108.locale=en
Y2 - 2023/10/26/14:30:49
ER -
TY - ELEC
TI - Leveraging Hybrid Learning As The Future of Education
AU - Ouya, Angelica
T2 - CIO East Africa
AB - Isn’t it easy to dream, imagine, envision, and talk about the future of something? Becoming the visionary of that idea or being part of the process and seeing it succeed? Education today is very different from what it was 20 years ago, but it still has room to move. Learning is changing with the times, …
DA - 2020/09/09/T15:13:17+03:00
PY - 2020
LA - en-US
UR - https://www.cio.co.ke/leveraging-hybrid-learning-as-the-future-of-education/
Y2 - 2020/09/11/10:01:21
ER -
TY - RPRT
TI - Applying Behavioural Insights in EdTech - An incomplete guide
AU - Owen, Hannah
AU - Chadeesingh, Lal
AU - Arnold, Brian
DA - 2020///
PY - 2020
UR - https://media.nesta.org.uk/documents/Applying_Behavioural_Insights_EdTech.pdf
Y2 - 2020/10/23/13:18:53
ER -
TY - JOUR
TI - Implementation science in school mental health: Key constructs in a developing research agenda
AU - Owens, Julie Sarno
AU - Lyon, Aaron R.
AU - Brandt, Nicole Evangelista
AU - Masia Warner, Carrie
AU - Nadeem, Erum
AU - Spiel, Craig
AU - Wagner, Mary
T2 - School mental health
DA - 2014///
PY - 2014
DO - 10.1007/s12310-013-9115-3
DP - Google Scholar
VL - 6
IS - 2
SP - 99
EP - 111
ST - Implementation science in school mental health
ER -
TY - JOUR
TI - Powerful Reforms in Education: The perspective of developing countries on visuospatial reasoning in mathematics education
AU - Owens, Kay
DP - Google Scholar
ST - Powerful Reforms in Education
KW - _C:Australia AUS
KW - _C:Ethiopia ETH
KW - _C:Guinea GIN
KW - _C:Malaysia MYS
KW - _C:Nepal NPL
KW - _C:Netherlands NLD
KW - _C:Papua New Guinea PNG
KW - _C:United States USA
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Perception of Educational Stakeholders on Utilization of E-learning Technology for Quality Instructional Delivery in Universities in Rivers State, Nigeria
AU - Owo, Offia
AU - Udoka, Isaac
T2 - Journal of Learning for Development
AB - The study was conducted in Rivers State, South-South, Nigeria. Descriptive survey design was adopted for the study, which comprised 168 subjects (44 lecturers and 124 students). Two research questions were posed by the researchers to guide the study. The study used questionnaires to elicit information from respondents. Mean and standard deviation were descriptive statistical tools used to answer the research questions. The findings of the study revealed, amongst others, that many universities in Nigeria lacked digital facilities for quality e-teaching and learning and, again, university lecturers and students required core digital skills for effective e-learning. Based on these findings, it was recommended, amongst others, that the Nigerian government, in collaboration with university authorities, should ensure adequate provision of ICT equipment and facilities in universities for quality e-teaching and learning. Furthermore, adequate ICT training programmes should be set up for the training of lecturers and students in digital technology in order to realise effective e-learning in the Nigerian university system.
DA - 2021/07/19/
PY - 2021
DP - jl4d.org
VL - 8
IS - 2
SP - 312
EP - 326
LA - en
SN - 2311-1550
UR - https://jl4d.org/index.php/ejl4d/article/view/472
Y2 - 2022/04/05/12:25:21
KW - ICT facilities
KW - _genre:PR-primary_research
KW - digital skills development.
KW - e-learning
KW - e-teaching
KW - university education
KW - ⛔ No DOI found
ER -
TY - THES
TI - Access and use of clinical informatics among medical doctors in selected teaching hospitals in Nigeria and South Africa
AU - Owolabi, Kehinde Aboyami
DA - 2017///
PY - 2017
DP - Google Scholar
M3 - PhD Thesis
PB - University of Zululand
KW - _C:Angola AGO
KW - _C:Australia AUS
KW - _C:Austria AUT
KW - _C:Belgium BEL
KW - _C:Benin BEN
KW - _C:Bhutan BTN
KW - _C:Bosnia and Herzegovina BIH
KW - _C:Botswana BWA
KW - _C:Brazil BRA
KW - _C:Burkina Faso BFA
KW - _C:Canada CAN
KW - _C:China CHN
KW - _C:Colombia COL
KW - _C:Congo XCO
KW - _C:Cuba CUB
KW - _C:Denmark DNK
KW - _C:Egypt EGY
KW - _C:Ethiopia ETH
KW - _C:Finland FIN
KW - _C:France FRA
KW - _C:Gambia GMB
KW - _C:Germany DEU
KW - _C:Ghana GHA
KW - _C:Greece GRC
KW - _C:India IND
KW - _C:Indonesia IDN
KW - _C:Iran IRN
KW - _C:Ireland IRL
KW - _C:Japan JPN
KW - _C:Jordan JOR
KW - _C:Kenya KEN
KW - _C:Korea XKOR
KW - _C:Kuwait KWT
KW - _C:Liberia LBR
KW - _C:Malawi MWI
KW - _C:Malaysia MYS
KW - _C:Mali MLI
KW - _C:Mexico MEX
KW - _C:Morocco MAR
KW - _C:Namibia NAM
KW - _C:Netherlands NLD
KW - _C:New Zealand NZL
KW - _C:Niger NER
KW - _C:Nigeria NGA
KW - _C:Norway NOR
KW - _C:Pakistan PAK
KW - _C:Philippines PHL
KW - _C:Portugal PRT
KW - _C:Qatar QAT
KW - _C:Romania ROU
KW - _C:Saudi Arabia SAU
KW - _C:Senegal SEN
KW - _C:Sierra Leone SLE
KW - _C:South Africa ZAF
KW - _C:Spain ESP
KW - _C:Sweden SWE
KW - _C:Switzerland CHE
KW - _C:Tanzania TZA
KW - _C:Thailand THA
KW - _C:Togo TGO
KW - _C:Tunisia TUN
KW - _C:Turkey TUR
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Zambia ZMB
KW - _C:Zimbabwe ZWE
KW - _C:eSwatini SWZ
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Pharmacists, Pharmacy Training and Mental Health Care Provision in Ghana
AU - Owusu-Daaku, Frances
T2 - Pharmacy Education
AB - Background: Generally, mental health care seeking in Ghana, a small, very religious West African nation of about 25 million people, is a pluralistic phenomenon, fraught with stigma. The advent of biomedical medicines, with pharmacists involved in providing medicines for mental health care, has somewhat lessened this stigma.
Context: Has the pharmacy curriculum in Ghana adequately prepared students to be part of a mental health team? What is the attitude of pharmacy students and pharmacists towards mental health provision? Will the passage of the Mental Health Bill make any impact on pharmacists' role in mental health? Answers to these questions are explored by examining literature and relevant institutional documents
Evaluation: Minimal attention has been paid to the training of pharmacists in the provision of mental health care, especially in Ghana. It is recommended that pharmacists themselves and related bodies collaborate to make effective use of this neglected potential.
DA - 2014///
PY - 2014
LA - en
AN - LOCAL-WOS:000217201200021
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:West Africa
KW - CA:AandC
KW - CCZ:Ghana
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - F:attitude
KW - F:curriculum
KW - P:health
KW - P:measurement
KW - P:media
KW - R:impact
KW - T:Ausbildung
KW - Z:Pharmacists
KW - Z:mental health
KW - Z:pharmacy training
KW - _C:Ghana GHA
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Impact of Covid-19 on Learning - the Perspective of the Ghanaian Student
AU - Owusu-Fordjour, C.
AU - Koomson, C. K.
AU - Hanson, D.
T2 - European Journal of Education Studies
AB - This study aimed at accessing the impact of Covid-19 on Ghana’s teaching and learning. The study employed a Descriptive survey design in which 11 items Likert-scale type of questionnaires was administered to 214 respondents mainly students in the second cycle and tertiary institutions of Ghana. The study employed simple random sampling technique in selecting the respondents for the study. The study revealed some challenges students encounter in the close down of schools due to the outbreak of the pandemic Covid-19: Students are unable to study effectively from the house thus, making the online system of learning very ineffective. Again, parents are incapable of assisting their wards on how to access online learning platform, neither can they entirely supervise the learning of their children at home without any complications. It came to light that the pandemic really has had a negative impact on their learning as many of them are not used to effectively learn by themselves. The e-learning platforms rolled out also poses challenge to majority of the students because of the limited access to internet and lack of the technical knowhow of these technological devices by most Ghanaian students. The study therefore recommends that students should be introduced to e-learning platforms to supplement classroom teaching and learning. Article visualizations:
DA - 2020/04/16/
PY - 2020
DO - 10.46827/ejes.v0i0.3000
DP - www.oapub.org
VL - 0
IS - 0
LA - en
SN - 25011111
UR - https://www.oapub.org/edu/index.php/ejes/article/view/3000
Y2 - 2020/08/12/16:55:24
KW - _COVID_DEAA-List
KW - __C:filed:1
KW - emotions
KW - highlife music
KW - lyrics
KW - popular music
KW - structure
KW - ⚠️ Invalid DOI
ER -
TY - JOUR
TI - New product development process: The case of selected technical and vocational colleges in Nigeria
AU - Oyebola, Abiodun Isaac
AU - Olaposi, Titilayo Olubunmi
AU - Adejuwon, Olawale Oladapo
AU - Akarakiri, Joshua Babatunde
T2 - African Journal of Science, Technology, Innovation and Development
AB - © 2017 African Journal of Science, Technology, Innovation and Development. An examination of the literature reveals that studies on new product development processes have been carried out mostly in western contexts using sequential models. This study was conducted using the innovation systems approach and a sequential model to analyze new product development processes in selected technical and vocational colleges in Nigeria. Using a questionnaire survey method, the sequential model revealed that most of the respondents (91%) conceived of their products through job experience and only 4.9% conceived of product ideas through R&D, showing a weakness in science-based enquiries in the invention stages. In addition, 73.9% developed prototypes while 82.2%, 80.4%, and 69.2% conducted feasibly studies, business analyses and market surveys, respectively. These results imply capability in the commercialization stages of the sequential model. The systems of innovation approach however revealed very weak linkages with universities and R&D institutes which could have complemented lack of R&D activities in the technical and vocational colleges. While some useful and beneficial technological products have been developed in the colleges, we conclude that the use of sequential models and systems of innovation approach may bring a fresh perspective to the product development process.
DA - 2018///
PY - 2018
DO - 10.1080/20421338.2017.1381458
LA - en
AN - LOCAL-SCOPUS_ID:85041364745
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:Nigeria
KW - CA:AandC
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:R
KW - CT:T
KW - P:measurement
KW - P:technology
KW - R:questionnaire
KW - R:survey
KW - T:TVET
KW - T:vocational college
KW - Z:innovation
KW - Z:process
KW - Z:product development
KW - Z:technical and vocational education
KW - Z:technological products
KW - publicImportV1
ER -
TY - JOUR
TI - MOOCs for in-service teachers: the case of Uganda and lessons for Africa
AU - Oyo, B.
AU - Kalema, B. M.
AU - Byabazaire, J.
T2 - Revista Española de Pedagogía
DA - 2017///
PY - 2017
DO - 10.22550/rep75-1-2017-07
VL - 75
IS - 266
LA - en-US
ST - MOOCs for in-service teachers
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - MOOCs for in-service teachers: the case of Uganda and lessons for Africa
AU - Oyo, B.
AU - Kalema, B.M.
AU - Byabazaire, J.
T2 - Revista Española de Pedagogía
AB - In recent times, computers and internet have penetrated secondary schools in Africa but with greater attention to students’ computer literacy than teachers. At the same time, previous studies on digital literacy of teachers are unsustainable and mainly skewed on pre-service teachers than in-service teachers. These realities point to the need to investigate and implement effective and sustainable initiatives for improving digital literacy and online life-long learning for in-service teachers in Africa. This paper therefore presents a specialised MOOC platform known as TEP (Teachers’ E-learning Portal) for digital literacy and online life-long learning for in-service teachers in Uganda. TEP is built for environments with inadequate access to computers, internet and technical assistance. As such, TEP is accessible online or offline, managed by accredited local universities in collaboration with beneficiary secondary schools, and runs on existing resources in schools (technical personnel, computers and internet). Results from initial implementation of a computer literacy MOOC through TEP indicate that irrespective of age, when teachers are adequately supported internally by their schools and externally by a university, can improve their digital literacy and subsequently engage in online life-long learning. In addition, the results both in terms of high percentage of teacher participants’ completions (89%) and high volume of educational e-content generated, confirm TEP as an effective, attractive, and self-sustainable MOOC platform for in-service teachers’ in resource constraint environments. The paper finishes with an analysis of the relevance of TEP to Africa.
DA - 2017///
PY - 2017
DO - 10.22550/rep75-1-2017-07
VL - 75
IS - 266
SP - 121
EP - 141
LA - en-US
ST - MOOCs for in-service teachers
UR - https://revistadepedagogia.org/wp-content/uploads/2016/12/MOOCs-for-in-service-teachers.-The-case-of-Uganda-and-lessons-for-Africa.pdf
Y2 - 2019/11/21/12:19:36
KW - _Source:Intuitive
KW - _THEME: Education management
KW - _THEME: Teacher Professional Development
KW - __:import:03
KW - __:match:final
KW - __:matched
KW - __:study_id:2426079
KW - __finaldtb
ER -
TY - JOUR
TI - Pedagogical framework of m-learning
AU - Ozdamli, Fezile
T2 - Procedia-Social and Behavioral Sciences
DA - 2012///
PY - 2012
DO - 10.1016/j.sbspro.2011.12.171
VL - 31
SP - 927
EP - 931
ER -
TY - RPRT
TI - Spillover of COVID-19: Impact on the Global Economy
AU - Ozili, Peterson K.
AU - Arun, Thankom
AB - How did a health crisis translate to an economic crisis? Why did the spread of the coronavirus bring the global economy to its knees? The answer lies in two methods by which coronavirus stifled economic activities. First, the spread of the virus encouraged social distancing which led to the shutdown of financial markets, corporate offices, businesses and events. Second, the exponential rate at which the virus was spreading, and the heightened uncertainty about how bad the situation could get, led to flight to safety in consumption and investment among consumers, investors and international trade partners. We focus on the period from the start of 2020 through March when the coronavirus began spreading into other countries and markets. We draw on real-world observations in assessing the restrictive measures, monetary policy measures, fiscal policy measures and the public health measures that were adopted during the period. We empirically examine the impact of social distancing policies on economic activities and stock market indices. The findings reveal that the increasing number of lockdown days, monetary policy decisions and international travel restrictions severely affected the level of economic activities and the closing, opening, lowest and highest stock price of major stock market indices. In contrast, the imposed restriction on internal movement and higher fiscal policy spending had a positive impact on the level of economic activities, although the increasing number of confirmed coronavirus cases did not have a significant effect on the level of economic activities.
CY - Rochester, NY
DA - 2020/03/27/
PY - 2020
DP - papers.ssrn.com
LA - en
M3 - SSRN Scholarly Paper
PB - Social Science Research Network
SN - ID 3562570
ST - Spillover of COVID-19
UR - https://papers.ssrn.com/abstract=3562570
Y2 - 2020/08/12/16:51:35
KW - COVID-19
KW - Central banks.
KW - Coronavirus
KW - SARS-CoV-2
KW - financial crisis
KW - fiscal policy
KW - global recession
KW - liquidity provision
KW - monetary policy
KW - outbreak
KW - pandemic
KW - public health
KW - social distancing
KW - spillovers
ER -
TY - JOUR
TI - Mobility-Related Teacher Turnover and the Unequal Distribution of Experienced Teachers in Turkey
AU - Özoğlu, Murat
T2 - Educational Sciences: Theory & Practice
AB - This study investigates the issue of mobility-related teacher turnover in Turkey through both quantitative and
qualitative methods. The quantitative findings derived from descriptive and correlational analyses of countrywide
teacher-assignment and transfer data indicate that a high rate of mobility-related turnover is observed in the less-
developed, eastern provinces of Turkey. The qualitative findings derived from semi-structured, in-depth interviews
with school principals suggest that the factors contributing to the issue of mobility-related teacher turnover
experienced in eastern Turkey are largely related to the socio-economic and geographic conditions of the region. The
qualitative findings further suggest that this turnover issue may have far-reaching negative consequences across
school-wide performances and processes. Participants consistently reported that the issue of teacher turnover had
negative impacts on student performance, teacher motivation and commitment, instructional planning, administrative
processes, and school climate. The study concludes by exploring possible policy implications for alleviating the issue
of mobility-related teacher turnover as experienced in the less-developed, eastern regions of Turkey.
DA - 2015/08/30/
PY - 2015
DO - 10.12738/estp.2015.4.2619
DP - jestp.com
VL - 15
IS - 4
J2 - EDUC SCI-THEOR PRACT
LA - en
SN - 2148-7561
UR - https://jestp.com/~jestpcom/index.php/estp/article/view/650
Y2 - 2021/03/07/17:52:47
KW - Lebanon_event_2021
KW - Turkey
KW - _C:Georgia GEO
KW - _C:Italy ITA
KW - _C:Turkey TUR
KW - _C:United States USA
KW - _C:Uruguay URY
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - A comparative study between tablet and laptop PCs: User satisfaction and preferences
AU - Ozok, A Ant
AU - Benson, Dana
AU - Chakraborty, Joyram
AU - Norcio, Anthony F
T2 - Intl. Journal of human–computer interaction
DA - 2008///
PY - 2008
DO - 10.1080/10447310801920524
VL - 24
IS - 3
SP - 329
EP - 352
ER -
TY - JOUR
TI - Optimising worked example instruction: Different ways to increase germane cognitive load
AU - Paas, Fred
AU - van Gog, Tamara
T2 - Learning and Instruction
T3 - Recent Worked Examples Research: Managing Cognitive Load to Foster Learning and Transfer
AB - Worked examples are an effective instructional means to teach complex problem-solving skills. It has been argued that worked examples decrease extraneous load, enabling more Working Memory (WM) resources to be directed to activities that facilitate learning and transfer performance. Hence, cognitive load research has started to shift its focus towards finding instructional techniques that impose a germane cognitive load by stimulating the allocation of WM resources to such activities. This special issue provides an overview of recent experimental research on ways to further optimise the design and delivery of worked examples in order to foster learning and transfer.
DA - 2006/04/01/
PY - 2006
DO - 10.1016/j.learninstruc.2006.02.004
DP - ScienceDirect
VL - 16
IS - 2
SP - 87
EP - 91
J2 - Learning and Instruction
LA - en
SN - 0959-4752
ST - Optimising worked example instruction
UR - http://www.sciencedirect.com/science/article/pii/S0959475206000181
Y2 - 2020/08/20/16:18:16
ER -
TY - JOUR
TI - Best Practices in Middle Level Quaranteaching: Strategies, Tips and Resources Amidst COVID-19
AU - Pace, Christi
AU - Pettit, Stacie
AU - Barker, Kim
T2 - Becoming: Journal of the Georgia Association for Middle Level Education
DA - 2020/01/01/
PY - 2020
DO - 10.20429/becoming.2020.310102
VL - 31
IS - 1
SP - 2
EP - 13
SN - 2641-7715
ST - Best Practices in Middle Level Quaranteaching
UR - https://digitalcommons.georgiasouthern.edu/becoming_journal/vol31/iss1/2
KW - __C:filed:1
ER -
TY - JOUR
TI - Looking back, moving forward: Impact and measurability of the use of educational technology
AU - Pachler, Norbert
AU - Turvey, Keith
T2 - Second Handbook of Information Technology in Primary and Secondary Education
DA - 2018///
PY - 2018
DO - 10.1007/978-3-319-53803-7_82-1
DP - Google Scholar
SP - 1
EP - 19
ST - Looking back, moving forward
KW - __C:filed:1
ER -
TY - RPRT
TI - Towards Safer School Construction: A community-based approach
AU - Paci-Green, Rebekah
AU - Pandey, Bishnu
DA - 2015///
PY - 2015
UR - https://www.preventionweb.net/files/45179_towardssaferschoolconstruction2015.pdf
Y2 - 2023/11/07/20:23:24
ER -
TY - JOUR
TI - Lessons Learned from the Outcomes and Delivery of Girls’ Clubs in Educational Programmes
AU - Page, Ella
AB - This helpdesk provides a rapid review of the evidence on the outcomes and delivery of girls’ clubs in educational programmes. The review found some evidence of girls’ clubs specific programmes in school settings having positive impacts on educational and life skills outcomes. Girls clubs delivered as part of education programmes can have positive impacts on literacy, numeracy, enrolment and attendance. Although the evidence is limited.Clubs delivered in schools which combine the delivery of life skills training with sports also show promising impact on education. Evaluation of one of such programmes showed that participation had increased their determination to complete their education and girls were more able to express ambition. However, not all the evaluations of girls’ club found for this review showed positive outcomes – for example one evaluation found no impact on school enrolment or other empowerment outcomes.
DA - 2020/08/07/
PY - 2020
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15580
Y2 - 2022/12/18/18:15:47
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Learning Loss, Learning Gains and Wellbeing: A Rapid Evidence Assessment
AU - Page, Ella
AU - Leonard-Kane, Rosie
AU - Kashefpakdel, Elnaz
AU - Riggall, Anna
AU - Guerriero, Sonia
AB - As schools begin reopening around the world, education systems are faced with the challenge of mitigating learning lost during the pandemic, designing and implementing remedial or accelerated learning programmes, remote learning and next year's curriculum. Effective teachers are a crucial part of supporting learning recovery. School closure during COVID-19 has left many teachers uncertain about their role, worried about their working conditions and their health, safety and wellbeing, unable to use technology effectively, and unprepared for classroom challenges when schools reopen. Teachers will need to respond to students' academic losses (and gains), but also to their socio-emotional wellbeing. United Nations Educational, Scientific and Cultural Organisation (UNESCO) and Education Development Trust have undertaken this study to provide information to help teachers, schools and governments understand how to support teachers to best support students as they return to school. This research is designed to allow to focus on the available existing evidence, and focuses on the most marginalised students and include research from previous crisis and disaster contexts to examine broadly what is know about actions to mitigate and recover learning loss, not just related to the current global pandemic but in a broader sense. The key research questions for this Rapid Evidence Assessment (REA) are grouped into two sections. Firstly, questions about learning loss, gain and impact on student wellbeing. The second group of questions focus on the experience of teachers and the literature around the skills and support required for teachers to recover learning and wellbeing themselves and in students as they return to school. The REA is a companion to a review of policy and grey literature which focuses more on commentary and guidance literature. These papers are the first stage in a wider research project which will look at how teachers support learning recovery post COVID-19. [For "Learning Loss, Learning Gains and Wellbeing: A Review of Policy and Grey Literature," see ED615067.]
DA - 2021/08//
PY - 2021
DP - ERIC
LA - en
PB - Education Development Trust
SN - 978-1-912610-06-8
ST - Learning Loss, Learning Gains and Wellbeing
UR - https://eric.ed.gov/?id=ED615066
Y2 - 2022/04/18/11:20:40
KW - 21st Century Skills
KW - Access to Computers
KW - Access to Education
KW - Achievement Gains
KW - At Risk Students
KW - COVID-19
KW - Conflict
KW - Educational Needs
KW - Elementary Secondary Education
KW - Emotional Response
KW - Foreign Countries
KW - Health Promotion
KW - Intervention
KW - Mental Health
KW - Natural Disasters
KW - Pandemics
KW - Research
KW - School Closing
KW - Social Influences
KW - Socioeconomic Influences
KW - Teacher Competencies
KW - Teacher Role
KW - Technological Literacy
KW - War
KW - Well Being
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Reconstructing education in post-conflict Sierra Leone
AU - Pai, Grace
T2 - Security, Education and Development in Contemporary Africa
CY - City University of New York (CUNY)
DA - 2016/01/01/
PY - 2016
PB - Guttman Community College
UR - https://academicworks.cuny.edu/nc_pubs/87
KW - _C:Sierra Leone SLE
ER -
TY - RPRT
TI - International Common Assessment of Numeracy. Background, Features and Large-scale Implementation
AU - PAL Network
DA - 2020///
PY - 2020
UR - https://palnetwork.org/ican/
ER -
TY - JOUR
TI - Sequence to sequence model performance for education chatbot
AU - Palasundram, Kulothunkan
AU - Sharef, Nurfadhlina Mohd
AU - Nasharuddin, Nurul
AU - Kasmiran, Khairul
AU - Azman, Azreen
T2 - International journal of emerging Technologies in Learning (iJET)
DA - 2019///
PY - 2019
DO - 10.3991/ijet.v14i24.12187
DP - Google Scholar
VL - 14
IS - 24
SP - 56
EP - 68
ER -
TY - JOUR
TI - Metadata quality issues in learning repositories
AU - Palavitsinis, Nikos
AB - Metadata lies at the heart of every digital repository project in the sense that it defines and drives the description of digital content stored in the repositories. Metadata allows content to be successfully stored, managed and retrieved but also preserved in the long-term. Despite the enormous importance of metadata in digital repositories, one that is widely recognized, studies indicate that what is defined as metadata quality, is relatively low in most cases of digital repositories. Metadata quality is loosely defined as "fitness for purpose" meaning that low quality of metadata means that metadata cannot fulfill its purpose which is to allow for the successful storage, management and retrieval of resources. In practice, low metadata quality leads to ineffective searches for content, ones that recall the wrong resources or even worse, no resources which makes them invisible to the intended user, that is the "client" of each digital repository. The present dissertation approaches this problem by proposing a comprehensive metadata quality assurance method, namely the Metadata Quality Assurance Certification Process (MQACP). The basic idea of this dissertation is to propose a set of methods that can be deployed throughout the lifecycle of a repository to ensure that metadata generated from content providers are of high quality. These methods have to be straightforward, simple to apply with measurable results. They also have to be adaptable with minimum effort so that they can be used in different contexts easily. This set of methods was described analytically, taking into account the actors needed to apply them, describing the tools needed and defining the anticipated outcomes. In order to test our proposal, we applied it on a Learning Federation of repositories, from day 1 of its existence until it reached its maturity and regular operation. We supported the metadata creation process throughout the different phases of the repositories involved by setting up specific experiments using the methods and tools of the MQACP. Throughout each phase, we measured the resulting metadata quality to certify that the anticipated improvement in metadata quality actually took place. Lastly, through these different phases, the cost of the MQACP application was measured to provide a comparison basis for future applications. Based on the success of this first application, we decided to validate the MQACP approach by applying it on another two cases of a Cultural and a Research Federation of repositories. This would allow us to prove the transferability of the approach to other cases the present some similarities with the initial one but mainly significant differences. The results showed that the MQACP was successfully adapted to the new contexts, with minimum adaptations needed, with similar results produced and also with comparable costs. In addition, looking closer at the common experiments carried out in each phase of each use case, we were able to identify interesting patterns in the behavior of content providers that can be further researched. The dissertation is completed with a set of future research directions that came out of the cases examined. These research directions can be explored in order to support the next version of the MQACP in terms of the methods deployed, the tools used to assess metadata quality as well as the cost analysis of the MQACP methods.
DA - 2014///
PY - 2014
DP - ebuah.uah.es
LA - eng
UR - https://ebuah.uah.es/dspace/handle/10017/20664
Y2 - 2018/06/09/16:56:56
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Mixed method designs in implementation research
AU - Palinkas, Lawrence A.
AU - Aarons, Gregory A.
AU - Horwitz, Sarah
AU - Chamberlain, Patricia
AU - Hurlburt, Michael
AU - Landsverk, John
T2 - Administration and Policy in Mental Health and Mental Health Services Research
DA - 2011///
PY - 2011
DO - 10.1007/s10488-010-0314-z
DP - Google Scholar
VL - 38
IS - 1
SP - 44
EP - 53
ER -
TY - JOUR
TI - Identifying gaps on health impacts, exposures, and vulnerabilities to climate change on human health and wellbeing in South America: a scoping review
AU - Palmeiro-Silva, Yasna K.
AU - Lescano, Andrés G.
AU - Flores, Elaine C.
AU - E, Yamileth Astorga
AU - Rojas, Luis
AU - Chavez-Hermosilla, Mario
AU - Mora-Rivera, Wendel
AU - Hartinger, Stella M.
T2 - The Lancet Regional Health - Americas
AB - There is an important gap in regional information on climate change and health, limiting the development of science-based climate policies in South American countries. This study aims to identify the main gaps in the existing scientific literature on the impacts, exposure, and vulnerabilities of climate change on population health. A scoping review was performed guided by four sub-questions focused on the impacts of climate change on physical and mental health, exposure and vulnerability factors of population to climate hazards. The main findings showed that physical impacts mainly included infectious diseases, while mental health impacts included trauma, depression, and anxiety. Evidence on population exposure to climate hazards is limited, and social determinants of health and individual factors were identified as vulnerability factors. Overall, evidence on the intersection between climate change and health is limited in South America and has been generated in silos, with limited transdisciplinary research. More formal and systematic information should be generated to inform public policy.None.
CN - openalex: W4386122878
DA - 2023/10/01/
PY - 2023
DO - 10.1016/j.lana.2023.100580
VL - 26
SP - 100580
EP - 100580
SN - 2667-193X
UR - https://doi.org/10.1016/j.lana.2023.100580
KW - openalex:citedBy
KW - openalex:import
KW - selected_for:effects of climate ch...on learning...LMICs 2024
KW - tagged
ER -
TY - JOUR
TI - Formalising the informal: Ghana's National Apprenticeship Programme
AU - Palmer, Robert
T2 - Journal of Vocational Education & Training
DA - 2009/03//
PY - 2009
DO - 10.1080/13636820902820048
DP - Crossref
VL - 61
IS - 1
SP - 67
EP - 83
LA - en
SN - 1363-6820, 1747-5090
ST - Formalising the informal
UR - http://www.tandfonline.com/doi/abs/10.1080/13636820902820048
AN - UA-1503019d-9114-4b99-90dd-5993f7825975
Y2 - 2019/03/10/14:47:55
ER -
TY - JOUR
TI - Approaches and Models for Teaching Digital Ethics in Information Systems Courses–A Review of the Literature
AU - Paltiel, Minna
AU - Cheong, Marc
AU - Coghlan, Simon
AU - Lederman, Reeva
T2 - Australasian Journal of Information Systems
DA - 2023///
PY - 2023
DO - 10.3127/ajis.v27i0.4517
DP - Google Scholar
VL - 27
UR - https://journal.acs.org.au/index.php/ajis/article/view/4517
Y2 - 2024/02/24/08:49:26
ER -
TY - JOUR
TI - Teaching Digital Ethics in Information Systems
AU - Paltiel, Minna
AU - Cheong, Marc
AU - Coghlan, Simon
AU - Lederman, Reeva
DA - 2022///
PY - 2022
DP - Google Scholar
UR - https://aisel.aisnet.org/acis2022/25/
Y2 - 2024/02/24/08:49:28
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Enhancing the review process in global environmental assessments: The case of the IPCC
AU - Palutikof, Jean
AU - Boulter, Sarah
AU - Field, Christopher B.
AU - Mach, Katharine J.
AU - Manning, Martin
AU - Mastrandrea, Michael D.
AU - Meyer, Leo M.
AU - Minx, Jan
AU - Pereira, Joy Jacqueline
AU - Plattner, Gian‐Kasper
AU - Ribeiro, Suzana Kahn
AU - Sokona, Youba
AU - Stadler, Frank
AU - Swart, Rob
T2 - Environmental Science & Policy
AB - External review is a fundamental component of Global Environmental Assessments, ensuring their processes are comprehensive, objective, open and transparent, and are perceived as such. Here, we focus on review of Intergovernmental Panel on Climate Change (IPCC) Assessment Reports. The review process has received little scrutiny, although review comments and author responses are public. Here we analyse review documents from the Fourth and Fifth Assessments, focusing primarily on Working Group II. We address three questions: Is the review representative? Is it comprehensive? Is it insightful? Overall we found the review process to be fit for purpose, although there are outstanding issues. First, the overwhelming majority of reviewers are from developed countries, although evidence suggests participation by developing country reviewers increased between the Fourth and Fifth Assessments. Second, earlier sections of chapters are more densely reviewed than later ones. This is true even when executive summaries are removed from analysis. In consequence, some sections on specialised topics may escape in-depth review. Thirdly, those review comments which are received make a valid and valuable contribution to the scientific development of chapters. We suggest how outstanding issues could be addressed, including through enhanced reviewer recognition, a wider role for review editors, adherence to mandated page lengths from early in the process, reviewer training, and consistency in reporting to allow systematic evaluation. Making such changes will result in more transparent, consistent and representative processes delivering reviews which effectively contribute to the credibility and legitimacy of future Global Environmental Assessments and, ultimately, their recognition and contribution.
CN - openalex: W4309079633
DA - 2023/01/01/
PY - 2023
DO - 10.1016/j.envsci.2022.10.012
VL - 139
SP - 118
EP - 129
SN - 1462-9011
UR - https://doi.org/10.1016/j.envsci.2022.10.012
KW - openalex:citedBy
KW - openalex:import
KW - selected_for:effects of climate ch...on learning...LMICs 2024
KW - tagged
ER -
TY - JOUR
TI - Investigation of gender differences in sleeping comfort at different environmental temperatures
AU - Pan, Li
AU - Lian, Zhiwei
AU - Lan, Li
T2 - Indoor and Built Environment
DA - 2012///
PY - 2012
DO - 10.1177/1420326X11425967
DP - Google Scholar
VL - 21
IS - 6
SP - 811
EP - 820
ER -
TY - JOUR
TI - Editorial: Covid-19 Pandemic and Innovations in Institutional Transformation, Technology and Pedagogy
AU - Panda, Santosh
T2 - Journal of Learning for Development
DA - 2020/11/19/
PY - 2020
DP - jl4d.org
VL - 7
IS - 3
SP - 264
EP - 270
LA - en
SN - 2311-1550
ST - Editorial
UR - https://jl4d.org/index.php/ejl4d/article/view/478
Y2 - 2020/11/21/13:31:06
KW - COVID-19
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Editorial: Learning for Development – Discourse and Practice
AU - Panda, Santosh
T2 - Journal of Learning for Development
DA - 2021/11/19/
PY - 2021
DP - jl4d.org
VL - 8
IS - 3
SP - i
EP - iv
LA - en
SN - 2311-1550
ST - Editorial
UR - https://jl4d.org/index.php/ejl4d/article/view/593
Y2 - 2022/04/05/12:27:10
KW - _genre:PR-primary_research
KW - discourse
KW - learning for development
KW - practice
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Editorial: Researching Technology-Enabled Teaching, Learning and Training
AU - Panda, Santosh
T2 - Journal of Learning for Development
AB - Editorial
DA - 2021/07/19/
PY - 2021
DP - jl4d.org
VL - 8
IS - 2
SP - 221
EP - 227
LA - en
SN - 2311-1550
ST - Editorial
UR - https://jl4d.org/index.php/ejl4d/article/view/536
Y2 - 2022/04/05/12:25:48
KW - learning
KW - teaching
KW - technology-enabled
KW - training
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Editorial: Some More Research on Technology-Enabled Learning
AU - Panda, Santosh
T2 - Journal of Learning for Development
DA - 2022/03/19/
PY - 2022
DP - jl4d.org
VL - 9
IS - 1
SP - i
EP - iv
LA - en
SN - 2311-1550
ST - Editorial
UR - https://jl4d.org/index.php/ejl4d/article/view/658
Y2 - 2022/04/05/12:27:50
KW - technology-enabled learning (TEL)
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Technology-Enabled Learning: OER, MOOCs, and other TEL Designs
AU - Panda, Santosh
T2 - Journal of Learning for Development
DA - 2021/03/18/
PY - 2021
DP - jl4d.org
VL - 8
IS - 1
SP - 1
EP - 9
LA - en
SN - 2311-1550
ST - Technology-Enabled Learning
UR - https://jl4d.org/index.php/ejl4d/article/view/505
Y2 - 2022/04/05/12:22:44
KW - MOOC
KW - OER
KW - TEL
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Literature Review as Research Methodology: Aid of Ai (Artificial Intelligence)
AU - Pandya, Tamsa Pranshankar
T2 - Vidhyayana-An International Multidisciplinary Peer-Reviewed E-Journal-ISSN 2454-8596
DA - 2023///
PY - 2023
DP - Google Scholar
VL - 9
IS - si1
ST - Literature Review as Research Methodology
UR - http://j.vidhyayanaejournal.org/index.php/journal/article/view/1589
Y2 - 2024/03/12/20:59:26
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Girls’ education and climate change: A critical review of the literature
AU - Pankhurst, Camilla
DA - 2022///
PY - 2022
DP - Zotero
LA - en
UR - https://www.gendereddata.org/wp-content/uploads/2022/07/Girls-Education-and-Climate-Change-Critical-Review-of-the-Literature_FINAL-2.pdf
KW - selected_for:effects of climate ch...on learning...LMICs 2024
ER -
TY - JOUR
TI - Decrypting the Learners’ Retention Factors in Massive Open Online Courses
AU - Pant, Harsh Vardhan
AU - Lohani, Manoj Chandra
AU - Pande, Jeetendra
T2 - Journal of Learning for Development
AB - Massive Open Online Courses (MOOCs) have recently become attractive at most universities, and the number of MOOCs has risen significantly, particularly in India. Despite their popularity, previous research has revealed a low course completion rate and a scarcity of research on the factors that influences learners’ retention in MOOCs. Therefore, it is a good idea to investigate previous research to understand the factors behind the learners’ retention so that an ideal learning model can be created. This study used Structural Equation Modelling to find out the unexplored learner retention factors in MOOCs and create a model, which may extend the satisfaction. MOOC data sets were collected from different Indian universities in Uttarakhand state. This study has explored the majority of influencing factors correlated with learners’ satisfaction. The findings show that MOOC usage intention is influenced by a willingness to credit mobility, the allure of the latest trendy course, content localisation and perceived effectiveness.
DA - 2022/03/15/
PY - 2022
DP - jl4d.org
VL - 9
IS - 1
SP - 37
EP - 54
LA - en
SN - 2311-1550
UR - https://jl4d.org/index.php/ejl4d/article/view/570
Y2 - 2022/04/05/12:27:45
KW - Classification
KW - Data-Mining
KW - Factor
KW - Factors
KW - MOOC
KW - Model
KW - PLS
KW - Retention
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Literature searching for social science systematic reviews: consideration of a range of search techniques
AU - Papaioannou, Diana
AU - Sutton, Anthea
AU - Carroll, Christopher
AU - Booth, Andrew
AU - Wong, Ruth
T2 - Health Information & Libraries Journal
AB - Background: Literature for a systematic review on the student experience of e-learning is located across a range of subject areas including health, education, social science, library and information science. Objectives: To assess the merits and shortcomings of using different search techniques in retrieval of evidence in the social science literature. Methods: A conventional subject search was undertaken as the principal method of identifying the literature for the review. Four supplementary search methods were used including citation searching, reference list checking, contact with experts and pearl growing. Results: The conventional subject search identified 30 of 41 included references; retrieved from 10 different databases. References were missed by this method and a further 11 references were identified via citation searching, reference list checking and contact with experts. Pearl growing was suspended as the nominated pearls were dispersed across numerous databases, with no single database indexing more than four pearls. Conclusions: Searching within the social sciences literature requires careful consideration. Conventional subject searching identified the majority of references, but additional search techniques were essential and located further high quality references.
DA - 2010///
PY - 2010
DO - 10.1111/j.1471-1842.2009.00863.x
DP - Wiley Online Library
VL - 27
IS - 2
SP - 114
EP - 122
LA - en
SN - 1471-1842
ST - Literature searching for social science systematic reviews
UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-1842.2009.00863.x
Y2 - 2024/01/18/22:33:05
KW - _TBC for use ailr-2024
ER -
TY - JOUR
TI - Supporting Teachers in the Transition towards Distance Education: Challenges and Means
AU - Papi, Cathia
T2 - Journal of Learning for Development
AB - During the lockdown as a result of the pandemic, it became necessary to deploy distance education in many countries, at all levels of education. This article presents the creation of a training course aimed at helping teachers to shift from in-person classes to distance learning. It highlights the issues and challenges encountered and pinpoints the first observable impacts of this course, as well as in-progress and upcoming developments
DA - 2020/11/19/
PY - 2020
DP - jl4d.org
VL - 7
IS - 3
SP - 467
EP - 472
LA - en
SN - 2311-1550
ST - Supporting Teachers in the Transition towards Distance Education
UR - https://jl4d.org/index.php/ejl4d/article/view/449
Y2 - 2020/11/21/13:31:54
KW - distance education
KW - online learning
KW - pandemic
KW - transition
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - A comparative study of TVET in 5 African Countries with a specific focus on TVET Teacher Education
AU - Papier, Joy
AB - This article describes a five country (Cameroun, Egypt, Ghana, South Africa, Tanzania) study of ‘TVET Teacher Education in Africa’ that was commissioned in terms of an EU-South African collaboration in 2013. While the focus was on vocational teacher education, the contextual realities of each country‘s vocational systems was studied as this would impact on every aspect of vocational teacher development, for instance, what teachers would have to teach, who the students might be, how students would be expected to learn, available funding for Vocational Education and so on. Comparisons were therefore made over a range of elements that included the systems in place for vocational training, systems of vocational teacher education, and the modalities for training of VET teachers.
DA - 2017///
PY - 2017
DP - Zotero
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - CLL:en
KW - _C:Denmark DNK
KW - _C:Egypt EGY
KW - _C:Finland FIN
KW - _C:Ghana GHA
KW - _C:Ireland IRL
KW - _C:Netherlands NLD
KW - _C:South Africa ZAF
KW - _C:Sweden SWE
KW - _C:Tanzania TZA
KW - __C:filed:1
KW - __C:scheme:1
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Fundamentals... Session 1 - Vocational Education and Training: basics for teaching and research in Vocational Education and Training at universities
AU - Papier, Joy
AU - Hartmann, Martin D.
AU - Ogwo, Benjamin A.
AU - Ezekoye, Benadeth N.
AU - Gessler, Michael
A2 - Eicker, Friedhelm
A2 - Haseloff, Gesine
A2 - Lennartz, Bernd
A2 - Haseloff, Gesine
A2 - Eicker, Friedhelm
A2 - Lennartz, Bernd
AB - This session highlights the basics of Vocational Education and Training (VET). Each university has its own characteristics. The contributions seek to encourage various forms of VET. Challenges for universities and other institutions are emphasised. The contributions help draw conclusions for the Further structuring of VET in Sub-Saharan Africa. Other country-specific articles from the session concentrate on the characteristics and orientation of VET systems, thereby helping create an overall picture of the status of VET in all participating countries. The participants endeavored to analyze the current situation of VET in Sub-Saharan Africa by exploring the character and individual design of the current VET systems in the participating countries.
Contributions by:
Duncan Ken
Downing Jillian
D'Oliveira Singo Brígida
Papier Joy
Hartmann Martin D.
Ogwo Benjamin A.
Ezekoye Benadeth N.
Gessler Michael
DA - 2017///
PY - 2017
DP - SSOAR
SP - 39
EP - 40
LA - English
PB - W. Bertelsmann Verlag
SN - 978-3-7639-5793-4
ST - Session 1 - Vocational Education and Training
UR - https://www.ssoar.info/ssoar/handle/document/52708
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - C:Cameroon
KW - C:Ghana
KW - C:South Africa
KW - C:Tanzania
KW - CA:AandC
KW - CL:de
KW - CL:en
KW - CL:fr
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - F:access
KW - F:pedagogy
KW - F:policy
KW - F:qualification
KW - F:teaching
KW - P:construction
KW - P:culture
KW - P:economy
KW - P:teacher education
KW - Q:ICT
KW - Q:degree
KW - Q:e-learning
KW - Q:flexible
KW - Q:masters
KW - T:Ausbildung
KW - T:Educação profissionalizante
KW - T:Lehrlingsausbildung
KW - T:TVET
KW - T:dual TVET
KW - T:in-service TVET
KW - T:occupational education
KW - T:trainee
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - A systematic assessment of rigor in information systems ranking-type Delphi studies
AU - Paré, G.
AU - Cameron, A.-F.
AU - Poba-Nzaou, P.
T2 - Information & Management
DA - 2013///
PY - 2013
DO - 10.1016/j.im.2013.03.003
VL - 50
IS - 5
SP - 207
EP - 217
LA - en
ER -
TY - JOUR
TI - Contextualizing the twin concepts of systematicity and transparency in information systems literature reviews
AU - Paré, G.
AU - Tate, M.
AU - Johnstone, D.
T2 - European Journal of Information Systems
DA - 2016///
PY - 2016
DO - 10.1057/s41303-016-0020-3
VL - 25
IS - 6
SP - 493
EP - 508
LA - en
ER -
TY - BOOK
TI - The Athens of West Africa: A History of International Education at Fourah Bay College, Freetown, Sierra Leone
AU - Paracka, Daniel J.
AB - This book is about Fourah Bay College (FBC) and its role as an institution of higher learning in both its African and international context. The study traces the College's development through periods of missionary education (1816-1876), colonial education (1876-1938), and development education (1938-2001).
DA - 2006///
PY - 2006
UR - https://www.routledge.com/The-Athens-of-West-Africa-A-History-of-International-Education-at-Fourah/Paracka-Jr/p/book/9781138987630
KW - _C:Sierra Leone SLE
ER -
TY - JOUR
TI - How to develop and frame impactful review articles: key recommendations
AU - Paré, Guy
AU - Wagner, Gerit
AU - Prester, Julian
T2 - Journal of Decision Systems
DA - 2023/04/03/
PY - 2023
DO - 10.1080/12460125.2023.2197701
DP - DOI.org (Crossref)
SP - 1
EP - 17
J2 - Journal of Decision Systems
LA - en
SN - 1246-0125, 2116-7052
ST - How to develop and frame impactful review articles
UR - https://www.tandfonline.com/doi/full/10.1080/12460125.2023.2197701
Y2 - 2024/03/12/20:59:20
ER -
TY - JOUR
TI - Practical considerations informing teachers’ technology integration decisions: the case of tablet PCs
AU - Pareja Roblin, Natalie
AU - Tondeur, Jo
AU - Voogt, Joke
AU - Bruggeman, Bram
AU - Mathieu, Griet
AU - van Braak, Johan
T2 - Technology, Pedagogy and Education
DA - 2018///
PY - 2018
DO - 10.1080/1475939x.2017.1414714
DP - Google Scholar
SP - 1
EP - 17
ST - Practical considerations informing teachers’ technology integration decisions
KW - __C:filed:1
ER -
TY - BOOK
TI - Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World
A3 - Paris, Django
A3 - Alim, H. Samy
CY - New York
DA - 2017/05/30/
PY - 2017
DP - Amazon
ET - Illustrated edition
SP - 304
LA - English
PB - Teachers' College Press
SN - 978-0-8077-5833-5
ST - Culturally Sustaining Pedagogies
ER -
TY - JOUR
TI - Student participation in private supplementary education: A comparative analysis of Japan, Korea, Shanghai, and the USA
AU - Park, H.
AU - Lim, Y.
T2 - Chinese Journal of Sociology
AB - Private supplementary education, which refers to private lessons and learning outside of formal schooling purchased by families, has been widely practiced in East Asia. Its demand has grown even beyond East Asia, however, as educational competition for social mobility has intensified in many parts of the world. This global trend makes it important to determine who has greater access to private supplementary education and address the implications of the differential access for educational inequality. The current study compares how family socioeconomic status (SES) and students’ prior academic performance are related to their participation in private supplementary education in three East Asian societies—Japan, Korea, and Shanghai (China)—and the USA. Private supplementary education has existed on a substantial scale in Japan and Korea. The public and scholars have increased their concerns regarding the growing prevalence of private supplementary education in China. Although it has not been a major educational strategy, the demand for private supplementary education is rising in the USA as well, which can offer a useful insight into the global application of private supplementary education in contemporary educational systems. The focused comparisons across a small number of societies allow analyses of detailed patterns in each society in comparative perspective, thus moving beyond both single-country research and large-scale cross-national studies. The data for the current study come from 15-year-old students who participated in an international survey of student achievement, Programme for International Student Assessment (PISA) 2012. With a clearly defined measure of private supplementary education, PISA 2012 provides an exceptional opportunity for comparison. Drawing on data for 15-year-old students in four societies from PISA 2012, the linear probability models highlight heterogeneity among three East Asian societies. Japan is distinctive from Korea and Shanghai in terms of the influences of family SES on student participation in private supplementary education. Once school-fixed effects are taken into account, the strength of the relationship between family SES and private supplementary education in Japan is similar to the strength in the USA, which is weaker than the strength in Korea and Shanghai. Japan and the USA are also similar in that family structure is not significantly associated with private supplementary education, while students in non-two-parent families are significantly less likely to receive private supplementary education in Korea and Shanghai. The school-fixed-effects models also show that the within-school relationship between students’ prior academic performance and their participation in private supplementary education is generally negative. Japan, Shanghai, and the USA show a significantly negative relationship, while only Korea shows no significant relationship. Future research directions are suggested in the conclusion. © The Author(s) 2020.
DA - 2020///
PY - 2020
DO - 10.1177/2057150X20916011
VL - 6
IS - 2
SP - 239
EP - 256
J2 - Chin. J. Sociol.
LA - English
SN - 2057150X (ISSN)
UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081537508&doi=10.1177%2f2057150X20916011&partnerID=40&md5=31add6a3defd3503538be10c82800bba
DB - Scopus
KW - Children
KW - East Asia
KW - Supplementary Education
KW - _AcademicRecoveryOECS
KW - education
KW - inequality
KW - stratification
ER -
TY - JOUR
TI - Prediction of coastal flooding risk under climate change impacts in South Korea using machine learning algorithms
AU - Park, Sang-Jin
AU - Lee, Dong-Kun
T2 - Environmental Research Letters
AB - Abstract
Coastal areas have been affected by hazards such as floods and storms due to the impact of climate change. As coastal systems continue to become more socially and environmentally complex, the damage these hazards cause is expected to increase and intensify. To reduce such negative impacts, vulnerable coastal areas and their associated risks must be identified and assessed. In this study, we assessed the flooding risk to coastal areas of South Korea using multiple machine learning algorithms. We predicted coastal areas with high flooding risks, as this aspect has not been adequately addressed in previous studies. We forecasted hazards under different representative concentration pathway climate change scenarios and regional climate models while considering ratios of sea level rise. Based on the results, a risk probability map was developed using a probability ranging from 0 to 1, where higher values of probability indicate areas at higher risk of compound events such as high tides and heavy rainfall. The accuracy of the average receiver operating characteristic curves was 0.946 using a k-Nearest Neighbor algorithm. The predicted risk probability in 10 year increments from the 2030s to the 2080s showed that the risk probability for southern coastal areas is higher than those of the eastern and western coastal areas. From this study, we determined that a probabilistic approach to analyzing the future risk of coastal flooding would be effective to support decision-making for integrated coastal zone management.
DA - 2020/09/01/
PY - 2020
DO - 10.1088/1748-9326/aba5b3
DP - DOI.org (Crossref)
VL - 15
IS - 9
SP - 094052
J2 - Environ. Res. Lett.
SN - 1748-9326
UR - https://iopscience.iop.org/article/10.1088/1748-9326/aba5b3
Y2 - 2024/02/24/11:10:29
KW - _z:no_pdf
ER -
TY - JOUR
TI - The effects of gender, acclimation state, the opportunity to adjust clothing and physical disability on requirements for thermal comfort
AU - Parsons, K. C.
T2 - Energy and Buildings
T3 - Special Issue on Thermal Comfort Standards
AB - A program of laboratory studies into thermal comfort requirements is presented. Two studies used groups of 16 subjects over a range of conditions (warm to cool) to investigate the effects of gender over 3h exposures in simulated living room/office environments. It was found that for identical levels of clothing and activity, there were only small differences in the thermal comfort responses of male and female subjects for neutral and slightly warm conditions. For cool conditions, female subjects tended to be cooler than males. An experiment to investigate the effects of heat acclimation on thermal comfort requirements involved six male subjects providing thermal comfort responses in neutral and slightly warm environments over 2 days. They then carried out an acclimatization program over 4 days, for 2h per day, exercising in a hot (45°C, 40% relative humidity) environment. Thermal comfort responses were then recorded in two sessions over 2 days in identical conditions to the pre-acclimation session. It was found that changes in thermal comfort responses were small and likely to be of little practical significance. An investigation into the behavior of people to maintain thermal comfort by adjusting their clothing was conducted using eight male and eight female subjects. Seated subjects reduced or increased their clothing level by using a wardrobe of clothing that was familiar to them. It was found that subjects can adjust their clothing to maintain thermal comfort, but within limits. Upper limits (clothing off) will be determined by modesty and acceptability. Lower limits (clothing on) will be determined by clothing design and acceptability. A low air temperature limit of 18°C in freely available clothing may provide a working hypothesis. A laboratory study of thermal comfort requirements for people with physical disabilities compared responses with those of people without physical disabilities. It was found that there are few group differences between thermal comfort requirements of people with and without physical disabilities. However, there is a greater necessity to consider individual requirements for people with physical disability.
DA - 2002/07/01/
PY - 2002
DO - 10.1016/S0378-7788(02)00009-9
DP - ScienceDirect
VL - 34
IS - 6
SP - 593
EP - 599
J2 - Energy and Buildings
LA - en
SN - 0378-7788
UR - https://www.sciencedirect.com/science/article/pii/S0378778802000099
Y2 - 2022/06/03/08:56:45
KW - Acclimation
KW - Disability
KW - Gender
KW - Thermal comfort
ER -
TY - JOUR
TI - Longitudinal outcomes of an individualized and intensive reading intervention for third grade students
AU - Partanen, M.
AU - Siegel, L.S.
AU - Giaschi, D.E.
T2 - Dyslexia
AB - Early intervention is known to reduce reading disabilities; however, treatment response is variable, and some students have persistent deficits that require intensive supports. This study examined the immediate and 1-year outcomes of an individualized and intensive reading program for third grade students, which was delivered throughout the school day for an average of 189 hr of instruction over 3 months. These students' performances were compared with two comparison groups, including poor readers who received small group supports and good readers who did not have additional reading instruction. The intensive group showed an improvement in word recognition and decoding fluency immediately after the program and 1 year later, and there was a decrease in significant reading impairments from 62% before intervention to 35% at follow-up. Furthermore, baseline reading, spelling, phonological awareness, and rapid naming skills were predictive of persistent reading deficits at a later time point. Although improvements in reading skills were shown, a significant gap between poor and good readers persisted in the third and fourth grades. This study illustrates the importance of a tertiary intensive reading program, but also the need for continuing supports. © 2019 John Wiley & Sons, Ltd.
DA - 2019///
PY - 2019
DO - 10.1002/dys.1616
J2 - Dyslexia
LA - English
SN - 10769242 (ISSN)
UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85064804957&doi=10.1002%2fdys.1616&partnerID=40&md5=8a53268b82d0845ea879695bf10664da
DB - Scopus
KW - Awareness
KW - Child
KW - Dyslexia
KW - Female
KW - Humans
KW - Learning Disorders
KW - Linguistics
KW - Longitudinal Studies
KW - Male
KW - Reading
KW - Remedial Teaching
KW - Students
KW - _AcademicRecoveryOECS
KW - awareness
KW - child
KW - dyslexia
KW - female
KW - human
KW - individualized instruction
KW - intensive intervention
KW - learning disorder
KW - linguistics
KW - longitudinal study
KW - male
KW - procedures
KW - psychology
KW - reading
KW - reading disability
KW - response to intervention
KW - student
KW - teaching
ER -
TY - GEN
AU - Participation
AU - Development, National
AU - AKCR&D, Kano
AU - House, Mambayya
DA - 2010///
PY - 2010
ER -
TY - BOOK
TI - Good Practice Report: Blended Learning.
AU - Partridge, Helen
AU - Ponting, Deborah
AU - McCay, Meryl
AB - This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on blended learning. The report contains: a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships; a literature review of the good practices and key outcomes for teaching and learning from national and international research; the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships; identifies areas in which further work or development are appropriate.
CY - Strawberry Hills NSW
DA - 2011///
PY - 2011
DP - Open WorldCat
LA - en
PB - Australian Learning and Teaching Council (ALTC)
SN - 978-1-921856-81-5
ST - Good Practice Report
KW - C:Australia
ER -
TY - JOUR
TI - Supporting adaptive management
AU - Pasanen, Tiina
AU - Barnett, Inka
DA - 2019///
PY - 2019
DP - docs.edtechhub.org
SP - 32
LA - en
UR - https://docs.edtechhub.org/lib/VGV37LM7
Y2 - 2024/03/04/14:07:25
KW - Final_citation
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Supporting adaptive management
AU - Pasanen, Tiina
AU - Barnett, Inka
DA - 2019///
PY - 2019
DP - Zotero
SP - 32
LA - en
UR - https://odi.org/en/publications/supporting-adaptive-management-monitoring-and-evaluation-tools-and-approaches/
KW - ⛔ No DOI found
ER -
TY - THES
TI - Blogging as critical praxis: becoming a critical teacher educator in the age of participatory culture
AU - Pascarella, John
AB - This self-study of becoming a critical teacher educator extends the research on blogs as a vehicle of critical self-reflection in teaching and teacher education. While the primary focus of this thesis is a self-study of the process of becoming a teacher educator, the author presents findings based on discursive data collected from blogs produced by teacher candidates in two case studies, which inform this process of becoming. The case studies are represented as two “strands”: one carried out in Montréal, Quebec, Canada, at McGill University, and the other carried out near Durban, KwaZulu-Natal, South Africa, at the University of KwaZulu-Natal. Like prior studies involving the use of blogs in teacher preparation, this study examines pre-service teachers’ critical engagement with topics and issues endemic to their current field experiences and future careers in K-12 classrooms. The instructional techniques deployed in the case studies adhered to principles of modeling technology integration in order to transform teaching and learning activities by facilitating a learning environment for pre-service teacher candidates informed by the tenets of critical pedagogy. In this vein, this study examines the implementation of a particular instructional strategy, problem-posing pedagogy, as a practice that integrates the use of blogs to aid the achievement of pre-service teacher candidates’ “critical self-engagement” as well as contribute to the author’s development as a critical teacher educator.
DA - 2009///
PY - 2009
LA - English
M3 - Ph.D.
PB - McGill University
UR - https://escholarship.mcgill.ca/concern/theses/wp988k86s
KW - 0530:Teacher education
KW - 0710:Educational technology
KW - Blogging
KW - Critical praxis
KW - Culture
KW - Education
KW - Educational technology
KW - Participatory culture
KW - Teacher education
KW - Teacher educator
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2097704
KW - __finaldtb
ER -
TY - JOUR
TI - The impact of stress on students in secondary school and higher education
AU - Pascoe, Michaela C.
AU - Hetrick, Sarah E.
AU - Parker, Alexandra G.
T2 - International Journal of Adolescence and Youth
AB - Students in secondary and tertiary education settings face a wide range of ongoing stressors related to academic demands. Previous research indicates that academic-related stress can reduce academic achievement, decrease motivation and increase the risk of school dropout. The longer-term impacts, which include reduced likelihood of sustainable employment, cost Governments billions of dollars each year. This narrative review presents the most recent research concerning the impact of academic-related stress, including discussion of the impact on students’ learning capacity and academic performance, mental health problems, such as depression and anxiety, sleep disturbances and substance use.
DA - 2020/12/31/
PY - 2020
DO - 10.1080/02673843.2019.1596823
DP - Taylor and Francis+NEJM
VL - 25
IS - 1
SP - 104
EP - 112
SN - 0267-3843
UR - https://doi.org/10.1080/02673843.2019.1596823
Y2 - 2022/04/05/20:37:51
KW - Academic
KW - _genre:PR-primary_research
KW - adolescent health
KW - education
KW - mental health and well-being
KW - stress
ER -
TY - ELEC
TI - Programme d'analyse des systèmes éducatifs de la Confemen
AU - PASEC
AB - le PASEC vise à informer sur l’évolution des performances des systèmes éducatifs, afin d’aider à l’élaboration et au suivi des politiques éducatives.
LA - fr-FR
UR - http://www.pasec.confemen.org/
Y2 - 2020/08/24/10:51:13
ER -
TY - JOUR
TI - Student Perceptions of the Creation and Reuse of Digital Educational Resources in a Community Development-Oriented Organisation
AU - Paskevicius, Michael
AU - Hodgkinson-Williams, Cheryl
T2 - http://jl4d.org/index.php/ejl4d/article/view/253/284
AB - This case study explores students’ perceptions of the creation and reuse of digital teaching and learning resources in their work as tutors as part of a volunteer community development organisation at a large South African University. Through a series of semi-structured interviews, student-tutors reflect on their use and reuse of digital educational resources, and identify the challenges they experience in curating, adapting, and reusing educational resources for use in their teaching activities. The data is analysed qualitatively within the framework of an activity system (Engeström, 1987) to surface the primary systemic tensions that student-tutors face in the reuse of resources found online as well as open educational resources (OER). This study found that student-tutors sourced and used educational materials from the Internet, largely irrespective of their licensing conditions, while also creating and remixing a substantial number of educational materials to make them suitable for use in their context. We conclude that greater awareness of the availability of OER and explicit open licencing for works sourced and created within community development organisations could enhance sharing, collaboration, and help sustain high impact resources.
DA - 2018/04//
PY - 2018
DP - dspace.col.org
LA - en
SN - 2311-1550
UR - http://oasis.col.org/handle/11599/2950
Y2 - 2018/06/09/16:59:27
KW - _C:Canada CAN
KW - _C:South Africa ZAF
KW - _C:Spain ESP
KW - _C:Tanzania TZA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Reimagining Digital Learning for Sustainable Development:
AU - Passos, Rosario
T2 - Journal of Learning for Development
AB - Book review
DA - 2021/11/18/
PY - 2021
DP - jl4d.org
VL - 8
IS - 3
SP - 621
EP - 624
LA - en
SN - 2311-1550
ST - Reimagining Digital Learning for Sustainable Development
UR - https://jl4d.org/index.php/ejl4d/article/view/592
Y2 - 2022/04/05/12:25:50
KW - Educational Technology Digital Learning
KW - _genre:PR-primary_research
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Teacher-Student-Relationship Quality in Inclusive Secondary Schools: Theory and Measurement of Emotional Aspects of Teaching
AU - Pastore, Giuliana
AU - Luder, Reto
T2 - Frontiers in Education
AB - Inclusive healthy schools are committed to provide a learning environment for a healthy development and optimal learning support for all students, regardless of their performance, language, learning and behavior disposition or disability. In order to achieve this goal, the relationship between teacher and students is crucial. Research in this area has shown the importance of emotional aspects as a mark of quality of teacher-student relationships, recognizing them as strong predictors for better achievement, compared to professional and subject-related aspects of teaching. Nevertheless, empirical studies in inclusive schools are seldom considering teacher-student relationships, as a theoretically sound conceptualization is missing in the context of research in inclusive schools. In the present paper, based on the attachment theory and the research on joint attention, two emotional components of teacher-student relationships are examined as key-concepts of high relevance for inclusive schools (emotional resonance and shared intentionality). It is also discussed how to empirically operationalize and measure these emotional components with the intention of analyzing the current situation of inclusive schools in future studies.
DA - 2021///
PY - 2021
DO - 10.3389/feduc.2021.643617
DP - Frontiers
VL - 6
SN - 2504-284X
ST - Teacher-Student-Relationship Quality in Inclusive Secondary Schools
UR - https://www.frontiersin.org/article/10.3389/feduc.2021.643617
Y2 - 2022/04/07/14:50:07
ER -
TY - JOUR
TI - Development of special needs classroom prototypes to respond to the sensory needs of students with exceptionalities
AU - Patel, Tina
AU - Dorff, Juliann
AU - Baker, Allison
T2 - Archnet-IJAR: International Journal of Architectural Research
DA - 2022///
PY - 2022
DO - 10.1108/ARCH-07-2021-0196
DP - Google Scholar
VL - 16
IS - 2
SP - 339
EP - 358
UR - https://www.emerald.com/insight/content/doi/10.1108/ARCH-07-2021-0196/full/html
Y2 - 2024/03/27/15:18:16
ER -
TY - JOUR
TI - Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid-19 Pandemic
AU - Pather, Nalini
AU - Blyth, Phil
AU - Chapman, Jamie A.
AU - Dayal, Manisha R.
AU - Flack, Natasha A. M. S.
AU - Fogg, Quentin A.
AU - Green, Rodney A.
AU - Hulme, Anneliese K.
AU - Johnson, Ian P.
AU - Meyer, Amanda J.
AU - Morley, John W.
AU - Shortland, Peter J.
AU - Štrkalj, Goran
AU - Štrkalj, Mirjana
AU - Valter, Krisztina
AU - Webb, Alexandra L.
AU - Woodley, Stephanie J.
AU - Lazarus, Michelle D.
T2 - Anatomical Sciences Education
AB - Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with “business as usual.” The subsequent Covid-19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government-imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was “What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid-19 pandemic, as reflected on by anatomy educators?.” Thematic analysis to elucidate “the what and why” of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated “hands-on” experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand.
DA - 2020///
PY - 2020
DO - 10.1002/ase.1968
DP - Wiley Online Library
VL - 13
IS - 3
SP - 284
EP - 300
LA - en
SN - 1935-9780
ST - Forced Disruption of Anatomy Education in Australia and New Zealand
UR - https://anatomypubs.onlinelibrary.wiley.com/doi/abs/10.1002/ase.1968
Y2 - 2020/08/12/17:02:16
KW - Australia
KW - Covid-19 pandemic
KW - New Zealand
KW - __C:filed:1
KW - active learning
KW - gross anatomy education
KW - medical education
KW - online delivery
KW - online practical anatomy
KW - reflective practices
KW - remote learning
KW - student well-being
KW - workload
ER -
TY - RPRT
TI - Can technology help mitigate the impact of COVID-19 on education systems in Europe and Central Asia?
AU - Patrinos, Harry
AU - Shmis, Tigran
AB - With the need to contain the virus, many countries are implementing measures to reduce gatherings of large crowds.
DA - 2020/03/23/
PY - 2020
LA - en
PB - World Bank
UR - https://blogs.worldbank.org/europeandcentralasia/can-technology-help-mitigate-impact-covid-19-education-systems-europe-and
Y2 - 2020/08/21/12:38:31
ER -
TY - BOOK
TI - Making Sense of MOOCs A Guide for Policy-Makers in Developing Countries
AU - Patru, M
AU - Balaji, V
DA - 2016///
PY - 2016
PB - UNESCO, Commonwealth of Learning
SN - 978-92-3-100157-4
ER -
TY - BLOG
TI - Lant Pritchett on 5 Ways We Can Learn From Biology to Shift Education Systems
AU - Pattillo, Kat
T2 - Medium
AB - An intro to “The Rebirth of Education” — the most important book on why ed reforms in the Global South fail and what we can do about it.
DA - 2020/10/02/T23:46:43.193Z
PY - 2020
LA - en
UR - https://medium.com/edwell/lant-pritchett-on-5-ways-we-can-learn-from-biology-to-shift-education-systems-5d5afb8ee108
Y2 - 2020/10/24/13:11:30
ER -
TY - RPRT
TI - Improving learning through classroom experience in Tanzania
AU - Pattni, Ravina
AU - Villavicencio Peralta, Xuzel
AU - Toyinbo, Oluyemi
AU - Proctor, Jamie
AU - Forbes, Catriona
AU - Atherton, Paul
AU - Haßler, Björn
AB - This conference paper was delivered at UKFIET 2023 (Oxford). IT was a joint presentation between Laterite, Fab Inc, and Open Development & Education, as well as FCDO.
CN - opendeved.1025
DA - 2023/09/12/
PY - 2023
LA - en
M3 - Conference paper (UKFIET, Oxford, UK) - Improving Learning Through Classroom Experience in East Africa
PB - Laterite, Fab Inc, Open Development & Education
SN - 8
UR - https://docs.opendeved.net/lib/ICBNFIUW
KW - _r:AddedByMyEducationEvidence
ER -
TY - BOOK
TI - Lernortkooperation - Stand und Perspektiven
T2 - Berichte zur beruflichen Bildung
A3 - Pätzold, Günter
CY - Bielefeld
DA - 1999///
PY - 1999
DP - Gemeinsamer Bibliotheksverbund ISBN
SP - 429
LA - ger
M1 - 225
PB - Bertelsmann
SN - 978-3-7639-0856-1
ER -
TY - CHAP
TI - TVET and community reintegration: exploring the connections in Sierra Leone's DDR process
AU - Paulson, J.
T2 - International handbook of education for the changing world of work: bridging academic and vocational learning
A2 - Maclean, R.
A2 - Wilson, D.
CY - London
DA - 2009///
PY - 2009
DP - researchspace.bathspa.ac.uk
VL - 2
PB - Springer
SN - 978-1-4020-5280-4
ST - TVET and community reintegration
UR - http://researchspace.bathspa.ac.uk/2554/
Y2 - 2020/12/15/19:20:50
KW - _C:Sierra Leone SLE
ER -
TY - JOUR
TI - Realist review--a new method of systematic review designed for complex policy interventions
AU - Pawson, Ray
AU - Greenhalgh, Trisha
AU - Harvey, Gill
AU - Walshe, Kieran
T2 - Journal of Health Services Research & Policy
AB - Evidence-based policy is a dominant theme in contemporary public services but the practical realities and challenges involved in using evidence in policy-making are formidable. Part of the problem is one of complexity. In health services and other public services, we are dealing with complex social interventions which act on complex social systems--things like league tables, performance measures, regulation and inspection, or funding reforms. These are not 'magic bullets' which will always hit their target, but programmes whose effects are crucially dependent on context and implementation. Traditional methods of review focus on measuring and reporting on programme effectiveness, often find that the evidence is mixed or conflicting, and provide little or no clue as to why the intervention worked or did not work when applied in different contexts or circumstances, deployed by different stakeholders, or used for different purposes. This paper offers a model of research synthesis which is designed to work with complex social interventions or programmes, and which is based on the emerging 'realist' approach to evaluation. It provides an explanatory analysis aimed at discerning what works for whom, in what circumstances, in what respects and how. The first step is to make explicit the programme theory (or theories)--the underlying assumptions about how an intervention is meant to work and what impacts it is expected to have. We then look for empirical evidence to populate this theoretical framework, supporting, contradicting or modifying the programme theories as it goes. The results of the review combine theoretical understanding and empirical evidence, and focus on explaining the relationship between the context in which the intervention is applied, the mechanisms by which it works and the outcomes which are produced. The aim is to enable decision-makers to reach a deeper understanding of the intervention and how it can be made to work most effectively. Realist review does not provide simple answers to complex questions. It will not tell policy-makers or managers whether something works or not, but will provide the policy and practice community with the kind of rich, detailed and highly practical understanding of complex social interventions which is likely to be of much more use to them when planning and implementing programmes at a national, regional or local level.
DA - 2005/07//
PY - 2005
DO - 10.1258/1355819054308530
DP - PubMed
VL - 10 Suppl 1
SP - 21
EP - 34
J2 - J Health Serv Res Policy
LA - eng
SN - 1355-8196
KW - Evaluation Studies as Topic
KW - Evidence-Based Medicine
KW - Models, Theoretical
KW - Policy Making
KW - Practice Patterns, Physicians'
KW - State Medicine
KW - United Kingdom
ER -
TY - JOUR
TI - Special Education Teachers Job Satisfaction In Malaysia: A Review
AU - Pazim, Khairul Hanim
AU - Al, Et
T2 - Turkish Journal of Computer and Mathematics Education (TURCOMAT)
AB - Job satisfaction of special education teachers can be enjoyed when the teacher is able to focus on teaching MBK and the student shows the proper development. This job satisfaction if achieved will increase the commitment of teachers in performing their duties. However, if job satisfaction is not achieved, then avoidance and neglect of responsibilities will occur. This job satisfaction is important in producing the work productivity of special education teachers at the best level. This study was conducted to review previous studies related to job satisfaction of special education teachers. It is hoped that the findings of this study can help future researchers to get a clearer picture related to this issue.
DA - 2021/05/10/
PY - 2021
DP - turcomat.org
VL - 12
IS - 11
SP - 5329
EP - 5332
LA - en
SN - 1309-4653
ST - Special Education Teachers Job Satisfaction In Malaysia
UR - https://turcomat.org/index.php/turkbilmat/article/view/6758
Y2 - 2022/04/05/20:26:01
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Four Surveillance Technologies Creating Challenges for Education
AU - Pea, Roy D.
AU - Biernacki, Paulina
AU - Bigman, Maxwell
AU - Boles, Kelly
AU - Coelho, Raquel
AU - Docherty, Victoria
AU - Garcia, Jorge
AU - Lin, Veronica
AU - Nguyen, Judy
AU - Pimentel, Daniel
AU - Pozos, Rose
AU - Reynante, Brandon
AU - Roy, Ethan
AU - Southerton, Emily
AU - Suzara, Miroslav
AU - Vishwanath, Aditya
T2 - AI in Learning: Designing the Future
A2 - Niemi, Hannele
A2 - Pea, Roy D.
A2 - Lu, Yu
AB - “Ubiquitous AI”—embodied in cloud computing web services, coupled with sensors in phones and the physical world—is becoming infrastructural to cultural practices. It creates a surveillance society. We review the capabilities of four core surveillance technologies, all making headway into universities and PreK-12 schools: (1) location tracking, (2) facial identification, (3) automated speech recognition, and (4) social media mining. We pose primary issues educational research should investigate on cultural practices with these technologies. We interweave three priority themes: (1) how these technologies are shaping human development and learning; (2) current algorithmic biases and access inequities; and (3) the need for learners’ critical consciousness concerning their data privacy. We close with calls to action—research, policy and law, and practice.
CY - Cham
DA - 2023///
PY - 2023
DP - Springer Link
SP - 317
EP - 329
LA - en
PB - Springer International Publishing
SN - 978-3-031-09687-7
UR - https://doi.org/10.1007/978-3-031-09687-7_19
Y2 - 2024/02/23/23:58:46
KW - Algorithmic biases
KW - Automated speech recognition
KW - Facial identification
KW - Location tracking
KW - Privacy policy
KW - Social media mining
KW - Surveillance society
KW - Ubiquitous AI
ER -
TY - CHAP
TI - Reflections on the Contributions and Future Scenarios in AI-Based Learning
AU - Pea, Roy D.
AU - Lu, Yu
AU - Niemi, Hannele
T2 - AI in Learning: Designing the Future
A2 - Niemi, Hannele
A2 - Pea, Roy D.
A2 - Lu, Yu
AB - This chapter reflects on the contributions of different articles of the book from various perspectives. Seven categories provide perspectives to reflections. Four of them are connected to different levels of the educational system, others opening scenarios to research on education and learning with AI, and finally the last category is devoted to ethical challenges of AI in education and learning.
CY - Cham
DA - 2023///
PY - 2023
DP - Springer Link
SP - 331
EP - 342
LA - en
PB - Springer International Publishing
SN - 978-3-031-09687-7
UR - https://doi.org/10.1007/978-3-031-09687-7_20
Y2 - 2024/02/23/23:58:46
KW - AI ethical issues
KW - Artificial intelligence
KW - Human learning
KW - Lifelong learning
KW - Machine learning
ER -
TY - RPRT
TI - Tools, tactics and methods to harness the power of people, data and technology to solve global challenges
AU - Peach, Kathy
AU - Berditchevskaia, Aleks
AU - Bass, Theo
DA - 2020///
PY - 2020
PB - Nesta
ER -
TY - BOOK
TI - Assessment For Learning Without Limits
AU - Peacock, Alison
AB - This book explores assessment practices that offer an enlightening and enabling view of all learners. Following the demise of national curriculum levels the book embraces a unique opportunity to change how children are assessed. Rather than simply replacing the old structure with a new one it focuses instead on enabling children to learn in meaningful ways so that assessment becomes a tool for improvement rather than judgment. Building on two influential research studies Learning without Limits (Hart et al 2004) and Creating Learning without Limits (Swann et al 2012) the book continues the story of an alternative ‘learning without limits’ pedagogy. Inspired by a relentless focus on every child’s capacity to learn the book explores what can be achieved when we remove limits on learning. School leaders and teachers struggling against practices that seeks to define label and rank explore the opportunity to view assessment reform as a means of reducing inequity through ‘learning without limits’ principles of collaboration professional learning and inquiry. Children share their views and offer powerful insights into what may be achieved when limits are lifted on their learning. Consequently a liberating and alternative view of assessment is presented achieved through children and adults working in partnership. Throughout the book practical examples are offered illustrated by real life stories often about children who have achieved more than their teachers thought possible.At a time when schools are in pursuit of new assessment practices and reporting of progress the insights in this book about what is possible are highly pertinent for individual teachers school leaders and teacher educators wondering how best to foster children’s learning capacity.
DA - 2016/07/01/
PY - 2016
DP - Amazon
ET - UK ed. edition
SP - 160
LA - English
PB - Open University Press
SN - 978-0-335-26136-9
ER -
TY - JOUR
TI - Nutiseadmete kasutamise profiilid loodusainete ja matemaatika õppimise kontekstis
AU - Pedaste, Margus
AU - Must, Olev
AU - Leijen, Äli
AU - Mäeots, Mario
AU - Siiman, Leo
AU - Kori, Külli
AU - Adov, Liina
T2 - Eesti Haridusteaduste Ajakiri
DA - 2017///
PY - 2017
DP - Google Scholar
VL - 5
IS - 1
SP - 99
KW - _C:Estonia EST
KW - _C:Luxembourg LUX
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Artificial intelligence in education: Challenges and opportunities for sustainable development
AU - Pedro, Francesc
AU - Subosa, Miguel
AU - Rivas, Axel
AU - Valverde, Paula
DA - 2019///
PY - 2019
DP - Google Scholar
ST - Artificial intelligence in education
UR - http://repositorio.minedu.gob.pe/handle/20.500.12799/6533
Y2 - 2024/02/24/08:53:32
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Schools going mobile: A study of the adoption of mobile handheld technologies in Western Australian independent schools.
AU - Pegrum, M., Oakley, G., & Faulkner, R.
T2 - Australasian Journal of Educational Technology
DA - 2013///
PY - 2013
VL - 29
IS - 1
ER -
TY - JOUR
TI - Immersive Virtual Reality in K-12 and Higher Education: A systematic review of the last decade scientific literature
AU - Pellas, Nikolaos
AU - Mystakidis, Stylianos
AU - Kazanidis, Ioannis
T2 - Virtual Reality
AB - There has been an increasing interest in applying immersive virtual reality (VR) applications to support various instructional design methods and outcomes not only in K-12 (Primary and Secondary), but also in higher education (HE) settings. However, there is a scarcity of studies to provide the potentials and challenges of VR-supported instructional design strategies and/or techniques that can influence teaching and learning. This systematic review presents a variety of studies that provide qualitative and/or quantitative data to investigate the current practices with VR support focusing on students’ outcomes, performance, alongside with the benefits and challenges of this technology concerning the analysis of visual features and design elements with mobile and desktop computing devices in different learning subjects. During the selection and screening process, forty-six (n = 46) articles published from the middle of 2009 until the middle of 2020 were finally included for a detailed analysis and synthesis of which twenty-one and twenty-five in K-12 and HE, respectively. The majority of studies were focused on describing and evaluating the appropriateness or the effectiveness of the applied instructional design processes using various VR applications to disseminate their findings on user experience, usability issues, students’ outcomes, and/or learning performance. This study contributes by reviewing how instructional design strategies and techniques can potentially benefit students’ learning performance using a wide range of VR applications. It also proposes some recommendations to guide and lead effective instructional design settings in several teaching and learning contexts to outline a more accurate and up-to-date picture of the current state of literature.
DA - 2021/09/01/
PY - 2021
DO - 10.1007/s10055-020-00489-9
DP - Springer Link
VL - 25
IS - 3
SP - 835
EP - 861
J2 - Virtual Reality
LA - en
SN - 1434-9957
ST - Immersive Virtual Reality in K-12 and Higher Education
UR - https://doi.org/10.1007/s10055-020-00489-9
Y2 - 2022/12/23/02:21:16
KW - Final_citation
KW - Human–computer interface
KW - Immersive technologies
KW - Simulations
KW - Systematic review
KW - Virtual reality
KW - cited
KW - existing
ER -
TY - THES
TI - Elementary Classroom Teachers’ Perceptions of Redesigned Classroom Space: A Qualitative Case Study
AU - Pender, Kristin Lee
DA - 2021///
PY - 2021
DP - Google Scholar
M3 - PhD Thesis
PB - Old Dominion University
ST - Elementary Classroom Teachers’ Perceptions of Redesigned Classroom Space
KW - BE:RELEVANT
ER -
TY - BOOK
TI - Learning inequalities during the Covid-19 pandemic: how families cope with home-schooling
AU - Pensiero, Nicola
AU - Kelly, Anthony
AU - Bokhove, Christian
DA - 2020///
PY - 2020
DP - DOI.org (Datacite)
LA - en
PB - University of Southampton
ST - Learning inequalities during the Covid-19 pandemic
UR - https://eprints.soton.ac.uk/442619/
Y2 - 2020/08/12/17:20:34
ER -
TY - JOUR
TI - The role and status of forced migrant teachers in education in emergencies
AU - Penson, Jonathan
T2 - Commonwealth education partnerships
DA - 2012///
PY - 2012
DP - Zotero
SP - 192
EP - 197
LA - en
KW - _C:Afghanistan AFG
KW - _C:Australia AUS
KW - _C:Botswana BWA
KW - _C:Canada CAN
KW - _C:Eritrea ERI
KW - _C:Ethiopia ETH
KW - _C:Grenada GRD
KW - _C:Kenya KEN
KW - _C:Malta MLT
KW - _C:Myanmar MMR
KW - _C:Nepal NPL
KW - _C:Netherlands NLD
KW - _C:Pakistan PAK
KW - _C:Rwanda RWA
KW - _C:Seychelles SYC
KW - _C:Somaliland XSMLD
KW - _C:South Africa ZAF
KW - _C:Sri Lanka LKA
KW - _C:Thailand THA
KW - _C:Uganda UGA
KW - _C:Zimbabwe ZWE
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - A Phenomenon-based Assessment System for Three-dimensional Science Standards
AU - Penuel, Bill
DP - Zotero
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Building a System of Assessment in a School System to Promote Equity and Epistemic Justice
AU - Penuel, Bill
AB - Efforts to imagine new possibilities for principled ways to align assessment with sociocognitive foundations of learning in social interaction and with instruction are limited by the absence of credible use cases that show how such systems can be developed and maintained within complex educational systems such as large urban school districts. Such a use case can be found within evolving joint work of a researchpractice partnership between a university and a large urban school district. The system we are building together focuses on the goals of informing and supporting the redistribution of educational opportunities in science classrooms (equity) and on supporting and repairing students’ perceptions of themselves as having agency as a knower and reasoner in their science classrooms and the community (epistemic justice). In this chapter, we describe different components and practices that work together to accomplish these aims: a curriculum with embedded assessments that allows students to figure out rather than be told core ideas; regularly administered exit tickets that elicit students’ experience of the classroom; and an instructional guidance system that is focused on iterative refinement of teacher learning opportunities to support student agency. We present evidence of teacher perceptions and uptake of these components and practices, to develop an account of what this particular case can and cannot tell us about the possibilities for designing assessment systems in a district that are thoroughly grounded in contemporary theories of teaching and learning.
DP - Zotero
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Organizing Coherent and Equitable State Systems of Science Education
AU - Penuel, Bill
DP - Zotero
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Using Co-Design to Test and Refine a Model for Three-Dimensional Science Curriculum
AU - Penuel, Bill
DP - Zotero
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Validity Argument for Practical Measures of Student Experience in Project
AU - Penuel, Bill
DP - Zotero
LA - en
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Co-design as infrastructuring with attention to power: Building collective capacity for equitable teaching and learning through design-based implementation research
AU - Penuel, William R.
T2 - Collaborative curriculum design for sustainable innovation and teacher learning
DA - 2019///
PY - 2019
DP - Google Scholar
SP - 387
EP - 401
PB - Springer, Cham
ST - Co-design as infrastructuring with attention to power
ER -
TY - JOUR
TI - Strengthening Infrastructures for Promoting Equity in Mathematics Education through Research-Practice Partnerships
AU - Penuel, William R
DP - Zotero
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Conceptualizing Research–Practice Partnerships as Joint Work at Boundaries
AU - Penuel, William R.
AU - Allen, Anna-Ruth
AU - Coburn, Cynthia E.
AU - Farrell, Caitlin
T2 - Journal of Education for Students Placed at Risk (JESPAR)
AB - This paper presents a conceptual framework for analyzing how researchers and district leaders perceive and navigate differences they encounter in the context of research-practice partnerships. Our framework contrasts with images of partnership work as facilitating the translation of research into practice. Instead, we argue that partnership activity is best viewed as a form of joint work requiring mutual engagement across multiple boundaries. Drawing on a cultural-historical account of learning across boundaries (Akkerman & Bakker, 2011) and evidence from a study of two longterm partnerships, we highlight the value of the concepts of boundary practices in organizing joint work and boundary crossing as a way to understand how differences are recognized and navigated. The framework has implications for how partnerships can surface and make productive use of difference in organizing joint work and for how funders can better support the work of research-practice partnerships.
DA - 2015/04/03/
PY - 2015
DO - 10.1080/10824669.2014.988334
DP - DOI.org (Crossref)
VL - 20
IS - 1-2
SP - 182
EP - 197
J2 - Journal of Education for Students Placed at Risk (JESPAR)
LA - en
SN - 1082-4669, 1532-7671
UR - http://www.tandfonline.com/doi/full/10.1080/10824669.2014.988334
Y2 - 2022/12/25/00:35:58
ER -
TY - JOUR
TI - Running Head: DISTRICT PARTNERSHIP TO IMPROVE ASSESSMENT
AU - Penuel, William R
AU - DeBarger, Angela Haydel
AB - This chapter describes an approach to supporting and investigating teacher learning of formative assessment in middle school Earth science. The approach illustrates a framework for conducting research on and supporting instructional improvement at scale in partnership with school districts. In the project, researchers worked in partnership with teachers and leaders in a large urban district to design and test classroom assessment resources intended to improve the efficacy of district-adopted curriculum materials. The project tested the value the resources add to the curriculum in a small-scale, quasi-experimental field trial. This chapter highlights both the potential and challenges of research-practice partnerships for promoting district-wide improvements to classroom assessment, highlighting the ways the partnership supported efforts to create vertical, horizontal, and developmental coherence to a district’s assessment system.
DP - Zotero
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Research-Practice Partnerships and ESSA: A Learning Agenda for the Coming Decade
AU - Penuel, William R
AU - Farrell, Caitlin C
DP - Zotero
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Organizing Research and Development at the Intersection of Learning, Implementation, and Design
AU - Penuel, William R.
AU - Fishman, Barry J.
AU - Haugan Cheng, Britte
AU - Sabelli, Nora
T2 - Educational Researcher
AB - This article describes elements of an approach to research and development called design-based implementation research. The approach represents an expansion of design research, which typically focuses on classrooms, to include development and testing of innovations that foster alignment and coordination of supports for improving teaching and learning. As in policy research,implementation is a key focus of theoretical development and analysis. What distinguishes this approach from both traditional design research and policy research is the presence of four key elements: (a) a focus on persistent problems of practice from multiple stakeholders’ perspectives; (b) a commitment to iterative, collaborative design; (c) a concern with developing theory related to both classroom learning and implementation through systematic inquiry; and (d) a concern with developing capacity for sustaining change in systems.
DA - 2011/10/01/
PY - 2011
DO - 10.3102/0013189x11421826
DP - CrossRef
VL - 40
IS - 7
SP - 331
EP - 337
LA - en
SN - 0013-189X, 1935-102X
UR - https://doi.org/10.3102/0013189X11421826
Y2 - 2016/08/30/11:42:12
ER -
TY - BOOK
TI - Creating Research Practice Partnerships in Education.
AU - Penuel, William R.
AU - Gallagher, Daniel J.
DA - 2017///
PY - 2017
DP - Google Scholar
PB - ERIC
UR - https://eric.ed.gov/?id=ED573803
Y2 - 2024/02/29/16:32:33
KW - Final_citation
ER -
TY - JOUR
TI - Implementing the Next Generation Science Standards
AU - Penuel, William R.
AU - Harris, Christopher J.
AU - DeBarger, Angela Haydel
T2 - Phi Delta Kappan
AB - The Next Generation Science Standards embody a new vision for science education grounded in the idea that science is both a body of knowledge and a set of linked practices for developing knowledge. The authors describe strategies that they suggest school and district leaders consider when designing strategies to support NGSS implementation.
DA - 2015/03/01/
PY - 2015
DO - 10.1177/0031721715575299
DP - SAGE Journals
VL - 96
IS - 6
SP - 45
EP - 49
LA - en
SN - 0031-7217
UR - https://doi.org/10.1177/0031721715575299
Y2 - 2022/12/25/00:37:00
ER -
TY - JOUR
TI - Students’ Responses to Curricular Activities as Indicator of Coherence in Project-Based Science
AU - Penuel, William R
AU - Horne, Katie Van
AU - Severance, Sam
AU - Quigley, David
AU - Sumner, Tamara
DP - Zotero
LA - en
KW - ⛔ No DOI found
ER -
TY - BLOG
TI - Call for solidarity with students
AU - People's Coalition
T2 - C19 People's Coalition
AB - Click here to add your voice Educators, students, administrators, parents, student organisations, unions and concerned members of the public. Help us ensure that no one is excluded or left behind due to universities and other institutions’ push toward online and remote learning. The COVID-19 crisis places all in grave jeopardy. Yet, institutions of higher learning […]
DA - 2020/04/11/
PY - 2020
LA - en-US
UR - https://c19peoplescoalition.org.za/student-solidarity/
Y2 - 2020/04/21/15:08:52
ER -
TY - BLOG
TI - Getting the Facts Straight: Pergau Dam and British Foreign Aid
AU - Perakis, Rita
T2 - Center For Global Development
AB - Why does Britain score consistently well in its approach to aid?
DA - 2012///
PY - 2012
LA - en
ST - Getting the Facts Straight
UR - https://www.cgdev.org/blog/getting-facts-straight-pergau-dam-and-british-foreign-aid
Y2 - 2020/06/22/13:07:21
ER -
TY - GEN
TI - Education in Zimbabwe
AU - Peralta
ER -
TY - JOUR
TI - Assessment of school Learning Continuity Plan (LCP) implementation: Basis for policy formulation
AU - Peregrino, Lilia P.
AU - Javillonar, Mark G.
AU - Caballes, Dennis G.
AU - Necio, Chona R.
AU - Ramirez, Amor B.
T2 - Journal of Social, Humanity, and Education
DA - 2022///
PY - 2022
DO - 10.35912/jshe.v2i3.967
DP - Google Scholar
VL - 2
IS - 3
SP - 211
EP - 224
ST - Assessment of school Learning Continuity Plan (LCP) implementation
ER -
TY - JOUR
TI - O Uso Pedagógico do Tablet no Instituto Federal de Educação, Ciência e Tecnologia de Rondônia (IFRO)
AU - Pereira, Dauster Souza
AU - Bueno, José Lucas Pedreira
T2 - EDUCA-Revista Multidisciplinar em Educação
DA - 2015///
PY - 2015
DO - 10.26568/2359-2087.2015.1628
DP - Google Scholar
VL - 2
IS - 4
SP - 130
EP - 144
KW - _C:Canada CAN
KW - _C:Portugal PRT
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Práticas pedagógicas com o uso dos tablets no ensino médio técnico do IFRO
AU - Pereira, Dauster Souza
AU - Bueno, José Lucas Pedreira
DA - 2016///
PY - 2016
DP - Google Scholar
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - THES
TI - Determinação de zonas de conforto térmico por meio da análise comparativa entre diferentes métodos de caraterização de pessoas termicamente insatisfeitas
AU - Pereira, Pedro Filipe da Conceição
DA - 2021///
PY - 2021
DP - Google Scholar
M3 - Master's Thesis
PB - Universidade Tecnológica Federal do Paraná
KW - BE:LMIC
KW - BE:RELEVANT
ER -
TY - JOUR
TI - Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis
AU - Perelmutter, Bogi
AU - McGregor, Karla K.
AU - Gordon, Katherine R.
T2 - Computers & education
DA - 2017///
PY - 2017
DO - 10.1016/j.compedu.2017.06.005
DP - Google Scholar
VL - 114
SP - 139
EP - 163
ST - Assistive technology interventions for adolescents and adults with learning disabilities
KW - __C:filed:1
KW - literature / systematic review
ER -
TY - CHAP
TI - Diferencias por Género y Contexto Socioeconómico del Impacto de la Plataforma Adaptativa de Matemática.
AU - Perera, Marcelo
AU - Aboal, Diego
T2 - CINVE.
DA - 2017///
PY - 2017
UR - https://www.ceibal.edu.uy/storage/app/media/documentos/CINVE-extension_Informe_PAM_NSEyGENERO.pdf
ER -
TY - JOUR
TI - Evaluación del Impacto de la Plataforma Adaptativa de Matemática en los Resultados de los Aprendizajes
AU - Perera, Marcelo
AU - Aboal, Diego
T2 - Centro de Investigaciones Económicas
DA - 2017///
PY - 2017
UR - https://www.ceibal.edu.uy/storage/app/media/documentos/CINVE-Informe_PAM_03102017.pdf
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The impact of a mathematics computer-assisted learning platform on students' mathematics test scores
AU - Perera, Marcelo
AU - Aboal, Diego
T2 - MERIT Working Papers
AB - Since 2013, the Uruguayan educational system has been using an online adaptive learning tool for mathematics: The Mathematics Adaptive Platform (PAM for its Spanish acronym). PAM's content has been adapted to the national curriculum and it is a tool that - based on an analysis of students' experiences - offers personalised feedback according to each student's skill level. The use of PAM has been spreading throughout the education system. By 2016, approximately half of all students in 3rd through 6th grades of primary education had used the platform. The purpose of this study is to identify the effect of the use of PAM on the test score gain in mathematics based on longitudinal data from a sample of students in primary education. The results show a positive effect of 0.2 standard deviations on mathematics test scores. Results also show that the impact of PAM increases as the socioeconomic status of students decreases. There is no heterogeneous impact by gender. This is the first evidence at a country-wide level of the impact of a pedagogical tool of this type.
DA - 2019/03/12/
PY - 2019
DP - ideas.repec.org
LA - en
UR - https://ideas.repec.org//p/unm/unumer/2019007.html
Y2 - 2022/12/25/02:31:19
KW - Evaluation of Computer Assisted Learning systems
KW - Final_citation
KW - Mathematics
KW - Uruguay
KW - cited
KW - existing
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Influence of Sun Shading Devices on Energy Efficiency, Thermal Comfort and Lighting Comfort in a Warm Semi-Arid Dry Mediterranean Climate
AU - Pérez-Carramiñana, Carlos
AU - González-Avilés, Ángel Benigno
AU - Castilla, Nuria
AU - Galiano-Garrigós, Antonio
T2 - Buildings
AB - The dry Mediterranean climate (BShs) is the European region with the highest number of hours of sunshine per year. The high annual solar radiation makes sun shading devices necessary to comply with current energy efficiency standards. However, these standards do not sufficiently consider their effect on the indoor lighting comfort of buildings. The objective is to qualitatively and quantitatively determine how movable sun shading devices jointly influence the energy efficiency, thermal comfort and lighting comfort of buildings in BShs climate. The scientific novelty of the work consists of demonstrating the limitations of the sun shading systems commonly used in southeastern Spain and determining the optimal technical solution in this climate to simultaneously improve thermal and lighting comfort. This research comparatively studies the influence of various movable sun shading systems on the daylighting and thermal performance of an educational building. This study conducted on-site measurements, user surveys and computer simulations to study how to improve the thermal and lighting performances of the building. This work demonstrates that interior solar shading provides little improvement in thermal comfort and reduces the cooling demand by only 25%. External movable sun shading improves thermal comfort and reduces the cooling demand by more than 60%, but only adjustable blinds or awnings achieve adequate and homogeneous illuminance values as they diffuse daylight. The paper concludes that energy efficiency standards should be modified to ensure adequate lighting comfort in buildings.
DA - 2024/02//
PY - 2024
DO - 10.3390/buildings14020556
DP - www.mdpi.com
VL - 14
IS - 2
SP - 556
LA - en
SN - 2075-5309
UR - https://www.mdpi.com/2075-5309/14/2/556
Y2 - 2024/03/14/18:43:01
KW - energy efficiency
KW - indoor lighting comfort
KW - sun shading devices
KW - thermal comfort
KW - warm semi-arid dry Mediterranean climate
ER -
TY - JOUR
TI - Rediscovering the use of chatbots in education: A systematic literature review
AU - Pérez, José Quiroga
AU - Daradoumis, Thanasis
AU - Puig, Joan Manuel Marquès
T2 - Computer Applications in Engineering Education
DA - 2020///
PY - 2020
DO - 10.1002/cae.22326
DP - Google Scholar
VL - 28
IS - 6
SP - 1549
EP - 1565
ST - Rediscovering the use of chatbots in education
ER -
TY - BOOK
TI - King Arthur's Round Table: How collaborative conversations create smart organizations
AU - Perkins, D.
CY - Hoboken
DA - 2003///
PY - 2003
PB - Wiley
SN - 978-0-471-23772-3
ST - King Arthur's Round Table: How collaborative conversations create smart organizations
ER -
TY - JOUR
TI - Developing Partnerships to Acquire Impact: The Role of Three Regional Centres’ Capacity Building Efforts for ODL Adoption in the Emerging World
AU - Perris, Kirk
AU - McGreal, Rory
T2 - Journal of Learning for Development
AB - Partnerships are central to the awareness, implementation and development of open and distance learning (ODL). It is an attribute that is distinct in the higher education sector, where ODL has made a large footprint by dispelling the notion that university enrolment is reserved for a narrow and elite demographic. The Commonwealth of Learning (COL) operates to advance the uptake of ODL amongst the 54 member states of the Commonwealth. COL leverages its work through various channels, and the COL Regional Centres play a pivotal role as partners to COL and, in turn, to acquire new partners that may benefit from COL’s technical expertise. The Regional Centres, strategically located across the Commonwealth, engage primarily in capacity building for ODL. Their constituents include governments, institutions, and individual learners. This paper explores the role of COL Regional Centres to grow existing partnerships and to form new ones in the pursuit of ODL expansion. The formation of partnerships is understudied in the ODL space, yet it has been pivotal in augmenting the visibility and importance of ODL around the world. Drawing on data from an evaluation of three COL Regional Centres conducted at the end of 2019, and reporting on follow-up activities to the mid-point of 2021, this paper highlights how the RCs are achieving their mandate to engage partners and, in the process, have achieved short- and long-term outcomes since 2018. Findings provide insight into the effectiveness of RC activities, relative to the number of institutions and individuals reached, complemented with inputs from RC stakeholders, mostly comprised of RC staff. Recommendations are offered, with the paper positing that the role of the Regional Centres should continue and expand to other areas of the Commonwealth premised on their ability to build and sustain partnerships through capacity building efforts.
DA - 2021/07/19/
PY - 2021
DP - jl4d.org
VL - 8
IS - 2
SP - 346
EP - 363
LA - en
SN - 2311-1550
ST - Developing Partnerships to Acquire Impact
UR - https://jl4d.org/index.php/ejl4d/article/view/507
Y2 - 2022/04/05/12:25:05
KW - ODL
KW - Partnerships
KW - Regional Centres
KW - _genre:PR-primary_research
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Building capacity for professional development: the development of teachers as facilitators in Ghana
AU - Perry, Emily
AU - Bevins, Stuart
T2 - Professional Development in Education
AB - In low- and middle-income countries, cascade models of teacher professional development are often used as routes to educational reform. In these models, external agents deliver professional development, which is then disseminated by in-country facilitators. However, little is known about how to support facilitators of professional development, particularly in low- and middle-income countries. In this study, we report on a model of capacity building for professional development in Ghana. In the context of a large-scale programme of science teacher professional development, a group of Ghanaian teachers gradually assumed responsibility for professional development facilitation, working alongside experienced facilitators from the UK. Using interviews focussed on a storyline technique, we explore the experiences of the Ghanaian teachers as they reflected on their roles. We found the teachers’ epistemological beliefs about teaching were coherent with those of the programme and suggest that this may be an important factor in the success of cascade models of professional development. The teachers gained self-confidence and improved their knowledge and skills of teaching and of professional development facilitation. We propose that this is useful learning for all facilitators and that the model described here is one which is potentially useful for capacity building in other contexts.
DA - 2018/05/29/
PY - 2018
DO - 10.1080/19415257.2018.1474489
DP - Taylor and Francis+NEJM
VL - 0
IS - 0
SP - 1
EP - 15
SN - 1941-5257
ST - Building capacity for professional development
UR - https://doi.org/10.1080/19415257.2018.1474489
Y2 - 2018/06/08/19:39:24
KW - CPD
KW - Ghana
KW - Professional development
KW - _C:Benin BEN
KW - _C:Ghana GHA
KW - _C:India IND
KW - _C:Kenya KEN
KW - _C:Lesotho LSO
KW - _C:Netherlands NLD
KW - _C:Nigeria NGA
KW - _C:Singapore SGP
KW - _C:Somalia SOM
KW - _C:Somaliland XSMLD
KW - _C:Tanzania TZA
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
KW - capacity building
KW - facilitation
KW - professional learning
KW - science education
ER -
TY - ELEC
TI - Covid has eroded progress by disadvantaged pupils in England, finds study
AU - Peter Walker
T2 - The Guardian
AB - Research shows regional disparities, with some children in the north losing twice as much learning
DA - 2021/06/04/T17:38:40.000Z
PY - 2021
LA - en
UR - http://www.theguardian.com/education/2021/jun/04/covid-has-eradicated-disadvantaged-pupils-progress-finds-study
Y2 - 2021/06/04/21:24:58
ER -
TY - JOUR
TI - Implementation research: what it is and how to do it
AU - Peters, David H.
AU - Adam, Taghreed
AU - Alonge, Olakunle
AU - Agyepong, Irene Akua
AU - Tran, Nhan
T2 - Bmj
DA - 2013///
PY - 2013
DP - Google Scholar
VL - 347
ST - Implementation research
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Implementation research: what it is and how to do it
AU - Peters, David H.
AU - Adam, Taghreed
AU - Alonge, Olakunle
AU - Agyepong, Irene Akua
AU - Tran, Nhan
T2 - Bmj
DA - 2013///
PY - 2013
DP - Google Scholar
VL - 347
ST - Implementation research
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Republished research: Implementation research: what it is and how to do it: Implementation research is a growing but not well understood field of health research that can contribute to more effective public health and clinical policies and programmes. This article provides a broad definition of implementation research and outlines key principles for how to do it
AU - Peters, David H.
AU - Adam, Taghreed
AU - Alonge, Olakunle
AU - Agyepong, Irene Akua
AU - Tran, Nhan
T2 - British Journal of Sports Medicine
AB - The field of implementation research is growing, but it is not well understood despite the need for better research to inform decisions about health policies, programmes, and practices. This article focuses on the context and factors affecting implementation, the key audiences for the research, implementation outcome variables that describe various aspects of how implementation occurs, and the study of implementation strategies that support the delivery of health services, programmes, and policies. We provide a framework for using the research question as the basis for selecting among the wide range of qualitative, quantitative, and mixed methods that can be applied in implementation research, along with brief descriptions of methods specifically suitable for implementation research. Expanding the use of well designed implementation research should contribute to more effective public health and clinical policies and programmes.
Implementation research attempts to solve a wide range of implementation problems; it has its origins in several disciplines and research traditions (supplementary table A). Although progress has been made in conceptualising implementation research over the past decade,1 considerable confusion persists about its terminology and scope.2–,4 The word “implement” comes from the Latin “implere,” meaning to fulfil or to carry into effect.5 This provides a basis for a broad definition of implementation research that can be used across research traditions and has meaning for practitioners, policy makers, and the interested public: “Implementation research is the scientific inquiry into questions concerning implementation—the act of carrying an intention into effect, which in health research can be policies, programmes, or individual practices (collectively called interventions).”
Implementation research can consider any aspect of implementation, including the factors affecting implementation, the processes of implementation, and the results of implementation, including how to introduce potential solutions into a health system or how to promote their large scale use and …
DA - 2014/04/01/
PY - 2014
DO - 10.1136/bmj.f6753
DP - bjsm.bmj.com
VL - 48
IS - 8
SP - 731
EP - 736
J2 - Br J Sports Med
LA - en
SN - 0306-3674, 1473-0480
ST - Republished research
UR - https://bjsm.bmj.com/content/48/8/731
Y2 - 2022/11/29/15:09:11
ER -
TY - BOOK
TI - Implementation research in health: a practical guide
AU - Peters, David H.
AU - Tran, Nhan T.
AU - Adam, Taghreed
CY - Geneva
DA - 2013///
PY - 2013
DP - Google Scholar
SP - 67
LA - en
PB - World Health Organization
SN - 978-92-4-150621-2
ST - Implementation research in health
UR - https://apps.who.int/iris/handle/10665/91758
KW - Delivery of Health Care
KW - Health Plan Implementation
KW - Health Policy
KW - Health Services Research
KW - Research Design
KW - standards
ER -
TY - BOOK
TI - Implementation research in health: a practical guide / edited by David Peters … [et al]
AU - Peters, David
AU - Tran, Nhan
AU - Adam, Taghreed
AU - Alliance for Health Policy and Systems Research
AU - World Health Organization
CY - Geneva
DA - 2013///
PY - 2013
DP - WHO IRIS
SP - 67
LA - en
PB - World Health Organization
SN - 978-92-4-150621-2
ST - Implementation research in health
UR - https://apps.who.int/iris/handle/10665/91758
Y2 - 2022/12/29/23:49:04
KW - Delivery of Health Care
KW - Health Plan Implementation
KW - Health Policy
KW - Health Services Research
KW - Research Design
KW - standards
ER -
TY - JOUR
TI - A rapid response to COVID-19: one district’s pivot from technology integration to distance learning
AU - Peterson, Lana
AU - Scharber, Cassie
AU - Thuesen, Amy
AU - Baskin, Katie
T2 - Information and Learning Sciences
AB - Purpose In March of 2020, Minnesota schools were mandated to transition to distance learning to slow the spread of COVID-19. The charge of providing equitable and appropriate remote learning to all students gave administrators, educators and non-academic staff a few weeks to completely redesign education. This paper aims to describe one district’s experience in planning and offering distance education and build precedent other educational leaders may use in future designs. Design/methodology/approach This case study documents how one rural K12 district leveraged their strong foundation of technology integration and created crisis remote learning solutions for its most marginalized student populations including special education students, English learners and financially disadvantaged students. Findings This study shares examples of how this district prioritized relationships and the well-being of students and staff and outlines practical strategies for equitable distance learning that should be considered during and beyond emergency remote teaching. Originality/value This paper provides just-in-time practical advice for K12 administrators and educators on navigating crisis distance learning.
DA - 2020/01/01/
PY - 2020
DO - 10.1108/ILS-04-2020-0131
DP - Emerald Insight
VL - 121
IS - 5/6
SP - 461
EP - 469
SN - 2398-5348
ST - A rapid response to COVID-19
UR - https://doi.org/10.1108/ILS-04-2020-0131
Y2 - 2020/08/12/17:25:24
KW - COVID-19
KW - Case study
KW - Crisis remote learning
KW - Distance learning
KW - Pragmatic guidelines
KW - Technology integration
KW - _C:India IND
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Benchmarking the digital divide using a multi-level outranking framework: Evidence from EBRD countries of operation
AU - Petrović, Marijana
AU - Bojković, Nataša
AU - Anić, Ivan
AU - Petrović, Dalibor
T2 - Government Information Quarterly
T3 - Social Media in Government - Selections from the 12th Annual International Conference on Digital Government Research (dg.o2011)
AB - The paper proposes an innovative procedure for benchmarking the digital divide. The study demonstrates the potential of an outranking approach as an alternative to the commonly used ranking models based on Composite Indices (CIs). To fulfill the objectives of the benchmarking process, an ELECTRE-based (ELimination Et Choix Traduisant la REalité; Elimination and Choice Corresponding to Reality) multi-level outranking (ELECTRE MLO) method is developed. The proposed approach improves on previous methods of benchmarking the digital divide in two ways: by classifying countries into hierarchical levels of performance and by identifying corresponding benchmarks for less successful ones. The method is applied to 29 EBRD (European Bank for Reconstruction and Development) countries of operation. The results are visualized in the form of a relation tree, thus providing clear insights for policy-makers regarding how countries stand relative to each other.
DA - 2012/10/01/
PY - 2012
DO - 10.1016/j.giq.2012.05.008
DP - ScienceDirect
VL - 29
IS - 4
SP - 597
EP - 607
J2 - Government Information Quarterly
SN - 0740-624X
ST - Benchmarking the digital divide using a multi-level outranking framework
UR - http://www.sciencedirect.com/science/article/pii/S0740624X12000998
Y2 - 2018/06/09/16:55:59
KW - Benchmarking
KW - Digital divide
KW - EBRD countries
KW - ELECTRE
KW - Multi-level outranking
ER -
TY - JOUR
TI - Systematic review of current efforts to quantify the impacts of climate change on undernutrition
AU - Phalkey, Revati
AU - Aranda-Jan, Clara B.
AU - Marx, Sabrina
AU - Höfle, Bernhard
AU - Sauerborn, Rainer
T2 - Proceedings of the National Academy of Sciences of the United States of America
AB - Malnutrition is a challenge to the health and productivity of populations and is viewed as one of the five largest adverse health impacts of climate change. Nonetheless, systematic evidence quantifying these impacts is currently limited. Our aim was to assess the scientific evidence base for the impact of climate change on childhood undernutrition (particularly stunting) in subsistence farmers in low- and middle-income countries. A systematic review was conducted to identify peer-reviewed and gray full-text documents in English with no limits for year of publication or study design. Fifteen manuscripts were reviewed. Few studies use primary data to investigate the proportion of stunting that can be attributed to climate/weather variability. Although scattered and limited, current evidence suggests a significant but variable link between weather variables, e.g., rainfall, extreme weather events (floods/droughts), seasonality, and temperature, and childhood stunting at the household level (12 of 15 studies, 80%). In addition, we note that agricultural, socioeconomic, and demographic factors at the household and individual levels also play substantial roles in mediating the nutritional impacts. Comparable interdisciplinary studies based on primary data at a household level are urgently required to guide effective adaptation, particularly for rural subsistence farmers. Systemization of data collection at the global level is indispensable and urgent. We need to assimilate data from long-term, high-quality agricultural, environmental, socioeconomic, health, and demographic surveillance systems and develop robust statistical methods to establish and validate causal links, quantify impacts, and make reliable predictions that can guide evidence-based health interventions in the future.
CN - openalex: W1750617262
DA - 2015/07/27/
PY - 2015
DO - 10.1073/pnas.1409769112
VL - 112
IS - 33
SP - -
SN - 0027-8424
UR - https://doi.org/10.1073/pnas.1409769112
KW - openalex:cites
KW - openalex:import
KW - selected_for:effects of climate ch...on learning...LMICs 2024
KW - tagged
ER -
TY - JOUR
TI - Improving teacher professional development for online and blended learning: a systematic meta-aggregative review
AU - Philipsen, Brent
AU - Tondeur, Jo
AU - Pareja Roblin, Natalie
AU - Vanslambrouck, Silke
AU - Zhu, Chang
T2 - Educational Technology Research and Development
AB - In order to fully realise the potential of online and blended learning (OBL), teacher professional development (TPD) strategies on how to teach in an online or blended learning environment are needed. While many studies examine the effects of TPD strategies, fewer studies target the specific important components of these strategies. This study addresses that gap by conducting a systematic review of qualitative data consisting of 15 articles on TPD that targets OBL. Using a meta-aggregative approach, six different synthesised findings were identified and integrated into a visual framework of the key components of TPD for OBL. These synthesised findings are the base for the action recommendations which present specific and contextualised suggestions. Taken together, the findings can inform in-service teachers and trainers, together with further research and development efforts that are concerned with TPD for OBL.
DA - 2019/10/01/
PY - 2019
DO - 10.1007/s11423-019-09645-8
DP - Springer Link
VL - 67
IS - 5
SP - 1145
EP - 1174
J2 - Education Tech Research Dev
LA - en
SN - 1556-6501
ST - Improving teacher professional development for online and blended learning
UR - https://www.researchgate.net/publication/330690661_Improving_teacher_professional_development_for_online_and_blended_learning_a_systematic_meta-aggregative_review
Y2 - 2021/05/28/15:43:19
ER -
TY - RPRT
TI - Poor indoor climate: Its impact on health and life satisfaction, as well as its wider socio-economic costs
AU - Phillips, William
AU - Janta, Barbara
AU - Gehrt, Daniel
AU - Flemons, Lillian
AU - Gkousis, Evangelos
AU - Cole, Sam
AU - Smith, Pamina
AU - Hafner, Marco
DA - 2022///
PY - 2022
DP - Google Scholar
ST - Poor indoor climate
KW - BE:Annotated
KW - BE:RELEVANT
ER -
TY - JOUR
TI - Teacher transfers from primary schools in Chama district of Zambia: Causes of the massive teacher exodus and its effects on learner’s academic performance
AU - Phiri, Donald
AU - Mulenga, Innocent Mutale
T2 - Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736)
DA - 2020///
PY - 2020
DP - Google Scholar
VL - 3
IS - 2
SP - 94
EP - 125
ST - Teacher transfers from primary schools in Chama district of Zambia
UR - https://library.unza.zm/index.php/mjlsse/article/view/233
Y2 - 2023/12/06/15:39:39
KW - ⛔ No DOI found
ER -
TY - ELEC
TI - We asked 7,000 people how the UK should build back better – here's what they told us
AU - Phoenix, Ann
AU - Stevenson, Olivia
AU - Morris, Siobhan
T2 - The Conversation
AB - The UK government’s plan to ‘build back better’ can only work if we understand what that means to different populations.
LA - en
UR - http://theconversation.com/we-asked-7-000-people-how-the-uk-should-build-back-better-heres-what-they-told-us-164664
Y2 - 2022/04/17/13:44:10
ER -
TY - BOOK
TI - Enhancing relationships between children and teachers
AU - Pianta, Robert C.
T2 - Enhancing relationships between children and teachers
AB - Aims to provide school psychologists, child psychologists, and other mental health professionals working with children with the theoretical and technical basis for designing interventions that enhance relationships between children and teachers. The author draws on research in social development and relationship-systems theory to describe the role of child–adult relationships in the development of social and academic competencies and the potential of child–teacher relationships to promote healthy development. It is explicitly focused on the use of child–teacher relationships as a preventive intervention and the role of the psychologist as a consultant to the classroom teacher, the school, and the school district. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
CY - Washington, DC, US
DA - 1999///
PY - 1999
DP - APA PsycNet
SP - ix, 207
PB - American Psychological Association
SN - 978-1-55798-542-2
KW - Academic Achievement
KW - Psychosocial Development
KW - Teacher Student Interaction
ER -
TY - CHAP
TI - Teacher-Student Relationships and Engagement: Conceptualizing, Measuring, and Improving the Capacity of Classroom Interactions
AU - Pianta, Robert C.
AU - Hamre, Bridget K.
AU - Allen, Joseph P.
T2 - Handbook of Research on Student Engagement
A2 - Christenson, Sandra L.
A2 - Reschly, Amy L.
A2 - Wylie, Cathy
AB - Classrooms are complex social systems, and student-teacher relationships and interactions are also complex, multicomponent systems. We posit that the nature and quality of relationship interactions between teachers and students are fundamental to understanding student engagement, can be assessed through standardized observation methods, and can be changed by providing teachers knowledge about developmental processes relevant for classroom interactions and personalized feedback/support about their interactive behaviors and cues. When these supports are provided to teachers’ interactions, student engagement increases. In this chapter, we focus on the theoretical and empirical links between interactions and engagement and present an approach to intervention designed to increase the quality of such interactions and, in turn, increase student engagement and, ultimately, learning and development. Recognizing general principles of development in complex systems, a theory of the classroom as a setting for development, and a theory of change specific to this social setting are the ultimate goals of this work. Engagement, in this context, is both an outcome in its own right and a mediator of impacts that teachers have on student outcomes through their interactions with children and youth. In light of this discussion, we offer suggestions or directions for further research in this area.
CY - Boston, MA
DA - 2012///
PY - 2012
DP - Springer Link
SP - 365
EP - 386
LA - en
PB - Springer US
SN - 978-1-4614-2018-7
ST - Teacher-Student Relationships and Engagement
UR - https://doi.org/10.1007/978-1-4614-2018-7_17
Y2 - 2022/04/01/22:22:34
ER -
TY - JOUR
TI - The evolution of big data and learning analytics in American higher education.
AU - Picciano, Anthony G.
T2 - Journal of asynchronous learning networks
DA - 2012///
PY - 2012
DP - Google Scholar
VL - 16
IS - 3
SP - 9
EP - 20
UR - https://eric.ed.gov/?id=EJ982669
Y2 - 2024/02/29/16:31:39
KW - Final_citation
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Systematic review finds overlapping reviews were not mentioned in every other overview
AU - Pieper, Dawid
AU - Antoine, Sunya-Lee
AU - Mathes, Tim
AU - Neugebauer, Edmund A. M.
AU - Eikermann, Michaela
T2 - Journal of Clinical Epidemiology
AB - Objectives
The objective of this study was to determine if the authors mention overlapping reviews in overviews (reviews of reviews). In addition, we aimed to calculate the actual overlap in published overviews using newly introduced, validated measures.
Study Design and Settings
We systematically searched for overviews from 2009 to 2011. Reviews included in the overviews were obtained. Tables (review×primary publication) were generated for each overview. The first occurrence of a primary publication is defined as the index publication. We calculated the “corrected covered area” (CCA) as a measure of overlap by dividing the frequency of repeated occurrences of the index publication in other reviews by the product of index publications and reviews, reduced by the number of index publications. Subgroup analyses were performed to investigate further differences in the overviews.
Results
Only 32 of 60 overviews mentioned overlaps. The median CCA was 4.0. Validation of the CCA and other overlap measures was in accordance with our predefined hypotheses. The degree of overlap tended to be higher in health technology assessment reports than in journal publications and was higher with increasing numbers of publications.
Conclusions
Overlaps must be reported in well-conducted overviews, and this can comprehensively be accomplished using the CCA method.
DA - 2014/04/01/
PY - 2014
DO - 10.1016/j.jclinepi.2013.11.007
DP - ScienceDirect
VL - 67
IS - 4
SP - 368
EP - 375
J2 - Journal of Clinical Epidemiology
LA - en
SN - 0895-4356
UR - https://www.sciencedirect.com/science/article/pii/S0895435613004812
Y2 - 2021/04/17/19:30:12
KW - Evidence-based medicine
KW - Information science
KW - Meta-analysis
KW - Methods
KW - Research design
KW - Systematic review
ER -
TY - JOUR
TI - Digital Literacy Research from an International and Comparative Point of View
AU - Pietrass, Manuela
T2 - Research in Comparative and International Education
AB - The fear of a growing digital divide between those having access to the Internet and those who do not results from the still uneven distribution of digital media. Though the number of Internet users is rapidly growing, there is evidence for the further existence of a digital divide caused by the lack of digital literacy. Thus, the digital divide cannot be closed by access alone and becomes a matter of media education. To find appropriate methods for increasing digital literacy demands knowledge about the ways users deal with computers and the Internet. This knowledge is gained by empirical research in different formal and non-formal contexts of computer and Internet use. This introductory article to a special issue of Research in Comparative and International Education devoted to ‘Digital Literacy Research’ gives an insight into international data on Internet use and outlines a theoretical framework of digital literacy. It also discusses the single studies collected in the special issue. It shows that further research will profit by an international and comparative approach which considers national, cultural, social and age differences between the users.
DA - 2007/03//
PY - 2007
DO - 10.2304/rcie.2007.2.1.1
DP - DOI.org (Crossref)
VL - 2
IS - 1
SP - 1
EP - 12
J2 - Research in Comparative and International Education
LA - en
SN - 1745-4999, 1745-4999
UR - http://journals.sagepub.com/doi/10.2304/rcie.2007.2.1.1
Y2 - 2023/11/01/20:26:41
ER -
TY - JOUR
TI - The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets
AU - Pietro, Di
DP - Zotero
SP - 51
LA - en
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Jika iMfundo: a South African study of ‘turning education around’through improved curriculum coverage
AU - Pillay, Venitha
T2 - Professional Development in Education
DA - 2020///
PY - 2020
DO - 10.1080/19415257.2018.1550101
DP - Google Scholar
VL - 46
IS - 2
SP - 229
EP - 244
ST - Jika iMfundo
KW - _C:Australia AUS
KW - _C:Cameroon CMR
KW - _C:Ethiopia ETH
KW - _C:South Africa ZAF
KW - _C:Tanzania TZA
KW - _C:Zambia ZMB
KW - _C:Zimbabwe ZWE
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Computerized Speechreading Training for Deaf Children: A Randomized Controlled Trial
AU - Pimperton, Hannah
AU - Kyle, Fiona
AU - Hulme, Charles
AU - Harris, Margaret
AU - Beedie, Indie
AU - Ralph-Lewis, Amelia
AU - Worster, Elizabeth
AU - Rees, Rachel
AU - Donlan, Chris
AU - MacSweeney, Mairéad
T2 - Journal of Speech, Language, and Hearing Research
AB - Purpose
We developed and evaluated in a randomized controlled trial a computerized speechreading training program to determine (a) whether it is possible to train speechreading in deaf children and (b) whether speechreading training results in improvements in phonological and reading skills. Previous studies indicate a relationship between speechreading and reading skill and further suggest this relationship may be mediated by improved phonological representations. This is important since many deaf children find learning to read to be very challenging.
Method
Sixty-six deaf 5- to 7-year-olds were randomized into speechreading and maths training arms. Each training program was composed of a 10-min sessions a day, 4 days a week for 12 weeks. Children were assessed on a battery of language and literacy measures before training, immediately after training, and 3 months and 11 months after training.
Results
We found no significant benefits for participants who completed the speechreading training, compared to those who completed the maths training, on the speechreading primary outcome measure. However, significantly greater gains were observed in the speechreading training group on one of the secondary measures of speechreading. There was also some evidence of beneficial effects of the speechreading training on phonological representations; however, these effects were weaker. No benefits were seen to word reading.
Conclusions
Speechreading skill is trainable in deaf children. However, to support early reading, training may need to be longer or embedded in a broader literacy program. Nevertheless, a training tool that can improve speechreading is likely to be of great interest to professionals working with deaf children.
Supplemental Material
https://doi.org/10.23641/asha.8856356
DA - 2019/08/15/
PY - 2019
DO - 10.1044/2019_JSLHR-H-19-0073
DP - DOI.org (Crossref)
VL - 62
IS - 8
SP - 2882
EP - 2894
J2 - J Speech Lang Hear Res
LA - en
SN - 1092-4388, 1558-9102
ST - Computerized Speechreading Training for Deaf Children
UR - http://pubs.asha.org/doi/10.1044/2019_JSLHR-H-19-0073
AN - 10.1044/2019_JSLHR-H-19-0073;503888:T2S73TG9
Y2 - 2020/03/02/15:42:40
KW - _C:Netherlands NLD
KW - _C:Spain ESP
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - COVID-19’s Effect on Students: How School Counselors Rise to the Rescue
AU - Pincus, Robert
AU - Hannor-Walker, TeShaunda
AU - Wright, Leonis S
AU - Justice, Judith
T2 - NASSP Bulletin
AB - The COVID-19 global pandemic has brought about many changes to our society, which will have long-term effects for our youth and adolescents. Due to social isolation and adverse childhood experiences, there are concerns of suicidality, technology addiction, and school safety as schools attempt to transition to a state of normalcy in the months to come. This crisis will require coordinated efforts to assist students in not only getting back on track academically but also in helping students cope with the trauma they have and are continuing to experience. As a result, insights from school counselors can be used to obtain a better understanding of the social and emotional effects of COVID-19 by collaborating with administrators to emphasize using school counselors as a mental health provider in schools. The authors highlight school counselors’ mental health training and their role in combating this issue and provide practical applications that can employed to create a systemic approach for social and emotional prevention and intervention during and after the pandemic.
DA - 2020///
PY - 2020
DO - 10.1177/0192636520975866
VL - 104
IS - 4
SP - 241
EP - 256
Y2 - 2021/03/22/00:00:00
ER -
TY - JOUR
TI - Education access for all
AU - Pinnock, Helen
AU - Hodgkin, Marian
T2 - Forced Migration Review
DA - 2010///
PY - 2010
IS - 35
SP - 34
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Survey research methodology in management information systems: an assessment
AU - Pinsonneault, A
AU - Kraemer, K
T2 - Journal of Management Information Systems
A2 - Prester, J.
A2 - Wagner, G.
A2 - Schryen, G.
DA - 1993///
PY - 1993
DO - 10.1080/07421222.1993.11518001
VL - 10
IS - 2
SP - 75
EP - 105
LA - en
ER -
TY - JOUR
TI - Digital technologies in support of students learning in Higher Education: literature review
AU - Pinto, Marta
AU - Leite, Carlinda
T2 - Digital Education Review
AB - Autorías: Marta Pinto, Carlinda Leite.
Localización: Digital Education Review. Nº. 37, 2020.
Artículo de Revista en Dialnet.
DA - 2020///
PY - 2020
DO - 10.1344/der.2020.37.343-360
DP - dialnet.unirioja.es
IS - 37
SP - 343
EP - 360
LA - eng
SN - 2013-9144
ST - Digital technologies in support of students learning in Higher Education
UR - https://dialnet.unirioja.es/servlet/articulo?codigo=7615204
Y2 - 2022/04/05/20:38:27
KW - _genre:LR-literature_review
ER -
TY - JOUR
AU - Piper
DA - 2016///
PY - 2016
KW - auto_merged
ER -
TY - RPRT
TI - USAID/Kenya Primary Math and Reading (PRIMR) Initiative: Kisumu Information and Communication Technology (ICT) Intervention. Endline Report.
AU - Piper, B.
AU - Kwayumba, D.
CY - USA
DA - 2014///
PY - 2014
PB - Research Triangle Institute (RTI)
UR - https://www.eddataglobal.org/countries/index.cfm?fuseaction=pubDetail&ID=664
ER -
TY - JOUR
TI - Scaling Up Successfully: Lessons from Kenya’s Tusome National Literacy Program.
AU - Piper, B.
AU - Destefano, J.
AU - Kinyanjui, E.M.
T2 - Journal of Educational Change
DA - 2018///
PY - 2018
DO - 10.1007/s10833-018-9325-4
VL - 19
SP - 293
EP - 321
UR - https://doi.org/10.1007/s10833-0189325-4
ER -
TY - JOUR
TI - Pro-Poor PRIMR: Improving early literacy skills for children from low-income families in Kenya
AU - Piper, B.
AU - Jepkemei, E.
AU - Kibukho, K.
T2 - Africa Education Review
DA - 2015///
PY - 2015
DO - 10.1080/18146627.2015.1036566
VL - 12
IS - 1
SP - 67
EP - 87
UR - https://doi.org/10.1080/18146627.2015.1036566.
ER -
TY - JOUR
TI - revised from 2014). USAID/ Kenya Primary Math and Reading (PRIMR) Initiative: Endline impact evaluation – revised edition. Prepared under the USAID EdData II
AU - Piper, B.
AU - King, S.
AU - Mugenda, A.
DA - 2016/09//
PY - 2016
UR - https://globalreadingnetwork.net/eddata/usaidkenya-primarymath-and-reading-primr-initiative-endline-impact-evaluation-revised.
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - EGRA Plus: Liberia (Program evaluation report)
AU - Piper, B.
AU - Korda, M.
T2 - Learning to look: A handbook on classroom observation and teaching models
CY - Durham, NC
DA - 2011///
PY - 2011
SP - 10
EP - 1016
PB - RTI International
UR - http://files.eric.ed.gov/fulltext/ED558206.pdf.
ER -
TY - JOUR
TI - EGRA Plus: Liberia. Program evaluation report. Prepared for USAID/Liberia under the Education Data for Decision Making (EdData II) project, Early Grade Reading Assessment (EGRA): Plus
AU - Piper, B.
AU - Korda, M.
DA - 2010///
PY - 2010
UR - http://pdf.usaid.gov/pdf_docs/pdacr618.pdf.
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Primary Math and Reading Initiative (PRIMR). Kisumu information and communication technology (ICT) intervention endline report. Prepared under the USAID EdData II
AU - Piper, B.
AU - Kwayumba, D.
DA - 2014///
PY - 2014
UR - http://pdf.usaid.gov/pdf_docs/pa00k285.pdf.
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Primary Math and Reading (PRIMR) Initiative: Baseline report. Prepared under the USAID EdData II
AU - Piper, B.
AU - Mugenda, A.
DA - 2012///
PY - 2012
UR - http://pdf.usaid.gov/pdf_docs/pa00hx75.pdf.
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - "The Primary Math and Reading (PRIMR) Initiative: Endline Impact Evaluation." In
AU - Piper, B.
AU - Mugenda, A.
T2 - RTI International, Research Triangle
DA - 2014///
PY - 2014
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Early Grade Reading Assessment (EGRA) Plus: Liberia
AU - Piper, B.
AU - Poole, M.Korda
T3 - Program evaluation report. RTI International. Prepared for USAID/Liberia
DA - 2010///
PY - 2010
UR - https://www.eddataglobal.org/documents/index.cfm
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Improving procedural and conceptual mathematics outcomes: Evidence from a randomised controlled trial in Kenya
AU - Piper, B.
AU - Ralaingita, W.
AU - Akach, L.
AU - King, S.
T2 - Journal of Development Effectiveness
DA - 2016///
PY - 2016
DO - 10.1080/19439342.2016.1149502
UR - https://doi.org/10.1080/19439342.2016.1149502.
ER -
TY - BOOK
TI - Cambodia teacher professional development policy options brief. Prepared for the United States Agency for International Development (USAID)/Cambodia under All Children Reading – Asia (ACR–Asia), All Children Reading – Cambodia, Contract No
AU - Piper, B.
AU - Spratt, J.
CY - Research Triangle Park, NC
DA - 2017/09//
PY - 2017
VL - 16
SP - 16
PB - RTI International
UR - http://pdf.usaid.gov/pdf_docs/PA00N2RT.pdf.
ER -
TY - JOUR
TI - Implementing mother tongue instruction in the real world: Results from a medium-scale randomized controlled trial in Kenya
AU - Piper, B.
AU - Zuilkowski, S.S.
AU - Ong’ele, S.
T2 - Comparative Education Review
DA - 2016///
PY - 2016
DO - 10.1086/688493
VL - 60
IS - 4
SP - 776
EP - 807
UR - https://doi.org/10.1086/688493.
ER -
TY - JOUR
TI - Integrated Education Program: Impact study of SMRS using early grade reading assessment in three provinces in South Africa.
AU - Piper, Benjamin
T2 - In. RTI International
DA - 2009///
PY - 2009
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Structured Pedagogy — 0a. How-To Guides
AU - Piper, Benjamin
DA - 2021///
PY - 2021
M3 - Structured Pedagogy Guide
SN - 0a
UR - https://scienceofteaching.s3.eu-west-3.amazonaws.com/assets/zwh1kFyWr5dZ-VT__Rg4UxXOMBP2aFAAx-0.%20Introduction%20Brief.pdf
Y2 - 2021/02/03/13:30:48
ER -
TY - RPRT
TI - Structured Pedagogy — 0b. Literature Review
AU - Piper, Benjamin
DA - 2021///
PY - 2021
M3 - Structured Pedagogy Guide
SN - 0b
UR - https://scienceofteaching.s3.eu-west-3.amazonaws.com/assets/DR2QYKWhjrpHehnr_M1Pxo6z3RIWM14zU-0.%20Literature%20Review%20of%20Structured%20Pedagogy.pdf
Y2 - 2021/02/03/13:31:00
KW - _yl:b
ER -
TY - RPRT
TI - Structured Pedagogy — 0c. Structured Pedagogy Can Really Work
AU - Piper, Benjamin
DA - 2021///
PY - 2021
M3 - Structured Pedagogy Guide
SN - 0c
UR - https://scienceofteaching.site/wp-content/uploads/2021/11/SP_Note4EducationLeaders.pdf
Y2 - 2021/02/03/13:30:52
ER -
TY - RPRT
TI - Structured Pedagogy — Guide 1. Government Leadership and Program Adoption
AU - Piper, Benjamin
DA - 2021///
PY - 2021
M3 - Structured Pedagogy Guide
SN - 1
UR - https://scienceofteaching.site/wp-content/uploads/2021/11/SP_1_Government-Leadership-and-Teacher-Adoption-.pdf
Y2 - 2021/02/03/13:31:01
ER -
TY - RPRT
TI - Structured Pedagogy — Guide 2. Designing an Effective Structured Pedagogy Program.
AU - Piper, Benjamin
DA - 2021///
PY - 2021
M3 - Structured Pedagogy Guide
SN - 2
UR - https://scienceofteaching.site/wp-content/uploads/2021/11/SP_2.-Designing-an-Effective-Structured-Pedagogy-Program.pdf
Y2 - 2021/02/03/13:31:05
ER -
TY - RPRT
TI - Structured Pedagogy — Guide 3. Curriculum and Scope and Sequence Development for Literacy and Numeracy .pdf
AU - Piper, Benjamin
DA - 2021///
PY - 2021
M3 - Structured Pedagogy Guide
UR - https://scienceofteaching.site/wp-content/uploads/2021/11/SP_3.-Nationwide-Curriculum-and-Scope-and-Sequence-Development-for-Literacy-and-Numeracy-.pdf
Y2 - 2021/02/03/13:31:08
ER -
TY - RPRT
TI - Structured Pedagogy — Guide 4. Materials Development.
AU - Piper, Benjamin
DA - 2021///
PY - 2021
M3 - Structured Pedagogy Guide
SN - 4
UR - https://scienceofteaching.site/wp-content/uploads/2021/11/SP_4.-Materials-Development.pdf
Y2 - 2021/02/03/13:31:13
ER -
TY - RPRT
TI - Structured Pedagogy — Guide 5. Teacher Professional Development: Teacher Training
AU - Piper, Benjamin
DA - 2021///
PY - 2021
M3 - Structured Pedagogy Guide
SN - 5
UR - https://scienceofteaching.site/wp-content/uploads/2021/11/SP_5_Teacher-Professional-Development-Teacher-Training.pdf
Y2 - 2021/02/03/13:31:00
ER -
TY - RPRT
TI - Structured Pedagogy — Guide 6. Teacher Professional Development- Ongoing Teacher Support.
AU - Piper, Benjamin
DA - 2021///
PY - 2021
M3 - Structured Pedagogy Guide
UR - https://scienceofteaching.site/wp-content/uploads/2021/11/SP_6-Teacher-Professional-Development-Ongoing-Teacher-Support.pdf
Y2 - 2021/02/03/13:47:25
ER -
TY - RPRT
TI - Structured Pedagogy — Guide 7. Data Systems and Accountability.
AU - Piper, Benjamin
DA - 2021///
PY - 2021
M3 - Structured Pedagogy Guide
UR - https://scienceofteaching.site/wp-content/uploads/2021/11/SP_7_Data-Accountability-Systems.pdf
Y2 - 2021/02/03/13:47:28
ER -
TY - RPRT
TI - Structured Pedagogy — Guide 8. Systems Management.
AU - Piper, Benjamin
DA - 2021///
PY - 2021
M3 - Structured Pedagogy Guide
UR - https://scienceofteaching.site/wp-content/uploads/2021/11/SP_8_MOE-Systems.pdf
Y2 - 2021/02/03/13:47:29
ER -
TY - RPRT
TI - Structured Pedagogy — How-To Guides and Literature Review
AU - Piper, Benjamin
DA - 2021///
PY - 2021
M3 - Structured Pedagogy Guide
UR - https://scienceofteaching.s3.eu-west-3.amazonaws.com/assets/3RE2wXi13FgNd4Hg_mr0kQNuaOqu8YF39-Structured%20Pedagogy%20How-To%20Guides%20and%20Literature%20Review.pdf
Y2 - 2021/02/03/13:31:04
KW - _yl:a
ER -
TY - JOUR
TI - Scaling up successfully: Lessons from Kenya’s Tusome national literacy program
AU - Piper, Benjamin
AU - Destefano, Joseph
AU - Kinyanjui, Esther M.
AU - Ong’ele, Salome
T2 - Journal of Educational Change
AB - Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https://www.rti.org/publication/doing-reform-differently-combining-rigor-and-practicality-implementation-and-evaluation) to examine whether Tusome’s implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya’s county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place. However, we also discovered that Tusome failed to fully exploit the available classroom observational data to better target instructional support. In the context of this scaling framework, the Tusome literacy program’s external evaluation results showed program impacts of 0.6–1.0 standard deviations on English and Kiswahili learning outcomes. The program implemented a functional classroom observational feedback system through existing government systems, although usage of those systems varied widely across Kenya. Classroom visits, even if still falling short of the desired rate, were far more frequent, were focused on instructional quality, and included basic feedback and advice to teachers. These findings are promising with respect to the ability of countries facing quality problems to implement a coherent instructional reform through government systems at scale.
DA - 2018/08/01/
PY - 2018
DO - 10.1007/s10833-018-9325-4
DP - Springer Link
VL - 19
IS - 3
SP - 293
EP - 321
J2 - J Educ Change
LA - en
SN - 1573-1812
ST - Scaling up successfully
UR - https://doi.org/10.1007/s10833-018-9325-4
Y2 - 2022/12/16/17:17:00
KW - Evaluation
KW - Final_citation
KW - Implementation
KW - Literacy
KW - National
KW - Reading
KW - Reform
KW - Systems
KW - cited
KW - existing
ER -
TY - JOUR
TI - Kenya's ICT policy in practice: the effectiveness of tablets and e-readers in improving student outcomes
AU - Piper, Benjamin
AU - Jepkemei, Evelyn
AU - Kwayumba, Dunston
AU - Kibukho, Kennedy
T2 - FIRE: Forum for International Research in Education
AB - Kenya is investing in information and communication technology (ICT) to improve children's learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money.
DA - 2015///
PY - 2015
DO - 10.18275/fire201502011025
VL - 2
IS - 1
SP - 3
EP - 18
LA - English
SN - 2326-3873, 2326-3873
UR - https://files.eric.ed.gov/fulltext/EJ1133797.pdf
AN - 1895972841; EJ1133797
KW - African Languages
KW - Control Groups
KW - Cost Effectiveness
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Educational Policy
KW - Educational Practices
KW - Elementary Secondary Education
KW - English (Second Language)
KW - Experimental Groups
KW - Foreign Countries
KW - Handheld Devices
KW - Intervention
KW - Kenya
KW - Literacy
KW - Outcomes of Education
KW - Program Effectiveness
KW - Randomized Controlled Trials
KW - Reading Achievement
KW - Student Improvement
KW - Technology Uses in Education
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2096974
KW - ___working_potential_duplicate
KW - __finaldtb
ER -
TY - JOUR
TI - Kenya's ICT Policy in Practice: The Effectiveness of Tablets and E-readers in Improving Student Outcomes
AU - Piper, Benjamin
AU - Jepkemei, Evelyn
AU - Kwayumba, Dunston
AU - Kibukho, Kennedy
T2 - FIRE: Forum for International Research in Education
AB - Kenya is investing in information and communication technology (ICT) to improve children’s learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money.
DA - 2015///
PY - 2015
DO - 10.18275/fire201502011025
DP - DOI.org (Crossref)
VL - 2
IS - 1
J2 - FIRE
LA - en
SN - 2326-3873
ST - Kenya's ICT Policy in Practice
UR - https://preserve.lehigh.edu/fire/vol2/iss1/2
Y2 - 2023/10/26/14:20:25
ER -
TY - BOOK
TI - Early Grade Reading Assessment (EGRA) Plus: Liberia. Program evaluation report.
AU - Piper, Benjamin
AU - Medina, Korda
CY - In
DA - 2010///
PY - 2010
PB - Research Triangle
ER -
TY - JOUR
TI - Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a national education system
AU - Piper, Benjamin
AU - Oyanga, Arbogast
AU - Mejia, Jessica
AU - Pouezevara, Sarah
T2 - International Journal of Education and Development using Information and Communication Technology
AB - Previous large-scale education technology interventions have shown only modest impacts on student achievement. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed the National Tablets Program. The National Tablets Program is integrated into the Tusome activity by providing tablets to each of more than 1,200 instructional coaches in the country to use when they visit teachers. This enables a national database of classroom instructional quality, which is used by the education system to monitor overall education quality. The tools provided on the tablets are designed to help coaches increase the quality of their instructional support to teachers, and deepen the shallow accountability structures in Kenya’s education system. Using results of a national survey, we investigated the ability of the National Tablets Program to increase the number of classroom observations done by coaches and to improve student learning outcomes. Survey results showed high levels of tablet program utilization, increased accountability, and improvements in learning outcomes. We share recommendations regarding large-scale ICT interventions and literacy programs.
DA - 2017///
PY - 2017
DP - Zotero
VL - 13
IS - 3
LA - en
KW - C:Kenya
KW - _C:Brazil BRA
KW - _C:Catalan Republic XCATA
KW - _C:Ghana GHA
KW - _C:Guinea GIN
KW - _C:Honduras HND
KW - _C:India IND
KW - _C:Kenya KEN
KW - _C:Korea XKOR
KW - _C:Korea, Republic KOR
KW - _C:Malawi MWI
KW - _C:Niger NER
KW - _C:Peru PER
KW - _C:Portugal PRT
KW - _C:Tanzania TZA
KW - _C:Turkey TUR
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Uruguay URY
KW - _C:Zambia ZMB
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a National Education System
AU - Piper, Benjamin
AU - Oyanga, Arbogast
AU - Mejia, Jessica
AU - Pouezevara, Sarah
T2 - International Journal of Education and Development using ICT
DA - 2017/12/30/
PY - 2017
VL - 13
IS - 3
LA - en
SN - 1814-0556
ST - Implementing large-scale instructional technology in Kenya
KW - Final_citation
KW - cited
KW - existing
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides
AU - Piper, Benjamin
AU - Simmons Zuilkowski, Stephanie
AU - Dubeck, Margaret
AU - Jepkemei, Evelyn
AU - King, Simon J.
T2 - World Development
AB - Several rigorously evaluated programs have recently shown positive effects on early literacy and numeracy outcomes in developing countries. However, these programs have not been designed to evaluate which ingredients of the interventions are most essential to improve literacy outcomes. Policy makers therefore lack evidence as to whether program ingredients such as teacher professional development (PD), instructional coaching, learner materials, teachers’ guides, community support, or technology are required for program impact. The Kenya Primary Math and Reading Initiative was a randomized controlled trial that compared three treatment groups with specific ingredients and a control group. Using literacy and numeracy outcome measures for grades 1 and 2, we evaluated the benefits of the following ingredients: (1) teacher PD and teacher instructional support and coaching; (2) revised student books in literacy and numeracy, at a 1:1 ratio, added to PD and instructional support; and (3) structured teacher lesson plans added to student books, PD, and instructional support. We found that two of the three combinations of ingredients had statistically significant positive impacts on learning outcomes. The results showed that the third combination—PD, teacher instructional support and coaching, 1:1 student books, and structured teacher lesson plans—was most effective. A cost-effectiveness analysis on the ingredients showed that the option of PD and instructional support, 1:1 revised books, and teachers’ guides was the most expensive, but that the additional impact on learning made this the most cost-effective intervention. This study rigorously analyzes which ingredients for literacy and numeracy improvement would be most effective for overall impact, and suggests to policy makers that careful decisions regarding program ingredients will lead to more effectively designed and implemented interventions to improve learning in developing countries.
DA - 2018/06//
PY - 2018
DO - 10.1016/j.worlddev.2018.01.018
DP - DOI.org (Crossref)
VL - 106
SP - 324
EP - 336
J2 - World Development
LA - en
SN - 0305750X
ST - Identifying the essential ingredients to literacy and numeracy improvement
UR - https://linkinghub.elsevier.com/retrieve/pii/S0305750X18300287
Y2 - 2019/10/03/00:32:16
KW - Africa
KW - C:Kenya
KW - Literacy
KW - Numeracy
KW - Program Evaluation
KW - Program evaluation
KW - Quantitative
KW - Randomized controlled trial
KW - Reading
KW - Teacher Professional Development
KW - __C:filed:1
KW - ___duplicate_item
KW - ___working_potential_duplicate
KW - _genre:PR-primary_research
KW - _yl:a
KW - interesting
KW - numeracy
KW - randomized control trial
ER -
TY - JOUR
TI - Effectiveness of teachers' guides in the Global South: Scripting, learning outcomes, and classroom utilization
AU - Piper, Benjamin
AU - Sitabkhan, Yasmin
AU - Mejia, Jessica
AU - Betts, Kellie
T2 - Research Triangle Park
AB - This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects.
DA - 2018/05/10/
PY - 2018
DO - 10.3768/rtipress.2018.op.0053.1805
DP - www.rti.org
LA - en
ST - Effectiveness of teachers' guides in the Global South
UR - https://doi.org/10.3768/rtipress.2018.op.0053.1805
Y2 - 2020/09/09/10:02:56
KW - _genre:PR-primary_research
KW - _yl:b
ER -
TY - RPRT
TI - Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization
AU - Piper, Benjamin
AU - Sitabkhan, Yasmin
AU - Mejia, Jessica
AU - Betts, Kellie
AB - This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.
DA - 2018/05/11/
PY - 2018
DP - DOI.org (Crossref)
LA - en
PB - RTI Press
ST - Effectiveness of Teachers’ Guides in the Global South
UR - https://www.rti.org/rti-press-publication/effectiveness-teachers-guides-global-south
Y2 - 2020/05/17/12:23:53
ER -
TY - JOUR
TI - Teacher coaching in Kenya: Examining instructional support in public and nonformal schools
AU - Piper, Benjamin
AU - Zuilkowski, Stephanie Simmons
T2 - Teaching and Teacher Education
AB - Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most cost-efficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiative—a randomized controlled trial of instructional interventions in public and nonformal schools—to fill this gap. Coaches in larger public zones made fewer visits per teacher, and teacher-coach ratio and student performance were negatively associated. Using causal methods, we concluded that lower ratios might improve nonformal school outcomes.
DA - 2015/04//
PY - 2015
DO - 10.1016/j.tate.2015.01.001
DP - ScienceDirect
VL - 47
SP - 173
EP - 183
J2 - Teaching and Teacher Education
SN - 0742-051X
ST - Teacher coaching in Kenya
UR - http://www.sciencedirect.com/science/article/pii/S0742051X15000025
Y2 - 2015/03/19/00:03:56
KW - AWP2
KW - C:Kenya
KW - CitedIn:AKFC
KW - CitedIn:OER4Schools-HHH3-B
KW - Coaching
KW - Instruction
KW - Kenya
KW - Literacy
KW - PRIMR
KW - _C:Canada CAN
KW - _C:Ethiopia ETH
KW - _C:Kenya KEN
KW - _C:Liberia LBR
KW - _C:Malawi MWI
KW - _C:Mozambique MOZ
KW - _C:Thailand THA
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - professional development
ER -
TY - JOUR
TI - Does technology improve reading outcomes? Comparing the effectiveness and cost-effectiveness of ICT interventions for early grade reading in Kenya
AU - Piper, Benjamin
AU - Zuilkowski, Stephanie Simmons
AU - Kwayumba, Dunston
AU - Strigel, Carmen
T2 - International Journal of Educational Development
AB - Education policymakers are investing in information and communications technology (ICT) without a research base on how ICT improves outcomes. There is limited research on the effects of different types of ICT investments on outcomes. The Kenya Primary Math and Reading (PRIMR) study implemented a randomized controlled trial comparing the effects and cost of three interventions – e-readers for students, tablets for teachers, and the base PRIMR program with tablets for instructional supervisors. The results show that the ICT investments do not improve literacy outcomes significantly more than the base non-ICT instructional program. Our findings show that cost considerations should be paramount in selecting ICT investments in the education sector.
DA - 2016/07/01/
PY - 2016
DO - 10.1016/j.ijedudev.2016.03.006
DP - ScienceDirect
VL - 49
SP - 204
EP - 214
J2 - International Journal of Educational Development
LA - en
SN - 0738-0593
ST - Does technology improve reading outcomes?
UR - http://www.sciencedirect.com/science/article/pii/S0738059316300293
Y2 - 2019/11/21/13:48:22
KW - Education policy
KW - International education
KW - Kenya
KW - Literacy
KW - Reading
KW - Technology
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2457283
KW - ___working_potential_duplicate
KW - __finaldtb
ER -
TY - JOUR
TI - Improving reading outcomes in Kenya: First-year effects of the PRIMR Initiative
AU - Piper, Benjamin
AU - Zuilkowski, Stephanie Simmons
AU - Mugenda, Abel
T2 - International Journal of Educational Development
AB - While educational participation is high in Kenya, literacy outcomes remain poor. The PRIMR Initiative aims to improve literacy learning by aligning curriculum and teacher practices with current research, providing ongoing instructional support and observation, and supplying basic instructional materials and English and Kiswahili books for students. In a randomized control trial in more than 400 schools in three counties in Kenya, the intervention improved oral reading fluency and in grade 1 formal and nonformal schools and grade 2 nonformal schools for both English and Kiswahili. The findings support the importance of in-classroom teacher support in program implementation to improve literacy outcomes.
DA - 2014/07//
PY - 2014
DO - 10.1016/j.ijedudev.2014.02.006
DP - ScienceDirect
VL - 37
SP - 11
EP - 21
J2 - International Journal of Educational Development
SN - 0738-0593
ST - Improving reading outcomes in Kenya
UR - http://www.sciencedirect.com/science/article/pii/S0738059314000145
Y2 - 2015/03/17/19:27:00
KW - AWP2
KW - Bilingual education
KW - CitedIn:AKFC
KW - International education
KW - Kenya
KW - Literacy
KW - PRIMR
KW - Reading
KW - heterogeneity
ER -
TY - JOUR
AU - Piper
AU - Korda
DA - 2011///
PY - 2011
ER -
TY - CONF
TI - The Emerging International Knowledge Exchange Barrier in Virtual Teacher Communities
AU - Pirkkalainen, Henri
AU - Jokinen, Jussi
AU - Pawlowski, Jan
T3 - AcademicMindtrek '16
AB - Openness in education has sought its way to practice in schools as in universities. Many strategies and concepts have emerged: from openly shared resources to open practices to improve the access to and the quality of education. The knowledge exchange of educators has been seen a crucial activity in reaching and sustaining openness. This article analyses a typical knowledge exchange activity in schools: European teachers were engaged in virtual OER communities to exchange teaching resources as well as experiences about using OER and ICT in education. We applied technology acceptance framework and studied a potential barrier of international knowledge exchange. The findings of the study show surprising results: the willingness to exchange teaching materials within global virtual teacher communities decreases as schools mature in using OER and ICT. This study serves especially as a discussion opener for sustaining discourse and peer support in teacher virtual communities that strive for openness and international knowledge exchange. The findings have strong practical implications for the open education domain as well as for school / teacher development in general.
C1 - New York, NY, USA
C3 - Proceedings of the 20th International Academic Mindtrek Conference
DA - 2016///
PY - 2016
DO - 10.1145/2994310.2994318
DP - ACM Digital Library
SP - 144
EP - 152
PB - ACM
SN - 978-1-4503-4367-1
UR - http://doi.acm.org/10.1145/2994310.2994318
Y2 - 2018/06/09/16:49:19
KW - knowledge exchange
KW - open education
KW - teacher networks
KW - technology acceptance
KW - virtual community
ER -
TY - CONF
TI - A machine-learning solution for quantifying the impact of climate change on roads
AU - Piryonesi, S. M.
AU - El-Diraby, T.
C3 - CSCE Annual Conference. Canadian Society for Civil Engineering, Laval
DA - 2019///
PY - 2019
DP - Google Scholar
UR - https://www.researchgate.net/profile/S-Madeh-Piryonesi/publication/336014662_A_Machine-Learning_Solution_for_Quantifying_the_Impact_of_Climate_Change_on_Roads/links/5d90f7b6458515202b74882f/A-Machine-Learning-Solution-for-Quantifying-the-Impact-of-Climate-Change-on-Roads.pdf
Y2 - 2024/02/24/11:10:33
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Customised E-Learning Platforms
AU - Pitchford, Nicola
T2 - Introduction to Development Engineering: A Framework with Applications from the Field
A2 - Madon, Temina
A2 - Gadgil, Ashok J.
A2 - Anderson, Richard
A2 - Casaburi, Lorenzo
A2 - Lee, Kenneth
A2 - Rezaee, Arman
AB - More than 617 million children and adolescents lack the basic reading and mathematics skills required to live healthy and productive lives. Malawi ranks particularly poorly, with an average pupil to teacher ratio of 77:1 and a 50% dropout rate among primary school children. Established in 2013, the Unlocking Talent initiative uses e-Learning technology to help overcome educational challenges. It equips touch-screen tablets with customisable software that delivers lessons through multisensory experiences (e.g. pictures, sound, video and animation). Throughout Malawi, small groups of students in public primary schools have accessed these tablets during weekly sessions on-site. This case study describes a series of evaluations of this e-Learning technology in Malawi, conducted in tandem with experiments in other countries (including the United Kingdom, Brazil, South Africa, Tanzania, Kenya and Ethiopia). Following a pilot evaluation to assess the feasibility of e-Learning in raising learning outcomes, multiple large-scale randomised control trials were conducted. Learning gains hold across multiple cohorts of children and across different countries, generating more than a 3-month advantage in basic mathematics and more than a 4-month advantage in basic reading on average. The intervention also bridges gender gaps in mathematics skills attainment in Malawi.
CY - Cham
DA - 2023///
PY - 2023
DP - Springer Link
SP - 269
EP - 292
LA - en
PB - Springer International Publishing
SN - 978-3-030-86065-3
UR - https://doi.org/10.1007/978-3-030-86065-3_11
Y2 - 2022/12/21/03:21:05
KW - Customized e-learning platforms
KW - Education technology
KW - Evaluation
KW - Final_citation
KW - Global leaning crisis
KW - Implementation
KW - Literacy
KW - Malawi
KW - Numeracy
KW - cited
KW - existing
ER -
TY - RPRT
TI - Unlocking Talent: Evaluation of a tablet-based Masamu intervention in a Malawian Primary School
AU - Pitchford, Nicola
DA - 2014/02//
PY - 2014
UR - https://onebillion.org.uk/downloads/unlocking-talent-final-report.pdf
Y2 - 2014/09/03/00:00:00
ER -
TY - JOUR
TI - Development of early mathematical skills with a tablet intervention: a randomized control trial in Malawi
AU - Pitchford, Nicola J.
T2 - Educational Psychology
AB - Evaluation of educational interventions is necessary prior to wide-scale rollout. Yet very few rigorous studies have been conducted on the effectiveness of tablet-based interventions, especially in the early years and in developing countries. This study reports a randomized control trial to evaluate the effectiveness of a tablet intervention for supporting the development of early mathematical skills in primary school children in Malawi. A total sample of 318 children, spanning Standards 1–3, attending a medium-sized urban primary school, were randomized to one of three groups: maths tablet intervention, non-maths tablet control, and standard face-to-face practice. Children were pre-tested using tablets at the start of the school year on two tests of mathematical knowledge and a range of basic skills related to scholastic progression. Class teachers then delivered the intervention over an 8-weeks period, for the equivalent of 30-min per day. Technical support was provided from the local Voluntary Service Overseas (VSO). Children were then post-tested on the same assessments as given at pre-test. A final sample of 283 children, from Standards 1–3, present at both pre- and post-test, was analyzed to investigate the effectiveness of the maths tablet intervention. Significant effects of the maths tablet intervention over and above standard face-to-face practice or using tablets without the maths software were found in Standards 2 and 3. In Standard 3 the greater learning gains shown by the maths tablet intervention group compared to both of the control groups on the tablet-based assessments transferred to paper and pencil format, illustrating generalization of knowledge gained. Thus, tablet technology can effectively support early years mathematical skills in developing countries if the software is carefully designed to engage the child in the learning process and the content is grounded in a solid well-constructed curriculum appropriate for the child’s developmental stage.
DA - 2015///
PY - 2015
DO - 10.3389/fpsyg.2015.00485
DP - Frontiers
SP - 485
J2 - Front. Psychol.
ST - Development of early mathematical skills with a tablet intervention
UR - http://journal.frontiersin.org/article/10.3389/fpsyg.2015.00485/abstract
Y2 - 2015/04/28/10:54:23
ER -
TY - JOUR
TI - Development of early mathematical skills with a tablet intervention: a randomized control trial in Malawi
AU - Pitchford, Nicola J.
T2 - Frontiers in psychology
DA - 2015///
PY - 2015
DO - 10.3389/fpsyg.2015.00485
DP - Google Scholar
VL - 6
SP - 485
ST - Development of early mathematical skills with a tablet intervention
ER -
TY - JOUR
TI - Interactive apps prevent gender discrepancies in early grade mathematics in a low-income country in Sub-Sahara Africa
AU - Pitchford, Nicola J.
AU - Chigeda, Antonie
AU - Hubber, Paula J.
T2 - Developmental Science
DA - 2019///
PY - 2019
DO - 10.1111/desc.12864
DP - Google Scholar
VL - 22
IS - 5
SP - e12864
KW - _C:Belgium BEL
KW - _C:France FRA
KW - _C:Kenya KEN
KW - _C:Malawi MWI
KW - _C:Myanmar MMR
KW - _C:Netherlands NLD
KW - _C:Seychelles SYC
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Interactive apps promote learning of basic mathematics in children with special educational needs and disabilities
AU - Pitchford, Nicola J.
AU - Kamchedzera, Elizabeth
AU - Hubber, Paula J.
AU - Chigeda, Antonie L.
T2 - Frontiers in psychology
DA - 2018///
PY - 2018
DO - 10.3389/fpsyg.2018.00262
DP - Google Scholar
VL - 9
SP - 262
KW - _C:Italy ITA
KW - _C:Japan JPN
KW - _C:Kenya KEN
KW - _C:Malawi MWI
KW - _C:Spain ESP
KW - _C:United Kingdom GBR
KW - _C:Zambia ZMB
KW - _C:Zimbabwe ZWE
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Is the acquisition of basic-colour terms in young children constrained?
AU - Pitchford, Nicola J.
AU - Mullen, Kathy T.
T2 - Perception
DA - 2002///
PY - 2002
DO - 10.1068/p3405
DP - Google Scholar
VL - 31
IS - 11
SP - 1349
EP - 1370
ER -
TY - JOUR
TI - Fine motor skills predict maths ability better than they predict reading ability in the early primary school years
AU - Pitchford, Nicola J.
AU - Papini, Chiara
AU - Outhwaite, Laura A.
AU - Gulliford, Anthea
T2 - Frontiers in psychology
DA - 2016///
PY - 2016
DO - 10.3389/fpsyg.2016.00783
DP - Google Scholar
VL - 7
SP - 783
ER -
TY - JOUR
TI - Supporting open educational practices through open textbooks
AU - Pitt, Rebecca (Beck)
AU - Jordan, Katy
AU - Arcos, Beatriz de los
AU - Farrow, Robert
AU - Weller, Martin
T2 - Distance Education
AB - There has been little research into the impact of textbook costs on higher education in the United Kingdom. To better understand textbook use patterns and the issues faced by UK students and educators the UK Open Textbooks Project (2017–2018, http://ukopentextbooks.org/)) conducted quantitative survey research with United Kingdom educators in September 2018. This article reports on the findings of this survey, which focussed on awareness of open educational resources; textbook use and rationale; awareness and use of open textbooks; and open licensing. Results reveal fertile ground for open textbook adoption with potential to support a wide range of open educational practices. The findings indicate strategies for supporting pedagogical innovation and student access through the mainstream adoption of open textbooks.
DA - 2020/04/02/
PY - 2020
DO - 10.1080/01587919.2020.1757411
DP - Taylor and Francis+NEJM
VL - 41
IS - 2
SP - 303
EP - 318
SN - 0158-7919
UR - https://doi.org/10.1080/01587919.2020.1757411
Y2 - 2021/03/24/14:38:51
KW - United Kingdom
KW - higher education
KW - open educational practices (OEP)
KW - open educational resources (OER)
KW - open pedagogy
KW - open textbooks
ER -
TY - CONF
TI - CASTOR: learning to create context-sensitive and emotionally engaging narrations in-situ
AU - Pittarello, Fabio
AU - Bertani, Luca
C3 - Proceedings of the 11th International Conference on Interaction Design and Children
DA - 2012///
PY - 2012
DO - 10.1145/2307096.2307098
SP - 1
EP - 10
PB - ACM
ER -
TY - RPRT
TI - Ebola: beyond the health emergency
AU - Plan International
DA - 2015///
PY - 2015
SP - 211
LA - EN
PB - Plan International
UR - https://www.plan.ie/wp-content/uploads/2015/03/GLO-Ebola-Final-IO-Eng-Feb15.pdf
ER -
TY - RPRT
TI - Education Needs Assessment Report - Sierra Leone
AU - Plan International
DA - 2016///
PY - 2016
KW - _C:Sierra Leone SLE
ER -
TY - BOOK
TI - Early Grade Mathematics Assessment (EGMA) toolkit
AU - Platas, L.M.
AU - Ketterlin-Gellar, L.
AU - Brombacher, A.
AU - Sitabkhan, Y.
CY - Research Triangle Park, NC
DA - 2014///
PY - 2014
PB - RTI International
ER -
TY - GEN
TI - EdTech Evidence Mid-Year Report
AU - Platform, Instructure Learn
DA - 2023///
PY - 2023
LA - en
UR - https://www.instructure.com/resources/research-reports/edtech-evidence-2023-mid-year-report#:~:text=This%20report%20looks%20at%20the,%2D%20December%2031%2C%202022.
KW - Final_citation
KW - anystyle
KW - existing
ER -
TY - RPRT
TI - Sierra Leone CPD Sandbox - Draft Theory of Change
AU - Plaut, Daniel
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2021/06/01/
PY - 2021
LA - en
M3 - Internal Paper
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/T7AUREA5
KW - _C:Sierra Leone SLE
KW - _EdTechHub_Output
KW - _MELA_seen
KW - _r:AddedByZotZen
ER -
TY - JOUR
TI - EdTech Innovation for COVID-19: Insights from our global call for ideas
AU - Plaut, Daniel
AU - Carter, Alice
AU - Dixon, Miranda
AU - Salami, Taiye
AB - [No description available.]
DA - 2020/01/01/
PY - 2020
DO - 10.5281/zenodo.4768571
DP - Zenodo
ST - EdTech Innovation for COVID-19
UR - https://zenodo.org/record/4768571
Y2 - 2022/12/19/02:46:46
KW - Final_citation
KW - cited
KW - existing
ER -
TY - RPRT
TI - Bringing Learning to Light: The Role of Citizen-Led Assessments in Shifting the Education Agenda
AU - Plaut, Daniel
AU - Jamieson Eberhardt, Molly
AB - "Are children learning?" is a question that should inform all education policymaking. Yet in many countries, the answer to this question has remained
DA - 2015/06//
PY - 2015
DP - r4d.org
LA - en-US
PB - Results for Development
ST - Bringing Learning to Light
UR - https://r4d.org/resources/bringing-learning-light-role-citizen-led-assessments-shifting-education-agenda/
Y2 - 2020/07/06/14:43:51
ER -
TY - JOUR
TI - Teachers for rural schools – a challenge for South Africa
AU - Plessis, Pierre du
AU - Mestry, Raj
T2 - South African Journal of Education
AB - Poverty is rife in many African countries and this has serious implications for the provision of quality education. Rural schools face severe challenges that are unique to their environment. A lack of parental interest in children’s education, insufficient funding from the state, a lack of resources, underqualified teachers, and multi-grade teaching are some of the barriers to effective education. These challenges can be attributed to numerous sources, from within school structures and from the external environment, including local communities and education authorities. After 25 years of democracy, educational standards and learner performance in rural schooling has shown little improvement. This study illustrates the complexity and inter-connectedness of the problems faced by teachers in South African rural schools. Using qualitative research within the interpretivist paradigm, this article explores the perceptions and experiences of teachers in rural schools located in White River in the Mpumalanga province. This grounded-theory research focuses on effective teaching and learning. The findings reveal that most rural schools do not have water, sanitation, or electricity, and classrooms are in a terrible state. These issues have serious implications for effective teaching and learning.Keywords: deployment; education level; education quality; recruitment; rural schools
DA - 2019/11/06/
PY - 2019
DO - 10.4314/saje.v39i4.
DP - www.ajol.info
VL - 39
LA - en
SN - 2076-3433
UR - https://www.ajol.info/index.php/saje/article/view/190868
Y2 - 2021/03/07/17:55:50
KW - _C:Australia AUS
KW - _C:Canada CAN
KW - _C:France FRA
KW - _C:Ghana GHA
KW - _C:Malaysia MYS
KW - _C:South Africa ZAF
KW - _C:Tanzania TZA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:eSwatini SWZ
KW - __C:filed:1
KW - __C:scheme:1
KW - deployment
KW - education level
KW - education quality
KW - recruitment
KW - rural schools
KW - ⚠️ Invalid DOI
ER -
TY - RPRT
TI - Agile in business
AU - Podea, Marius
DA - 2021/04//
PY - 2021
UR - https://docs.opendeved.net/lib/BEXTYP5E
ER -
TY - JOUR
TI - A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning
AU - Pokhrel, Sumitra
AU - Chhetri, Roshan
T2 - Higher Education for the Future
AB - The COVID-19 pandemic has created the largest disruption of education systems in human history, affecting nearly 1.6 billion learners in more than 200 countries. Closures of schools, institutions and other learning spaces have impacted more than 94% of the world’s student population. This has brought far-reaching changes in all aspects of our lives. Social distancing and restrictive movement policies have significantly disturbed traditional educational practices. Reopening of schools after relaxation of restriction is another challenge with many new standard operating procedures put in place., Within a short span of the COVID-19 pandemic, many researchers have shared their works on teaching and learning in different ways. Several schools, colleges and universities have discontinued face-to-face teachings. There is a fear of losing 2020 academic year or even more in the coming future. The need of the hour is to innovate and implement alternative educational system and assessment strategies. The COVID-19 pandemic has provided us with an opportunity to pave the way for introducing digital learning. This article aims to provide a comprehensive report on the impact of the COVID-19 pandemic on online teaching and learning of various papers and indicate the way forward.
DA - 2021/01/01/
PY - 2021
DO - 10.1177/2347631120983481
DP - SAGE Journals
VL - 8
IS - 1
SP - 133
EP - 141
J2 - Higher Education for the Future
LA - en
SN - 2347-6311
UR - https://doi.org/10.1177/2347631120983481
Y2 - 2021/04/26/15:21:03
KW - Internet Use
KW - Learning
KW - Pedagogy
KW - Teaching (Academic)
ER -
TY - JOUR
TI - Aprendizagem móvel baseada em jogos de realidade aumentada: ensino de professores com a aplicação EduPARK
AU - Pombo, Lúcia
AU - Marques, Margarida Morais
AU - Carlos, Vânia
T2 - Da Investigação às Práticas
DA - 2019///
PY - 2019
DP - Google Scholar
VL - 9
IS - 2
SP - 3
EP - 30
ST - Aprendizagem móvel baseada em jogos de realidade aumentada
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Mobile augmented reality game-based learning: teacher training using the EduPARK app
AU - Pombo, Lúcia
AU - Marques, Margarida Morais
AU - Carlos, Vânia
T2 - Da Investigação às Práticas
DA - 2019///
PY - 2019
DP - Google Scholar
VL - 9
IS - 2
SP - 3
EP - 30
ST - Mobile augmented reality game-based learning
KW - _C:Jordan JOR
KW - _C:Portugal PRT
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Impact of TVET on Ghana's Socio-Economic Development: A Case Study of ICCES TVET Skills Training in Two Regions of Ghana
AU - Pongo, NA
AU - Effah, B
AU - Osei-Owusu, B
T2 - American International Journal of Contemporary Research
AB - Integrated Community Centre for Employable Skills (ICCES) is an agency under the Ministry of Employment and Social Welfare with policy objective of filling the gap in employment generation by developing the young human resources in line with the poverty alleviation goal of the government of Ghana. The purpose of the study was to find out how the ICCES training programmes are achieving their purpose of increasing access of young person’s to skills acquisition and empowerment for productive employment. To harness the needed information, questionnaire, interview and observation, were employed in gathering data from the subjects. The results suggest that participants in the survey had all conferred that the programmes have being helpful to the communities in securing suitable employment that allows them to generate income within the social, family and financial constraints that they face in their communities and as such their social and economic status has being impacted positively.
DA - 2014///
PY - 2014
SP - 3
LA - en
UR - https://www.researchgate.net/profile/Bernard_Effah/publication/261146524_The_Impact_of_TVET_on_Ghana's_Socio-Economic_Development_A_Case_Study_of_ICCES_TVET_Skills_Training_in_Two_Regions_of_Ghana/links/00b495335790e9baf5000000.pdf
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:West Africa
KW - C:Ghana
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - F:leadership
KW - P:economy
KW - P:technology
KW - R:case study
KW - R:impact
KW - T:TVET
KW - T:Training
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Inside in-service teacher training: What works and how do we measure It? Working paper
AU - Popova, Anna
AU - Evans, David K.
AU - Arancibia, Violeta
T2 - Washington, DC.: Rise Programme
DA - 2016///
PY - 2016
DP - Google Scholar
ST - Inside in-service teacher training
UR - https://riseprogramme.org/sites/default/files/inline-files/Evans%20Inside%20In-Service%20Teacher%20Training%20-%20CLEAN%20-%20v2016-06-22_0.pdf
KW - _genre:LR-literature_review
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Training Teachers on the Job: What Works and How to Measure It
AU - Popova, Anna
AU - Evans, David K.
AU - Arancibia, Violeta
T2 - Policy Research Working Papers
DA - 2016/09/26/
PY - 2016
DP - DOI.org (Crossref)
LA - en
PB - World Bank
ST - Training Teachers on the Job
UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-7834
Y2 - 2020/05/16/17:02:09
KW - C:Low- and middle-income countries
KW - _genre:LR-literature_review
ER -
TY - JOUR
TI - Global Landscape of Teacher Professional Development Programs: The Gap between Evidence and Practice
AU - Popova, Anna
AU - Evans, David K.
AU - Breeding, Mary E.
AU - Arancibia, Violeta
T2 - Population and Development Review
DA - 2018///
PY - 2018
VL - 1
IS - 117
SP - 42
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Teacher Professional Development around the World: The Gap between Evidence and Practice
AU - Popova, Anna
AU - Evans, David K.
AU - Breeding, Mary E.
AU - Arancibia, Violeta
DA - 2018/08//
PY - 2018
DP - DOI.org (Crossref)
LA - EN
PB - World Bank
ST - Teacher Professional Development around the World
UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-8572
Y2 - 2020/05/15/11:43:26
KW - C:Low- and middle-income countries
KW - STC-TLC
KW - __C:filed:1
KW - _genre:LR-literature_review
ER -
TY - JOUR
TI - Promises to Keep: Impact of COVID-19 on Adolescents in Kenya
AU - Population Council
AU - Presidential Policy and Strategy Unit (Kenya)
T2 - Poverty, Gender, and Youth
DA - 2021/06/24/
PY - 2021
DO - 10.31899/pgy19.1012
ST - Promises to Keep
UR - https://knowledgecommons.popcouncil.org/departments_sbsr-pgy/1334
ER -
TY - JOUR
TI - Design and evaluation of a web-based decision support tool for district-level disease surveillance in a low-resource setting
AU - Pore, Meenal
AU - Sengeh, David M.
AU - Mugambi, Purity
AU - Purswani, Nuri V.
AU - Sesay, Tom
AU - Arnold, Anna Lena
AU - Tran, Anh-Minh A.
AU - Myers, Ralph
T2 - AMIA Annual Symposium Proceedings
AB - During the 2014 West African Ebola Virus outbreak it became apparent that the initial response to the outbreak was hampered by limitations in the collection, aggregation, analysis and use of data for intervention planning. As part of the post-Ebola recovery phase, IBM Research Africa partnered with the Port Loko District Health Management Team (DHMT) in Sierra Leone and GOAL Global, to design, implement and deploy a web-based decision support tool for district-level disease surveillance. This paper discusses the design process and the functionality of the first version of the system. The paper presents evaluation results prior to a pilot deployment and identifies features for future iterations. A qualitative assessment of the tool prior to pilot deployment indicates that it improves the timeliness and ease of using data for making decisions at the DHMT level.
DA - 2018/04/16/
PY - 2018
DP - PubMed Central
VL - 2017
SP - 1401
EP - 1410
J2 - AMIA Annu Symp Proc
SN - 1942-597X
UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5977610/
Y2 - 2020/09/01/18:37:09
KW - _C:Sierra Leone SLE
ER -
TY - PAT
TI - Analyzing messages with typographic errors due to phonemic spellings using text-to-speech and speech-to-text algorithms
AU - Pore, Meenal
AU - Sengeh, David Moinina
A2 - United States
C1 - 2018-03-20
C2 - 2019-10-01
C3 - US
DA - 2019/10/01/
PY - 2019
LA - en
M1 - US15/925,888
PB - International Business Machines Corp
SN - US10431201B1
UR - https://patents.google.com/patent/US10431201B1/en
Y2 - 2020/09/01/18:37:26
KW - api
KW - audio file
KW - speech
KW - text
KW - text message
ER -
TY - JOUR
TI - Meta-analysis of 35 studies examining the effect of indoor temperature on office work performance
AU - Porras-Salazar, Jose Ali
AU - Schiavon, Stefano
AU - Wargocki, Pawel
AU - Cheung, Toby
AU - Tham, Kwok Wai
T2 - Building and Environment
AB - Several relationships between air temperature and work performance have been published. We reanalysed the one developed in 2006 by Seppänen et al.; which is probably the best known. We found that even when significant, its prediction accuracy is very low (R2 = 0.05, MAE = 1.9%, RMSE = 3.1%). We consequently reviewed the literature and found 35 studies on the effects of temperature on office work performance. We used Seppänen et al.’s approach to normalise the data reported in these studies and explored the feasibility to develop a new relationship using regression models, models based on the Maximal Adaptability framework, and machine learning. We could not find a relationship between temperature and office work performance neither for the range of temperatures measured in most of the office buildings (20 °C–30 °C) or a wider range (18 °C–34 °C). Plausible reasons are discussed including the variety of methods used to assess performance, the multiple uncontrolled confounders, and the fact that temperature alone may not fully describe how the thermal environment affects building occupants. We do not recommend the use in practice of any of the models relating temperature to office work performance examined in the present study. The lack of relationships does not necessarily refute that temperature affects the performance of office work. Coordinated research predicated on a shared protocol enabling integrated analysis in the modelling of the relationships between the indoor thermal environment and office work performance is proposed to be carried out before using them in practice. We made the database open-source and developed an application for data exploring.
DA - 2021/10/01/
PY - 2021
DO - 10.1016/j.buildenv.2021.108037
DP - ScienceDirect
VL - 203
SP - 108037
J2 - Building and Environment
LA - en
SN - 0360-1323
UR - https://www.sciencedirect.com/science/article/pii/S036013232100439X
Y2 - 2022/05/31/08:30:54
KW - BE:RELEVANT
KW - Cognitive performance
KW - Indoor air temperature
KW - Offices
KW - Productivity
KW - Thermal environment
ER -
TY - JOUR
TI - Reducing classroom temperature in a tropical climate improved the thermal comfort and the performance of elementary school pupils
AU - Porras-Salazar, Jose Ali
AU - Wyon, David P.
AU - Piderit-Moreno, Beatriz
AU - Contreras-Espinoza, Sergio
AU - Wargocki, Pawel
T2 - Indoor Air
AB - A two-week-long intervention study was performed in two classrooms in an elementary school in Costa Rica. Split-cooling air-conditioning (AC) units were installed in both classrooms. During the first week, the air temperature was reduced in one classroom while in the other (placebo) classroom the fans were operated but no cooling was provided. During the second week, the conditions were exchanged to create a 2 × 2 crossover design in which each pupil was their own control. A total of 37 children performed tasks similar to school work and completed questionnaires reporting their thermal sensation and perceptions. Operating the AC units reduced classroom temperature by about 5 K, from about 30 to 25°C. Thermal sensations changed from hot to neutral and slightly cold, and the percentage of children rating the thermal conditions as acceptable increased significantly. Neutral temperature was estimated to be about 27°C. The 11-year-old children performed the language and logical- thinking tasks significantly better in terms of speed at the lower temperature, while the less able pupils performed better on all tasks at the lower temperature. There were no significant effects on accuracy. These results confirm published findings from moderate climates and extend their validity to the tropics. They indicate that acclimatization can increase the optimal temperature for learning.
DA - 2018/11//
PY - 2018
DO - 10.1111/ina.12501
DP - DOI.org (Crossref)
VL - 28
IS - 6
SP - 892
EP - 904
J2 - Indoor Air
LA - en
SN - 09056947
UR - https://onlinelibrary.wiley.com/doi/10.1111/ina.12501
Y2 - 2022/06/01/13:25:32
KW - BE:RELEVANT
KW - children
KW - performance
KW - school
KW - thermal environment
KW - tropical climates
ER -
TY - JOUR
TI - Review: Cleveland-Innes, M. F., & Garrison, D. R. (Eds.), (2021). An introduction to distance education: Understanding teaching and learning in a new era (2nd ed.). New York, N.Y.: Routledge.
AU - Porter, David Alexander
T2 - Journal of Learning for Development
DA - 2021/07/19/
PY - 2021
DP - jl4d.org
VL - 8
IS - 2
SP - 469
EP - 472
LA - en
SN - 2311-1550
ST - Review
UR - https://jl4d.org/index.php/ejl4d/article/view/524
Y2 - 2022/04/05/12:23:23
KW - distance education
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - Radical Markets: Uprooting Capitalism and Democracy for a Just Society
AU - Posner, Eric A.
AU - Weyl, E. Glen
T2 - Radical Markets
AB - Revolutionary ideas on how to use markets to bring about fairness and prosperity for all Many blame today's economic inequality, stagnation, and political instability on the free market. The solution is to rein in the market, right? Radical Markets turns this thinking--and pretty much all conventional thinking about markets, both for and against—on its head. The book reveals bold new ways to organize markets for the good of everyone. It shows how the emancipatory force of genuinely open, free, and competitive markets can reawaken the dormant nineteenth-century spirit of liberal reform and lead to greater equality, prosperity, and cooperation. Eric Posner and Glen Weyl demonstrate why private property is inherently monopolistic, and how we would all be better off if private ownership were converted into a public auction for public benefit. They show how the principle of one person, one vote inhibits democracy, suggesting instead an ingenious way for voters to effectively influence the issues that matter most to them. They argue that every citizen of a host country should benefit from immigration—not just migrants and their capitalist employers. They propose leveraging antitrust laws to liberate markets from the grip of institutional investors and creating a data labor movement to force digital monopolies to compensate people for their electronic data. Only by radically expanding the scope of markets can we reduce inequality, restore robust economic growth, and resolve political conflicts. But to do that, we must replace our most sacred institutions with truly free and open competition— Radical Markets shows how.
DA - 2018/05/15/
PY - 2018
DP - www.degruyter.com
LA - en
PB - Princeton University Press
SN - 978-1-4008-8945-7
ST - Radical Markets
UR - https://www.degruyter.com/document/doi/10.23943/9781400889457/html
Y2 - 2024/03/04/14:27:49
KW - Final_citation
ER -
TY - JOUR
TI - Teachers’ professional development in school: A review study
AU - Postholm, May Britt
T2 - Cogent education
DA - 2018///
PY - 2018
DO - 10.1080/2331186X.2018.1522781
DP - Google Scholar
VL - 5
IS - 1
SP - 1522781
ST - Teachers’ professional development in school
KW - __C:filed:1
ER -
TY - RPRT
TI - Turning to technology: A global survey of teachers' responses to the Covid-19 pandemic
AU - Pota, Vikas
AU - Hennessy, Sara
AU - Koomar, Saalim
AU - Kreimeia, Adam
AU - Zubairi, Asma
AU - Aerts, Carla
AU - Gault, Claire
DA - 2021///
PY - 2021
LA - en
PB - T4 Education & EdTech Hub
ST - Turning to technology
KW - Final_citation
KW - cited
KW - existing
ER -
TY - BOOK
TI - Innovation in Mixed Methods Research: A Practical Guide to Integrative Thinking with Complexity
AU - Poth, Cheryl N.
AB - Explaining both why and how to use mixed methods for discovering solutions to complex research problems, this guide gives readers the tools to adapt approaches to suit their own research conditions. Written in a warm, encouraging tone and packed with helpful diagrams and visual organizers, it provides an easy-to-follow map to the mixed methods process, covering everything from ‘what is mixed methods research?’ to framing, integrating, and describing a complexity-sensitive mixed methods approach. Features include: Key questions to navigate the important concepts of each chapter Practice alerts to provide practical tips on working in the field Chapter check-ins to assess development of key skills Further reading to expand and deepen knowledge of mixed methods practices An annotated glossary to get to grips with foundational terms and revise for exams Supported throughout by real-world examples and advice from the author and other mixed methods experts, this book helps readers succeed in their projects and think innovatively about the methods they use.
DA - 2018/10/15/
PY - 2018
DP - Google Books
SP - 464
LA - en
PB - SAGE
SN - 978-1-5264-5371-6
ST - Innovation in Mixed Methods Research
KW - Reference / Research
KW - Social Science / Methodology
KW - Social Science / Research
ER -
TY - BOOK
TI - Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia
A3 - Pouezevara, Sarah
DA - 2018/09/28/
PY - 2018
DP - DOI.org (Crossref)
LA - en
PB - RTI Press
SN - 978-1-934831-22-9
ST - Cultivating Dynamic Educators
UR - https://www.rti.org/rti-press-publication/cultivating-dynamic-educators
Y2 - 2020/08/12/23:42:08
KW - _C:Australia AUS
KW - _C:Bangladesh BGD
KW - _C:Belgium BEL
KW - _C:Brazil BRA
KW - _C:Cambodia KHM
KW - _C:Canada CAN
KW - _C:Congo XCO
KW - _C:Cuba CUB
KW - _C:Ethiopia ETH
KW - _C:France FRA
KW - _C:Gambia GMB
KW - _C:Germany DEU
KW - _C:Ghana GHA
KW - _C:Greece GRC
KW - _C:Haiti HTI
KW - _C:Honduras HND
KW - _C:India IND
KW - _C:Indonesia IDN
KW - _C:Iran IRN
KW - _C:Jamaica JAM
KW - _C:Japan JPN
KW - _C:Jordan JOR
KW - _C:Kenya KEN
KW - _C:Korea, Republic KOR
KW - _C:Liberia LBR
KW - _C:Madagascar MDG
KW - _C:Malawi MWI
KW - _C:Malaysia MYS
KW - _C:Maldives MDV
KW - _C:Mali MLI
KW - _C:Morocco MAR
KW - _C:Namibia NAM
KW - _C:Niger NER
KW - _C:Nigeria NGA
KW - _C:Norway NOR
KW - _C:Pakistan PAK
KW - _C:Panama PAN
KW - _C:Papua New Guinea PNG
KW - _C:Philippines PHL
KW - _C:Rwanda RWA
KW - _C:Senegal SEN
KW - _C:Singapore SGP
KW - _C:Somalia SOM
KW - _C:South Africa ZAF
KW - _C:Sri Lanka LKA
KW - _C:Sudan SDN
KW - _C:Switzerland CHE
KW - _C:Tanzania TZA
KW - _C:Thailand THA
KW - _C:Tuvalu TUV
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Viet Nam VNM
KW - _C:Zambia ZMB
KW - _C:Zimbabwe ZWE
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - RPRT
TI - Uganda Impact Study Report
AU - Pouezevara, Sarah
AU - Brunette, Tracy
AU - Jordan, Rachel
AU - Nakyejwe, Deborah
DA - 2019/01//
PY - 2019
PB - RTI International
KW - Final_citation
KW - cited
KW - existing
ER -
TY - RPRT
TI - MobiLiteracy-Uganda program phase 1: Endline report
AU - Pouezevara, Sarah
AU - King, S.
DA - 2014///
PY - 2014
PB - RTI International
UR - https://ierc-publicfiles.s3.amazonaws.com/public/resources/Mobiliteracy_Endline_Report_final_Rev_SUBMTITED_Jan%206%202014%281%29.pdf
KW - Final_citation
KW - cited
KW - existing
ER -
TY - BOOK
TI - Debates in Mathematics Education
A3 - Povey, Gwen Ineson, Hilary
AB - This new and updated second edition of Debates in Mathematics Education explores the major issues that mathematics teachers encounter in their daily lives. By engaging with established and contemporary debates, this volume promotes and supports critical reflection and aims to stimulate both novice and experienced teachers to reach informed judgements and argue their point of view with deeper theoretical knowledge and understanding.
Divided into five accessible sections, this book investigates and offers fresh insight into topics of central importance in mathematics education, with this second edition including new discussions and chapters on:
Classic and contemporary issues of pedagogy, politics, philosophy and sociology of mathematics education
International comparisons of achievement
Digital technologies for teaching
Mastery in mathematics
Pop culture and mathematics
Whether mathematics can be harmful
Designed to stimulate discussion and support you in your own research, writing and practice through suggested questions and activities throughout, Debates in Mathematics Education will be a valuable resource for any student or practising teacher, and those engaged in initial teacher education, continuing professional development or Master's level study. This book also has much to offer to those leading mathematics departments in schools and initial teacher education programmes, and to beginning doctoral students looking for a survey of the field of mathematics education research.
CY - London
DA - 2020/07/07/
PY - 2020
ET - 2
SP - 316
PB - Routledge
SN - 978-0-429-02101-5
ER -
TY - JOUR
TI - A refined compilation of implementation strategies: results from the Expert Recommendations for Implementing Change (ERIC) project
AU - Powell, Byron J.
AU - Waltz, Thomas J.
AU - Chinman, Matthew J.
AU - Damschroder, Laura J.
AU - Smith, Jeffrey L.
AU - Matthieu, Monica M.
AU - Proctor, Enola K.
AU - Kirchner, JoAnn E.
T2 - Implementation Science
DA - 2015///
PY - 2015
DO - 10.1186/s13012-015-0209-1
DP - Google Scholar
VL - 10
IS - 1
SP - 1
EP - 14
ST - A refined compilation of implementation strategies
ER -
TY - BOOK
TI - Skills for Human Development: Transforming Vocational Education and Training
AU - Powell, Lesley
AU - McGrath, Simon
CY - Abingdon, Oxon; New York, NY: Routledge, 2019.
DA - 2019/03/15/
PY - 2019
DP - DOI.org (Crossref)
ET - 1
LA - en
PB - Routledge
SN - 978-1-315-65759-2
ST - Skills for Human Development
UR - https://www.taylorfrancis.com/books/9781317328520
Y2 - 2020/02/01/18:08:44
ER -
TY - CHAP
TI - Approaches to teacher professional development in low-to-middle-income countries
AU - Power, Tom
T2 - Sustainable English language teacher development at scale: lessons from Bangladesh
AB - This chapter begins by situating discussion of approaches to teacher development (TD) in the context of the grand societal challenge of Education for All (UNESCO 2014), as written into the earlier Millennium Development Goals (MDGs) and now Sustainable Development Goal (SDG) 4:‘to ensure inclusive and equitable quality education for all.’ This goal cannot be met without addressing the stark and urgent need for greater numbers of teachers who are adequately equipped with the knowledge and skills to enable effective student learning. Drawing upon personal experiences of work with teachers in LMICs over nearly two decades, the chapter argues against ‘blaming teachers’ for poor student learning outcomes, and advocates instead the development of better understandings of the often challenging contexts in which teachers practise. The chapter then critically examines common approaches to TD that have often failed adequately to equip teachers for classroom practice, outlining a broadly supported agenda for reform. Recent literature has begun to identify certain characteristics of TD programmes that are increasingly associated with effective student outcomes, in what may be an emerging consensus. These characteristics are briefly outlined, before the chapter closes with lessons learned from English in Action. EIA has both contributed to and benefitted from this emerging evidence base and Chapter 5 illustrates how the implementation of EIA exemplifies such characteristics through a cohesive programme design.
CY - London
DA - 2019///
PY - 2019
SP - 47
EP - 65
PB - Bloomsbury Academic
UR - https://bit.ly/3r82ePY
KW - Important
KW - Read
ER -
TY - RPRT
TI - Educational Technology Topic Guide
AU - Power, Tom
DA - 2014///
PY - 2014
DP - Google Scholar
ST - EdTech Topic Guide
UR - http://www.heart-resources.org/topic/educational-technology/
Y2 - 2014/10/20/15:00:18
KW - _C:Afghanistan AFG
KW - _C:Bangladesh BGD
KW - _C:Chile CHL
KW - _C:Congo XCO
KW - _C:Egypt EGY
KW - _C:Ethiopia ETH
KW - _C:Ghana GHA
KW - _C:Guinea GIN
KW - _C:Haiti HTI
KW - _C:India IND
KW - _C:Jamaica JAM
KW - _C:Jordan JOR
KW - _C:Kenya KEN
KW - _C:Korea XKOR
KW - _C:Malawi MWI
KW - _C:Mali MLI
KW - _C:Mozambique MOZ
KW - _C:Myanmar MMR
KW - _C:Namibia NAM
KW - _C:Nepal NPL
KW - _C:Nigeria NGA
KW - _C:Oman OMN
KW - _C:Pakistan PAK
KW - _C:Peru PER
KW - _C:Philippines PHL
KW - _C:Qatar QAT
KW - _C:Rwanda RWA
KW - _C:Sierra Leone SLE
KW - _C:Singapore SGP
KW - _C:Somalia SOM
KW - _C:South Africa ZAF
KW - _C:South Sudan SSD
KW - _C:State of Palestine PSE
KW - _C:Sudan SDN
KW - _C:Tanzania TZA
KW - _C:Turkey TUR
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Zambia ZMB
KW - _C:Zimbabwe ZWE
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - CHAP
TI - The ‘New’ New Technology: Exploiting the Potential of Mobile Communications and Open Educational Resources
AU - Power, Tom
T2 - Teacher Education and the Challenge of of Development: a Global Analysis
A2 - Moon, B.
T3 - Education, Poverty and International Development Series
CY - New York
DA - 2013///
PY - 2013
SP - 212
EP - 226
PB - Routledge
ST - Teachers and the development agenda: An introduction
ER -
TY - RPRT
TI - Educational Technology Topic Guide
AU - Power, Tom
AU - Gater, Rosalind
AU - Grant, Catherine
AU - Winters, Niall
DA - 2014///
PY - 2014
DP - Google Scholar
PB - Health and Education Advice Resource Team
ST - EdTech Topic Guide
UR - http://oro.open.ac.uk/41070/
Y2 - 2014/10/20/15:00:18
KW - CitedIn:OER4Schools-HHH3
KW - Final_citation
KW - Important
KW - cited
KW - existing
KW - lit review
ER -
TY - CONF
TI - Evidence-based approaches to improving teachers’ skills, in schools serving poor and marginalised communities
AU - Power, Tom
AU - Hedges, C
AU - McCormick, R
AU - Rahman, S
T2 - Pan-Commonwealth of Learning Forum
DA - 2019///
PY - 2019
LA - EN
PB - Commonwealth of Learning (COL)
UR - http://oasis.col.org/bitstream/handle/11599/3412/PCF9_Papers_paper_256.pdf?sequence=1&isAllowed=y
KW - C:Poor and marginalised communities
KW - _C:Bangladesh BGD
KW - _C:France FRA
KW - _C:India IND
KW - _C:Jordan JOR
KW - _C:Malawi MWI
KW - _C:Sierra Leone SLE
KW - _C:State of Palestine PSE
KW - _C:Zimbabwe ZWE
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - A Quasi-Experimental Study of the Classroom Practices of English Language Teachers and the English Language Proficiency of Students, in Primary and Secondary Schools in Bangladesh
AU - Power, Tom
AU - McCormick, Robert
AU - Asbeek-Brusse, Elsbeth
AB - English in Action (EIA) is an English language teacher development project based in Bangladesh that was intended to run from 2008 to 2017, but which was extended at the request of the Government of Bangladesh, with additional funding from UKAID, for a further year to 2018. By the time of the design of this study (2014-2015) EIA was drawing to the end of upscaling (phase III, 2011-2014) and entering institutionalisation and sustainability (phase IV, 2014-17, extended 2018). Successive prior studies had indicated substantial success in improving both teachers’ classroom practices and student learning outcomes, over the pre-project baseline (e.g. EIA 2011, 2012). The 2014 Annual Review of EIA recommended that in the final phase, EIA should explore whether it would be possible to carry out a study that compared a ‘counterfactual’ or control-group of teachers and students, to the ‘EIA’ or treatment schools: i.e. a Randomised Control Trial or Quasi-Experimental study. A proposal for a Quasi-Experimental study was developed in collaboration with DFID’s South Asia Research Hub (SARH), which also provided the additional funding necessary to implement such a study.
The teachers and students who were the subject of this study, were the fourth cohort to participate in English in Action (together with teachers from ‘control’ schools, in the same Upazilas). This fourth EIA cohort included Schools, Teachers and Students from approximately 200 Upazilas (of approximately 500 in total) across Bangladesh, including some of the most disadvantaged areas (with reference to UNICEF deprivation index), such as Char, Hoar and Monga districts.
Teachers took part in a school-based teacher development Programme, learning communicative language teaching approaches through carrying out new classroom activities, guided by teacher development videos that showed teachers, students and schools similar to those across the country. Teachers also had classroom audio resources for use with students. All digital materials were available offline, on teachers own mobile phones, so there is no dilution of the Programmes core messages about teaching and learning, by some intermediary coming between the teacher and the materials. Teachers were supported through these activities, by other teachers in their schools, by their head teachers and by local education officers. Some teachers from each area were also given additional support and guidance from divisional EIA staff, to act as Teacher Facilitators, helping teachers work through activities and share their experiences at local cluster meetings. Whereas previous cohorts of teachers had attended eight local teacher development meetings over their participation in the project, for Cohort Four, this was reduced to four meetings, with a greater emphasis being placed on support in school by head teachers, as well as support from local education officers. This change was part of the move towards institutionalisation and sustainability of project activities within and through government systems and local officers.
The purpose of this study was both to provide the evaluation evidence required for the final phase of the EIA project and to contribute to the international body of research evidence on effective practices in teacher development in low-to-middle income country contexts.
DA - 2017///
PY - 2017
LA - en
UR - http://www.eiabd.com/publications/research-publications/qe-qs-studies.html
Y2 - 2022/12/20/19:44:46
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - English in action: school based teacher development in Bangladesh
AU - Power, Tom
AU - Shaheen, Robina
AU - Solly, Mike
AU - Woodward, Clare
AU - Burton, Sonia
T2 - The Curriculum Journal
DA - 2012/12//
PY - 2012
DO - 10.1080/09585176.2012.737539
DP - DOI.org (Crossref)
VL - 23
IS - 4
SP - 503
EP - 529
LA - en
UR - https://onlinelibrary.wiley.com/doi/abs/10.1080/09585176.2012.737539
Y2 - 2020/05/15/14:43:35
KW - C:Bangladesh
ER -
TY - JOUR
TI - Interdistrict mobility and charter schools in Arizona: Understanding the dynamics of public school choice.
AU - Powers, Jeanne
AU - Topper, Amy Marcetti
AU - Potterton, Amanda
AB - This paper investigates the mobility patterns of elementary students enrolled in Arizona’s traditional public school districts and charter schools. We address movement related to two forms of public school choice simultaneously: interdistrict choice and charter schools. Most
student movement is interdistrict or between school districts. In Arizona, interdistrict mobility has played a greater role in creating and sustaining an educational market than charter schools. There is also a substantial amount of student movement from charter schools to school districts. Regression analyses suggested that the relationships between different types of student mobility and school characteristics varied across the two sectors. We also document regional differences in mobility patterns, which indicate that education markets vary considerably across and within local contexts.
DA - 2018/12/01/
PY - 2018
DP - ResearchGate
VL - 25
SP - 56
EP - 87
ST - Interdistrict mobility and charter schools in Arizona
KW - _C:India IND
KW - _C:Jordan JOR
KW - _C:Sweden SWE
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Improving Educational Quality Through Enhancing Community Participation: Results From a Randomized Field Experiment in Indonesia.
AU - Pradhan, Menno
AU - Suryadarma, Daniel
AU - Beatty, Amanda
AU - Wong, Maisy
AU - Gaduh, Arya
AU - Alisjahbana, Armida
AU - Artha, Rima Prama
T2 - American Economic Journal: Applied Economics
DA - 2014///
PY - 2014
DO - 10.1257/app.6.2.105
SP - 105
EP - 126
UR - https://openknowledge.worldbank.org/handle/10986/3559
ER -
TY - JOUR
TI - Feasibility of training Zambian nurse–midwives to perform postplacental and postpartum insertions of intrauterine devices
AU - Prager, Sarah
AU - Gupta, Pratima
AU - Chilambwe, Jully
AU - Vwalika, Bellington
AU - Neukom, Josselyn
AU - Siamwanza, Nomsa
AU - Eber, Maxine
AU - Blumenthal, Paul D.
T2 - International Journal of Gynecology & Obstetrics
AB - Abstract ObjectiveTo explore the feasibility of competency-based training of Zambian nurse–midwives in postplacental and postpartum intrauterine device (PPIUD) insertion and to estimate learning curves for this procedure. MethodsA pilot service-delivery project was conducted, involving 9 nurse–midwives who participated in a 10-day PPIUD insertion training course at the University Teaching Hospital, Lusaka, Zambia. US and Zambian clinicians taught the didactic and practical curriculum. Checklists were used for standardization and a pelvic model was developed to achieve PPIUD insertion competency in the classroom before moving to clinical practice. Patients were recruited during prenatal visits, in early labor, and postpartum. Informed, voluntary consent was obtained. All clinical PPIUD insertions were supervised or performed by experienced trainers. ResultsAll 9 nurse–midwives achieved competency on the pelvic model after 3 attempts. During the training period, 38 PPIUDs were inserted in postpartum women; no complications occurred. By the end of training, 4 of the nurse–midwives were deemed competent to independently insert PPIUDs. On average, 4 PPIUD insertions were needed to achieve clinical competency. ConclusionsConcentrated, competency-based training in PPIUD insertion is feasible in an African setting. Replication of such training could increase the popularity and prevalence of PPIUD use among African women.
DA - 2012///
PY - 2012
DO - 10.1016/j.ijgo.2012.01.013
LA - en
UR - https://www.sciencedirect.com/science/article/pii/S0020729212000902
AN - LOCAL-DOI:10.1016/j.ijgo.2012.01.013
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:Zambia
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:T
KW - F:curriculum
KW - F:learning
KW - F:pedagogy
KW - F:standards
KW - F:teaching
KW - F:women
KW - P:nurse
KW - P:services
KW - T:Training
KW - T:competency-based training
KW - T:trainee
KW - Z:Competency-based training
KW - Z:Contraception
KW - Z:Family planning
KW - Z:Postpartum intrauterine device
KW - Z:Postplacental intrauterine device
KW - Z:Training model
KW - publicImportV1
ER -
TY - CHAP
TI - Mobiles Lernen. Auch zu Hause?
AU - Prasse, Doreen
AU - Egger, Nives
AU - Honegger, Beat Döbeli
T2 - Tablets in Schule und Unterricht
DA - 2017///
PY - 2017
DP - Google Scholar
SP - 209
EP - 239
PB - Springer
KW - __C:filed:1
ER -
TY - CONF
TI - Blueprint for Inclusive Research & Development in Education: A Data-Driven Approach to Organize and Articulate Research Data Needs for Equitable Evaluation
AU - Pratihast, Susmita
AU - Mote, Erin
T2 - 13th International Conference on Society and Information Technologies
AB - In the field of education, there is a gap between research and practice. Lack of data standardization and collection inhibits comparability and generalizability of findings in the context of population heterogeneity. Mapping of education research inquiries to local heterogeneous data representations from different repositories is expensive and creates barriers for content comprehensiveness in research. The paper focuses on design and usability of the Blueprint, an organizing data framework that summarizes key elements to represent education data needs to improve articulation of data needs and allow practitioners to be part of an inclusive research and development process in collaboration with the research community. The design process included an exhaustive landscape analysis of established data standards, conceptual frameworks in education domains as well as publicly available databases and indicators. This was supported by the analysis of current evidence and research base with the use of natural language processing techniques and topic modeling approaches. This methodology was used to validate and inform the inclusion of different elements in the Blueprint. A large stakeholder review process was adopted to further enhance and refine the Blueprint. With a generalizability score of 77% across multiple pilot studies, the paper focuses on the results of the pilot studies and demonstrates the real-world use cases for widespread applicability and scalability in the sector.
C1 - Virtual Conference
DA - 2022/03//
PY - 2022
DO - 10.54808/ICSIT2022.01.19
DP - DOI.org (Crossref)
SP - 19
EP - 24
LA - en
ST - Blueprint for Inclusive Research & Development in Education
UR - https://www.iiis.org/DOI2022/EB878UD
Y2 - 2023/01/15/23:58:30
ER -
TY - CONF
TI - Incorporating the iPad in the mathematics classroom
AU - Preciado-Babb, AP
C3 - Global Engineering Education Conference (EDUCON), 2012 IEEE
DA - 2012///
PY - 2012
DO - 10.1109/educon.2012.6201195
SP - 1
EP - 5
PB - IEEE
ER -
TY - BOOK
TI - Globalization, Mass Education and Technical and Vocational Education and Training: the influence of UNESCO in Botswana and Namibia
AU - Preckler Galguera, Miriam
DA - 2018///
PY - 2018
ER -
TY - THES
TI - The lived experience of undergraduate students using tablet devices
AU - Prendergast, Trevor
DA - 2020///
PY - 2020
DP - Google Scholar
M3 - PhD Thesis
PB - Durham University
KW - _C:Canada CAN
KW - _C:Czech Republic CZE
KW - _C:France FRA
KW - _C:Germany DEU
KW - _C:Greece GRC
KW - _C:Ireland IRL
KW - _C:Malaysia MYS
KW - _C:Slovakia SVK
KW - _C:Spain ESP
KW - _C:Trinidad and Tobago TTO
KW - _C:Turkey TUR
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - RPRT
TI - Cross Sector Leadership Approaches to Solve Problems At the Scale At Which They Exist
AU - Presidio Institute
UR - http://stanford.ebookhost.net/ssir/digital/52/ebook/1/download.pdf
ER -
TY - JOUR
TI - Supporting transition or playing catch-up in Grade 4? Implications for standards in education and training
AU - Pretorius, Elizabeth J
T2 - Perspectives in Education
AB - This paper describes an intervention programme that was originally intended to support transition to English as language of learning and teaching (LoLT) in Grade 4 in a township school, using a pre- and post-test design. Because the pre-tests revealed very poor literacy levels in both Zulu home language and English, the intervention programme was modified in an attempt to fast-track the learners to literacy levels more appropriate to their grade. This paper outlines the intervention, presents the pre- and post-test results of the English literacy assessments, reflects on the effects of the intervention, and briefly considers some of the reasons for the initial poor literacy performance. Finally, a model for literacy development in high-poverty contexts is proposed to minimise the need to play catch-up in the Intermediate Phase.
DA - 2014///
PY - 2014
VL - 32
IS - 1
SP - 47
EP - 72
UR - http://journals.ufs.ac.za/index.php/pie/article/download/1844/1822
Y2 - 2020/11/17/00:00:00
KW - _Added to LR
KW - _T:reviewed
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Making a difference with smart tablets
AU - Price, Amy
T2 - Teacher Librarian
DA - 2011///
PY - 2011
VL - 39
IS - 1
SP - 31
EP - 34
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Inclusive and Special Education Approaches in Developing Countries
AU - Price, Roz
AB - The aim of this review was to present the recent evidence on the effectiveness of inclusive and special education approaches in improving learning and behavioural outcomes, with a focus on developing countries, particularly Ethiopia. One of the key difficulties surrounding inclusive education in developing countries is the lack of research about education in these countries. Although there has been an increase of research in the last 5 years, robust, empirical evidence for low- and middle-income countries is still lacking, and difficulties around clear definitions of inclusive education and comparability of data on education of children with disabilities, makes it difficult to assess to what extent they are being left behind. In particular, there is limited long-term data and evidence around learning achievements and outcomes for learners with disabilities, making it difficult to enact systemic changes to the education system that would improve learning achievements for children with disabilities (Schuelka, 2013). For most studies reviewed, data were lacking on whether outcomes differed according to gender, or whether interventions were cost-effective. The lack of data comparing different approaches that try to improve educational inclusion and outcomes for children with disabilities makes it difficult to judge what approach is most effective (Kuper et al, 2018).
DA - 2018/08/17/
PY - 2018
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14284
Y2 - 2022/12/18/18:15:31
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Key Barriers to Girls’ Education in the ASEAN and Pacific Region
AU - Price, Roz
AB - This rapid review explores the barriers to girls’ education, with a focus on the most marginalised and why. The report focuses on the East Asia and Pacific region, with a focus on Cambodia, Fiji, Indonesia, Lao PDR, Malaysia, Papua New Guinea, Philippines, Solomon Islands, Thailand, Vanuatu and Vietnam. The fundamental right to education is clearly acknowledged in the United Nations Convention on the Rights of the Child, and education is vital to meeting the Sustainable Development Goals (SDGs), with SDG 4– ensuring inclusive and equitable education for all by 2030 – recognising its importance. SDG 4 emphasises learning outcomes, skills acquisition, and equity in both development and emergency settings. Education in the EAP region has received a lot of attention in the past 20 years and there is a plethora of information and reports out there, and the evidence base is vast.
DA - 2020/10/12/
PY - 2020
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15738
Y2 - 2022/12/18/18:15:38
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Lessons Learned from Education Programmes' Contribution to Peace and Stability
AU - Price, Roz
AB - Whilst education is most often viewed as central to peace-building, it is important to note that it has two faces. Education can be a strong tool in exacerbating violent conflict whilst on the positive side facilitate peace building through addressing the drivers of a conflict. The review draws from academic research on literature from NGOs and donors showing the links between education, conflict and peace. Education has been considered as a salient feature in emergency response featuring on its role as a peace dividend and an entry point to conflict transformation and peace-building (Smith and Ellison, 2015). However, gaps exist in literature on evidence showing how to programme education to address the needs of refugees and populations in conflict areas. Much of the literature reviewed emphasises the need for context specific conflict analysis with a focus on education for understanding how and under what circumstances education can address conflict and instability.
DA - 2019/04/08/
PY - 2019
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14482
Y2 - 2022/12/18/18:15:44
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - OpenAlex: A fully-open index of scholarly works, authors, venues, institutions, and concepts
AU - Priem, Jason
AU - Piwowar, Heather A.
AU - Orr, Richard
T2 - ArXiv
AB - OpenAlex is a new, fully-open scientific knowledge graph (SKG), launched to replace the discontinued Microsoft Academic Graph (MAG). It contains metadata for 209M works (journal articles, books, etc); 2013M disambiguated authors; 124k venues (places that host works, such as journals and online repositories); 109k institutions; and 65k Wikidata concepts (linked to works via an automated hierarchical multi-tag classifier). The dataset is fully and freely available via a web-based GUI, a full data dump, and high-volume REST API. The resource is under active development and future work will improve accuracy and coverage of citation information and author/institution parsing and deduplication.
DA - 2022/05/04/
PY - 2022
DP - Semantic Scholar
ST - OpenAlex
UR - https://www.semanticscholar.org/paper/OpenAlex%3A-A-fully-open-index-of-scholarly-works%2C-Priem-Piwowar/88b8569f4c5ea548e8eac6cb68896251e85ca879
Y2 - 2024/03/10/19:41:28
KW - ⛔ No DOI found
ER -
TY - BLOG
TI - Design for Scale
AU - Principles of Digital Development
T2 - Principles for Digital Development
AB - Achieving scale requires adoption beyond an initiatives pilot population and often necessitates securing funding or partners that take the initiative to new communities or regions.
DA - 2022///
PY - 2022
LA - en-US
UR - https://digitalprinciples.org/principle/design-for-scale/
Y2 - 2022/10/17/03:32:08
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Creating Education Systems Coherent for Learning Outcomes: Making the Transition from Schooling to Learning.
AU - Pritchett, Lant
T2 - Research on Improving Systems of Education
DA - 2015///
PY - 2015
UR - https://riseprogramme.org/sites/default/files/publications/RISE_WP-005_Pritchett_0.pdf
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Creating Education Systems Coherent for Learning Outcomes: Making the Transition from Schooling to Learning
AU - Pritchett, Lant
T2 - Research on Improving Systems of Education
DA - 2015/12//
PY - 2015
SP - 47
LA - en
PB - Rise Programme
ST - Creating Education Systems Coherent for Learning Outcomes
KW - Final_citation
KW - existing
ER -
TY - JOUR
TI - Let’s Take the Con Out of Randomized Control Trials in Development: The Puzzles and Paradoxes of External Validity, Empirically Illustrated
AU - Pritchett, Lant
AB - The enthusiasm for the potential of RCTs in development rests in part on the assumption that the use of the rigorous evidence that emerges from an RCT (or from a small set of studies identified as rigorous in a “systematic” review) leads to the adoption of more effective policies, programs or projects. However, the supposed benefits of using rigorous evidence for “evidence based” policy making depend critically on the extent to which there is external validity. If estimates of causal impact or treatment effects that have internal validity (are unbiased) in one context (where the relevant “context” could be country, region, implementing organization, complementary policies, initial conditions, etc.) cannot be applied to another context then applying evidence that is rigorous in one context may actually reduce predictive accuracy in other contexts relative to simple evidence from that context—even if that evidence is biased (Pritchett and Sandefur 2015). Using empirical estimates from a large number of developing countries of the difference in student learning in public and private schools (just as one potential policy application) I show that commonly made assumptions about external validity are, in the face of the actual observed heterogeneity across contexts, both logically incoherent and empirically unhelpful. Logically incoherent, in that it is impossible to reconcile general claims about external validity of rigorous estimates of causal impact and the heterogeneity of the raw facts about differentials. Empirically unhelpful in that using a single (or small set) of rigorous estimates to apply to all other actually leads to a larger root mean square error of prediction of the “true” causal impact across contexts than just using the estimates from non-experimental data from each country. In the data about private and public schools, under plausible assumptions, an exclusive reliance on the rigorous evidence has RMSE three times worse than using the biased OLS result from each context. In making policy decisions one needs to rely on an understanding of the relevant phenomena that encompasses all of the available evidence.
DP - Zotero
SP - 39
LA - en
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - The Politics of Learning: Directions for Future Research
AU - Pritchett, Lant
DA - 2018/03/07/
PY - 2018
DP - DOI.org (Crossref)
LA - en
PB - Research on Improving Systems of Education (RISE)
ST - The Politics of Learning
UR - https://www.riseprogramme.org/publications/rise-working-paper-18020-politics-learning-directions-future-research
Y2 - 2020/09/06/16:41:56
ER -
TY - JOUR
TI - The Rebirth of Education: Schooling Ain't Learning
AU - Pritchett, Lant
DP - Zotero
SP - 40
LA - en
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - The Risks of Dangerous Dashboards in Basic Education
AU - Pritchett, Lant
DA - 2018///
PY - 2018
DP - DOI.org (Crossref)
LA - en
PB - Research on Improving Systems of Education (RISE)
UR - https://www.riseprogramme.org/publications/risks-dangerous-dashboards-basic-education
Y2 - 2020/12/14/19:25:35
KW - Final_citation
KW - cited
KW - existing
ER -
TY - RPRT
TI - The Risks of Dangerous Dashboards in Basic Education
AU - Pritchett, Lant
DA - 2020/04/20/
PY - 2020
DP - DOI.org (Crossref)
LA - en
PB - Research on Improving Systems of Education (RISE)
UR - https://www.riseprogramme.org/publications/risks-dangerous-dashboards-basic-education
Y2 - 2022/06/07/19:36:46
ER -
TY - JOUR
TI - Girls’ Schooling and Women’s Literacy: Schooling targets alone won’t reach learning goals (CGD Policy Paper 104)
AU - Pritchett, Lant
AU - Sandefur, Justin
T2 - Washington, DC: Center for Global Development
DA - 2017///
PY - 2017
DP - Google Scholar
ST - Girls’ Schooling and Women’s Literacy
UR - https://www.cgdev.org/sites/default/files/girls-schooling-womens-literacy-targets-alone-reach-learning-goals.pdf
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Outcomes for Implementation Research: Conceptual Distinctions, Measurement Challenges, and Research Agenda
AU - Proctor, Enola
AU - Silmere, Hiie
AU - Raghavan, Ramesh
AU - Hovmand, Peter
AU - Aarons, Greg
AU - Bunger, Alicia
AU - Griffey, Richard
AU - Hensley, Melissa
T2 - Administration and Policy in Mental Health and Mental Health Services Research
DA - 2011/03//
PY - 2011
DO - 10.1007/s10488-010-0319-7
DP - DOI.org (Crossref)
VL - 38
IS - 2
SP - 65
EP - 76
J2 - Adm Policy Ment Health
LA - en
SN - 0894-587X, 1573-3289
ST - Outcomes for Implementation Research
UR - http://link.springer.com/10.1007/s10488-010-0319-7
Y2 - 2022/12/29/22:53:43
ER -
TY - JOUR
TI - Outcomes for Implementation Research: Conceptual Distinctions, Measurement Challenges, and Research Agenda
AU - Proctor, Enola
AU - Silmere, Hiie
AU - Raghavan, Ramesh
AU - Hovmand, Peter
AU - Aarons, Greg
AU - Bunger, Alicia
AU - Griffey, Richard
AU - Hensley, Melissa
T2 - Administration and policy in mental health and mental health services research
AB - An unresolved issue in the field of implementation research is how to conceptualize and evaluate successful implementation. This paper advances the concept of “implementation outcomes” distinct from service system and clinical treatment outcomes. This paper proposes a heuristic, working “taxonomy” of eight conceptually distinct implementation outcomes—acceptability, adoption, appropriateness, feasibility, fidelity, implementation cost, penetration, and sustainability—along with their nominal definitions. We propose a two-pronged agenda for research on implementation outcomes. Conceptualizing and measuring implementation outcomes will advance understanding of implementation processes, enhance efficiency in implementation research, and pave the way for studies of the comparative effectiveness of implementation strategies.
DA - 2011///
PY - 2011
DO - 10.1007/s10488-010-0319-7
DP - Google Scholar
VL - 38
IS - 2
SP - 65
EP - 76
J2 - Adm Policy Ment Health
SN - 0894-587X
ST - Outcomes for implementation research
UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3068522/
ER -
TY - RPRT
TI - Should we paint all classroom roofs white to improve learning in Tanzania?
AU - Proctor, Jamie
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2022/05/31/
PY - 2022
DP - DOI.org (Crossref)
LA - en
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/Z8B66R9X
Y2 - 2023/11/14/21:16:12
ER -
TY - BLOG
TI - What can the education sector do to adapt to the forthcoming impacts of climate change?
AU - Proctor, Jamie
T2 - Global Partnership for Education
AB - Practitioner experience and reflections on what can be done specifically within the education sector to adapt and reduce the negative impacts of climate change on education.
DA - 2023///
PY - 2023
LA - en
ST - What can the education sector do to adapt to the forthcoming impacts of climate change?
UR - https://www.globalpartnership.org/blog/what-can-education-sector-do-adapt-forthcoming-impacts-climate-change
Y2 - 2023/11/07/19:28:09
ER -
TY - BLOG
TI - What can the education sector do to adapt to the forthcoming impacts of climate change? | Blog | Global Partnership for Education
AU - Proctor, Jamie
AB - Practitioner experience and reflections on what can be done specifically within the education sector to adapt and reduce the negative impacts of climate change on education.
DA - 2023/02/27/
PY - 2023
LA - en
ST - What can the education sector do to adapt to the forthcoming impacts of climate change?
UR - https://www.globalpartnership.org/blog/what-can-education-sector-do-adapt-forthcoming-impacts-climate-change
Y2 - 2023/04/12/13:09:17
ER -
TY - BLOG
TI - AI assisted school mapping and discussion
AU - Project Connect
T2 - Project Connect
DA - 2019///
PY - 2019
LA - en
UR - http://devseed.com/unicef-school-docs/
Y2 - 2021/03/14/20:04:48
ER -
TY - ELEC
TI - R&D: Radiant Heat and Indoor Environments | EMI
AU - Propst, Daniel
T2 - EMI world
AB - Creating temperate indoor environments in the schools, hospitals, and ministry buildings we design.
DA - 2019///
PY - 2019
UR - https://emiworld.org/emi-tech/rd-radiant-heat-and-indoor-environments
Y2 - 2022/06/03/13:32:25
ER -
TY - CONF
TI - Preparing teachers for early learning in Sub Saharan Africa
AU - Pryor, J. Westbrook, J.
T2 - Faculty of Education
DA - 2013/05//20th
PY - 2013
ER -
TY - JOUR
TI - Policies and interventions to remove gender-related barriers to girls' school participation and learning in low- and middle-income countries: A systematic review of the evidence
AU - Psaki, Stephanie
AU - Haberland, Nicole
AU - Mensch, Barbara
AU - Woyczynski, Lauren
AU - Chuang, Erica
T2 - Campbell Systematic Reviews
AB - Background Gender disparities in education continue to undermine girls' opportunities, despite enormous strides in recent years to improve primary enrolment and attainment for girls in low- and middle-income countries (LMICs). At the regional, country and subnational levels gender gaps remain, with girls in many settings less likely to complete primary school, less likely to complete secondary, and often less likely to be literate than boys. The academic and policy literatures on the topic of gender-related barriers to girls' education are both extensive. However, there remain gaps in knowledge regarding which interventions are most likely to work in contexts with different combinations of barriers. Objectives This systematic review identified and assessed the strength of the evidence of interventions and exposures addressing gender-related barriers to schooling for girls in LMICs. Search Methods The AEA RCT Registry, Africa Bibliography, African Education Research Database, African Journals Online, DEC USAID, Dissertation Abstracts, EconLit, ELDIS, Evidence Hub, Global Index Medicus, IDEAS-Repec, Intl Clinical Trials Registry, NBER, OpenGrey, Open Knowledge Repository, POPLINE, PsychINFO, PubMed, Research for Development Outputs, ScienceDirect, Sociological Abstracts, Web of Science, as well as relevant organization websites were searched electronically in March and April of 2019. Further searches were conducted through review of bibliographies as well as through inquiries to authors of included studies, relevant researchers and relevant organizations, and completed in March 2020. Selection Criteria We included randomized controlled trials as well as quasi-experimental studies that used quantitative models that attempted to control for endogeneity. Manuscripts could be either published, peer-reviewed articles or grey literature such as working papers, reports and dissertations. Studies must have been published on or after 2000, employed an intervention or exposure that attempted to address a gender-related barrier to schooling, analyzed the effects of the intervention/exposure on at least one of our primary outcomes of interest, and utilized data from LMICs to be included. Data Collection and Analysis A team of reviewers was grouped into pairs to independently screen articles for relevance, extract data and assess risk of bias for each included study. A third reviewer assisted in resolving any disputes. Risk of bias was assessed either through the RoB 2 tool for experimental studies or the ROBINS-I tool for quasi-experimental studies. Due to the heterogeneity of study characteristics and reported outcome measures between studies, we applied the GRADE (Grading of Recommendation, Assessment, Development and Evaluation) approach adapted for situations where a meta-analysis is not possible to synthesize the research. Results Interventions rated as effective exist for three gender-related barriers: inability to afford tuition and fees, lack of adequate food, and insufficient academic support. Promising interventions exist for three gender-related barriers: inadequate school access, inability to afford school materials, and lack of water and sanitation. More research is needed for the remaining 12 gender-related barriers: lack of support for girls' education, child marriage and adolescent pregnancy, lack of information on returns to education/alternative roles for women, school-related gender-based violence (SRGBV), lack of safe spaces and social connections, inadequate sports programs for girls, inadequate health and childcare services, inadequate life skills, inadequate menstrual hygiene management (MHM), poor policy/legal environment, lack of teaching materials and supplies, and gender-insensitive school environment. We find substantial gaps in the evidence. Several gender-related barriers to girls' schooling are under-examined. For nine of these barriers we found fewer than 10 relevant evaluations, and for five of the barriers—child marriage and adolescent pregnancy, SRGBV, inadequate sports programs for girls, inadequate health and childcare services, and inadequate MHM—we found fewer than five relevant evaluations; thus, more research is needed to understand the most effective interventions to address many of those barriers. Also, nearly half of programs evaluated in the included studies were multi-component, and most evaluations were not designed to tease out the effects of individual components. As a result, even when interventions were effective overall, it is often difficult to identify how much, if any, of the impact is attributable to a given program component. The combination of components varies between studies, with few comparable interventions, further limiting our ability to identify packages of interventions that work well. Finally, the context-specific nature of these barriers—whether a barrier exists in a setting and how it manifests and operates—means that a program that is effective in one setting may not be effective in another. Authors' Conclusions While some effective and promising approaches exist to address gender-related barriers to education for girls, evidence gaps exist on more than half of our hypothesized gender-related barriers to education, including lack of support for girls' education, SRGBV, lack of safe spaces and social connections, inadequate life skills, and inadequate MHM, among others. In some cases, despite numerous studies examining interventions addressing a specific barrier, studies either did not disaggregate results by sex, or they were not designed to isolate the effects of each intervention component. Differences in context and in implementation, such as the number of program components, curricula content, and duration of interventions, also make it difficult to compare interventions to one another. Finally, few studies looked at pathways between interventions and education outcomes, so the reasons for differences in outcomes largely remain unclear.
DA - 2022///
PY - 2022
DO - 10.1002/cl2.1207
DP - Wiley Online Library
VL - 18
IS - 1
SP - e1207
LA - en
SN - 1891-1803
ST - Policies and interventions to remove gender-related barriers to girls' school participation and learning in low- and middle-income countries
UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/cl2.1207
Y2 - 2022/04/18/11:21:38
ER -
TY - JOUR
TI - Association between Ambient Noise Exposure and School Performance of Children Living in An Urban Area: A Cross-Sectional Population-Based Study
AU - Pujol, Sophie
AU - Levain, Jean-Pierre
AU - Houot, Hélène
AU - Petit, Rémy
AU - Berthillier, Marc
AU - Defrance, Jérôme
AU - Lardiès, Joseph
AU - Masselot, Cyril
AU - Mauny, Frédéric
T2 - Journal of Urban Health
AB - Most of the studies investigating the effects of the external noise on children’s school performance have concerned pupils in schools exposed to high levels due to aircraft or freeway traffic noise. However, little is known about the consequences of the chronic ambient noise exposure at a level commonly encountered in residential urban areas. This study aimed to assess the relationship between the school performance of 8- to 9-year-old-children living in an urban environment and their chronic ambient noise exposure at home and at school. The children’s school performances on the national standardized assessment test in French and mathematics were compared with the environmental noise levels. Children’s exposure to ambient noise was calculated in front of their bedrooms (Lden) and schools (LAeq,day) using noise prediction modeling. Questionnaires were distributed to the families to collect potential confounding factors. Among the 746 respondent children, 586 were included in multilevel analyses. On average, the LAeq,day at school was 51.5 dB (SD= 4.5 dB; range = 38–58 dB) and the outdoor Lden at home was 56.4 dB (SD= 4.4 dB; range = 44–69 dB). LAeq,day at school was associated with impaired mathematics score (p = 0.02) or impaired French score (p = 0.01). For a + 10 dB gap, the French and mathematics scores were on average lower by about 5.5 points. Lden at home was significantly associated with impaired French performance when considered alone (p < 10−3) and was borderline significant when the combined home-school exposure was considered (p = 0.06). The magnitude of the observed effect on school performance may appear modest, but should be considered in light of the number of people who are potentially chronically exposed to similar environmental noise levels.
CN - openalex: W1998694229
DA - 2013/11/05/
PY - 2013
DO - 10.1007/s11524-013-9843-6
VL - 91
IS - 2
SP - 256
EP - 271
SN - 1099-3460
UR - https://doi.org/10.1007/s11524-013-9843-6
KW - C:France
KW - openalex:import
KW - openalex:yes
ER -
TY - JOUR
TI - Classroom Temperature and Learner Absenteeism in Public Primary Schools in the Eastern Cape, South Africa
AU - Pule, Vicky
AU - Mathee, Angela
AU - Melariri, Paula
AU - Kapwata, Thandi
AU - Abdelatif, Nada
AU - Balakrishna, Yusentha
AU - Kunene, Zamantimande
AU - Mogotsi, Mirriam
AU - Wernecke, Bianca
AU - Wright, Caradee Yael
T2 - International Journal of Environmental Research and Public Health
AB - Children spend a significant proportion of their time at school and in school buildings. A healthy learning environment that supports children should be thermally conducive for learning and working. Here, we aimed to study the relations between indoor classroom temperatures and learner absenteeism as a proxy for children’s health and well-being. This one-year prospective study that spanned two calendar years (from June 2017 to May 2018) entailed measurement of indoor classroom temperature and relative humidity, calculated as apparent temperature (Tapp) and collection of daily absenteeism records for each classroom in schools in and around King Williams Town, Eastern Cape province, South Africa. Classroom characteristics were collected using a standardized observation checklist. Mean indoor classroom temperature ranged from 11 to 30 °C, while mean outdoor temperature ranged from 6 °C to 31 °C during the sample period. Indoor classroom temperatures typically exceeded outdoor temperatures by 5 °C for 90% of the study period. While multiple factors may influence absenteeism, we found absenteeism was highest at low indoor classroom Tapp (i.e., below 15 °C). Absenteeism decreased as indoor Tapp increased to about 25 °C before showing another increase in absenteeism. Classroom characteristics differed among schools. Analyses of indoor classroom temperature and absenteeism in relation to classroom characteristics showed few statistically significant relations—although not exceptionally strong ones—likely because of the multiple factors that influence absenteeism. However, given the possible relationship between indoor temperature and absenteeism, there is a learning imperative to consider thermal comfort as a fundamental element of school planning and design. Furthermore, additional research on factors besides temperature that affect learner absenteeism is needed, especially in rural areas.
DA - 2021///
PY - 2021
DO - 10.3390/ijerph182010700
DP - www.mdpi.com
VL - 18
IS - 20
SP - 10700
J2 - IJERPH
LA - en
SN - 1660-4601
UR - https://www.mdpi.com/1660-4601/18/20/10700
Y2 - 2022/05/28/21:00:32
KW - BE:LMIC
KW - BE:RELEVANT
KW - climate change
KW - cold
KW - environmental health
KW - heat
KW - humidity
KW - public health
KW - schoolchildren
ER -
TY - JOUR
TI - Openness reexamined: teachers’ practices with open educational resources in online language teaching
AU - Pulker, Hélène
AU - Kukulska-Hulme, Agnes
T2 - Distance Education
AB - Open educational practices (OEP) as a research field is relatively new. One aspect that has received limited attention is the impact of using open educational resources (OER) on the development of OEP. This article, based on a doctoral study (Pulker, 2019), considers teachers’ activities when reusing and adapting OER, with a view to providing evidence of reuse and understanding whether these activities influence teaching practices. A qualitative study following a constructivist grounded theory methodology was undertaken with 17 part-time online language teachers via semi-structured interviews. The article presents the five-step model of reuse that emerged from the data analysis. We suggest that OER reuse has a positive impact, even though teachers’ practices might not be open as defined up until now. A graphic representation depicts the process that teachers engage with when using and adapting OER. The research brings new understanding of teachers’ experiences of reuse, showing that the principal motivation is enhancing students’ learning.
DA - 2020/04/02/
PY - 2020
DO - 10.1080/01587919.2020.1757412
DP - Taylor and Francis+NEJM
VL - 41
IS - 2
SP - 216
EP - 229
SN - 0158-7919
ST - Openness reexamined
UR - https://doi.org/10.1080/01587919.2020.1757412
Y2 - 2021/03/24/14:38:46
KW - OEP
KW - OER
KW - closed spaces
KW - distance education
KW - language teaching
ER -
TY - JOUR
TI - Contradictions in Learner Interactions in a Blended-Learning Writing Course in the ODL Context: An Activity Theory Analysis
AU - Pullenayegem, Judy
AU - Silva, K. Radhika M. De
AU - Buddhini, Gayathri Jayatilleke
T2 - Journal of Learning for Development
AB - This paper reports on the use of Engeström’s (1987) Activity Theory (AT) framework to gain insights into the contradictions that emerge within the activity system of the online component of an advanced writing skills course, delivered in a blended-learning mode using the Process Approach. Activity theory, with its principle of contradictions, has been used successfully to identify tensions that arise in interactions between and among participates in online environments. The focus of this mixed-method study was to identify challenges participants experienced due to externally imposed conditions when engaging in the online activities. Data was collected through semi-structured interviews and the online log reports from the Learning Management System (LMS). Contradictions emerged between and among the elements of two activity triangles within the activity system of the online writing course. Implications of these contradictions were noted to take steps to improve the design of the online component of the writing course.
DA - 2021/07/19/
PY - 2021
DP - jl4d.org
VL - 8
IS - 2
SP - 327
EP - 345
LA - en
SN - 2311-1550
ST - Contradictions in Learner Interactions in a Blended-Learning Writing Course in the ODL Context
UR - https://jl4d.org/index.php/ejl4d/article/view/496
Y2 - 2022/04/05/12:25:09
KW - Activity theory
KW - Open and Distance learning
KW - _genre:PR-primary_research
KW - advanced writing skills
KW - blended learning
KW - contradictions
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Standards of evidence: an approach that balances the need for evidence with innovation
AU - Puttick, Ruth
AU - Ludlow, Joe
DA - 2013///
PY - 2013
PB - Nesta
KW - Stefanie
ER -
TY - RPRT
TI - Vocational Education and Training – An Overview
AU - Pütz, Helmut
DA - 2003///
PY - 2003
DP - Zotero
SP - 86
LA - en
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Betriebliche Integration von Pflegefachkräften aus dem Ausland: Innenansichten zu Herausforderungen globalisierter Arbeitsmärkte
AU - Pütz, Robert
AU - Kontos, Maria
AU - Larsen, Christa
AU - Rand, Sigrid
AU - Ruokonen-Engler, Minna-Kristiina
DA - 2019///
PY - 2019
DP - Open WorldCat
LA - de
SN - 978-3-86593-331-7
ST - Betriebliche Integration
UR - http://www.boeckler.de/pdf/p_study_hbs_416.pdf
Y2 - 2022/05/03/13:19:43
ER -
TY - JOUR
TI - Semi-automatic mapping of pre-census enumeration areas and population sampling frames
AU - Qader, Sarchil
AU - Lefebvre, Veronique
AU - Tatem, Andrew
AU - Pape, Utz
AU - Himelein, Kristen
AU - Ninneman, Amy
AU - Bengtsson, Linus
AU - Bird, Tomas
T2 - Humanities and Social Sciences Communications
AB - Enumeration Areas (EAs) are the operational geographic units for the collection and dissemination of census data and are often used as a national sampling frame for various types of surveys. In many poor or conflict-affected countries, EA demarcations are incomplete, outdated, or missing. Even for countries that are stable and prosperous, creating and updating EAs is one of the most challenging yet essential tasks in the preparation for a national census. Commonly, EAs are created by manually digitising small geographic units on high-resolution satellite imagery or physically walking the boundaries of units, both of which are highly time, cost, and labour intensive. In addition, creating EAs requires considering population and area size within each unit. This is an optimisation problem that can best be solved by a computer. Here, for the first time, we produce a semi-automatic mapping of pre-defined census EAs based on high-resolution gridded population and settlement datasets and using publicly available natural and administrative boundaries. We demonstrate the approach in generating rural EAs for Somalia where such mapping is not existent. In addition, we compare our automated approach against manually digitised EAs created in urban areas of Mogadishu and Hargeysa. Our semi-automatically generated EAs are consistent with standard EAs, including having identifiable boundaries for field teams to follow on the ground, and appropriate sizing and population for coverage by an enumerator. Furthermore, our semi-automated urban EAs have no gaps, in contrast, to manually drawn urban EAs. Our work shows the time, labour and cost-saving value of automated EA delineation and points to the potential for broadly available tools suitable for low-income and data-poor settings but applicable to potentially wider contexts.
DA - 2021/01/04/
PY - 2021
DO - 10.1057/s41599-020-00670-0
DP - www.nature.com
VL - 8
IS - 1
SP - 1
EP - 14
LA - en
SN - 2662-9992
UR - https://www.nature.com/articles/s41599-020-00670-0
Y2 - 2021/03/18/19:01:41
ER -
TY - JOUR
TI - Improvement of chatbots semantics using wit. ai and word sequence kernel: Education chatbot as a case study
AU - Qaffas, Alaa A.
T2 - International Journal of Modern Education and Computer Science
DA - 2019///
PY - 2019
DO - 10.5815/ijmecs.2019.03.03
DP - Google Scholar
VL - 11
IS - 3
SP - 16
ST - Improvement of chatbots semantics using wit. ai and word sequence kernel
ER -
TY - BLOG
TI - Teachers’ Learning Circle in Afghanistan:-A new experience of Professional Development of Male and Female School Teachers in Mazar-e-Sharif, Afghanistan.
AU - Qarizada, Zabihullah
DA - 2015///
PY - 2015
KW - _C:Afghanistan AFG
KW - _C:Australia AUS
KW - _C:Iran IRN
KW - _C:Pakistan PAK
KW - _C:Spain ESP
KW - _C:Sweden SWE
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Blended Learning Approach to Develop the Teachers’ TPACK
AU - Qasem, Arwa Ahmad Abdo
AU - Viswanathappa, Gandla
T2 - Contemporary Educational Technology
AB - A theoretical framework has emerged recently to guide research in the teachers’ use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city. The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used. The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers’ ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies.
DA - 2016/09/01/
PY - 2016
DO - 10.30935/cedtech/6176
DP - DOI.org (Crossref)
VL - 7
IS - 3
SP - 264
EP - 276
J2 - CONTEMP EDUC TECHNOL
LA - en
SN - 1309517X
UR - https://www.cedtech.net/article/blended-learning-approach-to-develop-the-teachers-tpack-6176
AN - 1826551046; EJ1108190
Y2 - 2020/05/29/12:08:43
KW - Blended Learning
KW - Computer Assisted Instruction
KW - Control Groups
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Experimental Groups
KW - Foreign Countries
KW - Higher Education
KW - Information Technology
KW - Instructional Design
KW - Instructional Effectiveness
KW - Knowledge Level
KW - Likert Scales
KW - Online Courses
KW - Pedagogical Content Knowledge
KW - Postsecondary Education
KW - Preservice Teachers
KW - Pretests Posttests
KW - Quasiexperimental Design
KW - Science Teachers
KW - Secondary Education
KW - Secondary School Teachers
KW - Technological Literacy
KW - Technology Uses in Education
KW - Trainees
KW - Yemen
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2096173
KW - __finaldtb
ER -
TY - JOUR
TI - Revisiting Distance Learning Resources for Undergraduate Research and Lab Activities during COVID-19 Pandemic
AU - Qiang, Zhe
AU - Obando, Alejandro Guillen
AU - Chen, Yuwei
AU - Ye, Changhuai
T2 - Journal of Chemical Education
AB - The rapid transition in teaching format due to COVID-19 gives rise to many challenges, especially for research and lab activities since they may require a different approach with more constrained resources compared with lecture-based courses, in which various virtual communication platforms have now been employed. As essential parts for student’s active learning, effective strategies to perform undergraduate research and lab courses during the current circumstance need to be carefully designed. To address this challenge, we have revisited different distance learning resources and implemented four critical methods in undergraduate research activity in our research groups, including question-driven literature review, visualizing experiments from virtual scientific resources, performing safe and simple home-lab experiments, and learning new computational tools. These approaches provide versatile opportunities for remotely engaging students in research and lab activities besides just participation in group meetings and scientific webinars. We believe insights gained from revisiting and implementing these resources could have a long-term positive impact for improving teaching and mentoring infrastructure for undergraduate lab activities post-COVID-19.
DA - 2020/08/04/
PY - 2020
DO - 10.1021/acs.jchemed.0c00609
DP - ACS Publications
J2 - J. Chem. Educ.
SN - 0021-9584
UR - https://doi.org/10.1021/acs.jchemed.0c00609
Y2 - 2020/08/12/17:25:44
KW - __C:filed:1
ER -
TY - JOUR
TI - The Impact of Public Finance Management (PFM) Reforms on Education in Tanzania
AU - Quak, Evert-jan
AB - This rapid review synthesises the literature from academic, policy, and knowledge institution sources on how Public Finance Management (PFM) needs and reforms have affected the education sector in Tanzania, in particular for primary education. The review uses the framework of Piatti-Fünfkirchen and Schneider (2018) to explain the evidence, as it analyses service delivery along efficiency, equity, quality and accountability. By doing this, the review concludes that the way the government manages resources within the education system generally has had a limited, but positive impact on education service delivery outcomes, mainly due to the priority status of the education sector by the government. However, the mechanisms through which PFM affects service delivery remain underexplored in general and in particular for Tanzania.
DA - 2020/01/17/
PY - 2020
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14999
Y2 - 2022/12/18/18:15:22
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Political Eeconomy of the Primary Education System in Tanzania
AU - Quak, Evert-jan
AB - This rapid review synthesises the literature from academic, policy, and knowledge institution sources on the available evidence on the political economy of the primary education system in Tanzania. The review has a specific focus on what political economy analysis tells us about achieving quality education in Tanzania. Different distributions of power shapes decisions and incentives both at the school level as in the overall educations system. From the literature it can be concluded that building accountability mechanisms within a learning environment is one of the most effective ways to align goals, policy and practice and find a power balance in which reforms could result in quality learning outcomes for all. This could be even more important than financial resources. However, it is important to get the balance right between micro and macro level decision-making processes in quality education reforms, as research shows that they reinforce each other.
DA - 2020/01/17/
PY - 2020
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14998
Y2 - 2022/12/18/18:16:15
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Knowledge management in higher education: a literature review and further research avenues
AU - Quarchioni, Sonia
AU - Paternostro, Sergio
AU - Trovarelli, Francesca
T2 - Knowledge Management Research & Practice
AB - Despite the growing interest in knowledge management (KM) for Higher Education Institutions (HEIs), research on this topic is still fragmented and loosely focused. This paper adds to this research by providing a state-of-the-art of the current literature and outlining overlooked areas of investigation in order to address further studies towards bridging this gap. To this purpose, through a systematic review process, 121 articles have been coded and analysed according to distinct dimensions. Findings reveal that, despite the growing trend of papers on the topic, research on KM in HEIs is still in its embryonic stage with high levels of heterogeneity and lack of wider theoretical constructs. Furthermore, a thematic analysis highlights six main research concepts, from which this paper derives a comprehensive framework integrating the key issues from the literature and suggesting new possible research avenues in the field.
DA - 2020/03/02/
PY - 2020
DO - 10.1080/14778238.2020.1730717
DP - Taylor and Francis+NEJM
VL - 0
IS - 0
SP - 1
EP - 16
SN - 1477-8238
ST - Knowledge management in higher education
UR - https://doi.org/10.1080/14778238.2020.1730717
Y2 - 2022/04/05/20:39:09
KW - Knowledge management
KW - higher education
KW - intellectual capital
KW - systematic literature review
KW - universities
ER -
TY - ELEC
TI - Universities prepare for semester of online and hybrid learning
AU - Quinn, Callan
T2 - The Pie News
AB - News and business analysis for Professionals in International Education, Many students are not enthusiastic about online learning after a summer of lecture-by-Zoom. So what have universities and colleges planned for the new semester?
DA - 2020/09/11/
PY - 2020
LA - en
UR - https://thepienews.com/analysis/university-prepare-online-hybrid-learning/
Y2 - 2020/09/11/10:03:14
ER -
TY - CONF
TI - Prototype Measurement System for the Eye-Hand Coordination Test of the Developmental Test of Visual Perception
AU - Quiroga-Torres, Daniel Alejandro
AU - Lara, Juan S.
AU - Miguel-Cruz, Antonio
AU - Ríos-Rincón, Adriana María
T3 - IFMBE Proceedings
AB - The current version of the Developmental Test of Visual Perception (DTVP-3) is one of the most commonly used tests to identify the presence and degree of visual-perceptual and visual-integration deficits in children from 4 to 12 years of age. This test consists of five main sub-tests including a eye-hand coordination test (EHCT). Currently, the EHCT is based on observations by a therapist and requires a post-hoc analysis using the DTVP normative data, a time-consumption task that is not free of therapist error. Thus, a medical device is needed to automatically measure, score and report the test scores obtained from the DTVP-3. This device will lead to an overall decrease in the time taken for the post-hoc analysis and an improvement in the accuracy of the EHCT score. We determined that the device must allow a stylus position to be tracked in two dimensions with a resolution of 1 mm and the system must be small in size in order not to interfere with the test. In this study, we proposed a system based on Hall-effect technology sensors, which allows distances from the magnetic field magnitudes to be indirectlyestimated using small sensors. A first prototype consisted of a matrix array of sensors. A radial basis function was used to model the magnitude-distance response of each sensor. The model was estimated by using a multivariate linear regression, and it was found that the proposed model for 1 mm resolution tests, had an average r2 of 99%.
C1 - Singapore
C3 - World Congress on Medical Physics and Biomedical Engineering 2018
DA - 2019///
PY - 2019
DO - 10.1007/978-981-10-9035-6_127
DP - Google Scholar
SP - 687
EP - 691
LA - en
PB - Springer
SN - 978-981-10-9035-6
KW - DTVP-3
KW - Eye-hand coordination test
KW - Hall-effect technology
KW - Measurement system
KW - __C:filed:1
ER -
TY - CONF
TI - Impact of The Use of Telegram and WhatsApp at the University in Pandemic Times
AU - Quispe, Nayely Quispe
AU - Rosas, Noe Vicente
AU - Andrade-Arenas, Laberiano
C3 - 2021 2nd Sustainable Cities Latin America Conference (SCLA)
DA - 2021///
PY - 2021
DO - 10.1109/SCLA53004.2021.9540129
DP - Google Scholar
SP - 1
EP - 6
PB - IEEE
ER -
TY - JOUR
TI - Digital Technologies in Education 4.0. Does it Enhance the Effectiveness of Learning? A Systematic Literature Review
AU - Qureshi, Muhammad Imran
AU - Khan, Nohman
AU - Raza, Hamad
AU - Imran, Amina
AU - Ismail, Fadillah
T2 - International Journal of Interactive Mobile Technologies (iJIM)
AB - Over the past decade, digitalization shapes the overall educational structure worldwide, with the attention received from practitioners, researchers, and policymakers for educational development. Digital technologies are bringing massive changes across education, skills, and employment. These changes mirror how technology is increasingly central to education 4.0. Digital technologies are expanding beyond innovative and less traditional techniques of teaching and learning via education collaboration. However, the present study will explore the research conducted on digital technologies and education. Data is selected from the Scopus database reputed journals. The final 47 studies are chosen for the review process using PRISMA statement 2015, and bibliometric analysis is done to find the occurrence of keywords. The findings of the study are strengthening the value of educational growth and development of high-tech skills. Education's Future focuses on digital technologies, and the traditional modes of education will be replaced entirely.
DA - 2021/02/26/
PY - 2021
DO - 10.3991/ijim.v15i04.20291
DP - DOI.org (Crossref)
VL - 15
IS - 04
SP - 31
J2 - Int. J. Interact. Mob. Technol.
LA - en
SN - 1865-7923
ST - Digital Technologies in Education 4.0. Does it Enhance the Effectiveness of Learning?
UR - https://online-journals.org/index.php/i-jim/article/view/20291
Y2 - 2022/04/05/20:15:38
ER -
TY - JOUR
TI - Terminology for dissemination and implementation research
AU - Rabin, Borsika A.
AU - Brownson, Ross C.
T2 - Dissemination and implementation research in health: Translating science to practice
DA - 2017///
PY - 2017
DP - Google Scholar
VL - 2
SP - 19
EP - 45
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - A glossary for dissemination and implementation research in health
AU - Rabin, Borsika A.
AU - Brownson, Ross C.
AU - Haire-Joshu, Debra
AU - Kreuter, Matthew W.
AU - Weaver, Nancy L.
T2 - Journal of Public Health Management and Practice
DA - 2008///
PY - 2008
DO - 10.1097/01.PHH.0000311888.06252.bb
DP - Google Scholar
VL - 14
IS - 2
SP - 117
EP - 123
ER -
TY - JOUR
TI - Factor Analysis of the Challenges and Strategies for Effective Work-Based Learning in Nigerian Technical and Vocational Education
AU - Rabiu Haruna
AU - Yusri Bin Kamin
T2 - Jurnal Pendidikan Teknologi dan Kejuruan
AB - This study investigated challenges and strategies for effective work-based learning in Nigerian technical and vocational education (TVE) using a factor analysis approach. Through the use of structured questionnaire, the opinions of 385 respondents consisting of 227 TVE lecturers and 158 supervisors of technical and vocational firms were sought. The data collected were analyzed using descriptive statistics and varimax rotated principal component factor analysis with factor loading of 0.40. The result showed that about 25% of the TVE firms in Northwest Nigeria are industrial technical firms, 22% are computer/ICT, 19% are business/distributive trade, 18 % are home economics while about 16% are agricultural based. Using principal component factor analysis, the study identified: policy, funding, attitudinal and linkage as challenging factors undermining effectiveness of work-based learning in Nigerian TVE. On the other hand, training, administrative, institutional and facility/curriculum are strategic factors for effectiveness of work-based learning in Nigerian TVE. Based on the findings, the study among others recommended strong technical and vocational education linkage with industry for skills training of students through work-based learning framework and approach
DA - 2019///
PY - 2019
DO - 10.21831/jptk.v25i1.21743
ER -
TY - JOUR
TI - Education and COVID-19: Focusing on the long-term impact of school closures
AU - Rachel, LINDEN
DA - 2020///
PY - 2020
DP - Zotero
SP - 7
LA - en
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Prevalence and Determinants of Fatigue among Private High School Students in Bogor Tengah Sub-District, Indonesia, 2016
AU - Rachmat, Basuki
AU - Susilowati, Andi
T2 - Journal of Ecophysiology and Occupational Health
DA - 2019///
PY - 2019
DO - 10.18311/jeoh/2019/24190
DP - Google Scholar
VL - 19
IS - 3&4
SP - 136
EP - 143
KW - BE:LMIC
KW - BE:RELEVANT
ER -
TY - JOUR
TI - A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda
AU - Radianti, Jaziar
AU - Majchrzak, Tim A.
AU - Fromm, Jennifer
AU - Wohlgenannt, Isabell
T2 - Computers & Education
AB - Researchers have explored the benefits and applications of virtual reality (VR) in different scenarios. VR possesses much potential and its application in education has seen much research interest lately. However, little systematic work currently exists on how researchers have applied immersive VR for higher education purposes that considers the usage of both high-end and budget head-mounted displays (HMDs). Hence, we propose using systematic mapping to identify design elements of existing research dedicated to the application of VR in higher education. The reviewed articles were acquired by extracting key information from documents indexed in four scientific digital libraries, which were filtered systematically using exclusion, inclusion, semi-automatic, and manual methods. Our review emphasizes three key points: the current domain structure in terms of the learning contents, the VR design elements, and the learning theories, as a foundation for successful VR-based learning. The mapping was conducted between application domains and learning contents and between design elements and learning contents. Our analysis has uncovered several gaps in the application of VR in the higher education sphere—for instance, learning theories were not often considered in VR application development to assist and guide toward learning outcomes. Furthermore, the evaluation of educational VR applications has primarily focused on usability of the VR apps instead of learning outcomes and immersive VR has mostly been a part of experimental and development work rather than being applied regularly in actual teaching. Nevertheless, VR seems to be a promising sphere as this study identifies 18 application domains, indicating a better reception of this technology in many disciplines. The identified gaps point toward unexplored regions of VR design for education, which could motivate future work in the field.
DA - 2020/04/01/
PY - 2020
DO - 10.1016/j.compedu.2019.103778
DP - ScienceDirect
VL - 147
SP - 103778
J2 - Computers & Education
LA - en
SN - 0360-1315
ST - A systematic review of immersive virtual reality applications for higher education
UR - https://www.sciencedirect.com/science/article/pii/S0360131519303276
Y2 - 2022/04/05/20:38:20
KW - Augmented and virtual reality
KW - Cooperative/collaborative learning
KW - Distance education and online learning
KW - Human–computer interface
KW - Media in education
ER -
TY - JOUR
TI - Social and Economic Impact of School Closure during the Outbreak of the COVID-19 Pandemic: A Quick Online Survey in the Gaza Strip
AU - Radwan, Afnan
AU - Radwan, Eqbal
T2 - Pedagogical Research
AB - In response to the coronavirus disease 2019 (COVID-19) pandemic, many countries had implemented school closures by March 6, 2020. This study aimed to evaluate the social and economic impact of school closure on the students’ families. Households were surveyed using an online questionnaire interview to obtain information on adherence to, socio-economic impact by and inconveniences of school closure. The current study showed that school closures have profound economic and social consequences in the Gaza Strip. Most of the interviewed households (88.1%) were supportive of the school closure, whereas only 11.9% did not support it. Despite the restriction on attending gatherings or visiting public places, 30.5% of the school student visited relatives, 8.5% went to public places, and 3.4% went to parents’ workplaces. Overall, 25.4% of the interviewed households reported workplace absenteeism, whereas the highest percentage (74.6%) were not absenteeism from their work. The economic harms of school closures are high, where 77.9% of households reported their wage loss during the closure. The daily wage lost per household ranged from 3 to 265 ILS.
DA - 2020/05/11/
PY - 2020
DO - 10.29333/pr/8254
DP - DOI.org (Crossref)
VL - 5
IS - 4
SP - em0068
J2 - PEDAGOGICAL RES
LA - en
SN - 24684929
ST - Social and Economic Impact of School Closure during the Outbreak of the COVID-19 Pandemic
UR - https://www.pedagogicalresearch.com/article/social-and-economic-impact-of-school-closure-during-the-outbreak-of-the-covid-19-pandemic-a-quick-8254
Y2 - 2020/08/12/16:50:35
KW - __C:filed:1
ER -
TY - RPRT
TI - Girl-focused life skills interventions at a distance
AU - Rafaeli, Tal
CY - Brighton, UK
DA - 2020///
PY - 2020
DP - Zotero
LA - en
M3 - K4D Helpdesk Report
PB - Institute of Development Studies
SN - 806
ER -
TY - JOUR
TI - Girl-focused Life Skills Interventions at a Distance
AU - Rafaeli, Tal
AB - This rapid review explores the evidence and lessons learned about engaging girls in life skills interventions at a distance (i.e. through mobile, online, radio or other) both in emergency and nonemergency settings. The purpose of the review is to assist programmes in identifying relevant and effective ways to continue and build girls’ life skills remotely during the widespread school closures and quarantine of the COVID-19 crisis (Albrectsen and Giannini, 2020). The main interest of the review is emergency contexts, however, the limited evidence as well as the potential for learning from programmes from non-emergency settings, led to the inclusion of non-emergency settings in the review. As evidence is scarce in this area, the report is based on a rapid literature review of academic studies, grey literature and emerging evidence, to ensure relevant insights are captured. The lack of rigorous studies on the impact of remote life skills interventions in general and specifically those focused on adolescent girls demonstrates a clear evidence gap. The review did identify relevant evidence when reviewing literature on several other topics, mainly shifting gender norms using media and communications and remote Sexual and Reproductive Health (SRH) approaches (most of which focus on HIV). The literature reviewed explored many modes of remote programme delivery, including – radio, magazines, TV, social media, mobile phones, interactive apps and hotlines. Some of the interventions reviewed were ones that require significant planning and preparation, such as TV and radio soap operas (Sugg, 2014; World Bank, 2017). To increase the applicability to the COVID-19 response, the review put greater emphasis on interventions that could be developed and implemented quickly.
DA - 2020/04/27/
PY - 2020
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15274
Y2 - 2022/12/18/18:14:59
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The Links Between Girls’ Life Skills Intervention in Emergencies and their Return to Education Post-crisis and Prevention of Unwanted Pregnancies and Early Marriage
AU - Rafaeli, Tal
AB - This rapid review focuses on identifying evidence and lessons learned on the links between life skills interventions in emergency settings and the prevention of unwanted pregnancies and early marriage and return to education post crisis amongst adolescent girls. It seeks to enable learning from past emergencies to inform the design of effective support to adolescent girls throughout the COVID-19 crisis. Due to the focus on adolescent girls and emergency settings, an area with limited rigorous evaluations (Nobel et al., 2019), this report is based on a rapid literature review of academic studies, grey literature and emerging evidence, to enable the capturing of any significant learnings from relevant programmes. Evidence and lessons learned from specific programmes identified in the review suggest that life skills interventions for adolescent girls in emergencies impact on areas that have the potential to lead to reduction in unwanted pregnancies and early marriage and support return to education, and limited evidence that they can have direct impact on these outcomes. Ten relevant interventions with impact or lessons learned where identified. Most of these interventions were implemented with adolescent girls from displaced communities and in refugee camps in Sub Saharan Africa. A small number of programmes reported a direct link between the interventions and the outcomes in the research question. Three mentioned impact on girls continuing and returning to education (Plan International, 2019; UNDF, 2016), three mention impact on reducing early marriage (IRC, 2018b; UNDF, 2016), and one mentions direct impact on reducing unwanted pregnancy (Bandiera et al, 2019).
DA - 2020/04/20/
PY - 2020
DP - opendocs.ids.ac.uk
LA - en
UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15273
Y2 - 2022/12/18/18:15:53
KW - ⛔ No DOI found
ER -
TY - CONF
TI - Neural sequence learning models for word sense disambiguation
AU - Raganato, A.
AU - Bovi, CD
AU - Navigli, R.
C1 - Copenhagen, Denmark
C3 - Proceedings of the conference on empirical methods in natural language processing
DA - 2017///
PY - 2017
SP - 1156
EP - 1167
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Environmental Factors that Affect the Academic Performance of Senior High School Students during COVID-19 Pandemic
AU - Ragpala, Eric
T2 - International Journal of Social Sciences: Current and Future Research Trends
DA - 2021///
PY - 2021
DP - Google Scholar
VL - 11
IS - 1
SP - 1
EP - 19
KW - BE:RELEVANT
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Behaviour change key principles for EdTech | MASTER framework
AU - Rahman, Asad
AU - Carter, Alice
AU - Wambûi Kuria, Catherine
AU - Mbugua, Ciku
AU - Simpson, Lea
AU - Kably, Nathan
AB - An output of the EdTech Hub, https://edtechhub.org
DA - 2022/10/24/
PY - 2022
LA - en
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/BT283J6U
ER -
TY - RPRT
TI - Behaviour change key principles for EdTech | MASTER framework
AU - Rahman, Asad
AU - Carter, Alice
AU - WambûiKuria, Catherine
AU - Mbugua, Ciku
AU - Simpson, Lea
AU - Kably, Nathan
AB - An EdTech Hub sandbox fast-tracks promising EdTech interventions by providing funding, tools, and access to evidence. It provides a space for partners to test and grow ideas in conditions of uncertainty.
Since 2020, EdTech Hub has worked with partners in eight countries, to test and grow EdTech based on our sandbox methodology.
When testing and growing EdTech, this tool aims to help you get started with ways to design for innovation behaviours or mindsets and make them stick.
Keywords: behavioural change; behavioural design;
behavioural innovation; EdTech; innovation; sandbox; intervention design
An output of the EdTech Hub, https://edtechhub.org
CN - 0129
DA - 2022/10/24/
PY - 2022
LA - en
M3 - Working Paper
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/BT283J6U
KW - _r:AddedByZotZen
ER -
TY - JOUR
TI - Editor’s comments: synergies between big data and theory
AU - Rai, A.
T2 - MIS Quarterly
DA - 2016///
PY - 2016
VL - 40
IS - 2
SP - –
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Transformations in Teachers' Discourse About Their Students During a School-Led Pedagogic Intervention
AU - Rainio, Anna Pauliina
AU - Hofmann, Riikka
T2 - The European Journal of Social & Behavioural Sciences
DA - 2015///
PY - 2015
DO - 10.15405/ejsbs.163
DP - Google Scholar
VL - 13
IS - 2
SP - 1815
KW - _C:Finland FIN
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Artificial intelligence and management: the automation-augmentation paradox
AU - Raisch, S
AU - Krakowski, S
T2 - Academy of Management Review
DA - 2020///
PY - 2020
DO - 10.5465/amr.2018.0072
VL - 46
IS - 1
SP - 192
EP - 210
LA - en
ER -
TY - JOUR
TI - Year long monitoring of indoor air quality and ventilation in school classrooms in Victoria, Australia
AU - Rajagopalan, Priyadarsini
AU - Andamon, Mary Myla
AU - Woo, Jin
T2 - Architectural Science Review
DA - 2022///
PY - 2022
DO - 10.1080/00038628.2021.1988892
DP - Google Scholar
VL - 65
IS - 1
SP - 1
EP - 13
KW - BE:RELEVANT
ER -
TY - RPRT
TI - Digital pathways for greater education impact for all: A Country-level Framework
AU - Rajasekaran, Subhashini
AU - Adam, Taskeen
AU - Tilmes, Klaus
AU - Hawkins, Robert
AB - An output of the Open Development & Education, https://opendeved.net/
CN - opendeved.1040
DA - 2024/03/10/T00:00:00.000Z
PY - 2024
LA - en
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/Q9R5HWK2
KW - _comingsoon
KW - _r:AddedByMyEducationEvidence
ER -
TY - BOOK
TI - MOLDOVA – DIGITAL EDUCATION READINESS ASSESSMENT 2021-22
AU - Rajasekaran, Subhashini
AU - Casap, Lucia
CY - Washington, DC
DA - 2022///
PY - 2022
DP - Zotero
LA - en
PB - World Bank Group
KW - Final_citation
KW - anystyle
KW - existing
KW - ⛔ No DOI found
ER -
TY - THES
TI - Professionalisierung von Bildungs- und Berufsberatung in Nigeria – Analyse der nationalen und internationalen theoriebegründeten Konzeptentwicklung und der Vernetzung der Akteure
AU - Raji, Moromoke Nimota
DA - 2012///
PY - 2012
M3 - PhD Thesis
PB - Technische Universität Dresden
UR - http://www.qucosa.de/fileadmin/data/qucosa/documents/9756/RajiThesisGesamt.pdf
Y2 - 2019/05/29/20:36:07
KW - C:Nigeria
ER -
TY - JOUR
TI - Demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province
AU - Rakumako, Angeline
AU - Laugksch, Rüdiger C.
AB - The findings of a study on the demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province are described. The survey instrument employed was the Science Teacher Inventory of Needs for Limpopo province (STIN-LP). Most teachers who responded to this survey teach at a rural or township school, are between 20 and 40 years old, and have between four and ten years experience in teaching Mathematics. Standard 10 is the highest academic qualification of half of the teachers, with 67% of teachers having an M+3 as their highest professional qualification. Teachers indicated interest in all the 38 INSET need items included in the STIN-LP with motivating learners to learn Mathematics, using audio-visual equipment and applying mathematics to daily life of learners among the most important need. The least support was indicated, among others, for needs related to the history of mathematics, improving content knowledge, how mathematics is used in society, and teaching large classes. Poor communication of INSET activities was reported to be the greatest barrier to INSET participation. Implications of the findings are discussed. Keywords : in-service education and training (INSET); mathematics teachers; needs assessment; Limpopo (Northern Province); surveys; teacher characteristics
DA - 2010///
PY - 2010
DO - 10.15700/saje.v30n1a319
DP - Semantic Scholar
ER -
TY - RPRT
TI - Assessment Informed Instruction: Classroom level
AU - Ralaingita, Wendi
AU - Jordan, Rachel
AU - Long, Elizabeth
AU - Piper, Benjamin
AU - Fesmire, Marion
M3 - Science of Teaching
UR - https://scienceofteaching.site/wp-content/uploads/2021/11/Assessment-Informed-Instruction-0424-1.pdf
Y2 - 2022/07/28/17:55:04
ER -
TY - RPRT
TI - Practical Language Choices for Improving Foundational Literacy & Numeracy in sub-Saharan Africa
AU - Ralaingita, Wendi
AU - Trudell, Barbara
AU - Piper, Benjamin
AU - Norman, Julianne
M3 - Science of Teaching
UR - https://scienceofteaching.site/wp-content/uploads/2021/11/Language-of-Instruction-HowTo-1.pdf
Y2 - 2022/07/28/17:56:39
ER -
TY - BOOK
TI - Getting the Right Teachers into the Right Schools: Managing India's Teacher Workforce
AU - Ramachandran, Vimala
AU - Béteille, Tara
AU - Linden, Toby
AU - Dey, Sangeeta
AU - Chatterjee, Prerna Goel
AB - India's landmark Right of Children to Free and Compulsory Education Act (2009) guarantees education to all children aged 6-14 years. The Act mandates specific student-teacher ratios and emphasizes teacher quality. Writing this into legislation took seven years, but the seven years since has proven that ensuring effective teachers are recruited and placed in all schools in a time-bound manner is considerably more challenging. This report takes a detailed look at the complexity of the teacher management landscape in elementary and secondary schools in nine Indian states. On a daily basis, the administrative machinery of these states has to manage between 19,000 to nearly a million teachers in different types of schools and employment contracts, and cope with recruiting thousands more and distributing them equitably across schools. This report examines the following issues: official requirements for becoming a schoolteacher in India; policies and processes for teacher recruitment, deployment and transfers; salaries and benefits of teachers; professional growth of teachers; and grievance redressal mechanisms for teachers. For the first time in India, this report compares and contrasts stated policy with actual practice in teacher management in the country, using a combination of primary and secondary data. In so doing, the report reveals the hidden challenges and the nature of problems faced by administrators in attempting to build an effective teacher workforce which serves the needs of all of India’s 200 million school children. The report examines states with varying characteristics, thus generating knowledge and evidence likely to be of interest to policy makers and practitioners in a wide range of contexts.
DA - 2017/11/15/
PY - 2017
DP - Google Books
SP - 305
LA - en
PB - World Bank Publications
SN - 978-1-4648-0988-0
ST - Getting the Right Teachers into the Right Schools
KW - Education / General
KW - Education / Professional Development
ER -
TY - CONF
TI - Labeled LDA: A supervised topic model for credit attribution in multi-labeled corpora
AU - Ramage, Daniel
AU - Hall, David
AU - Nallapati, Ramesh
AU - Manning, Christopher D.
C3 - Proceedings of the 2009 conference on empirical methods in natural language processing
DA - 2009///
PY - 2009
DP - Google Scholar
SP - 248
EP - 256
ST - Labeled LDA
UR - https://aclanthology.org/D09-1026.pdf
Y2 - 2024/02/23/17:09:52
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - An Investigation of pre-service teachers' motives for using Instagram: Pre-service teachers' motives for using Instagram
AU - Ramazanoğlu, Mehmet
AU - Toytok, Esef Hakan
T2 - International Journal of Curriculum and Instruction
DA - 2021/01/04/
PY - 2021
VL - 13
IS - 1
LA - en
SN - 1993-7660
ST - An Investigation of pre-service teachers' motives for using Instagram
KW - Final_citation
KW - cited
KW - existing
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - User or student: constructing the subject in Edtech incubator
AU - Ramiel, Hemy
T2 - Discourse: Studies in the Cultural Politics of Education
DA - 2019/07/04/
PY - 2019
DO - 10.1080/01596306.2017.1365694
DP - DOI.org (Crossref)
VL - 40
IS - 4
SP - 487
EP - 499
J2 - Discourse: Studies in the Cultural Politics of Education
LA - en
SN - 0159-6306, 1469-3739
ST - User or student
UR - https://www.tandfonline.com/doi/full/10.1080/01596306.2017.1365694
Y2 - 2023/01/15/23:48:12
KW - Stefanie
ER -
TY - THES
TI - Planning and governance for blended pedagogies and engagement of knowledge economy for South Africa's national development agenda
AU - Ramoroka, Tlou Millicent
DA - 2016///
PY - 2016
DP - Google Scholar
M3 - PhD Thesis
PB - University of Limpopo
KW - _C:Algeria DZA
KW - _C:Australia AUS
KW - _C:Bangladesh BGD
KW - _C:Botswana BWA
KW - _C:Brazil BRA
KW - _C:Canada CAN
KW - _C:Chile CHL
KW - _C:China CHN
KW - _C:Congo XCO
KW - _C:Dominican Republic DOM
KW - _C:Egypt EGY
KW - _C:Estonia EST
KW - _C:Finland FIN
KW - _C:Germany DEU
KW - _C:Ghana GHA
KW - _C:Greece GRC
KW - _C:India IND
KW - _C:Indonesia IDN
KW - _C:Iran IRN
KW - _C:Ireland IRL
KW - _C:Japan JPN
KW - _C:Jordan JOR
KW - _C:Kenya KEN
KW - _C:Korea XKOR
KW - _C:Korea, Republic KOR
KW - _C:Latvia LVA
KW - _C:Malawi MWI
KW - _C:Malaysia MYS
KW - _C:Mexico MEX
KW - _C:Netherlands NLD
KW - _C:Nigeria NGA
KW - _C:North Macedonia MKD
KW - _C:Norway NOR
KW - _C:Poland POL
KW - _C:Romania ROU
KW - _C:Serbia SRB
KW - _C:South Africa ZAF
KW - _C:Spain ESP
KW - _C:Sri Lanka LKA
KW - _C:Sweden SWE
KW - _C:Thailand THA
KW - _C:Turkey TUR
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Viet Nam VNM
KW - _C:Zambia ZMB
KW - _C:Zimbabwe ZWE
KW - _C:eSwatini SWZ
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - THES
TI - A Qualitative Study: Perception of Preschool Teachers Use of Technology in Preparing for School Readiness
AU - Ramsey, Lesley C.
DA - 2018///
PY - 2018
DP - Google Scholar
M3 - PhD Thesis
PB - Northcentral University
ST - A Qualitative Study
KW - __C:filed:1
ER -
TY - JOUR
TI - A Meta-Analysis on Computer Technology Intervention Effects on Mathematics Achievement for Low-Performing Students in K-12 Classrooms
AU - Ran, Hua
AU - Kasli, Murat
AU - Secada, Walter G.
T2 - Journal of Educational Computing Research
AB - This meta-analysis extended the current literature regarding the effects of computer technology (CT) on mathematics achievement, with a particular focus on low-performing students. A total of 45 independent effect sizes extracted from 31 empirical studies based on a total of 2,044 low-performing students in K-12 classrooms were included in this meta-analysis. Consistent with previous reviews, this study suggested a statistically significant and positive effect of CT ([Formula: see text] = 0.56) on low-performing students’ mathematics achievement. Of four CT types, the largest CT effect was found with problem-solving system ([Formula: see text] = 0.86), followed by tutoring [Formula: see text] = 0.80), game-based intervention ([Formula: see text] = .58), and computerized practice ([Formula: see text] = .23). Furthermore, other moderators were found to explain variation in CT effects on low-performing students’ mathematics achievement. Study findings contributed to clarifying the effect of CT for low-performing students’ mathematics achievement. Implications for instructional design and practices are also discussed.
DA - 2021/03//
PY - 2021
DO - 10.1177/0735633120952063
DP - DOI.org (Crossref)
VL - 59
IS - 1
SP - 119
EP - 153
J2 - Journal of Educational Computing Research
LA - en
SN - 0735-6331, 1541-4140
UR - http://journals.sagepub.com/doi/10.1177/0735633120952063
Y2 - 2022/09/27/11:54:51
KW - _Import_to_OpenDevEd_EvLib
KW - computer
KW - conclusive outcomes
KW - high quality
KW - k-12
KW - low-performing
KW - mathematics
KW - primary
KW - secondary
ER -
TY - JOUR
TI - A Meta-Analysis on Computer Technology Intervention Effects on Mathematics Achievement for Low-Performing Students in K-12 Classrooms
AU - Ran, Hua
AU - Kasli, Murat
AU - Secada, Walter G.
T2 - Journal of Educational Computing Research
DA - 2021/03//
PY - 2021
DO - 10.1177/0735633120952063
VL - 59
IS - 1
SP - 119
EP - 153
J2 - Journal of Educational Computing Research
LA - en
SN - 0735-6331, 1541-4140
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - A shift from traditional pedagogy in Nepali rural primary schools? Rural teachers' capacity to reflect ICT policy in their practice
AU - Rana, Karna
AU - Greenwood, Janinka
AU - Fox-Turnbull, Wendy
AU - Wise, Stuart
T2 - International Journal of Education and Development using Information and Communication Technology
AB - Policy by the government of Nepal emphasises the need to develop ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. This article reports a study of primary teachers' experiences of using digital technologies in rural primary schools in Nepal, and investigates their perceptions of how the availability and use of ICT in their schools has transformed traditional teaching models. It further examines the resources they can access and the training they received. Teachers' accounts of their experiences indicated that the integration of available digital technologies in instructional activities changed their role in the classroom to some extent, created a learner-friendly learning environment and improved aspects of their teaching. The study also found that there was often insufficient access to ICT in and outside the school premises, and that pre-service teacher education, as well as government-provided in-service training, does not cover the use of ICT in instructional activities. Rather provision of infrastructures and training in the use of digital devices is carried out by non-governmental organisations (NGOs). The article argues that for policy to be realised in practice, more sustainable and comprehensive systems need to be developed to train teachers in ICT use and to provide them with necessary facilities.
DA - 2018///
PY - 2018
VL - 14
IS - 3
SP - 149
EP - 166
LA - English
SN - 1814-0556, 1814-0556
UR - https://www.researchgate.net/publication/330181660_A_shift_from_traditional_pedagogy_in_Nepali_Rural_Primary_Schools_Rural_teachers'_capacity_to_reflect_ICT_policy_in_their_practice
AN - 2228636653; EJ1201514
KW - Computer Uses in Education
KW - Conventional Instruction
KW - Curricula
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Education
KW - Educational Change
KW - Educational technology
KW - Elementary Education
KW - Elementary School Teachers
KW - Elementary Schools
KW - Elementary schools
KW - Foreign Countries
KW - Learning
KW - Nepal
KW - Pedagogy
KW - Rural Schools
KW - Rural areas
KW - Rural schools
KW - School environment
KW - Teacher Attitudes
KW - Teacher education
KW - Teaching
KW - Teaching Experience
KW - Technology Integration
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2095916
KW - __finaldtb
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - ICT integration in teaching and learning activities in higher education: a case study of Nepal's teacher education
AU - Rana, Kesh
AU - Rana, Karna
T2 - Malaysian Online Journal of Educational Technology
AB - This article reports an examination of information and communication technology (ICT) integration in teaching and learning activities in higher education in Nepal. ICT education policy by the government of Nepal emphasises the need to develop teachers' ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. The case study reported the lack of clear strategy to implement the ICT education policy and to fund for the ICT infrastructure and professional development of university staff to integrate ICT in teacher education. In this case, the Faculty of Education in the university, where there is no funding from the government and university for the ICT in education project, received funding from an international organisation to install ICT infrastructure and provide ICT training for teachers and other staff. It is argued that, to realise the policy in practice, more sustainable mechanisms need to be developed to provide ICT facilities for teachers and to train them how to use ICT in teaching activities.
DA - 2020///
PY - 2020
DO - 10.17220/mojet.2020.01.003
VL - 8
IS - 1
SP - 36
EP - 47
LA - English
UR - https://files.eric.ed.gov/fulltext/EJ1239982.pdf
AN - 2396845922; EJ1239982
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Educational Policy
KW - Foreign Countries
KW - Higher Education
KW - Information Technology
KW - Nepal
KW - Postsecondary Education
KW - Preservice Teacher Education
KW - Program Implementation
KW - Sustainability
KW - Technology Integration
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2095751
KW - __finaldtb
ER -
TY - JOUR
TI - Accelerated Learning Programs for Out-of-School Girls: The Impact on Student Achievement and Traditional School Enrollment
AU - Randall, Jennifer
AU - O'Donnell, Francis
AU - Botha, Sandra M.
T2 - FIRE: Forum for International Research in Education
AB - Within the context of post-conflict DRC, we examined the impact of the Accelerated Learning Program for out-of-school girls' on student learning outcomes and traditional school enrollment. We found that the vast majority of girls advanced through the levels as expected (80%) and, on average, improved their numeracy and literacy skills. The impact on traditional school enrollment was less definitive with the percent of girls who previously attended school, as well as the age of, remaining stable over time, but there was also an increasing trend in the percent of girls who were enrolled in school until the end of the last school year.
DA - 2020///
PY - 2020
DO - 10.32865/fire20206225
DP - ERIC
VL - 6
IS - 2
SP - 1
EP - 23
LA - en
SN - 2326-3873
ST - Accelerated Learning Programs for Out-of-School Girls
UR - https://eric.ed.gov/?id=EJ1248094
Y2 - 2020/06/19/05:50:00
KW - Academic Achievement
KW - Acceleration (Education)
KW - Access to Education
KW - Developing Nations
KW - Disadvantaged Youth
KW - Educational Attainment
KW - Enrollment Influences
KW - Females
KW - Foreign Countries
KW - Instructional Program Divisions
KW - LMIC
KW - Literacy
KW - Numeracy
KW - Out of School Youth
KW - Primary Education
KW - Program Effectiveness
KW - School Location
KW - Traditional Schools
KW - War
KW - _AcademicRecoveryOECS
KW - girls
KW - marginalised
KW - quant
KW - quasi-experimental
ER -
TY - JOUR
TI - Is Blended Learning Better than Online Learning for B.Ed Students?
AU - Ranjan, Prabhas
T2 - Journal of Learning for Development
AB - Blended learning is a newly emerging area of research and practice in educational institutions. It is defined as a useful and reasonable combination of online and face-to-face learning and is acclaimed as a successful mode of teaching. The recent growth of online education, which is without classroom interaction, in a developing country like India therefore presents a reason to verify the relative effectiveness of these teaching modes. This study was an experimental study spread over two years, to compare the effectiveness of the blended learning mode and the online learning modes (including their specific teaching-learning strategies) for a B.Ed curriculum. A randomly selected sample of students with a comparable level of intelligence quotient (IQ) was subjected to both controlled (face-to-face) and experimental treatments (online and blended learning). The participants were the students of a predominantly face-to-face mode of a B.Ed Course. The researcher found that the average achievement scores of the blended learning mode were higher than the online learning mode. It appears that the interaction of the instructor and the learners was a critical factor for the better performance of blended learning. This research also suggests that blended learning resulted in better learning attainment and motivation. Blended learning has potential to support learner-centric teaching-learning endeavours. It is an important finding for the emerging trend towards online learning in India. It is also relevant in the context of the conditions created by the COVID-19 pandemic, which has put constraints on the face-to-face mode of teaching.
DA - 2020/11/19/
PY - 2020
DP - jl4d.org
VL - 7
IS - 3
SP - 349
EP - 366
LA - en
SN - 2311-1550
UR - https://jl4d.org/index.php/ejl4d/article/view/412
Y2 - 2020/11/21/13:31:37
KW - Moodle
KW - blended learning
KW - experimental study
KW - face-to-face learning
KW - online learning
KW - ⛔ No DOI found
ER -
TY - ELEC
TI - U-report: Rapid SMS
AU - RapidSMS
DA - 2013///
PY - 2013
UR - https://www.rapidsms.org/projects/ureport/
Y2 - 2020/09/16/11:42:10
KW - sub-Saharan Africa
ER -
TY - JOUR
TI - The struggle of translating science into action: foundational concepts of implementation science
AU - Rapport, Frances
AU - Clay-Williams, Robyn
AU - Churruca, Kate
AU - Shih, Patti
AU - Hogden, Anne
AU - Braithwaite, Jeffrey
T2 - Journal of evaluation in clinical practice
DA - 2018///
PY - 2018
DO - 10.1111/jep.12741
DP - Google Scholar
VL - 24
IS - 1
SP - 117
EP - 126
ST - The struggle of translating science into action
ER -
TY - CONF
TI - The influence of paikem gembrot model against student’s self efficacy and learning outcomes
AU - Rasidi, Ahmad
AU - Susana, Dian
C3 - Journal of Physics: Conference Series
DA - 2020///
PY - 2020
DO - 10.1088/1742-6596/1539/1/012054
DP - Google Scholar
VL - 1539
SP - 012054
PB - IOP Publishing
KW - _C:China CHN
KW - _C:Indonesia IDN
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - ELEC
TI - Raspberry Pi Pico
AU - Raspberry Pi Ltd
T2 - Raspberry Pi
AB - The new, flexible $4 microcontroller board from Raspberry Pi
LA - en-GB
UR - https://www.raspberrypi.com/products/raspberry-pi-pico/
Y2 - 2022/06/01/20:29:20
ER -
TY - ELEC
TI - Raspberry Pi Zero 2 W
AU - Raspberry Pi Ltd
T2 - Raspberry Pi
AB - Your tiny, tiny $15 computer
LA - en-GB
UR - https://www.raspberrypi.com/products/raspberry-pi-zero-2-w/
Y2 - 2022/06/01/20:29:17
ER -
TY - BOOK
TI - Grundlagen beruflicher Bildung: Mitgestalten der Arbeitswelt
AU - Rauner, Felix
AB - Schlanke Organisationsstrukturen in der Arbeitswelt erfordern mitdenkende Arbeitnehmer und Arbeitnehmerinnen, die die Prozesse der Arbeitswelt mitgestalten. Die berufliche Bildung setzt diese Anforderungen in einem neuen Leitbild um. Felix Rauner zeichnet in seinem Buch die Grundlagen für das neue Zusammenspiel von Arbeit, Technik und Bildung nach. Er zeigt, welchen Einfluss die Leitidee von der Mitgestaltung der Arbeitswelt auf die Berufsbildungsplanung und -forschung sowie auf die Gestaltung beruflicher Bildungsprozesse hat. Dabei spannt er den Bogen vom Beginn der 1980er-Jahre bis heute und erfasst das Wissen aus zahlreichen nationalen und internationalen Projekten zur beruflichen Bildung.
DA - 2017/05/31/
PY - 2017
DP - Google Books
SP - 1194
LA - de
PB - wbv
SN - 978-3-7639-5777-4
ST - Grundlagen beruflicher Bildung
KW - Education / Adult & Continuing Education
ER -
TY - BOOK
TI - Handbuch Berufsbildungsforschung
A3 - Rauner, Felix
CY - Bielefeld
DA - 2006///
PY - 2006
DP - Gemeinsamer Bibliotheksverbund ISBN
ET - 2., aktualisierte Aufl
SP - 828
LA - de
PB - Bertelsmann
SN - 978-3-7639-3463-8
KW - Architecture / Study & Teaching
KW - Education / Administration / General
KW - Education / Vocational
ER -
TY - BOOK
TI - Handbuch Berufsbildungsforschung
AU - Rauner, Felix
AU - Grollmann, Philipp
AB - Mit der 3. erweiterten Auflage des Handbuchs Berufsbildungsforschung liegt ein Werk vor, das für alle Dimensionen der beruflichen Bildung den Stand der neuesten Erkenntnisse dokumentiert: sowohl für die Forschung als auch für den Wissenschaftstransfer in die Berufsbildungspraxis und -politik.Das Handbuch beinhaltet 125 Beiträge zu Fragestellungen, Methoden und Ergebnissen der Berufsbildungsforschung. Es stellt besonders für die Planung und Durchführung von Forschungs- und Entwicklungsvorhaben – Modellversuche und Pilotprojekte eingeschlossen – ein wichtiges Werkzeug dar.Die Artikel der insgesamt 119 Autorinnen und Autoren sind wie folgt gegliedert:1. Kapitel – Genese der Berufsbildungsforschung2. Kapitel – Berufsbildungsplanung und Berufsbildungspraxis3. Kapitel – Felder der Berufsbildungsforschung4. Kapitel – Fallbeispiele: Berufsbildungsforschung5. Kapitel – Forschungsmethoden
CY - Bielefeld
DA - 2018/08/01/
PY - 2018
DP - Amazon
ET - 3. aktual. u. erw.
SP - 1135
LA - Deutsch
PB - UTB
SN - 978-3-8252-5078-2
ER -
TY - JOUR
TI - Messen beruflicher Kompetenz
AU - Rauner, Felix
AU - Grollmann, Philipp
AU - Martens, Thomas
AB - Abstract: Felix Rauner, Philipp Grollmann und Thomas Martens present an approach to the measurement of professional competences, which is based on prior experiences and results from the evaluation of a pilot study on the re-design of vocational profiles within a German auto manufacturer.
DA - 2007///
PY - 2007
DP - Zotero
LA - de
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - Competence Development and Assessment in TVET (COMET): Theoretical Framework and Empirical Results
AU - Rauner, Felix
AU - Heinemann, Lars
AU - Maurer, Andrea
AU - Haasler, Bernd
T2 - Technical and Vocational Education and Training: Issues, Concerns and Prospects
AB - The transferability of vocational education and training qualifications across international borders is a live issue in this heterogeneous field. Key to this goal is defining a common methodology for measuring vocational competences. This publication sets out a proposal for just that, based on the results of a pilot project known as ‘COMET’ on competence diagnostics in the field of electrical engineering. The study deploys longitudinal analysis to explore issues of competence development, the development of vocational identity, and occupational commitment. It focuses on two discrete occupational profiles in electrical engineering in an ambitious test of a model currently applied to other professions as well. The model’s success in its first phase is detailed in the second part of the volume, where the authors show that the transfer of the competence framework into an empirical model was successful. They also demonstrate that the methodology can be applied to designing and evaluating vocational education and training processes, making the material relevant to VET teachers and trainers as well as academics. With its first section comprising a full description of the theoretical framework, this book is a significant step forward in an urgent task facing administrations, labor forces and employers around the world. The achievement is in proportion to the notorious complexities of a field whose diversity makes tough demands on large-scale methods of assessment.
DA - 2013///
PY - 2013
DP - www.springer.com
LA - en
PB - Springer Netherlands
SN - 978-94-007-4724-1
ST - Competence Development and Assessment in TVET (COMET)
UR - https://www.springer.com/gb/book/9789400747241
Y2 - 2018/12/09/00:00:00
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - publicImportV1
ER -
TY - BOOK
TI - Messen beruflicher Kompetenzen: Band III. Drei Jahre KOMET-Testerfahrung
AU - Rauner, Felix
AU - Heinemann, Lars
AU - Maurer, Andrea
AU - Ji, Li
AU - Zhao, Zhiqun
AB - Das KOMET-Konsortium legt nach drei Jahren national und international vergleichender Forschung mit dem dritten KOMET-Band ein empirisch überprüftes und breit erprobtes Verfahren zum Messen beruflicher Kompetenz vor. Das Besondere des KOMET-Forschungsansatzes besteht darin, dass vor allem die Berufbildungspraxis das dem Testverfahren zugrunde liegende Kompetenzmodell auch als eine Anleitung zur Gestaltung und Evaluation beruflicher Bildungprozesse schätzt. Erstmals kann jetzt auch für die berufliche Bildung ein psychometrisch evaluiertes international anschlussfähiges Verfahren der vergleichenden Large-Scale-Kompetenzmessung vorgestellt werden.
CY - Berlin
DA - 2011/07/20/
PY - 2011
DP - Amazon
ET - 1., Aufl.
SP - 264
LA - Deutsch
PB - LIT
SN - 978-3-643-11238-5
ST - Messen beruflicher Kompetenzen
ER -
TY - BOOK
TI - Handbook of Technical and Vocational Education and Training Research
A3 - Rauner, Felix
A3 - Maclean, Rupert
AB - Technical and vocational education and training (TVET) research has become a recognized and well-defined area of interdisciplinary research. This is the first handbook of its kind that specifically concentrates on research and research methods in TVET. The book’s sections focus on particular aspects of the field, starting with a presentation of the genesis of TVET research. They further feature research in relation to policy, planning and practice. Various areas of TVET research are covered, including on the vocational disciplines and on TVET systems. Case studies illustrate different approaches to TVET research, and the final section of the book presents research methods, including interview and observation methods, as well as of experimentation and development. This handbook provides a comprehensive coverage of TVET research in an international context, and, with special focus on research and research methods, it is a cutting-edge resource and reference.
DA - 2008///
PY - 2008
DP - www.springer.com
LA - en
PB - Springer Netherlands
SN - 978-1-4020-8346-4
UR - https://www.springer.com/gb/book/9781402083464
Y2 - 2018/12/09/00:00:00
KW - -FullBiblioUHMLgen
KW - -GeneralCitations
KW - publicImportV1
ER -
TY - JOUR
TI - Kidscreen quality-of-life measure for children and adolescents
AU - Ravens-Sieberer, U
AU - Gosch, A
AU - Erhart, M
AU - Bruil, J
AU - Duer, W
AU - Auquier, P
AU - Power, M
AU - Abel, T
AU - Czemy, L
AU - Mazur, J
AU - Czimbalmos, A
AU - Tountas, Y
AU - Hagquist, C
AU - Kilroe, J
T2 - Expert Review of Pharmacoeconomics & Outcomes Research
DA - 2005///
PY - 2005
DO - 10.1586/14737167.5.3.353
VL - 5
IS - 3
KW - Done:ReferenceFixed
KW - eCubed
ER -
TY - JOUR
TI - High School Teacher Perceptions of Blended Learning
AU - Raymond, Stephen
DA - 2019///
PY - 2019
DP - Google Scholar
KW - _C:France FRA
KW - _C:Greece GRC
KW - _C:Kuwait KWT
KW - _C:Malaysia MYS
KW - _C:Namibia NAM
KW - _C:Tanzania TZA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Breaking Through Limitations: Enhanced Systematic Literature Reviews With Large Language Models
AU - Reason, Tim
AU - Langham, Julia
AU - Gimblett, Andy
AU - Malcolm, Bill
AU - Klijn, Sven
T2 - Population
DA - 2023///
PY - 2023
DP - Google Scholar
VL - 464
SP - 25
EP - 0
ST - Breaking Through Limitations
UR - https://www.ispor.org/docs/default-source/euro2023/isporeurope23-reason--msr46poster30102023vfinal132992-pdf.pdf?sfvrsn=9cbf28b7_0
Y2 - 2024/03/12/20:57:31
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Breaking Through Limitations: Enhanced Systematic Literature Reviews With Large Language Models
AU - Reason, Tim
AU - Langham, Julia
AU - Gimblett, Andy
AU - Malcolm, Bill
AU - Klijn, Sven
T2 - Population
DA - 2023///
PY - 2023
DP - Google Scholar
VL - 464
SP - 25
EP - 0
ST - Breaking Through Limitations
UR - https://www.ispor.org/docs/default-source/euro2023/isporeurope23-reason--msr46poster30102023vfinal132992-pdf.pdf?sfvrsn=9cbf28b7_0
Y2 - 2023/11/28/12:42:46
KW - _Added-ailr-2024
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Exploring the Benefits and Challenges of AI-Language Learning Tools
AU - Rebolledo Font de la Vall, Roxana
AU - Gonzalez Araya, Fabian
T2 - International Journal of Social Sciences and Humanities Invention
AB - AI language learning tools are computer programs or software applications that use artificial intelligence (AI) algorithms to help users learn and improve their skills in a foreign language. These technologies have a lot of benefits, such as the ability to save time and speed up learning, to give students personalized learning experiences, and to help them learn about other cultures. In this study, the scientific literature was looked at to find out the pros, cons, opportunities, and challenges of using AI language learning tools, such as the need for more human interaction, the complexities of language in context, and the fact that training needs a lot of data. In the future, these AI tools could be used to make changes, like combining VR and AR, developing better algorithms for processing natural language, and using more advanced algorithms for adaptive learning. By addressing these problems and limitations, AI learning systems could become even more powerful and valuable tools for learning languages. Their integration is critical to improving the effectiveness and efficiency of learning user experience solutions.
DA - 2023/01/08/
PY - 2023
DO - 10.18535/ijsshi/v10i01.02
DP - ResearchGate
VL - 10
SP - 7569
EP - 7576
J2 - International Journal of Social Sciences and Humanities Invention
ER -
TY - JOUR
TI - Teacher learning by script
AU - Reeves, J.
T2 - Language Teaching Research
DA - 2010///
PY - 2010
DO - 10.1177/1362168810365252
VL - 14
IS - 3
SP - 241
EP - 258
UR - https://doi.org/10.1177/1362168810365252.
ER -
TY - ELEC
TI - Key programme definitions
AU - Refugees, United Nations High Commissioner for
T2 - UNHCR
LA - en
UR - https://www.unhcr.org/publications/education/59ce50147/key-programme-definitions.html
Y2 - 2022/01/18/23:21:09
ER -
TY - RPRT
TI - Guide: Roof paint, shading, and sound insulation
AU - Regime Projects Tanzania
AU - Open Development & Education
AB - An output of the Open Development & Education, https://opendeved.net/
CN - opendeved.1072
DA - 2024/02/01/T00:00:00.000Z
PY - 2024
LA - en
M3 - Technical Guide
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/X6DKPHZS
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - Guide: Technical specifications for applying local white paint on schools’ roofs
AU - Regime Projects Tanzania
AU - Open Development & Education
AB - An output of the Open Development & Education, https://opendeved.net/
CN - opendeved.1071
DA - 2024/02/01/T00:00:00.000Z
PY - 2024
LA - en
M3 - Technical Guide
PB - Open Development & Education
UR - https://docs.opendeved.net/lib/989Z3BUE
KW - _forthcoming
KW - _r:AddedByMyEducationEvidence
KW - coming soon
ER -
TY - RPRT
TI - LAC Reads Capacity Program: Teacher categorisation inputs
AU - Regis, Callista
AU - Megha-Bongnkar, Ghislaine
AU - McBurnie, Chris
AU - D’Angelo, Sophia
AU - Haßler, Björn
CN - 0210
DA - 2021/08/09/
PY - 2021
LA - EN
M3 - LAC Reads Capacity Program
PB - Open Development & Education
SN - 6
KW - Author:OpenDevEd
ER -
TY - RPRT
TI - LAC Reads Capacity Program: User testing resuts
AU - Regis, Callista
AU - Megha-Bongnkar, Ghislaine
AU - McBurnie, Chris
AU - D’Angelo, Sophia
AU - Haßler, Björn
CN - 0211
DA - 2021/08/09/
PY - 2021
LA - EN
M3 - LAC Reads Capacity Program
PB - Open Development & Education
SN - 7
KW - Author:OpenDevEd
ER -
TY - BOOK
TI - Failure to Disrupt: Why Technology Alone Can’t Transform Education
AU - Reich, Justin
CY - Cambridge, Massachusetts
DA - 2020/09/15/
PY - 2020
DP - Amazon
SP - 336
LA - Inglés
PB - Harvard University Press
SN - 978-0-674-08904-4
ST - Failure to Disrupt
UR - https://www.degruyter.com/document/doi/10.4159/9780674249684/html
ER -
TY - JOUR
TI - Remote learning guidance from state education agencies during the COVID-19 pandemic: A first look
AU - Reich, Justin
AU - Buttimer, Christopher J.
AU - Fang, Alison
AU - Hillaire, Garron
AU - Hirsch, Kelley
AU - Larke, Laura R.
AU - Littenberg-Tobias, Joshua
AU - Moussapour, Roya Madoff
AU - Napier, Alyssa
AU - Thompson, Meredith
DA - 2020///
PY - 2020
DO - 10.35542/osf.io/437e2
DP - Google Scholar
ST - Remote learning guidance from state education agencies during the COVID-19 pandemic
UR - https://edarxiv.org/437e2/?utm_medium=email&utm_source=other&utm_campaign=opencourse.GdeNrll1EeSROyIACtiVvg.announcements~opencourse.GdeNrll1EeSROyIACtiVvg.AHpedUxETU63JlTk4fDolw
Y2 - 2024/02/29/13:29:54
KW - Final_citation
ER -
TY - JOUR
TI - The MOOC pivot
AU - Reich, Justin
AU - Ruipérez-Valiente, José A.
T2 - Science
DA - 2019///
PY - 2019
DO - 10.1126/science.aav7958
DP - Google Scholar
VL - 363
IS - 6423
SP - 130
EP - 131
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - Teacher practices during Y ear 4 of a one-to-one mobile learning initiative
AU - Reichert, Michael
AU - Mouza, Chrystalla
T2 - Journal of Computer Assisted Learning
DA - 2018///
PY - 2018
DO - 10.1111/jcal.12283
DP - Google Scholar
VL - 34
IS - 6
SP - 762
EP - 774
KW - __C:filed:1
ER -
TY - BOOK
TI - Supporting teacher development: literature review.
AU - Reid, Kate
AU - Kleinhenz, Elizabeth
AU - Australia
AU - Department of Foreign Affairs and Trade
AB - This literature review identifies and evaluates evidence on the effectiveness of approaches to improving teacher quality in developing countries. It examines four categories of assistance for improving teacher quality: teacher development policies; pre-service education and training; in-service professional development; and school-based support. As far as possible the review highlights practices that demonstrat effectiveness. The review describes examples from different countries, of practices in educational policy and teacher development focused on enhancing teacher quality. It identifies policies that support teacher development as well as the characteristics of effective pre-service teacher education programs and of high-quality professional learning programs for teachers. It acknowledges the need to modify and adapt intervention approaches to suit particular country contexts. [Executive summary].
DA - 2015///
PY - 2015
DP - Open WorldCat
LA - en
SN - 978-1-74322-227-0
ST - Supporting teacher development
KW - _C:Afghanistan AFG
KW - _C:Australia AUS
KW - _C:Belgium BEL
KW - _C:Burundi BDI
KW - _C:Cambodia KHM
KW - _C:Canada CAN
KW - _C:Chad TCD
KW - _C:Chile CHL
KW - _C:China CHN
KW - _C:Egypt EGY
KW - _C:Eritrea ERI
KW - _C:Ethiopia ETH
KW - _C:Finland FIN
KW - _C:France FRA
KW - _C:Gambia GMB
KW - _C:Germany DEU
KW - _C:Ghana GHA
KW - _C:Guinea GIN
KW - _C:Guyana GUY
KW - _C:India IND
KW - _C:Indonesia IDN
KW - _C:Ireland IRL
KW - _C:Israel ISR
KW - _C:Japan JPN
KW - _C:Kenya KEN
KW - _C:Korea XKOR
KW - _C:Korea, Republic KOR
KW - _C:Laos LAO
KW - _C:Lesotho LSO
KW - _C:Malawi MWI
KW - _C:Malaysia MYS
KW - _C:Mali MLI
KW - _C:Mauritius MUS
KW - _C:Mexico MEX
KW - _C:Mozambique MOZ
KW - _C:Myanmar MMR
KW - _C:Namibia NAM
KW - _C:Nauru NRU
KW - _C:Nepal NPL
KW - _C:Netherlands NLD
KW - _C:Niger NER
KW - _C:Nigeria NGA
KW - _C:Norway NOR
KW - _C:Pakistan PAK
KW - _C:Papua New Guinea PNG
KW - _C:Peru PER
KW - _C:Philippines PHL
KW - _C:Senegal SEN
KW - _C:Singapore SGP
KW - _C:South Africa ZAF
KW - _C:South Sudan SSD
KW - _C:Sri Lanka LKA
KW - _C:Sudan SDN
KW - _C:Sweden SWE
KW - _C:Tanzania TZA
KW - _C:Thailand THA
KW - _C:Trinidad and Tobago TTO
KW - _C:Turkey TUR
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Vanuatu VUT
KW - _C:Viet Nam VNM
KW - _C:Zambia ZMB
KW - _C:Zimbabwe ZWE
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - BOOK
TI - Empowering Students to Improve the World in Sixty Lessons. Version 1.0
AU - Reimers, Fernando
CY - North Charleston, South Carolina
DA - 2017///
PY - 2017
DP - Amazon
SP - 288
LA - English
PB - CreateSpace Independent Publishing Platform
SN - 978-1-5464-5677-3
ST - Empowering students to improve the world in sixty lessons
ER -
TY - CHAP
TI - What Is Global Education and Why Does It Matter?
AU - Reimers, Fernando M.
T2 - Educating Students to Improve the World
C2 - Reimers, Fernando M.
CY - Singapore
DA - 2020///
PY - 2020
DP - DOI.org (Crossref)
SP - 25
EP - 29
LA - en
PB - Springer Singapore
SN - 9789811538865 9789811538872
UR - http://link.springer.com/10.1007/978-981-15-3887-2_2
Y2 - 2022/03/31/15:23:41
ER -
TY - BOOK
TI - Empowering Global Citizens: A World Course
AU - Reimers, Fernando M.
AU - Chopra, Vidur
AU - Chung, Connie K.
AU - Higdon, Julia
AU - O'Donnell, E. B.
AB - How do we help students work effectively with others from diverse cultural backgrounds? How do we help them understand the world? How do we prepare them for work and life in an era of globalization, volatility, and uncertainty? Empowering Global Citizens offers educators and parents compelling answers to those questions.This book presents The World Course, a curriculum on global citizenship education designed to equip students with the competencies they need to thrive and contribute to sustainable development in an era of globalization. Drawing on curriculum mapping this book offers a coherent and rigorous set of instructional units to support deep learning of twenty-first-century competencies that develop agency, imagination, confidence, and the skills to navigate the complexity of our times. Drawing on a rich conceptual framework of global education, The World Course scaffolds the development of global competency drawing on project-based learning and other pedagogies that support personalization. The course expands children’s horizons, helping them understand the world in which they live in all its complexity from kindergarten to high school. This is done through learning activities at the zone for proximal development for each age group, with activities that foster student agency and a growth mindset.
DA - 2016/07/20/
PY - 2016
DP - Amazon
SP - 506
LA - English
PB - CreateSpace Independent Publishing Platform
SN - 978-1-5335-9454-9
ST - Empowering Global Citizens
ER -
TY - BOOK
TI - An educational calamity : Learning and teaching during the Covid-19 pandemic
AU - Reimers, Fernando
AU - Amaechi, Uche
AU - Banerji, Alysha
AU - Wang, Margaret
DP - Amazon
SP - 387
LA - English
ST - An educational calamity
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Critical Hours and Important Environments: Relationships between Afterschool Physical Activity and the Physical Environment Using GPS, GIS and Accelerometers in 10–12-Year-Old Children
AU - Remmers, Teun
AU - Thijs, Carel
AU - Ettema, Dick
AU - de Vries, Sanne
AU - Slingerland, Menno
AU - Kremers, Stef
T2 - International Journal of Environmental Research and Public Health
AB - Introduction: The objective of this study was to assess relationships between children’s physical environment and afterschool leisure time physical activity (PA) and active transport. Methods: Children aged 10–12 years participated in a 7-day accelerometer and Global Positioning Systems (GPS) protocol. Afterschool leisure time PA and active transport were identified based on location- and speed-algorithms based on accelerometer, GPS and Geospatial Information Systems (GIS) data. We operationalized children’s exposure to the environment by combining home, school and the daily transport environment in individualized daily activity-spaces. Results: In total, 255 children from 20 Dutch primary schools from suburban areas provided valid data. This study showed that greenspaces and smaller distances from the children’s home to school were associated with afterschool leisure time PA and walking. Greater distances between home and school, as well as pedestrian infrastructure were associated with increased cycling. Conclusion: We demonstrated associations between environments and afterschool PA within several behavioral contexts. Future studies are encouraged to target specific behavioral domains and to develop natural experiments based on interactions between several types of the environment, child characteristics and potential socio-cognitive processes.
DA - 2019/01//
PY - 2019
DO - 10.3390/ijerph16173116
DP - www.mdpi.com
VL - 16
IS - 17
SP - 3116
LA - en
SN - 1660-4601
ST - Critical Hours and Important Environments
UR - https://www.mdpi.com/1660-4601/16/17/3116
Y2 - 2022/04/18/18:15:36
KW - GPS
KW - accelerometer
KW - children
KW - context-specific
KW - physical activity
KW - spatial behavior
ER -
TY - GEN
TI - Kenya Digital Master Plan 2022-2032
AU - Republic of Kenya ICT Authority
DA - 2022///
PY - 2022
UR - https://cms.icta.go.ke//sites/default/files/2022-09/Kenya_Digital_Master_Plan_2022-2023_0.pdf
ER -
TY - RPRT
TI - RTAC 4C3A Factsheet
AU - Research Technical Assistance Center
CY - Washington, DC
DA - 2022///
PY - 2022
M3 - Research Translation Toolkit
PB - Research Technical Assistance Center
ER -
TY - RPRT
TI - RTAC Communication Products
AU - Research Technical Assistance Center
CY - Washington, DC
DA - 2022///
PY - 2022
M3 - Research Translation Toolkit
PB - Research Technical Assistance Center
ER -
TY - RPRT
TI - RTAC Plan
AU - Research Technical Assistance Center
CY - Washington, DC
DA - 2022///
PY - 2022
M3 - Research Translation Toolkit
PB - Research Technical Assistance Center
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - RTAC Stakeholder Analysis
AU - Research Technical Assistance Center
CY - Washington, DC
DA - 2022///
PY - 2022
M3 - Research Translation Toolkit
PB - Research Technical Assistance Center
ER -
TY - RPRT
TI - RTAC Toolkit: Troubleshooting Guide
AU - Research Technical Assistance Center
CY - Washington, DC
DA - 2022///
PY - 2022
M3 - Research Translation Toolkit
PB - Research Technical Assistance Center
ER -
TY - RPRT
TI - The Guide to Cross Sector Collaboration
AU - Resonance Global
UR - https://www.resonanceglobal.com/hubfs/eBooks/theGuideToCrossSectorCollaboration.pdf?hsCtaTracking=af678517-afba-45f5-953d-8d0a8554a5ca%7C81990f90-29dd-4d24-abd5-531b55e7665f
ER -
TY - CHAP
TI - Issues and challenges related to digital equity: an overview
AU - Resta, P.
AU - Laferriere, T.
AU - McLaughlin, R.
AU - Kouraogo, A.
T2 - Second handbook of information technology in primary and secondary education
A2 - Voogt, J.
A2 - Knezek, G.
A2 - Christensen, R.
A2 - Lai, K-W.
T3 - Springer International Handbooks of Education
CY - Cham, Switzerland
DA - 2018///
PY - 2018
SP - 987
EP - 1004
PB - Springer
UR - https://www.crires.ulaval.ca/sites/default/files/full-text/resta2018_referenceworkentry_issuesandchallengesrelatedtodi.pdf
ER -
TY - JOUR
TI - Digital equity and intercultural education
AU - Resta, Paul
AU - Laferrière, Thérèse
T2 - Education and Information Technologies
DA - 2015/12//
PY - 2015
DO - 10.1007/s10639-015-9419-z
DP - DOI.org (Crossref)
VL - 20
IS - 4
SP - 743
EP - 756
J2 - Educ Inf Technol
LA - en
SN - 1360-2357, 1573-7608
UR - http://link.springer.com/10.1007/s10639-015-9419-z
Y2 - 2024/03/04/14:18:22
KW - Final_citation
ER -
TY - BOOK
TI - Humanizing the economy: co-operatives in the age of capital
AU - Restakis, John
CY - Gabriola Island, BC
DA - 2010///
PY - 2010
DP - K10plus ISBN
SP - 295
LA - eng
PB - New Society Publishers
SN - 978-1-55092-461-9 978-0-86571-651-3
ST - Humanizing the economy
ER -
TY - JOUR
TI - Leveraging the 1: 1 iPad approach for enhanced learning in the classroom
AU - Retalis, Symeon
AU - Paraskeva, Fotini
AU - Alexiou, Aikaterini
AU - Litou, Zoi
AU - Sbrini, Theofili
AU - Limperaki, Youla
T2 - Educational Media International
DA - 2018///
PY - 2018
DO - 10.1080/09523987.2018.1512463
DP - Google Scholar
VL - 55
IS - 3
SP - 213
EP - 230
ST - Leveraging the 1
KW - __C:filed:1
ER -
TY - CHAP
TI - Pilot of the Early Grade Mathematics Assessment: Final report. Prepared for USAID under the Education Data for Decision Making (EdData II) project, Task Order No. EHC-E-02-04-00004-00 (RTI Task 2)
AU - Reubens, A.
T2 - What causes differences in achievement in Zimbabwe’s secondary schools
CY - Research Triangle Park, NC
DA - 2009///
PY - 2009
PB - RTI International
UR - http://pdf.usaid.gov/pdf_docs/PNADS440.pdf.
ER -
TY - RPRT
TI - Using educational transitions to estimate learning loss due to Covid-19 school closures
AU - Ricardo, Sabates
AU - Carter, Emma
AU - Stern, Jonathan
DA - 2020///
PY - 2020
PB - REAL Centre, Faculty of Education, University of Cambridge
UR - https://www.educ.cam.ac.uk/centres/real/publications/Using%20educational%20transitions%20to%20estimate%20learning%20loss%20due%20to%20Covid-19%20school%20closures.pdf
Y2 - 2020/08/12/15:39:56
KW - _COVID_DEAA-List
ER -
TY - BOOK
TI - Teachers of Refugees: A Review of the Literature
AU - Richardson, Emily
AB - The United Nations High Commissioner for Refugees (UNHCR) estimates that 65.6 million people are forcibly displaced, having either crossed national borders or become internally displaced within their own countries. Of this estimate, over 22.5 million are refugees. Over half of the world's refugees are children. With an average length of displacement of approximately 20 years, the majority of these children will spend their entire childhoods away from home. Refugee children have limited access to basic social services like healthcare and education. Given the length of their displacement, generations of refugee children throughout the world could miss out on education altogether. Numerous studies show that the teacher is the most important in-school factor affecting the quality of education, particularly in refugee contexts, where the teacher is sometimes the only resource available to students. In refugee contexts where infrastructure and resources are limited, the role of the teacher is particularly important to the quality of education. However few studies to date have examined the role of teachers in refugee contexts. With more literature focusing on refugee children and youth, little is known about who the teachers of refugees are and how they are recruited, trained, retained, compensated and managed in their contexts. Importantly, there is little research on national teachers who are teaching refugee children; rather, much of the available literature focuses on refugee teachers -- that is, teachers who are also refugees. In addition, this lack of literature on teachers of refugees hinders our understanding not only of their needs but also of 'how refugees can contribute to education in their host countries and (eventually) to their home countries'. The purpose of this literature review is to survey policies, practices and debates that governments and their partners must navigate to provide education for refugee populations, and the strategies they have used to select and manage teaching forces. The review analyses findings from the main literature on teachers of refugees according to the following themes: (1) recruitment, certification and selection of teachers; (2) teacher preparation and development; (3) teacher remuneration and incentives; and (4) teacher retention. In addition, for each of these themes, this review highlights the salient gaps in the research and suggests an agenda for further research. [Co-written with Leonora MacEwen and Ruth Naylor.]
DA - 2018///
PY - 2018
DP - ERIC
LA - en
PB - Education Development Trust
SN - 978-1-909437-95-1
ST - Teachers of Refugees
UR - https://eric.ed.gov/?id=ED588878
Y2 - 2021/03/07/18:04:36
KW - Access to Education
KW - Civil Rights
KW - Compensation (Remuneration)
KW - Faculty Development
KW - Financial Support
KW - Foreign Countries
KW - Incentives
KW - Refugees
KW - Research Needs
KW - Teacher Certification
KW - Teacher Education
KW - Teacher Persistence
KW - Teacher Recruitment
KW - Teacher Role
KW - Teacher Selection
KW - _C:Afghanistan AFG
KW - _C:Algeria DZA
KW - _C:Bangladesh BGD
KW - _C:Bhutan BTN
KW - _C:Bosnia and Herzegovina BIH
KW - _C:Burkina Faso BFA
KW - _C:Cameroon CMR
KW - _C:Chad TCD
KW - _C:Congo XCO
KW - _C:Croatia HRV
KW - _C:Egypt EGY
KW - _C:Ethiopia ETH
KW - _C:Greece GRC
KW - _C:Guinea GIN
KW - _C:Iraq IRQ
KW - _C:Jordan JOR
KW - _C:Kenya KEN
KW - _C:Lebanon LBN
KW - _C:Liberia LBR
KW - _C:Malaysia MYS
KW - _C:Nepal NPL
KW - _C:Niger NER
KW - _C:Nigeria NGA
KW - _C:Norway NOR
KW - _C:Pakistan PAK
KW - _C:Rwanda RWA
KW - _C:Sierra Leone SLE
KW - _C:Somalia SOM
KW - _C:South Africa ZAF
KW - _C:South Sudan SSD
KW - _C:State of Palestine PSE
KW - _C:Sudan SDN
KW - _C:Sweden SWE
KW - _C:Syrian Arab Republic SYR
KW - _C:Thailand THA
KW - _C:Turkey TUR
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - _C:Viet Nam VNM
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - BOOK
TI - Teachers of Refugees: A Review of the Literature.
AU - Richardson, Emily
DA - 2018///
PY - 2018
PB - ERIC
SN - 1-909437-95-6
ER -
TY - RPRT
TI - Repurposing Established Radio and Audio Series to Address the COVID-19 Educational Crises
AU - Richmond, Simon
DA - 2020///
PY - 2020
SP - 9
LA - EN
PB - Education Development Center
UR - https://www.edc.org/sites/default/files/Repurposing-Established-Radio-Audio-Series.pdf
Y2 - 2020/04/04/16:44:47
ER -
TY - JOUR
TI - Results From a Controlled Study of the iPad Fractions Game Motion Math
AU - Riconscente, Michelle M
T2 - Games and Culture
DA - 2013///
PY - 2013
DO - 10.1177/1555412013496894
VL - 8
IS - 4
SP - 186
EP - 214
ER -
TY - JOUR
TI - Revisión sistemática sobre el uso de la tableta en la etapa de educación primaria
AU - Ricoy, María-Carmen
AU - Sánchez-Martínez, Cristina
T2 - Revista Española de Pedagogía
DA - 2020///
PY - 2020
DO - 10.22550/REP78-2-2020-04
DP - Google Scholar
VL - 78
IS - 276
SP - 273
EP - 290
KW - _C:Croatia HRV
KW - _C:Spain ESP
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Tablet use in primary education
AU - Ricoy, María-Carmen
AU - Sánchez-Martínez, Cristina
T2 - Technology, Pedagogy and Education
DA - 2019///
PY - 2019
DO - 10.1080/1475939X.2019.1608291
DP - Google Scholar
VL - 28
IS - 3
SP - 301
EP - 316
KW - __C:filed:1
ER -
TY - JOUR
TI - Credibility versus fake news in digital newspapers on tablets in primary education/Credibilidad versus falsedad de las noticias de periódicos digitales sobre la tableta en la Educación Primaria
AU - Ricoy, María-Carmen
AU - Sánchez-Martínez, Cristina
AU - Feliz-Murias, Tiberio
T2 - Cultura y Educación
DA - 2019///
PY - 2019
DO - 10.1080/11356405.2019.1603891
DP - Google Scholar
VL - 31
IS - 2
SP - 296
EP - 325
KW - __C:filed:1
ER -
TY - JOUR
TI - Tablet u školskom i obiteljskom okruženju
AU - Ricoy, María-Carmen
AU - Sánchez-Martínez, Cristina
AU - Feliz-Murias, Tiberio
T2 - Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje
DA - 2018///
PY - 2018
DP - Google Scholar
VL - 20
IS - 4
SP - 1353
EP - 1379
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - GEN
TI - Need for more and better implementation science in global health
AU - Ridde, Valéry
DA - 2016///
PY - 2016
DP - Google Scholar
PB - BMJ Specialist Journals
ER -
TY - JOUR
TI - The meaning of “capacity building” for the nurse workforce in sub-Saharan Africa: An integrative review
AU - Ridge, Laura Jean
AU - Klar, Robin Toft
AU - Stimpfel, Amy Witkoski
AU - Squires, Allison
T2 - International Journal of Nursing Studies
AB - Background: “Capacity building” is an international development strategy which receives billions of dollars of investment annually and is utilized by major development agencies globally. However, there is a lack of consensus around what “capacity building” or even “capacity” itself, means. Nurses are the frequent target of capacity building programming in sub-Saharan Africa as they provide the majority of healthcare in that region. Objectives: This study explored how “capacity” was conceptualized and operationalized by capacity building practitioners working in sub-Saharan Africa to develop its nursing workforce, and to assess Hilderband and Grindle's (1996) “Dimensions of Capacity” model was for fit with “capacity's” definition in the field. Design: An integrative review of the literature using systematic search criteria. Data sources searched included: PubMed, the Cumulative Index for Nursing and Allied Health Literature Plus, the Excerpt Medica Database, and Web of Science. Review methods: This review utilized conventional content analysis to assess how capacity building practitioners working in sub-Saharan Africa utilize the term “capacity” in the nursing context. Content analysis was conducted separately for how capacity building practitioners described “capacity” versus how their programs operationalized it. Identified themes were then assessed for fit with Hilderband and Grindle's (1996) “Dimensions of Capacity” model. Results: Analysis showed primary themes for conceptualization of capacity building of nurses by practitioners included: human resources for health, particularly pre- and post- nursing licensure training, and human (nursing) resource retention. Other themes included: management, health expenditure, and physical resources. There are several commonly used metrics for human resources for health, and a few for health expenditures, but none for management or physical resources. Overlapping themes of operationalization include: number of healthcare workers, post-licensure training, and physical resources. The Hilderband and Grindle (1996) model was a strong fit with how capacity is defined by practitioners working on nursing workforce issues in sub-Saharan Africa. If overall significant differences between conceptualization and operationalization emerged, as the reader I want to know what these differences were. Conclusions: This review indicates there is significant informal consensus on the definition of “capacity” and that the Hilderbrand and Grindle (1996) framework is a good representation of that consensus. This framework could be utilized by capacity building practitioners and researchers as those groups plan, execute, and evaluate nursing capacity building programming.
DA - 2018///
PY - 2018
DO - 10.1016/j.ijnurstu.2018.04.019
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - AAZ:Africa South of the Sahara
KW - C:Rwanda
KW - C:South Africa
KW - CA:AandC
KW - CCZ:Rwanda
KW - CCZ:South Africa
KW - CCZ:Uganda
KW - CL:de
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:D
KW - CT:P
KW - CT:T
KW - D:developing country
KW - P:health
KW - P:media
KW - P:nurse
KW - T:Training
KW - Z:Capacity building/methods
KW - Z:Developing countries
KW - Z:Education
KW - Z:Health manpower
KW - Z:Nursing
KW - Z:Staff
KW - _C:Uganda UGA
KW - publicImportV1
ER -
TY - NEWS
TI - Child marriages skyrocket in Malawi as Covid-19 closes schools, figures show
AU - Rigby, Jennifer
T2 - The Telegraph (UK)
DA - 2020/08/14/
PY - 2020
UR - https://www.telegraph.co.uk/global-health/women-and-girls/child-marriages-skyrocket-malawi-covid-19-closes-schools-figures/amp/
Y2 - 2020/08/20/10:25:49
ER -
TY - RPRT
TI - DigComp 2.2: The Digital Competence Framework for Citizens - With new examples of knowledge, skills and attitudes
AU - Riina, Vuorikari
AU - Stefano, Kluzer
AU - Yves, Punie
DA - 2022///
PY - 2022
PB - Publications Office of the European Union
UR - https://publications.jrc.ec.europa.eu/repository/handle/JRC128415
ER -
TY - CONF
TI - Towards Interpreting Topic Models with ChatGPT
AU - Rijcken, Emil
AU - Scheepers, Floortje
AU - Zervanou, Kalliopi
AU - Spruit, Marco
AU - Mosteiro, Pablo
AU - Kaymak, Uzay
C3 - The 20th World Congress of the International Fuzzy Systems Association
DA - 2023///
PY - 2023
DP - Google Scholar
UR - https://research.tue.nl/en/publications/towards-interpreting-topic-models-with-chatgpt
Y2 - 2024/02/23/17:11:22
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Teacher retention in refugee and emergency settings: The state of the literature
AU - Ring, Hannah Reeves
AU - West, M Y
T2 - The International Education Journal: Comparative Perspectives
DA - 2015///
PY - 2015
DP - Zotero
VL - 14
IS - 3
SP - 106
EP - 121
LA - en
KW - _C:Afghanistan AFG
KW - _C:Belgium BEL
KW - _C:Bhutan BTN
KW - _C:Cambodia KHM
KW - _C:Chad TCD
KW - _C:China CHN
KW - _C:Ethiopia ETH
KW - _C:France FRA
KW - _C:India IND
KW - _C:Kenya KEN
KW - _C:Lebanon LBN
KW - _C:Nepal NPL
KW - _C:Nicaragua NIC
KW - _C:Papua New Guinea PNG
KW - _C:Sierra Leone SLE
KW - _C:Switzerland CHE
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Impact of serious games on science learning achievement compared with more conventional instruction: an overview and a meta-analysis
AU - Riopel, Martin
AU - Nenciovici, Lucian
AU - Potvin, Patrice
AU - Chastenay, Pierre
AU - Charland, Patrick
AU - Sarrasin, Jérémie Blanchette
AU - Masson, Steve
T2 - Studies in Science Education
DA - 2019/07/03/
PY - 2019
DO - 10.1080/03057267.2019.1722420
VL - 55
IS - 2
SP - 169
EP - 214
J2 - Studies in Science Education
LA - en
SN - 0305-7267, 1940-8412
ST - Impact of serious games on science learning achievement compared with more conventional instruction
KW - Final_citation
KW - cited
KW - existing
ER -
TY - ELEC
TI - Data Visualisations: Estimating COVID-19 related learning losses and effects of mitigation | RISE Programme
AU - RISE
T2 - RISE Programme
DA - 2020///
PY - 2020
M3 - Text
UR - https://riseprogramme.org/tools/simulating-learning
Y2 - 2020/11/05/02:34:58
ER -
TY - ELEC
TI - Rising Academies - Rising On Air
AU - Rising Academy Network
DA - 2020/04/08/
PY - 2020
LA - EN
UR - http://www.risingacademies.com/on-air
Y2 - 2020/04/08/12:11:03
ER -
TY - JOUR
TI - An examination of the digital divide and its dividing factors in formal educational settings
AU - Ritzhaupt, Albert D.
AU - Hohlfeld, Tina N.
T2 - Crossing the bridge of the digital divide: A walk with global leaders
DA - 2018///
PY - 2018
DP - Google Scholar
SP - 19
EP - 36
UR - https://books.google.co.uk/books?hl=en&lr=&id=wyBzDwAAQBAJ&oi=fnd&pg=PA19&dq=Hohlfeld+et+al.+2018+education&ots=fqHh4OQR7_&sig=M1S7QYcxQHOhnt5Tp9R3MP1Fg7M
Y2 - 2024/03/04/16:19:18
KW - Final_citation
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Editor’s comments: the ions of theory construction
AU - Rivard, S.
T2 - MIS Quarterly
DA - 2014///
PY - 2014
VL - 38
IS - 2
SP - –
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Three (Post-Secondary Agricultural Education and Training) Challenges and the Concept of "Workforce Education Systems"
AU - Rivera, William M.
T2 - Journal of agricultural education and extension
AB - The Comprehensive Africa Agriculture Development Program (CAADP) of the Africa Union's New Partnership for Africa's Development (AU/NEPAD), the International Food Policy Research Institute (IFPRI), in collaboration with the University of KwaZulu-Natal, held in January 2008, a conference on the subject of "Convergence between Social Service Provision and Productivity Enhancing Investments in Development Strategies" with a view to improving the complementaries between investments in social sciences and those aimed directly at raising agricultural productivity. The present paper is intended as part of a seminar series in this regard to be held at IFPRI, 9 October 2007, and serves as the basis for a paper to be presented at the CAADP/IFPRI conference in January 2008 in Durban, South Africa. (Contains 7 notes and 4 figures.)
DA - 2008///
PY - 2008
DO - 10.1080/13892240701820546
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:South Africa
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:T
KW - F:policy
KW - P:agricultural
KW - P:agriculture
KW - P:economy
KW - P:services
KW - P:social
KW - T:Training
KW - T:workplace education
KW - Z:Agricultural Education
KW - Z:Conference Papers
KW - Z:Economic Development
KW - Z:Foreign Countries
KW - Z:Labor Force Development
KW - Z:Productivity
KW - Z:Social Sciences
KW - publicImportV1
ER -
TY - CHAP
TI - E-Learning as a Vehicle for the Development of Rural Girls in Ghana, West Africa
AU - Roberts-Lewis, Kristie
AU - Orok, Michael E.
T2 - Information Communication Technology (ICT) Integration to Educational Curricula: A New Direction for Africa
A3 - Nwokeafor, Cosmas Uchenna
DA - 2015///
PY - 2015
DP - Google Scholar
SP - 47
EP - 65
PB - University Press of America
UR - https://books.google.co.uk/books?hl=en&lr=&id=f_rbBgAAQBAJ&oi=fnd&pg=PA47&dq=E-Learning+as+a+Vehicle+for+the+Development+of+Rural+Girls+in+Ghana,+West+Africa&ots=telpKl3F5M&sig=liMg3MPx4Vo16-7Jzb4V_O8_QYs#v=onepage&q=E-Learning%20as%20a%20Vehicle%20for%20the%20Development%20of%20Rural%20Girls%20in%20Ghana%2C%20West%20Africa&f=false
KW - Equity through Access
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Digital Rights in Closing Civic Space: Lessons from Ten African Countries
AU - Roberts, Tony
AU - Ali, Abrar Mohammed
AU - Karekwaivanane, George
AU - Msonza, Natasha
AU - Phiri, Sam
AU - Zorro
AU - Nanfuka, Juliet
AU - Bosch, Tanja
AU - Oladapo, Oyewole
AU - Ojebode, Ayo
AU - Nyabola, Nanjala
AU - Gagliardone, Iginio
AU - Brhane, Atnafu
AU - Farahat, Mohammed
AU - Ndongmo, Kathleen
DA - 2021/02/26/
PY - 2021
PB - Institute of Development Studies
UR - https://www.ids.ac.uk/publications/digital-rights-in-closing-civic-space-lessons-from-ten-african-countries/
Y2 - 2024/01/12/00:00:00
ER -
TY - THES
TI - Leadership development for technical and vocational education and training college leaders in South Africa: A post-graduate curriculum framework
AU - Robertson, Catherine A
AU - Du Plessis, CA
AB - ENGLISH ABSTRACT: The South African public technical and vocational education and training (TVET) colleges have experienced considerable change in the past 20 years. Recently, these colleges have become the focal point of education and training, ever since the publication of the Green Paper on Post-School Education and Training in 2012, transferring the colleges to the higher education and training system. These colleges are expected to increase their enrolments from 650 000 to 2.5 million by 2030. Leaders in these institutions have been faced with constant challenges in a rapidly changing environment. It has been internationally acknowledged that in order for leaders at all levels of vocational education and training institutions to be capable of and effective in transforming their institutions, leadership development is essential. Even though a leadership development programme was advocated in the Green Paper on Further Education and Training in South Africa (RSA, 2012), this training was not mentioned specifically in the subsequent White Paper (RSA, 2014). This lack of leadership development prioritisation of leaders in this sector differs from governments in other countries where customised leadership development in this complex sector has not only been prioritised but has become a matter of urgency. The purpose of this study was thus to develop a leadership development curriculum framework specifically for leaders, present and future, of public TVET colleges in South Africa. These colleges have also been examined as activity systems with their cultural and historical influences, according to Engeström’s (1987) version of activity theory. Through interactive qualitative analysis (IQA), an interpretive methodology grounded in systems theory (Northcutt & McCoy, 2004) which uses an interpretive approach by means of focus group and individual interviews with different constituency populations, an attempt was made to gain an understanding of what challenges these college leaders face and what knowledge, skills, attributes and attitudes they may need to achieve the mandate of the White Paper (RSA, 2014).
AFRIKAANSE OPSOMMING: Die openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika het die afgelope 20 jaar groot veranderings ervaar. Hierdie kolleges het onlangs die hoof-fokuspunt van onderwys en opleiding geword vandat die Groenskrif vir Na-skoolse Onderwys en Opleiding in 2012 gepubliseer is, wat die kolleges verskuif het na die hoër onderwys-en-opleidingstelsel met die verwagting om teen 2030 inskrywings van 650 000 tot 2.5 miljoen te vermeerder. Leiers in hierdie instellings ondervind voortdurende uitdagings in ’n vinnig-veranderende omgewing. Daar word internasionaal erken dat om leiers op alle vlakke by beroepsgerigte onderwys-en-opleidingsinstellings in staat te stel om hierdie instellings effektief te transformeer, leierskapontwikkeling essensieel is. Al word leierskapontwikkeling in die Groenskrif vir Na-skoolse Onderwys en Opleiding voorgestel, word daar nie vir hierdie opleiding in die daaropvolgende Witskrif (2014) voorsiening gemaak nie, wat verskil van die optrede van regerings in ander lande wat leierskapsontwikkeling in hierdie komplekse sektor prioritiseer. Gepaste leierskapskwalifikasies en -programme is oral ter wêreld vir leiers in dié sektor beskikbaar, maar nie in Suid-Afrika nie. Hierdie kolleges is ook as aktiwiteitstelsels ondersoek en daardeur is ’n analise van die kulturele en historiese invloede gemaak volgens Engeström (1987) se weergawe van Aktiwiteitsteorie. Die doel van hierdie studie was dus om ’n leierskapkurrikulumraamwerk vir huidige en toekomstige leiers van openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika te ontwikkel. Deur interaktiewe kwalitatiewe analise, ’n interpretatiewe metodologie wat sy basis in stelselsteorie het (Northcutt & McCoy, 2004) en wat ’n interpretatiewe benadering toepas, is daar gepoog om deur middel van fokusgroep- en individuele onderhoude vas te stel wat leiers in die sektor glo in so ’n kurrikulumraamwerk ingesluit moet word, sodat die mandaat van die Witskrif (RSA, 2014) uitgeoefen kan word.
DA - 2015///
PY - 2015
LA - en
UR - http://scholar.sun.ac.za/handle/10019.1/96966
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:South Africa
KW - CA:AandC
KW - CL:de
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:T
KW - F:curriculum
KW - F:leadership
KW - T:TVET
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Scaling up Quality Education in Developing Countries
AU - Robinson, Jenny Perlman
AU - Winthrop, Rebecca
AB - Around the world, countries are grappling with how to scale quality education for their children and youth. Quality education is at the center of a nation’s progress, and it is also enshrined in the United Nations Sustainable Development Goals, which 193 countries have recently committed to support. While the spread of schooling over the past 150 years is one of the most widely successful “going to scale” stories, this expansion too often has been met with little mastery of core academic content and higher-order thinking skills.
DP - Zotero
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Futures under glass: A recipe for people who hate to predict
AU - Robinson, John B.
T2 - Futures
AB - The backcasting methodology is proposed for scenario analysis of changes over 20–100 years into the future. Backcasting can be applied to areas of human activity; here it is assumed that the method will be used to analyse environment and development problems at the national level as part of studies undertaken within the Human Dimensions of Global Change Program. Some indications are given as to how to integrate natural system considerations into the human system scenarios.
DA - 1990/10/01/
PY - 1990
DO - 10.1016/0016-3287(90)90018-D
DP - ScienceDirect
VL - 22
IS - 8
SP - 820
EP - 842
J2 - Futures
LA - en
SN - 0016-3287
ST - Futures under glass
UR - https://www.sciencedirect.com/science/article/pii/001632879090018D
Y2 - 2022/12/22/04:28:29
ER -
TY - JOUR
TI - Environmentally Friendly School Infrastructure
AU - Robles, Marina
AU - Näslund-Hadley, Emma
AU - Ramos, María Clara
AU - Paredes, Juan Roberto
AB - Educational spaces, apart from their functionality and efficient use of natural resources, should be conducive to learning and offer comfort and security to the people entering them. This requires construction and maintenance processes that keep in mind both the occupants and the environmental conditions that surround them.
DA - 2015/05/01/
PY - 2015
DP - publications.iadb.org
LA - English
UR - https://publications.iadb.org/en/publication/16903/environmentally-friendly-school-infrastructure
Y2 - 2023/11/07/20:09:37
KW - ⛔ No DOI found
ER -
TY - GEN
TI - Guidance for Teachers and Counselors during COVID-19 and Other Crises
AU - Rock, Sarah
AU - Gilgoff, Rachel
DA - 2020///
PY - 2020
PB - Rock Results
UR - http://www.rockresults.org/uploads/1/3/0/8/130859271/guidance_for_teachers_and_counselors_during_covid-19_and_other_crises.pdf
ER -
TY - CHAP
TI - Sustainability and science and technology teacher education: A review of the literature
AU - Rocksén, Miranda
AU - Vhurumuku, Elaosi
AU - Svensson, Maria
T2 - Science and Technology Teacher Education in the Anthropocene
AB - To introduce the theme of this book, in this chapter, we report the results from a review of the pertinent research literature, from South Africa and Sweden, focusing on approaches to sustainable development in science and technology teacher education. The 25 studies, selected for content analysis, were categorised into six approaches: (1) studies with content-focus, (2) studies of interdisciplinary approaches, (3) approaches proposing significant changes in teaching practices, (4) approaches challenging educational paradigms, (5) approaches developing theoretical models and (6) approaches towards effective integration of sustainable development in curricula. Although papers from both countries agree that contemporary challenges emanating from unsustainable exploitation of the environment and earth's resources necessitate reorientation in science and technology teacher education, there are differences in the ways in which this is approached. In Sweden, the emphasis has been on understanding and developing teachers’ and learners’ sustainability competencies, while in South Africa, the major focus has been on developing teachers’ pedagogical practices and implementation of policies and curricula.
DA - 2022///
PY - 2022
PB - Routledge
SN - 978-1-00-319015-8
ST - Sustainability and science and technology teacher education
KW - _genre:LR-literature_review
ER -
TY - JOUR
TI - Height and body-mass index trajectories of school-aged children and adolescents from 1985 to 2019 in 200 countries and territories: a pooled analysis of 2181 population-based studies with 65 million participants
AU - Rodriguez-Martinez, Andrea
AU - Zhou, Bin
AU - Sophiea, Marisa K
AU - Bentham, James
AU - Paciorek, Christopher J
AU - Iurilli, Maria LC
AU - Carrillo-Larco, Rodrigo M
AU - Bennett, James E
AU - Di Cesare, Mariachiara
AU - Taddei, Cristina
AU - Bixby, Honor
AU - Stevens, Gretchen A
AU - Riley, Leanne M
AU - Cowan, Melanie J
AU - Savin, Stefan
AU - Danaei, Goodarz
AU - Chirita-Emandi, Adela
AU - Kengne, Andre P
AU - Khang, Young-Ho
AU - Laxmaiah, Avula
AU - Malekzadeh, Reza
AU - Miranda, J Jaime
AU - Moon, Jin Soo
AU - Popovic, Stevo R
AU - Sørensen, Thorkild IA
AU - Soric, Maroje
AU - Starc, Gregor
AU - Zainuddin, Ahmad A
AU - Gregg, Edward W
AU - Bhutta, Zulfiqar A
AU - Black, Robert
AU - Ezzati, Majid
T2 - The Lancet
AB - Background Comparable global data on health and nutrition of school-aged children and adolescents are scarce. We aimed to estimate age trajectories and time trends in mean height and mean body-mass index (BMI), which measures weight gain beyond what is expected from height gain, for school-aged children and adolescents.
DA - 2020/11/07/
PY - 2020
DO - 10.1016/S0140-6736(20)31859-6
DP - DOI.org (Crossref)
VL - 396
IS - 10261
SP - 1511
EP - 1524
J2 - The Lancet
LA - en
SN - 01406736
ST - Height and body-mass index trajectories of school-aged children and adolescents from 1985 to 2019 in 200 countries and territories
UR - https://linkinghub.elsevier.com/retrieve/pii/S0140673620318596
Y2 - 2020/11/08/17:44:36
ER -
TY - RPRT
TI - Education technology in developing countries: A systematic review
AU - Rodriguez-Segura, D
DA - 2020///
PY - 2020
UR - https://www.curry.virginia.edu/sites/default/files/uploads/epw/72_Edtech_in_Developing_Countries.pdf
KW - _genre:LR-literature_review
ER -
TY - JOUR
TI - EdTech in Developing Countries: A Review of the Evidence
AU - Rodriguez-Segura, Daniel
T2 - World Bank Research Observer
AB - The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries.
DA - 2020///
PY - 2020
DO - 10.1093/wbro/lkab011
DP - elibrary.worldbank.org (Atypon)
VL - 37
IS - 2
SP - 171
EP - 203
SN - 1564-6971
ST - EdTech in Developing Countries
UR - https://elibrary.worldbank.org/doi/10.1093/wbro/lkab011
Y2 - 2022/10/16/22:15:07
KW - ACCESS TO TECHNOLOGY
KW - EDTECH
KW - EMERGENCE OF EDUCATIONAL TECHNOLOGY
KW - Final_citation
KW - INNOVATION
KW - cited
KW - existing
ER -
TY - JOUR
TI - EdTech in Developing Countries: A Review of the Evidence
AU - Rodriguez-Segura, Daniel
T2 - World Bank Research Observer
AB - The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries.
DA - 2020///
PY - 2020
DO - 10.1093/wbro/lkab011
DP - elibrary.worldbank.org (Atypon)
VL - 37
IS - 2
SP - 171
EP - 203
SN - 1564-6971
ST - EdTech in Developing Countries
UR - https://elibrary.worldbank.org/doi/10.1093/wbro/lkab011
Y2 - 2022/10/16/22:15:07
KW - ACCESS TO TECHNOLOGY
KW - EDTECH
KW - EMERGENCE OF EDUCATIONAL TECHNOLOGY
KW - INNOVATION
ER -
TY - JOUR
TI - EdTech in Developing Countries: A Review of the Evidence
AU - Rodriguez-Segura, Daniel
T2 - The World Bank Research Observer
AB - The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries.
DA - 2022/08/01/
PY - 2022
DO - 10.1093/wbro/lkab011
DP - Silverchair
VL - 37
IS - 2
SP - 171
EP - 203
J2 - The World Bank Research Observer
SN - 0257-3032
ST - EdTech in Developing Countries
UR - https://doi.org/10.1093/wbro/lkab011
Y2 - 2023/07/19/10:02:19
ER -
TY - JOUR
TI - The Last Mile in School Access: Mapping Education Deserts in Developing Countries
AU - Rodriguez-Segura, Daniel
AU - Kim, Brian Heseung
T2 - Development Engineering
AB - With recent advances in high-resolution satellite imagery and machine vision algorithms, fine-grain geospatial data on population are now widely available: kilometer-bykilometer, worldwide. In this paper, we showcase how researchers and policymakers in developing countries can leverage these novel data to precisely identify “education deserts” - localized areas where families lack physical access to education - at unprecedented scale, detail, and costeffectiveness. We demonstrate how these analyses could valuably inform educational access initiatives like school construction and transportation investments, and outline a variety of analytic extensions to gain deeper insight into the state of school access across a given country. We conduct a proof-of-concept analysis in the context of Guatemala, which has historically struggled with educational access, as a demonstration of the utility, viability, and flexibility of our proposed approach. We find that the vast majority of Guatemalan population lives within 3 km of a public primary school, indicating a generally low incidence of distance as a barrier to education in that context. However, we still identify concentrated pockets of population for whom the distance to school remains prohibitive, revealing important geographic variation within the strong countrywide average. Finally, we show how even a small number of optimally-placed schools in these areas, using a simple algorithm we develop, could substantially reduce the incidence of “education deserts” in this context. We make our entire codebase available to the public – fully free, opensource, heavily documented, and designed for broad use – allowing analysts across contexts to easily replicate our proposed analyses for other countries, educational levels, and public goods more generally.
DA - 2021/01/01/
PY - 2021
DO - 10.1016/j.deveng.2021.100064
DP - Zotero
VL - 6
SP - 30
J2 - Development Engineering
LA - en
SN - 2352-7285
ST - The last mile in school access
UR - https://www.sciencedirect.com/science/article/pii/S2352728521000063
Y2 - 2022/04/18/18:27:30
KW - Access to education
KW - Education deserts
KW - Education in developing countries
KW - School placement
ER -
TY - JOUR
TI - La Tablet en la escuela: Revisión bibliográfica en Scopus
AU - Rodríguez, María Montserrat Castro
AU - Suárez, Óscar Mallón
T2 - Hamut\' ay
DA - 2019///
PY - 2019
DO - 10.21503/hamu.v6i1.1579
DP - Google Scholar
VL - 6
IS - 1
SP - 124
EP - 139
ST - La Tablet en la escuela
KW - _C:Australia AUS
KW - _C:China CHN
KW - _C:Costa Rica CRI
KW - _C:Ghana GHA
KW - _C:Guatemala GTM
KW - _C:India IND
KW - _C:Norway NOR
KW - _C:Spain ESP
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
KW - literature / systematic review
ER -
TY - JOUR
TI - ICT for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools
AU - Rodríguez, Patricio
AU - Nussbaum, Miguel
AU - Dombrovskaia, Lioubov
T2 - Technology, Pedagogy and Education
DA - 2012/10//
PY - 2012
DO - 10.1080/1475939X.2012.720415
DP - DOI.org (Crossref)
VL - 21
IS - 3
SP - 291
EP - 315
J2 - Technology, Pedagogy and Education
LA - en
SN - 1475-939X, 1747-5139
ST - ICT for education
UR - https://www.tandfonline.com/doi/full/10.1080/1475939X.2012.720415
Y2 - 2023/07/06/14:39:28
ER -
TY - JOUR
TI - ICT for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools
AU - Rodríguez, Patricio
AU - Nussbaum, Miguel
AU - Dombrovskaia, Lioubov
T2 - Technology, Pedagogy and Education
AB - Currently, the use of information and communication technologies (ICT) in education does not conclusively demonstrate significant effects on learning. However, not all ICT usage models are designed to affect student outcomes. Therefore, to accurately study the impact of ICT, the concept of an educational programme supported by ICT must first be defined. The authors propose the ICT for Education (ICT4E) programme, an evidence-based framework to determine a model’s ability to produce improvements before having to evaluate its results. The framework has four components: implementation, intervention, transference and total cost. Based on an explicit definition of the outcomes pursued by a given programme, this framework supports the design of its activities to promote sustainable changes in pedagogical practices in schools and calculate the programme’s total cost. The authors illustrate this with a programme implemented in six countries. In Chile, the ICT4E programme forms part of the policy for educational technology, evaluating the effectiveness and scalability of such initiatives.
DA - 2012/10/01/
PY - 2012
DO - 10.1080/1475939X.2012.720415
DP - Taylor and Francis+NEJM
VL - 21
IS - 3
SP - 291
EP - 315
SN - 1475-939X
ST - ICT for education
UR - https://doi.org/10.1080/1475939X.2012.720415
Y2 - 2023/07/19/10:02:23
KW - ICT effects
KW - ICT integration
KW - pedagogic model
KW - scalability
KW - sustainability
KW - technology-enhanced learning
ER -
TY - RPRT
TI - APK android manual
AU - Roger Federer Founation
UR - http://iact.info/pdfs/APK-android-manual.pdf
Y2 - 2020/08/05/09:09:19
ER -
TY - COMP
TI - iAct – Apps on Google Play
AU - Roger Federer Founation
AB - The Roger Federer Foundation initiated and supported the development of this interactive learning and teaching methods course that was specially designed for the Zambian Community School context. In particular, a school-based, collaborative approach is promoted and the Zambian primary school curriculum is referenced in various exemplary lesson plans and activities. The course does however have a wider application and may be flexibly implemented with minor contextual adaptations and while a collaborative learning approach is strongly encouraged, the course materials are also suitable for individual study purposes. The course will provide teachers with the skills to: ● Plan, prepare and implement activities for interactive learning ● Adapt content and design age and grade appropriate activities ● Collect, make and store learning and teaching resources made from materials found in the local environment ● Manage interactive learning in large and multi-grade classes ● Manage interactive learning in mixed ability classes: Teaching or mediating content and knowledge for ALL learners regardless of ability ● Promote an enabling learning environment by creating safe classrooms in which all learners are heard and in which all learners are supported to succeed. Specific course focus areas and topics include: ● Planning and preparing activities for whole class, pair and group work in different contexts and /or for learners of different abilities ● Learning to make language and literacy, maths and science resources for teaching and learning from natural and commercial waste materials found in the local environment.
DP - play.google.com
UR - https://play.google.com/store/apps/details?id=io.rff.saide.iact&hl=en_GB
Y2 - 2020/08/05/09:09:32
ER -
TY - RPRT
TI - iAct Course Outline
AU - Roger Federer Founation
UR - http://iact.info/pdfs/iAct-course-outline.pdf
Y2 - 2020/08/05/09:09:15
ER -
TY - RPRT
TI - iAct Teacher Guide
AU - Roger Federer Founation
UR - http://iact.info/pdfs/iAct-Teacher-Guide.pdf
Y2 - 2020/08/05/09:09:04
ER -
TY - RPRT
TI - iAct Trainer Guide
AU - Roger Federer Founation
UR - http://iact.info/pdfs/iAct-Trainer-Guide.pdf
Y2 - 2020/08/05/09:09:09
ER -
TY - RPRT
TI - Interactive Learning and Teaching (iACT): Zonal In-Service Coordinators Facilitation Guide
AU - Roger Federer Founation
DA - 2016///
PY - 2016
UR - http://iact.info/pdfs/iAct-Facilitator-Guide.pdf
Y2 - 2020/08/05/09:09:06
ER -
TY - RPRT
TI - Annual Report
AU - Roger Federer Foundation
DA - 2018///
PY - 2018
PB - Roger Federer Foundation -
UR - https://rogerfedererfoundation.org/assets/publication/pdf/annual-reports/Roger_Federer_Foundation_Annual_Report_2018.pdf
Y2 - 2021/04/15/14:33:11
ER -
TY - BOOK
TI - Rethinking play and pedagogy in early childhood education: concepts, contexts and cultures
AU - Rogers, Sue
AB - Bringing together a collection of chapters from international experts in the field of early childhood education, Rethinking Play and Pedagogy in Early Childhood Education seeks to explore how play in the Early Years is valued as a means of learning. The book discusses how play is presented, transformed by institutional and pedagogical discourses and ultimately experienced by children. Adopting cultural, conceptual and contextual approaches to play and pedagogy across its chapters, this book addresses contemporary emerging issues surrounding play and pedagogy including:In exclusively cataloguing research conducted by researchers based in sub-Saharan Africa, the African Education Research Database is a unique resource for educational development research and policy in the region.
DA - 2019/06/10/
PY - 2019
DP - DOI.org (Datacite)
LA - en
PB - Zenodo
UR - https://zenodo.org/record/3242314
Y2 - 2021/03/18/19:14:38
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Launch of the African Education Research Database
AU - Rose, Pauline
AU - Mitchell, Rafael
AU - Asare, Samuel
DA - 2018///
PY - 2018
DP - Google Scholar
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Targeted and Multidimensional Approaches to Overcome Inequalities in Secondary Education for Adolescent Girls: The Impact of the Campaign for Female Education (CAMFED) Program in Tanzania and Zimbabwe
AU - Rose, Pauline
AU - Sabates, Ricardo
AU - Delprato, Marcos
AU - Alcott, Ben
T2 - Comparative Education Review
AB - In many low- and lower-middle-income countries, key barriers to girls’ secondary school access and learning include poverty, school inaccessibility, poor school quality, and lack of gender-sensitive practices in the classroom. The nongovernmental organization, Campaign for Female Education (CAMFED), provides a range of financial, pedagogical, and community-supported interventions aimed at removing these barriers in government secondary schools in Tanzania and Zimbabwe. Using longitudinal data, we adopt quasi-experimental methods to examine the impact of the CAMFED program on reducing secondary school dropout and improving test scores in English and mathematics. Results suggest that the CAMFED program has a significant effect on both improving access and learning for the most disadvantaged adolescent girls. However, low-performing learners remain particularly at risk of dropout, necessitating further consideration and support for these girls.
DA - 2022/11/30/
PY - 2022
DO - 10.1086/721849
DP - journals.uchicago.edu (Atypon)
SP - 000
EP - 000
SN - 0010-4086
ST - Targeted and Multidimensional Approaches to Overcome Inequalities in Secondary Education for Adolescent Girls
UR - https://www.journals.uchicago.edu/doi/abs/10.1086/721849
Y2 - 2023/01/07/20:46:17
ER -
TY - RPRT
TI - Identifying Disability In Household Surveys: Evidence On Education Access And Learning For Children With Disabilities In Pakistan
AU - Rose, Pauline
AU - Singal, Nidhi
AU - Bari, Faisal
AU - Malik, Rabea
AU - Kamran, Sahar
AB - This policy brief presents key findings from data on education of children with disabilities in Pakistan with respect to both access and learning. It draws on data from on-going research as part of the ESRC-DFID funded Teaching Effectively All Children (TEACh) project, along with data from ASER Pakistan.
DA - 2018///
PY - 2018
DP - DOI.org (Datacite)
LA - en
PB - REAL Centre, Faculty of Education, University of Cambridge
ST - Identifying Disability In Household Surveys
UR - https://www.educ.cam.ac.uk/centres/real/downloads/REAL%20Policy%20Doc%20Disability%20Pakistan%20A4%2013pp_FINAL.pdf
Y2 - 2020/12/15/14:39:43
KW - _zenodoOTHER
ER -
TY - CHAP
TI - Developing Inclusive Education Policy in Sierra Leone: A Research Informed Approach
AU - Rose, R.
AU - Garner, P.
AU - Farrow, B.
T2 - Inclusion, Equity and Access for Individuals with Disabilities.
CY - Singapore
DA - 2019///
PY - 2019
PB - Palgrave Macmillan
SN - 978-981-13-5961-3
UR - https://link.springer.com/chapter/10.1007/978-981-13-5962-0_21
Y2 - 2020/12/15/12:52:06
KW - _C:Sierra Leone SLE
ER -
TY - RPRT
TI - Proposal to the Spencer Foundation: Research Grants on Education: School’s Out For . . . Spring? Understanding the Response of School Districts in the United States to COVID-19-Related Disruptions
AU - Rosenberg, Joshua
AU - Rutherford, Teomara
AU - Anderson, Daniel
AU - White, Rachel S.
AU - Nguyen, Ha
AU - Kimmon, Royce
AB - There is no doubt that public education has suffered as a result of the COVID-19 pandemic. Researchers are comparing the COVID slide to summer learning loss, noting this loss could be much worse for those already underserved by U.S. schools (Kuhfeld & Tarasawa, 2020). In order to understand who this loss impacts and how, we need data on school, district, and statewide responses to the pandemic as it unfolded. Luckily, these data are available, as school districts across the country updated their communities about plans for spring 2020. To capture these updates, our team uses multiple approaches for collecting COVID-19-related information via school district websites and social media to create a new, nationwide dataset of district responses.We also analyze how these responses relate to contextual characteristics of districts and their surrounding communities, which will provide a picture of how district characteristics may drive disparities in access to and quality of schooling during the pandemic. Identifying these associations are critical for understanding and disrupting the reproduction and deepening of educational inequality caused by the COVID-19 crisis. The resulting dataset will provide researchers with the information necessary to understand how education during the pandemic may impact students for years to come.
DA - 2020/07/19/
PY - 2020
DP - DOI.org (Crossref)
M3 - preprint
PB - Open Science Framework
ST - Proposal to the Spencer Foundation
UR - https://osf.io/9j2cu
Y2 - 2020/08/12/17:19:14
ER -
TY - THES
TI - Un modèle dédié à la conception et l’analyse de ressources numériques visant leur appropriation par les élèves
AU - Rosillo, Taïma del Carmen Pérez
DA - 2017///
PY - 2017
DP - Google Scholar
M3 - PhD Thesis
PB - Université de Lyon
KW - _C:Argentina ARG
KW - _C:Australia AUS
KW - _C:Brazil BRA
KW - _C:Canada CAN
KW - _C:France FRA
KW - _C:Sweden SWE
KW - _C:Turkey TUR
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - The political economy of teacher management reform in Indonesia
AU - Rosser, Andrew
AU - Fahmi, Mohamad
T2 - International Journal of Educational Development
AB - Indonesia faces serious problems in the number, cost, quality and distribution of teachers. In recent years, its central government has introduced a range of reforms to address these problems but they have produced modest results. This paper suggests that this outcome reflects the way in which predatory political and bureaucratic elites have used the school system for decades to accumulate resources, distribute patronage, mobilize political support, and exercise political control rather than promote improved learning outcomes. Efforts to reduce teacher numbers, enhance teacher quality, and improve teacher distribution have accordingly constituted an assault on the interests of these elites, provoking powerful, if often subterranean, resistance. Broadly, reform has only occurred where the central government has employed policy instruments that have disciplined local governments and maintained a commitment to these instruments in the face of resistance. The paper concludes by assessing the implications for Indonesian education.
DA - 2018/07//
PY - 2018
DO - 10.1016/j.ijedudev.2017.12.005
DP - DOI.org (Crossref)
VL - 61
SP - 72
EP - 81
J2 - International Journal of Educational Development
LA - en
SN - 07380593
UR - https://linkinghub.elsevier.com/retrieve/pii/S073805931730367X
Y2 - 2021/03/07/17:56:44
KW - _C:Australia AUS
KW - _C:Indonesia IDN
KW - _C:Netherlands NLD
KW - _C:Singapore SGP
KW - _C:Thailand THA
KW - _C:United States USA
KW - _C:Viet Nam VNM
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - RPRT
TI - Teachers Learning Together: Large-scale approaches to teacher communities of practice
AU - Rossignoli, Serena
AU - Amenya, Donvan
AU - Kamana, Dieudonne
AU - Tiganescu, Andrea
AU - Kudenko, Irina
DA - 2020///
PY - 2020
PB - Education Development Trust
UR - https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/7c/7c40a2f7-4fa2-41d6-a21e-6f3635b1a72a.pdf
Y2 - 2020/05/25/13:06:40
KW - C:Kenya / Rwanda
KW - _C:Kenya KEN
KW - _C:Rwanda RWA
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - CHAP
TI - Epistemic mediation: Video data as filters for the objectification of teaching by teachers
AU - Roth, Wolff-Michael
T2 - Video Research in the Learning Sciences
A2 - Goldman, Ricki
A2 - Pea, Roy
A2 - Barron, Brigid
A2 - Derry, Sharon
AB - Learning science researchers attempting to understand situated human practices traditionally have relied on ethnographic observation and field notes recorded after the events have occurred. However, as Jordan and Henderson articulated in the opening quote, they are faced with the gap between accounts of action and (situated) ac-tions themselves. The problem is heightened when learning science researchers become themselves participants in the setting under study. Thus, a number of learning science researchers-including Magdalene Lampert, Jim Minstrell, David Hammer, and myself-conducted research on cognition and instruction all the while teaching the lessons that are the focus of their studies. Furthermore, an increasing number of teachers continue their formal education and become learning science researchers and teach at elementary and secondary schools. Teacher-researchers are confronted with particular challenges arising from the fact that they are participants in rather than onlookers to the situation to be analyzed and theorized. They are interested rather than disinterested participants, and therefore have something at stake, which harbors particular dangers for the quality of the analyses of learning and instruction in their classrooms that accompany the analytic advantages that derive from their insider role (Roth & Tobin, 2002). Video, as the second quote shows, provides opportunities to teacher-researchers to see themselves and their experiences differently, even pertaining to their own actions. In the second quote, Christina described how watching herself on videotape allowed her notice that she was standing a lot next to the chalkboard even when it was not used during interactions with students. That is, by means of the video, she became aware of her own actions in a different way.
CY - New York
DA - 2007///
PY - 2007
PB - Routledge
ER -
TY - CHAP
TI - Democracy on the Move? The Potential Link Between Circular Migration and Democratization
AU - Rother, Stefan
AB - This chapter argues that circular migration may contribute to transformation in areas that have so far been rarely touched upon in the debate. Besides the transfer of financial remittances and professional skills, political and (un)democratic attitudes and practices may also be diffused through temporary or circular migration. Based on a survey among 1000 Philippine return migrants from six destinations and qualitative research, this chapter shows that at an individual level, the migration experience may have a positive or negative influence on the democratic attitudes of migrants. This effect might be enforced through circular migration, because it provides the migrant with a regular “reality check” in comparing home and destination country. The findings are discussed with reference to a clearly democratic country (Japan), a clearly authoritarian state (Saudi Arabia) and the “special case” of Hong Kong. For policy makers, the case studies allow to draw a conclusion that opens up new vistas: If circular migrants should contribute to the development in their home countries, it is of utmost importance to provide them with opportunities for organizing and political participation while being abroad.
DA - 2016/06/02/
PY - 2016
DP - ResearchGate
SP - 195
EP - 216
SN - 978-3-319-28894-9
ST - Democracy on the Move?
ER -
TY - JOUR
TI - Im globalen Hamsterrad: Am Nutzen von zirkulärer Migration sind Zweifel angebracht
AU - Rother, Stefan
T2 - Welt-Sichten: Magazin für globale Entwicklung und ökumenische Zusammenarbeit
DA - 2012/04/12/
PY - 2012
VL - 3
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Transnational Skills Partnerships between Ghana and North Rhine-Westphalia
AU - Rother, Stefan
AU - Setrana, Mary B.
AB - This exploratory study discusses the potential for a transnational skills partnership in the construction sector between Ghana and the German state of North Rhine-Westphalia (NRW). Ghana is considered to be a particularly suited partner country due to its young workforce, democratic and economic stability and high regard for technical and vocational education and training (TVET). This high regard, though, is not matched yet by a high level of formal training. This study recommends a type of partnership, where the TVET sector could benefit from further development in terms of standards, employability and balancing practical and theoretical aspects of formal education. This would be a significant addition to the established benefits of the triple-win approach where the destination would benefit from the supply of skilled labour while the country of origin and the migrants themselves would benefit from upskilling and remittances.
DA - 2021///
PY - 2021
LA - de
UR - https://www.bertelsmann-stiftung.de/de/publikationen/publikation/did/transnational-skills-partnerships-between-ghana-and-north-rhine-westphalia-all
Y2 - 2022/05/03/13:23:32
ER -
TY - CONF
TI - WAYZ: a co-designed touch-ready game for children with special needs to assess and improve visual perception skills
AU - Rougnant, Alexis
AU - Gelsomini, Mirko
AU - Garzotto, Franca
C3 - 2017 IEEE 25th International Requirements Engineering Conference Workshops (REW)
DA - 2017///
PY - 2017
DO - 10.1109/rew.2017.40
DP - Google Scholar
SP - 160
EP - 163
PB - IEEE
ST - WAYZ
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - GIS in Northern Ireland secondary schools: mapping where we are now
AU - Roulston, Stephen
T2 - International Research in Geographical and Environmental Education
AB - A number of studies suggest that integrating Geographical Information Systems (GIS) into Geography teaching in schools has been and is challenging, and it seems that much of the early promise for the technology supporting learning in Geography has not been realised. This paper examines the progress made in Northern Ireland in implementing GIS in secondary schools. The deployment of a centrally procured entry-level GIS, in the context of a programme of centralised provision of information and communication technology (ICT) services to all schools, is examined and the results of an online survey of 85 Geography teachers provides an insight into how effective that provision has been. This combination of a regional strategy on GIS, curriculum changes and increased access to computers seems to have ensured that GIS is being used in many Geography classrooms. There is evidence that a range of GI systems are being used in schools and in a number of different ways, but mostly for teacher rather than for pupil use at present. Teachers expressed a need for coordinated training in order to make full use of the hardware and software available.
DA - 2013/02/01/
PY - 2013
DO - 10.1080/10382046.2012.759437
DP - Taylor and Francis+NEJM
VL - 22
IS - 1
SP - 41
EP - 56
SN - 1038-2046
ST - GIS in Northern Ireland secondary schools
UR - https://doi.org/10.1080/10382046.2012.759437
Y2 - 2021/03/07/17:50:36
KW - C2k
KW - Geographic Information Systems
KW - Northern Ireland
KW - _C:Australia AUS
KW - _C:Germany DEU
KW - _C:Ireland IRL
KW - _C:Singapore SGP
KW - _C:Turkey TUR
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - geography education
ER -
TY - JOUR
TI - The importance of theoretical positioning and the relevance of using bibliometrics for literature reviews
AU - Rowe, Frantz
AU - Kanita, Nada
AU - Walsh, Isabelle
T2 - Journal of Decision Systems
AB - The theoretical positioning of a review is of the utmost importance in terms of its contribution to knowledge. This paper clarifies the significance of this design principle for different types of review i.e. for describing, understanding, explaining or testing purposes. Furthermore, new tools now mean that it is both possible and relevant for bibliometrics novices to use bibliometrics to support literature reviews. Applying the BIBGT method and combining two bibliometric techniques – co-citation analysis of references and bibliographic coupling of documents – can enhance the efficiency of the first three types of literature review. This paper provides examples of published works that apply BIBGT to each of these types of review and highlights the bibliometric software used. It concludes with a survey of promising applications for all researchers and makes recommendations for both experienced literature review researchers and literature review novices.
DA - 2023/06/12/
PY - 2023
DO - 10.1080/12460125.2023.2217646
DP - DOI.org (Crossref)
SP - 1
EP - 16
J2 - Journal of Decision Systems
LA - en
SN - 1246-0125, 2116-7052
UR - https://www.tandfonline.com/doi/full/10.1080/12460125.2023.2217646
Y2 - 2023/11/28/12:34:26
KW - _Added-ailr-2024
ER -
TY - NEWS
TI - ‘It’s destroyed me completely’: Kenyan moderators decry toll of training of AI models
AU - Rowe, Niamh
T2 - The Guardian
AB - Employees describe the psychological trauma of reading and viewing graphic content, low pay and abrupt dismissals
DA - 2023/08/02/T15:00:20.000Z
PY - 2023
DP - The Guardian
LA - en-GB
SE - Technology
SN - 0261-3077
ST - ‘It’s destroyed me completely’
UR - https://www.theguardian.com/technology/2023/aug/02/ai-chatbot-training-human-toll-content-moderator-meta-openai
Y2 - 2023/09/18/19:21:19
KW - Artificial intelligence (AI)
KW - ChatGPT
KW - Computing
KW - Kenya
KW - Meta
KW - OpenAI
KW - Technology
ER -
TY - CHAP
T2 - International Journal of Innovative Knowledge Concepts
A2 - Roy, Paramita
DA - 2018/12/12/
PY - 2018
DP - ResearchGate
SP - 72-
KW - ⛔ No DOI found
ER -
TY - ELEC
TI - The EdTech Report 2019/20 - The Growth of Technology in Education | RS Components
AU - RS
DA - 2020///
PY - 2020
UR - https://uk.rs-online.com/web/generalDisplay.html?id=did-you-know/the-edtech-report
Y2 - 2020/08/24/10:53:38
ER -
TY - RPRT
TI - USAID/Kenya Primary Math and Reading (PRIMR) Initiative: Final Report
AU - RTI International
DA - 2014/07/31/
PY - 2014
PB - RTI International
ER -
TY - THES
TI - As tecnologias de informação e comunicação na educação continuada: uma análise do projeto FODEPAL/UFV para os países africanos lusófonos
AU - Rubio, Jose Aurélio Vazquez
DA - 2012///
PY - 2012
LA - Portuguese
M3 - Master's Thesis
PB - Universidade Federal de Viçosa
UR - http://www.locus.ufv.br/handle/123456789/4166
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - CLL:pt
KW - publicImportV1
ER -
TY - SLIDE
TI - Policy Implications for Teaching during the Health Emergency
T2 - SDG-Education 2030 Webinar Series for Latin America and the Caribbean: Leaving no one behind in times of the COVID-19 pandemic
A2 - Rudder, Roderick
CY - Bridgetown
DA - 2020/06/05/
PY - 2020
UR - https://en.unesco.org/sites/default/files/roderick-ruder-ministry-education-barbados.pdf
Y2 - 2020/11/24/00:00:00
KW - _Added to LR
KW - _T:reviewed
ER -
TY - RPRT
TI - Mapping National Digital Learning Platforms: Full Dataset
AU - Rui, Tingting
AU - Chuang, Rachel
AU - Thinley, Sangay
AU - AlSheikh Theeb, Thaer
AU - Villavicencio, Xuzel
AU - Hasiniavo, Rasolohery
AB - The dataset provided here as a link to a spreadsheet presents raw data from a global mapping exercise of 471 national digital platforms across 184 countries conducted by EdTech Hub as part of a Helpdesk request from UNICEF. The mapping exercise examined three key areas of availability, usability, and inclusivity of national digital learning platforms. Analysis from the dataset was used to generate a report on national digital learning platforms.
The datasheet includes the authors’ organisation of the dataset under key indicators. Readers can use the datasheet to replicate or conduct their own analysis.
An output of the EdTech Hub, https://edtechhub.org
CN - 0178
DA - 2023/12/08/
PY - 2023
LA - en
M3 - Helpdesk response
PB - EdTech Hub
SN - 45a
UR - https://docs.edtechhub.org/lib/SPWJF5UR
KW - _r:AddedByZotZen
ER -
TY - JOUR
TI - Scaling Learning Analytics up to the national level: the experience from Estonia and Uruguay
AU - Ruiz-Calleja, Adolfo
AU - Garcıa, Sofıa
AU - Tammets, Kairit
AU - Aguerrebere, Cecilia
AU - Ley, Tobias
AB - This paper analyzes the key aspects in the implementation of national-level LA and the limitations that current initiatives present. With this purpose, we present a multiple case study that describes six national-level LA projects in Uruguay and Estonia. By means of a data value chain, we synthesize the steps followed by the LA projects to extract meaning out of data and discusses the main issues related to scaling up LA. We found out that these LA projects are driven by political and not so much by educational- aspects. We also saw that integrating personal data from different educational institutions is a key step in these projects, which entails technical, legal and administrative issues. We also see a big potential in national-level LA to provide a macro perspective that supports teachers, students, parents or school leaders to take evidence-based decisions.
DA - 2019///
PY - 2019
DP - Zotero
LA - en
KW - Final_citation
KW - cited
KW - existing
KW - ⛔ No DOI found
ER -
TY - CHAP
TI - AI-Supported Simulation-Based Learning: Learners’ Emotional Experiences and Self-Regulation in Challenging Situations
AU - Ruokamo, Heli
AU - Kangas, Marjaana
AU - Vuojärvi, Hanna
AU - Sun, Liping
AU - Qvist, Pekka
T2 - AI in Learning: Designing the Future
A2 - Niemi, Hannele
A2 - Pea, Roy D.
A2 - Lu, Yu
AB - This study explores learners’ emotional experiences and self-regulation and how they overcome stressful situations in a simulation-based learning environment (SBLE). We also examine what kinds of situations an AI tutor could be used to facilitate simulation-based learning. We will first present the theoretical background of the research dealing with self-regulated learning, followed by positive and negative emotions and situations in simulation-based learning. The research questions of the study are as follows: (1) What kinds of emotions do learners experience in simulation-based learning situations? (2) Through what kinds of SRL operations do learners aim to overcome challenging situations during simulation-based learning? and (3) In what kinds of situations could an AI tutor be used to facilitate simulation-based learning? To collect data, a 1-week experiment was conducted in August 2021. The data was collected using online observations, video recordings, and delayed stimulated recall interviews. The interview data was analyzed through a deductive thematic analysis process. The results of the study show that learners experienced various positive and negative emotions and emotions are deeply connected with learning. We need to do more research to describe these connections in more detail. According to the results, an AI tutor can provide help for decision-making and visualizing critical points and help learners ask questions to check vital points in the system.
CY - Cham
DA - 2023///
PY - 2023
DP - Springer Link
SP - 175
EP - 192
LA - en
PB - Springer International Publishing
SN - 978-3-031-09687-7
ST - AI-Supported Simulation-Based Learning
UR - https://doi.org/10.1007/978-3-031-09687-7_11
Y2 - 2024/02/23/23:57:15
KW - AI tutor
KW - Challenging situations
KW - Emotion
KW - Self-regulation
KW - Simulation-based learning
ER -
TY - JOUR
TI - 2Dsearch: Facilitating reproducible and valid searching in evidence synthesis
AU - Russell-Rose, T
AU - Shokraneh, F
T2 - BMJ Evidence-Based Medicine
DA - 2019///
PY - 2019
VL - 24
IS - Suppl 1
SP - 36
LA - en
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Theories and research methodologies for design-based implementation research: Examples from four cases
AU - Russell, Jennifer Lin
AU - Jackson, Kara
AU - Krumm, Andrew E.
AU - Frank, Kenneth A.
T2 - Teachers College Record
DA - 2013///
PY - 2013
DO - 10.1177/016146811311501401
DP - Google Scholar
VL - 115
IS - 14
SP - 157
EP - 191
ST - Theories and research methodologies for design-based implementation research
ER -
TY - CONF
TI - Automated vulnerability detection in source code using deep representation learning
AU - Russell, Rebecca
AU - Kim, Louis
AU - Hamilton, Lei
AU - Lazovich, Tomo
AU - Harer, Jacob
AU - Ozdemir, Onur
AU - Ellingwood, Paul
AU - McConley, Marc
C3 - 2018 17th IEEE international conference on machine learning and applications (ICMLA)
DA - 2018///
PY - 2018
DO - 10.1109/ICMLA.2018.00120
DP - Google Scholar
SP - 757
EP - 762
PB - IEEE
UR - https://ieeexplore.ieee.org/abstract/document/8614145/
Y2 - 2024/03/04/16:21:26
KW - Final_citation
ER -
TY - BOOK
TI - Artificial Intelligence: A Modern Approach
AU - Russell, SJ
AU - Norvig, P
CY - Malaysia
DA - 2016///
PY - 2016
LA - en
PB - Pearson Education Limited
ER -
TY - CHAP
TI - Use and Impact of Artificial Intelligence on Climate Change Adaptation in Africa
AU - Rutenberg, Isaac
AU - Gwagwa, Arthur
AU - Omino, Melissa
T2 - African Handbook of Climate Change Adaptation
A2 - Oguge, Nicholas
A2 - Ayal, Desalegn
A2 - Adeleke, Lydia
A2 - Da Silva, Izael
AB - Abstract
Although Climate Change is a global phenomenon, the impact in Africa is anticipated to be greater than in many other parts of the world. This expectation is supported by many factors, including the relatively low shock tolerance of many African countries and the relatively high percentage of African workers engaged in the agricultural sector. High-income countries are increasingly turning their focus to climate change adaptation, and Artificial Intelligence (AI) is a critical tool in those efforts. Algorithms using AI are making better predictions on the short- and long-term effects of climate change, including predictions related to weather patterns, floods and droughts, and human migration patterns. It is not clear, however, that Africa is (or will be) maximally benefitting from those AI tools, particularly since they are largely developed by highly developed countries using data sets that are specific to those same countries. It is therefore important to characterize the efforts underway to use AI in a way that specifically benefits Africa in climate change adaptation. These efforts include projects undertaken physically in Africa as well as those that have Africa as their focus. In exploring AI projects in or about Africa, this chapter also looks at the sufficiency of such efforts and the variety of approaches taken by researchers working with AI to address climate change in Africa.
CY - Cham
DA - 2021///
PY - 2021
DP - DOI.org (Crossref)
SP - 1107
EP - 1126
LA - en
PB - Springer International Publishing
SN - 978-3-030-45105-9 978-3-030-45106-6
UR - https://link.springer.com/10.1007/978-3-030-45106-6_80
Y2 - 2024/02/24/11:13:57
ER -
TY - JOUR
TI - Do extra hours of tutoring payoff? Evaluation of a community education programme in Bangladesh
AU - Ruthbah, Ummul
AU - Rabbani, Atonu
AU - Hossain, Salim
AU - Sarwar, Golam
T2 - Journal of Development Effectiveness
AB - Primary school dropout rate in Bangladesh is very high. Both the government and the NGOs have taken many initiatives to raise the quality of education and reduce the dropout rate. In this study we explore the impacts of supplementary tutoring provided to primary school students in different districts of Bangladesh. The goal of this programme is to reduce dropouts and to improve the class performance of the primary school students. We find that after-hour tutoring, offered to Grade 2 students, helped them to continue up to Grade 5. However, it did not exhibit any significant impact on test scores.
DA - 2016///
PY - 2016
DO - 10.1080/19439342.2015.1111922
VL - 8
IS - 2
SP - 196
EP - 215
UR - https://www.tandfonline.com/doi/full/10.1080/19439342.2015.1111922
Y2 - 2020/11/17/00:00:00
KW - _Added to LR
KW - _G:reviewed
ER -
TY - GEN
TI - Competency-based curriculum - Summary of curriculum framework pre-primary to upper secondary
AU - Rwanda Ministry of Education
AU - Rwanda Education Board
DA - 2015///
PY - 2015
UR - http://bit.ly/RwandaCurriculumFramework
ER -
TY - GEN
TI - Marrakesh Treaty (MT) in Summary for Rwanda and its Organisations of Persons with Disabilities
AU - Rwanda Union of the Blind
DA - 2022///
PY - 2022
UR - https://rubrwanda.org/wp-content/uploads/2022/04/Marrakesh-Treaty-MT-in-Summary-for-Rwanda-and-its-Organisations-of-Persons-with-Disabilities.pdf
Y2 - 2022/10/21/12:51:18
ER -
TY - RPRT
TI - “If I can be a helper, one day I be a boss”–A case study of informal apprenticeship in Lusaka
AU - Ryan, S
AB - Despite recent high levels of economic growth, many young people in Zambia are
trapped by poverty, unemployment or underemployment, and lack of access to skills
development opportunities. Vocational training institutions cannot accommodate the vast
numbers of school leavers every year, and often charge fees that are prohibitive to young
people from poorer families. Young people remain significantly overrepresented in Zambia’s
unemployment statistics. For those that do manage to secure work, it is predominantly in the
informal economy, which currently accommodates over 90 of employed Zambians. Zambia
faces a clear challenge to translate the economic gains of the past few years into improved
livelihood conditions and decent work outcomes. With over 46 per cent of the population
being under the age of 15, there is an urgent need for programs that provide young people in
particular with skills development and employment opportunities.
In this climate, informal apprenticeships may offer young people access to both
affordable training and future employment. Informal apprenticeship, as defined by the
International Labour Organization (ILO), is a written or oral training agreement under which
a master craftsperson (MC) provides an apprentice (a young person) with training in all skills
relevant to a trade. An apprentice gains tacit skills by working alongside a master
craftsperson in a micro or small enterprise in the informal economy. Informal
apprenticeships are anchored in the norms and traditions of a society, which shape the
obligations and incentives for MCs to train others, and for apprentices to seek this kind of
training. Costs and benefits are shared between the apprentice and master craftsperson (ILO,
2012).
This study seeks to identify the norms and characteristics of informal apprenticeship
in Zambia’s capital city, Lusaka. The study aims to provide guidance on how informal
apprenticeships in Zambia can be supported and strengthened within the ILO’s mandate to
improve the quality of apprenticeships within the informal economy. The study also aims to
contribute to ILO’s body of knowledge on informal apprenticeship, describing both the local
specificities of informal apprenticeship in urban Zambia, and how the training relates to
ILO’s broader findings on informal apprenticeship in Africa.
This study found that training within the informal economy is widely undertaken in
the Lusaka region. However, the informal institutional framework for apprenticeships in
Lusaka’s informal economy is currently less well established, compared to informal
apprenticeships in West Africa. Written contracts were found to be non-existent, and verbal
training agreements were considerably undefined. There is no specific term used for
apprentices within the informal economy – young people join businesses as othandiza
(helpers), but this term may apply both to those in an apprenticeship role, and casual workers
brought in for temporary work. This study also determined a variety of training arrangements
within the informal economy including fluid models of group-based learning, whereby a
young person may learn from several experienced craftspeople in a ‘cluster’ of selfemployed
operators.
Despite these issues, vast numbers of Zambian young people still gain skills through
working and learning in informal economy enterprises. The majority of apprentices reported
that they join businesses with the key objective of acquiring all relevant trade skills - training
within an informal enterprise was also found to be the primary source of skills development
for MCs. While the lack of clear norms surrounding informal apprenticeship may be seen as
problematic, many MCs and apprentices felt that the flexibility of terms supported, rather
than hindered the apprentice - for instance, by the apprentice being able to progress quickly
through the learning process. Incentive and obligation operate as strong binding mechanisms
for both MCs and apprentices to complete the training in the absence of fixed institutional
frameworks. Furthermore, the fluid nature of Zambian informal apprenticeships may mean
that any future targeted interventions may be incorporated more easily.
There is currently an enabling institutional environment for upgrading informal
apprenticeship in Zambia. With the 2011 election of the Patriotic Front (PF) party to
government, there is a renewed focus on the issues of youth, job creation, skills training,
self-employment opportunities and the quality of jobs. The PF government has stated that
they seek to involve youths in national development by ‘expanding educational facilities and
vocational training to absorb all school leavers’, ‘collaborating with industry to provide
learnership/apprenticeship practical training’, and ‘facilitating access to finance and to
markets’ for young people (The Patriotic Front, 2011). Considering informal apprenticeship
as a mode of vocational training in Zambia would clearly support government’s aim of
creating a vocational training system capable of absorbing all school leavers. Recognition of
informal training is further supported by reforms in TEVET policy, which call for a greater
focus on training within and for the informal sector, and seek to diversify the modes in
which training is delivered.
Key interventions are required to upgrade informal apprenticeship to a robust mode of
vocational training leading to gainful and decent employment for young people in Zambia.
This report argues that TEVET policy needs to become more responsive to the informal
economy, with the Apprenticeship Act revitalized, trade testing promoted more effectively,
and informally acquired skills recognized. The quality of training needs to be improved, such
as through providing MCs with skills development opportunities, introducing competency
assessment measures, and strengthening training agreements. Decent work outcomes also
need to be strengthened through supporting trade associations, providing greater access to
finance for MCs and graduating apprentices, improving health and safety outcomes, and
creating greater links between the formal and informal training and employment sectors.
DA - 2015///
PY - 2015
LA - en
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - A:West Africa
KW - C:Zambia
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - F:learning
KW - F:policy
KW - HDR25
KW - P:economy
KW - R:case study
KW - T:Ausbildung
KW - T:Formal apprenticeship
KW - T:Lehrlingsausbildung
KW - T:TVET
KW - T:Training
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Realist synthesis: illustrating the method for implementation research
AU - Rycroft-Malone, Jo
AU - McCormack, Brendan
AU - Hutchinson, Alison M.
AU - DeCorby, Kara
AU - Bucknall, Tracey K.
AU - Kent, Bridie
AU - Schultz, Alyce
AU - Snelgrove-Clarke, Erna
AU - Stetler, Cheryl B.
AU - Titler, Marita
AU - Wallin, Lars
AU - Wilson, Val
T2 - Implementation Science
AB - Realist synthesis is an increasingly popular approach to the review and synthesis of evidence, which focuses on understanding the mechanisms by which an intervention works (or not). There are few published examples of realist synthesis. This paper therefore fills a gap by describing, in detail, the process used for a realist review and synthesis to answer the question ‘what interventions and strategies are effective in enabling evidence-informed healthcare?’ The strengths and challenges of conducting realist review are also considered.
DA - 2012/04/19/
PY - 2012
DO - 10.1186/1748-5908-7-33
DP - BioMed Central
VL - 7
IS - 1
SP - 33
J2 - Implementation Science
SN - 1748-5908
ST - Realist synthesis
UR - https://doi.org/10.1186/1748-5908-7-33
Y2 - 2023/10/23/18:42:37
KW - Change Agency
KW - Data Extraction Form
KW - Knowledge Translation
KW - Knowledge Utilisation
KW - Programme Theory
ER -
TY - JOUR
TI - The intrinsic shape of spiral galaxies in the 2mass large galaxy atlas
AU - Ryden, Barbara S.
T2 - The Astrophysical Journal
DA - 2006///
PY - 2006
DO - 10.1086/500497
DP - Google Scholar
VL - 641
IS - 2
SP - 773
KW - __C:filed:1
ER -
TY - JOUR
TI - Development of artificial intelligence education system for K-12 based on 4P
AU - Ryu, Hyein
AU - Cho, Jungwon
T2 - Journal of Digital Convergence
DA - 2021///
PY - 2021
DP - Google Scholar
VL - 19
IS - 1
SP - 141
EP - 149
UR - https://koreascience.kr/article/JAKO202110265884528.page
Y2 - 2024/02/24/10:05:03
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - The educational perception on artificial intelligence by elementary school teachers
AU - Ryu, Miyoung
AU - Han, Seonkwan
T2 - Journal of The Korean Association of Information Education
DA - 2018///
PY - 2018
DO - 10.14352/jkaie.2018.22.3.317
DP - Google Scholar
VL - 22
IS - 3
SP - 317
EP - 324
UR - https://koreascience.kr/article/JAKO201819352297325.page
Y2 - 2024/02/24/10:04:59
ER -
TY - ELEC
TI - The June 16 Soweto Youth Uprising | South African History Online
AU - SA History Online
DA - 2020///
PY - 2020
UR - https://www.sahistory.org.za/article/june-16-soweto-youth-uprising
Y2 - 2020/06/15/20:37:42
ER -
TY - CONF
TI - An Analysis of ResNet50 Model and RMSprop Optimizer for Education Platform Using an Intelligent Chatbot System
AU - Saadna, Youness
AU - Boudhir, Anouar Abdelhakim
AU - Ben Ahmed, Mohamed
A2 - Ben Ahmed, Mohamed
A2 - Teodorescu, Horia-Nicolai L.
A2 - Mazri, Tomader
A2 - Subashini, Parthasarathy
A2 - Boudhir, Anouar Abdelhakim
T3 - Smart Innovation, Systems and Technologies
AB - A chatbot is a software (or machine) that has the ability to talks with a user: it is a virtual assistant that can answer a number of user questions, and providing the correct responses. In the last few years, the use of chatbots is very popular in various fields, such as health care, marketing, educational, supporting systems, cultural heritage, entertainment, and many others. This paper proposes an intelligent chatbot system that can give a response in the form of natural language or audio to a natural language question or image input in different domains of education and will support multiple languages (English, French, and Arabic). To realize this System, we used different deep learning architectures (CNN, LSTM, Transformers), computer vision, transfer learning to extract image features vector, and natural language processing techniques. In the end, after the implementation of the proposed model, a comparative study was conducted in order to prove the performance of this system using image-response model and question-response model using accuracy and BLEU score metrics.
C1 - Singapore
C3 - Networking, Intelligent Systems and Security
DA - 2022///
PY - 2022
DO - 10.1007/978-981-16-3637-0_41
DP - Springer Link
SP - 577
EP - 590
LA - en
PB - Springer
SN - 9789811636370
KW - Artificial intelligence
KW - Chatbot
KW - Education
ER -
TY - BLOG
TI - COVID-19 and the Learning Crisis in Latin America and the Caribbean: How Can We Prevent a Tragedy?
AU - Saavedra, Jaime
AU - Di Gropello, Emanuela
DA - 2021/03/17/
PY - 2021
LA - en
ST - COVID-19 and the Learning Crisis in Latin America and the Caribbean
UR - https://blogs.worldbank.org/education/covid-19-and-learning-crisis-latin-america-and-caribbean-how-can-we-prevent-tragedy
Y2 - 2021/08/25/19:30:38
ER -
TY - JOUR
TI - The permanent textbook hypothesis: School inputs and student outcomes in Sierra Leone
AU - Sabarwal, S.
AU - Evans, D.
AU - Marshak, A.
T2 - Compare: A Journal of Comparative and International Education
DA - 2013///
PY - 2013
VL - 41
IS - 1
SP - 141
EP - 144
UR - http://cega.berkeley.edu/assets/cega_events/61/4C_Inputs_to_Education.pdf.
KW - _C:Sierra Leone SLE
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - The Permanent Textbook Hypothesis: School Inputs and Student Outcomes in Sierra Leone [Policy Research Working Paper]
AU - Sabarwal, S.
AU - Evans, D.
AU - Marshak, A.
T2 - Policy Research Working Paper
CY - Washington, DC
DA - 2014///
PY - 2014
M1 - 7021
PB - World Bank
UR - http://documents1.worldbank.org/curated/en/806291468299200683/pdf/WPS7021.pdf
KW - _C:Sierra Leone SLE
ER -
TY - BOOK
TI - The permanent input hypothesis : the case of textbooks and (no) student learning in Sierra Leone
AU - Sabarwal, Shwetlena
AU - Evans, David K.
AU - Marshak, Anastasia
T2 - Policy research working paper : WPS
DA - 2014///
PY - 2014
LA - eng
PB - Washington, DC : World Bank, Education Global Practice Group & Africa Region, Office of the Chief Economist
ST - The permanent input hypothesis
KW - _C:Sierra Leone SLE
ER -
TY - RPRT
TI - The Permanent Input Hypothesis : The Case of Textbooks and (No) Student Learning in Sierra Leone
AU - Sabarwal, Shwetlena
AU - Evans, David
AU - Marshak, Anastasia
T2 - Policy Research Working Paper
DA - 2014///
PY - 2014
PB - World Bank
KW - _C:Sierra Leone SLE
ER -
TY - RPRT
TI - Low-Cost Private Schools in Tanzania: A Descriptive Analysis
AU - Sabarwal, Shwetlena
AU - Sununtnasuk, Celeste
AU - Ramachandran, Deepika
AB - This paper discusses the potential role of low-cost private secondary schools in Tanzania. The share of private enrollment has been negatively correlated with the availability of public schools. With the 2016 Fee-Free Basic Education Policy, the public secondary education system is experiencing significant demand pressures. The government has limited resources to address these pressures. Using micro-data from the Morogoro region, the paper finds that private schools have excess capacity that can allow for absorption of additional students at relatively low cost through potential public-private partnerships. The paper finds no evidence that service delivery or student performance is worse in private schools relative to their public counterparts. These findings provide empirical evidence on some key enabling conditions for potential public-private partnerships for secondary education in Tanzania.
DA - 2020/08/17/
PY - 2020
DP - DOI.org (Crossref)
LA - en
PB - Research on Improving Systems of Education (RISE)
ST - Low-Cost Private Schools in Tanzania
UR - https://riseprogramme.org/publications/low-cost-private-schools-tanzania-descriptive-analysis
Y2 - 2020/09/06/17:27:26
ER -
TY - JOUR
TI - Tackling Poverty-migration Linkages: Evidence from Ghana and Egypt
AU - Sabates-Wheeler, Rachel
AU - Sabates, Ricardo
AU - Castaldo, Adriana
T2 - Social Indicators Research
AB - Are migrants able to use the migration experience to their benefit, that is to improve their livelihoods, and is this result nuanced by whether migrants are poor or non-poor? This paper explores these questions quantitatively using data on migrants and non-migrants from Ghana and Egypt. It describes the main challenges in the empirical literature and introduces a conceptual model to explore the links between migration and poverty. The empirical model accounts for the direct effects of migration on poverty and for the role of migration in moderating the dynamics of poverty. Results show the selectivity of migration with respect to subjective poverty and that migration can have a significant impact on helping people improve their livelihoods. The paper further finds that selectivity with respect to human capital depends on ‘reasons for migration’ and visa status. These findings enrich existing empirical studies by providing a clear estimation of sequential events and enable policymakers to better understand the processes behind migration and poverty.
DA - 2008/06/01/
PY - 2008
DO - 10.1007/s11205-007-9154-y
DP - Springer Link
VL - 87
IS - 2
SP - 307
EP - 328
J2 - Soc Indic Res
LA - en
SN - 1573-0921
ST - Tackling Poverty-migration Linkages
UR - https://doi.org/10.1007/s11205-007-9154-y
Y2 - 2023/01/07/20:45:59
KW - Migration
KW - Poverty
KW - Subjective poverty
ER -
TY - RPRT
TI - School Drop out: Patterns, Causes, Changes and Policies
AU - Sabates, R.
AU - Westbrook, J.
AU - Akyeampong, K.
AU - Hunt, F.
AB - This background paper for the UNESCO GMR team draws on a range of resources to provide a synthesis on drop out. The paper focuses on patterns of participation, age-specific drop out rates, equity in drop out rates, and the link between over age enrolment and drop out rates. The paper outlines the main causes of drop out and provides two country case studies, Ghana and Tanzania, to highlight the potential strategies that could be used to address drop out. The paper concludes with our main policy messages.
CY - Paris, France
DA - 2010/07//
PY - 2010
DP - discovery.ucl.ac.uk
LA - eng
M3 - Report
PB - United Nations Educational, Scientific and Cultural Organisation (UNESCO)
ST - School Drop out
UR - http://unesdoc.unesco.org/images/0019/001907/190771e.pdf
Y2 - 2023/01/07/20:45:34
ER -
TY - JOUR
TI - Schooling responses to income changes: Evidence from unconditional cash transfers in Rwanda
AU - Sabates, Ricardo
AU - Bhutoria, Aditi
AU - Sabates-Wheeler, Rachel
AU - Devereux, Stephen
T2 - International Journal of Educational Research
DA - 2019///
PY - 2019
DO - 10.1016/j.ijer.2018.11.011
DP - Google Scholar
VL - 93
SP - 177
EP - 187
ST - Schooling responses to income changes
ER -
TY - JOUR
TI - Using educational transitions to estimate learning loss due to COVID-19 school closures: The case of Complementary Basic Education in Ghana
AU - Sabates, Ricardo
AU - Carter, Emma
AU - Stern, Jonathan M. B.
T2 - International Journal of Educational Development
AB - Learning loss is expected for millions of children who have been out of school as a result of the current COVID-19 pandemic. Unfortunately, it is uncertain how much learning will be lost and how wide the gaps may be for disadvantaged children. This paper uses a unique longitudinal dataset to estimate learning loss during a three-month transition from Complementary Basic Education to government schools in Ghana. Our results show an average learning loss of 66 % of previous learning gains in foundational numeracy during this transition period. More importantly, we estimate widening gaps in learning loss according to lack of home learning support, as well as lack of home learning resources. Our results have implications for the provision of learning activities and support at home, not just during current school closures due to COVID-19, but also during transitions between academic years.
DA - 2021/04/01/
PY - 2021
DO - 10.1016/j.ijedudev.2021.102377
DP - ScienceDirect
VL - 82
SP - 102377
J2 - International Journal of Educational Development
LA - en
SN - 0738-0593
ST - Using educational transitions to estimate learning loss due to COVID-19 school closures
UR - https://www.sciencedirect.com/science/article/pii/S0738059321000304
Y2 - 2023/01/07/20:46:31
KW - COVID-19 school closure
KW - Equity
KW - Ghana
KW - Learning
KW - Literacy
KW - Numeracy
ER -
TY - JOUR
TI - Can maternal education sustain or enhance the benefits of early life interventions? Evidence from the Young Lives Longitudinal Study
AU - Sabates, Ricardo
AU - Di Cesare, Mariachiara
T2 - Compare: A Journal of Comparative and International Education
AB - This paper provides evidence on the predicted benefits of maternal education, in terms of reduced child malnutrition at ages 1 and 5, focusing specifically on the complementarities with early life interventions across contexts. Using data from the Young Lives Longitudinal Study for Ethiopia, India, Peru and Vietnam, results show the expected association of maternal education with reduced likelihood of malnutrition both at ages 1 and 5. However, the benefits of maternal education via access to an early life intervention (antenatal care), are found only in some countries and for some levels of maternal education. Inequalities in the risk of malnutrition between those with the highest endowments of maternal education and access to antenatal services, and those without these, are significant within countries. We conclude that programmes which aim to reduce the risks of malnutrition should consider local knowledge and realities in order to understand more fully the expected benefits.
DA - 2021/07/04/
PY - 2021
DO - 10.1080/03057925.2019.1653171
DP - Taylor and Francis+NEJM
VL - 51
IS - 5
SP - 651
EP - 669
SN - 0305-7925
ST - Can maternal education sustain or enhance the benefits of early life interventions?
UR - https://doi.org/10.1080/03057925.2019.1653171
Y2 - 2023/01/07/20:46:28
KW - Maternal education
KW - Young Lives
KW - antenatal care
KW - child nutrition
KW - quantitative methods
ER -
TY - JOUR
TI - The role of education in the uptake of preventative health care: The case of cervical screening in Britain
AU - Sabates, Ricardo
AU - Feinstein, Leon
T2 - Social Science & Medicine
AB - This paper reports findings on the relationship between education and the take-up of screening for cervical cancer, as an example of preventative health-care activity. Theoretically, education can enhance the demand for preventative health services by raising awareness of the importance of undertaking regular health check-ups and may also improve the ways in which individuals understand information regarding periodical tests, communicate with the health practitioner, and interpret results. Furthermore, education enhances the inclusion of individuals in society, improving self-efficacy and confidence. All these factors may increase service uptake. The empirical analysis uses data from the British Household Panel Survey (BHPS) and applies techniques for discrete panel data to estimate the parameters of the model. Results show that adult learning leading to qualifications is statistically associated with an increase in the uptake of screening. The marginal effect indicates that participation in courses leading to qualifications increases the probability of having a smear test between 4.3 and 4.4 percentage points. This estimate is strongly robust to time-invariant selectivity bias in education and the inclusion of income, class, occupation, and parental socio-economic status. These findings enrich existing evidence on the socio-economic determinants of screening for cervical cancer and enable policy makers to better understand barriers to service uptake.
DA - 2006/06/01/
PY - 2006
DO - 10.1016/j.socscimed.2005.11.032
DP - ScienceDirect
VL - 62
IS - 12
SP - 2998
EP - 3010
J2 - Social Science & Medicine
LA - en
SN - 0277-9536
ST - The role of education in the uptake of preventative health care
UR - https://www.sciencedirect.com/science/article/pii/S0277953605006258
Y2 - 2023/01/07/20:45:38
KW - Britain
KW - Cancer
KW - Education
KW - Screening
ER -
TY - JOUR
TI - Ambition Gone Awry: The Long-Term Socioeconomic Consequences of Misaligned and Uncertain Ambitions in Adolescence
AU - Sabates, Ricardo
AU - Harris, Angel L.
AU - Staff, Jeremy
T2 - Social Science Quarterly
AB - Objective The objective of this study was to investigate whether misaligned or uncertain ambitions in adolescence influence the process of socioeconomic attainment. Methods Using 34 years of longitudinal data from the British Cohort Study (BCS70), we considered whether youth with (1) misaligned ambitions (i.e., those who either over- or underestimate the level of education required for their desired occupation), (2) both low occupational aspirations and educational expectations (low-aligned ambitions), and (3) uncertainty with regard to their future occupations (uncertain ambitions) at age 16 experienced more unemployment spells, lower educational attainment, and lower hourly wages in adulthood compared to youth with high occupational aspirations and educational expectations (high-aligned ambitions). Results Youth who hold misaligned or uncertain aspirations show long-term deficits in employment stability and educational attainment, which in turn leads to lower wage attainments at age 34. Conclusion Misaligned and uncertain ambitions in adolescence compromise the construction of life paths and the realization of long-term educational and occupational goals.
DA - 2011///
PY - 2011
DO - 10.1111/j.1540-6237.2011.00799.x
DP - Wiley Online Library
VL - 92
IS - 4
SP - 959
EP - 977
LA - en
SN - 1540-6237
ST - Ambition Gone Awry
UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1540-6237.2011.00799.x
Y2 - 2023/01/07/20:45:56
ER -
TY - JOUR
TI - School drop out in Bangladesh: Insights using panel data
AU - Sabates, Ricardo
AU - Hossain, Altaf
AU - Lewin, Keith M.
T2 - International Journal of Educational Development
T3 - Educating the poorest
AB - This paper examines the relative strength of different factors associated with school drop out using data collected between 2007 and 2009 in Bangladesh. A sample of 9046 children, aged 4–15, was selected across six districts for a household survey focusing on children's school access and experiences. Two groups of children were identified: those who were enrolled in school in both 2007 and 2009 and those who dropped out by 2009. Using a multivariate logit model, results show age and gender, together with financial constraints, such as lack of income and school expenditure, as the top predictors of school drop out. Two other important predictors are lack of parental support for children's school work and school absenteeism. This paper identifies some possible interventions that could reduce school drop out. These include campaigns to reduce late entry and overage enrolment, reductions in direct costs of schooling, and more support for low achieving children to compensate for lack of educational support at home.
DA - 2013/05/01/
PY - 2013
DO - 10.1016/j.ijedudev.2012.09.007
DP - ScienceDirect
VL - 33
IS - 3
SP - 225
EP - 232
J2 - International Journal of Educational Development
LA - en
SN - 0738-0593
ST - School drop out in Bangladesh
UR - https://www.sciencedirect.com/science/article/pii/S0738059312001228
Y2 - 2023/01/07/20:45:57
KW - Bangladesh
KW - Educational exclusion
KW - Educational support
KW - Household survey
ER -
TY - RPRT
TI - Cost-effectiveness with equity: Raising learning for marginalised girls through Camfed's programme in Tanzania
AU - Sabates, Ricardo
AU - Rose, Pauline
AU - Delprato, Marcos
AU - Alcott, Benjamin
AB - This policy paper provides a cost-effectiveness analysis of Camfed’s programme in Tanzania. Camfed’s programme adopts a multidimensional approach that is aimed at reaching marginalised girls at risk of dropping out from secondary schools by using interventions that are aimed at both increasing their chances of staying in school and learning.
DA - 2018///
PY - 2018
DP - Zenodo
PB - Policy Paper No. 18/2 (REAL Centre, University of Cambridge, 2018)
ST - Cost-effectiveness with equity
UR - https://zenodo.org/record/1247315#.YAlyUOj7Q1I
Y2 - 2021/01/21/12:23:52
ER -
TY - JOUR
TI - Understanding the External Social Benefits of Education in Ethiopia: A Contextual Analysis Using Young Lives
AU - Sabates, Ricardo
AU - Zhao, Yiran Vicky
AU - Mitchell, Rafael
AU - Ilie, Sonia
T2 - Journal of Education Finance
DA - 2021///
PY - 2021
DP - Project MUSE
VL - 47
IS - 1
SP - 45
EP - 70
SN - 1944-6470
ST - Understanding the External Social Benefits of Education in Ethiopia
UR - https://muse.jhu.edu/pub/34/article/806386
Y2 - 2023/01/07/20:46:45
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Preface to the New Edition
AU - Sachs, Wolfgang
DP - Zotero
SP - 10
LA - en
KW - ⛔ No DOI found
ER -
TY - BOOK
TI - The Development dictionary: a guide to knowledge as power
A3 - Sachs, Wolfgang
CN - HD75 .D4868 1992
CY - London ; Atlantic Highlands, N.J
DA - 1992///
PY - 1992
DP - Library of Congress ISBN
ET - 1
SP - 306
LA - en
PB - Zed Books
SN - 978-1-85649-043-6
ST - The Development dictionary
KW - Economic development
KW - Terminology
ER -
TY - BOOK
TI - The Development Dictionary: A Guide to Knowledge as Power
A3 - Sachs, Wolfgang
DA - 2010//15/Enero
PY - 2010
DP - Amazon
ET - 2
SP - 563
LA - en
ST - The Development Dictionary
ER -
TY - BOOK
TI - The Development dictionary: a guide to knowledge as power
AU - Sachs, Wolfgang
DA - 2019///
PY - 2019
DP - Zotero
ET - 3
LA - en
ER -
TY - RPRT
TI - Gemeinsam Gestalten: Migration aus Afrika nach Europa
AU - Sachverständigenrat deutscher Stiftungen für Integration und Migration
CY - Dortmund: Lensing Druck.
DA - 2020///
PY - 2020
M3 - Jahresbericht
ER -
TY - JOUR
TI - A conceptual framework to understand teachers’ Professional Dispositions and Orientation towards tablet technology in secondary schools
AU - Sackstein, Suzanne
AU - Slonimsky, Lynne
T2 - South African Computer Journal
DA - 2017///
PY - 2017
DO - 10.18489/sacj.v29i2.469
DP - Google Scholar
VL - 29
IS - 2
KW - _C:Cuba CUB
KW - _C:South Africa ZAF
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - RPRT
TI - What is the Southern African Development Community Qualifications Framework?
AU - SADCQF
UR - https://www.sadc.int/files/7915/3604/7923/SADCQF_Promotion_Messages.pdf
Y2 - 2020/05/27/17:40:05
ER -
TY - CONF
TI - A continuum of teachers'e-learning practices
AU - Sadeck, Osman
C3 - International Conference on e-Learning
DA - 2016///
PY - 2016
DP - Google Scholar
SP - 198
PB - Academic Conferences International Limited
KW - _C:South Africa ZAF
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Systematic review using a spiral approach with machine learning
AU - Saeidmehr, Amirhossein
AU - Steel, Piers David Gareth
AU - Samavati, Faramarz F.
T2 - Systematic Reviews
AB - Abstract
With the accelerating growth of the academic corpus, doubling every 9 years, machine learning is a promising avenue to make systematic review manageable. Though several notable advancements have already been made, the incorporation of machine learning is less than optimal, still relying on a sequential, staged process designed to accommodate a purely human approach, exemplified by PRISMA. Here, we test a spiral, alternating or oscillating approach, where full-text screening is done intermittently with title/abstract screening, which we examine in three datasets by simulation under 360 conditions comprised of different algorithmic classifiers, feature extractions, prioritization rules, data types, and information provided (e.g., title/abstract, full-text included). Overwhelmingly, the results favored a spiral processing approach with logistic regression, TF-IDF for vectorization, and maximum probability for prioritization. Results demonstrate up to a 90% improvement over traditional machine learning methodologies, especially for databases with fewer eligible articles. With these advancements, the screening component of most systematic reviews should remain functionally achievable for another one to two decades.
DA - 2024/01/17/
PY - 2024
DO - 10.1186/s13643-023-02421-z
DP - DOI.org (Crossref)
VL - 13
IS - 1
SP - 32
J2 - Syst Rev
LA - en
SN - 2046-4053
UR - https://systematicreviewsjournal.biomedcentral.com/articles/10.1186/s13643-023-02421-z
Y2 - 2024/03/12/20:57:25
ER -
TY - JOUR
TI - Systematic Review using a Spiral approach with Machine Learning
AU - Saeidmehr, Amirhossein
AU - Steel, Piers
AU - Samavati, Faramarz
AB - With the accelerating growth of the academic corpus, doubling every nine years, machine learning is a promising avenue to make systematic review manageable. Though several notable advancements have already been made, the incorporation of machine learning is less than optimal, still relying on a sequential, staged process designed to accommodate a purely human approach, exemplified by PRISMA. Here, we test a spiral, alternating or oscillating approach, where full-text screening is done intermittently with title/abstract screening, which we examine in three datasets by simulation under 360 conditions comprised of different algorithmic classifiers, feature extractions, prioritization rules, data types, and information provided (e.g., title/abstract, full-text included). Overwhelmingly, the results favored a spiral processing approach with Logistic Regression, TF-IDF for vectorization, and Maximum Probability for prioritization. Results demonstrate up to a 90% improvement over traditional machine learning methodologies, especially for databases with fewer eligible articles. With these advancements, the screening component of most systematic reviews should remain functionally achievable for another one to two decades.
DA - 2023///
PY - 2023
DO - 10.21203/rs.3.rs-2497596/v1
DP - Google Scholar
UR - https://www.researchsquare.com/article/rs-2497596/latest
Y2 - 2023/11/28/12:39:44
KW - _Added-ailr-2024
ER -
TY - CHAP
TI - Co-creation of OER by teachers and teacher educators in Colombia
AU - Sáenz Rodríguez, María del Pilar
AU - Pino, Ulises Hernandez
AU - Hernández, Yoli Marcela
T2 - Adoption and impact of OER in the Global South
A2 - Hodgkinson-Williams, Cheryl
A2 - Arinto, Patricia B.
AB - This chapter, based on research conducted by members of the Collaborative CoCreation of Open Educational Resources by Teachers and Teacher Educators in Colombia (coKREA) project, assesses whether and how a contextually based, bottomup approach to the promotion and advocacy of Open Educational Resources (OER) – in which teachers are encouraged to collaboratively co-create resources – supports the adoption of OER in Colombian schools. The study, conducted with public school teachers in southwestern Colombia, used a Participatory Action Research approach, in which the object of study is not external to the researchers, as the social practices under study are performed by the same subjects who are conducting the investigation. This allows teachers to identify possibilities of OER in their own educational practices, as well as the conditions required for their adoption, based on collective thinking processes immersed in their own sociocultural contexts.
A call for research participation was issued to teachers who were experienced in using information and communication technologies (ICT) in their teaching. The data collection process was undertaken through administration of a series of online questionnaires (completed by 19 teachers), a survey (completed by 248 teachers), webinars (in which 28 teachers connected and 14 participated actively), unstructured telephone interviews (with 30 teachers) and a series of focus group discussions (with a cohort of 49 teacher educators, teachers and students). A face-to-face workshop was also conducted with teachers to provide an introduction to OER, after which they identified challenges to incorporating OER into their pedagogical practices and discussed their own OER-related activities.
CY - Cape Town & Ottawa
DA - 2017///
PY - 2017
DP - Google Scholar
SP - 143
EP - 185
PB - African Minds, International Development Research Centre & Research on Open Educational Resources for Development
UR - https://idl-bnc-idrc.dspacedirect.org/bitstream/handle/10625/56823/IDL-56823.pdf?sequence=2&isAllowed=y
KW - __:import:02
KW - __:match:final
KW - __:matched
KW - __:study_id:3123702
KW - __finaldtb
ER -
TY - BOOK
TI - The Mutual Construction of Statistics and Society
A3 - Saetnan, Ann Rudinow
A3 - Lomell, Heidi Mork
A3 - Hammer, Svein
DA - 2010/09/13/
PY - 2010
DP - Amazon
SP - 314
LA - Inglés
ER -
TY - ELEC
TI - Why schools shouldn't use Whatsapp - Safeguarding In Schools
AU - Safeguarding In Schools
DA - 2022///
PY - 2022
UR - https://support.safeguardinginschools.co.uk/article/36-why-schools-shouldnt-use-whatsapp
Y2 - 2022/12/26/17:08:07
KW - Final_citation
KW - cited
KW - existing
ER -
TY - JOUR
TI - “Give courage to the ladies”: Expansive apprenticeship for women in rural Malawi
AU - Safford, K.
AU - Cooper, D.
AU - Wolfenden, F.
AU - Chitsulo, J.
T2 - Journal of Vocational Education & Training
AB - Apprenticeship in developed and industrialised nations is increasingly understood and practised as learning which connects workplace activity and formal study. The concept of 'expansive apprenticeship' defines frameworks for workforce development where participants acquire knowledge and skills which will help them in the future as well as in their current roles; 'restrictive' apprenticeships limit opportunities for wider, lifelong learning. In developing world economies, apprenticeships are a traditional route to learning and employment, but tend to reflect a restrictive approach characterised by narrowly defined roles and weak educational outcomes. This paper examines the apprenticeship opportunities in a large scale Access to Teaching Scholarship in Malawi. The programme's study materials and support structures are designed to move participants from restrictive to expansive contexts for learning and to develop hybrid roles as students, community workers and apprentice teachers. The authors examine data from the first cohort of participants and consider the extent to which the Scholarship offers an innovative model of expansive apprenticeship to address barriers to female continuing education and chronic teacher shortages in Sub-Saharan Africa. © 2013 Copyright The Vocational Aspect of Education Ltd.
DA - 2013///
PY - 2013
DO - 10.1080/13636820.2012.755213
LA - en
UR - http://www.tandfonline.com/doi/abs/10.1080/13636820.2012.755213
AN - DOI-10.1080/13636820.2012.755213
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - C:Malawi
KW - CA:AandC
KW - CL:en
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:D
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:T
KW - D:developing world
KW - F:access
KW - F:gender
KW - F:learning
KW - F:motivation
KW - F:outcomes
KW - F:teaching
KW - F:women
KW - P:economy
KW - P:measurement
KW - P:teacher education
KW - P:teacher training
KW - P:teachers
KW - Q:certificate
KW - Q:distance education
KW - Q:lifelong learning
KW - T:Lehrlingsausbildung
KW - T:TVET
KW - T:Training
KW - T:apprentice
KW - T:career
KW - T:continuing education
KW - T:workplace education
KW - Z:Access to Education
KW - Z:Adult Education
KW - Z:Apprenticeships
KW - Z:Barriers
KW - Z:Career aspirations
KW - Z:Continuing Education
KW - Z:Distance Education
KW - Z:Distance education
KW - Z:Donors and NGOs
KW - Z:Economic Development
KW - Z:Elementary Schools
KW - Z:Female empowerment
KW - Z:Females
KW - Z:Foreign Countries
KW - Z:Gender Issues
KW - Z:Mentors
KW - Z:Rural Areas
KW - Z:Teacher Certification
KW - Z:Teacher Education
KW - Z:Teacher Shortage
KW - Z:Teacher education
KW - Z:Teacher motivation
KW - Z:VET and development
KW - Z:VET and economic development
KW - Z:Vocational Education
KW - Z:Vocational education and training
KW - Z:Women Faculty
KW - Z:Workplace Learning
KW - Z:adult learning
KW - Z:gender and learning
KW - Z:learning in life &
KW - Z:philosophy of VET
KW - Z:teacher training
KW - Z:training
KW - Z:vocational education &
KW - Z:work transitions
KW - Z:workplace learning
KW - publicImportV1
ER -
TY - JOUR
TI - Teaching Science to Visually Impaired Students: A Small-Scale Qualitative Study.
AU - Sahin, Mehmet
AU - Yorek, Nurettin
T2 - Online Submission
DA - 2009///
PY - 2009
DP - Google Scholar
VL - 6
IS - 4
SP - 19
EP - 26
ST - Teaching Science to Visually Impaired Students
UR - https://eric.ed.gov/?id=ED505732
Y2 - 2024/03/27/15:17:12
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Will the pandemic change schools?
AU - Sahlberg, Pasi
T2 - Journal of Professional Capital and Community
AB - Purpose This essay offers a perspective for practitioners and decision-makers to look beyond short-term recovery from the COVID-19 pandemic and consider longer-term consequences that it may have on schools. Design/methodology/approach In this essay, I discuss some general observations about education during the pandemic and then provide a perspective to some issues related to educational inequalities and learning from home during the pandemic. The essay is informed by recent media articles and reports of national and international institutions. Findings This essay makes three claims: Despite high hopes, there is only a little chance schools will change as a consequence of this pandemic without bold and brave shifts in mindset in how that change happens. The COVID-19 pandemic has exacerbated the effects of preexisting social and educational inequalities; fixing these would be an important consequence of the pandemic. During school closures, learning from home has been mostly based on the old logic of consuming information and knowledge rather than creating or cocreating new ideas and solutions to real-life problems. Research limitations/implications This is an essay that offers evidence-informed perspectives to current development in education, and it should not be treated as a research-based article. Originality/value This essay will contribute to the evolving public conversation and professional debate on the future of school education. It will be part of the series of essays that will support those who are seeking to not just adapt to meet the pandemic but also to step back and consider the medium to longer-term implications.
DA - 2020/01/01/
PY - 2020
DO - 10.1108/JPCC-05-2020-0026
DP - Emerald Insight
VL - ahead-of-print
IS - ahead-of-print
SN - 2056-9548
UR - https://doi.org/10.1108/JPCC-05-2020-0026
Y2 - 2020/08/12/17:00:34
KW - COVID-19
KW - Professionalism
KW - School change
KW - __C:filed:1
ER -
TY - BLOG
TI - Sierra Leone series: Plan International and the importance of community support for distance teacher professional development programmes
AU - Saidu, Arthur
AU - Casado, Eusebio Rincon
AU - Shergill, Maggie
AU - McBurnie, Chris
T2 - EdTech Hub
AB - Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector. In week four, we met with Arthur Saidu, Eusebio Rincon Casado and Maggie Shergill from…
DA - 2021/03/26/T15:06:02+00:00
PY - 2021
LA - en-US
ST - Sierra Leone series
UR - https://edtechhub.org/2021/03/26/sierra-leone-series-plan-international-and-the-importance-of-community-support-for-distance-teacher-professional-development-programmes/
Y2 - 2021/04/21/15:59:45
KW - _C:Sierra Leone SLE
KW - _DOILIVE
KW - _EdTechHub_Output
KW - ___working_potential_duplicate
KW - _zenodoETH
ER -
TY - JOUR
TI - unarXive 2022: All arXiv Publications Pre-Processed for NLP, Including Structured Full-Text and Citation Network
AU - Saier, Tarek
AU - Krause, Johan
AU - Färber, Michael
T2 - 2023 ACM/IEEE Joint Conference on Digital Libraries (JCDL)
AB - Large-scale data sets on scholarly publications are the basis for a variety of bibliometric analyses and natural language processing (NLP) applications. Especially data sets derived from publication's full-text have recently gained attention. While several such data sets already exist, we see key shortcomings in terms of their domain and time coverage, citation network completeness, and representation of full-text content. To address these points, we propose a new version of the data set unarXive. We base our data processing pipeline and output format on two existing data sets, and improve on each of them. Our resulting data set comprises 1.9 $\mathrm{M}$ publications spanning multiple disciplines and 32 years. It furthermore has a more complete citation network than its predecessors and retains a richer representation of document structure as well as non-textual publication content such as mathematical notation. In addition to the data set, we provide ready-to-use training/test data for citation recommendation and IMRaD classification. All data and source code is publicly available at https://github.com/IlIDepence/unarXive.
DA - 2023/06//
PY - 2023
DO - 10.1109/JCDL57899.2023.00020
DP - Semantic Scholar
SP - 66
EP - 70
ST - unarXive 2022
UR - https://ieeexplore.ieee.org/document/10266058/
Y2 - 2024/03/10/19:41:02
ER -
TY - JOUR
TI - Digital learning in schools: What does it take beyond digital technology?
AU - Sailer, Michael
AU - Murböck, Julia
AU - Fischer, Frank
T2 - Teaching and Teacher Education
AB - We investigated how often teachers apply digital technology in their teaching and which student learning activities teachers initiate. Further, we analyzed factors relating to technology use. 410 teachers in our sample, representative for the state of Bavaria (Germany), reported that they spend a substantial amount of time using digital technologies in a typical lesson. Results indicated that rather teachers’ basic digital skills and technology-related teaching skills than digital technology resources are crucial. Even though a certain threshold level of digital technology is necessary in school, our results suggest shifting the focus from equipping schools to teachers’ skills using technologies effectively.
DA - 2021/07/01/
PY - 2021
DO - 10.1016/j.tate.2021.103346
DP - ScienceDirect
VL - 103
SP - 103346
J2 - Teaching and Teacher Education
LA - en
SN - 0742-051X
ST - Digital learning in schools
UR - https://www.sciencedirect.com/science/article/pii/S0742051X21000706
Y2 - 2023/01/26/19:41:18
KW - Digital technologies
KW - Structural equation modeling
KW - Student learning activities
KW - Teachers’ skills
KW - Technology use in classroom
ER -
TY - JOUR
TI - Supporting Change in Literacy Instruction in Malawi
AU - Sailors, Misty
AU - Hoffman, James V.
AU - Pearson, P. David
AU - McClung, Nicola
AU - Shin, Jaran
AU - Phiri, Liveness Mwale
AU - Saka, Tionge
T2 - Reading Research Quarterly
AB - In this study, we examined the effectiveness of an innovative approach to literacy instruction in Malawi on teachers' perceptions, attitudes, and instructional practices. Two groups participated in the study: Treatment teachers received complementary teaching and learning materials, workshops, and directive coaching, and control teachers received no intervention. After this five-month intervention, treatment teachers were significantly more comfortable with their languages of instruction and were more positive about their teaching ability, beliefs about the learning materials in their classroom, and beliefs about the culture of reading in their communities than control teachers were. There were no significant differences between groups when we analyzed their teaching practices or the engagement of their students. The coaching model proved to be associated with changes in teachers' beliefs and perceptions on many of our variables. These findings suggest that the program under examination was successful in promoting the conditions for success (teacher beliefs and perceptions). Further, the findings suggest that the implementation of coaching was an important source of support in implementing changes.
DA - 2014///
PY - 2014
DO - 10.1002/rrq.70
DP - Wiley Online Library
VL - 49
IS - 2
SP - 209
EP - 231
LA - en
SN - 1936-2722
UR - https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/rrq.70
Y2 - 2020/05/10/21:46:02
KW - Adult
KW - C:Malawi
KW - Childhood
KW - Coaching
KW - Decoding
KW - Discussion
KW - Early childhood
KW - English as a second language
KW - English for speakers of other languages
KW - English language learners
KW - English learners
KW - Experimental
KW - Fairy tales
KW - Family literacy
KW - Home language
KW - Home-school connections
KW - In-service
KW - Instructional models
KW - Language learners
KW - Literature
KW - Literature-based instruction
KW - Oral language
KW - Parental involvement
KW - Phonics
KW - Program evaluation
KW - Reading strategies
KW - Research methodology
KW - School based
KW - Sight words
KW - Sociocultural
KW - Socioeconomic factors
KW - Strategies
KW - Supplementary resources
KW - Teacher education
KW - Textbooks
KW - _C:Botswana BWA
KW - _C:Fiji FJI
KW - _C:France FRA
KW - _C:Israel ISR
KW - _C:Kenya KEN
KW - _C:Malawi MWI
KW - _C:Singapore SGP
KW - _C:South Africa ZAF
KW - _C:Sri Lanka LKA
KW - _C:Uganda UGA
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - and materials
KW - folk tales
KW - methods
KW - phonemic awareness
KW - phonological awareness
KW - professional development
KW - quasi-experimental
KW - word recognition
ER -
TY - JOUR
TI - Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information
AU - Saito, Eisuke
AU - Khong, Thi Diem Hang
T2 - Reflective Practice
AB - Despite increased use of professional learning communities in the teacher education field, they do not necessarily guarantee change in teachers’ daily practice. This study is a multiple case study of three school leaders in Vietnam to connect their teachers’ learning and practice by utilising visual records. In the cases studied, we see a progression of models of joint reflection based on visual information, from only occasional reflection to daily critical reflection, the latter of which the authors call ‘vide-flection’ referring to a process for people to consider their actions, thoughts, or experiences by utilising video-recorded images. For joint vide-flection, school leaders visit every classroom for several minutes every day to observe the wellbeing and learning of pupils and video-record struggles or breakthroughs in children’s learning; they share those images with teachers to jointly reflect on the situations. Through this vide-flection, teachers develop more detailed awareness of pupils needs. [ABSTRACT FROM PUBLISHER]
DA - 2017/12//
PY - 2017
DO - 10.1080/14623943.2017.1361921
DP - EBSCOhost
VL - 18
IS - 6
SP - 837
EP - 851
J2 - Reflective Practice
SN - 14623943
UR - https://www.researchgate.net/publication/319067859_Not_just_for_special_occasions_supporting_the_professional_learning_of_teachers_through_critical_reflection_with_audio-visual_information
KW - ADULTS
KW - AUDIOVISUAL aids in education
KW - AUDIOVISUAL materials
KW - CRITICAL thinking studies
KW - DATA analysis software
KW - DESCRIPTIVE statistics
KW - EDUCATION
KW - FOCUS groups
KW - INTERVIEWING
KW - PROFESSIONAL education
KW - PROFESSIONAL employee training
KW - REFLECTION (Philosophy)
KW - RESEARCH funding
KW - Reflective practice
KW - SCHOOL administrators
KW - TEACHER training
KW - TEACHING
KW - THEMATIC analysis
KW - VIETNAM
KW - Vietnam
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2099873
KW - __finaldtb
KW - critical reflection
KW - professional learning
KW - teacher professional development
KW - vide-flection
ER -
TY - BOOK
TI - Wired citizenship: youth learning and activism in the Middle East
AU - Sakr, Rehab
AU - Herrera, Linda
AB - "Wired Citizenship examines the evolving patterns of youth learning and activism in the Middle East and North Africa (MENA). In todays digital age, in which formal schooling often competes with the peer-driven outlets provided by social media, youth all over the globe have forged new models of civic engagement, rewriting the script of what it means to live in a democratic society. As a result, state-society relationships have shifted never more clearly than in the MENA region, where recent uprisings were spurred by the mobilization of tech-savvy and politicized youth.Combining original research with a thorough exploration of theories of democracy, communications, and critical pedagogy, this edited collection describes how youth are performing citizenship, innovating systems of learning, and re-imagining the practices of activism in the information age. Recent case studies illustrate the context-specific effects of these revolutionary new forms of learning and social engagement in the MENA region"--
DA - 2014///
PY - 2014
DP - Open WorldCat
LA - English
SN - 978-1-135-01189-5 978-0-203-74757-5 978-1-306-48209-7 978-1-135-01188-8
ST - Wired citizenship
UR - http://public.ebookcentral.proquest.com/choice/publicfullrecord.aspx?p=1644434
Y2 - 2022/04/01/18:15:53
ER -
TY - JOUR
TI - School location analysis by integrating the accessibility, natural and biological hazards to support equal access to education
AU - Sakti, Anjar Dimara
AU - Rahadianto, Muhammad Ario Eko
AU - Pradhan, Biswajeet
AU - Muhammad, Hubbi Nashrullah
AU - Andani, I. Gusti Ayu
AU - Sarli, Prasanti Widyasih
AU - Abdillah, Muhammad Rais
AU - Anggraini, Tania Septi
AU - Purnomo, Andhika Dimas
AU - Ridwana, Riki
T2 - ISPRS International Journal of Geo-Information
AB - Abstract: This study proposes a new model for land suitability for educational facilities based on spatial product development to determine the optimal locations for achieving education targets in West Java, Indonesia. Single-aspect approaches, such as accessibility and spatial hazard analyses, have not been widely applied in suitability assessments on the location of educational facilities. Model development was performed based on analyses of the economic value of the land and on the integration of various parameters across three main aspects: accessibility, comfort, and a multinatural/biohazard (disaster) risk index. Based on the maps of disaster hazards, higher flood-prone areas are found to be in gentle slopes and located in large cities. Higher risks of landslides are spread throughout the study area, while higher levels of earthquake risk are predominantly in the south, close to the active faults and megathrusts present. Presently, many schools are located in very high vulnerability zones (2057 elementary, 572 junior high, 157 senior high, and 313 vocational high schools). The comfort-level map revealed 13,459 schools located in areas with very low and low comfort levels, whereas only 2377 schools are in locations of high or very high comfort levels. Based on the school accessibility map, higher levels are located in the larger cities of West Java, whereas schools with lower accessibility are documented far from these urban areas. In particular, senior high school accessibility is predominant in areas of lower accessibility levels, as there are comparatively fewer facilities available in West Java. Overall, higher levels of suitability are spread throughout West Java. These distribution results revealed an expansion of the availability of schools by area: senior high schools, 303,973.1 ha; vocational high schools, 94,170.51 ha; and junior high schools, 12,981.78 ha. Changes in elementary schools (3936.69 ha) were insignificant, as the current number of elementary schools is relatively much higher. This study represents the first to attempt to integrate these four parameters—accessibility, multi natural hazard, biohazard, comfort index, and land value—to determine potential areas for new schools to achieve educational equity targets.
Keywords: school location; natural and biological hazards; accessibility model; COVID-19; West Java Province; Indonesia
DA - 2021///
PY - 2021
DO - 10.3390/ijgi11010012
DP - Google Scholar
VL - 11
IS - 1
SP - 12
ER -
TY - JOUR
TI - Human Resources for Health Challenges in Nigeria and Nurse Migration
AU - Salami, Bukola
AU - Dada, Foluke O.
AU - Adelakun, Folake E.
T2 - Policy, Politics, and Nursing Practice
AB - © 2016, © The Author(s) 2016. The emigration of sub-Saharan African health professionals to developed Western nations is an aspect of increasing global mobility. This article focuses on the human resources for health challenges in Nigeria and the emigration of nurses from Nigeria as the country faces mounting human resources for health challenges. Human resources for health issues in Nigeria contribute to poor population health in the country, alongside threats from terrorism, infectious disease outbreaks, and political corruption. Health inequities within Nigeria mirror the geographical disparities in human resources for health distribution and are worsened by the emigration of Nigerian nurses to developed countries such as the United States and the United Kingdom. Nigerian nurses are motivated to emigrate to work in healthier work environments, improve their economic prospects, and advance their careers. Like other migrant African nurses, they experience barriers to integration, including racism and discrimination, in receiving countries. We explore the factors and processes that shape this migration. Given the forces of globalization, source countries and destination countries must implement policies to more responsibly manage migration of nurses. This can be done by implementing measures to retain nurses, promote the return migration of expatriate nurses, and ensure the integration of migrant nurses upon arrival in destination countries.
DA - 2016///
PY - 2016
DO - 10.1177/1527154416656942
LA - en
AN - LOCAL-SCOPUS_ID:84988674634
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - C:Nigeria
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:T
KW - F:policy
KW - P:economy
KW - P:environment
KW - P:health
KW - P:health professionals
KW - P:nurse
KW - T:career
KW - T:trainee
KW - Z:foreign-trained nurses
KW - Z:human resources for health
KW - Z:immigrant nurses
KW - Z:internationally educated nurses
KW - Z:migration
KW - publicImportV1
ER -
TY - ELEC
TI - Education recovery chief quits in English schools catch-up row
AU - Sally Weale
T2 - the Guardian
AB - Sir Kevan Collins said to be dismayed that his long-awaited £15bn proposals were watered down to a £1.4bn package
DA - 2021/06/02/T16:54:57.000Z
PY - 2021
LA - en
UR - http://www.theguardian.com/politics/2021/jun/02/education-recovery-chief-kevan-collins-quit-english-schools-catch-up-row
Y2 - 2021/06/04/21:27:49
ER -
TY - ELEC
TI - Labour flags concern over outsourcing of England catch-up tuition
AU - Sally Weale
T2 - the Guardian
AB - Contract worth £25m given to giant HR conglomerate with ‘little tutoring experience’, says Labour
DA - 2021/06/03/T20:37:15.000Z
PY - 2021
LA - en
UR - http://www.theguardian.com/politics/2021/jun/03/labour-flags-concern-over-outsourcing-of-england-catch-up-tuition
Y2 - 2021/06/04/21:26:40
ER -
TY - JOUR
TI - COVID's Lessons for Global Higher Education: Coping with the Present While Building a More Equitable Future.
AU - Salmi, Jamil
T2 - Lumina foundation
DA - 2020///
PY - 2020
DP - Google Scholar
ST - COVID's Lessons for Global Higher Education
UR - https://eric.ed.gov/?id=ED611329
Y2 - 2024/03/04/15:16:44
KW - Final_citation
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Teacher governance reforms and social cohesion in South Africa: from intention to reality
AU - Salmon, Thomas
AU - Sayed, Yusuf
T2 - Education as Change
DA - 2016///
PY - 2016
DO - 10.17159/1947-9417/2016/1516
DP - SciELO
VL - 20
IS - 3
SP - 38
EP - 56
SN - 1947-9417
ST - Teacher governance reforms and social cohesion in South Africa
UR - http://www.scielo.org.za/scielo.php?script=sci_abstract&pid=S1947-94172016000300003&lng=en&nrm=iso&tlng=en
Y2 - 2021/03/07/17:53:32
KW - _C:Netherlands NLD
KW - _C:Rwanda RWA
KW - _C:South Africa ZAF
KW - _C:South Sudan SSD
KW - _C:Sudan SDN
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Errors in search strategies used in systematic reviews and their effects on information retrieval
AU - Salvador-Oliván, José Antonio
AU - Marco-Cuenca, Gonzalo
AU - Arquero-Avilés, Rosario
T2 - Journal of the Medical Library Association : JMLA
AB - Objectives
Errors in search strategies negatively affect the quality and validity of systematic reviews. The primary objective of this study was to evaluate searches performed in MEDLINE/PubMed to identify errors and determine their effects on information retrieval.
Methods
A PubMed search was conducted using the systematic review filter to identify articles that were published in January of 2018. Systematic reviews or meta-analyses were selected from a systematic search for literature containing reproducible and explicit search strategies in MEDLINE/PubMed. Data were extracted from these studies related to ten types of errors and to the terms and phrases search modes.
Results
The study included 137 systematic reviews in which the number of search strategies containing some type of error was very high (92.7%). Errors that affected recall were the most frequent (78.1%), and the most common search errors involved missing terms in both natural language and controlled language and those related to Medical Subject Headings (MeSH) search terms and the non-retrieval of their more specific terms.
Conclusions
To improve the quality of searches and avoid errors, it is essential to plan the search strategy carefully, which includes consulting the MeSH database to identify the concepts and choose all appropriate terms, both descriptors and synonyms, and combining search techniques in the free-text and controlled-language fields, truncating the terms appropriately to retrieve all their variants.
DA - 2019/04//
PY - 2019
DO - 10.5195/jmla.2019.567
DP - PubMed Central
VL - 107
IS - 2
SP - 210
EP - 221
J2 - J Med Libr Assoc
SN - 1536-5050
UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6466507/
Y2 - 2021/04/17/19:27:21
ER -
TY - JOUR
TI - Factors affecting youth entrepreneurship development within Kibera, Kenya: The perspective of entrepreneurship education
AU - Sambo, Wise
T2 - Problems and Perspectives in Management
AB - © Wise Sambo, 2016. All over the world there has been an increased interest in entrepreneurship education and the society in general. Kenya was among the first countries in Africa to introduce aspects of entrepreneurship education in its education and training systems. Entrepreneurship and business creation are a growing alternative for young people in different economies whose age group often faces a labor market with double digit unemployment rates. This study seeks to investigate and report on the factors affecting youth entrepreneurship development with specific reference to entrepreneurship education in Kibera, a district of Kenya. Two objectives are identified, namely (i) to determine the government's provision and access to the entrepreneurship education and training among the Kenyan youth, and (ii) to determine whether there is a relationship between the level of education, training and development of youth entrepreneurship. A sample of three hundred entrepreneurs (aged 18-35) within the Kibera district in Kenya is drawn to participate in this study. Structured survey questionnaires are used to collect primary data from business owners in the Kibera district. Findings revealed a strong positive correlation between the provision of entrepreneurship education and development of youth entrepreneurship and the level of education has a very weak positive correlation to youth entrepreneurship development. This study concludes with recommendations on how youth entrepreneurship can be improved in Kibera and the rest of Kenya. A total of 300 questionnaires were administered via emails with a total response rate of 83.3% (250) returned for analysis.
DA - 2016///
PY - 2016
LA - en
AN - LOCAL-SCOPUS_ID:84974727877
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - C:Kenya
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:R
KW - CT:T
KW - F:access
KW - P:economy
KW - R:questionnaire
KW - R:survey
KW - T:Training
KW - T:entrepreneurship education
KW - Z:Entrepreneurship education
KW - Z:Kibera
KW - Z:Unemployment
KW - Z:Youth entrepreneurship
KW - publicImportV1
KW - ❓ Multiple DOI
ER -
TY - RPRT
TI - PDIA toolkit: A DIY Approach to Solving Complex Problems
AU - Samji, Salimah
AU - Andrews, Matt
AU - Pritchett, Lant
AU - Woolcock, Michael
DA - 2018///
PY - 2018
PB - Center for International Development at Harvard University
UR - https://bsc.cid.harvard.edu/files/bsc/files/pdiatoolkit_ver_1_oct_2018.pdf
Y2 - 2022/12/09/15:12:16
KW - Final_citation
KW - cited
KW - existing
ER -
TY - RPRT
TI - PDIA toolkit: A DIY Approach to Solving Complex Problems
AU - Samji, Salimah
AU - Andrews, Matt
AU - Pritchett, Lant
AU - Woolcock, Michael
DA - 2018///
PY - 2018
PB - Center for International Development at Harvard University
UR - https://bsc.cid.harvard.edu/files/bsc/files/pdiatoolkit_ver_1_oct_2018.pdf
Y2 - 2022/12/09/15:12:16
ER -
TY - JOUR
TI - Training Teachers at a Distance: Perceptions and Challenges of Open and Distance Learning (ODL) in Teacher Education the Zimbabwean Experience
AU - Samkange, Wellington
T2 - Turkish Online Journal of Distance Education
AB - Zimbabwe like most developing countries continues to experience shortages in skills. One such area that has experienced skills shortages is education. This has resulted in governments and education institutions coming up with innovative ways to improve the training of of teachers. Such innovative models include the Open & Distance Learning (ODL) model in the development of skills. In some instances, there has been a combination of the conventional model and the ODL model. The purpose of the study was to examine the different methods used in the training of teachers and the role of ODL in addressing skills shortages.
The study used the qualitative methodology and the case study design. The respondents were purposively selected. Data was collected through lesson observations, document analysis and open-ended questionnaires that were administered to senior teachers, deputy school heads and school heads. These gave a total of twenty respondents from different schools. At the same time twenty trainee teachers in different programmes with the Zimbabwe Open University (ZOU) were observed teaching and were assessed.
The study also examined views, attitudes and perceptions about the training of teachers. From the data it could be concluded that the model being used by teachers' colleges (2-5-2) was more inclined to ODL than the 'conventional' model, thus demonstrating that indeed teachers can be trained through ODL. Whilst there were mixed feelings about the role of universities in the training of pre-service teachers, it could be concluded that universities had a role in the training of teachers regardless of the mode of delivery they used. The study noted that the lack of resources and lack of understanding between different stakeholders was negatively affecting the success of the ODL model of training teachers at the Zimbabwe Open University (ZOU).
DA - 2013///
PY - 2013
LA - en
AN - LOCAL-WOS:000439561500017
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - AA:Africa
KW - C:Zimbabwe
KW - CA:AandC
KW - CL:en
KW - CL:fr
KW - CL:pt
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:D
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - D:developing country
KW - F:attitude
KW - F:teaching
KW - P:measurement
KW - P:service industry
KW - P:teacher education
KW - P:teacher training
KW - P:teachers
KW - Q:ODEL
KW - Q:distance education
KW - Q:distance learning
KW - R:case study
KW - R:observation
KW - R:qualitative
KW - R:questionnaire
KW - T:Ausbildung
KW - T:trainee
KW - Z:Zimbabwe Open University (ZOU)
KW - Z:distance education
KW - Z:teacher training
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Managing database overlap in systematic reviews using Batch Citation Matcher: case studies using Scopus
AU - Sampson, Margaret
AU - McGowan, Jessie
AU - Cogo, Elise
AU - Horsley, Tanya
T2 - Journal of the Medical Library Association
DA - 2006/10//
PY - 2006
DP - PubMed Central
VL - 94
IS - 4
SP - 461
EP - e219
J2 - J Med Libr Assoc
SN - 1536-5050
ST - Managing database overlap in systematic reviews using Batch Citation Matcher
UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1629443/
Y2 - 2021/04/17/19:26:42
ER -
TY - JOUR
TI - Educational technology in Abu Dhabi public schools: teaching with interactive whiteboards (IWBs)
AU - Samsonova, Olga
DA - 2020///
PY - 2020
DP - Google Scholar
ST - Educational technology in Abu Dhabi public schools
KW - _C:Australia AUS
KW - _C:Canada CAN
KW - _C:Cyprus CYP
KW - _C:Jordan JOR
KW - _C:Sweden SWE
KW - _C:Turkey TUR
KW - _C:United Arab Emirates ARE
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Elementary Teachers’ Uses and Perceptions of Interactive Whiteboards for Instruction
AU - Samsonova, Olga
T2 - International Journal of Learning, Teaching and Educational Research
DA - 2018///
PY - 2018
DO - 10.26803/ijlter.17.8.2
DP - Google Scholar
VL - 17
IS - 8
SP - 17
EP - 35
KW - _C:Australia AUS
KW - _C:Belgium BEL
KW - _C:Canada CAN
KW - _C:France FRA
KW - _C:Malaysia MYS
KW - _C:Netherlands NLD
KW - _C:North Cyprus XNCYP
KW - _C:Sweden SWE
KW - _C:Turkey TUR
KW - _C:United Kingdom GBR
KW - __C:filed:1
KW - __C:scheme:1
ER -
TY - JOUR
TI - Understanding elementary teachers' experiences and views using interactive whiteboards for pedagogical practices
AU - Samsonova, Olga
DA - 2017///
PY - 2017
DP - Google Scholar
KW - _C:Australia AUS
KW - _C:Canada CAN
KW - _C:Cyprus CYP
KW - _C:Egypt EGY
KW - _C:Iran IRN
KW - _C:Jordan JOR
KW - _C:Lithuania LTU
KW - _C:Malaysia MYS
KW - _C:Netherlands NLD
KW - _C:North Cyprus XNCYP
KW - _C:Spain ESP
KW - _C:Sweden SWE
KW - _C:Turkey TUR
KW - _C:United Kingdom GBR
KW - _C:United States USA
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Actividades y dinámicas implementadas con la tableta en un centro de educación básica de España
AU - Sánchez-Martínez, Cristina
AU - Ricoy, María-Carmen
AU - Feliz-Murias, Tiberio
T2 - Educação e Pesquisa
AB - The permanent evolution of Information and Communication Technologies (ICT) goes hand in hand with the generalization, relocation and globalization of the worldwide movement, as well as in favor of using these resources in different areas, including education. However, the development of experiences and researches about the use of tablets in classroom continues to be scarce in contexts where, in addition to other factors, there are difficulties to access or obtain the technology. Therefore, this case study aims to know the typology of activities related to the use of tablets, in the context of Elementary School and the resulting dynamics with the pupils of three classes of 1st, 3rd, and 5th grades (aged 6 through 11 years old) of an educational center located in Northwest Spain. This work is part of a qualitative research based on ethnographic-narrative approach; data collection utilized the observation technique and discussion groups. The results and conclusions show that the practices with tablets are episodic and influenced by the activities associated with traditional teaching. However, the researchers were able to detect some innovative dynamics based on the very tools provided by such devices, originating different indagating, ludic activities. On the other hand, the results point to small group work pattern (mainly in pairs) as the one mostly used when tablets are employed in the classroom.
DA - 2018///
PY - 2018
DO - 10.1590/s1678-4634201844183309
DP - Google Scholar
VL - 44
SP - e183309
EP - e183309
J2 - Educ. Pesqui.
LA - es
SN - 1678-4634, 1517-9702
UR - http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1517-97022018000100489&lng=es&tlng=es
KW - __C:filed:1
ER -
TY - JOUR
TI - Activities and dynamics with tablets in an Elementary School in Spain
AU - SÁNCHEZ-MARTÍNEZ, Cristina
AU - RICOY, María-Carmen
AU - FELIZ-MURIAS, Tiberio
T2 - Educação e Pesquisa
DA - 2018///
PY - 2018
DP - Google Scholar
VL - 44
KW - __C:filed:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Enseñar y aprender con eScholarium: un estudio de caso sobre la implementación del proyecto en un CEIP de Comunidad de Extremadura
AU - Sánchez Miranda, Sofía
AU - Torres Carvalho, José Luis
DA - 2018///
PY - 2018
DP - Google Scholar
ST - Enseñar y aprender con eScholarium
KW - _C:Australia AUS
KW - _C:Austria AUT
KW - _C:Cuba CUB
KW - _C:Germany DEU
KW - _C:Israel ISR
KW - _C:Portugal PRT
KW - __C:filed:1
KW - __C:scheme:1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Moving beyond the predictable failure of Ed-Tech initiatives
AU - Sancho-Gil, Juana M.
AU - Rivera-Vargas, Pablo
AU - Miño-Puigcercós, Raquel
T2 - Learning, Media and Technology
AB - The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives.
DA - 2019/09/17/
PY - 2019
DO - 10.1080/17439884.2019.1666873
DP - Taylor and Francis+NEJM
VL - 0
IS - 0
SP - 1
EP - 15
SN - 1743-9884
UR - https://doi.org/10.1080/17439884.2019.1666873
Y2 - 2020/01/23/10:13:42
KW - Educational change
KW - digital technology corporations
KW - educational challenges
KW - educational policies
KW - school improvement
ER -
TY - BOOK
TI - Schooling for All - Feasible Strategies to Achieve Universal Education
AU - Sandefur, Justin
DA - 2022/04//
PY - 2022
PB - Center for Global Development
UR - https://www.cgdev.org/sites/default/files/schooling-for-all-feasible-strategies-universal-eduction.pdf
Y2 - 2022/05/09/12:49:45
ER -
TY - CHAP
TI - Girls' Schooling is Good, Girls' Schooling with Learning is Better
AU - Sandefur, Justin
AU - Oye, Mari
AU - Pritchett, Lant
T2 - Background paper for the International Commission on Financing Global Education Opportunity
DA - 2016///
PY - 2016
ER -
TY - RPRT
TI - Beyond Short-Term Learning Gains: The Impact of Outsourcing Schools in Liberia after Three Years
AU - Sandefur, Justin
AU - Romero, Mauricio
AB - After three years, outsourcing management of public schools to private providers raised test
scores by 0.21 standard deviations in math and 0.16 standard deviations in English (equivalent to
4 words per minute additional reading fluency for the cohort that started in first grade). Looking
beyond learning gains, the program reduced corporal punishment (by 4.6 percentage points
from a base of 51%), but increased dropout (by 3.3 percentage points from a base of 15%) and
failed to reduce sexual abuse. Results vary by provider: some produced uniformly positive results,
while others present stark trade-offs between learning gains and other outcomes.
DA - 2019/12//
PY - 2019
DP - Zotero
SP - 4
LA - en
PB - Center for Global Development
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Context-driven entrepreneurial education in vocational schools
AU - Sandirasegarane, S
AU - Sutermaster, S
AU - Gill, A
T2 - International Journal for Research in Vocational Education and Training
AB - Vocational Education and Training (VET) is offered throughout the world to students of various educational backgrounds and career aspirations in an effort to create a skilled workforce. The structure of VET varies greatly across different fields and countries with high-growth, low-growth, and transitional economies. However, a common critique of many vocational institutions is that they focus on skills training without addressing related business systems. Thus, students may not understand the business strategies related to their field, which stifles job readiness and entrepreneurial potential. To counter this, a more context-driven and integrated entrepreneurial approach is proposed for VET. Benefits, disadvantages, and exemplars of various types of vocational and entrepreneurial programs are evaluated to determine how their strengths might be leveraged. Such integrated entrepreneurial and vocational training would more suitably address context-specific market needs via both practical and transferrable skills, thus helping to reduce unemployment, particularly among youth in sub-Saharan Africa.
DA - 2016///
PY - 2016
DO - 10.13152/ijrvet.3.2.3
LA - en
UR - https://www.econstor.eu/handle/10419/146395
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - A:Sub-Saharan Africa
KW - A:West Africa
KW - C:Botswana
KW - C:Guinea
KW - C:Kenya
KW - C:Mozambique
KW - C:South Africa
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:T
KW - F:achievement
KW - T:Lehrlingsausbildung
KW - T:TVET
KW - T:dual TVET
KW - T:vocational school
KW - _C:Uganda UGA
KW - publicImportV1
ER -
TY - JOUR
TI - Conjecture Mapping: An Approach to Systematic Educational Design Research
AU - Sandoval, William
T2 - Journal of the Learning Sciences
AB - Design research is strongly associated with the learning sciences community, and in the 2 decades since its conception it has become broadly accepted. Yet within and without the learning sciences there remains confusion about how to do design research, with most scholarship on the approach describing what it is rather than how to do it. This article describes a technique for mapping conjectures through a learning environment design, distinguishing conjectures about how the design should function from theoretical conjectures that explain how that function produces intended outcomes.
DA - 2014/01/02/
PY - 2014
DO - 10.1080/10508406.2013.778204
DP - Taylor and Francis+NEJM
VL - 23
IS - 1
SP - 18
EP - 36
SN - 1050-8406
ST - Conjecture Mapping
UR - https://doi.org/10.1080/10508406.2013.778204
Y2 - 2022/11/23/13:24:35
ER -
TY - JOUR
TI - Design and Implementation of a Chatbot in Online Higher Education Settings.
AU - Sandoval, Zoroayka V.
T2 - Issues in Information Systems
DA - 2018///
PY - 2018
DP - Google Scholar
VL - 19
IS - 4
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Managing the human–chatbot divide: how service scripts influence service experience
AU - Sands, Sean
AU - Ferraro, Carla
AU - Campbell, Colin
AU - Tsao, Hsiu-Yuan
T2 - Journal of Service Management
DA - 2020///
PY - 2020
DO - 10.1108/JOSM-06-2019-0203
DP - Google Scholar
ST - Managing the human–chatbot divide
ER -
TY - CONF
TI - Adoption of AI-Chatbots to Enhance Student Learning Experience in Higher Education in India
AU - Sandu, Nitirajsingh
AU - Gide, Ergun
T2 - 2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET)
AB - Today, every organisation depends on Information and Communication Technology (ICT) for the efficient service delivery and cost-effective application of technological resources. With growing preference towards faster services and acceptance of Artificial Intelligence (AI) based tools in business operations globally as well as in India, the global Chatbot market is going to accelerate in the next decade. In the era of AI, the Chatbot market is witnessing extraordinary growth with the increased demand for smartphones and increased use of messaging applications. In the past few years, the food delivery business, finance and the E-commerce industry have embraced Chatbot technology. One of the industries which can really benefit from using this technology is the educational sector. Education can benefit from Chatbot development. It can improve productivity, communication, learning, efficient teaching assistance, and minimize ambiguity from interaction. A new education platform can solve next-level problems in education using this technology as the engagement tool. The aim of this research paper is to find out the factors which affect the adoption of Chatbot technology in order to enhance the student learning experience in the Indian higher education sector. In this research, a Quantitative method is used through data collection from surveys of some of the prominent higher education institutes using Chatbot technology in India. It is expected that the research outcome will help Chatbot developers and higher education providers to better understand the requirements of students while providing an interactive learning and communication platform for them.
C3 - 2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET)
DA - 2019/09//
PY - 2019
DO - 10.1109/ITHET46829.2019.8937382
DP - IEEE Xplore
SP - 1
EP - 5
KW - Artificial Intelligence
KW - Artificial intelligence
KW - Chatbot
KW - Communication channels
KW - Education
KW - India
KW - Student-centred learning
KW - Task analysis
KW - Time factors
KW - higher education
ER -
TY - JOUR
TI - Mobile learning bridging the gap in agricultural extension service delivery: Experiences from Sokoine University of Agriculture, Tanzania
AU - Sanga, C
AU - Mlozi, M
AU - Haug, R
AU - Tumbo, S
T2 - International Journal of Education and Development using Information and Communication Technology
AB - The ubiquitous nature of mobile phones offers a noble environment where farmers can learn informally anywhere, anytime and at any location. This is an innovative way to address some of the weakness of conventional agricultural extension service. Few empirical studies have reported on the development of mobile phone application to support blended learning for smallholder farming communities in developing countries. This study adopted a participatory action research method to develop innovative communication pathways in dissemination of agricultural information, agricultural knowledge and proven agricultural technologies from either extension agents or agricultural research centres or universities to farmers. The respondents who tested the system were selected random from 19 villages in Kilosa District, Tanzania. The developed systems support blended learning using mobile learning (m-learning) and electronic learning (e-learning). The findings from this study show that the systems can provide innovative mobile agricultural extension service to more than 380 smallholder farmers via web- and mobile-phone-based farmers’ advisory information systems.
DA - 2016///
PY - 2016
LA - en
UR - http://41.73.194.142:8080/xmlui/handle/123456789/1184
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - C:Tanzania
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:P
KW - CT:Q
KW - CT:T
KW - P:agricultural
KW - P:agriculture
KW - P:economy
KW - P:services
KW - Q:ICT
KW - Q:mobile learning
KW - T:Training
KW - T:continuing education
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Education in Emergencies Endline Evaluation Report – Sierra Leone
AU - Sankoh, Didan
AU - Cowan, Emma
DA - 2016/06/10/
PY - 2016
PB - Girls' Education Challenge, UK Aid
KW - _C:Sierra Leone SLE
ER -
TY - BLOG
TI - "Creo en la tecnología en la escuela pero hemos de poner las necesidades del alumno por delante de los dispositivos"
AU - Santodomingo, Rodrigo
T2 - El Diario de la Educación
AB - Es una de las voces más autorizadas a nivel global sobre la integración de las TIC en la escuela. Autor de un largo listado de estudios, Björn Hassler muestra especial interés por el aprendizaje con dispositivos móviles. Últimamente, sobre todo, en el África sub-sahariana. Entusiasmo y crítica se funden en su visión sobre la fiebre …
DA - 2021/02/01/T07:58:19+01:00
PY - 2021
LA - es
UR - https://eldiariodelaeducacion.com/2021/02/01/creo-en-la-tecnologia-en-la-escuela-pero-hemos-de-poner-al-alumno-y-sus-necesidades-por-delante-de-los-dispositivos/
Y2 - 2021/02/01/12:51:30
ER -
TY - JOUR
TI - Repositories of Open Educational Resources: An Assessment of Reuse and Educational Aspects
AU - Santos-Hermosa, Gema
AU - Ferran-Ferrer, Núria
AU - Abadal, Ernest
T2 - The International Review of Research in Open and Distributed Learning
DA - 2017/08/15/
PY - 2017
DO - 10.19173/irrodl.v18i5.3063
DP - www.irrodl.org
VL - 18
IS - 5
J2 - 1
LA - en
SN - 1492-3831
ST - Repositories of Open Educational Resources
UR - http://www.irrodl.org/index.php/irrodl/article/view/3063
Y2 - 2019/03/26/00:30:06
KW - OER
KW - evaluation
KW - higher education
KW - open educational resources
KW - repositories
KW - reuse
ER -
TY - BOOK
TI - Epistemologies of the South: Justice Against Epistemicide
AU - Santos, Boaventura de Sousa
AB - This book explores the concept of 'cognitive injustice': the failure to recognise the different ways of knowing by which people across the globe run their lives and provide meaning to their existence. Boaventura de Sousa Santos shows why global social justice is not possible without global cognitive justice. Santos argues that Western domination has profoundly marginalised knowledge and wisdom that had been in existence in the global South. She contends that today it is imperative to recover and valorize the epistemological diversity of the world. Epistemologies of the South outlines a new kind of bottom-up cosmopolitanism, in which conviviality, solidarity and life triumph against the logic of market-ridden greed and individualism.
CY - London New York
DA - 2014/10/02/
PY - 2014
DP - Amazon
ET - 1 edition
SP - 284
LA - English
PB - Routledge
SN - 978-1-61205-545-9
ST - Epistemologies of the South
ER -
TY - JOUR
TI - Análise de programas estruturadores de saúde do Estado de Minas Gerais por meio de indicadores finalísticos
AU - Santos, Geovana Maria Carmo
AU - Silveira, Mauro César
AU - Oliveira, Andre Correa de
T2 - Revista do Serviço Público
AB - O presente artigo visa analisar a relação entre o gasto nos programas estruturadores da área de saúde, do Governo de Minas Gerais, com os indicadores finalísticos da referida área, entre os anos de 2004 a 2013. Este estudo justifica-se pela possibilidade de se sinalizar a efetividade da alocação de recursos orçamentários, no âmbito da saúde, em face do modelo de Gestão para Resultados adotado pelo governo do estado. Os resultados encontrados sugerem uma forte correlação entre as variáveis, a despeito de três correlações consideradas não significativas, pelos cálculos estatísticos, e de uma das correlações que sinalizou uma relação contrária ao esperado. A análise de regressão confirmou a relação linear entre as variáveis, para os casos que se comportaram conforme a hipótese deste trabalho. A partir das entrevistas realizadas com dois gestores estaduais, apreende-se que, embora os indicadores não influam diretamente sobre a alocação de recursos, estes orientam o processo de implementação das políticas, sob uma perspectiva de priorização, e consistem, também, em importantes mecanismos para aperfeiçoamento do processo de gestão.
DA - 2016/09/30/
PY - 2016
DO - 10.21874/rsp.v67i3.713
DP - revista.enap.gov.br
VL - 67
IS - 3
SP - 433
EP - 462
LA - pt
SN - 2357-8017
UR - https://revista.enap.gov.br/index.php/RSP/article/view/713
Y2 - 2022/12/04/12:33:43
KW - Author:OpenDevEd
ER -
TY - CONF
TI - An insight into cultural competence and ethics in K-12 artificial intelligence education
AU - Sanusi, Ismaila Temitayo
AU - Olaleye, Sunday Adewale
C3 - 2022 IEEE global engineering education conference (EDUCON)
DA - 2022///
PY - 2022
DO - 10.1109/EDUCON52537.2022.9766818
DP - Google Scholar
SP - 790
EP - 794
PB - IEEE
UR - https://ieeexplore.ieee.org/abstract/document/9766818/?casa_token=jIWiEsEOBw4AAAAA:Z6hTqEF3NunASPMPaOQUyQnVKPBXBt43nV_UoGKlBa0qDn3QD1M8mAO5DSp7LIO-DlXMEsIwjTI
Y2 - 2024/02/24/08:49:19
ER -
TY - JOUR
TI - Psychological Framework for Quality Technical and Vocational Education and Training in the Twenty-First Century
AU - Sarfo, FK
T2 - Learning, Design, and Technology
AB - To cope with the rapid changes in the real world of work and to prepare the workforce to enter the twenty-first century, there is a paradigm shift in the modern Technical and Vocational Education and Training (TVET) toward competency-based training (CBT) or vocational pedagogy. However, there is the lack of literature/research in TVET education that reveals the fundamental understanding and roles of contemporary learning theories in instructional psychology for creating successful competency-based learning environments for quality TVET teaching and learning. To contribute to the solution, this paper argues that there are significant relationships between (1) knowledge and skills and their associated learning processes required of modern TVET and (2) learning outcomes and their associated learning processes of the contemporary learning theories. In accordance with this assertion, an integrated learning theories for quality TVET education is proposed. The logic is that, supported by consistent empirical evidence as discussed in this paper, the conditions and instructional methods of the learning theories could be successfully used to design powerful competency-based learning environments to promote the development of technical and vocational expertise in TVET teaching and learning for the twenty-first century.
DA - 2016///
PY - 2016
DO - 10.1007/978-3-319-17727-4_65-1
LA - en
UR - https://link.springer.com/10.1007/978-3-319-17727-4_65-1
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Sub-Saharan Africa
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:T
KW - T:TVET
KW - T:Training
KW - _C:Ghana GHA
KW - publicImportV1
ER -
TY - JOUR
TI - Professional learning communities and the diffusion of pedagogical innovation in the Chinese education system
AU - Sargent, Tanja Carmel
T2 - Comparative Education Review
DA - 2015///
PY - 2015
DO - 10.1086/678358
VL - 59
IS - 1
SP - 102
EP - 132
ER -
TY - JOUR
TI - Text classification using deep learning techniques: a bibliometric analysis and future research directions
AU - Sarin, Gaurav
AU - Kumar, Pradeep
AU - Mukund, M.
T2 - Benchmarking: An International Journal
DA - 2023///
PY - 2023
DO - 10.1108/BIJ-07-2022-0454
DP - Google Scholar
ST - Text classification using deep learning techniques
UR - https://www.emerald.com/insight/content/doi/10.1108/BIJ-07-2022-0454/full/html
Y2 - 2023/11/28/12:34:24
KW - Bibliometric analysis
KW - Classification
KW - Data mining
KW - Deep learning
KW - Text analytics
KW - _Added-ailr-2024
ER -
TY - BLOG
TI - Five lessons learnt from Bangladesh's experience responding to COVID-19
AU - Sarwar, Mohammad Afzal Hossain
AU - Hossain, Iqbal
AU - Kaye, Tom
T2 - EdTech Hub
AB - In recent months, the EdTech Hub has produced a range of documents to support and guide countries as they develop and implement plans to help students keep learning during school closures. Some of the work we have produced includes: a […]
DA - 2020/07/15/
PY - 2020
LA - en-GB
UR - https://edtechhub.org/2020/07/15/five-lessons-learnt-from-bangladeshs-experience-responding-to-covid-19s/
Y2 - 2020/09/23/11:48:00
KW - _r:ImportedToMyEducationEvidence
KW - dode_eth-src-eth
KW - dode_eth-trf2-dode
ER -
TY - BLOG
TI - Reading Audrey Watters: A reflection on personalised learning via education technology through a decolonial lens
AU - Sarwar, Moizza Binat
T2 - EdTech Hub
AB - At EdTech Hub, we’ve been reflecting on how coloniality is embedded in the work we do: from the colonial roots of the international development sector, to colonial practices embedded in research methods, to “core-to-periphery” design and deployment of EdTech interventions.
DA - 2022/04/21/T16:48:16+00:00
PY - 2022
LA - en-US
ST - Reading Audrey Watters
UR - https://edtechhub.org/2022/04/21/personalised-learning/
Y2 - 2023/01/20/23:10:57
KW - Final_citation
KW - anystyle
KW - existing
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Effective integration of information and communication technologies (ICTs) in technical and vocational education and training (TVET) toward knowledge management
AU - Saud, MS
AU - Shu, B
AU - Yasin, MAM
T2 - African Journal of Business Management
AB - The relevance of Information and Communication Technologies (ICTs) in the field of Technical Vocational Education and Training (TVET) cannot be exhausted by studies available in the “knowledge-based” society. The world of work is in continuous change as ICT itself, thus posing more challenges to the workers in the 21st century and the institutions responsible for their preparation. Despite numerous studies revealing the extent to which ICTs are applied at different educational specializations, literature on the effective integration of ICTs into Technical and Vocational Education and Training (TVET) field is scarce and needs further exploration to highlight the TVETs’ level of requirement for ICTs integration. Therefore, this paper attempts to add to the available literature on ICTs integration in TVET by bringing out clearly; the need for effective integration of ICTs in TVET, factors influencing the effective integration of ICTs in TVET, overview of the challenges to the effective integration of ICTs in TVET. The paper concludes by recommending for a proper planning and management of ICTs resources in TVET.
DA - 2011///
PY - 2011
LA - en
UR - http://www.academicjournals.org/journal/AJBM/article-abstract/11F54F315018
KW - -FullBiblioUHMLgen
KW - -RRQ:H:final
KW - -RRQ:U:final
KW - A:Africa
KW - CA:AandC
KW - CL:en
KW - CLL:en
KW - CLS:en
KW - CT:A
KW - CT:C
KW - CT:F
KW - CT:P
KW - CT:Q
KW - CT:R
KW - CT:T
KW - F:pedagogy
KW - F:teaching
KW - P:architecture
KW - P:social
KW - P:teacher education
KW - P:technology
KW - Q:ICT
KW - R:meta-analysis
KW - T:TVET
KW - publicImportV1
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Transnationale Qualifizierungs- und Mobilitätspartnerschaften (tQMP):
AU - Sauer, Michael
AU - Volarevic, Jurica
DA - 2020///
PY - 2020
DP - Zotero
SP - 44
LA - de
KW - ⛔ No DOI found
ER -
TY - JOUR
TI - Research Methods for Business Students Eight Edition
AU - Saunders, M. N. K.
AU - Lewis, Philip
AU - Thornhill, Adrian
T2 - QualitativeMarket Research: An International Journal
DA - 2019///
PY - 2019
DP - Google Scholar
KW - ⛔ No DOI found
ER -
TY - RPRT
TI - Averting an Education Catastrophe for the World’s Children
AU - Save Our Future
DA - 2020///
PY - 2020
UR - https://saveourfuture.world/wp-content/uploads/2020/10/White-Paper-FINAL.pdf
Y2 - 2022/04/18/16:27:35
ER -
TY - RPRT
TI - Impact Report
AU - Save Our Future
DA - 2020///
PY - 2020
UR - https://saveourfuture.world/wp-content/uploads/2020/12/SOF-Impact-Report_FINAL.pdf
Y2 - 2022/04/18/16:32:22
ER -
TY - JOUR
TI - Digital media and youth: A primer for school psychologists
AU - Savina, Elena
AU - Mills, Jennifer L.
AU - Atwood, Kelly
AU - Cha, Jason
T2 - Contemporary School Psychology
DA - 2017///
PY - 2017
DO - 10.1007/s40688-017-0119-0
DP - Google Scholar
VL - 21
IS - 1
SP - 80
EP - 91
ST - Digital media and youth
KW - __C:filed:1
ER -
TY - JOUR
TI - Meta‐analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre‐K to grade 2
AU - Savva, Marilena
AU - Higgins, Steve
AU - Beckmann, Nadin
T2 - Journal of Computer Assisted Learning
AB - Background: The array of availability of diverse digital reading applications, the mixed results emerging from small-scale experimental studies, as well as the long-standing tradition and range of known positive developmental outcomes gained from adultchild storybook reading warrant an investigation into electronic storybooks (e-books) by performing a meta-analysis, which includes recent studies.
DA - 2022/04//
PY - 2022
DO - 10.1111/jcal.12623
DP - DOI.org (Crossref)
VL - 38
IS - 2
SP - 526
EP - 564
J2 - Computer Assisted Learning
LA - en
SN - 0266-4909, 1365-2729
ST -