TY - JOUR TI - A short guide on the use of technology in learning (English, Arabic)دلیل مختصر حول استخدام التكنولوجیا في التعلّم AU - ﺔﻌﻣﺎﺟ, جﺪﯾﺮﺒﻣﺎﻛ AU - ﺔﯿﻠﻛ, ﺔﯿﺑﺮﺘﻟا AB - Haßler et al. - 2016 - A short guide on the use of technology in learning - (en,ar combined).pdf DP - Zotero SP - 17 LA - en KW - TL:Arabic KW - TL:English KW - TL:Translated KW - _r:ImportedToMyEducationEvidence KW - ⛔ No DOI found ER - TY - JOUR TI - 입원 아동 대상 통증 완화 중재에 대한 통합적 고찰 AU - 조해련 AU - 이정민 AU - 김신정 T2 - Child Health Nursing Research DA - 2020/// PY - 2020 DP - Google Scholar VL - 26 IS - 2 SP - 254 EP - 266 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - THES TI - A Study on Cambodia Pre-service Secondary School Teacher Education with the Perspective of Teacher Professionalism AU - 이신애 AB - The purpose of this study is to propose implications for improving Cambodia secondary pre-service teacher education in the view of teacher professionalism. To do so, this study attempts to review the current system and implementation of Cambodia secondary pre-service teacher education and reveal perception of current Cambodia teachers. The survey data in this analysis are from the secondary school teachers in Kampong Chhnang province. Survey, conducted in 2020, provides detailed information on to realistic perception and understanding on effectiveness of pre-service teacher education and teacher professionalism. For analyzing data, descriptive statistics, independent samples t-test, one way ANOVA are performed using SPSS Window 27.0. The research reveals that firstly, teachers have same degree of extrinsic motivation (monetary reward) and intrinsic motivation (interest in subject and teaching). As previous research reveals, in developing nations, extrinsic motivation can promote intrinsic motivation of teachers who are facing poverty. It provides evidence to make ‘motivational synergy’ for increasing motivation of Cambodia teachers. Secondly, respondent teachers perceived level of effectiveness to professional identity is the lowest score. Lastly, teachers who perceive professional teacher as ‘highly respected with social status’ have the highest training need for continuous learning. Thus, policy implications for making teachers feel that they are socially respected and valued with high prestige is positively influencing to teachers’ will of pursuing continuous learning and professional development. Finding suggests three policy implications. First, there needs to be greater need for improving curriculum for teachers’ professional identity. In other words, a focus on technical, competence and knowledge-based teacher professionalism need to be shifted to inner and moral aspect of teacher by developing curriculum and space to allow preservice teachers to shape and reflect on the meaning of teaching, learning and ultimately professional teacher. Secondly, additional one-year (named ‘professional year) is recommended for enhance Cambodia teacher education credibility and extend career choices that preservice teachers have. Lastly guideline reports on teacher education in developing countries need to be published by professional Korean research institutions. It is because, despite of enhanced global standing and expectation of Korean international development, global education cooperation is not professional yet. DA - 2021/// PY - 2021 DP - s-space.snu.ac.kr LA - eng M3 - Thesis PB - 서울대학교 대학원 UR - https://s-space.snu.ac.kr/handle/10371/177462 Y2 - 2022/07/13/08:53:45 ER - TY - JOUR TI - 한국의 대학생을 대상으로 한 성교육 프로그램에 관한 통합적 고찰 AU - 신혜원 AU - 이정민 AU - 민혜영 T2 - 한국간호교육학회지 DA - 2020/// PY - 2020 DP - Google Scholar VL - 26 IS - 1 SP - 78 EP - 96 KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Uganda UGA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - 스마트폰을 이용한 한국 간호대학생 대상 간호교육의 통합적 고찰 AU - 신혜원 AU - 이정민 AU - 김신정 T2 - 한국간호교육학회지 DA - 2018/// PY - 2018 DP - Google Scholar VL - 24 IS - 4 SP - 376 EP - 390 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - 한국의 초등학생을 대상으로 한 성폭력 예방 교육 프로그램에 관한 통합적 고찰 AU - 신혜원 AU - 이정민 AU - 강경아 AU - 김신정 T2 - Child Health Nursing Research DA - 2019/// PY - 2019 DP - Google Scholar VL - 25 IS - 4 SP - 435 EP - 448 KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - 指尖上的学习: 触屏学习的作用 AU - 谢和平 AU - 周宗奎 AU - 黄勖喆 AU - 朱晓伟 AU - 范翠英 T2 - 心理科学 DA - 2020/// PY - 2020 DP - Google Scholar IS - 1 SP - 60 EP - 67 ST - 指尖上的学习 KW - _C:Greece GRC KW - _C:New Zealand NZL 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 - Тёмная материя в галактиках AU - Засов, Анатолий Владимирович AU - Сабурова, Анна Станиславовна AU - Хоперсков, Александр Валентинович AU - Хоперсков, Сергей Александрович T2 - Успехи физических наук DA - 2017/// PY - 2017 DP - Google Scholar VL - 187 IS - 1 SP - 3 EP - 44 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Особенности структуры интеллекта младших школьников, обучаемых посредством гаджетов AU - Водяха, Сергей Анатольевич AU - Водяха, Юлия Евгеньевна AU - Минюрова, Светлана Алигарьевна T2 - Педагогическое образование в России DA - 2019/// PY - 2019 DP - Google Scholar IS - 7 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Experienced teacher learning within the context of reciprocal peer coaching AU - Zwart, R.C. AU - Wubbels, T. AU - Bergen, T.C.M. AU - Bolhuis, S. T2 - Teachers and Teaching: Theory and Practice DA - 2007/04/02/ PY - 2007 DO - 10.1080/13540600601152520 VL - 13 IS - 2 SP - 165 EP - 187 ST - Experienced teacher learning within the context of reciprocal peer coaching UR - http://dx.doi.org/10.1080/13540600601152520 ER - TY - JOUR TI - Teachers’ pedagogical content knowledge, curriculum designing, and student’s comprehension of secondary school ordinary level physics in Lusaka, Zambia. AU - Zulu, Jacqueline AU - Mulenga, Innocent Mutale DA - 2019/// PY - 2019 DP - Google Scholar UR - http://dspace.unza.zm/bitstream/handle/123456789/6582/UJOE%20Article%20Jacqueline%20and%20Innocent.pdf?sequence=1 Y2 - 2023/12/06/15:24:04 KW - ⛔ No DOI found ER - TY - CHAP TI - Instructional coaching in Kenya: Supporting teachers to improve literacy outcomes AU - Zuilkowski, S.S. AU - Piper, B. T2 - The Routledge international handbook on teacher quality and policy A2 - Akiba, M. A2 - LeTendre, G. CY - New York DA - 2017/// PY - 2017 ET - 1st ed SP - 505 EP - 516 PB - Routledge ER - TY - JOUR TI - Bright and Early: How financing pre-primary education gives every child a fair start in life AU - Zubairi, Asma AU - Rose, Pauline T2 - University of Cambridge DA - 2017/// PY - 2017 DP - Google Scholar ST - Bright and Early UR - http://theirworld-site-resources.s3.amazonaws.com/Reports/Theirworld-Report-Bright-and-Early-June-2017.pdf Y2 - 2023/11/08/16:14:48 KW - ⛔ No DOI found ER - TY - GEN TI - Donor Scorecard Just Beginning: Addressing inequality in donor funding for Early Childhood Development AU - Zubairi, Asma AU - Rose, Pauline DA - 2018/// PY - 2018 DP - Google Scholar PB - London: Theirworld ST - Donor Scorecard Just Beginning UR - https://theirworld.org/wp-content/uploads/2018/04/Theirworld-Donor-Scorecard-Just-Beginning-April-2018.pdf Y2 - 2023/11/08/16:15:38 ER - TY - JOUR TI - Raising domestic resources for equitable education AU - Zubairi, Asma AU - Rose, Pauline T2 - Background paper for The Learning Generation. Investing in Learning for a Changing World, International Commission on Financing Global Education Opportunity. http://www. educationequity2030. org/resources-2/2017/3/23/raising-domestic-resources-for-equitable-education DA - 2016/// PY - 2016 DP - Google Scholar UR - http://report.educationcommission.org/wp-content/uploads/2017/01/Raising-Domestic-Resources-for-Equitable-Outcomes.pdf Y2 - 2023/11/08/16:14:54 KW - ⛔ No DOI found ER - TY - JOUR TI - Supporting primary and secondary education for refugees: the role of international financing AU - Zubairi, Asma AU - Rose, Pauline T2 - Commissioned by Malala Fund DA - 2016/// PY - 2016 DP - Google Scholar ST - Supporting primary and secondary education for refugees KW - ⛔ No DOI found ER - TY - JOUR TI - Country-Level Research Review: EdTech in Bangladesh AU - Zubairi, Asma AU - Kreimeia, Adam AU - Kaye, Tom AU - Ashlee, Amy DA - 2021/// PY - 2021 DP - Google Scholar ST - Country-Level Research Review UR - https://www.researchgate.net/profile/Tom-Kaye-2/publication/353243661_Country-Level_Research_Review_EdTech_in_Bangladesh/links/60eef0c9fb568a7098ae4be5/Country-Level-Research-Review-EdTech-in-Bangladesh.pdf Y2 - 2023/11/08/16:15:34 KW - ⛔ No DOI found ER - TY - GEN TI - EdTech to Reach the Most Marginalised: A Call to Action AU - Zubairi, Asma AU - Kreimeia, Adam AU - Jefferies, Kate AU - Nicolai, Susan DA - 2021/// PY - 2021 DP - Google Scholar PB - EdTech Hub. https://docs. edtechhub. org/lib/W8DB96IE/download/XDMFQU9V … ST - EdTech to Reach the Most Marginalised UR - http://www.ictworks.org/wp-content/uploads/2021/10/EdTech-Reach-Most-Marginalised.pdf Y2 - 2023/11/08/16:15:32 ER - TY - RPRT TI - Pakistan Digital Learning Landscape Analysis AU - Zubairi, Asma AU - Khalayleh, Abdullah AU - Baloch, Imdad AU - Mazari, Haani AU - Kaye, Tom AU - Groeneveld, Caspar DA - 2022/// PY - 2022 DP - Google Scholar PB - EdTech Hub UR - https://docs.edtechhub.org/lib/HEXCEXFK Y2 - 2023/11/08/16:14:58 ER - TY - JOUR TI - Country-level research review: EdTech in Pakistan AU - Zubairi, Asma AU - Halim, Waqas AU - Kaye, Tom AU - Wilson, Samuel DA - 2021/// PY - 2021 DP - Google Scholar ST - Country-level research review UR - https://www.researchgate.net/profile/Tom-Kaye-2/publication/351747839_Country-Level_Research_Review_EdTech_in_Pakistan/links/60a781ba299bf1031fba31fb/Country-Level-Research-Review-EdTech-in-Pakistan.pdf Y2 - 2023/11/08/16:14:56 KW - ⛔ No DOI found ER - TY - RPRT TI - Country-Level Research Review: EdTech in Pakistan AU - Zubairi, Asma AU - Halim, Waqas AU - Kaye, Tom AU - Wilson, Sam DA - 2021/// PY - 2021 M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/NZUHTJBG KW - _r:ImportedToMyEducationEvidence KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - THES TI - A district level study on the deployment, allocation and utilisation of teachers between and within Malawi’s primary schools: an accountability and political settlement approach AU - Zubairi, Asma Tahseen DA - 2021/// PY - 2021 DP - Google Scholar M3 - PhD Thesis PB - University of Cambridge ST - A district level study on the deployment, allocation and utilisation of teachers between and within Malawi’s primary schools UR - https://www.repository.cam.ac.uk/handle/1810/316497 Y2 - 2023/11/08/16:15:02 ER - TY - THES TI - A district level study on the deployment, allocation and utilisation of teachers between and within Malawi’s primary schools: an accountability and political settlements approach AU - Zubairi, Asma DA - 2020/// PY - 2020 PB - University of Cambridge UR - https://www.repository.cam.ac.uk/bitstream/handle/1810/316497/Asma%20Zubairi_Thesis_January%202021_Confidential_Size.pdf?sequence=5&isAllowed=y Y2 - 2021/02/12/13:11:41 KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Cambodia KHM KW - _C:Chile CHL KW - _C:China CHN KW - _C:Ethiopia ETH KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:Nepal NPL 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:Rwanda RWA KW - _C:Senegal SEN KW - _C:South Africa ZAF 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:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Students’ online information use and learning progress in higher education – A critical literature review AU - Zlatkin-Troitschanskaia, Olga AU - Hartig, Johannes AU - Goldhammer, Frank AU - Krstev, Jan T2 - Studies in Higher Education AB - Learning using the Internet has become a vital factor for academic success in higher education. Students increasingly rely on the Internet as their main information source. However, related research is still an emerging and highly fragmented field. Therefore, this study aims to provide a comprehensive and integrative review of research literature on student learning vis-à-vis using the Internet. The review encompasses research on students' strategies for searching, evaluating, and selecting online information, the use of this information for domain-specific learning, and the influence of the characteristics of both online information sources and learners on searching, evaluating, and selecting online information. Moreover, research on how this information-related behavior develops and affects learning outcomes is considered. The literature research, conducted in 2020, employed the database Education Resources Information Center (ERIC) and the search engine Google Scholar. Based on relevant search phrases and keywords, over 500 publications were found. After a second search, 55 fitting publications from 2009 onwards were identified. The review reveals a lack of research on the characteristics of online information, how these characteristics affect student learning in higher education, and how student learning can be fostered by improving students' information-related strategies. Research integrating these different perspectives is even scarcer. DA - 2021/10/03/ PY - 2021 DO - 10.1080/03075079.2021.1953336 DP - Taylor and Francis+NEJM VL - 46 IS - 10 SP - 1996 EP - 2021 SN - 0307-5079 UR - https://doi.org/10.1080/03075079.2021.1953336 Y2 - 2022/04/05/20:24:57 KW - Online learning KW - higher education KW - meta-analysis KW - online media use ER - TY - JOUR TI - Digital Undergraduate Education in Dentistry: A Systematic Review AU - Zitzmann, Nicola U. AU - Matthisson, Lea AU - Ohla, Harald AU - Joda, Tim T2 - International Journal of Environmental Research and Public Health AB - The aim of this systematic review was to investigate current penetration and educational quality enhancements from digitalization in the dental curriculum. Using a modified PICO strategy, the literature was searched using PubMed supplemented with a manual search to identify English-language articles published between 1994 and 2020 that reported the use of digital techniques in dental education. A total of 211 articles were identified by electronic search, of which 55 articles were selected for inclusion and supplemented with 27 additional publications retrieved by manual search, resulting in 82 studies that were included in the review. Publications were categorized into five areas of digital dental education: Web-based knowledge transfer and e-learning, digital surface mapping, dental simulator motor skills (including intraoral optical scanning), digital radiography, and surveys related to the penetration and acceptance of digital education. This review demonstrates that digitalization offers great potential to revolutionize dental education to help prepare future dentists for their daily practice. More interactive and intuitive e-learning possibilities will arise to stimulate an enjoyable and meaningful educational experience with 24/7 facilities. Augmented and virtual reality technology will likely play a dominant role in the future of dental education. DA - 2020/01// PY - 2020 DO - 10.3390/ijerph17093269 DP - www.mdpi.com VL - 17 IS - 9 SP - 3269 LA - en SN - 1660-4601 ST - Digital Undergraduate Education in Dentistry UR - https://www.mdpi.com/1660-4601/17/9/3269 Y2 - 2022/04/05/20:30:25 KW - _genre:LR-literature_review KW - augmented reality (AR) KW - dental education KW - digital dentistry KW - virtual reality (VR) ER - TY - JOUR TI - Analysing training needs of TVET teachers in South Africa. An empirical study AU - Zinn, Bernd AU - Raisch, Kevin AU - Reimann, Jennifer T2 - International Journal for Research in Vocational Education and Training AB - Context: This paper reports on a study of the progress of vocational education and training (VET) and the need for further profession-oriented training of lecturers in public, technical vocational colleges in South Africa, under the consideration of societal and political conditions. Approach: The study is based on a mixed methods approach in which an analysis of educational policy documents and a qualitative and a quantitative study with VET teachers and representatives of education authorities in South Africa are conducted. Findings: The classification of the results is conducted in line with the conditions defined by Phillips and Ochs regarding policy transfers. The following can thus be observed through the bilateral relationship between Germany and South Africa: (1) The Guiding Philosophy of the educational system is characterised by societal and political power structures. This is evident in an analysis of approved reforms within the last two decades. (2) The desired effects of “Ambitions Goals” have thus far not taken hold. Nonetheless, there is a willingness to enact reforms to continue developing vocational education, including the training and further education of lecturers that must be noted. Minimum requirements regarding lecturers’ basic qualifications have been formulated, which one in five vocational lecturers in South Africa currently cannot fulfil. (3) The Strategies formulated to implement training methods face the main problem of difficulty in implementation in colleges. (4) The Enabling Structures, i.e. the education-management-system as well as the financial and personnel support of the educational system, are widely perceived by lecturers as unsupportive, ineffective and discriminatory. This is observed, for example, when looking at the equipment used, teachers’ salaries, classroom sizes as well as the mentorship programme and further training opportunities. (5) Processes: a discrepancy exists on the level of the lecturers and the central need for further training regarding modern technologies, especially those used by foreign firms in their production in South Africa. (6) The results of the conducted study document a high variation of qualifications among TVET lecturers when it examines their teaching Techniques. Conclusions: Overall, the empirical results of the study reveal a complex structure with respect to the requirements for further training of TVET lecturers, describe central needs for further training of lecturers and deliver connectable knowledge for both the practical educational advancement of lecturer training and further education training, as well as for research in the context of the internationalisation of vocational training in South Africa. DA - 2019/// PY - 2019 DO - 10.13152/IJRVET.6.2.4 ER - TY - RPRT TI - 4.5.A. Review of AfL and lesson pacing AU - Zimbabwe, OER4Schools 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.1113 DA - 2022/03/02/T00:00:00.000Z PY - 2022 LA - en M3 - Report PB - Open Development & Education SN - 33 UR - https://docs.opendeved.net/lib/TS5GJJPT KW - _forthcoming KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - JOUR TI - Evaluation Learning from Experience USAID Evaluation Policy AU - Ziegler, Jessica DA - 2020/// PY - 2020 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Post-development 25 years after The Development Dictionary AU - Ziai, Aram T2 - Third World Quarterly AB - Few books in the history of development studies have had an impact like The Development Dictionary – A Guide to Knowledge as Power, which was edited by Wolfgang Sachs and published by Zed Books in 1992, and which was crucial in establishing what has become known as the Post-Development (PD) school. This special issue is devoted to the legacy of this book and thus to discussing PD. DA - 2017/12/02/ PY - 2017 DO - 10.1080/01436597.2017.1383853 DP - Taylor and Francis+NEJM VL - 38 IS - 12 SP - 2547 EP - 2558 SN - 0143-6597 UR - https://doi.org/10.1080/01436597.2017.1383853 Y2 - 2022/03/31/16:51:18 KW - Post-Development KW - development discourse KW - development studies KW - development theory ER - TY - BOOK TI - The development dictionary @25: post-development and its consequences AU - Ziai, Aram AB - Few books in the history of Development Studies have had an impact like The Development Dictionary-A Guide to Knowledge as Power, which was edited by Wolfgang Sachs and published by Zed Books in 1992. The Development Dictionary was crucial in establishing what has become known as the Post-Development (PD) school. This volume is devoted to the legacy of The Development Dictionary and to discussing Post-Development. Thisbook originally publishedas a special issueof Third World Quarterly. DA - 2020/// PY - 2020 DP - Open WorldCat LA - English SN - 978-0-429-83653-4 978-0-429-45138-6 978-0-429-83654-1 978-0-429-83652-7 ST - The development dictionary @25 UR - https://www.taylorfrancis.com/books/9780429451386 Y2 - 2022/04/01/17:59:02 ER - TY - JOUR TI - Friends or foes? Examining platform owners’ entry into complementors’ spaces AU - Zhu, Feng T2 - Journal of Economics & Management Strategy AB - As platform owners continue to expand their ecosystems, many of them have started to provide consumers with their own complementary applications. These moves position the platform owners as direct competitors to their complementors. This paper surveys empirical studies that examine the direct entry of platform owners into complementors’ product spaces. It finds that both the motivation and impact of such entries on complementors are multifaceted. The motivation behind platform owners’ direct entry goes beyond value capture, and the impact of platform entry on complementors varies across empirical settings. It identifies several future research directions that can help advance our understanding of the relationships between platform owners and complementors. DA - 2019/// PY - 2019 DO - 10.1111/jems.12303 DP - Wiley Online Library VL - 28 IS - 1 SP - 23 EP - 28 LA - en SN - 1530-9134 ST - Friends or foes? UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/jems.12303 Y2 - 2024/03/04/14:29:10 KW - Final_citation KW - multisided markets KW - platform-owner entry ER - TY - JOUR TI - Cyberbullying Among Adolescents and Children: A Comprehensive Review of the Global Situation, Risk Factors, and Preventive Measures AU - Zhu, Chengyan AU - Huang, Shiqing AU - Evans, Richard AU - Zhang, Wei T2 - Frontiers in Public Health AB - Background: Cyberbullying is well-recognized as a severe public health issue which affects both adolescents and children. Most extant studies have focused on national and regional effects of cyberbullying, with few examining the global perspective of cyberbullying. This systematic review comprehensively examines the global situation, risk factors, and preventive measures taken worldwide to fight cyberbullying among adolescents and children.Methods: A systematic review of available literature was completed following PRISMA guidelines using the search themes “cyberbullying” and “adolescent or children”; the time frame was from January 1st, 2015 to December 31st, 2019. Eight academic databases pertaining to public health, and communication and psychology were consulted, namely: Web of Science, Science Direct, PubMed, Google Scholar, ProQuest, Communication & Mass Media Complete, CINAHL, and PsycArticles. Additional records identified through other sources included the references of reviews and two websites, Cyberbullying Research Center and United Nations Children's Fund. A total of 63 studies out of 2070 were included in our final review focusing on cyberbullying prevalence and risk factors.Results: The prevalence rates of cyberbullying preparation ranged from 6.0 to 46.3%, while the rates of cyberbullying victimization ranged from 13.99 to 57.5%, based on 63 references. Verbal violence was the most common type of cyberbullying. Fourteen risk factors and three protective factors were revealed in this study. At the personal level, variables associated with cyberbullying including age, gender, online behavior, race, health condition, past experience of victimization, and impulsiveness were reviewed as risk factors. Likewise, at the situational level, parent-child relationship, interpersonal relationships, and geographical location were also reviewed in relation to cyberbullying. As for protective factors, empathy and emotional intelligence, parent-child relationship, and school climate were frequently mentioned.Conclusion: The prevalence rate of cyberbullying has increased significantly in the observed 5-year period, and it is imperative that researchers from low and middle income countries focus sufficient attention on cyberbullying of children and adolescents. Despite a lack of scientific intervention research on cyberbullying, the review also identified several promising strategies for its prevention from the perspectives of youths, parents and schools. More research on cyberbullying is needed, especially on the issue of cross-national cyberbullying. International cooperation, multi-pronged and systematic approaches are highly encouraged to deal with cyberbullying. DA - 2021/// PY - 2021 DO - 10.3389/fpubh.2021.634909 DP - Frontiers VL - 9 LA - en SN - 2296-2565 ST - Cyberbullying Among Adolescents and Children UR - https://www.frontiersin.org/articles/10.3389/fpubh.2021.634909 Y2 - 2023/01/05/22:06:34 KW - Final_citation KW - anystyle KW - existing ER - TY - JOUR TI - Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety AU - Zhou, Da AU - Du, Xiaofeng AU - Hau, Kit-Tai AU - Luo, Haifeng AU - Feng, Pingting AU - Liu, Jian T2 - Educational Psychology AB - This study investigated the mediating roles of self-efficacy and anxiety on the effects of teacher–student relationship on mathematical problem-solving ability. A total of 1667 fifth graders from central China participated in the large-scale survey. The findings indicated that (1) teacher–student relationship had a direct and positive effect on students’ mathematical problem-solving ability; (2) the positive link between teacher–student relationship and mathematical problem-solving ability was partially mediated through self-efficacy; (3) the teacher–student relationship affected students’ mathematical problem-solving ability through self-efficacy and maths anxiety, but the effect of self-efficacy on mathematical anxiety was smaller. Implications for the importance of teacher–student relationships in education as well as suggestions for future research are discussed. DA - 2020/04/20/ PY - 2020 DO - 10.1080/01443410.2019.1696947 DP - Taylor and Francis+NEJM VL - 40 IS - 4 SP - 473 EP - 489 SN - 0144-3410 ST - Teacher-student relationship and mathematical problem-solving ability UR - https://doi.org/10.1080/01443410.2019.1696947 Y2 - 2022/04/01/22:50:39 KW - Mathematical problem-solving ability KW - mathematical anxiety KW - self-efficacy KW - teacher–student relationship ER - TY - JOUR TI - The effectiveness of technology-facilitated personalized learning on learning achievements and learning perceptions: a meta-analysis AU - Zheng, Lanqin AU - Long, Miaolang AU - Zhong, Lu AU - Gyasi, Juliana Fosua T2 - Education and Information Technologies AB - As a learner-centered approach, technology-facilitated personalized learning has received increasing attention in the field of education. However, it is not clear whether technology-facilitated personalized learning is effective for both learning achievements and learning perceptions. This study aims to close the research gaps and examine the effect sizes of technology-facilitated personalized learning on learning achievements and learning perceptions from 2001 to 2020. In total, 34 empirical studies were synthesized in the present meta-analysis. The findings revealed that technology-facilitated personalized learning had a medium effect size on learning achievements and a small effect size on learning perceptions. Furthermore, the impacts of 10 moderator variables, including the sample levels, sample sizes, learning domains, research design, research settings, intervention duration, learning methods, software and hardware that support personalized learning, and user-oriented personalized parameters, were analyzed in depth. It was found that learning methods and personalized learning software significantly moderated the effect sizes. The novelty and main contribution of this study is threefold. First, this study revealed that technology-facilitated personalized learning was more effective than traditional learning through the comprehensive meta-analysis. Second, this study found that learning methods and personalized learning software could trigger and leverage the effects of technology-facilitated personalized learning. Third, this study proposed a design framework of technology-facilitated personalized learning to facilitate the implementation of personalized learning effectively. DA - 2022/09/01/ PY - 2022 DO - 10.1007/s10639-022-11092-7 DP - Springer Link VL - 27 IS - 8 SP - 11807 EP - 11830 J2 - Educ Inf Technol LA - en SN - 1573-7608 ST - The effectiveness of technology-facilitated personalized learning on learning achievements and learning perceptions UR - https://doi.org/10.1007/s10639-022-11092-7 Y2 - 2022/12/19/01:06:45 KW - Effect size KW - Final_citation KW - Learning achievement KW - Learning perception KW - Meta-analysis KW - Personalized learning KW - cited KW - existing ER - TY - JOUR TI - Digital competence in higher education research: A systematic literature review AU - Zhao, Yu AU - Pinto Llorente, Ana María AU - Sánchez Gómez, María Cruz T2 - Computers & Education AB - In the information and knowledge society, where technology develops rapidly and penetrates deeply into our lives, the discussion about digital competence has become a hot topic today. After the emergence of the Coronavirus (Covid-19) and with its huge impact on the education industry, the concern about digital competence has reached a new height. This systematic literature review uses Web of science and Scopus as databases to store and analyze the existing research on digital competence in higher education settings. The purpose of this review is to provide the scholar community with a current overview of digital competence research from 2015 to 2021 in the context of higher education regarding the definition of digital competence, dimensions used to evaluate digital competence, research purposes, methodologies, and results and limitations. Major findings include that the majority of publications cited both research and EU policy in describing the definition of digital competence. The review indicates that most university students and teachers have a basic level of digital competence. Besides, the institutions of higher education are encouraged to focus on the development students and teachers’ digital competence, create relevant learning strategies and use appropriate tools to improve the quality of education. DA - 2021/07/01/ PY - 2021 DO - 10.1016/j.compedu.2021.104212 DP - ScienceDirect VL - 168 SP - 104212 J2 - Computers & Education LA - en SN - 0360-1315 ST - Digital competence in higher education research UR - https://www.sciencedirect.com/science/article/pii/S0360131521000890 Y2 - 2022/04/05/20:16:57 KW - 21st century abilities KW - Digital competence KW - Higher education ER - TY - JOUR TI - The Relationship between Smartphone Use and Academic Performance in a Sample of Tertiary Students in Singapore: A Cross-Sectional Study. AU - Zhao, Jingming AU - Yuping, Wei AU - Maideen, Ismail AU - Moe, Zan Khin AU - Nasirudeen, A. M. A. T2 - Journal of Educational Technology DA - 2018/// PY - 2018 DP - Google Scholar VL - 14 IS - 4 SP - 28 EP - 35 ST - The Relationship between Smartphone Use and Academic Performance in a Sample of Tertiary Students in Singapore UR - https://eric.ed.gov/?id=EJ1179530 Y2 - 2024/02/29/16:11:26 KW - Final_citation KW - ⛔ No DOI found ER - TY - GEN TI - OPT: Open Pre-trained Transformer Language Models AU - Zhang, Susan AU - Roller, Stephen AU - Goyal, Naman AU - Artetxe, Mikel AU - Chen, Moya AU - Chen, Shuohui AU - Dewan, Christopher AU - Diab, Mona AU - Li, Xian AU - Lin, Xi Victoria AU - Mihaylov, Todor AU - Ott, Myle AU - Shleifer, Sam AU - Shuster, Kurt AU - Simig, Daniel AU - Koura, Punit Singh AU - Sridhar, Anjali AU - Wang, Tianlu AU - Zettlemoyer, Luke AB - Large language models, which are often trained for hundreds of thousands of compute days, have shown remarkable capabilities for zero- and few-shot learning. Given their computational cost, these models are difficult to replicate without significant capital. For the few that are available through APIs, no access is granted to the full model weights, making them difficult to study. We present Open Pre-trained Transformers (OPT), a suite of decoder-only pre-trained transformers ranging from 125M to 175B parameters, which we aim to fully and responsibly share with interested researchers. We show that OPT-175B is comparable to GPT-3, while requiring only 1/7th the carbon footprint to develop. We are also releasing our logbook detailing the infrastructure challenges we faced, along with code for experimenting with all of the released models. DA - 2022/06/21/ PY - 2022 DO - 10.48550/arXiv.2205.01068 DP - arXiv.org PB - arXiv ST - OPT UR - http://arxiv.org/abs/2205.01068 Y2 - 2024/02/24/17:41:40 KW - Computer Science - Computation and Language KW - Computer Science - Machine Learning ER - TY - JOUR TI - Academia's responses to crisis: A bibliometric analysis of literature on online learning in higher education during COVID-19 AU - Zhang, Ling AU - Carter Jr., Richard Allen AU - Qian, Xueqin AU - Yang, Sohyun AU - Rujimora, James AU - Wen, Shuman T2 - British Journal of Educational Technology AB - This paper aimed to provide a holistic view of research that investigated online learning in higher education around the globe during COVID-19 utilizing a bibliometric analysis. The researchers used co-citation analysis and text mining afforded by VOSviewer to document and analyze research patterns and topics reported in peer-reviewed documents published between January 2020 and August 2021. Findings of this study indicated that scholars from 103 countries or regions from the Global North and Global South investigated a wide array of topics, such as use of various technologies and strategies, redesigned curriculum, student perceptions and psychological impacts of the pandemic-imposed online learning. Many researchers applied technology acceptance theories and structural equation modeling to investigate factors associated with adoption and impacts of the pandemic-imposed online learning. Of the large quantity of research, medical education and chemical education were the most investigated disciplines. Inquiry-based learning, discovery learning, hands-on learning and collaborative learning emerged as instructional approaches frequently discussed or utilized across the target studies. This paper discussed (a) ongoing and emerging challenges to online higher education, (b) placing innovative pedagogies at the forefront of online learning, and (c) rapid, but imbalanced distribution of evolving literature based on the findings. Practitioner notes What is already known about this topic Online learning had attracted growing traction as a flexible and affordable means to complement traditional higher education prior to COVID-19. Higher education institutions (HEIs), faculty and students around the globe have encountered various challenges and opportunities regarding online teaching and learning during COVID-19. What this paper adds A bird's-eye-view perspective of how HEIs around the globe responded to the pandemic-imposed online teaching and learning using the bibliometric methodology. Identifications of a large body of research (n = 1061 documents) conducted by scholars from 103 countries or regions that investigated the pandemic-imposed online higher education, indicating an unprecedented level of participation in this area. An analysis of distinct themes arising from research on the pandemic-imposed online learning, such as medical education and psychological impact, chemistry curriculum and laboratory-based instruction and technology acceptance model. Implications for practice and/or policy The large corpus of studies on online higher education from different aspects can provide cross-disciplinary information guiding future research and design of online learning. With technology often conceptualized as the solution to support online learning, it is imperative to put innovative pedagogy at the forefront of the design of online teaching and learning. DA - 2022/// PY - 2022 DO - 10.1111/bjet.13191 DP - Wiley Online Library VL - n/a IS - n/a LA - en SN - 1467-8535 ST - Academia's responses to crisis UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13191 Y2 - 2022/04/05/20:27:27 KW - COVID-19 KW - bibliometric analysis KW - innovative pedagogical strategies KW - online higher education KW - technology ER - TY - JOUR TI - Planning maize hybrids adaptation to future climate change by integrating crop modelling with machine learning AU - Zhang, Liangliang AU - Zhang, Zhao AU - Tao, Fulu AU - Luo, Yuchuan AU - Cao, Juan AU - Li, Ziyue AU - Xie, Ruizhi AU - Li, Shaokun T2 - Environmental Research Letters DA - 2021/// PY - 2021 DO - 10.1088/1748-9326/ac32fd DP - Google Scholar VL - 16 IS - 12 SP - 124043 UR - https://iopscience.iop.org/article/10.1088/1748-9326/ac32fd/meta Y2 - 2024/02/24/11:11:48 KW - _z:no_pdf ER - TY - JOUR TI - A Systematic Review of Learning and Teaching with Tablets. AU - Zhang, Lechen AU - Nouri, Jalal T2 - International Association for Development of the Information Society DA - 2018/// PY - 2018 DP - Google Scholar KW - __C:filed:1 KW - literature / systematic review KW - ⛔ No DOI found ER - TY - CHAP TI - Deep Learning in Automatic Math Word Problem Solvers AU - Zhang, Dongxiang T2 - AI in Learning: Designing the Future A2 - Niemi, Hannele A2 - Pea, Roy D. A2 - Lu, Yu AB - The design of an automatic solver for mathematical word problems (MWPs) dates back to the early 1960s and regained booming attention in recent years, owing to revolutionary advances in deep learning. Its objective is to parse the human-readable word problems into machine-understandable logical expressions. The problem is challenging due to the existence of a substantial semantic gap. To a certain extent, MWPs have been recognized as good test beds to evaluate the intelligence level of agents in terms of natural language understanding and automatic reasoning. The successful solving of MWPs can benefit online tutoring and constitute a milestone toward general AI. In this chapter, we present a general introduction to the technical evolution trend for MWP solvers in recent decades and pay particular attention to recent advancement with deep learning models. We also report their performances on public benchmark datasets, which can update readers’ understandings of the latest status of automatic math problem solvers. CY - Cham DA - 2023/// PY - 2023 DP - Springer Link SP - 233 EP - 246 LA - en PB - Springer International Publishing SN - 978-3-031-09687-7 UR - https://doi.org/10.1007/978-3-031-09687-7_14 Y2 - 2024/02/23/23:57:15 KW - Automatic reasoning KW - Deep learning KW - Math word problems KW - Natural language processing ER - TY - JOUR TI - Contemporary patterns and issues of school segregation and white flight in U.S. metropolitan areas: towards spatial inquiries AU - Zhang, Charlie H. AU - Ruther, Matt T2 - GeoJournal DA - 2020/01/11/ PY - 2020 DO - 10.1007/s10708-019-10122-1 DP - DOI.org (Crossref) J2 - GeoJournal LA - en SN - 0343-2521, 1572-9893 ST - Contemporary patterns and issues of school segregation and white flight in U.S. metropolitan areas UR - http://link.springer.com/10.1007/s10708-019-10122-1 Y2 - 2021/03/07/17:11:52 KW - Lebanon_event_2021 KW - _C:Chile CHL KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - A Systematic Review of Multimedia Tools for Cybersecurity Awareness and Education AU - Zhang-Kennedy, Leah AU - Chiasson, Sonia T2 - ACM Computing Surveys AB - We conduct a comprehensive review covering academic publications and industry products relating to tools for cybersecurity awareness and education aimed at non-expert end-users developed in the past 20 years. Through our search criteria, we identified 119 tools that we cataloged into five broad media categories. We explore current trends, assess their use of relevant instructional design principles, and review empirical evidence of the tools’ effectiveness. From our review, we provide an evaluation checklist and suggest that a more systematic approach to the design and evaluation of cybersecurity educational tools would be beneficial. DA - 2021/01/02/ PY - 2021 DO - 10.1145/3427920 DP - January 2022 VL - 54 IS - 1 SP - 12:1 EP - 12:39 J2 - ACM Comput. Surv. SN - 0360-0300 UR - https://doi.org/10.1145/3427920 Y2 - 2022/04/05/20:23:00 KW - Cybersecurity educational tools KW - _genre:LR-literature_review KW - cybersecurity awareness and education ER - TY - CONF TI - Policy Learning with Adaptively Collected Data AU - Zhan, Ruohan AU - Zhimei, Ren AU - Athey, Susan AU - Zhou, Zhengyuan DA - 2021/// PY - 2021 LA - en UR - https://www.gsb.stanford.edu/faculty-research/working-papers/policy-learning-adaptively-collected-data Y2 - 2022/12/28/17:31:46 KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - A Review of Artificial Intelligence (AI) in Education from 2010 to 2020 AU - Zhai, Xuesong AU - Chu, Xiaoyan AU - Chai, Ching Sing AU - Jong, Morris Siu Yung AU - Istenic, Andreja AU - Spector, Michael AU - Liu, Jia-Bao AU - Yuan, Jing AU - Li, Yan T2 - Complexity AB - This study provided a content analysis of studies aiming to disclose how artificial intelligence (AI) has been applied to the education sector and explore the potential research trends and challenges of AI in education. A total of 100 papers including 63 empirical papers (74 studies) and 37 analytic papers were selected from the education and educational research category of Social Sciences Citation Index database from 2010 to 2020. The content analysis showed that the research questions could be classified into development layer (classification, matching, recommendation, and deep learning), application layer (feedback, reasoning, and adaptive learning), and integration layer (affection computing, role-playing, immersive learning, and gamification). Moreover, four research trends, including Internet of Things, swarm intelligence, deep learning, and neuroscience, as well as an assessment of AI in education, were suggested for further investigation. However, we also proposed the challenges in education may be caused by AI with regard to inappropriate use of AI techniques, changing roles of teachers and students, as well as social and ethical issues. The results provide insights into an overview of the AI used for education domain, which helps to strengthen the theoretical foundation of AI in education and provides a promising channel for educators and AI engineers to carry out further collaborative research. DA - 2021/04/20/ PY - 2021 DO - 10.1155/2021/8812542 DP - www.hindawi.com VL - 2021 SP - e8812542 LA - en SN - 1076-2787 UR - https://www.hindawi.com/journals/complexity/2021/8812542/ Y2 - 2024/01/21/23:22:57 ER - TY - JOUR TI - Exploring machine learning potential for climate change risk assessment AU - Zennaro, Federica AU - Furlan, Elisa AU - Simeoni, Christian AU - Torresan, Silvia AU - Aslan, Sinem AU - Critto, Andrea AU - Marcomini, Antonio T2 - Earth-Science Reviews DA - 2021/// PY - 2021 DO - 10.1016/j.earscirev.2021.103752 DP - Google Scholar VL - 220 SP - 103752 UR - https://www.sciencedirect.com/science/article/pii/S0012825221002531 Y2 - 2024/02/24/11:09:15 ER - TY - JOUR TI - Incorporating the dynamic mathematics software GeoGebra into a history of mathematics course AU - Zengin, Yilmaz T2 - International Journal of Mathematical Education in Science and Technology AB - The purpose of this study was to investigate pre-service teachers' views about the history of mathematics course in which GeoGebra was used. The qualitative research design was used in this study. The participants of the study consisted of 23 pre-service mathematics teachers studying at a state university in Turkey. An open-ended questionnaire was used as a data collection tool. Qualitative data obtained from the pre-service teachers were analyzed by means of content analysis. As a result, it was determined that GeoGebra software was an effective tool in the learning and teaching of the history of mathematics. DA - 2018/10// PY - 2018 DO - 10.1080/0020739X.2018.1431850 VL - 49 IS - 7 SP - 1083 EP - 1098 LA - English SN - 0020739X UR - https://www.researchgate.net/publication/323024598_Incorporating_the_dynamic_mathematics_software_GeoGebra_into_a_history_of_mathematics_course AN - 2081325301 KW - Colleges & universities KW - Computer Software KW - Content analysis KW - Data acquisition KW - ERIC, Current Index to Journals in Education (CIJE) KW - Foreign Countries KW - GeoGebra KW - Geometry KW - Higher Education KW - History KW - History of mathematics KW - Mathematical Concepts KW - Mathematical Logic KW - Mathematical analysis KW - Mathematics KW - Mathematics Instruction KW - Mathematics Teachers KW - Preservice Teachers KW - Qualitative analysis KW - Qualitative research KW - Software KW - Student Attitudes KW - Teachers KW - Turkey KW - Validity KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098800 KW - __finaldtb KW - dynamic mathematics software KW - pre-service teachers' views ER - TY - JOUR TI - Critical pedagogy and emotion: Working through ‘troubled knowledge’in posttraumatic contexts AU - Zembylas, Michalinos T2 - Critical Studies in Education DA - 2013/// PY - 2013 DO - 10.1080/17508487.2012.743468 DP - Google Scholar VL - 54 IS - 2 SP - 176 EP - 189 ST - Critical pedagogy and emotion ER - TY - JOUR TI - Teacher turnover in Rwanda AU - Zeitlin, Andrew T2 - Journal of African Economies DA - 2021/// PY - 2021 DO - 10.1093/jae/ejaa013 DP - Google Scholar VL - 30 IS - 1 SP - 81 EP - 102 ER - TY - JOUR TI - Exploring relationships between teachers and students with diagnosed disabilities: A multi-informant approach AU - Zee, Marjolein AU - de Bree, Elise AU - Hakvoort, Britt AU - Koomen, Helma M. Y. T2 - Journal of Applied Developmental Psychology AB - This study explored unique associations of student disabilities (ADHD, ASD, dyslexia) with teacher-, student- and peer-perceptions of student–teacher relationship quality. Sixty-three teachers, 510 students, and classmates from 24 Dutch mainstream elementary schools completed questionnaires about the student–teacher relationship quality. Teachers indicated whether students were diagnosed with disabilities. Multilevel models indicated that both teachers and classmates, but not students with ADHD themselves, reported higher levels of conflict in relationships. Additionally, teachers experienced less closeness and more conflict in relationships with children with ASD. The lower levels of closeness were also reported by classmates, but not by students with ASD themselves. Last, students with dyslexia experienced less closeness and conflict with their teacher, whereas their classmates and teachers reported more closeness and less conflict in relationships. DA - 2020/01/01/ PY - 2020 DO - 10.1016/j.appdev.2019.101101 DP - ScienceDirect VL - 66 SP - 101101 J2 - Journal of Applied Developmental Psychology LA - en SN - 0193-3973 ST - Exploring relationships between teachers and students with diagnosed disabilities UR - https://www.sciencedirect.com/science/article/pii/S0193397319300772 Y2 - 2022/04/07/14:35:55 KW - ADHD KW - ASD KW - Dyslexia KW - Multi-informant approach KW - Student–teacher relationship ER - TY - BOOK TI - Systematic Reviews in Educational Research: Methodology, Perspectives and Application [Book] A3 - Zawacki-Richter, Olaf A3 - Kerres, Michael A3 - Bedenlier, Svenja A3 - Bond, Melissa A3 - Buntins, Katja CY - Wiesbaden DA - 2020/// PY - 2020 DP - DOI.org (Crossref) LA - en PB - Springer Fachmedien Wiesbaden SN - 978-3-658-27601-0 978-3-658-27602-7 ST - Systematic Reviews in Educational Research UR - http://link.springer.com/10.1007/978-3-658-27602-7 Y2 - 2020/11/26/15:51:26 ER - TY - JOUR TI - Mapping the field of research on African higher education: a review of 6483 publications from 1980 to 2019 AU - Zavale, Nelson Casimiro AU - Schneijderberg, Christian T2 - Higher Education AB - Following a global trend, higher education (HE) in Africa has also become a complex enterprise, potentially demanding specific expertise in higher education research. However, despite this, there is a dearth of analysis into the state of research on African HE. This paper seeks to fill this gap by mapping and analysing African HE research. We undertake a systematic review of 6483 articles and books focusing on African HE published from 1980 to 2019 in indexed and non-indexed journals and book-publishers. We particularly examine the evolution of publications, the journals and book publishers, the authors’ affiliations, the researched countries, the publications’ thematic classification, the most prolific authors, and the most influential publications. Based on this analysis, we draw four main conclusions. First, research on African HE is a rather recent phenomenon or has witnessed a recent rise or renewal. Second, a few selected journals and book-publishers, particularly those with a strong regional or international reputation, dominate the field. Third, four communities of researchers are more represented: the community researching teaching and learning issues, the community focusing on structural transformation of HE, the community focusing on the internal organisation of HE and the community focusing on societal engagement of HE. Four, South Africa dominates the field both as home to most of the authors (including the most prolific) and the empirical field of most publications (including the most influential). If South Africa is excluded, African HE research is weak, but some communities are emerging, particularly in West, East and Southern Africa. DA - 2022/01/01/ PY - 2022 DO - 10.1007/s10734-020-00649-5 DP - Springer Link VL - 83 IS - 1 SP - 199 EP - 233 J2 - High Educ LA - en SN - 1573-174X ST - Mapping the field of research on African higher education UR - https://doi.org/10.1007/s10734-020-00649-5 Y2 - 2022/04/18/11:21:48 KW - Africa KW - Higher education research KW - Mapping the field KW - Systematic review ER - TY - JOUR TI - Dark matter in galaxies AU - Zasov, Anatolii Vladimirovich AU - Saburova, Ann S. AU - Khoperskov, Alexander Valentinovich AU - Khoperskov, Sergey A. T2 - Physics-Uspekhi DA - 2017/// PY - 2017 DO - 10.3367/UFNe.2016.03.037751 DP - Google Scholar VL - 60 IS - 1 SP - 3 KW - __C:filed:1 ER - TY - JOUR TI - Relationship Between Classroom Physical Environment and Students’ Academic Achievement at Secondary Level AU - Zaman, Fakhar AU - Begum, Shabnam AU - Ullah, Mati AB - For fruitful teaching and learning process, physical classroom environment is very essential. The key purpose of the study was examining relationship between classroom physical environment and students’ academic achievement at Secondary Level in Southern KP. The study was descriptive in nature. The population of the study comprised of the five districts in Southern KP in which (n = 400) respondents were taken as sample of the study by applying stratified random sampling technique in which 200 were urban (100 male students and 100 female students). Similarly, 200 were rural students (100 male and 100 female). From each selected district, 05 urban and 05 rural male schools and similarly 05 urban and 05 rural female schools were randomly selected among these 05 districts. Data were collected from 20 schools. A self-developed questionnaire was used to find views of the students about their physical class room environment. Cronbach Alpha was applied. The collected data was entered into SPSS. Results and conclusions were drawn according to the nature of study. Thus, some recommendations were suggested at the end for the further improvement and future researcher. DA - 2020/// PY - 2020 DP - Zotero VL - 1 IS - 1 SP - 6 LA - en KW - BE:LMIC KW - BE:RELEVANT ER - TY - JOUR TI - The Emerging Role of Corporate Actors as Policymakers in Education in Emergencies: Evidence from the Syria Refugee Crisis AU - Zakharia, Zeena AU - Menashy, Francine T2 - Journal on Education in Emergencies DA - 2020/// PY - 2020 DO - 10.33682/pcbg-2fu2 DP - DOI.org (Crossref) VL - 5 IS - 2 SP - 40 LA - en SN - 2518-6833 ST - The Emerging Role of Corporate Actors as Policymakers in Education in Emergencies UR - https://archive.nyu.edu/handle/2451/61010 Y2 - 2021/06/23/17:52:26 ER - TY - BLOG TI - How solar mini-grids can bring cheap, green electricity to rural Africa AU - Zajicek, Charlie T2 - odi.org AB - Well-suited to small, remote communities, renewable energy mini-grids can be the most cost-effective option for rural electrification in Africa. DA - 2019/01/24/ PY - 2019 LA - en-gb UR - https://odi.org/en/insights/how-solar-mini-grids-can-bring-cheap-green-electricity-to-rural-africa/ Y2 - 2021/06/10/11:26:33 ER - TY - JOUR TI - Mode of tele-communication and software used by children with hearing impairment AU - Zahra, Arjamand AU - Khan, Sikander Ghayas AU - Butt, Ayesha Kamal AU - Noreen, Hafsa AU - Saeed, Muhammad Imtiaz AU - Iftikhar, Nayab T2 - Biomedical Research AB - Objective: The study is being conducted to find out mode of tele-communication and software used by children with hearing impairment. Methodology: This cross-sectional study was done at special education centers and schools in Lahore and Sheikhupura. Data was collected from children with hearing impairment by using a questionnaire of 11 items about the modes of tele-communication and software used by children with hearing impairment. Sample size was 362 which was calculated by using online sample size calculator. The population includes male and female children with mild, moderate, severe and profound hearing impairment studying in special education schools of Lahore and Sheikhupura. All these children use hearing aid and have congenital bilateral hearing loss. Results: This study shows that almost 80% population of children with hearing impairment know about computer and mobile. They also have awareness about the use of computer, Facebook, e-mail etc. In addition, 40 to 50% children with hearing impairment use Skype, Facebook and e-mail as a communication tool. Conclusion: The conclusion from this study is that most of the children use computer and mobile on daily basis in schools and homes for communication. Mild to moderate hearing loss children benefit from these devices between the ages of 10 to 20 y. DA - 2018/// PY - 2018 DO - 10.4066/biomedicalresearch.29-17-3494 DP - www.alliedacademies.org VL - 29 IS - 5 LA - en SN - ISSN: 0970-938X (Print) | 0976-1683 (Electronic) UR - https://www.alliedacademies.org/abstract/mode-of-telecommunication-and-software-used-by-children-with-hearing-impairment-9850.html Y2 - 2022/04/16/10:04:40 ER - TY - JOUR TI - LDA*: a robust and large-scale topic modeling system AU - Yut, Lele AU - Zhang, Ce AU - Shao, Yingxia AU - Cui, Bin T2 - Proceedings of the VLDB Endowment AB - We present LDA*, a system that has been deployed in one of the largest Internet companies to fulfil their requirements of "topic modeling as an internal service" ---relying on thousands of machines, engineers in different sectors submit their data, some are as large as 1.8TB, to LDA* and get results back in hours. LDA* is motivated by the observation that none of the existing topic modeling systems is robust enough ---Each of these existing systems is designed for a specific point in the tradeoff space that can be sub-optimal, sometimes by up to 10×, across workloads. Our first contribution is a systematic study of all recently proposed samplers: AliasLDA, F+LDA, LightLDA, and WarpLDA. We discovered a novel system tradeoff among these samplers. Each sampler has different sampling complexity and performs differently, sometimes by 5×, on documents with different lengths. Based on this tradeoff, we further developed a hybrid sampler that uses different samplers for different types of documents. This hybrid approach works across a wide range of workloads and outperforms the fastest sampler by up to 2x. We then focused on distributed environments in which thousands of workers, each with different performance (due to virtualization and resource sharing), coordinate to train a topic model. Our second contribution is an asymmetric parameter server architecture that pushes some computation to the parameter server side. This architecture is motivated by the skew of the word frequency distribution and a novel tradeoff we discovered between communication and computation. With this architecture, we outperform the traditional, symmetric architecture by up to 2×. With these two contributions, together with a carefully engineered implementation, our system is able to outperform existing systems by up to 10× and has already been running to provide topic modeling services for more than six months. DA - 2017/08// PY - 2017 DO - 10.14778/3137628.3137649 DP - DOI.org (Crossref) VL - 10 IS - 11 SP - 1406 EP - 1417 J2 - Proc. VLDB Endow. LA - en SN - 2150-8097 ST - LDA* UR - https://dl.acm.org/doi/10.14778/3137628.3137649 Y2 - 2024/02/23/17:09:43 ER - TY - ELEC TI - guidelines-for-the-re-accreditation-of-diploma-programmes-nbte AU - Yumpu.com T2 - yumpu.com AB - Guidelines for the Re Accreditation of diploma Programmes - NBTE LA - en UR - https://www.yumpu.com/en/document/view/14993800/guidelines-for-the-re-accreditation-of-diploma-programmes-nbte Y2 - 2020/08/02/20:11:48 ER - TY - JOUR TI - Pedagogical design of K-12 artificial intelligence education: A systematic review AU - Yue, Miao AU - Jong, Morris Siu-Yung AU - Dai, Yun T2 - Sustainability DA - 2022/// PY - 2022 DO - 10.3390/su142315620 DP - Google Scholar VL - 14 IS - 23 SP - 15620 ST - Pedagogical design of K-12 artificial intelligence education UR - https://www.mdpi.com/2071-1050/14/23/15620 Y2 - 2024/02/24/08:53:41 ER - TY - JOUR TI - Estimating Level of Engagement from Ocular Landmarks AU - Yücel, Zeynep AU - Koyama, Serina AU - Monden, Akito AU - Sasakura, Mariko T2 - International Journal of Human–Computer Interaction DA - 2020/// PY - 2020 DO - 10.1080/10447318.2020.1768666 DP - Google Scholar SP - 1 EP - 13 KW - __C:filed:1 ER - TY - CONF TI - Application and Research of Basketball Tactics Teaching Assisted by Computer Multimedia Technology AU - Yu, Lei AU - Li, Dong AU - Chen, Dong AU - Li, Wenbin C3 - International conference on Big Data Analytics for Cyber-Physical-Systems DA - 2019/// PY - 2019 DP - Google Scholar SP - 821 EP - 828 PB - Springer KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Effects of responsive stimulation and nutrition interventions on children's development and growth at age 4 years in a disadvantaged population in Pakistan: a longitudinal follow-up of a cluster-randomised factorial effectiveness trial AU - Yousafzai, Aisha K. AU - Obradović, Jelena AU - Rasheed, Muneera A. AU - Rizvi, Arjumand AU - Portilla, Ximena A. AU - Tirado-Strayer, Nicole AU - Siyal, Saima AU - Memon, Uzma T2 - The Lancet Global Health DA - 2016/// PY - 2016 DO - 10.1016/S2214-109X(16)30100-0 DP - Google Scholar VL - 4 IS - 8 SP - e548 EP - e558 ST - Effects of responsive stimulation and nutrition interventions on children's development and growth at age 4 years in a disadvantaged population in Pakistan ER - TY - CHAP TI - Using Web 2.0 technologies to enhance learning and teaching AU - Younie, Sarah AU - Williams, Lawrence AU - Cych, Leon T2 - Debates in Computing and ICT Education DA - 2017/// PY - 2017 DP - Google Scholar SP - 97 EP - 113 PB - Routledge KW - __C:filed:1 ER - TY - RPRT TI - Educational Uses of Virtual Reality Technology. AU - Youngblut, Christine AB - The potential of VR technology tor supporting education is widely recognized. It has already seen practical use in an estimated 20 or more public schools and colleges, and many more have been involved in evaluation or research efforts. This document reviews current efforts that are developing, evaluating, or using VR technology in education. It builds a picture of the states of the art and practice, and reviews some of the critical questions that are being addressed. Educational uses of the technology are broadly distinguished as those where students interact with pre-developed VR applications and those where students develop their own virtual worlds in the course of researching, understanding, and demonstrating their grasp of some subject matter. Forty-three efforts in the category of pre-developed applications and another 21 efforts in the category of student virtual world development are reported in this paper. The results of 35 evaluations that have been completed on these efforts are summarized. Another 20 ongoing or planned evaluations are identified. DA - 1998/// PY - 1998 DP - apps.dtic.mil LA - en PB - INSTITUTE FOR DEFENSE ANALYSES ALEXANDRIA VA UR - https://apps.dtic.mil/sti/citations/ADA339438 Y2 - 2022/12/23/02:35:13 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes. AU - Yoshikawa, Hirokazu AU - Leyva, Diana AU - Snow, Catherine E. AU - Ernesto Treviño, M.Barata AU - Weiland, Christina AU - J, Celia T2 - Gomez et al DA - 2015/// PY - 2015 UR - https://pubmed.ncbi.nlm.nih.gov/25706589/ KW - ⛔ No DOI found ER - TY - JOUR TI - Sharma 2014 Borkum and Linden 2013 Wong AU - Yoshikawa T2 - et al. 2013 Aturupane et al. 2013 Visaria et al. 2016 Ozler et al DA - 2015/// PY - 2015 ER - TY - JOUR TI - Analysis of the reporting of search strategies in Cochrane systematic reviews AU - Yoshii, Adriana AU - Plaut, Daphne A. AU - McGraw, Kathleen A. AU - Anderson, Margaret J. AU - Wellik, Kay E. T2 - Journal of the Medical Library Association : JMLA AB - Background: The Cochrane Handbook for Systematic Reviews of Interventions provides instructions for documenting a systematic review's electronic database search strategy, listing elements that should be in the description. Complete documentation of the search strategy allows readers to evaluate the search when critically appraising a review's quality. Objective: The research analyzed recently published Cochrane reviews to determine whether instructions for describing electronic database search strategies were being followed. Methods: Eighty-three new reviews added to the Cochrane Database of Systematic Reviews in the first quarter of 2006 were selected for analysis. Eighteen were subsequently excluded because their searches were conducted only in the specialized registers of Cochrane review groups. The remaining sixty-five reviews were analyzed for the seven elements of an electronic database search strategy description listed in the Cochrane Handbook, using dual review with consensus. Results: Of the 65 reviews analyzed, none included all 7 recommended elements. Four reviews (6%) included 6 elements. Thirty-two percent (21/65) included 5 or more elements, with 68% (44/65) including 4 or fewer. Three included only 2 elements. The 65 reviews represented 41 different Cochrane review groups. Conclusion: The instructions from the Cochrane Handbook for reporting search strategies are not being consistently employed by groups producing Cochrane reviews. DA - 2009/01// PY - 2009 DO - 10.3163/1536-5050.97.1.004 DP - PubMed Central VL - 97 IS - 1 SP - 21 EP - 29 J2 - J Med Libr Assoc SN - 1536-5050 UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2605027/ Y2 - 2021/04/17/19:27:32 ER - TY - JOUR TI - Exploring the dynamics of female rural-urban migration for secondary education in Ethiopia AU - Yorke, Louise AU - Gilligan, Robbie AU - Alemu, Eyerusalem T2 - Compare: A Journal of Comparative and International Education AB - Based on ethnographic fieldwork, we explore the rural-urban migration of 27 girls and young women who leave their rural communities and move to the city to pursue their secondary education, in the ethnically diverse Southern Region of Ethiopia. We consider the nature and extent of the inequalities that they face in rural areas which limit their education opportunities and outcomes and underpin their expected entry into marriage. We compare their experiences in their rural communities with their lives in the city, where they have greater access to resources and greater freedom and decision-making power and the opportunity to continue their secondary education, although their futures are still uncertain. Through our analysis we reveal some of the tensions between the promise of girls’ secondary education promoted at the international and national level and the lived realities of rural girls and women, many of whom are unable to realise this promise. DA - 2021/07/15/ PY - 2021 DO - 10.1080/03057925.2021.1951665 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 17 SN - 0305-7925 UR - https://doi.org/10.1080/03057925.2021.1951665 Y2 - 2022/04/18/11:21:09 KW - Ethiopia KW - Girls’ secondary education KW - empowerment KW - female rural-urban migration KW - marriage ER - TY - RPRT TI - Reviewing the evidence on how teacher professional development affects student achievement AU - Yoon, K.S. AU - Duncan, T. AU - Lee, S.W.-Y. AU - Scarloss, B. AU - Shapley, K. T2 - Issues & Answers AB - The Regional Educational Laboratory - Southwest (REL Southwest) conducted a systematic and comprehensive review of the research-based evidence on the effects of professional development (PD) on growth in student achievement in three core academic subjects (reading/ELA, mathematics, and science). The primary goal of this study was to address the question, What is the impact of teacher participation in professional development on student achievement? Nine studies emerged as meeting What Works Clearinghouse (WWC) evidence standards, from more than 1,300 manuscripts identified as potentially relevant. Although the number of studies that met evidence standards was small, the average overall effect size of 0.54 was observed when examined within the three content areas included in the review. The consistency of this effect size indicates that across all forms and content of PD, providing training to elementary school teachers does have a moderate effect on their students' achievement. However, because the average number of contact hours averaged almost 49 hours across the nine studies, the total contact hours must be substantial to get such an effect size. Because of the limited number of studies and the variability in the PD that was represented among the nine studies we examined, we were unable to make any conclusions about the effectiveness of specific PD programs or about the effectiveness of PD by form, content, or intensity. The following are appended: (1) Methodology; (2) Protocol for the review of research-based evidence on the effects of professional development on student achievement; (3) Key terms and definitions related to professional development; (4) List of keywords used in electronic searches; and (5) Relevant studies, listed by coding results. (Contains 3 boxes, 2 figures, 9 tables, and 3 notes.) [This report was produced for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by Regional EducationalLaboratory Southwest administered by Edvance Research.] CY - Washington, D.C. DA - 2007/// PY - 2007 PB - U.S. Department of Education, Institute of Education Sciences, National Centre for Educational Evaluation and Regional Assistance, Regional Educational Laboratory Southwest SN - 033 ST - Reviewing the evidence on how teacher projessional development affects student achievement UR - http://files.eric.ed.gov/fulltext/ED498548.pdf ER - TY - JOUR TI - School Choice and the Polarization of Public Schools in A Global City: A Bourdieusian GIS Approach AU - Yoon, Ee-Seul AU - Marmureanu, Cosmin AU - Brown, Robert S. T2 - Peabody Journal of Education AB - Over the past three decades, urban sociologists have shed light on the intensifying social inequality between the wealthiest and poorest neighborhoods in global cities; yet limited research has been done to illuminate the relationships between urban polarization and school choice (i.e., where parents choose schools for their children). This study sociospatially examines the patterns of secondary school choice in the global city of Toronto to illuminate the relationship between urban polarization and school choice. In doing so, this study combines Pierre Bourdieu’s sociospatial theory with a geographic information systems (GIS) approach. Overall, we found that popular schools and schools with specialized choice programs tend to be located in high-status neighborhoods, defined as neighborhoods with residents in the top 20% of family income, home prices, education attainment, and representation from the dominant culture. We also show that mobile students who choose popular schools or highly sought-after specialized programs tend to come from advantaged neighborhoods. Meanwhile, local students who choose a regular school in their neighborhood tend to come from low-status neighborhoods. With a new interdisciplinary approach, this study contributes to a more spatialized understanding of how social inequality and polarization account for school choice. DA - 2020/05/26/ PY - 2020 DO - 10.1080/0161956X.2020.1776071 DP - Taylor and Francis+NEJM VL - 95 IS - 3 SP - 229 EP - 247 SN - 0161-956X ST - School Choice and the Polarization of Public Schools in A Global City UR - https://doi.org/10.1080/0161956X.2020.1776071 Y2 - 2022/04/18/18:16:03 ER - TY - JOUR TI - Thinking Critically in Space: Toward a Mixed-Methods Geospatial Approach to Education Policy Analysis AU - Yoon, Ee-Seul AU - Lubienski, Christopher T2 - Educational Researcher DA - 2018/01// PY - 2018 DO - 10.3102/0013189X17737284 DP - DOI.org (Crossref) VL - 47 IS - 1 SP - 53 EP - 61 J2 - Educational Researcher LA - en SN - 0013-189X, 1935-102X ST - Thinking Critically in Space UR - http://journals.sagepub.com/doi/10.3102/0013189X17737284 Y2 - 2021/03/07/17:31:19 KW - Lebanon_event_2021 KW - _C:Canada CAN KW - _C:China CHN KW - _C:New Zealand NZL KW - _C:Russian Federation RUS KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review AU - Yin, Hongbiao AU - Huang, Shenghua AU - Chen, Gaowei T2 - Educational Research Review AB - Teaching is an emotional endeavor. Unlike mass service employees, teachers enjoy considerable autonomy in their teaching and maintain relatively stable relationships with students, parents, and colleagues. This study is a meta-analytic review of the associations between teachers' emotional labor strategies (i.e., surface acting, deep acting, and the expression of naturally felt emotions) and other relevant constructs. The meta-analysis is based on 85 empirical articles and 86 independent samples, with the experiences of 33,248 teachers represented in the articles reviewed. The meta-correlations are generally in the expected direction. Surface acting is positively related to the individual and interpersonal components of burnout and negatively related to teaching satisfaction. Deep acting is not significantly related to the individual or interpersonal components of burnout, but positively related to teaching satisfaction and the efficacy component of burnout. The expression of naturally felt emotions is negatively related to teachers’ burnout and reduced teaching satisfaction. The moderation analysis of relevant correlates also provides some insights about the research development. DA - 2019/11/01/ PY - 2019 DO - 10.1016/j.edurev.2019.100283 DP - ScienceDirect VL - 28 SP - 100283 J2 - Educational Research Review LA - en SN - 1747-938X ST - The relationships between teachers’ emotional labor and their burnout and satisfaction UR - https://www.sciencedirect.com/science/article/pii/S1747938X18302458 Y2 - 2021/03/07/18:03:50 KW - Burnout KW - Emotional labor KW - Lebanon_event_2021 KW - Meta-analysis KW - Satisfaction KW - Teacher KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Canada CAN KW - _C:China CHN KW - _C:Ethiopia ETH KW - _C:Finland FIN KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:Iran IRN KW - _C:Italy ITA KW - _C:Korea, Republic KOR KW - _C:Malaysia MYS KW - _C:Netherlands NLD KW - _C:Oman OMN KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Preservice teachers' perceptions about the use of blended learning in a science education methods course AU - Yılmaz, Özkan AU - Malone, Kathy L T2 - Smart Learning Environments AB - The purpose of this quantitative study was to determine the effectiveness of blended learning within the context of a science education methods course for early childhood elementary preservice teachers in Turkey. Elementary teachers historically fear science and avoid using it in their classes. This course was blended to allow the students to experience active science learning during face to face sessions. Student perceptions about their experiences in a blended methods course were collected using a previously validated survey. The data analysis of the post-test only survey research design demonstrated that students’ perceptions were positive towards the use of blended learning within their science education methods course. However, the analysis determined that students felt that certain technical aspects of the blended learning environment hindered their learning. DA - 2020/12// PY - 2020 DO - 10.1186/s40561-020-00126-7 VL - 7 IS - 1 LA - English UR - https://slejournal.springeropen.com/articles/10.1186/s40561-020-00126-7 AN - 2414586316 KW - Blended learning KW - Data analysis KW - Education KW - Education--Teaching Methods And Curriculum KW - Elementary preservice teachers KW - Higher education KW - Learning KW - Learning environment KW - Science education KW - Science instruction KW - Science methods courses KW - Students KW - Teachers KW - Teaching methods KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095728 KW - __finaldtb ER - TY - ELEC TI - Finding unmapped schools from space with AI AU - Yi, Zhuangfang NaNa T2 - Medium AB - Accurate data about schools is critical to provide quality education and promote lifelong learning, ensure equal access to opportunity… DA - 2019/05/20/T18:51:45.851Z PY - 2019 LA - en UR - https://medium.com/devseed/finding-unmapped-schools-from-space-with-ai-28459f68c2f3 Y2 - 2021/05/08/17:43:34 ER - TY - JOUR TI - A Comprehensive Review of Educational Technology on Objective Learning Outcomes in Academic Contexts AU - Yeung, Kam Leung AU - Carpenter, Shana K. AU - Corral, Daniel T2 - Educational Psychology Review AB - Rapid advances in technology during the last few decades have provided a multitude of new options for teaching and learning. Although technology is being widely adopted in education, there is a shortage of research on the effects that this technology might have on student learning, and why those effects occur. We conducted a comprehensive review of the literature on various uses of digital technology in educational settings, and the effects of that technology on students’ objective learning outcomes. We interpret these effects within the context of empirical research on effective principles of learning, and the extent to which the affordances of technology permit opportunities for increased engagement with the material, retrieval practice, and spacing. Results revealed that technology is neither beneficial nor harmful for learning when used primarily as a means of presenting information (e.g., information viewed on a computer screen vs. on paper), but can be beneficial when it involves unique affordances that leverage effective learning principles. We discues these findings in light of the ever-increasing availability of technology in education, and the importance of evidence-guided criteria in decisions about adoption and implementation. DA - 2021/12/01/ PY - 2021 DO - 10.1007/s10648-020-09592-4 DP - Springer Link VL - 33 IS - 4 SP - 1583 EP - 1630 J2 - Educ Psychol Rev LA - en SN - 1573-336X UR - https://doi.org/10.1007/s10648-020-09592-4 Y2 - 2022/12/16/06:24:45 KW - Classroom KW - Cognitive Science KW - Effective Learning Principles KW - Final_citation KW - Learning KW - Technology KW - cited KW - existing ER - TY - JOUR TI - Correlation of ambient air temperature and cognitive performance: A systematic review and meta-analysis AU - Yeganeh, Armin Jeddi AU - Reichard, Georg AU - McCoy, Andrew P. AU - Bulbul, Tanyel AU - Jazizadeh, Farrokh T2 - Building and Environment AB - Despite their impact on work performance, cognitive responses to thermal variations in buildings have not been accurately quantified. Practical limitations in individual laboratory experiments with limited participants often cause low statistical power and restrict generalizability. Thus, inconsistencies in individual studies motivate summary reviews and meta-analyses. The objective of this study is to estimate the correlation between ambient air temperature and cognitive performance through a systematic literature review. We identified laboratory experiment reports published between 1980 and 2018, out of which 45 passed the targeted inclusion and exclusion criteria set forward by the scope of this study. To obtain summary effect statistics, 28 reports were included in a single analysis conducted by the use of the Comprehensive Meta-Analysis software. Under laboratory conditions with fixed clothing values, studies with the weighted mean of 4.34 °C, 10.04 °C, and 26.68 °C increase in the control air temperature show about % 0.40, % 5.37, and % 7.97 reductions in cognitive performance, respectively. Heat stress causes the most significant decline in the most attention-demanding tasks. The results show an overall decline in both speed and accuracy measures due to changes in ambient air temperature. Accuracy measures and longer exposures are associated with relatively more decline in heat and cold. The estimated temperature-performance correlation follows a bell-shaped curve centered around the average control temperature. The results help inform policy and design decisions concerned with thermal comfort and upper limits for occupational exposure to cold and heat. DA - 2018/10/01/ PY - 2018 DO - 10.1016/j.buildenv.2018.07.002 DP - ScienceDirect VL - 143 SP - 701 EP - 716 J2 - Building and Environment SN - 0360-1323 ST - Correlation of ambient air temperature and cognitive performance UR - https://www.sciencedirect.com/science/article/pii/S0360132318304104 Y2 - 2024/03/16/17:30:10 KW - Cold KW - Comfort KW - Heat KW - Indoor KW - Productivity KW - Work ER - TY - JOUR TI - Tackling environmental challenges in pollution controls using artificial intelligence: A review AU - Ye, Zhiping AU - Yang, Jiaqian AU - Zhong, Na AU - Tu, Xin AU - Jia, Jining AU - Wang, Jiade T2 - Science of the Total Environment DA - 2020/// PY - 2020 DO - 10.1016/j.scitotenv.2019.134279 DP - Google Scholar VL - 699 SP - 134279 ST - Tackling environmental challenges in pollution controls using artificial intelligence UR - https://www.sciencedirect.com/science/article/pii/S0048969719342627 Y2 - 2024/02/24/11:17:22 ER - TY - CHAP TI - Sustainable groundwater development in Nigeria AU - Yaya, A. Onugba & O. O. T2 - Applied Groundwater Studies in Africa AB - ABSTRACT: Developing groundwater is generally an excellent option for sustainable water supplies in Nigeria, despite some challenges. However, to achieve a sustainable supply, planning is required which needs hydrological and hydrogeological data as well information on water demand and general socioeconomic conditions. Data requirements include: the quantity of water required per year, intended rate of abstraction, the use of water and the amount of money available; detailed geology of area – type, extent, structure and variability of rocks, aquifer properties; rainfall & surface water sources; the cost of drilling, pumps and other materials; and potential incomes from water sales. Development of groundwater resources involves a sequential process with three phases: exploration, evaluation and exploitation. Often, groundwater supply projects concentrate on exploitation to the neglect of the evaluation phase. Groundwater supply projects can fail if this sequential development process is not followed. Adequate data cannot be available for meaningful planning if no proper evaluation is carried out before exploitation. Equally, to ensure sustainability there is need for periodic re-evaluation of demand, performance and changes in hydrological and hydrogeological conditions. The paper examines groundwater resources development and water supply programmes in Nigeria with emphasis on technical and social constraints to achieving sustainable groundwater development. DA - 2008/// PY - 2008 PB - CRC Press SN - 978-0-429-20736-5 ER - TY - JOUR TI - Early Occupational Aspirations and Fractured Transitions: A Study of Entry into ‘NEET’ Status in the UK AU - Yates, Scott AU - Harris, Angel AU - Sabates, Ricardo AU - Staff, Jeremy T2 - Journal of Social Policy AB - There has been significant recent research and policy interest in issues of young people's occupational aspirations, transitions to employment and the antecedents of NEET (not in employment, education or training) status. Many have argued that changes to the youth labour market over the past 30 years have led to transitions to work becoming more individualised, complex and troublesome for many, particularly those from poorer backgrounds. However, little research has examined the connection between early uncertainty or misalignment in occupational aspirations and entry into NEET status. This paper draws on the British Cohort Study to investigate these issues, and finds that young people with uncertain occupational aspirations or ones misaligned with their educational expectations are considerably more likely to become NEET by age 18. Uncertainty and misalignment are both more widespread and more detrimental for those from poorer backgrounds. These findings are discussed in the context of recent research and debates on emerging adulthood and the youth labour market. DA - 2011/07// PY - 2011 DO - 10.1017/S0047279410000656 DP - Cambridge University Press VL - 40 IS - 3 SP - 513 EP - 534 LA - en SN - 1469-7823, 0047-2794 ST - Early Occupational Aspirations and Fractured Transitions UR - https://www.cambridge.org/core/journals/journal-of-social-policy/article/abs/early-occupational-aspirations-and-fractured-transitions-a-study-of-entry-into-neet-status-in-the-uk/1FDDA4825AC6E143FDE42F8C4E6F2199 Y2 - 2023/01/07/20:45:42 ER - TY - JOUR TI - ICT Integrations in TVET: Is it up to Expectations? AU - Yasak, Zurina AU - Alias, Maizam T2 - Procedia - Social and Behavioral Sciences AB - In today’s world where information and communication technology is playing a major role in people’s daily lives, how a student learns is dependent on how the student reacts to the sophisticated system offered by these technologies. Thus, it is not surprising that online learning is accepted as an important tool in the general education sector. However its adoption in Technical and Vocational Education and Training (TVET) is yet to reach the equivalence of the general education sector. With the availability of state of the art online learning technology, there is greater opportunity for acquiring the technology that can support TVET practices. The aim of this paper is to discuss the trend of ICT integration in teaching and learning in TVET based on a systematic review of ICT integration in post-secondary TVET. The focus is mainly on the “what’ and “how” aspects of ICT integration in TVET. The literature reviewed indicates that while ICT integration can be aimed at the learning goals in the three domains, the affective, cognitive and psychomotor domain; its effectiveness is more noted where learning goals are of the cognitive domains. More effective integration is also indicated where the blended mode is adopted as compared to the fully ICT mediated mode. Lessons learnt in light of these findings are discussed for future ICT integration in TVET. DA - 2015/// PY - 2015 DO - 10.1016/j.sbspro.2015.08.120 DP - Crossref VL - 204 SP - 88 EP - 97 LA - en SN - 18770428 ST - ICT Integrations in TVET UR - http://linkinghub.elsevier.com/retrieve/pii/S1877042815047680 AN - DOI-10.1016/j.sbspro.2015.08.120 Y2 - 2018/08/01/14:43:56 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - ICT integration in TVET KW - Postsecondary Education KW - Review of ICT role in TVET KW - publicImportV1 ER - TY - JOUR TI - Teaching/learning resources and academic performance in mathematics in secondary schools in Bondo District of Kenya AU - Yara, P.O. AU - Otieno, K.O. T2 - Asian Social Science DA - 2010/// PY - 2010 DO - 10.5539/ass.v6n12p126 VL - 6 IS - 12 SP - 126 EP - 132 UR - https://doi.org/10.5539/ass.v6n12p126. ER - TY - CONF TI - Accelerated learning method using edmodo to increase students' mathematical connection and self-regulated learning AU - Yaniawati, R. Poppy AU - Kartasasmita, Bana G. AU - Kariadinata, Rahayu AU - Sari, Evi T2 - the 2017 International Conference AB - This study aims to analyze implementation of accelerated elearning method using edmodo media to increase mathematical connection ability and self-regulated learning of students. The research method employed was mixed method research with embedded design. Subjects of the study were eleventh grade students of a vocational secondary school in Tasikmalaya, Indonesia. Research instruments used were test for mathematical connection ability, questionnaire of students’ self-regulated learning, observation and interview guidelines. Statistical analysis were t-test, mann-whitney test, and two-way anova. results of this study showed that (1) mathematical connection abillity of high and low clasification students who studied used accelerated learning with edmodo was better than that of students who studied with conventional learning; (2) no differences were found in selfregulated learning of high and low classification students who studied used accelerated learning with edmodo was better than that of students who studied with conventional learning; (3) a positive correlation was found between mathematical connection ability and self-regulated learning students. C1 - Singapore, Singapore C3 - Proceedings of the 2017 International Conference on Education and Multimedia Technology - ICEMT '17 DA - 2017/// PY - 2017 DO - 10.1145/3124116.3124128 DP - DOI.org (Crossref) SP - 53 EP - 57 LA - en PB - ACM Press SN - 978-1-4503-5293-2 UR - http://dl.acm.org/citation.cfm?doid=3124116.3124128 Y2 - 2020/07/25/20:34:06 KW - _AcademicRecoveryOECS ER - TY - CONF TI - Accelerated learning method using edmodo to increase students' mathematical connection and self-regulated learning AU - Yaniawati, R. Poppy AU - Kartasasmita, Bana G. AU - Kariadinata, Rahayu AU - Sari, Evi T2 - the 2017 International Conference AB - This study aims to analyze implementation of accelerated elearning method using edmodo media to increase mathematical connection ability and self-regulated learning of students. The research method employed was mixed method research with embedded design. Subjects of the study were eleventh grade students of a vocational secondary school in Tasikmalaya, Indonesia. Research instruments used were test for mathematical connection ability, questionnaire of students’ self-regulated learning, observation and interview guidelines. Statistical analysis were t-test, mann-whitney test, and two-way anova. results of this study showed that (1) mathematical connection abillity of high and low clasification students who studied used accelerated learning with edmodo was better than that of students who studied with conventional learning; (2) no differences were found in selfregulated learning of high and low classification students who studied used accelerated learning with edmodo was better than that of students who studied with conventional learning; (3) a positive correlation was found between mathematical connection ability and self-regulated learning students. C1 - Singapore, Singapore C3 - Proceedings of the 2017 International Conference on Education and Multimedia Technology - ICEMT '17 DA - 2017/// PY - 2017 DO - 10.1145/3124116.3124128 DP - DOI.org (Crossref) SP - 53 EP - 57 LA - en PB - ACM Press SN - 978-1-4503-5293-2 UR - http://dl.acm.org/citation.cfm?doid=3124116.3124128 Y2 - 2020/08/12/07:21:50 KW - Final_citation KW - cited KW - existing ER - TY - CONF TI - The Obstacles of Geographical Information System (GIS) Development: A Study of Teachers' Distribution in Sukabumi, Indonesia AU - Yani, Ahmad AU - Rosita, Rosita T2 - 6th International Conference on Educational, Management, Administration and Leadership AB - Geographical Information System (GIS) is an application used to process data in form of thematic maps which is arranged overlapping to produce informations needed by the user. Employing descriptive method, this study indicated that basically the GIS deve DA - 2016/08// PY - 2016 DO - 10.2991/icemal-16.2016.15 DP - www.atlantis-press.com SP - 63 EP - 66 LA - en PB - Atlantis Press SN - 978-94-6252-279-4 ST - The Obstacles of Geographical Information System (GIS) Development UR - https://www.atlantis-press.com/proceedings/icemal-16/25867339 Y2 - 2021/03/07/17:51:24 KW - Lebanon_event_2021 KW - _C:Indonesia IDN KW - _C:Kenya KEN KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Career challenges in construction craft training in technical vocational education and training in Ghana AU - Yangben, PN AU - Seniwoliba, JA AB - The study examined the challenges of the Pilot Training Centre (PTC) at the National Vocational Training Institute (NVTI) at Kokomlemle, a suburb of Accra in the training of tradesmen for the construction industry. A descriptive survey design was used for the study. The population consists of tutors, current students and past students of the PTC/NVTI and contractors within the Accra Metropolis. The sample comprised ten tutors, fifteen past students, one hundred and ten currents and ten contractors were randomly selected from the PTC and contractors. A set of questionnaire was prepared and used for collecting data for the study. The data were analyzed using the descriptive statistics from the Statistical Package for Social Scientist (SPSS 16 version).For many years, technical and vocational education in Africa has been considered as a career path for the less academically endowed. This perception has been fuelled by the low academic requirements for admission into TVET programmes and the limited prospects for further education and professional development. Worse of all, the impression is sometimes created by governments that the primary objective of the vocational education track is to keep dropouts from the basic and senior high school system off the streets, rather than project this type of training as an effective strategy to train skilled workers for the employment market. However, 84.3% of the respondents refuted the assertion and only 15.7% supported the assertion. Based on these findings on the career challenges TVET trainees face, it was recommended that training institutions should be well resourced by the collective efforts of government and all other stakeholders so that training programmes can achieve their set objectives. Training providers should liaise with those in the industry so that in-service training activities could be organized which would enrich students with the right skills for the job market. There should be a clear cut for technical students climbing the academic ladder without bottlenecks. DA - 2014/// PY - 2014 LA - en UR - http://udsspace.uds.edu.gh/handle/123456789/340 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:East 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:crafts KW - P:nature KW - Q:masters KW - T:Educação profissionalizante KW - T:TVET KW - T:Training KW - T:career KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - Disclosable Restructuring Paper-Support to Implementation of the Regional Education Strategy-P158836 AU - Yang, Hongyu DA - 2018/// PY - 2018 DP - Google Scholar PB - The World Bank ER - TY - JOUR TI - Temperature-dependent ventilation rates might improve perceived air quality in a demand-controlled ventilation strategy AU - Yang, Aileen AU - Holøs, Sverre B. AU - Resvoll, Marie Opsahl AU - Mysen, Mads AU - Fjellheim, Øystein T2 - Building and Environment DA - 2021/// PY - 2021 DO - 10.1016/j.buildenv.2021.108180 DP - Google Scholar VL - 205 SP - 108180 KW - BE:RELEVANT ER - TY - ELEC TI - Decentralized Governance of Digital Platforms - Yan Chen, Jack I. Richter, Pankaj C. Patel, 2021 AU - Yan Chen AU - Jack I. Richter AU - Pankaj C. Patel DA - 2020/04/30/ PY - 2020 UR - https://journals.sagepub.com/doi/10.1177/0149206320916755 Y2 - 2024/03/04/14:24:12 KW - Final_citation ER - TY - JOUR TI - Acceptance on open and distance learning method amongst special education needs teachers during movement control order AU - Yahaya, Nasiha Hanis T2 - Journal of Media and Information Warfare (JMIW) DA - 2020/// PY - 2020 DP - Google Scholar VL - 14 IS - 1 SP - 68 EP - 79 KW - ⛔ No DOI found ER - TY - JOUR TI - The effectiveness of intelligent tutoring systems on K‐12 students' reading comprehension: A meta‐analysis AU - Xu, Zhihong AU - Wijekumar, Kausalai (Kay) AU - Ramirez, Gilbert AU - Hu, Xueyan AU - Irey, Robin T2 - British Journal of Educational Technology DA - 2019/11// PY - 2019 DO - 10.1111/bjet.12758 VL - 50 IS - 6 SP - 3119 EP - 3137 J2 - Br J Educ Technol LA - en SN - 0007-1013, 1467-8535 ST - The effectiveness of intelligent tutoring systems on K‐12 students' reading comprehension KW - Final_citation KW - cited KW - existing ER - TY - CHAP TI - AI Applications in Education AU - Xu, Zhengyu AU - Wei, Yingjia AU - Zhang, Jinming T2 - Artificial Intelligence for Communications and Networks A2 - Shi, Shuo A2 - Ye, Liang A2 - Zhang, Yu AB - In recent years, led by the wave of artificial intelligence, “artificial intelligence + education” has become a very hot topic. More and more traditional educational institutions have begun to organize and layout the field of ARTIFICIAL intelligence education. Training artificial intelligence talents will become an important mission of education. Meanwhile, educational methods will change with the development of artificial intelligence, and the deep integration of artificial intelligence and education will become the development trend of the future education world. The future has come, when education and artificial intelligence meet, what kind of spark will be produced? This paper mainly discusses the application, research status and development trend of artificial intelligence in the field of education, as well as the deep integration of artificial intelligence and education. CY - Cham DA - 2021/// PY - 2021 DP - DOI.org (Crossref) VL - 356 SP - 326 EP - 339 LA - en PB - Springer International Publishing SN - 978-3-030-69065-6 978-3-030-69066-3 UR - http://link.springer.com/10.1007/978-3-030-69066-3_29 Y2 - 2023/09/19/18:19:57 ER - TY - JOUR TI - Educational Resource Management System Based on JSP Technology AU - Xu, Qin AU - Zhou, Zhongli AU - Yang, Dexiang T2 - Educational Sciences: Theory & Practice DA - 2018/// PY - 2018 DP - Google Scholar VL - 18 IS - 6 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - CONF TI - Talent leadership strategies enhance teacher’s professional competencies in 21st century education for sustainable development AU - Xu, Ping AU - Yue, Xiaoyao C3 - IOP Conference Series: Earth and Environmental Science DA - 2019/// PY - 2019 DO - 10.1088/1755-1315/373/1/012003 DP - Google Scholar VL - 373 SP - 012003 PB - IOP Publishing KW - _C:Canada CAN KW - _C:Norway NOR 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 ER - TY - JOUR TI - Integrating service quality with system and information quality: an empirical test in the e-service context AU - Xu, J. AU - Benbasat, I. AU - Benbasat, I. T2 - MIS Quarterly DA - 2013/// PY - 2013 DO - 10.25300/MISQ/2013/37.3.05 VL - 37 IS - 3 SP - 777 EP - 794 LA - en KW - _z:no_pdf ER - TY - ELEC TI - Optimal Experimental Design for Staggered Rollouts AU - Xiong, Ruoxuan AU - Athey, Susan AU - Imben, Guidi W. AU - Bayati, Mohsen T2 - Stanford Graduate School of Business DA - 2019/// PY - 2019 LA - en UR - https://www.gsb.stanford.edu/faculty-research/working-papers/optimal-experimental-design-staggered-rollouts Y2 - 2022/12/28/17:38:54 KW - Final_citation KW - cited KW - existing ER - TY - GEN TI - DARWIN Series: Domain Specific Large Language Models for Natural Science AU - Xie, Tong AU - Wan, Yuwei AU - Huang, Wei AU - Yin, Zhenyu AU - Liu, Yixuan AU - Wang, Shaozhou AU - Linghu, Qingyuan AU - Kit, Chunyu AU - Grazian, Clara AU - Zhang, Wenjie AU - Razzak, Imran AU - Hoex, Bram AB - Emerging tools bring forth fresh approaches to work, and the field of natural science is no different. In natural science, traditional manual, serial, and labour-intensive work is being augmented by automated, parallel, and iterative processes driven by artificial intelligence-based experimental automation and more. To add new capabilities in natural science, enabling the acceleration and enrichment of automation of the discovery process, we present DARWIN, a series of tailored LLMs for natural science, mainly in physics, chemistry, and material science. This series relies on open-source LLM, incorporating structured and unstructured scientific knowledge from public datasets and literature. We fine-tuned the models using over 60,000 instruction data points, emphasizing factual correctness. During the fine-tuning, we introduce the Scientific Instruction Generation (SIG) model, automating instruction generation from scientific texts. This eliminates the need for manual extraction or domain-specific knowledge graphs and efficiently injects scientific knowledge into the model. We also explore multi-task training strategies, revealing interconnections between scientific tasks. DARWIN series not only achieves state-of-the-art results on various scientific tasks but also diminishes reliance on closed-source AI models. Our research showcases the ability of LLM in the scientific domain, with the overarching goal of fostering prosperity within the broader AI for science community. DA - 2023/08/24/ PY - 2023 DO - 10.48550/arXiv.2308.13565 DP - arXiv.org PB - arXiv ST - DARWIN Series UR - http://arxiv.org/abs/2308.13565 Y2 - 2024/02/24/17:43:00 KW - Computer Science - Computation and Language KW - Condensed Matter - Materials Science KW - Physics - Applied Physics ER - TY - JOUR TI - Can Touchscreen Devices be Used to Facilitate Young Children’s Learning? A Meta-Analysis of Touchscreen Learning Effect AU - Xie, Heping AU - Zhou, Zongkui AU - Peng, Ji AU - Qin, Mengyuan AU - Huang, Xuzhe AU - Tian, Fei T2 - Frontiers in psychology DA - 2018/// PY - 2018 DO - 10.3389/fpsyg.2018.02580 DP - Google Scholar VL - 9 SP - 2580 ST - Can Touchscreen Devices be Used to Facilitate Young Children’s Learning? KW - __C:filed:1 ER - TY - JOUR TI - Psychometric evaluation of the self-efficacy questionnaire for children (SEQ-C): validation among Chinese children and adolescents AU - Xie, Han AU - Shlonsky, Aron AU - Harrigan, Susy T2 - Current Psychology AB - The Self-Efficacy Questionnaire for Children (SEQ-C) is a well-established measure of self-efficacy including three specific task demands, that is, academic self-efficacy, social self-efficacy, and emotional self-efficacy. The present study examined the applicability of the SEQ-C for measuring children’s self-efficacy in a Chinese population. The sample was comprised of 1491 students in Grade 4 to 11 (boys = 52.8%; mean age = 13.0 years) in Wuhan, Hubei Province, China. Confirmatory factor analysis (CFA) was conducted to test the factor structure of the SEQ-C. Also, bivariate correlations between SEQ-C and children’s prosocial behavior, bullying behavior and victimized experience were tested to reflect the convergent validity of the SEQ-C. The results revealed that a modified 20-item Chinese version of the SEQ-C had excellent internal consistency reliability, good construct validity, overall acceptable convergent validity and measurement invariance across gender and school level. Only minor adaptions were necessary, and the rationale for making these adjustments was based on both content and performance of the measure. In addition to the cross-cultural validation, this study has extended the age range of the target users (14 to 17 years) by confirming the suitability of the SEQ-C for age groups spanning primary and secondary school children aged between 9 and 18 years. For those working and doing research in schools, this validation study increases confidence in the use of the Chinese SEQ-C and its subscales for identifying children’s self-efficacy in specific domains and for conducting research on interventions where self-efficacy is an important predictor or outcome. DA - 2022/03/29/ PY - 2022 DO - 10.1007/s12144-022-03046-6 DP - Springer Link J2 - Curr Psychol LA - en SN - 1936-4733 ST - Psychometric evaluation of the self-efficacy questionnaire for children (SEQ-C) UR - https://doi.org/10.1007/s12144-022-03046-6 Y2 - 2022/04/08/07:55:02 ER - TY - JOUR TI - Guidance on Conducting a Systematic Literature Review AU - Xiao, Yu AU - Watson, Maria T2 - Journal of Planning Education and Research AB - Literature reviews establish the foundation of academic inquires. However, in the planning field, we lack rigorous systematic reviews. In this article, through a systematic search on the methodology of literature review, we categorize a typology of literature reviews, discuss steps in conducting a systematic literature review, and provide suggestions on how to enhance rigor in literature reviews in planning education and research. DA - 2017/08/28/ PY - 2017 DO - 10.1177/0739456x17723971 DP - SAGE Journals VL - 39 SP - 0739456X1772397 J2 - Journal of Planning Education and Research LA - en SN - 0739-456X UR - https://doi.org/10.1177/0739456X17723971 Y2 - 2018/05/17/15:46:34 KW - CitedIn:BIBBTVET ER - TY - ELEC TI - Research Guides: AI-Based Literature Review Tools: Home AU - Xiao, Daniel AB - Research Guides: AI-Based Literature Review Tools: Home LA - en ST - Research Guides UR - https://tamu.libguides.com/c.php?g=1289555&p=9470549 Y2 - 2024/01/19/22:44:47 KW - _Added-ailr-2024 ER - TY - JOUR TI - Urban water resource management for sustainable environment planning using artificial intelligence techniques AU - Xiang, Xiaojun AU - Li, Qiong AU - Khan, Shahnawaz AU - Khalaf, Osamah Ibrahim T2 - Environmental Impact Assessment Review DA - 2021/// PY - 2021 DO - 10.1016/j.eiar.2020.106515 DP - Google Scholar VL - 86 SP - 106515 UR - https://www.sciencedirect.com/science/article/pii/S0195925520307939 Y2 - 2024/02/24/11:17:30 ER - TY - JOUR TI - The Potential Impact of COVID-19 on Student Learning and How Schools Can Respond AU - Wyse, Adam E. AU - Stickney, Eric M. AU - Butz, David AU - Beckler, Amanda AU - Close, Catherine N. T2 - Educational Measurement: Issues and Practice AB - There is no denying the impact that the coronravirus disease (COVID-19) outbreak has had on many aspects of our lives. This article looks at the potential impact of COVID-19 on student learning as schools abruptly morphed into virtual learning environments using data from several instructional, practice, and assessment solutions offered by Renaissance. First, three hypothetical learning scenarios are considered using normative data from Star assessments to explore the potential impact on reading and math test performace. Next, data on Focus Skills are used to highlight which grades may have missed the most foundational math and reading content if instruction was stopped or reduced. Last, data from two of Renaissance's practice tools are used to evaluate whether students were practicing key skills following school closures. The article concludes that academic decline will likely occur but may be tempered by the increased use of practice tools; effects may look different for math and reading; and may impact grades and schools differently. As such, schools may need to leverage decision-making frameworks, such as the Multi-tiered Systems of Support/Response-to-Intervention (MTSS/RTI) framework, more than ever to identify needs and target instruction where it matters most when school begins in fall 2020. DO - 10.1111/emip.12357 DP - Wiley Online Library VL - n/a IS - n/a LA - en SN - 1745-3992 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/emip.12357 Y2 - 2020/08/12/17:25:26 KW - COVID-19 KW - __C:filed:1 KW - assessment KW - instruction KW - practice KW - student learning ER - TY - JOUR TI - Optimising thermostat settings in school and office buildings for thermal comfort, cognitive performance and energy efficiency AU - Wyon, David P. AU - Wargocki, Pawel DA - 2021/06// PY - 2021 DP - Google Scholar KW - BE:RELEVANT KW - ⛔ No DOI found ER - TY - JOUR TI - Ubiquitous laptop usage in higher education: Effects on student achievement, student satisfaction, and constructivist measures in honors and traditional classrooms AU - Wurst, Christian AU - Smarkola, Claudia AU - Gaffney, Mary Anne T2 - Computers & Education AB - Three years of graduating business honors cohorts in a large urban university were sampled to determine whether the introduction of ubiquitous laptop computers into the honors program contributed to student achievement, student satisfaction and constructivist teaching activities. The first year cohort consisted of honors students who did not have laptops; the second and third year cohorts were given laptops by the University. The honors students found that their honors classrooms were statistically significantly more constructivist than their traditional (non-honors) classroom. The introduction of laptop computing to honors students and their faculty did not increase the level of constructivist activities in the honors classrooms. Laptop computing did not statistically improve student achievement as measured by GPA. Honors students with laptops reported statistically significantly less satisfaction with their education compared to honors students with no laptops. DA - 2008/12/01/ PY - 2008 DO - 10.1016/j.compedu.2008.05.006 DP - ScienceDirect VL - 51 IS - 4 SP - 1766 EP - 1783 J2 - Computers & Education LA - en SN - 0360-1315 ST - Ubiquitous laptop usage in higher education UR - http://www.sciencedirect.com/science/article/pii/S0360131508000808 Y2 - 2020/04/21/17:05:32 KW - Computer-mediated communication KW - Pedagogical issues KW - Post-secondary education ER - TY - JOUR TI - Using Live Video Streaming in Online Tutoring: Exploring Factors Affecting Social Interaction AU - Wu, Man AU - Gao, Qin T2 - International Journal of Human–Computer Interaction AB - The growth of live video streaming (LVS) technology provides new possibilities for online tutoring in that it accommodates a massive number of learners simultaneously. Questions still exist, however, about the extent to which new technology can support interactions between an instructor and a vast number of learners, as well as which factors would influence learners’ interactions with the instructor and peer learners. This study explored these questions by conducting a survey involving 189 senior high school students participating in online LVS tutoring. The results indicated that learner–instructor interaction dominated social interaction in the online tutoring environment with the current system design. This design may also contribute to the development of the perceived presence of peer learners with few direct information exchanges among peers. Social Connectedness and perceived enjoyment positively influenced learner–instructor interaction, whereas social fears and the social presence of the instructor negatively influenced learner–learner interaction. DA - 2020/06/14/ PY - 2020 DO - 10.1080/10447318.2019.1706288 DP - Taylor and Francis+NEJM VL - 36 IS - 10 SP - 964 EP - 977 SN - 1044-7318 ST - Using Live Video Streaming in Online Tutoring UR - https://doi.org/10.1080/10447318.2019.1706288 Y2 - 2022/12/27/01:44:12 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Continuing Professional Development (CPD) Framework for school leaders AU - Wright, Mat DP - Zotero SP - 16 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Continuing Professional Development (CPD) Framework for teachers AU - Wright, Mat DP - Zotero SP - 20 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Teachers and the Teaching Profession in Sierra Leone: A Comprehensive Situation Analysis AU - Wright, Cream DA - 2017/10// PY - 2017 PB - TSC KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Indoor temperatures in patient waiting rooms in eight rural primary health care centers in northern South Africa and the related potential risks to human health and wellbeing AU - Wright, Caradee Y. AU - Street, Renée A. AU - Cele, Nokulunga AU - Kunene, Zamantimande AU - Balakrishna, Yusentha AU - Albers, Patricia N. AU - Mathee, Angela T2 - International journal of environmental research and public health DA - 2017/// PY - 2017 DO - 10.3390/ijerph14010043 DP - Google Scholar VL - 14 IS - 1 SP - 43 KW - BE:LMIC KW - BE:RELEVANT ER - TY - JOUR TI - Major climate change-induced risks to human health in South Africa AU - Wright, Caradee Y. AU - Kapwata, Thandi AU - Du Preez, David Jean AU - Wernecke, Bianca AU - Garland, Rebecca M. AU - Nkosi, Vusumuzi AU - Landman, Willem A. AU - Dyson, Liesl AU - Norval, Mary T2 - Environmental Research DA - 2021/// PY - 2021 DO - 10.1016/j.envres.2021.110973 DP - Google Scholar VL - 196 SP - 110973 KW - BE:LMIC KW - BE:RELEVANT ER - TY - JOUR TI - A meta-analysis of the cognitive and motivational effects of serious games. AU - Wouters, Pieter AU - Nimwegen, Christof van AU - Oostendorp, Herre van AU - Spek, Erik D. van der T2 - Journal of Educational Psychology DA - 2013/05// PY - 2013 DO - 10.1037/a0031311 VL - 105 IS - 2 SP - 249 EP - 265 J2 - Journal of Educational Psychology LA - en SN - 1939-2176, 0022-0663 KW - Final_citation KW - cited KW - existing ER - TY - CHAP TI - Artificial Intelligence Innovations for Multimodal Learning, Interfaces, and Analytics AU - Worsley, Marcelo T2 - AI in Learning: Designing the Future A2 - Niemi, Hannele A2 - Pea, Roy D. A2 - Lu, Yu AB - The twenty-first century has brought with it a growing variety of authentic and engaging learning environments. While significant portions of human learning still take place in traditional classrooms, researchers and educators have innovated several learning experiences that are embodied, project-based, inquiry-driven, collaborative, and open-ended. Furthermore, there has been greater acknowledgement of the varying timescales and contexts where meaningful learning takes place, as well as greater attention to previously underappreciated competencies like creativity, self-regulation, and collaboration. This expansion in the types, contexts, and timescales of human learning necessitate novel analytic approaches. This chapter will discuss how artificial intelligence-based tools and technologies can help researchers and practitioners navigate and enact these novel approaches to learning, while also providing a meaningful lens for student reflection and inquiry. Consequently, this chapter includes discussions of (1) technologies that provide learners with a broader set of modalities to showcase their knowledge, (2) tools that offer insights within groups of students using audio/video information, and (3) analytic techniques and interfaces for helping researchers collect and analyze different types of multimodal data across contexts. The chapter will also discuss some of the ethics surrounding these types of data and analytic approaches. CY - Cham DA - 2023/// PY - 2023 DP - Springer Link SP - 19 EP - 35 LA - en PB - Springer International Publishing SN - 978-3-031-09687-7 UR - https://doi.org/10.1007/978-3-031-09687-7_2 Y2 - 2024/02/23/23:57:15 KW - Ethics KW - Informal learning KW - Multimodal data ER - TY - JOUR TI - Audio-described educational materials: Ugandan teachers' experiences AU - Wormnaes, Siri AU - Sellaeg, Nina T2 - British Journal of Visual Impairment AB - This article describes and discusses a qualitative, descriptive, and exploratory study of how 12 visually impaired teachers in Uganda experienced audio-described educational video material for teachers and student teachers. The study is based upon interviews with these teachers and observations while they were using the material either individually, in pairs, or in small groups along with sighted teachers. The findings demonstrate that audio-described material was highly appreciated by the teachers, contributing to their involvement and emotional engagement with the situation for learners with disabilities. The teachers also benefited from the opportunity of participating in the discussion sessions that followed the viewing. In this article, questions regarding what and how to audio describe are discussed in the light of educational objectives and cultural relevance. The overall aim of the study is to make a contribution to knowledge about how audio-described educational videos may assist inclusive and reflective learning processes among blind teachers and student teachers in an East African context. (Contains 1 note.) DA - 2013/05// PY - 2013 DO - 10.1177/0264619613485029 VL - 31 IS - 2 SP - 164 EP - 171 LA - English SN - 0264-6196, 0264-6196 UR - https://www.researchgate.net/publication/258163041_Audio-described_educational_materials_Ugandan_teachers'_experiences AN - 1361834784; EJ1002387 KW - Access to Education KW - Cultural Relevance KW - Culturally Relevant Education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Objectives KW - Foreign Countries KW - Higher Education KW - Inclusion KW - Instructional Materials KW - Interviews KW - Learning Processes KW - Postsecondary Education KW - Qualitative Research KW - Reflection KW - Student Teachers KW - Teacher Attitudes KW - Teacher Education KW - Teachers KW - Uganda KW - Video Technology KW - Visual Impairments KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098573 KW - __finaldtb ER - TY - NEWS TI - Breaking: DFID merged with FCO AU - Worley, William T2 - Devex AB - Opponents say the announcement marks the culmination of a slow-drain on DFID's influence, and worry about what it means for the future direction of U.K. aid. DA - 2020/06/16/T13:02:18+00:00 PY - 2020 DP - www.devex.com ST - Breaking UR - https://www.devex.com/news/sponsored/breaking-dfid-merged-with-fco-97489 Y2 - 2020/06/17/13:22:06 ER - TY - BLOG TI - Worldreader | Sierra Leone AU - Worldreader AB - Worldreader brings digital reading to schools in Sierra Leone in partnership with the Klintworth Family Foundation. DA - 2020/// PY - 2020 LA - en-US UR - https://www.worldreader.org/where-we-are/sierra-leone/ KW - _C:Sierra Leone SLE ER - TY - DATA TI - Sierra Leone population 2020 AU - WorldPop AB - RF-based gridded population distribution datasets produced in the framework of the Global Project - Funded by The Bill and Melinda Gates Foundation (OPP1134076) DA - 2018/// PY - 2018 DO - 10.5258/SOTON/WP00645 UR - https://www.worldpop.org/geodata/summary?id=6429 Y2 - 2021/09/10/11:12:20 KW - Population distribution, Population, Dasymetric disaggregation KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Assistive Technology in the African Region: Results of an Online Rapid Assistive Technology Capacity Survey AU - World Health Organization Regional Office for Africa DA - 2018/// PY - 2018 UR - https://www.who.int/phi/implementation/assistive_technology/Assistive_Technology_African_Region_Report.pdf Y2 - 2020/08/24/10:47:04 ER - TY - RPRT TI - Defining sexual health: report of a technical consultation on sexual health, 28–31 January 2002, Geneva AU - World Health Organization CY - Geneva DA - 2006/// PY - 2006 UR - https://www.cesas.lu/perch/resources/whodefiningsexualhealth.pdf Y2 - 2023/08/28/11:10:47 ER - TY - RPRT TI - World Report on Disability AU - World Health Organisation AU - World Bank DA - 2011/// PY - 2011 DP - Zotero LA - en UR - https://www.who.int/disabilities/world_report/2011/report.pdf?ua=1 ER - TY - ELEC TI - Global Risks Report 2022 AU - World Economic Forum T2 - World Economic Forum AB - World Economic Forum: This year's Report, shares the results of the latest Global Risks Perception Survey (GRPS) in the context of the current global outlook, followed by an analysis of growing divergences in the areas of climate transition, cybersecurity, mobility, and outer space. DA - 2022/// PY - 2022 LA - en UR - https://www.weforum.org/reports/global-risks-report-2022/in-full/ Y2 - 2023/01/06/01:30:15 KW - Final_citation KW - existing ER - TY - RPRT TI - The Future of Jobs: Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution AU - World Economic Forum T2 - Global Challenge Insight Report AB - The Fourth Industrial Revolution is interacting with other socio-economic and demographic factors to create a perfect storm of business model change in all industries, resulting in major disruptions to labour markets. New categories of jobs will emerge, partly or wholly displacing others. DA - 2016/// PY - 2016 LA - en-US PB - World Economic Forum UR - http://wef.ch/1XIgRU9 Y2 - 2020/09/09/13:14:54 ER - TY - RPRT TI - The State of Global Learning Poverty: 2022 Update AU - World Bank AU - UNESCO AU - UNICEF AU - FCDO AU - USAID AU - Bill and Melinda Gates Foundation DA - 2022/// PY - 2022 UR - https://thedocs.worldbank.org/en/doc/e52f55322528903b27f1b7e61238e416-0200022022/original/Learning-poverty-report-2022-06-21-final-V7-0-conferenceEdition.pdf Y2 - 2023/02/15/18:25:10 ER - TY - RPRT TI - The State of the Global Education Crisis: A Path to Recovery (Vol. 1): Report AU - World Bank AU - UNESCO AU - UNICEF CY - Washington D.C., Paris, New York DA - 2021/// PY - 2021 LA - en PB - : The World Bank, UNESCO, and UNICEF ST - The State of the Global Education Crisis UR - https://www.worldbank.org/en/topic/education/publication/the-state-of-the-global-education-crisis-a-path-to-recovery Y2 - 2022/01/18/22:43:00 ER - TY - RPRT TI - Results of Mongolia COVID-19 Household Response Phone Survey (Round 1) AU - World Bank AU - National Statistics Office of Mongolia DA - 2020/07// PY - 2020 M3 - Working Paper PB - World Bank Group SN - 150989 UR - http://documents1.worldbank.org/curated/en/656061595316484647/pdf/Results-of-Mongolia-COVID-19-Household-Response-Phone-Survey-Round-1.pdf Y2 - 2020/08/19/14:57:15 ER - TY - ELEC TI - Guide for Learning Recovery and Acceleration: Using the RAPID Framework to Address COVID-19 Learning Losses and Build Forward Better AU - World Bank AU - Bill and Melinda Gates Foundation AU - FCDO AU - UNESCO AU - UNICEF AU - USAID DA - 2022/// PY - 2022 UR - https://thedocs.worldbank.org/en/doc/e52f55322528903b27f1b7e61238e416-0200022022/related/Guide-for-Learning-Recovery-and-Acceleration-06-23.pdf Y2 - 2023/01/18/04:16:29 KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - World Bank EdTech Readiness Index (ETRI) AU - World Bank Group CY - Washington, D.C. DA - 2021/08/03/ PY - 2021 LA - English UR - http://documents.worldbank.org/curated/en/811011628250703800/World-Bank-EdTech-Readiness-Index-ETRI Y2 - 2023/01/15/23:38:08 ER - TY - ELEC TI - A Landscape Review of ICT for Disability-Inclusive Education AU - World Bank DA - 2021/// PY - 2021 UR - https://openknowledge.worldbank.org/server/api/core/bitstreams/ef7fd554-8359-50f9-9718-7161545dbc54/content Y2 - 2022/12/16/18:45:23 KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - A Landscape Review of ICT for Disability-inclusive Education AU - World Bank AB - Information and communication technology (ICT) tools can have a catalytic effect in advancing both educational access and learning outcomes for children with disabilities. Despite tremendous potential, a gap exists between technology advancements and their large-scale application in educating children with disabilities in low- and middle-income countries. This landscape review of ICTs for disability inclusive education by the Inclusive Education Initiative seeks to understand the current status and trends in the practice of educational technology (EdTech) and the use of ICT in improving the educational participation and outcomes of children with disabilities. The review explores what factors enable or restrict this improvement within the wider EdTech ecosystem. CY - Washington, DC DA - 2022/01/15/ PY - 2022 DP - openknowledge.worldbank.org LA - English PB - World Bank UR - https://openknowledge.worldbank.org/handle/10986/37080 Y2 - 2022/09/06/12:47:31 KW - Access to Education KW - Access to Learning KW - Disability Inclusion KW - Edtech KW - Education Technology KW - Inclusive Education ER - TY - JOUR TI - Acting now to protect the human capital of our children AU - World Bank DA - 2021/// PY - 2021 DP - Zotero SP - 90 LA - en KW - ⛔ No DOI found ER - TY - BLOG TI - Allô École! Using mobile technologies to connect government, teachers, and parents AU - World Bank T2 - World Bank AB - A World Bank pilot is promoting a mobile social accountability platform « Allô École! » to increase accountability in the primary education sector of the DRC. DA - 2017/11// PY - 2017 LA - en UR - https://www.worldbank.org/en/news/feature/2017/11/16/allo-ecole-using-mobile-technologies-to-connect-government-teachers-and-parents Y2 - 2020/09/16/11:39:36 KW - C: Democratic Republic of Congo ER - TY - ELEC TI - Automated teller machines (ATMs) (per 100,000 adults) - Sierra Leone AU - World Bank DA - 2012/// PY - 2012 UR - https://data.worldbank.org/indicator/FB.ATM.TOTL.P5?locations=SL&most_recent_value_desc=false Y2 - 2022/01/10/17:23:12 ER - TY - BLOG TI - Breaking old habits and adopting new ones: how to change teaching practice when change is hard AU - World Bank AB - The types of skills an effective educator hasare: being skilled in developing safe and supportive learning environments, checking for student understanding, adjusting instruction according to needs, developing socio- and emotional competences in their learners, among others. DA - 2021/// PY - 2021 LA - en ST - Breaking old habits and adopting new ones UR - https://blogs.worldbank.org/education/breaking-old-habits-and-adopting-new-ones-how-change-teaching-practice-when-change-hard Y2 - 2021/05/28/11:43:01 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? AU - World Bank AB - 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? (English) CY - Washington DC, USA DA - 2020/// PY - 2020 LA - en M3 - Text/HTML ST - Cost-Effective Approaches to Improve Global Learning UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/719211603835247448/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 Y2 - 2020/12/08/14:06:56 KW - _genre:LR-literature_review ER - TY - ELEC TI - COVID-19 Could Lead to Permanent Loss in Learning and Trillions of Dollars in Lost Earnings AU - World Bank T2 - World Bank DA - 2020/// PY - 2020 LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/news/press-release/2020/06/18/covid-19-could-lead-to-permanent-loss-in-learning-and-trillions-of-dollars-in-lost-earnings Y2 - 2020/07/27/13:14:53 ER - TY - BOOK TI - Curricula, Examinations, and Assessment in Secondary Education in Sub-Saharan Africa AU - World Bank T2 - World Bank Working Papers DA - 2008/02/06/ PY - 2008 DP - DOI.org (Crossref) LA - en PB - The World Bank SN - 978-0-8213-7348-4 978-0-8213-7349-1 UR - http://elibrary.worldbank.org/doi/book/10.1596/978-0-8213-7348-4 Y2 - 2020/04/28/10:38:03 ER - TY - BLOG TI - EdTech Toolkit for Remote Learning AU - World Bank T2 - World Bank AB - EdTech Toolkit for Remote Learning LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/topic/edutech/brief/edtech-toolkit-for-remote-learning Y2 - 2022/01/18/22:51:13 ER - TY - RPRT TI - Expanding Access to Early Childhood Development Using Interactive Audio Instruction AU - World Bank DA - 2016/02// PY - 2016 SP - 60 LA - EN PB - World Bank Group, Education Development Center UR - http://documents.worldbank.org/curated/en/743571468204574547/pdf/940100REVISED000ELP0WB0EDC0Feb02015.pdf Y2 - 2020/04/04/17:12:40 ER - TY - ELEC TI - GDP per capita cCurent US$) - Sierra Leone AU - World Bank T2 - World Bank Data DA - 2021/// PY - 2021 UR - https://data.worldbank.org/indicator/NY.GDP.PCAP.CD?locations=SL KW - _C:Sierra Leone SLE ER - TY - ELEC TI - GINI index (World Bank estimate) - South Africa | Data AU - World Bank UR - https://data.worldbank.org/indicator/SI.POV.GINI?locations=ZA Y2 - 2020/04/20/21:14:08 ER - TY - JOUR TI - Human Capital Project - October 2020 AU - World Bank DA - 2020/// PY - 2020 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Improving Educational Quality through Interactive Radio Instruction AU - World Bank DA - 2005/// PY - 2005 LA - EN ER - TY - ELEC TI - Incidence of HIV, all (per 1,000 uninfected population) - Sierra Leone | Data AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/SH.HIV.INCD.TL.P3?end=2020&locations=SL&start=1990 Y2 - 2022/01/10/19:28:35 ER - TY - ELEC TI - Incidence of malaria (per 1,000 population at risk) - Sierra Leone, Sub-Saharan Africa (excluding high income) | Data AU - World Bank DA - 2018/// PY - 2018 UR - https://data.worldbank.org/indicator/SH.MLR.INCD.P3?locations=SL-ZF Y2 - 2022/01/10/19:43:56 ER - TY - ELEC TI - Individuals using the Internet (% of population) - Bangladesh AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/IT.NET.USER.ZS?locations=BD Y2 - 2020/04/10/15:32:38 ER - TY - RPRT TI - Mathematics education in Sub-Saharan Africa : status, challenges, and opportunities AU - World Bank AB - This study on Assessment of mathematics education in Sub Saharan African countries is in support of the efforts to improve mathematics education in the countries of Sub-Saharan Africa (SSA). The study is in response to a growing recognition that countries in SSA will need to boost performance in the Science Technology, Engineering and Mathematics (STEM) subjects if they are to realize their full potential in a competitive global market increasingly shaped by the use of new technologies. Chapter 1 of this report lists the constituent countries of SSA and describes the study’s research questions and methods. Chapter 2 explores the economic and social arguments for making the improvement of mathematics education in the region a priority. Chapter 3 presents evidence as to current levels of numeracy and mathematical competence in the countries of SSA from a wide range of assessments. Chapter 4 looks at factors which have the potential to raise mathematical achievement indirectly by improving the quality of schooling in general. Chapter 5 considers the effectiveness of various interventions targeted specifically at improving mathematical outcomes. Chapter 6 and Chapter 7 are dedicated to issues concerning the capacities of serving teachers of mathematics and the pre-service training arrangements for those preparing to teach mathematics in schools. Chapter 8 describes assessment practices and their potential roles in improving learning outcomes. Chapter 9 gives an overview of a range of more recent initiatives designed to improve mathematics education both in SSA and beyond. Chapter 10 summarizes the study’s main findings and sets out some suggestions for overcoming barriers to progress. Finally, Appendix A sets out the findings of the in-country surveys. DA - 2016/10/01/11:32:05 PY - 2016 DP - documents.worldbank.org SP - 1 EP - 212 LA - en PB - The World Bank SN - ACS19117 UR - http://documents.worldbank.org/curated/en/538251476977591230/main-report Y2 - 2020/04/28/10:39:47 ER - TY - RPRT TI - OECS-Systematic-Regional-Diagnostic-P165001-1.pdf AU - World Bank DA - 2018/// PY - 2018 UR - http://documents1.worldbank.org/curated/en/300861530819875538/pdf/OECS-Systematic-Regional-Diagnostic-P165001-1.pdf Y2 - 2021/03/31/14:55:42 ER - TY - RPRT TI - Open Data Readiness Assessment: Sierra Leone AU - World Bank DA - 2015/// PY - 2015 UR - https://opendatatoolkit.worldbank.org/docs/odra/odra_sierra_leone.pdf KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Open Knowledge Repository AU - World Bank DA - 2023/11/08/ PY - 2023 UR - https://openknowledge.worldbank.org/entities/publication/211c4d69-9013-4942-831f-4dbae5ede977?deliveryName=DM209153 Y2 - 2024/02/29/12:33:48 KW - Final_citation ER - TY - RPRT TI - Project Appraisal Document: Sierra Leone Free Education Project AU - World Bank DA - 2020/// PY - 2020 UR - http://documents1.worldbank.org/curated/en/957041593741800590/pdf/Sierra-Leone-Free-Education-Project.pdf Y2 - 2020/07/15/11:05:00 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Project Information Document (PID): Sierra Leone Free Education Project (P167897) AU - World Bank DA - 2019/06/10/ PY - 2019 PB - World Bank Group SN - PIDA26770 UR - http://documents1.worldbank.org/curated/en/711051560267527870/pdf/Project-Information-Document-Sierra-Leone-Free-Education-Project-P167897.pdf Y2 - 2020/11/25/20:05:34 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Project Information Document: Sierra Leone Free Education Project AU - World Bank DA - 2019/// PY - 2019 UR - http://documents1.worldbank.org/curated/en/711051560267527870/pdf/Project-Information-Document-Sierra-Leone-Free-Education-Project-P167897.pdf Y2 - 2020/06/25/17:12:20 KW - _C:Sierra Leone SLE ER - TY - BLOG TI - Recovering learning: from emergency response to rebuilding back better education for the future AU - World Bank AB - This is the first blog focused on the Continuous and Accelerated Learning (CAL) program financed by GPE. It provides an overview of the five workstreams led by the World Bank (EdTech, Assessment, Read@Home, Lesson Plans, and Technology for Teaching) and lessons learned so far. LA - en ST - Recovering learning UR - https://blogs.worldbank.org/education/recovering-learning-emergency-response-rebuilding-back-better-education-future Y2 - 2022/01/18/22:52:35 ER - TY - ELEC TI - Remote Formative Assessment Solutions AU - World Bank T2 - World Bank AB - Remote Formative Assessment Solutions LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/topic/education/brief/remote-formative-assessment-solutions Y2 - 2022/01/18/22:51:33 ER - TY - BOOK TI - Remote Learning, Distance Education and Online Learning During the COVID19 Pandemic AU - World Bank DA - 2020/03/26/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - World Bank, Washington, DC UR - http://hdl.handle.net/10986/33499 Y2 - 2021/06/24/12:40:42 ER - TY - RPRT TI - Republic of Sierra Leone Higher and Tertiary Education Sector Policy Note AU - World Bank DA - 2013/// PY - 2013 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/16787/ACS43930PNT0P10x0379833B00PUBLIC00.pdf?sequence=1&isAllowed=y KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Results of Mongolia COVID-19 Household Response Phone Survey (Round 1) AU - World Bank DA - 2020/// PY - 2020 LA - en M3 - Working Paper PB - World Bank Group SN - 150989 UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail Y2 - 2020/08/17/20:06:19 ER - TY - ELEC TI - Reversing the pandemic's education losses AU - World Bank AB - When schools around the world moved online due to COVID-19, children in developing countries suffered the most. Even though digital learning does not produce the same outcomes as in-person education, technology used effectively can close educational gaps and prevent learning loss LA - en UR - https://blogs.worldbank.org/voices/reversing-pandemics-education-losses Y2 - 2022/01/18/22:54:40 ER - TY - RPRT TI - Revitalizing Education Development in Sierra Leone (REDISL) Project AU - World Bank DA - 2014/// PY - 2014 UR - http://documents1.worldbank.org/curated/en/909691468299196446/pdf/879000PAD0P1330018034002000with0MAP.pdf Y2 - 2020/06/25/17:33:18 KW - _C:Sierra Leone SLE ER - TY - ELEC TI - School Hits the Airwaves: Sierra Leone Turns to Education Radio as a Response to COVID-19 AU - World Bank T2 - The World Bank AB - Sierra Leone's experience with education radio during the 2014 Ebola outbreak has helped strengthen its radio programming during school closures caused by the COVID-19 pandemic. DA - 2021/05/13/ PY - 2021 LA - en ST - School Hits the Airwaves UR - https://www.worldbank.org/en/news/feature/2021/05/13/school-hits-the-airwaves-sierra-leone-turns-to-education-radio-as-a-response-to-covid-19 Y2 - 2021/10/11/13:53:18 KW - _C:Sierra Leone SLE ER - TY - ELEC TI - Sierra Leone | Data AU - World Bank UR - https://data.worldbank.org/country/sierra-leone Y2 - 2020/11/25/19:10:53 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Sierra Leone: Human Capital Index AU - World Bank DA - 2018/// PY - 2018 UR - https://databank.worldbank.org/data/download/hci/HCI_2pager_SLE.pdf Y2 - 2020/07/15/09:22:29 KW - _C:Sierra Leone SLE ER - TY - ELEC TI - Sierra Leone - Multiple Indicator Cluster Survey 2017 AU - World Bank DA - 2017/// PY - 2017 UR - https://microdata.worldbank.org/index.php/catalog/3210 Y2 - 2021/09/10/11:08:56 KW - _C:Sierra Leone SLE ER - TY - ELEC TI - Skills Development TVET AU - World Bank T2 - World Bank AB - A Regional TVET Centers of Excellence initiative is under development to support development of specialized TVET skills in the region. LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/programs/paset/brief/skills-developmenttvet Y2 - 2020/08/07/16:47:13 ER - TY - ELEC TI - Special Needs Education in Uganda: Sustainable Development Goal (SDG) #4 Concerns Quality and Inclusive Education AU - World Bank T2 - World Bank AB - About 16% of Ugandan children have a disability, this suggests that most children with disabilities are not able to attend school and that learners with special needs fail to transition from one educational level to another. DA - 2020/// PY - 2020 LA - en ST - Special Needs Education in Uganda UR - https://www.worldbank.org/en/news/factsheet/2020/02/07/special-needs-education-in-uganda-sustainable-development-goal-sdg-4-concerns-quality-and-inclusive-education Y2 - 2022/04/01/12:50:30 ER - TY - ELEC TI - Teach - World Bank's Classroom Observation Tool AU - World Bank T2 - World Bank AB - Teach-Related Blogs DA - 2019/// PY - 2019 LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/topic/education/brief/teach-related-blogs Y2 - 2020/09/17/14:27:46 ER - TY - RPRT TI - Teacher Management 2.0: Improving Teacher Deployment in Malawi AU - World Bank T2 - Innovations in Education — Africa DA - 2016/// PY - 2016 SP - 4 UR - http://documents1.worldbank.org/curated/en/780321468194950346/pdf/104252-BRI-P155972-PUBLIC-ADD-SERIES-WB-TeacherMgmt-brief-final-web.pdf KW - _C:Malawi MWI KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Teachers and Teaching in Sierra Leone : Teacher Quality and Management Study AU - World Bank DA - 2021/// PY - 2021 UR - https://openknowledge.worldbank.org/handle/10986/35918 Y2 - 2022/01/15/03:54:15 KW - _C:Sierra Leone ER - TY - RPRT TI - Technical Guidance Note: Monitoring and Evaluation for in-Service Teacher Professional Development Programs (COACH) AU - World Bank UR - https://documents1.worldbank.org/curated/en/552161639775545406/pdf/Technical-Guidance-Note.pdf Y2 - 2022/12/18/13:37:47 ER - TY - ELEC TI - Technology for Teaching AU - World Bank T2 - World Bank AB - Technology for Teaching LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/topic/teachers/brief/technology-for-teaching Y2 - 2022/01/18/22:51:59 ER - TY - RPRT TI - The Changing Nature of Work AU - World Bank DA - 2019/// PY - 2019 UR - https://www.worldbank.org/en/publication/wdr2019 ER - TY - BLOG TI - The global education crisis – even more severe than previously estimated AU - World Bank AB - The State of the Global Education Crisis: A Path to Recovery report (produced jointly by UNESCO, UNICEF, and the World Bank), we sounded the alarm: this generation of students now risks losing $17 trillion in lifetime earnings in present value, or about 14 percent of today’s glob LA - en UR - https://blogs.worldbank.org/education/global-education-crisis-even-more-severe-previously-estimated Y2 - 2022/01/18/23:11:58 ER - TY - RPRT TI - The State of the Global Education Crisis : A Path to Recovery (Vol. 2) : Executive Summary (English) AU - World Bank AB - The State of the Global Education Crisis : A Path to Recovery (Vol. 2) : Executive Summary (English) LA - en M3 - Text/HTML ST - The State of the Global Education Crisis UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail Y2 - 2022/01/18/22:48:05 ER - TY - RPRT TI - TV-Based-Learning-in-Bangladesh-Is-it-Reaching-Students.pdf AU - World Bank DA - 2020/07/16/ PY - 2020 PB - World Bank UR - https://openknowledge.worldbank.org/bitstream/handle/10986/34138/TV-Based-Learning-in-Bangladesh-Is-it-Reaching-Students.pdf?sequence=4&isAllowed=y Y2 - 2020/08/12/15:37:42 KW - _COVID_DEAA-List ER - TY - BOOK TI - Understanding Multidimensional Determinants of Disability-Inclusive Education: Lessons from Rwanda, Sierra Leone, and Zambia AU - World Bank DA - 2022/09// PY - 2022 DP - DOI.org (Crossref) LA - en PB - World Bank ST - Understanding Multidimensional Determinants of Disability-Inclusive Education UR - http://elibrary.worldbank.org/doi/book/10.1596/37967 Y2 - 2022/10/21/13:15:17 KW - _C:Sierra Leone SLE ER - TY - ELEC TI - Unemployment, total (% of total labor force) (modeled ILO estimate) - Sub-Saharan Africa | Data AU - World Bank DA - 2020/06/21/ PY - 2020 UR - https://data.worldbank.org/indicator/SL.UEM.TOTL.ZS?locations=ZG Y2 - 2020/08/01/14:40:08 ER - TY - SOUND TI - World Bank EduTech Podcast Series AU - World Bank UR - https://olc.worldbank.org/content/world-bank-edutech-podcast-series ER - TY - ELEC TI - World Bank: Pandemic Threatens to Drive Unprecedented Number of Children into Learning Poverty AU - World Bank T2 - World Bank AB - World Bank: Pandemic Threatens to Drive Unprecedented Number of Children into Learning Poverty LA - en ST - World Bank UR - https://www.worldbank.org/en/news/press-release/2021/10/29/world-bank-pandemic-threatens-to-drive-unprecedented-number-of-children-into-learning-poverty Y2 - 2022/01/18/23:12:16 ER - TY - BOOK TI - World Development Report 2018: Learning to Realize Education's Promise AU - World Bank T2 - World Development Report AB - World Development Report 2018: LEARNING to Realize Education’s Promise DA - 2018/// PY - 2018 DP - elibrary.worldbank.org (Atypon) SP - 236 LA - en PB - The World Bank SN - 978-1-4648-1096-1 ST - World Development Report 2018 UR - https://elibrary.worldbank.org/doi/abs/10.1596/978-1-4648-1096-1 AN - 10.1596/978-1-4648-1096-1;261495:T3NHVH8P Y2 - 2018/10/02/16:33:13 KW - C:Low- and middle-income countries KW - CitedIn:PhD_Thesis KW - EDUCATION KW - EDUCATION SYSTEMS KW - HUMAN CAPITAL KW - LEARNING CRISIS KW - PRIMARY EDUCATION KW - SCHOOL MANAGEMENT KW - SECONDARY EDUCATION KW - SHARED PROSPERITY KW - SKILLS GAP KW - SOCIAL COHESION KW - SOCIOEMOTIONAL SKILLS ER - TY - BOOK TI - World Development Report 2019: The Changing Nature of Work AU - World Bank DA - 2019/// PY - 2019 DP - DOI.org (Crossref) LA - en PB - Washington, DC: World Bank SN - 978-1-4648-1328-3 ST - World Development Report 2019 UR - https://openknowledge.worldbank.org/handle/10986/30435 Y2 - 2023/11/01/21:24:38 ER - TY - JOUR TI - The Impacts of Teacher Training and Parental Engagement on Kindergarten Quality in Ghana AU - Woolf, Sharon AU - Aber, J.Lawrence AU - Berhman, Jere R. T2 - Abdul Latif Jameel Poverty Action Lab (JPAL) DA - 2021/// PY - 2021 UR - https://www.poverty-action.org/study/improving-kindergarten-quality-ghana KW - ⛔ No DOI found ER - TY - CHAP TI - English in Action: a new approach to continuing professional development through the use of mediated video, peer support and low-cost mobile phones in Bangladesh AU - Woodward, Clare AU - Griffiths, Malcolm AU - Solly, Mike T2 - Innovations In The Continuing Professional Development Of English Language Teachers CY - London DA - 2014/// PY - 2014 DP - DOI.org (Crossref) SP - 227 EP - 248 LA - en PB - British Council UR - https://linkinghub.elsevier.com/retrieve/pii/S0346251X15000925 Y2 - 2020/08/31/13:08:30 KW - C:Bangladesh KW - _C:Afghanistan AFG KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Bahrain BHR KW - _C:Bangladesh BGD KW - _C:Brazil BRA KW - _C:Bulgaria BGR KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Croatia HRV KW - _C:Czech Republic CZE KW - _C:Djibouti DJI KW - _C:Dominican Republic DOM KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:Hungary HUN KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kazakhstan KAZ KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Lithuania LTU KW - _C:Malaysia MYS KW - _C:Mali MLI KW - _C:Mexico MEX KW - _C:Mongolia MNG KW - _C:Montenegro MNE KW - _C:Namibia NAM KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Poland POL KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Saudi Arabia SAU KW - _C:Serbia SRB KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Syrian Arab Republic SYR KW - _C:Thailand THA KW - _C:Turkey TUR 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:Yemen YEM KW - __C:filed:1 KW - __C:scheme:1 ER - TY - CHAP TI - English in Action: a new approach to continuing professional development through the use of mediated video, peer support and low-cost mobilephones in Bangladesh AU - Woodward, Clare AU - Griffiths, Malcolm AU - Solly, Mike T2 - Innovations In The Continuing Professional Development Of English Language Teachers CY - London DA - 2014/// PY - 2014 DP - DOI.org (Crossref) SP - 227 EP - 248 LA - en PB - British Council UR - https://linkinghub.elsevier.com/retrieve/pii/S0346251X15000925 Y2 - 2020/08/31/13:08:30 KW - C:Bangladesh ER - TY - JOUR TI - New Look at Habits and the Habit-Goal Interface AU - Wood, Wendy AU - Neil, David T2 - Psychological Review DA - 2007/// PY - 2007 DO - 10.1037/0033-295X.114.4.843 VL - 114 IS - 4 SP - 843 EP - 863 LA - en UR - https://www.researchgate.net/publication/5936907_A_New_Look_at_Habits_and_the_Habit-Goal_Interface Y2 - 2020/08/20/15:34:22 ER - TY - JOUR TI - On the job learning. New approaches will shape professional learning in the 21st century AU - Wood, F.H. AU - McQuarrie, Jr, F. T2 - Journal of Staff Development DA - 1999/// PY - 1999 VL - 20 UR - http://files.eric.ed.gov/fulltext/ED498548.pdf. KW - ⛔ No DOI found ER - TY - CHAP TI - A Methodology for Deploying a Digital Literacy Framework for Diverse Socioeconomic and Sector Contexts AU - Woo, James David AU - Law, Nancy Y.W. T2 - ICT and International Learning Ecologies DA - 2021/// PY - 2021 ET - 1st Edition SP - 24 PB - Routledge ER - TY - JOUR TI - RAMESES II reporting standards for realist evaluations AU - Wong, Geoff AU - Westhorp, Gill AU - Manzano, Ana AU - Greenhalgh, Joanne AU - Jagosh, Justin AU - Greenhalgh, Trish T2 - BMC Medicine AB - Realist evaluation is increasingly used in health services and other fields of research and evaluation. No previous standards exist for reporting realist evaluations. This standard was developed as part of the RAMESES II project. The project’s aim is to produce initial reporting standards for realist evaluations. DA - 2016/06/24/ PY - 2016 DO - 10.1186/s12916-016-0643-1 DP - BioMed Central VL - 14 IS - 1 SP - 96 J2 - BMC Medicine SN - 1741-7015 UR - https://doi.org/10.1186/s12916-016-0643-1 Y2 - 2023/10/23/18:44:44 KW - Delphi approach KW - Realist evaluation KW - Reporting guidelines ER - TY - JOUR TI - Broadening artificial intelligence education in K-12: where to start? AU - Wong, Gary K. W. AU - Ma, Xiaojuan AU - Dillenbourg, Pierre AU - Huan, John T2 - ACM Inroads DA - 2020/02/13/ PY - 2020 DO - 10.1145/3381884 DP - DOI.org (Crossref) VL - 11 IS - 1 SP - 20 EP - 29 J2 - ACM Inroads LA - en SN - 2153-2184, 2153-2192 ST - Broadening artificial intelligence education in K-12 UR - https://dl.acm.org/doi/10.1145/3381884 Y2 - 2024/02/24/08:53:34 ER - TY - JOUR TI - The Informal Apprenticeship Miracle: A Case for Mbare-Magaba Informal Industry, Zimbabwe AU - Wonder, M AU - Tenson, M T2 - Eastern Africa Social Science Research Review AB - The economic turbulences faced by Zimbabwe in the first decade of the 21st century culminated in almost total demise of the formal industry. Concomitantly, this resulted in the emergence and proliferation of the informal industry as an alternative solution. This study explored the training strategies and approaches employed in the informal manufacturing industry. The study adopted the qualitative research paradigm to collect, present and analyse data. Findings from the study point to the efficacy of the informal apprenticeship in terms of human capital development and hence this skills training approach becomes the main trajectory to economic recovery for Zimbabwe. DA - 2017/// PY - 2017 DO - 10.1353/eas.2017.0008 LA - en UR - https://muse.jhu.edu/article/669259/summary KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Zimbabwe 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:manufacture KW - P:social KW - T:Lehrlingsausbildung KW - T:apprenticeship training KW - publicImportV1 ER - TY - JOUR TI - EDUCATION: EXPERIENCE OF MEXICO AND BRAZIL AU - Wolff, Laurence AU - Castro, Claudio de Moura AU - Navarro, Juan Carlos AU - García, Norma T2 - Technologies for Education: Potentials, Parameters and Prospects DA - 2002/// PY - 2002 DP - Zotero SP - 144 EP - 152 LA - en UR - http://woulibrary.wou.edu.my/weko/eed502/Chapter_10_Technologies_for_education.pdf KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - MOOC adaptation and translation to improve equity in participation AU - Wolfenden, Freda AU - Cross, Simon AU - Henry, Fiona T2 - Journal of Learning for Development AB - There is an urgent need to improve elementary and secondary school classroom practices across India and the scale of this challenge is argued to demand new approaches to teacher professional learning. Massive Open Online Courses (MOOCs) represent one such approach and one that, in the context of this study, is considered to provide a means by which to transcend traditional training processes and disrupt conventional pedagogic practices. This paper offers a critical review of a large-scale MOOC deployed in English, and then in Hindi, to support targeted sustainable capacity building within an education development initiative (TESS-India) across seven states in India. The study draws on multiple sources of participant data to identify and examine features, which stimulated a buzz around the MOOCs, leading to over 40,000 registrations and a completion rate of approximately 50% for each of the two MOOCs. DA - 2017/// PY - 2017 VL - 4 IS - 2 SP - 127 EP - 142 LA - English SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/209 AN - 1941337332; EJ1149178 KW - Access to Computers KW - Access to Education KW - Attitude Measures KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Technology KW - Equal Education KW - Foreign Countries KW - Higher Education KW - India KW - International Programs KW - Large Group Instruction KW - Online Courses KW - Partnerships in Education KW - Postsecondary Education KW - Pretests Posttests KW - Program Implementation KW - Questionnaires KW - Surveys KW - Teacher Education Programs KW - Teacher Educators KW - Technology Uses in Education KW - United Kingdom KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096064 KW - ___working_potential_duplicate KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - MOOC adaptation and translation to improve equity in participation AU - Wolfenden, Freda AU - Cross, Simon AU - Henry, Fiona T2 - Journal of Learning for Development DA - 2017/// PY - 2017 DO - 10.56059/jl4d.v4i2.209 VL - 4 IS - 2 SP - 127 EP - 142 LA - en SN - 2311-1550 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - OER Adaptation and Reuse across cultural contexts in Sub Saharan Africa: Lessons from TESSA (Teacher Education in Sub Saharan Africa) AU - Wolfenden, Freda AU - Buckler, Alison Sarah Hemmings AU - Keraro, Fred T2 - Journal of Interactive Media in Education DA - 2012/03/07/ PY - 2012 DO - 10.5334/2012-03 DP - DOI.org (Crossref) VL - 2012 IS - 1 SP - 3 J2 - JIME SN - 1365-893X ST - OER Adaptation and Reuse across cultural contexts in Sub Saharan Africa UR - http://jime.open.ac.uk/articles/10.5334/2012-03/ Y2 - 2020/04/28/10:42:22 ER - TY - RPRT TI - Moving towards more participatory practice with Open Educational Resources (OER): TESS-India Academic Review AU - Wolfenden, Freda AU - Adinolfi, Lina AU - Cross, Simon AU - Lee, Clare AU - Paranjpe, Sandhya AU - Safford, Kimberly DA - 2017/// PY - 2017 SP - 26 LA - EN PB - The Open University UR - https://www.oerknowledgecloud.org/archive/TESS-India%20Academic%20Review%20Final%20130617_0.pdf KW - C: India KW - _C:India IND KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - An exploration of agency in the localisation of open educational resources for teacher development AU - Wolfenden, Freda AU - Adinolfi, Lina T2 - Learning, Media and Technology AB - This study examines the practice of adaptation and translation (localisation) of Open Educational Resources (OER). It employs a sociocultural perspective to focus on the experiences of practitioners (localisers) who undertook the localisation of a suite of 125 OER created as part of a teacher professional development programme in India. This localisation process generated eight unique versions of the OER in five languages. Drawing on project reports, practitioner interviews and analysis of the adapted OER, the study explores how localisers created meaning for the task, the situational and linguistic factors that influenced and mediated their decisions to adapt the materials – or not – and the skills and experiences that emerged through the process. Although the findings revealed that changes to the materials were limited, suggesting that enacting localisation is more difficult than perhaps suggested by OER proponents, the analysis indicated forms of localisers’ emerging professional agency through this endeavour. DA - 2019/07/03/ PY - 2019 DO - 10.1080/17439884.2019.1628046 DP - Taylor and Francis+NEJM VL - 44 IS - 3 SP - 327 EP - 344 SN - 1743-9884 UR - http://oro.open.ac.uk/62250/ Y2 - 2020/10/27/15:37:22 KW - India KW - Open educational resources (OER) KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2457357 KW - __finaldtb KW - localisation KW - professional agency ER - TY - CONF TI - Supporting induction to the teaching profession for women in Malawi AU - Wolfenden, F. AU - Gallastegi, L AU - Chitsulo, J. T2 - Distance Education and Teacher's Training in Africa Conference AB - Gender parity in primary and secondary education has yet to be achieved in many countries in sub-Saharan Africa, including Malawi. The presence of female teachers is recognised as positively impacting on girls’ enrolment and learning success, but in many rural areas in Malawi, there are few qualifi ed female teachers working in primary or secondary schools. This paper contributes to the current debates on how to address this gap in qualified female teacher recruitment and retention in rural areas. One suggested solution to breaking the cycle of low female achievement in rural areas is the use of distance education to prepare local women to become teachers in their own communities. In the programme reported on in this paper, aspiring female teachers are supported to take on the role of “learning assistants” in their local community primary schools while studying to achieve the qualifi cations necessary for application to a formal primary teacher training course. Using applications, interviews and workshop data from the early stages of the programme, the backgrounds and motivations of applicants to the programme are explored. The paper also discusses the implications for the design of this distance learning programme, emerging constraints on the achievement of programme intentions and areas for further study. C1 - Pretoria; Maputo, Mozambique C3 - DETA Conference 2011 proceedings DA - 2011/// PY - 2011 DP - Open WorldCat LA - en PB - Unit for Distance Education, University of Pretoria ; Eduardo Mondlane University SN - 978-1-77592-032-8 ST - DETA Conference 2011 proceedings UR - http://www.deta.up.ac.za/archive2013/DETA%20ConferenceProceedings2011.PDF AN - UA-13b88dc9-9d8d-4d02-9191-2d81f72ebae8 ER - TY - RPRT TI - TPD@Scale: Designing teacher professional development with ICTs to support system-wide improvement in teaching AU - Wolfenden, F DA - 2022/// PY - 2022 PB - Foundation for Information Technology Education and Development. ER - TY - THES TI - Berufsbildung und Kultur – Ein Beitrag zur Theorie der Berufsbildung in der Entwicklungszusammenarbeit AU - Wolf, Stefan DA - 2009/// PY - 2009 DP - Zotero LA - de UR - https://d-nb.info/99385222x/34 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Cumulative Risk and Teacher Well-Being in the Democratic Republic of the Congo AU - Wolf, Sharon AU - Torrente, Catalina AU - McCoy, Marissa AU - Rasheed, Damira AU - Aber, J. Lawrence T2 - Comparative Education Review DA - 2015/// PY - 2015 DO - 10.1086/682902 VL - 59 IS - 4 KW - C:DRC KW - __C:filed:1 ER - TY - JOUR TI - Measuring and predicting process quality in Ghanaian pre-primary classrooms using the Teacher Instructional Practices and Processes System (TIPPS) AU - Wolf, Sharon AU - Raza, Mahjabeen AU - Kim, Sharon AU - Aber, J. Lawrence AU - Behrman, Jere AU - Seidman, Edward T2 - Early Childhood Research Quarterly AB - © 2018 Elsevier Inc. In recent years, there has been an increase in the demand for and supply of early childhood education (ECE) in low- and middle-income countries. There is also growing awareness that unless ECE is of high quality, children may attend school but not learn. There is a large literature on the conceptualization and measurement of ECE quality in the United States that focuses on the nature of teacher-child interactions. Efforts to expand access to high quality ECE in low- and middle-income countries will require similar measurement efforts that are theoretically-grounded and culturally-adapted. This paper assesses the factor structure and concurrent validity of an observational classroom quality tool to assess teacher-child interactions—the Teacher Instructional Practices and Processes System©(TIPPS; Seidman et al., 2013)—in Ghanaian pre-primary classrooms. We find evidence of three conceptually distinct but empirically correlated domains of quality: Facilitating Deeper Learning (FDL), Supporting Student Expression (SSE), and Emotional Support and Behavior Management (ESBM). Teachers’ schooling level, training in early childhood development, and professional well-being positively predict the three quality domains in different ways. SSE and ESBM predict classroom end-of-the-school-year academic outcomes, and SSE predicts classroom end-of-the-school-year social-emotional outcomes. Implications for the field of international education and global ECE policy and research are discussed. DA - 2018/// PY - 2018 DO - 10.1016/j.ecresq.2018.05.003 LA - en AN - LOCAL-SCOPUS_ID:85047071258 KW - -FullBiblioUHMLgen KW - -RRQ:LOW 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:D KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - D:middle-income country KW - F:access KW - F:learning KW - F:outcomes KW - F:policy KW - P:culture KW - P:measurement KW - P:nature KW - P:social KW - P:teacher education KW - P:teachers KW - R:observation KW - T:Training KW - Z:Pre-primary school KW - Z:Process quality KW - Z:School readiness KW - Z:Sub-Saharan Africa KW - Z:Teacher education KW - Z:Teacher-child interactions KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - Impacts of Pre-Service Training and Coaching on Kindergarten Quality and Student Learning Outcomes in Ghana AU - Wolf, Sharon T2 - Studies in Educational Evaluation AB - Using a randomized-control trial, this study evaluates a program designed to support Ghanaian kindergarten student-teachers during pre-service training through mentorship and in-classroom training. Several potential barriers to improved teaching quality and learning outcomes are examined. Findings show that the program improved knowledge and implementation of the national curriculum for individuals both when they were student-teachers and, the following year, when they became newly qualified teachers (NQTs). There were mixed impacts on professional well-being, increasing personal accomplishment and motivation but decreasing job satisfaction for NQTs. There were mixed impacts on teaching quality, with increases in child-led learning but decreases in some other aspects of quality. There were no impacts on NQTs’ student learning outcomes. The findings highlight system level challenges with both the posting of NQTs and the absence of support in their first teaching year. Implications for global early childhood education policy and teacher education are discussed. DA - 2018/// PY - 2018 DO - 10.1016/j.stueduc.2018.05.001 LA - en AN - LOCAL-SCOPUS_ID:85047056279 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:F KW - CT:P KW - CT:R KW - CT:T KW - F:curriculum KW - F:learning KW - F:motivation KW - F:outcomes KW - F:policy KW - F:teaching KW - P:measurement KW - P:services KW - P:teacher education KW - P:teacher training KW - P:teachers KW - R:impact KW - R:trial KW - T:Training KW - Z:early childhood education KW - Z:kindergarten KW - Z:pre-service training KW - Z:sub-Saharan Africa KW - Z:teacher training KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - An Evaluation of the Literacy-Infused Science Using Technology Innovation Opportunity (LISTO) i3 Evaluation (Valid 45) Final Report. AU - Wolf, Rebecca AU - Cook, Michael AU - Reid, Alan AU - Neitzel, Amanda AU - Ross, Steven AU - Risman, Kelsey T2 - Grantee Submission DA - 2021/// PY - 2021 DP - Google Scholar UR - https://eric.ed.gov/?id=ED613901 Y2 - 2024/03/01/13:15:29 KW - Final_citation KW - ⛔ No DOI found ER - TY - JOUR TI - Primary Teacher Education in Rural Cameroon: Can Informal Learning Compensate for the Deficiencies in Formal Training? AU - Wohlfahrt, Melanie U T2 - Africa Education Review AB - The objective of the research on which this article reports was to evaluate the training conditions of primary school teachers in rural Cameroon, so as to identify alternative paths towards their qualification through informal learning in the workplace and outside. Following Denzin's (2009) between-methods triangulation approach, quantitative techniques, including statistical analyses and standardised questionnaires, were applied in addition to qualitative techniques, such as face-to-face interviews and observations of practising teachers and experts. The article presents the most common learning strategies of teachers in rural areas of Cameroon and recommends seminal solutions for teacher education. It can be concluded that informal learning in the workplace corresponds to traditional ways of learning in collectivist-oriented, oral societies in rural areas. Therefore, the combination of informal methods with formal structures of teacher education could improve the current educational system of many African countries, and provide a solution to meet the high demand for qualified staff within restricted budgets. DA - 2018/// PY - 2018 DO - 10.1080/18146627.2016.1224586 LA - en AN - DOI-10.1080/18146627.2016.1224586 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Cameroon 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:attitude KW - F:learning KW - F:qualification KW - F:standards KW - F:teaching KW - F:teaching method KW - P:media KW - P:school teacher KW - P:teacher education KW - P:teachers KW - Q:informal learning KW - R:interview KW - R:observation KW - R:qualitative KW - R:quantitative KW - R:questionnaire KW - R:trial KW - T:Ausbildung KW - T:Training KW - T:workplace education KW - Z:Elementary school teachers KW - Z:Learning KW - Z:Rural areas KW - Z:Rural schools KW - Z:Teacher education KW - publicImportV1 ER - TY - JOUR TI - COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses: Introduction AU - Wodon, Quentin T2 - COVID-19 and Catholic Schools DA - 2020/05/15/ PY - 2020 ST - COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses UR - https://digitalcommons.lmu.edu/ce_covid/3 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses | Part 1: Developed Countries with Focus on the United States AU - Wodon, Quentin T2 - COVID-19 and Catholic Schools DA - 2020/05/15/ PY - 2020 ST - COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses | Part 1 UR - https://digitalcommons.lmu.edu/ce_covid/2 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses | Part II: Developing Countries with Focus on Sub-Saharan Africa AU - Wodon, Quentin T2 - COVID-19 and Catholic Schools DA - 2020/05/15/ PY - 2020 ST - COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses | Part II UR - https://digitalcommons.lmu.edu/ce_covid/1 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Global economic crisis: A challenge to the entrepreneurship development of technical vocational education and training in oil and gas sector of the Nigerian Economy AU - Wodi, SW T2 - International Journal of Academic Research in Business and Social Sciences AB - The paper attempts to evaluate the Global economic crisis and the challenges to entrepreneurship development of technical vocational education and training in oil and Gas sector of the Nigerian economy. Effects of the global melt down in the economies of developed countries of the world and its chain-link action has gradually enveloped the entire world economy. This development impacted negatively on the Nigerian economy coupled with the Niger delta crisis that has drastically affected oil and gas production and development of new fields with its attendant consequences. Accordingly, vocational and technical education institutions that undertake training of technicians in such enterprise as welders, electricians, pipe fitters including safety experts were affected as a result of global melt down, constraining the oil and gas companies from engaging the services of Technical Vocational Education and Training Professionals (TVET) in the energy sector. DA - 2012/// PY - 2012 LA - en UR - http://www.hrmars.com/admin/pics/679.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria 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:T KW - P:economy KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - Communication in Sierra Leone: an Analysis of Media and Mobile Resources AU - Wittels, Annabelle AU - Maybanks, Nick CY - London DA - 2016/05// PY - 2016 LA - EN PB - BBC Media Action UR - http://downloads.bbc.co.uk/rmhttp/mediaaction/pdf/research/mobile-media-landscape-sierra-leone-report.pdf KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Mobile learning in schools: Key issues, opportunities and ideas for practice AU - Wishart, Jocelyn DA - 2017/// PY - 2017 DP - Google Scholar PB - Routledge ST - Mobile learning in schools KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Bangladesh BGD KW - _C:Brunei Darussalam BRN KW - _C:Canada CAN 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:Jamaica JAM KW - _C:Japan JPN KW - _C:Korea XKOR KW - _C:Lebanon LBN KW - _C:Malaysia MYS KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Portugal PRT KW - _C:Qatar QAT KW - _C:Singapore SGP KW - _C:Slovenia SVN KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Tanzania TZA KW - _C:Thailand THA 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 - BOOK TI - A Historic Shock to Parental Engagement in Education: Parent Perspectives in Botswana during COVID-19. Policy Brief AU - Winthrop, Rebecca AU - Ershadi, Mahsa AU - Angrist, Noam AU - Bortsie, Efua AU - Matsheng, Moitshepi AB - When schools closed in Botswana on March 23, 2020 due to the COVID-19 pandemic, education administrators, teachers, and ultimately parents were faced with difficult decisions about how to help children continue learning without setting foot inside a classroom. In-person classes returned on June 17, 2020, though a second school closure occurred for two weeks beginning July 30 in greater Gaborone. The COVID-19 pandemic has provided a historic shock to education systems worldwide, necessitating parents to join the frontlines of the teaching-learning process. In this report, the authors share data from recent research on parents in Botswana, seeking to shed light on a range of questions, including: (1) What have been parents' experiences in relation to their children's education? (2) What are parents' beliefs about what makes for a quality education for their child? (3) What informs parents' beliefs about education at this time? and (4) What can the education community learn from the different parent engagement approaches used during COVID-19 that could be relevant long term? While there is much to learn from parents' responses, the report presents three main findings that have implications for education policymakers, administrators, educators, and civil society partners: (1) parents have high but declining levels of satisfaction with their children's education; (2) parents want schools to teach a breadth of academic and non-academic competencies and skills but believe their children's teachers primarily value academic skills; and (3) despite prioritizing non-academic skills, parents rely heavily on academic exams to indicate a good quality education. [This report was co-produced by Young 1ove.] DA - 2020/10// PY - 2020 DP - ERIC LA - en PB - Center for Universal Education at The Brookings Institution ST - A Historic Shock to Parental Engagement in Education UR - https://eric.ed.gov/?id=ED610673 Y2 - 2021/05/19/15:07:08 KW - Blended Learning KW - COVID-19 KW - Course Content KW - Distance Education KW - Educational Quality KW - Electronic Learning KW - Experience KW - Foreign Countries KW - Pandemics KW - Parent Attitudes KW - Parent Influence KW - Parent Role KW - Parents as Teachers KW - Satisfaction KW - School Closing KW - Skill Development ER - TY - JOUR TI - Physical, psychological, sexual, and systemic abuse of children with disabilities in East Africa: Mapping the evidence AU - Winters, Niall AU - Langer, Laurenz AU - Geniets, Anne T2 - PloS one DA - 2017/// PY - 2017 DO - 10.1371/journal.pone.0184541 DP - Google Scholar VL - 12 IS - 9 SP - e0184541 ST - Physical, psychological, sexual, and systemic abuse of children with disabilities in East Africa ER - TY - JOUR TI - Educational attainment gap: Regional disparities AU - Winchester, Nicole AB - Following the release of this year’s GCSE and A-level results, some commentators have raised concerns that the educational attainment gap between the north and south of England has widened. This issue is the focus of an upcoming question for short debate in the House of Lords. In preparation for the debate, this briefing looks at recent commentary on the issue and provides an overview of this year’s results. DA - 2022/09/02/T14:18:39+00:00 PY - 2022 DP - lordslibrary.parliament.uk LA - en-GB ST - Educational attainment gap UR - https://lordslibrary.parliament.uk/educational-attainment-gap-regional-disparities/ Y2 - 2023/11/03/11:33:57 KW - ⛔ No DOI found ER - TY - RPRT TI - The Journey to Scale: Moving Together Past Digital Health Pilots AU - Wilson, Kate AU - Gertz, Beth AU - Arenth, Breese AU - Salisbury, Nicole DA - 2014/// PY - 2014 DP - Zotero SP - 48 LA - en PB - PATH KW - Final_citation KW - cited KW - existing ER - TY - CONF TI - The German 'Dual System' of Occupational Training: AU - Wilson, David N T2 - Annual Meeting of the Comparative and International Education Society AB - Germany's Dual System, which consists of in-school and in-enterprise components, facilitates entry into 374 recognized technical, white-collar and blue-collar occupations listed in training regulations that are grounded in legislation. The Dual System's origins and development in Germany were examined along with several attempts to replicate the German model in other countries. The literature on transfer and replication of the Dual System model was reviewed, and micro case studies of attempts to adopt the German model in the following countries were presented: Botswana; Costa Rica; the Dominican Republic; India; Indonesia; Lebanon; Seychelles; Singapore; and Sri Lanka. Reflections of Germany's Dual System in United States work-based youth apprenticeships were also considered. Of all the countries examined in the micro case studies, only Singapore seems to have replicated the German record of participation of 64%-81% of 16- to 18-year-olds in the Dual System. It was concluded that integration of academic and technical-vocational curricula is extremely difficult in nations where technical and vocational education and training is often perceived to be second-class education. It was further concluded that Germany's culture of in-firm training may be the most difficult-to-develop attribute of the Dual System in developed and developing nations alike. (Contains 52 references.) (MN) C1 - San Antonio, Texas, USA DA - 2000/// PY - 2000 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - BOOK TI - Outcome Harvesting: Principles, Steps, and Evaluation Applications AU - Wilson-Grau, Ricardo DA - 2018/// PY - 2018 KW - Final_citation ER - TY - BOOK TI - Outcome Harvesting: Principles, Steps, and Evaluation Applications AU - Wilson-Grau, Ricardo AB - Are you a grant maker, manager or evaluator who must assess your work to improve as well as be accountable for the use of resources and results? Does the project, program or organization you fund, manage or evaluate contend with substantial uncertainty about what to do and what will be the results? Do you thus experience constant change and unexpected and unforeseeable actors and factors in your intervention? Do you need to know what you are achieving and how in real time? And therefore, do you seek an alternative to conventional monitoring and evaluation of social change results? If yes, then you are the audience for this book. Beginning in 2002, working closely with co-evaluators and commissioners of evaluations, the author developed Outcome Harvesting to enable evaluators, grant makers, and managers to identify, formulate, verify, and make sense of changes that interventions have influenced in a broad range of cutting–edge innovation and development projects and programs around the world. Over these years, he led Outcome Harvesting evaluative exercises involving almost 500 non-governmental organizations, networks, government agencies, funding agencies, community-based organizations, research institutes and university programs. In over fifty evaluations, with forty co-evaluators he has harvested thousands of outcomes on six continents. Outcome Harvesting has proven useful in evaluations of a great diversity of initiatives: human rights advocacy, political, economic and environmental advocacy, arts and culture, health systems, information and communication technology, conflict and peace, water and sanitation, taxonomy for development, violence against women, rural development, organic agriculture, participatory democracy, waste management, public sector reform, good governance, eLearning, social accountability, and business competition, amongst others. In this book, the author explains the steps of Outcome Harvesting and how to customize them according to the nine underlying principles. He shares his experience and gives practical advice on how to work with Outcome Harvesting and remain true to its essential features. CY - Charlotte, NC DA - 2018/11/01/ PY - 2018 DP - Amazon SP - 262 LA - English PB - Information Age Publishing SN - 978-1-64113-393-7 ST - Outcome Harvesting ER - TY - JOUR TI - Commercialising higher education in the UK: The state, industry and peer review AU - Willmott, Hugh T2 - Studies in Higher Education DA - 2003/// PY - 2003 DO - 10.1080/0307507032000058127 DP - Google Scholar VL - 28 IS - 2 SP - 129 EP - 141 ST - Commercialising higher education in the UK ER - TY - RPRT TI - ROER4D Project Activity Toolkit - Curation and dissemination AU - Willmers, Michelle AU - King, Thomas 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 (C&D). It is hoped that these chapters will be of practical use to other projects attempting to integrate any of these activities in their operational strategies. While it has a particularly close link to the project’s research capacity building and communications functions, the processes entailed in C&D activity pertained to and supported all aspects of project activity in that they were designed to facilitate the secure storage and findability of content (both internally and externally) and promote collaboration. This document outlines the project’s strategic approach in terms of positioning itself as publisher in the context of an open research framework. It highlights the workflows and processes associated with two key aspects of its C&D activity: publication of a peer-reviewed edited volume and the project’s open data initiative. DA - 2018/06/12/ PY - 2018 DP - Zenodo LA - eng PB - Research on Open Educational Resources for Development project UR - https://zenodo.org/record/1221327 Y2 - 2018/07/19/14:44:50 KW - CitedIn:eCubed KW - Done:ReferenceFixed KW - Global South KW - ROER4D KW - curation KW - dissemination KW - eCubed KW - open licensing ER - TY - JOUR TI - Educational reform, enquiry‐based learning and the re‐professionalisation of teachers AU - Williamson, Ben AU - Morgan, John T2 - The Curriculum Journal DA - 2009/09// PY - 2009 DO - 10.1080/09585170903195894 DP - DOI.org (Crossref) VL - 20 IS - 3 SP - 287 EP - 304 J2 - Curric. j. LA - en SN - 0958-5176, 1469-3704 UR - https://www.researchgate.net/publication/248993852_Educational_reform_enquiry-based_learning_and_the_re-professionalisation_of_teachers Y2 - 2021/05/31/18:01:13 ER - TY - JOUR TI - Big EdTech AU - Williamson, Ben T2 - Learning, Media and Technology DA - 2022/04/03/ PY - 2022 DO - 10.1080/17439884.2022.2063888 DP - Taylor and Francis+NEJM VL - 47 IS - 2 SP - 157 EP - 162 SN - 1743-9884 UR - https://doi.org/10.1080/17439884.2022.2063888 Y2 - 2022/12/27/04:38:13 KW - Final_citation KW - cited KW - existing ER - TY - BOOK TI - Participatory Case Study Work: Approaches, Authenticity and Application in Ageing Studies A3 - Williams, Sion A3 - Keady, John DA - 2021//03/Enero PY - 2021 DP - Amazon SP - 268 LA - Inglés ST - Participatory Case Study Work ER - TY - CONF TI - Popbots: Designing an artificial intelligence curriculum for early childhood education AU - Williams, Randi AU - Park, Hae Won AU - Oh, Lauren AU - Breazeal, Cynthia C3 - Proceedings of the AAAI Conference on Artificial Intelligence DA - 2019/// PY - 2019 DP - Google Scholar VL - 33 SP - 9729 EP - 9736 ST - Popbots UR - https://ojs.aaai.org/index.php/AAAI/article/view/5040 Y2 - 2024/02/24/08:53:43 KW - ⛔ No DOI found ER - TY - JOUR TI - Effects of an Intensive Reading Intervention for Ninth-Grade English Learners With Learning Disabilities AU - Williams, K.J. AU - Vaughn, S. T2 - Learning Disability Quarterly AB - English learners with learning disabilities (LD) have well-documented difficulties comprehending text. This study examined the effects of an intensive reading intervention (Reading Intervention for Adolescents [RIA]) on reading outcomes (word reading, vocabulary, and comprehension) for ninth-grade ELs with LD (n = 85). In the RIA, students received instruction in advanced word study, fluency, vocabulary, and comprehension. Participants assigned to RIA received the intervention for the entire ninth-grade school year for approximately 3.75 to 4.25 hr a week, whereas students in the comparison condition participated in elective courses. After using analysis of covariance to test for treatment effects and controlling for false discovery rate, there were no significant differences between the two groups except on the proximal vocabulary measure (g = 0.41). Small, nonsignificant effects were observed on measures of word reading and sentence-level comprehension, and Hedges’ g values ranged from 0.08 to 0.18. Findings reveal the challenges of improving reading outcomes for English learners with learning disabilities in high school. © Hammill Institute on Disabilities 2019. DA - 2019/// PY - 2019 DO - 10.1177/0731948719851745 J2 - Learn. Disabil. Q. LA - English SN - 07319487 (ISSN) UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067878882&doi=10.1177%2f0731948719851745&partnerID=40&md5=fdf11a6873f003c96978e4fe83006f7e DB - Scopus KW - English learners KW - SEN KW - _AcademicRecoveryOECS KW - adolescents KW - high school KW - intensive intervention KW - learning disabilities KW - reading ER - TY - JOUR TI - Encouraging Community Action Against Teacher Absenteeism: A Mass Media Experiment in Rural Uganda AU - Wilke, Anna M. AU - Green, Donald P. AU - Tan, Benjamin T2 - The Journal of Development Studies AB - Chronic teacher absenteeism is widespread in Uganda, with approximately one-third of public school teachers absent on any given day. Absenteeism and other problems that arise in Uganda’s public education system are often attributed to a lack of public oversight and parental involvement. In an effort to develop a scalable method of encouraging community engagement on this issue, the present study assesses the extent to which entertainment-education videos increase willingness among Ugandans to take action against absenteeism. Working in collaboration with Ugandan screenwriters and local actors, we developed video dramatisations that depicted the problem of absenteeism and how parents mobilised to address it. We assess the persuasive effects of these dramatisations both under lab-like conditions, to gauge immediate effects, and in the field, to gauge effects two months and eight months after a placebo-controlled media campaign attended by over 10,000 Ugandans in 112 villages. Although the persuasive effects are weaker in the field than the lab setting, the former remain substantial even after eight months. The demonstrated ability of entertainment-education to change public views on this issue sets the stage for policy experiments that test whether entertainment-education campaigns have downstream effects on absenteeism and public school performance more generally. DA - 2021/12/27/ PY - 2021 DO - 10.1080/00220388.2021.2008367 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 16 SN - 0022-0388 ST - Encouraging Community Action Against Teacher Absenteeism UR - https://doi.org/10.1080/00220388.2021.2008367 Y2 - 2022/01/12/17:53:00 KW - Africa KW - access to education KW - education quality ER - TY - JOUR TI - Teacher reports of opportunity to learn: Analyses of the AU - Wiley, D. AU - Yoon, B. T2 - Educational Evaluation and Policy Analysis DA - 1995/// PY - 1995 DO - 10.3102/01623737017003355 VL - 17 IS - 3 SP - 355 EP - 370 ER - TY - JOUR TI - Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis: Systematic Review AU - Wilcha, Robyn-Jenia T2 - JMIR Medical Education AB - Background: In December 2019, COVID-19 emerged and rapidly spread worldwide. Transmission of SARS-CoV-2, the virus that causes COVID-19, is high; as a result, countries worldwide have imposed rigorous public health measures, such as quarantine. This has involved the suspension of medical school classes globally. Medical school attachments are vital to aid the progression of students’ confidence and competencies as future physicians. Since the outbreak of COVID-19, medical schools have sought ways to replace medical placements with virtual clinical teaching. Objective: The objective of this study was to review the advantages and disadvantages of virtual medical teaching for medical students during the COVID-19 pandemic based on the current emerging literature. Methods: A brief qualitative review based on the application and effectiveness of virtual teaching during the COVID-19 pandemic was conducted by referencing keywords, including medical student virtual teaching COVID-19, virtual undergraduate medical education, and virtual medical education COVID-19, in the electronic databases of PubMed and Google Scholar. A total of 201 articles were found, of which 34 were included in the study. Manual searches of the reference lists of the included articles yielded 5 additional articles. The findings were tabulated and assessed under the following headings: summary of virtual teaching offered, strengths of virtual teaching, and weaknesses of virtual teaching. Results: The strengths of virtual teaching included the variety of web-based resources available. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Open-access teaching with medical experts has enabled students to remain abreast of the latest medical advancements and to reclaim knowledge lost by the suspension of university classes and clinical attachments. Peer mentoring has been proven to be a valuable tool for medical students with aims of increasing knowledge and providing psychological support. Weaknesses of virtual teaching included technical challenges, confidentiality issues, reduced student engagement, and loss of assessments. The mental well-being of students was found to be negatively affected during the pandemic. Inequalities of virtual teaching services worldwide were also noted to cause differences in medical education. Conclusions: In the unprecedented times of the COVID-19 pandemic, medical schools have a duty to provide ongoing education to medical students. The continuation of teaching is crucial to enable the graduation of future physicians into society. The evidence suggests that virtual teaching is effective, and institutions are working to further develop these resources to improve student engagement and interactivity. Moving forward, medical faculties must adopt a more holistic approach to student education and consider the mental impact of COVID-19 on students as well as improve the security and technology of virtual platforms. DA - 2020/11/18/ PY - 2020 DO - 10.2196/20963 DP - mededu.jmir.org VL - 6 IS - 2 SP - e20963 LA - EN ST - Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis UR - https://mededu.jmir.org/2020/2/e20963 Y2 - 2021/10/05/11:40:45 KW - _genre:LR-literature_review ER - TY - ENCYC TI - 13th AU - Wikipedia T2 - Wikipedia AB - 13th is a 2016 American documentary by director Ava DuVernay. The film explores the "intersection of race, justice, and mass incarceration in the United States;" it is titled after the Thirteenth Amendment to the United States Constitution, adopted in 1865, which abolished slavery throughout the United States and ended involuntary servitude except as a punishment for conviction of a crime. DuVernay contends that slavery has been perpetuated since the end of the American Civil War through criminalizing behavior and enabling police to arrest poor freedmen and force them to work for the state under convict leasing; suppression of African Americans by disenfranchisement, lynchings and Jim Crow; politicians declaring a war on drugs that weighs more heavily on minority communities and, by the late 20th century, mass incarceration of people of color in the United States. She examines the prison-industrial complex and the emerging detention-industrial complex, discussing how much money is being made by corporations from such incarcerations. 13th garnered acclaim from a number of film critics. It was nominated for the Academy Award for Best Documentary Feature at the 89th Academy Awards, and won the Primetime Emmy Award for Outstanding Documentary or Nonfiction Special at the 69th Primetime Emmy Awards. DA - 2020/06/15/T20:34:48Z PY - 2020 DP - Wikipedia LA - en UR - https://en.wikipedia.org/w/index.php?title=13th_(film)&oldid=962747725 Y2 - 2020/06/15/20:36:09 ER - TY - ELEC TI - Andragogy AU - Wikipedia UR - https://en.wikipedia.org/wiki/Andragogy Y2 - 2020/05/27/18:46:26 ER - TY - ENCYC TI - Organisation of Eastern Caribbean States AU - Wikipedia T2 - Wikipedia DA - 2020/// PY - 2020 LA - English PB - Wikimedia UR - https://en.wikipedia.org/w/index.php?title=Organisation_of_Eastern_Caribbean_States&oldid=986575417 Y2 - 2020/07/11/00:00:00 ER - TY - ENCYC TI - Theory of change AU - Wikipedia AB - Theory of Change (ToC) is a specific type of methodology for planning, participation, and evaluation that is used in companies, philanthropy, not-for-profit and government sectors to promote social change. Theory of Change defines long-term goals and then maps backward to identify necessary preconditions.Theory of Change explains the process of change by outlining causal linkages in an initiative, i.e., its shorter-term, intermediate, and longer-term outcomes. The identified changes are mapped – as the “outcomes pathway” – showing each outcome in logical relationship to all the others, as well as chronological flow. The links between outcomes are explained by “rationales” or statements of why one outcome is thought to be a prerequisite for another.The innovation of Theory of Change lies (1) in making the distinction between desired and actual outcomes and (2) in requiring stakeholders to model their desired outcomes before they decide on forms of intervention to achieve those outcomes. Theory of Change can begin at any stage of an initiative, depending on the intended use. A theory developed at the outset is best at informing the planning of an initiative. Having worked out a change model, practitioners can make more informed decisions about strategy and tactics. As monitoring and evaluation data become available, stakeholders can periodically refine the Theory of Change as the evidence indicates. A Theory of Change can be developed retrospectively by reading program documents, talking to stakeholders, and analyzing data. This is often done during evaluations reflecting what has worked or not in order to understand the past and plan for the future. DA - 2020/05/05/T07:13:22Z PY - 2020 DP - Wikipedia LA - en UR - https://en.wikipedia.org/w/index.php?title=Theory_of_change&oldid=954966865 Y2 - 2020/05/27/13:53:29 ER - TY - ELEC TI - Wiki AU - Wikipedia UR - https://en.wikipedia.org/wiki/Wiki Y2 - 2020/05/27/18:21:17 ER - TY - JOUR TI - Comparative Advantages of Offline Digital Technology for Remote Indigenous Classrooms in Guatemala (2019-2020) AU - Wiebe, Adrienne AU - Crisostomo, Luis Javier AU - Perez, Ruben Feliciano AU - Anderson, Terry T2 - Journal of Learning for Development AB - Technology has been viewed as a means to improve the quality of education for children globally, particularly in remote and marginal communities. This study examines the comparative advantages of the use of appropriate technology (off-line servers with digital libraries connected to a classroom set of laptops) in ten intervention schools in Indigenous communities in Guatemala for one school year. The study was too short (due to pandemic restrictions) to demonstrate statistically significant differences for learning outcomes. However, using an instructional core model as a framework, qualitative findings supported four previously identified comparative advantages, and identified four additional ones relevant to remote Indigenous communities. The intervention validated the ability of technology to improve standardized instruction, differentiated instruction, opportunities for practice, and learner engagement. Newly identified advantages are: access to high-quality educational resources (substitution for print materials), teacher capacity-building, student technical skills and digital literacy, and sharing cultural knowledge. DA - 2022/03/15/ PY - 2022 DP - jl4d.org VL - 9 IS - 1 SP - 55 EP - 72 LA - en SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/607 Y2 - 2022/04/05/12:27:36 KW - Guatemala bilingual and intercultural education KW - Maya-Mam education KW - _genre:PR-primary_research KW - appripriate technology for education in Guatemala KW - ⛔ No DOI found ER - TY - JOUR TI - Dual-mode teacher professional development: challenges and re-visioning future TPD in Indonesia AU - Widodo, Ari AU - Riandi T2 - Teacher Development AB - This paper presents the results of a two-year research project aimed at developing a teacher professional development (TPD) model in Indonesia. New government policies in this nation, its archipelagic nature, vast numbers of teachers and scarcity of support resources present a unique challenge to TPD. A needs assessment was conducted to identify teachers’ professional needs. Based on the results of this assessment, a dual-mode TPD that combines face-to-face sessions and online sessions was developed. Participation in face-to-face sessions was relatively high but the participation rate in online sessions was very low. Incentives, teachers’ autonomy as professional learners, ICT skills and infrastructure are important considerations when designing TPD in Indonesia. This study and an analysis of TPD policy allow us to suggest future directions for TPD in Indonesia DA - 2013/// PY - 2013 DO - 10.1080/13664530.2013.813757 DP - EBSCOhost VL - 17 IS - 3 SP - 380 EP - 392 J2 - Teacher Development SN - 13664530 UR - http://file.upi.edu/Direktori/FPMIPA/JUR._PEND._BIOLOGI/196705271992031-ARI_WIDODO/Dual%20Mode%20Teacher%20Professional%20Development.pdf KW - CONTINUING education KW - EDUCATION & state KW - EDUCATION -- Forecasting KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Teaching Methods And Curriculum KW - Educational Change KW - Educational Strategies KW - Elementary Secondary Education KW - FORECASTING KW - Faculty Development KW - Foreign Countries KW - HIGHER education KW - Higher Education KW - INDONESIA KW - Indonesia KW - Information Skills KW - Instructional Design KW - Interviews KW - Models KW - Needs Assessment KW - Online instruction KW - PROFESSIONAL education KW - Pedagogical Content Knowledge KW - Postsecondary Education KW - Professional development KW - Public policy KW - Questionnaires KW - Science Teachers KW - TEACHER certification KW - TEACHER development KW - TEACHER education KW - Teacher Education KW - Teacher education KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097039 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - JOUR TI - Listening to Children with Disabilities: Voices from Uganda and Malawi AU - Wickenden, Mary T2 - Education and Disability in the Global South: New Perspectives from Africa and Asia DA - 2018/// PY - 2018 DP - Google Scholar SP - 267 EP - 288 ST - Listening to Children with Disabilities KW - ⛔ No DOI found ER - TY - RPRT TI - Reporting with pictures: a concept paper for researchers and health policy decision-makers AU - WHO AU - Haaland, A. AU - Akogun, Oladele B AU - Oladepo, O. AU - Kale, OO DA - 2000/// PY - 2000 SP - 80 LA - en M3 - Technical report. WHO/TDR/IDE/RP/00.1 ER - TY - ELEC TI - Climate change AU - WHO AB - WHO fact sheet on climate change and health: provides key facts, patterns of infection, measuring health effects and WHO response. LA - en UR - https://www.who.int/news-room/fact-sheets/detail/climate-change-and-health Y2 - 2024/03/24/22:32:01 ER - TY - RPRT TI - Community-Directed Treatment with Ivermectin (CDTI): a practical guide for trainers of community directed distributors AU - WHO DA - 1998/// PY - 1998 LA - en PB - APOC/WHO Publication ER - TY - RPRT TI - COVID-19 Weekly Epidemiological Update, 1st Dec 2020 AU - WHO CY - Geneva DA - 2020/// PY - 2020 LA - English M3 - Emergency Situational Update PB - WHO UR - https://www.who.int/publications/m/item/weekly-epidemiological-update---1-december-2020 Y2 - 2020/12/07/00:00:00 ER - TY - ELEC TI - Sierra Leone | Ebola maps AU - WHO AB - Maps from WHO Ebola Situation Reports: Location of laboratories and ETUs, geographical distribution of cases in Guinea, Liberia, and Sierra Leone. DA - 2016/// PY - 2016 UR - http://www.who.int/csr/disease/ebola/maps/en/ Y2 - 2020/07/17/12:16:52 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - The importance of play AU - Whitebread, David AU - Barilio, Marisol AU - Kuvalja, Martina AU - Verma, Mohini CY - Brussels DA - 2012/// PY - 2012 DP - Zotero LA - en PB - Toy Industries of Europe KW - ⛔ No DOI found ER - TY - JOUR TI - Theory-based systematic reviews AU - White, Howard T2 - Journal of Development Effectiveness AB - It has been common to say that studies should address not just the question of what works, but also how, where, for whom and at what cost? A unifying framework for such an approach is the theory of change. This paper lays out an approach for using such a theory-based approach to systematic reviews, discussing issues which arise in mixed-methods causal chain analysis. I illustrate the funnel of attrition which is a heuristic device to understand why effect sizes are lower at the higher reaches of the causal chain, including why participation is less than usually expected. Examples are given from the international development sector. DA - 2018/01/02/ PY - 2018 DO - 10.1080/19439342.2018.1439078 DP - Taylor and Francis+NEJM VL - 10 IS - 1 SP - 17 EP - 38 SN - 1943-9342 UR - https://doi.org/10.1080/19439342.2018.1439078 Y2 - 2018/05/17/15:14:38 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CLL:en KW - Systematic reviews KW - causal chain analysis KW - impact evaluation KW - publicImportV1 KW - theory-based approach ER - TY - JOUR TI - What constitutes a theoretical contribution? AU - Whetten, D.A. T2 - Academy of Management Review DA - 1989/// PY - 1989 DO - 10.2307/258554 VL - 14 IS - 4 SP - 490 EP - 495 LA - en ER - TY - RPRT TI - The_Beginner_s_Guide_to_PEA.pdf AU - Whaites, A. CY - UK DA - 2017/// PY - 2017 PB - UKAID UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/766478/The_Beginner_s_Guide_to_PEA.pdf Y2 - 2022/12/28/16:59:27 KW - Final_citation KW - cited KW - existing ER - TY - BOOK TI - Commonsense methods for children with special educational needs AU - Westwood, Peter DA - 2007/// PY - 2007 DP - Google Scholar PB - Routledge UR - https://api.taylorfrancis.com/content/books/mono/download?identifierName=doi&identifierValue=10.4324/9780203964361&type=googlepdf Y2 - 2024/03/27/15:18:28 ER - TY - RPRT TI - Pedagogy, curriculum, teaching practices and teacher education in developing countries AU - Westbrook, Jo AU - Durrani, Naureen AU - Brown, Rhona AU - Orr, David AU - Pryor, John AU - Boddy, Janet AU - Salvi, Francesca DA - 2013/12// PY - 2013 DP - Google Scholar M3 - Final Report: Education Rigorous Literature Review PB - Department for International Development and Centre for International Education, University of Sussex UR - https://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/Pedagogy%202013%20Westbrook%20report.pdf?ver=2014-04-24-121331-867 KW - Read KW - ⛔ No DOI found ER - TY - RPRT TI - Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries. Final Report. Education Rigorous Literature Review AU - Westbrook, Jo AU - Durrani, Naureen AU - Brown, Rhona AU - Orr, David AU - Pryor, John AU - Boddy, Janet AU - Salvi, Francesca DA - 2013/12// PY - 2013 LA - en PB - Department for International Development KW - C:Low- and middle-income countries KW - STC-TLC KW - __C:filed:1 ER - TY - RPRT TI - Pedagogy, curriculum, teaching practices and teacher education in developing countries: final report. AU - Westbrook, J. AU - Durrani, N. AU - Brown, R. AU - Orr, D. AU - Pryor, J. AU - Boddy, J. AU - Salvi, F. DA - 2013/12// PY - 2013 SN - 2110 UR - https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=3433 Y2 - 2014/05/28/00:36:15 ER - TY - BOOK TI - Pedagogy, Curriculum, Teaching Practices and Teacher Education AU - Westbrook, J. AU - Durrani, N AU - Brown, R DA - 2013/// PY - 2013 UR - https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=3433 Y2 - 2014/05/28/00:36:15 ER - TY - CONF TI - Children's Privacy: An Evaluation of EdTech Privacy Policies AU - West, Tobi AB - Due to social distancing requirements at the onset of the pandemic many schools suddenly transitioned to online learning platforms. Additionally, minors create a significant amount of digital assets, often without regard for privacy or future use. Without ill intent, adults may encourage children to create digital assets containing private information, potentially leading to future embarrassment. During the child's younger years, they have the autonomy to create digital assets, yet they do not have the legal right to determine the use or deletion of those assets. Children's Online Privacy Protection Act (COPPA) is meant to protect children's privacy and as early adopters of new education technology, eager teachers are deciding which tools to use that may circumvent their school or district's approval processes. As features of their products, Education technology (EdTech) companies may share the data collected from children with third-party service providers to perform data analysis. Those service providers may not share the same compliance level in their privacy policy, putting the privacy and security of consumer data at further risk. This study reviews the privacy policies of three EdTech tools for COPPA compliance based on the Federal Trade Commission's tips for consumers. The report includes information about the privacy implications of third-party data processing, the legal consequences of privacy violations after the collection of minors' digital assets, and an explanation of the privacy policy evaluation reports of EdTech tools provided by Common Sense Media with suggestions for parents, teachers, and school administrators. DA - 2022/11/03/ PY - 2022 DP - ResearchGate LA - en ST - Children's Privacy KW - Final_citation KW - anystyle KW - existing ER - TY - JOUR TI - Fostering Rapid Institution-wide Curricular Change in Response to COVID-19 AU - Werth, Eric AU - Williams, Katherine AU - Werth, Lori T2 - Journal of Learning for Development AB - To aid students during COVID-19, the University of Pikeville transitioned all undergraduate classes to no-cost alternatives for course textbooks. Additionally, the academic calendar was modified for the first time in the institution’s 130-year history from a traditional 16-week semester to 8-week block scheduling. This  case study explores strategies, approaches to corresponding with constituents, and lessons learned in leading an institution through two major curricular changes in under six months in response to a global pandemic. DA - 2020/11/19/ PY - 2020 DP - jl4d.org VL - 7 IS - 3 SP - 416 EP - 422 LA - en SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/434 Y2 - 2020/11/21/13:31:45 KW - Open Educational Resources KW - calendar changes KW - coronavirus KW - ⛔ No DOI found ER - TY - BOOK TI - A guide to implementation research AU - Werner, Alan DA - 2004/// PY - 2004 DP - Google Scholar PB - The Urban Insitute ER - TY - JOUR TI - The Theoretical and Empirical Basis of Teacher Leadership: A Review of the Literature AU - Wenner, Julianne A. AU - Campbell, Todd T2 - Review of Educational Research AB - In the current review, we examined teacher leadership research completed since York-Barr and Duke published the seminal review on teacher leadership in 2004. The review was undertaken to examine how teacher leadership is defined, how teacher leaders are prepared, their impact, and those factors that facilitate or inhibit teacher leaders’ work. Beyond this, the review considered theories informing teacher leadership, teacher leadership within disciplinary contexts, and the roles of teacher leaders in social justice and equity issues. The most salient findings were (a) teacher leadership, although rarely defined, focused on roles beyond the classroom, supporting the professional learning of peers, influencing policy/decision making, and ultimately targeting student learning; (b) the research is not always theoretically grounded; (c) principals, school structures, and norms are important in empowering or marginalizing teacher leaders; and (d) very little teacher leadership research examines issues of social justice and equity. DA - 2017/02// PY - 2017 DO - 10.3102/0034654316653478 DP - DOI.org (Crossref) VL - 87 IS - 1 SP - 134 EP - 171 J2 - Review of Educational Research LA - en SN - 0034-6543, 1935-1046 ST - The Theoretical and Empirical Basis of Teacher Leadership UR - http://journals.sagepub.com/doi/10.3102/0034654316653478 Y2 - 2021/03/07/17:49:56 KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Israel ISR KW - _C:Singapore SGP 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 - How teaching matters: Bringing the classroom back into discussions of teacher quality Policy Information Center Report, Educational Testing Service (ETS) AU - Wenglinsky, H. DA - 2000/// PY - 2000 KW - ⛔ No DOI found ER - TY - JOUR TI - Key design factors in durable instructional technology professional development AU - Wells, J.G. T2 - Journal of Technology and Teacher Education DA - 2007/// PY - 2007 VL - 15 SP - 101 EP - 118 ST - Key design factors in durable instructional technology professional development KW - ⛔ No DOI found ER - TY - JOUR TI - Key design factors in durable instructional technology professional development AU - Wells, J G T2 - Journal of Technology and Teacher Education DA - 2009/08//28th PY - 2009 VL - 15 IS - 1 SP - 101 EP - 118 SN - 1059-7069 ST - Key design factors in durable instructional technology professional development UR - http://findarticles.com/p/articles/mi_7635/is_200701/ai_n32208458/ KW - ⛔ No DOI found ER - TY - JOUR TI - A Review of Community Extension Approaches to Innovation for Improved Livelihoods in Ghana, Uganda and Malawi AU - Wellard, Kate AU - Rafanomezana, Jenny AU - Nyirenda, Mahara AU - Okotel, Misaki AU - Subbey, Vincent T2 - The Journal of Agricultural Education and Extension AB - Purpose: Farmer-to-farmer extension offers a potentially low-cost and wide-reach alternative in supporting agricultural innovation. Various approaches are being promoted but information on their impact and sustainability is sparse. This study examines experiences of Self Help Africa and partners in Ghana, Uganda and Malawi. It asks: What is good practice in community extension for agriculture? What has been the impact of community extension on food security for smallholder farmers? What is the potential for scale-up and policy influence? Design/methodology/approach: Findings are based on a three-country mixed methods study of 240 households, farmer groups and community, government and NGO extensionists. Findings: Models of good practice include: community selection of extensionists, a twin technical and community development focus, and mutual learning. Impact of community based extension approaches on uptake of technologies, food security and livelihoods of poor groups was found to be broadly positive. Practical implications: Community based approaches appear sustainable where: communities provide support for their extensionists; community extensionists have marketable skills; communities and extensionists are developing Community Based Organisations (CBOs); and linkages are maintained with research and extension bodies. Community based extension approaches are being scaled-up in Malawi and elsewhere. To achieve sustainable pro-poor impacts, support will be needed for continued technical and community development training and back-stopping for community extensionists, and evaluation of different approaches. Originality/value: The study provides important evidence that community extensionists can help facilitate innovation in sustainable agriculture and reach the poor in a cost-effective way. They should be seen by policy-makers as part of pluralistic demand-driven extension, complementing over-stretched extension services. (Contains 6 tables.) DA - 2013/// PY - 2013 DO - 10.1080/1389224x.2012.714712 LA - en AN - DOI-10.1080/1389224X.2012.714712 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Malawi 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:R KW - CT:T KW - F:learning KW - F:policy KW - F:pro-poor KW - P:agricultural KW - P:agriculture KW - P:economy KW - P:measurement KW - P:services KW - P:technology KW - R:evaluation KW - R:impact KW - R:mixed method KW - T:Training KW - Z:Agricultural Occupations KW - Z:Agriculture KW - Z:Community Development KW - Z:Community Support KW - Z:Economically Disadvantaged KW - Z:Evidence KW - Z:Food KW - Z:Foreign Countries KW - Z:Innovation KW - Z:Poverty KW - Z:Rural Education KW - Z:Rural Extension KW - Z:Security (Psychology) KW - Z:Sustainability KW - _C:Benin BEN KW - _C:Ghana GHA KW - _C:Malawi MWI KW - _C:Morocco MAR KW - _C:Norway NOR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - JOUR TI - Education and the electrification of rural schools AU - Welland, Alicia DA - 2017/// PY - 2017 DP - Zotero LA - en UR - https://e4sv.org/wp-content/uploads/2017/05/TR13-Education-and-the-Electrification-of-Rural-Schools_web-1.pdf KW - Final_citation KW - ⛔ No DOI found ER - TY - BOOK TI - Learning from strangers: The art and method of qualitative interview studies AU - Weiss, Robert S. AU - Weiss, Robert S CY - New York DA - 1995/// PY - 1995 DP - Google Scholar LA - English PB - Simon and Schuster SN - 978-0-684-82312-6 ST - Learning from strangers KW - ___duplicate_item ER - TY - CHAP TI - Nothing as Practical as Good Theory : Exploring Theory-Based Evaluation for Comprehensive Community Initiatives for Children and Families AU - Weiss, Carol Hirscbon T2 - New Approaches to Evaluating Community Initiatives’ ed.). Washington, DC: Aspen Institute. A2 - Connell, J A2 - Kubisch, A A2 - Schorr,, L A2 - Weiss,, C AB - The topic on the table is the evaluation of comprehensive cross-sector community-based interventions designed to improve the lot of children, youth, and families.’ These types of initiatives draw on a history of experience, from the Ford Foundation’s Gray Areas Program in the early 1960s continuing through the federal programs of the President’s Committee on Juvenile Delinquency, the large Community Action Program of the War on Poverty, the Model Cities Program, community development corporations, services integration programs, and others. Most of the government programs incorporated requirements for systematic evaluation; for foundation-supported programs, evaluation was more sporadic and informal. None ofthe programs was satisfied that it had achieved either maximalprogrdm benefit from its efforts or maximal evaluation knowledge about program consequences from the evaluations it undertook. In recent years a new generation of comprehensive community initiatives (CCIs) has been funded. Supported in large part by private foundations, the initiatives aim to reform human service and collateral systems in geographically bounded communities. They work across functional areas-such as social services, health care, the schools, and economic and physical redevelopment-in an effort to launch a comprehensive DA - 1995/// PY - 1995 DP - Semantic Scholar ST - Nothing as Practical as Good Theory KW - Advocate (person) KW - Amiga Walker KW - Approximation KW - CDISC SDTM Evaluator Terminology KW - Community KW - Community-Acquired Infections KW - Delinquent behavior KW - Design of experiments KW - Distortion KW - Evaluation KW - Foundations KW - GNU Compiler Collection KW - Goto KW - Health Care KW - Health Services KW - Interpreter (computing) KW - Juvenile Delinquency KW - Maximal set KW - Needle-Exchange Programs KW - Requirement KW - School KW - Usability KW - benefit KW - corporation ER - TY - THES TI - Examining the perceived impact of technology on teacher-student math discussions in early elementary classrooms AU - Weisel, Derek DA - 2017/// PY - 2017 DP - Google Scholar M3 - PhD Thesis PB - University of California, Los Angeles KW - _C:Canada CAN KW - _C:Cuba CUB KW - _C:Dominican Republic DOM KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Teaching the science of learning AU - Weinstein, Yana AU - Madan, Christopher R. AU - Sumeracki, Megan A. T2 - Cognitive Research: Principles and Implications AB - The science of learning has made a considerable contribution to our understanding of effective teaching and learning strategies. However, few instructors outside of the field are privy to this research. In this tutorial review, we focus on six specific cognitive strategies that have received robust support from decades of research: spaced practice, interleaving, retrieval practice, elaboration, concrete examples, and dual coding. We describe the basic research behind each strategy and relevant applied research, present examples of existing and suggested implementation, and make recommendations for further research that would broaden the reach of these strategies. DA - 2018/// PY - 2018 DO - 10.1186/s41235-017-0087-y DP - PubMed VL - 3 IS - 1 SP - 2 J2 - Cogn Res Princ Implic LA - eng SN - 2365-7464 KW - Education KW - Learning KW - Memory KW - Teaching ER - TY - JOUR TI - Psychometric assessment of three newly developed implementation outcome measures AU - Weiner, Bryan J. AU - Lewis, Cara C. AU - Stanick, Cameo AU - Powell, Byron J. AU - Dorsey, Caitlin N. AU - Clary, Alecia S. AU - Boynton, Marcella H. AU - Halko, Heather T2 - Implementation Science : IS AB - Background Implementation outcome measures are essential for monitoring and evaluating the success of implementation efforts. Yet, currently available measures lack conceptual clarity and have largely unknown reliability and validity. This study developed and psychometrically assessed three new measures: the Acceptability of Intervention Measure (AIM), Intervention Appropriateness Measure (IAM), and Feasibility of Intervention Measure (FIM). Methods Thirty-six implementation scientists and 27 mental health professionals assigned 31 items to the constructs and rated their confidence in their assignments. The Wilcoxon one-sample signed rank test was used to assess substantive and discriminant content validity. Exploratory and confirmatory factor analysis (EFA and CFA) and Cronbach alphas were used to assess the validity of the conceptual model. Three hundred twenty-six mental health counselors read one of six randomly assigned vignettes depicting a therapist contemplating adopting an evidence-based practice (EBP). Participants used 15 items to rate the therapist’s perceptions of the acceptability, appropriateness, and feasibility of adopting the EBP. CFA and Cronbach alphas were used to refine the scales, assess structural validity, and assess reliability. Analysis of variance (ANOVA) was used to assess known-groups validity. Finally, half of the counselors were randomly assigned to receive the same vignette and the other half the opposite vignette; and all were asked to re-rate acceptability, appropriateness, and feasibility. Pearson correlation coefficients were used to assess test-retest reliability and linear regression to assess sensitivity to change. Results All but five items exhibited substantive and discriminant content validity. A trimmed CFA with five items per construct exhibited acceptable model fit (CFI = 0.98, RMSEA = 0.08) and high factor loadings (0.79 to 0.94). The alphas for 5-item scales were between 0.87 and 0.89. Scale refinement based on measure-specific CFAs and Cronbach alphas using vignette data produced 4-item scales (α’s from 0.85 to 0.91). A three-factor CFA exhibited acceptable fit (CFI = 0.96, RMSEA = 0.08) and high factor loadings (0.75 to 0.89), indicating structural validity. ANOVA showed significant main effects, indicating known-groups validity. Test-retest reliability coefficients ranged from 0.73 to 0.88. Regression analysis indicated each measure was sensitive to change in both directions. Conclusions The AIM, IAM, and FIM demonstrate promising psychometric properties. Predictive validity assessment is planned. Electronic supplementary material The online version of this article (doi:10.1186/s13012-017-0635-3) contains supplementary material, which is available to authorized users. DA - 2017/08/29/ PY - 2017 DO - 10.1186/s13012-017-0635-3 DP - PubMed Central VL - 12 SP - 108 J2 - Implement Sci SN - 1748-5908 UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5576104/ Y2 - 2022/11/22/17:54:15 ER - TY - CHAP TI - Ethical Guidelines for Artificial Intelligence-Based Learning: A Transnational Study Between China and Finland AU - Wei, Ge AU - Niemi, Hannele T2 - AI in Learning: Designing the Future A2 - Niemi, Hannele A2 - Pea, Roy D. A2 - Lu, Yu AB - Artificial intelligence (AI) plays an increasingly prevalent role in the global education system. However, there is a lack of transparency about how AI technologies work alongside certain ethical guidelines. Achieving the global benefits of AI-driven learning and education requires international dialogue on the commonplaces of ethical considerations. This paper, taking China and Finland as two contextual cases, analyzes how AI-related policies at the national level have focused on educational themes and established aims for improving the quality of learning and education. As a result, four themes for AI ethics have emerged: (1) inclusion and personalization, (2) justice and safety, (3) transparency and responsibility, and (4) autonomy and sustainability. Although both China and Finland recognize the importance of AI ethics, the differences are manifested in their policy approaches, properties, and strategies due to sociocultural variation. This chapter emphasizes the need for international and transnational dialogue from ethical perspectives to foster our reciprocal understanding of AI and the human-centered stance on education in the digitized age. CY - Cham DA - 2023/// PY - 2023 DP - Springer Link SP - 265 EP - 282 LA - en PB - Springer International Publishing SN - 978-3-031-09687-7 ST - Ethical Guidelines for Artificial Intelligence-Based Learning UR - https://doi.org/10.1007/978-3-031-09687-7_16 Y2 - 2024/02/23/23:58:46 KW - Artificial intelligence (AI) KW - Education KW - Ethical guidelines KW - Learning KW - Policy analysis ER - TY - CHAP TI - Affordance Theory AU - Wegerif, Rupert AU - Major, Louis T2 - The Theory of Educational Technology AB - The theory of affordances has been widely applied in studies of educational technology. In particular, it has been suggested that different education technologies ‘afford’ different kinds of teaching and learning. In this chapter, we look back to the origin of affordance theory in the work of perceptual psychologist James Gibson. We then offer a brief history of how affordance has been adapted and applied to educational technology. It has been suggested that the concept of affordances is too loose to be useful. This is perhaps because the affordances for action and for thought that any technology has not only depend on the technology, but also on how the user responds to the technology. We discuss the need to design the cultures and norms that shape user responses in addition to designing the technology itself. We offer an example to suggest that affordance theory can be particularly useful for educational design-based research that moves iteratively between the perspective of users and the perspective of the technology. DA - 2023/// PY - 2023 PB - Routledge SN - 978-1-00-319849-9 ER - TY - CHAP TI - An Alternative History of Educational Technology AU - Wegerif, Rupert AU - Major, Louis T2 - The Theory of Educational Technology AB - In most histories of educational technology, technology is referred to as a way of supporting education. In this chapter, we explore what happens when this framing of the relationship is reversed and we think about education as a way of supporting technology. We begin with the story of some of the first schools 4000 years ago in Ancient Sumeria. These, we claim, were created to support what was then a relatively new information and communications technology, cuneiform literacy. We argue that the shift from education based on talking and listening to education based on reading and writing involved a change in how knowledge is thought about and how education is understood. After the spread of education based on literacy, and later, on print literacy (which includes numeracy), a new kind of knowledge became possible: knowledge as an indirect representation of a reality rather than knowledge as a direct relationship with reality. This shift from oracy to literacy involved losses as well as gains. We end with a case study suggesting that digitally mediated education might be able to include more of the relationship and connectedness that is of value in oral education systems whilst continuing to support the greater reach and power of print literacy. DA - 2023/// PY - 2023 PB - Routledge SN - 978-1-00-319849-9 ER - TY - CHAP TI - Heidegger's Hammer AU - Wegerif, Rupert AU - Major, Louis T2 - The Theory of Educational Technology AB - Heidegger’s discussion of the way that tools and technology enter into experience has had a profound impact on the philosophy of technology. In this chapter, we look at the implications for design that follow from his account. We interrogate Heidegger’s criticism of modern technology, which he argues ‘enframes’ us and cuts us off from a more authentic and nourishing relationship with ‘Being’. We find that while Heidegger described modern technology as a danger, he also recognised it as an opportunity for a different kind of human future. Heidegger’s analysis of how technologies can shape our world and our understanding of it is relevant to understanding not only how we use everyday craft tools like hammers, but also to understanding the educational potential of networked digital technologies like global social media and Generative AI. DA - 2023/// PY - 2023 PB - Routledge SN - 978-1-00-319849-9 ER - TY - CHAP TI - Introduction: Why we need a theory of educational technology AU - Wegerif, Rupert AU - Major, Louis T2 - The Theory of Educational Technology AB - Thinking about how we should use technology in education is thinking about how we want to shape the future of education and, indeed, how we want to shape future humans. Theory is needed to illuminate the issues at stake, but there is only a very limited amount of existing theory specific to educational technology. Moreover, when theory is referred to this is almost invariably education theory without any influence from the theory of technology. This first chapter explains why we think a new ‘dialogic’ theory of educational technology is required and introduces the main themes of the book. We argue that the ‘voice’ of technology should feature prominently in any theory of educational technology. Two case studies are offered to illustrate that the ways in which we frame educational technology makes a difference to how we design for education with technology. The chapter ends with an outline of the argument of the whole book. DA - 2023/// PY - 2023 PB - Routledge SN - 978-1-00-319849-9 ST - Introduction ER - TY - CHAP TI - Researching Educational Technology AU - Wegerif, Rupert AU - Major, Louis T2 - The Theory of Educational Technology AB - In this chapter, we explore the role of theory in educational technology research and ask what the role of theory should be. We begin with a brief history of education and educational technology research. This history suggests these fields have been dominated by ideas about research that are rooted in the affordances of print technology, in a way that does not fit the needs and affordances of digital technology. We also establish how there has been an unproductive alternation between what we call ‘inside’ views, how things feel to participants, and what we call ‘outside’ views, such as statistical patterns in data. It appears that new digital technology not only makes new ways of doing educational research possible, but it also changes how we should think about the purpose and nature of educational research. We end by proposing relatively new methodologies and paradigms influenced by dialogic theory that respond to these historical challenges and are better suited to researching educational technology. DA - 2023/// PY - 2023 PB - Routledge SN - 978-1-00-319849-9 ER - TY - CHAP TI - Steps Towards a 'Dialogic' Grammar AU - Wegerif, Rupert AU - Major, Louis T2 - The Theory of Educational Technology AB - In this chapter we look at three ‘grammars’ of educational technology, or ways of using and thinking about education technology, that are informed by the advent of the internet: online mediated communities of practice, educational online multi-user role-play games, and connectivism. Each of these grammars has different strengths and weaknesses. Our critique leads us towards a new way of understanding the role of educational technology which we call a ‘dialogic’ grammar or a dialogic foundation for the design of educational technology. DA - 2023/// PY - 2023 PB - Routledge SN - 978-1-00-319849-9 ER - TY - CHAP TI - Technology and Expanding Dialogic Space AU - Wegerif, Rupert AU - Major, Louis T2 - The Theory of Educational Technology AB - This chapter explores the concept of dialogic space in education and its relationship with technology. We begin by tracing the history of communications technology and its intersection with education, leading up to the emergence of AI chatbots as dialogue partners, arguing that technology has an important role in fostering dialogic spaces. We explore the modern concept of dialogic space, which is rooted in educational research and emphasises the importance of creating a space for open and exploratory dialogue. Specifically, we revisit Martin Buber’s seminal notion of ‘the space between’ as a realm of possibilities within interpersonal relationships. We also highlight the limitations of this theory in not accounting for technology’s materiality in shaping dialogic spaces. Integrating Buber’s ‘space between’ with recent dialogic space theory, we demonstrate how combining pedagogical and technological design can open, widen and deepen dialogic spaces. Two case studies exemplify how designing technology in tandem with pedagogy can project students into an expanded dialogic space. We suggest that expanding dialogic space may be the essence of education and perhaps the most important function of educational technology. DA - 2023/// PY - 2023 PB - Routledge SN - 978-1-00-319849-9 ER - TY - CHAP TI - Technology and Expanding Dialogic Time AU - Wegerif, Rupert AU - Major, Louis T2 - The Theory of Educational Technology AB - This chapter explores the concept of ‘dialogic time’ and its potential to offer insights into the design and use of technology in education. Education, we argue, is centrally concerned with drawing students into participation in the longer-term dialogues of culture such as science and the arts. We suggest that the design of educational technology and associated pedagogy can bring different temporal contexts into a dialogic relation. Considering dialogic time as well as dialogic space can help educators design for more effective and expansive learning experiences. DA - 2023/// PY - 2023 PB - Routledge SN - 978-1-00-319849-9 ER - TY - CHAP TI - The 'Grammar' of Educational Technology AU - Wegerif, Rupert AU - Major, Louis T2 - The Theory of Educational Technology AB - Designing educational technology implies ways of thinking about the role of technology in the educational process. This chapter looks at some of the most influential ways in which the role of digital technology in education has been imagined: technology as a ‘teaching machine’, as a ‘tool for thinking’ and as a ‘learning environment’. DA - 2023/// PY - 2023 PB - Routledge SN - 978-1-00-319849-9 ER - TY - CHAP TI - The 'Meaning' of Technology AU - Wegerif, Rupert AU - Major, Louis T2 - The Theory of Educational Technology AB - This chapter explores the relationship between technology and human meaning making. We begin by challenging the common assumption that technology is a threat to human meaning and move on to explore why collaborations with technology can lead to a greater sense of meaning for learners. We argue that education for meaning requires the design of educational technology that helps learners to more deeply participate in systems that unite the biological, social and technological. DA - 2023/// PY - 2023 PB - Routledge SN - 978-1-00-319849-9 ER - TY - BOOK TI - The Theory of Educational Technology: Towards a Dialogic Foundation for Design AU - Wegerif, Rupert AU - Major, Louis CY - London DA - 2023/11/02/ PY - 2023 DP - DOI.org (Crossref) ET - 1 LA - en PB - Routledge SN - 978-1-00-319849-9 ST - The Theory of Educational Technology UR - https://www.taylorfrancis.com/books/9781003198499 Y2 - 2023/12/18/20:38:52 ER - TY - CHAP TI - Towards a Dialogic Foundation for the Design of Educational Technology AU - Wegerif, Rupert AU - Major, Louis T2 - The Theory of Educational Technology AB - This chapter summarises our investigation into the theory of education technology and outlines a dialogic theory which we hope will prove useful as a foundation for educational technology design. To better understand education and how to improve it, we need to take technology seriously and listen to its ‘voice’. Our proposed dialogic theory focuses on how to design educational technology to support the opening, widening and deepening of dialogic spaces. It is about designing pedagogy with technology to facilitate the dynamic inter-weaving of educational dialogues at different spatio-temporal scales, linking short-term face-to-face dialogues to longer-term and more global dialogues. DA - 2023/// PY - 2023 PB - Routledge SN - 978-1-00-319849-9 ER - TY - BLOG TI - Exploring Math Education Relations by Analyzing Large Data Sets II. Research Memorandum. ETS RM-21-02. AU - Weeks, Jonathan AU - Baron, Patricia T2 - Educational Testing Service DA - 2021/// PY - 2021 UR - https://eric.ed.gov/?id=ED617566 Y2 - 2024/03/01/14:47:21 KW - Final_citation KW - ⛔ No DOI found ER - TY - BOOK TI - Planning for Educational Change: Putting people and their contexts first AU - Wedell, Martin AB - This book highlights the current ideas about the what, why and how of educational change and what these suggest about the essential issues that change policy makers and planners need to consider. It analyses international case studies of change initiatives to illustrate how the change process can be affected when such issues are insufficiently acknowledged or ignored. Finally the book introduces a number of key questions for educational change practitioners to consider when they find themselves responsible for the planning and/or implementation and/or monitoring of changes within an institution, a locality or a region. Educational change scenarios, from change within a single institution to local implementation of a national change, are used to show how answers to these questions can help change planners to closely match their implementation processes to their local contextual realities. DA - 2009/04/01/ PY - 2009 DP - Google Books SP - 193 LA - en PB - Bloomsbury Publishing SN - 978-1-4411-9270-7 ST - Planning for Educational Change ER - TY - JOUR TI - Analyzing the past to prepare for the future: writing a literature review AU - Webster, J AU - Watson, RT T2 - MIS Quarterly DA - 2002/// PY - 2002 VL - 26 IS - 2 SP - – LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Does changing behavioral intentions engender behavior change? A meta-analysis of the experimental evidence AU - Webb, Thomas L. AU - Sheeran, Paschal T2 - Psychological Bulletin AB - Numerous theories in social and health psychology assume that intentions cause behaviors. However, most tests of the intention- behavior relation involve correlational studies that preclude causal inferences. In order to determine whether changes in behavioral intention engender behavior change, participants should be assigned randomly to a treatment that significantly increases the strength of respective intentions relative to a control condition, and differences in subsequent behavior should be compared. The present research obtained 47 experimental tests of intention-behavior relations that satisfied these criteria. Meta-analysis showed that a medium-to-large change in intention (d = 0.66) leads to a small-to-medium change in behavior (d = 0.36). The review also identified several conceptual factors, methodological features, and intervention characteristics that moderate intention-behavior consistency. DA - 2006/03// PY - 2006 DO - 10.1037/0033-2909.132.2.249 DP - PubMed VL - 132 IS - 2 SP - 249 EP - 268 J2 - Psychol Bull LA - eng SN - 0033-2909 ST - Does changing behavioral intentions engender behavior change? KW - Attitude KW - Cooperative Behavior KW - Female KW - Humans KW - Intention KW - Male KW - Social Behavior ER - TY - RPRT TI - Girls’ Education and EdTech: A Rapid Evidence Review AU - Webb, Daniel AU - Barringer, Katie AU - Torrance, Rebecca AU - Mitchell, Joel T2 - EdTech Hub Rapid Evidence Review AB - This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of technology in supporting girls’ education in low and middle-income countries (LMICs). The RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread global shutdown of schools. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations to the continuation of schooling caused by COVID-19. Established approaches to maintaining continuity of education for the most marginalised have particular salience during this period because of the significant increase in the number of students at risk of disruption. Research consistently shows that while education across the board is negatively affected by crisis situations, the schooling of girls is disproportionately impacted. The RER aims neither to advocate nor discourage the use of technology in girls’ education in response to the present COVID-19 pandemic, but rather to provide an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential role of technology in delivering education for girls. DA - 2020/// PY - 2020 DP - Zotero LA - en M3 - Rapid Evidence Review PB - EdTech Hub SN - 2 ST - Girls' Education UR - https://docs.edtechhub.org/lib/CZBRW85R KW - L:Gender and education KW - LP: English KW - _EdTechHub_Output KW - _L:English UXZJW5DR KW - _P:Evidence review VCMFM9ZD KW - _T:E:Primary education QIVZD2B2 KW - _T:E:Secondary education JS5BG2RE KW - _T:F:Access W8TZWAGE KW - _T:P:Girls ED5GMBNU KW - ___working_potential_duplicate KW - _cover:v3 KW - _zenodoETH KW - _zenodoETH:submitted KW - ⛔ No DOI found ER - TY - RPRT TI - Girls’ Education and EdTech: A Rapid Evidence Review AU - Webb, Daniel AU - Barringer, Katie AU - Torrance, Rebecca AU - Mitchell, Joel DA - 2020/// PY - 2020 LA - en PB - EdTech Hub ST - Girls’ Education and EdTech KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Public health interventions, barriers, and opportunities for improving maternal nutrition in Northeast Nigeria AU - Webb-Girard, Amy AU - Dzingina, Cynthia AU - Akogun, Oladele B AU - Mason, John B. AU - McFarland, Deborah A. T2 - Food and Nutrition Bulletin DA - 2012/// PY - 2012 VL - 33, Supplement 1 SP - 51 EP - 70 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - The Importance of Boundary Objects in Industry-Academia Collaborations to Support Evidencing the Efficacy of Educational Technology AU - Weatherby, Kristen AU - Clark-Wilson, Alison AU - Cukurova, Mutlu AU - Luckin, Rose T2 - TechTrends AB - Abstract The context of a 2.5 year academia-led programme for the educational technology sector in the United Kingdom is used to explore the role of logic models as boundary objects to support the programme objectives. The programme provided educational research training and mentoring to participants from 252 small and medium-sized enterprises to support them with the use of existing and self-generated evidence of the efficacy of their educational technologies. Participants from a deliberate sample of six enterprises were interviewed to elicit their perceptions of the process through which the creation and use of a logic model for their product or service did or did not become a useful tool to support their research and business goals. The results suggest that logic models have vital roles as boundary objects in this context, such as supporting communication, learning, and product development. The study offers a first-case example of how logic models can be used in the design of educational technology, responding to the call for research in this area. A discussion on the challenges associated with the use of the logic model in the context of the project concludes the article. DA - 2022/09// PY - 2022 DO - 10.1007/s11528-022-00705-0 DP - DOI.org (Crossref) VL - 66 IS - 5 SP - 784 EP - 797 J2 - TechTrends LA - en SN - 8756-3894, 1559-7075 UR - https://link.springer.com/10.1007/s11528-022-00705-0 Y2 - 2023/01/16/17:56:41 ER - TY - ELEC TI - Adobe Acrobat adds generative AI to ‘easily chat with documents’ AU - Weatherbed, Jess T2 - The Verge AB - No need to rummage through PDFs if a robot can do it for you. DA - 2024/02/20/T14:00:00.000Z PY - 2024 LA - en UR - https://www.theverge.com/2024/2/20/24077217/adobe-acrobat-generative-ai-assistant-chatbot-pdf-document Y2 - 2024/02/23/23:46:59 ER - TY - JOUR TI - SAVE THE CHILDREN INTERNATIONAL AU - Wc, London AB - An estimated 99% of children worldwide – or more than 2.3 billion children – live in one of the 186 countries that have implemented some form of restrictions due to COVID-191. Although children are not at a high risk of direct harm from the virus, they are disproportionately affected by its hidden impacts. DA - 2020/// PY - 2020 DP - Zotero SP - 47 LA - en KW - ⛔ No DOI found ER - TY - THES TI - Education for All? Complex solutions to complex problems in the Nigerian education sector AU - Waziri, Nafisa DA - 2020/// PY - 2020 DP - Google Scholar M3 - PhD Thesis ST - Education for All? UR - https://www.repository.cam.ac.uk/items/4c1021f5-3aaf-480a-9bd0-7fa09019a6cb Y2 - 2023/10/30/18:29:42 ER - TY - JOUR TI - Measuring the Unmeasurable in Education: edited by Elaine Unterhalter, Oxon, Routledge, 2019, 169 pp., ISBN 978-0-367-00103-2 AU - Waziri, Nafisa T2 - Journal of Human Development and Capabilities DA - 2021/01/02/ PY - 2021 DO - 10.1080/19452829.2020.1866267 DP - DOI.org (Crossref) VL - 22 IS - 1 SP - 182 EP - 184 J2 - Journal of Human Development and Capabilities LA - en SN - 1945-2829, 1945-2837 ST - Measuring the Unmeasurable in Education UR - https://www.tandfonline.com/doi/full/10.1080/19452829.2020.1866267 Y2 - 2023/10/30/18:29:40 ER - TY - JOUR TI - Experimenting With Teacher Professional Development: Motives and Methods AU - Wayne, A. J. AU - Yoon, K. S. AU - Zhu, P. AU - Cronen, S. AU - Garet, M. S. T2 - Educational Researcher AB - A strong base of research is needed to guide investments in teacher professional development (PD). This article considers the status of research on PD and articulates a particular direction for future work. Little is known about whether PD can have a positive impact on achievement when a program is delivered across a range of typical settings and when its delivery depends on multiple trainers. Despite a consensus in the literature on the features of effective PD, there is limited evidence on the specific features that make a difference for achievement. This article explains the benefits offered by experiments in addressing current research needs and?for those conducting and interpreting such studies?discusses the unique methodological issues encountered when experimental methods are applied to the study of PD. DA - 2008/11/01/ PY - 2008 DO - 10.3102/0013189X08327154 DP - CrossRef VL - 37 IS - 8 SP - 469 EP - 479 J2 - Educational Researcher LA - en SN - 0013-189X ST - Experimenting With Teacher Professional Development UR - https://doi.org/10.3102/0013189X08327154 Y2 - 2016/03/26/13:27:50 KW - C:United States / International ER - TY - CHAP TI - 6 Social choice and research capacity strengthening in Nigeria AU - Watts, Michael AU - Waziri, Nafisa AU - Akogun, Oladele T2 - Social Choice, Agency, Inclusiveness and Capabilities DA - 2024/// PY - 2024 DP - Google Scholar SP - 113 Y2 - 2024/03/27/09:48:52 ER - TY - JOUR TI - Supporting Intra-Sectoral Collaboration in the Primary Education Sector in Northern Nigeria AU - Watts, Michael AU - Akogun, Oladele AU - Allsop, Terry AU - Waziri, Nafisa T2 - Africa Education Review DA - 2023/// PY - 2023 DO - 10.1080/18146627.2023.2243033 LA - en KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Supporting Intra-Sectoral Collaboration in the Primary Education Sector in Northern Nigeria AU - Watts, Michael AU - Akogun, Oladele AU - Allsop, Terry AU - Waziri, Nafisa T2 - Africa Education Review DA - 2023/08/23/ PY - 2023 DO - 10.1080/18146627.2023.2243033 DP - DOI.org (Crossref) SP - 1 EP - 18 J2 - Africa Education Review LA - en SN - 1814-6627, 1753-5921 UR - https://www.tandfonline.com/doi/full/10.1080/18146627.2023.2243033 Y2 - 2023/10/30/18:29:37 ER - TY - CHAP TI - The Research Capacity Strengthening Strategy For Evidence-Based Education Policy and Practice in Northern Nigeria: Year Two Report AU - Watts, Michael AU - Akogun, Oladele B T2 - Education Data, Research and Evaluation in Nigeria (EDOREN DA - 2018/// PY - 2018 LA - en UR - www.nigeria-education.org ER - TY - JOUR TI - iPadiCan: Trialling iPads to support primary and secondary students with disabilities AU - Watts, Liz AU - Brennan, Sharon AU - Phelps, Renata T2 - Australian Educational Computing AB - iPads have only been on the market since April 2010 but have rapidly gained great attention within educational communities. While their potential to support teaching and learning has been advocated by many, as yet little empirical research has been released on their application in primary and secondary classrooms. This paper reports on an action research study which investigated the possible role of iPads in supporting learning for students with disabilities. The project sought to document the practical steps required to implement iPads in classrooms, the applications which might be most educationally effective, together with the perceptions of students, teachers, parents and teaching assistants (TAs). The study provides evidence of the significant potential of the devices for children with a wide range of disabilities and, through a number of brief vignettes, demonstrates their capacity to support both learning and socialisation. DA - 2012/// PY - 2012 VL - 27 IS - 2 SP - 4 EP - 12 KW - ⛔ No DOI found ER - TY - BOOK TI - Teaching Machines: The History of Personalized Learning AU - Watters, Audrey CY - Cambridge, Massachusetts DA - 2021//03/Agosto PY - 2021 DP - Amazon SP - 316 LA - Inglés SN - 978-0-262-04569-8 ST - Teaching Machines ER - TY - JOUR TI - The relationship between educational television and mathematics capability in Tanzania AU - Watson, Joseph AU - Hennessy, Sara AU - Vignoles, Anna T2 - British Journal of Educational Technology DA - 2020/// PY - 2020 DO - 10.1111/bjet.13047 VL - 52 IS - 2 LA - en SN - 1467-8535 KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Educational Television: A Rapid Evidence Review AU - Watson, Joe AU - McIntyre, Nora DA - 2020/06// PY - 2020 LA - en PB - EdTech Hub ST - Educational Television KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - The relationship between educational television and mathematics capability in Tanzania AU - Watson, Joe AU - Hennessy, Sara AU - Vignoles, Anna T2 - British Journal of Educational Technology AB - Previous studies have often demonstrated that educational television can have a positive effect on learning outcomes in low-income countries when delivered in controlled settings. However, existing research in low-resource contexts has scarcely considered the association between child outcomes and viewing in usual environments (ie, at their home, a friend’s home or a relative’s home). This lack of research is striking, as evidence from controlled settings might provide limited information on the effects of normal television exposure. This paper, therefore, investigates the relationship between normal exposure to a popular Tanzania-produced cartoon, Ubongo Kids and mathematics capability, as represented by plausible values derived from an item response theory model applied to children’s test responses. Cross-sectional investigation of a sample of 38 682 Tanzanian children suggested normal educational television exposure to be significantly associated with mathematics capability, when controlling for age, sex, school enrolment, Kiswahili attainment and household fixed effects. While cross-sectional results are not necessarily causal, the findings in this paper broadly correspond with those from previous designs using repeated observations. What is more, considering association results alongside cost and viewership estimates suggests television-based interventions to be highly cost effective. Practitioner Notes What is already known about this topic National data for Tanzania suggests the country to have both low levels of mathematics proficiency and considerable access to television technology. Educational television-based interventions might, therefore, be worthy of consideration by educational policymakers, especially given that studies conducted in controlled settings indicate that television can deliver learning benefits. There is, however, little evidence concerning educational television exposure outside of controlled settings. Only one such study in a low-income context that concerned the association between learning outcomes and viewing among primary-age children has been identified. What this paper adds This paper addresses this dearth of research by investigating the association between normal exposure to a Tanzanian cartoon, Ubongo Kids and mathematics capability, as derived from an item response theory model applied to the test responses of 38 682 children. Cross-sectional findings suggest the association between normal television exposure and mathematics capability to be significant. Further, a cost-effectiveness comparison with alternate interventions in comparable contexts indicates that educational television is highly cost-effective. Implications for practice and/or policy The findings presented in this paper concerning educational television viewership in usual environments act to triangulate those from prior research conducted in controlled settings. As such, policymakers in low-income contexts now possess more convincing evidence on the potential influence of educational television interventions. Additionally, the cost-effectiveness comparison made suggests that educational television should be considered a viable option by policymakers seeking to address learning outcomes with limited resources. DA - 2021/// PY - 2021 DO - 10.1111/bjet.13047 DP - Wiley Online Library VL - 52 IS - 2 SP - 638 EP - 658 LA - en SN - 1467-8535 UR - https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13047 Y2 - 2021/05/27/11:21:14 KW - Tanzania KW - cost effectiveness KW - educational television KW - mathematics ER - TY - BLOG TI - Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19) AU - Watson, Joe T2 - EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. Written by Joe Watson, research assistant at the University of Cambridge One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) realisation that they must become their children’s teachers. This will be particularly difficult in low-income contexts where… DA - 2020/03/31/ PY - 2020 LA - en-GB ST - Learning through television in low-income contexts UR - https://edtechhub.org/2020/03/31/learning-through-television-in-low-income-contexts-mitigating-the-impact-of-covid-19/ Y2 - 2022/12/25/04:20:25 KW - Final_citation KW - cited KW - existing ER - TY - BLOG TI - Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19) [EdTech Hub Blog] AU - Watson, Joe T2 - The EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. Written by Joe Watson, research assistant at the University of Cambridge One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) realisation that they must become their children’s teachers. This will be particularly … DA - 2020/// PY - 2020 LA - en-GB ST - Learning through television in low-income contexts UR - https://edtechhub.org/2020/03/31/learning-through-television-in-low-income-contexts-mitigating-the-impact-of-covid-19/ Y2 - 2020/04/13/16:40:48 ER - TY - BLOG TI - Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19) [OpenDevEd Blog] AU - Watson, Joe T2 - Open Development & Education AB - Written by Joe Watson, research assistant at the University of Cambridge. This blog was first published as part of the coronavirus (COVID-19) and EdTech series on The EdTech Hub website under Creative Commons Attribution 4.0. One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) […] DA - 2020/04/27/T10:02:03+00:00 PY - 2020 LA - en-GB ST - Learning through television in low-income contexts UR - https://opendeved.net/2020/04/27/learning-through-television-in-low-income-contexts-mitigating-the-impact-of-coronavirus-covid-19/ Y2 - 2020/06/23/20:00:42 ER - TY - JOUR TI - COVID-19 and digital disruption in UK universities: afflictions and affordances of emergency online migration AU - Watermeyer, Richard AU - Crick, Tom AU - Knight, Cathryn AU - Goodall, Janet T2 - Higher Education AB - COVID-19 has caused the closure of university campuses around the world and migration of all learning, teaching, and assessment into online domains. The impacts of this on the academic community as frontline providers of higher education are profound. In this article, we report the findings from a survey of n = 1148 academics working in universities in the United Kingdom (UK) and representing all the major disciplines and career hierarchy. Respondents report an abundance of what we call ‘afflictions’ exacted upon their role as educators and in far fewer yet no less visible ways ‘affordances’ derived from their rapid transition to online provision and early ‘entry-level’ use of digital pedagogies. Overall, they suggest that online migration is engendering significant dysfunctionality and disturbance to their pedagogical roles and their personal lives. They also signpost online migration as a major challenge for student recruitment, market sustainability, an academic labour-market, and local economies. DA - 2020/06/04/ PY - 2020 DO - 10.1007/s10734-020-00561-y DP - DOI.org (Crossref) J2 - High Educ LA - en SN - 0018-1560, 1573-174X ST - COVID-19 and digital disruption in UK universities UR - http://link.springer.com/10.1007/s10734-020-00561-y Y2 - 2020/08/12/17:24:51 KW - __C:filed:1 ER - TY - JOUR TI - Social Network Analysis AU - Wasserman, S. AU - Faust, K. DA - 1994/// PY - 1994 DO - 10.1017/CBO9780511815478 DP - docs.edtechhub.org LA - en-GB UR - https://docs.edtechhub.org/lib/E2GTJVVQ Y2 - 2024/03/04/14:07:05 KW - Final_citation ER - TY - RPRT TI - Long-term impacts of alternative approaches to increase schooling : evidence from a scholarship program in Cambodia (English) AU - Washington, D. AU - Barrera-Osorio, Felipe AU - Barros, Andreas De AU - Filmer, Deon P. CY - C DA - 2018/// PY - 2018 PB - World Bank Group UR - http://documents.worldbank.org/curated/en/838871535033752683/Long-term-impacts-of-alternative-approaches-to-increase-schooling-evidence-froma-scholarship-program-in-Cambodia ER - TY - RPRT TI - The Washington Group / UNICEF Child Functioning Module (CFM) AU - Washington Group AU - UNICEF DA - 2020/// PY - 2020 UR - https://www.washingtongroup-disability.com/fileadmin/uploads/wg/Documents/Washington_Group_Questionnaire__5_-_WG-UNICEF_Child_Functioning_Module__ages_5-17_.pdf Y2 - 2021/10/16/10:30:51 ER - TY - RPRT TI - Is indoor environmental quality in my school classroom safe? AU - Warwocki, Pawel AB - How can we monitor indoor environmental quality without access to sophisticated measurement instruments? This blog highlights simple methods for checking classroom environmental quality. The methods cannot replace the processes of taking actual measurements and monitoring, or ensure that classrooms meet code requirements; they will, however, help identify particular problems and indicate actions that can be taken to avoid them. The end of the blog includes a table of the actions described and a simple survey that can be used with schoolchildren. An output of the Open Development & Education, https://opendeved.net/ CN - 10.53832/opendeved.1028 DA - 2023/11/07/ PY - 2023 LA - en M3 - Blog post - Improving Learning Through Classroom Experience in East Africa PB - Open Development & Education SN - 12 UR - https://opendeved.net/2023/11/07/is-indoor-environmental-quality-in-my-school-classroom-safe/ Y2 - 2023/11/07/00:00:00 KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - School: a second home for the children AU - Warwocki, Pawel AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1037 DA - 2023/06/14/ PY - 2023 LA - en M3 - Blog post - Improving Learning Through Classroom Experience in East Africa PB - Open Development & Education SN - 4 UR - https://docs.opendeved.net/lib/NW5NJAGB KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - JOUR TI - Realising ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms AU - Warwick, Paul AU - Cook, Victoria AU - Vrikki, Maria AU - Major, Louis AU - Rasmussen, Ingvill T2 - Learning, Culture and Social Interaction DA - 2020/// PY - 2020 DO - 10.1016/j.lcsi.2019.100376 DP - Google Scholar VL - 24 SP - 100376 KW - __C:filed:1 ER - TY - BOOK TI - Technology and social inclusion: rethinking the digital divide AU - Warschauer, Mark CN - HN49.I56 W37 2003 CY - Cambridge, Mass. ; London DA - 2003/// PY - 2003 DP - ul-newton.lib.cam.ac.uk Library Catalog SP - 260 PB - MIT Press SN - 978-0-262-23224-1 ST - Technology and social inclusion KW - Digital divide KW - Marginality, Social ER - TY - BOOK TI - Technology and social inclusion: rethinking the digital divide AU - Warschauer, Mark CN - HN49.I56 W37 2003 CY - Cambridge, Mass. ; London DA - 2003/// PY - 2003 DP - ul-newton.lib.cam.ac.uk Library Catalog SP - 260 PB - MIT Press SN - 978-0-262-23224-1 ST - Technology and social inclusion KW - Digital divide KW - Final_citation KW - Marginality, Social KW - cited KW - existing ER - TY - JOUR TI - Reading for pleasure in paradise: paired reading in Antigua and Barbuda AU - Warrington, Molly J AU - George, Patricia T2 - Literacy AB - Reading for pleasure is essential in the development of literacy. This paper reports on findings from a paired reading strategy introduced into primary schools in Antigua and Barbuda in order to foster children's pleasure in reading. This programme of cross‐age peer tutoring intervention began with the training of teachers in a small group of seven schools and was extended to all the schools on the islands in the following year. Qualitative research data from children and teachers showed that children were enthusiastic about the experience, with some evidence to show that their wider interest in reading was stimulated. Although for the pupils, particularly the younger ones, the main benefit of shared reading was perceived to be an improvement in reading skills, for teachers, it was the increase in children's confidence in reading that was cited as the most positive outcome. Although resource constraints in some schools did limit the scope of the programme, the paper argues that it boosted the reading development of a number of children and may have acted as a catalyst for stimulating a lasting pleasure and joy in reading. DA - 2014/// PY - 2014 DO - 10.1111/lit.12020 VL - 48 IS - 2 SP - 66 EP - 71 Y2 - 2020/11/17/00:00:00 KW - _Added to LR KW - _T:reviewed ER - TY - RPRT TI - RECOVR Sierra Leone: Tracking the Effects of the COVID-19 Pandemic AU - Warren, Shana AU - Parkerson, Doug AU - Collins, Elliott DA - 2020/// PY - 2020 PB - Innovations for Poverty Action UR - https://www.poverty-action.org/recovr-study/recovr-sierra-leone-tracking-effects-covid-19-pandemic Y2 - 2020/12/16/10:25:08 KW - _C:Sierra Leone SLE ER - TY - GEN TI - Professional Development in the OECS Gets an Upgrade! AU - Warner-Arnold, Tracey DA - 2020/01/16/ PY - 2020 UR - https://pressroom.oecs.org/professional-development-in-the-oecs-gets-an-upgrade ER - TY - RPRT TI - The full report of Realdania AU - Wargocki, Pawel AU - Wyon, David P AB - This report summarises published research on how children’s performance of schoolwork in primary and secondary schools and their subsequent educational attainments are affected by classroom temperature, air quality, noise, and lighting. The main conclusions (Items 1-20) are set out below as unequivocal statements that are validated by the findings of the detailed reviews of research published that form the bulk of the report, or by the findings of research published since those reviews were written and in some cases published. Bibliographic references to the original research reports are to be found in each detailed review or in the list that appears below. To each statement has been added brief comments based on other relevant findings noted in the reviews. A short list of what is NOT yet known about the effects of each indoor climate factor is then appended (Items 5, 10, 15, and 20), the implications for energy conservation (Items 21-25) and priorities for future research in this area (Items 26-30) are suggested. This report’ssummaryisprovidedseparatelywiththecurrentrecommendations and requirements of indoor environmental quality conditions in schools. Four appendixes contain detailed reviews based on which the present report was prepared. DA - 2020/// PY - 2020 PB - International Centre for Indoor Environment and Energy. ER - TY - JOUR TI - TAIL, a new scheme for rating indoor environmental quality in offices and hotels undergoing deep energy renovation (EU ALDREN project) AU - Wargocki, Pawel AU - Wei, Wenjuan AU - Bendžalová, Jana AU - Espigares-Correa, Carlos AU - Gerard, Christophe AU - Greslou, Olivier AU - Rivallain, Mathieu AU - Sesana, Marta Maria AU - Olesen, Bjarne W. AU - Zirngibl, Johann T2 - Energy and Buildings DA - 2021/// PY - 2021 DO - 10.1016/j.enbuild.2021.111029 DP - Google Scholar VL - 244 SP - 111029 KW - BE:RELEVANT ER - TY - JOUR TI - The relationships between classroom air quality and children’s performance in school AU - Wargocki, Pawel AU - Porras-Salazar, Jose Ali AU - Contreras-Espinoza, Sergio AU - Bahnfleth, William T2 - Building and Environment AB - The data from published studies were used to derive systematic relationships between learning outcomes and air quality in classrooms. Psychological tests measuring cognitive abilities and skills, school tasks including mathematical and language-based tasks, rating schemes, and tests used to assess progress in learning including end-of-year grades and exam scores were used to quantify learning outcomes. Short-term sick leave was also included because it may influence progress in learning. Classroom indoor air quality was characterized by the concentration of carbon dioxide (CO2). For psychological tests and school tasks, fractional changes in performance were regressed against the average concentrations of CO2 at which they occurred; all data reported in studies meeting the inclusion criteria were used to derive the relationship, regardless of whether the change in performance was statistically significant at the examined levels of classroom air quality. The analysis predicts that reducing CO2 concentration from 2,100 ppm to 900 ppm would improve the performance of psychological tests and school tasks by 12% with respect to the speed at which the tasks are performed and by 2% with respect to errors made. For other learning outcomes and short-term sick leave, only the relationships published in the original studies were available. They were therefore used to make predictions. These relationships show that reducing the CO2 concentration from 2,300 ppm to 900 ppm would improve performance on the tests used to assess progress in learning by 5% and that reducing CO2 from 4,100 ppm to 1,000 ppm would increase daily attendance by 2.5%. These results suggest that increasing the ventilation rate in classrooms in the range from 2 L/s-person to 10 L/s-person can bring significant benefits in terms of learning performance and pupil attendance; no data are available for higher rates. The results provide a strong incentive for improving classroom air quality and can be used in cost-benefit analyses. DA - 2020/04/15/ PY - 2020 DO - 10.1016/j.buildenv.2020.106749 DP - ScienceDirect VL - 173 SP - 106749 J2 - Building and Environment LA - en SN - 0360-1323 UR - https://www.sciencedirect.com/science/article/pii/S0360132320301074 Y2 - 2022/05/28/21:04:26 KW - BE:RELEVANT KW - Carbon dioxide KW - Children KW - Cognitive performance KW - Elementary schools KW - Learning ER - TY - JOUR TI - The relationship between classroom temperature and children’s performance in school AU - Wargocki, Pawel AU - Porras-Salazar, Jose Ali AU - Contreras-Espinoza, Sergio T2 - Building and Environment AB - The present paper reports a meta-analysis of published evidence on the effects of temperature in school classrooms on children's performance in school. The data from 18 studies were used to construct a relationship between thermal conditions in classrooms and children's performance in school. Psychological tests measuring cognitive abilities and skills, school tasks including mathematical and language-based tasks, rating schemes, and tests used to assess progress in learning including end-of-year grades and the examination results were considered as indicators of children's performance Due to the lack of complete measurements, thermal conditions were characterized by measured classroom temperatures. To create the relationship, the fractional change in performance of psychological tests and school tasks was regressed against the average temperature at which the change was recorded; all published data were used regardless of whether the change in learning outcome changed significantly with temperature. For other learning outcomes, no relationship was created because the data were insufficient. The relationship derived in the analysis shows that the performance of psychological tests and school tasks can be expected to increase on average by 20% if classroom temperatures are lowered from 30 °C to 20 °C and that the temperature for optimal performance is lower than 22 °C. The relationship is valid only for temperate climates. It requires verification for other climates and extensions to temperatures lower than 20 °C and higher than 30 °C. DA - 2019/06/15/ PY - 2019 DO - 10.1016/j.buildenv.2019.04.046 DP - ScienceDirect VL - 157 SP - 197 EP - 204 J2 - Building and Environment LA - en SN - 0360-1323 UR - https://www.sciencedirect.com/science/article/pii/S0360132319302987 Y2 - 2022/05/28/19:46:47 KW - BE:Annotated KW - BE:RELEVANT KW - BE:temperature KW - Children KW - Cognitive performance KW - Elementary schools KW - Learning KW - Temperature KW - Thermal environment ER - TY - CHAP TI - Effects of Classroom Air Quality on Learning in Schools AU - Wargocki, Pawel T2 - Handbook of Indoor Air Quality A2 - Zhang, Yinping A2 - Hopke, Philip K. A2 - Mandin, Corinne AB - This chapter describes the evidence of the effects of indoor air quality (IAQ) on learning of children and gives an overview of the size of the effects expected. The results from the published experiments on the effects of classroom air quality on the performance of schoolwork do confirm that these effects are systematic and show that improving classroom air quality will have a significant positive effect on some aspects of learning, both on cognitive skills and academic attainment, as well as academic achievements and absence rates. Present studies show that to ensure classroom IAQ conducive to learning, CO2 levels (indicating the adequacy of ventilation) should be kept below 900 ppm at all times. It should be ensured that windows can be opened when needed, to improve classroom IAQ, and CO2 sensors should be installed to indicate when windows must be open (or any other measure to improve IAQ must be executed) if the CO2 concentration is too high and when they should be closed to conserve energy. CY - Singapore DA - 2021/// PY - 2021 DP - Springer Link SP - 1 EP - 13 LA - en PB - Springer SN - 978-981-10-5155-5 UR - https://doi.org/10.1007/978-981-10-5155-5_65-1 Y2 - 2022/05/29/15:15:05 KW - Absence rate KW - BE:RELEVANT KW - Carbon dioxide KW - Learning KW - Schools KW - Sleep KW - Ventilation ER - TY - RPRT TI - Short summary report for Realdania AU - Wargocki, Pawel AB - Summary of the research on how thermal, air quality, noise reduction, lighting, and daylighting improvements in classrooms benefit children’s educational attainments DA - 2020/// PY - 2020 PB - International Centre for Indoor Environment and Energy ER - TY - JOUR TI - Spatially disaggregated population estimates in the absence of national population and housing census data AU - Wardrop, N. A. AU - Jochem, W. C. AU - Bird, T. J. AU - Chamberlain, H. R. AU - Clarke, D. AU - Kerr, D. AU - Bengtsson, L. AU - Juran, S. AU - Seaman, V. AU - Tatem, A. J. T2 - Proceedings of the National Academy of Sciences AB - Population numbers at local levels are fundamental data for many applications, including the delivery and planning of services, election preparation, and response to disasters. In resource-poor settings, recent and reliable demographic data at subnational scales can often be lacking. National population and housing census data can be outdated, inaccurate, or missing key groups or areas, while registry data are generally lacking or incomplete. Moreover, at local scales accurate boundary data are often limited, and high rates of migration and urban growth make existing data quickly outdated. Here we review past and ongoing work aimed at producing spatially disaggregated local-scale population estimates, and discuss how new technologies are now enabling robust and cost-effective solutions. Recent advances in the availability of detailed satellite imagery, geopositioning tools for field surveys, statistical methods, and computational power are enabling the development and application of approaches that can estimate population distributions at fine spatial scales across entire countries in the absence of census data. We outline the potential of such approaches as well as their limitations, emphasizing the political and operational hurdles for acceptance and sustainable implementation of new approaches, and the continued importance of traditional sources of national statistical data. DA - 2018/04/03/ PY - 2018 DO - 10.1073/pnas.1715305115 DP - www.pnas.org VL - 115 IS - 14 SP - 3529 EP - 3537 J2 - PNAS LA - en SN - 0027-8424, 1091-6490 UR - https://www.pnas.org/content/115/14/3529 Y2 - 2021/03/18/19:09:30 KW - census KW - geostatistics KW - population KW - remote sensing KW - surveys ER - TY - JOUR TI - Benefits and Limitations of iPads in the High School Science Classroom and a Trophic Cascade Lesson Plan AU - Ward, Nicholas D AU - Finley, Rachel J AU - Keil, Richard G AU - Clay, Tansy G T2 - Journal of Geoscience Education DA - 2013/// PY - 2013 VL - 61 IS - 4 SP - 378 EP - 384 KW - ⛔ No DOI found ER - TY - JOUR TI - Can the Kenyan Jua Kali Mechanic be Trusted in Servicing the New Technology Rich Vehicles? | African Journal of Education,Science and Technology AU - Wanyeki, Paul AU - Kitainge, Kisilu AU - Ferej, A T2 - African Journal of Education,Science and Technology AB - Mechanics in automotive garages need to keep pace with the ever evolving technological changes in the industry in order to provide relevant service to their clients. The formal garage mechanics have their training provided by vehicle suppliers on every critical technological innovation introduced in their automobiles. But the Jua Kali mechanics on the other hand do not have this symbiotic connection with suppliers. This paper tries to answer the question:  can the jua kali mechanic be trusted in servicing the new technology rich vehicles? The study used a descriptive survey research design. The study population consisted of Jua Kali practitioners who deal with repairs and servicing of automobiles within Eldoret town. Data was analyzed using the statistical package for social sciences (SPSS) software and content analysis techniques. The study found that the Jua Kali mechanics cannot be trusted in handling the new technology rich vehicle as they mostly relied on trial and error which more often than not leads to more damages. DA - 2018/// PY - 2018 DP - ajest.info VL - 3 IS - 4 LA - en-US ST - Can the Kenyan Jua Kali Mechanic be Trusted in Servicing the New Technology Rich Vehicles? UR - http://ajest.info/index.php/ajest/article/view/83 Y2 - 2020/02/02/16:18:52 KW - ⛔ No DOI found ER - TY - JOUR TI - Comprehensive sexuality education in sub-Saharan Africa: adaptation and implementation challenges in universal access for children and adolescents AU - Wangamati, Cynthia Khamala T2 - Sexual and Reproductive Health Matters DA - 2020/// PY - 2020 DO - 10.1080/26410397.2020.1851346 DP - Google Scholar VL - 28 IS - 2 SP - 1851346 ST - Comprehensive sexuality education in sub-Saharan Africa UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7887764/ ER - TY - JOUR TI - Error rates of human reviewers during abstract screening in systematic reviews AU - Wang, Zhen AU - Nayfeh, Tarek AU - Tetzlaff, Jennifer AU - O’Blenis, Peter AU - Murad, Mohammad Hassan T2 - PLOS ONE AB - Background Automated approaches to improve the efficiency of systematic reviews are greatly needed. When testing any of these approaches, the criterion standard of comparison (gold standard) is usually human reviewers. Yet, human reviewers make errors in inclusion and exclusion of references. Objectives To determine citation false inclusion and false exclusion rates during abstract screening by pairs of independent reviewers. These rates can help in designing, testing and implementing automated approaches. Methods We identified all systematic reviews conducted between 2010 and 2017 by an evidence-based practice center in the United States. Eligible reviews had to follow standard systematic review procedures with dual independent screening of abstracts and full texts, in which citation inclusion by one reviewer prompted automatic inclusion through the next level of screening. Disagreements between reviewers during full text screening were reconciled via consensus or arbitration by a third reviewer. A false inclusion or exclusion was defined as a decision made by a single reviewer that was inconsistent with the final included list of studies. Results We analyzed a total of 139,467 citations that underwent 329,332 inclusion and exclusion decisions from 86 unique reviewers. The final systematic reviews included 5.48% of the potential references identified through bibliographic database search (95% confidence interval (CI): 2.38% to 8.58%). After abstract screening, the total error rate (false inclusion and false exclusion) was 10.76% (95% CI: 7.43% to 14.09%). Conclusions This study suggests important false inclusion and exclusion rates by human reviewers. When deciding the validity of a future automated study selection algorithm, it is important to keep in mind that the gold standard is not perfect and that achieving error rates similar to humans may be adequate and can save resources and time. DA - 2020/01/14/ PY - 2020 DO - 10.1371/journal.pone.0227742 DP - PLoS Journals VL - 15 IS - 1 SP - e0227742 J2 - PLOS ONE LA - en SN - 1932-6203 UR - https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0227742 Y2 - 2024/01/18/22:41:15 KW - Automation KW - Cardiovascular medicine KW - Citation analysis KW - Database searching KW - Health screening KW - Mental health and psychiatry KW - Primary care KW - Systematic reviews ER - TY - JOUR TI - Individual difference in thermal comfort: A literature review AU - Wang, Zhe AU - de Dear, Richard AU - Luo, Maohui AU - Lin, Borong AU - He, Yingdong AU - Ghahramani, Ali AU - Zhu, Yingxin T2 - Building and Environment AB - Human individual differences widely and markedly affect thermal comfort and should be carefully considered in the design and operation of the built environment. This paper aims to list and examine the magnitude and significance of individual difference in the preferred/neutral/comfort temperature through reviewing previous climate chamber and field studies. Causal factors for individual differences are investigated, including sex, age and etc. There is no clear and consistent conclusions as to the significance and size of inter-group differences in thermal comfort (between females and males, or the young and the old). To address the issue of individual difference, a paradigm shift from centralized to personalized air condition is on the way with the following three steps: first, collecting individual physiological and psychological response; second, predict individual comfort with machine learning algorithms; and third, accommodating individual difference with Personalized Comfort Systems. DA - 2018/06/15/ PY - 2018 DO - 10.1016/j.buildenv.2018.04.040 DP - ScienceDirect VL - 138 SP - 181 EP - 193 J2 - Building and Environment LA - en SN - 0360-1323 ST - Individual difference in thermal comfort UR - https://www.sciencedirect.com/science/article/pii/S0360132318302518 Y2 - 2022/06/03/08:46:20 KW - Comfort temperature KW - Individual comfort model KW - Individual difference KW - Personal comfort systems ER - TY - JOUR TI - An overview of e-learning in China: History, challenges and opportunities AU - Wang, Yan AU - Liu, Xuan AU - Zhang, Zhenhong T2 - Research in Comparative and International Education AB - The Chinese government has attached great importance to the development of e-learning since its emergence in the 1990s. As a consequence of the implementation of a series of policies, China has made significant achievements in the e-learning arena with respect to infrastructure construction, production of resources, academic education, non-academic training, and education for disadvantaged groups. However, due to the constraints of China’s traditional culture, information literacy, and educational mechanisms, challenges have emerged in the implementation of e-learning that need urgently to be addressed. As e-learning in China continues to grow, major research areas such as students’ and teachers’ perspectives on developments in e-learning, teachers’ pedagogical capacity and ongoing professional development in e-learning settings, and the production of more convenient and useful e-learning resources, are likely to be topics of continuing research interest. DA - 2018/03/01/ PY - 2018 DO - 10.1177/1745499918763421 DP - SAGE Journals VL - 13 IS - 1 SP - 195 EP - 210 J2 - Research in Comparative and International Education LA - en SN - 1745-4999 ST - An overview of e-learning in China UR - https://doi.org/10.1177/1745499918763421 Y2 - 2021/09/02/14:09:53 KW - Challenges KW - China KW - ICT in education KW - e-learning KW - professional development KW - successes ER - TY - BOOK TI - Handbook of Research on E-Learning Applications for Career and Technical Education: Technologies for Vocational Training A3 - 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 ST - Handbook of Research on E-Learning Applications for Career and Technical Education 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 - Using the Robot as a Research Assistant: Research Design Using Generative AI AU - Wang, Shida DA - 2023/// PY - 2023 DP - Google Scholar PB - NYU SPS Applied Analytics Laboratory ST - Using the Robot as a Research Assistant UR - http://archive.nyu.edu/handle/2451/69528 Y2 - 2024/03/12/21:00:49 ER - TY - JOUR TI - A case study of using an online community of practice for teachers' professional development at a secondary school in China AU - Wang, Qiyun AU - Lu, Zhiping T2 - Learning, Media and Technology AB - In this case study, an online community was designed at a secondary school in China for the teachers to prepare their lessons collectively, reflect on their teaching practices, collect comments from peers, and share resources. A survey was administered to the teachers to investigate their perceptions on the online community for their professional development. Two hundred and eighty-three teachers responded to the survey and eight teachers were further interviewed by email. The result showed that most teachers liked using the online community as they could gain subject knowledge and could obtain support from peers, share experiences and get feedback, and exchange resources. Also, online entries confirmed that transformational changes in teaching pedagogy and students' learning activities occurred along the time. However, certain teachers did not participate in the online community frequently. This paper describes the context of the case study, design dimensions of the online community, teachers' positive perceptions on using the online community, and transformational changes. Also, strategies for promoting effective use of the online community are discussed and follow-up studies to address the challenges involved in this study are proposed. [PUBLICATION ABSTRACT] DA - 2012/12// PY - 2012 DO - 10.1080/17439884.2012.685077 VL - 37 IS - 4 SP - 429 EP - 446 LA - English SN - 17439884 UR - https://ur.booksc.org/book/35291105/0cfb69 AN - 1240554543 KW - Case Studies KW - China KW - Communities of Practice KW - Distance Education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Teaching Methods And Curriculum KW - Educational Practices KW - Electronic Learning KW - Electronic Mail KW - Foreign Countries KW - Interviews KW - Learning KW - Lesson Plans KW - Mail Surveys KW - Online instruction KW - Participant Satisfaction KW - Pedagogy KW - Polls & surveys KW - Professional Development KW - Professional development KW - Secondary Education KW - Secondary School Teachers KW - Secondary school teachers KW - Teacher Surveys KW - Teaching Methods KW - Technology Uses in Education KW - Transformative Learning KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096477 KW - __finaldtb ER - TY - RPRT TI - MOOCs as an alternative for teacher professional development: examining learner persistence in one Chinese MOOC AU - Wang, Qiong AU - Chen, Bodong AU - Fan, Yizhou AU - Zhang, Guogang AB - Massive Open Online Courses (MOOCs) have developed into a significant international movement, showing great promise in addressing equity, quality, and efficiency issues in global education. To date, many MOOCs have been developed specifically for teacher professional development (TPD). In this regard, an important empirical question remains to be addressed: How and to what extent can MOOCs support equity, quality, and efficiency in teacher professional development? To help fill this knowledge gap, this study, conducted from 2014 to 2016, focused on persistent teacher-learners in a TPD MOOC that was offered for seven consecutive rounds by the X-Learning Center of Peking University. The study found that more than 15% of the 105,383 teachers who enrolled in this MOOC were persistent teacher-learners, defined as learners who enrolled in multiple rounds. Data analysis showed that these persistent teacher-learners had diverse motivations for re-enrollment, including refreshing conceptual understanding, achieving higher scores, earning course certification, and discussing practical problems. The study also found that the persistent teacher-learners developed self-regulated learning skills in the course of multiple rounds of the MOOC and showed significantly higher learning achievement than one-time enrollees. Qualitative and quantitative analysis of both clicklog data and interview data revealed additional insights into the persistent teacher-learners’ learning within the MOOC and their real-world teaching practice beyond the MOOC. Overall, this study contributes to an improved understanding of the potential of MOOCs as an alternative TPD delivery mode in developing countries and sheds light on the future design of effective TPD through MOOCs. CY - Beijing, China DA - 2018/// PY - 2018 DP - Google Scholar PB - Peking University UR - http://dl4d.org/wp-content/uploads/2018/05/China-MOOC.pdf KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2425977 KW - __finaldtb KW - tpdsysrev_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - MOOCs as an alternative for teacher professional development: examining learner persistence in one Chinese MOOC AU - Wang, Qiong AU - Chen, Bodong AU - Fan, Yizhou AU - Zhang, Guogang CY - Beijing, China DA - 2018/// PY - 2018 PB - Peking University ST - MOOCs as an alternative for teacher professional development KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Antecedents and Consequences of Teachers’ Emotional Labor: a Systematic Review and Meta-analytic Investigation AU - Wang, Hui AU - Hall, Nathan C. AU - Taxer, Jamie L. T2 - Educational Psychology Review AB - Emotional labor represents a long-standing area of research that since its initial development by Hochschild (1983) has been increasingly explored to understand why and how teachers manage and express their emotions in class. However, previous studies investigating teachers’ emotional labor have utilized varying conceptual frameworks and have often shown inconsistent effects, particularly concerning deep acting (i.e., the internalization of desired emotions such that expressed emotions are more consistent with experienced emotions). The current systematic review aimed to outline and summarize existing research findings on teachers’ emotional labor and is supplemented by a meta-analytic investigation on the connection between teachers’ emotional labor and psychological well-being. Practical implications, limitations, and directions for future research are discussed. DA - 2019/09// PY - 2019 DO - 10.1007/s10648-019-09475-3 DP - DOI.org (Crossref) VL - 31 IS - 3 SP - 663 EP - 698 J2 - Educ Psychol Rev LA - en SN - 1040-726X, 1573-336X ST - Antecedents and Consequences of Teachers’ Emotional Labor UR - http://link.springer.com/10.1007/s10648-019-09475-3 Y2 - 2021/03/07/18:05:33 KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Canada CAN KW - _C:China CHN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Malaysia MYS KW - _C:Netherlands NLD KW - _C:Pakistan PAK KW - _C:Poland POL KW - _C:Romania ROU 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 - Violence against children perpetrated by peers: A cross-sectional school-based survey in Uganda AU - Wandera, Stephen Ojiambo AU - Clarke, Kelly AU - Knight, Louise AU - Allen, Elizabeth AU - Walakira, Eddy AU - Namy, Sophie AU - Naker, Dipak AU - Devries, Karen T2 - Child Abuse & Neglect DA - 2017/// PY - 2017 DO - 10.1016/j.chiabu.2017.04.006 DP - Google Scholar VL - 68 SP - 65 EP - 73 ST - Violence against children perpetrated by peers ER - TY - JOUR TI - Predicting school performance using a combination of traditional and non-traditional education data from South Africa AU - Wandera, Henry AU - Marivate, Vukosi AU - Sengeh, Moinina David AB - The application of big data analytics in education is transforming learning, teaching and administration in schools. Current Education Data Mining (EDM) research focuses on teaching and personalized learning in higher institutions mostly in western countries with limited research conducted in African countries. Most research has been conducted using small datasets, simple learning analytics techniques and machine learning black box models to predict students’ performance. Black box modelling approaches use complex structures which are difficult to be easily interpreted by stakeholders. We synthesize EDM approaches and tree based machine learning techniques to identify important features that can predict school performance across African countries such as South Africa. We apply LightGBM a gradient boosting framework and interpretable tree based algorithms on combined data sources from community surveys, school master lists and examination results to perform feature importance. The challenge faced in EDM research is limited education data sources, we merged different existing datasets from government reports and archives. We used community survey data to determine the standards of living in secondary schools within those communities. Cell phone internet, toilets, security, usable water sources, number of teachers and students, school location, and family head were identified as control variables impacting the attainment of schools. LightGBM, underlies the developed prediction model. It empowered the model with high accuracy, stability and easy interpretation hence outperforming XGBoost, decision tree and random forest algorithms. DP - Zotero SP - 6 LA - en KW - ⛔ No DOI found ER - TY - CONF TI - An ontological analysis of some fundamental information systems concepts AU - Wand, Y AU - Weber, R C3 - Proceedings of the International Conference on Information Systems DA - 1988/// PY - 1988 SP - 213 EP - 226 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Massive Open Online Courses (MOOCs) for Professional Teacher and Teacher Educator Development: A Case of TESSA MOOC in Kenya. AU - Wambugu, Patriciah W. T2 - Universal Journal of Educational Research DA - 2018/// PY - 2018 DO - 10.13189/ujer.2018.060604 DP - Google Scholar VL - 6 IS - 6 SP - 1153 EP - 1157 ST - Massive Open Online Courses (MOOCs) for Professional Teacher and Teacher Educator Development KW - _C:China CHN KW - _C:Kenya KEN KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - Evaluating the impact of a tablet-based intervention on the mathematics attainment, receptive language and approaches to learning of preschool children AU - Walton, Jodie M. DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis PB - University of Nottingham KW - _C:Australia AUS KW - _C:Brazil BRA KW - _C:China CHN KW - _C:France FRA KW - _C:India IND KW - _C:Ireland IRL KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Korea, Republic KOR KW - _C:Malawi MWI KW - _C:Mexico MEX KW - _C:Netherlands NLD KW - _C:Singapore SGP KW - _C:Spain ESP KW - _C:Sudan SDN KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - La formation professionnelle en secteur informel - ou Comment dynamiser l’économie des pays en développement? Les conclusions d’une enquête terrain dans sept pays africains. AU - Walther, Richard AU - Filipiak, Ewa DA - 2007/// PY - 2007 DP - Zotero LA - French PB - Agence Française de Développmement ST - La formation professionnelle en secteur informel KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQv:f2-H-fr KW - C:Angola KW - C:Benin KW - C:Cameroun KW - C:Ethiopia KW - C:Morocco KW - C:Senegal KW - CLL:fr KW - publicImportV1 ER - TY - RPRT TI - Document de Travail - La formation en secteur informel: Note de problématique AU - Walther, Richard CY - Paris, France DA - 2006/// PY - 2006 LA - French PB - Agence Française de Développement SN - 15 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Benin KW - C:Cameroon KW - C:Morocco KW - C:Senegal KW - C:South Africa KW - CLL:fr KW - publicImportV1 ER - TY - JOUR TI - Nouvelles formes d’apprentissage en Afrique de l’Ouest: Vers une meilleure insertion professionnelle des jeunes AU - Walther, Richard DA - 2008/// PY - 2008 DP - Zotero LA - fr KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Benin KW - C:Mali KW - C:Senegal KW - C:Togo KW - CLL:fr KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - Towards a renewal of apprenticeship in West Africa AU - Walther, R DA - 2008/// PY - 2008 LA - en UR - http://www.eib.org/attachments/general/events/luxembourg_18112008_apprentissage_en.pdf KW - -FullBiblioUHMLgen KW - -GeneralCitations 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:Angola KW - C:Benin KW - C:Cameroon KW - C:Ethiopia KW - C:Mali KW - C:Senegal 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:Q KW - CT:T KW - F:access KW - F:inclusion KW - F:pedagogy KW - P:crafts KW - P:economy KW - P:nature KW - Q:certificate KW - Q:higher education KW - Q:secondary education KW - T:Ausbildung KW - T:Lehrlingsausbildung KW - T:TVET KW - T:apprentice KW - T:trainee KW - publicImportV1 ER - TY - JOUR TI - Study on Key Issues and Policy Considerations in Promoting Lifelong Learning in Selected African Countries Ethiopia, Kenya, Namibia, Rwanda and Tanzania AU - Walters, Shirley AU - Yang, Jin AU - Roslander, Peter DA - 2012/// PY - 2012 DP - Zotero LA - en UR - http://www.adeanet.org/triennale-2012/sites/default/files/2018-07/1.3.05_document_sub_theme_1.pdf KW - ⛔ No DOI found ER - TY - BOOK TI - What professional development makes the most difference to teachers AU - Walter, C. AU - Briggs, J. CY - Oxford DA - 2012/// PY - 2012 PB - University of Oxford Department of Education UR - http://clie.org.uk/wpcontent/uploads/2011/10/Walter_Briggs_2012.pdf. ER - TY - JOUR TI - ARTIREV: an integrated bibliometric tool to efficiently conduct quality literature reviews AU - Walsh, Isabelle AU - Renaud, Alexandre AU - Jeanneret Medina, Maximiliano AU - Baudet, Cedric AU - Mourmant, Gaetan T2 - Systèmes d’information et management DA - 2022/// PY - 2022 DP - Google Scholar IS - 4 SP - 5 EP - 50 ST - ARTIREV UR - https://www.cairn.info/revue-systemes-d-information-et-management-2022-4-page-5.htm Y2 - 2024/03/12/20:59:28 KW - ⛔ No DOI found ER - TY - JOUR TI - Meta-synthesis method for qualitative research: a literature review AU - Walsh, Denis AU - Downe, Soo T2 - Journal of Advanced Nursing AB - Aim. This paper discusses the purpose and stages of meta-synthesis and the epistemological status of knowledge generated from the technique. Particular attention is paid to exploring the contested areas of the method that remain. Background. There is a growing interest in meta-synthesis as a technique for generating new insights and understanding from qualitative health care research. An increasing number of meta-synthesis papers are appearing in the nursing and midwifery literature. Methods. Literature on the technique of meta-synthesis and examples of meta-synthesis papers were searched and reviewed. A meta-synthesis exercise was undertaken, and this informed reflection and critique of the method. Findings. Meta-synthesis attempts to integrate results from a number of different but inter-related qualitative studies. The technique has an interpretive, rather than aggregating, intent, in contrast to meta-analysis of quantitative studies. Examples from the literature indicate that some aspects of the technique are not yet fully established. Conclusion. Despite the contingent nature of evidence gleaned from meta-synthesis and current lack of consensus about some of its aspects, meta-synthesis is an important technique for qualitative researchers and can deepen understanding of the contextual dimensions of health care. DA - 2005/// PY - 2005 DO - 10.1111/j.1365-2648.2005.03380.x DP - Wiley Online Library VL - 50 IS - 2 SP - 204 EP - 211 LA - en SN - 1365-2648 ST - Meta-synthesis method for qualitative research UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1365-2648.2005.03380.x Y2 - 2021/04/17/19:26:51 KW - contextual KW - interpretive KW - literature review KW - meta-synthesis KW - midwifery KW - qualitative research ER - TY - CONF TI - Going digital on low-cost mobile phones in Bangladesh AU - Walsh, Christopher AU - Power, Tom C3 - Proceedings of the Annual International Conference on Education & e-Learning (EeL), 7-8 November 2011, Singapore DA - 2011/// PY - 2011 DP - Google Scholar SP - 151 EP - 156 UR - http://www.eiabd.com/eia_oldsite/file_zone/publications/conf_papers/Walsh,Power-2011-Going_digital_on_low-cost_mobile_phones_in_Bangladesh.pdf Y2 - 2014/06/01/21:47:59 KW - ⛔ No DOI found ER - TY - RPRT TI - Low Cost Mobile Phones for Large Scale Teacher AU - Walsh, Christopher S AU - Shaheen, Robina AU - Power, Tom AU - Hedges, Claire AU - Kahtoon, Masuda AU - Mondol, Sikander AB - Education has the power to transform societies and contribute to social and economic development. In this paper we present the mobile technologies used for teacher professional development (TPD) and communicative language teaching in English in Action (EIA). The project aims to assist 25 million people access greater social and economic opportunities through English language teaching and TPD. EIA, in partnership with the Government of Bangladesh, will work with 80,000 teachers through a work-based programme of TPD using audio and visual resources on low cost mobile phones. With access to over 700 audio files aligned with the national textbook English for Today and professional development films that explain and then illustrate successful student-centred English teaching and learning, the project has already documented significant improvement in teachers’ and pupils’ English language competency. This paper provides an account of, and rationale for, the changes in the technologies used across two phases of the project, from the iPod Nano and Touch used in the pilot study with 690 teachers (2009-2010) to the low cost Nokia C1-01 mobile phone with a micro secure digital (SD) being used in upscaling to 12,500 teachers (2012-2014). We argue the low cost alphanumeric mobile phone with micro SD cards provides unprecedented opportunities to both deliver TPD and improve teachers’ and students’ communicative English language skills. The paper considers the unique suitability mobile phones present for resource constrained education systems in developing countries. Simultaneously we highlight the need for further application and research into the use of mobile technologies, not only for large-scale TPD projects, but for a diversity of international development projects and programmes which aim to achieve sustainable change at scale. DA - 2012/// PY - 2012 DP - Zotero SP - 9 LA - en ER - TY - RPRT TI - Cost Measurement Guidance Note for Donor-Funded Education Programming. AU - Walls, Elena AU - Tulloch, Caitlin AU - Holla, Alaka AB - The guidance note’s fundamental objective is to facilitate the adoption of robust cost measurement practices and for the results to improve the effectiveness of global investments in education development among funders and national governments. The closing section of the note presents recommended steps for instituting cost measurement practices in an international donor agency. Harmonizing cost measurement across the entire global sector will increase its value by allowing for comparisons of cost-efficiency and cost-effectiveness of interventions funded by different donors. Similar to international standards for evaluation studies, adopting clear standards for cost studies would allow us to build and use the knowledge base and ultimately improve the efficiency and effectiveness of international investments in education. CY - Washington, DC DA - 2020/// PY - 2020 LA - en PB - United States Agency for International Development, prepared for Building Evidence in Education (BE2) ST - BE2 Guidance Note UR - https://www.youthpower.org/resources/be2-guidance-note-measuring-costs-donor-funded-education-programming Y2 - 2022/12/17/22:30:26 ER - TY - BOOK TI - Apprenticeship Strategies Among Dii Potters from Cameroon, West Africa AU - Wallaert, H DA - 2008/// PY - 2008 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Cameroon KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:T KW - T:Lehrlingsausbildung KW - T:apprentice KW - publicImportV1 ER - TY - CHAP TI - Introduction: Learning about teacher learning: reflections of a science educator AU - Wallace, J. T2 - Leadership and Professional Development in Science Education: New Possibilities for Enhancing Teacher Learning A2 - Wallace, J. A2 - Loughran, J. CY - London DA - 2003/// PY - 2003 SP - 1 EP - 16 PB - Routledge Falmer ST - Introduction: Learning about teacher learning: reflections of a science educator ER - TY - COMP TI - bwallace/abstrackr-web AU - wallace, byron AB - web-based citation screening tool DA - 2023/10/30/T03:12:25Z PY - 2023 DP - GitHub LA - Python UR - https://github.com/bwallace/abstrackr-web Y2 - 2024/01/20/09:41:19 ER - TY - CONF TI - Deploying an interactive machine learning system in an evidence-based practice center: Abstrackr AU - Wallace, B.C. AU - Small, K. AU - Brodley, C.E. C1 - Miami, Florida, USA C3 - Proceedings of the ACM SIGHIT International Health Informatics Symposium DA - 2012/01/28/30 PY - 2012 SP - 819 EP - 824 LA - en ER - TY - RPRT TI - Quantitative Analysis of the Distribution of Professional Staff with Advanced Degrees in 2014 Missouri Public School Districts by Student Ethnicity and Socioeconomic Status AU - Wall, T J DA - 2015/// PY - 2015 UR - https://www.nwmissouri.edu/accreditation/NCATE/pdf/FocusVisit/Rejoinder/Exhibits/R.4.5.9%20Action%20Research%20Paper.pdf Y2 - 2021/03/07/17:43:09 KW - Lebanon_event_2021 KW - _C:Finland FIN KW - _C:Norway NOR KW - _C:Sweden SWE KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Effects of Early Childhood Psychosocial Stimulation and Nutritional Supplementation on Cognition and Education in GrowthStunted Jamaican Children: Prospective Cohort Study. AU - Walker, Susan P. AU - Chang, Susan M. AU - Powell, Christine A. AU - Grantham-McGregor, Sally M. T2 - The Lancet DA - 2005/// PY - 2005 DO - 10.1016/S0140-6736(05)67574-5 VL - 366 SP - 1804 EP - 1807 UR - https://www.sciencedirect.com/science/article/abs/pii/S0140673605675745 ER - TY - NEWS TI - Covid has eroded progress by disadvantaged pupils in England, finds study AU - Walker, Peter 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 DP - The Guardian LA - en-GB SE - Education SN - 0261-3077 UR - https://www.theguardian.com/education/2021/jun/04/covid-has-eradicated-disadvantaged-pupils-progress-finds-study Y2 - 2022/04/18/12:55:50 KW - Coronavirus KW - Education KW - Inequality KW - North of England KW - Primary schools KW - Schools KW - Secondary schools KW - Teaching KW - UK news ER - TY - THES TI - Inclusion in Practice: An explanatory study of how patterns of classroom discourse shape processes of educational inclusion in Tanzanian secondary school classrooms AU - Walker, Lisa Beth DA - 2020/// PY - 2020 DP - Google Scholar M3 - PhD Thesis PB - University of Cambridge ST - Inclusion in Practice KW - _C:Albania ALB KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Botswana BWA KW - _C:Brunei Darussalam BRN KW - _C:Germany DEU KW - _C:India IND KW - _C:Israel ISR KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Malaysia MYS KW - _C:Malta MLT KW - _C:Morocco MAR KW - _C:Mozambique MOZ KW - _C:Netherlands NLD KW - _C:Peru PER KW - _C:Russian Federation RUS KW - _C:Seychelles SYC KW - _C:South Africa ZAF KW - _C:Syrian Arab Republic SYR KW - _C:Tanzania TZA 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 - RPRT TI - Study on Agricultural Technical and Vocational Education and Training (ATVET) in Developing Countries AU - Walker, Katharina AU - Hofstetter, Sonja DA - 2016/01// PY - 2016 DP - Zotero LA - en PB - Swiss Agency for Development and Cooperation ER - TY - BOOK TI - A Study of Agricultural Technical and Vocational Education and Training (ATVET) in Developing Countries AU - Walker, K AU - Hofstetter, S DA - 2016/// PY - 2016 LA - en 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: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:R KW - CT:T KW - D:developing country KW - F:gender KW - F:women KW - P:agricultural KW - P:agriculture KW - P:production KW - R:case study KW - T:Ausbildung KW - T:TVET KW - T:informal VET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BLOG TI - Tich Mi Ar Tich Dem - Open Development & Education AU - Walker, Hannah AU - Tegha, Ghislaine AU - Lurvink, Anne-Fleur AU - McBurnie, Chris AU - McBurnie, Hannah Walker, Ghislaine Tegha, Anne-Fleur Lurvink and Chris AB - Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and DA - 2022/03/31/T14:57:55+00:00 PY - 2022 LA - en-GB UR - https://opendeved.net/2022/03/31/tich-mi-ar-tich-dem/, https://opendeved.net/2022/03/31/tich-mi-ar-tich-dem/ Y2 - 2022/12/21/20:43:51 ER - TY - BLOG TI - Tich Mi Ar Tich Dem - Open Development & Education AU - Walker, Hannah AU - Tegha, Ghislaine AU - Lurvink, Anne-Fleur AU - McBurnie, Chris AU - McBurnie, Hannah Walker, Ghislaine Tegha, Anne-Fleur Lurvink and Chris AB - Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and DA - 2022/03/31/T14:57:55+00:00 PY - 2022 LA - en-GB UR - https://opendeved.net/2022/03/31/tich-mi-ar-tich-dem/, https://opendeved.net/2022/03/31/tich-mi-ar-tich-dem/ Y2 - 2023/11/09/19:30:24 ER - TY - BLOG TI - ‘Tich Mi Ar Tich Dem’: Designing a low-cost and scalable teacher professional development in Sierra Leone AU - Walker, Hannah AU - Tegha, Ghislaine AU - Lurvink, Anne-Fleur AU - McBurnie, Chris T2 - Open Development & Education AB - Reading Time: 4 minutes Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and […] DA - 2022/// PY - 2022 LA - en-GB ST - ‘Tich Mi Ar Tich Dem’ UR - https://opendeved.net/2022/03/31/tich-mi-ar-tich-dem-designing-a-low-cost-and-scalable-teacher-professional-development-in-sierra-leone/ Y2 - 2022/08/23/07:18:41 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - ‘Tich Mi Ar Tich Dem’: Designing a low-cost and scalable teacher professional development in Sierra Leone AU - Walker, Hannah AU - Tegha, Ghislaine AU - Lurvink, Anne-Fleur AU - McBurnie, Chris AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1058 DA - 2022/03/31/T00:00:00.000Z PY - 2022 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/E98S2AG2 KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - EdTech Impact in Education – An Analysis Prepared for the Education Endowment Foundation AU - Walker, Hannah AU - Moustafa, Nariman AU - Haßler, Björn CN - 0294 DA - 2023/01/31/ PY - 2023 LA - en PB - OpenDevEd UR - https://docs.opendeved.net/lib/4PD4PMAF KW - _r:AddedByZotZen KW - _r:AddedByZotZen-Plus KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Methodology for the Curation of Digital Literacy Courses AU - Walker, Hannah AU - Macharia, Grace AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1063 DA - 2023/11/21/T00:00:00.000Z PY - 2023 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/KPTDR73T KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Module 0. Kick-Off of the EdTech Fellowship AU - Walker, Hannah AU - Lurvink, Anne-Fleur AU - Moustafa, Nariman 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 - 1000 DA - 2023/// PY - 2023 LA - en M3 - EdTech Fellowship PB - Open Development & Education SN - 2 UR - https://docs.opendeved.net/lib/QXXKBQ36 KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Module 1. Defining and understanding your ‘people’ and user base. AU - Walker, Hannah AU - Lurvink, Anne-Fleur AU - Moustafa, Nariman 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 - 1001 DA - 2023/// PY - 2023 LA - en M3 - EdTech Fellowship PB - Open Development & Education SN - 3 UR - https://docs.opendeved.net/lib/H69XC2JZ KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Module 2: Building a pedagogically effective EdTech intervention AU - Walker, Hannah AU - Lurvink, Anne-Fleur AU - Moustafa, Nariman 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 - 1002 DA - 2023/// PY - 2023 LA - en M3 - EdTech Fellowship PB - Open Development & Education SN - 4 UR - https://docs.opendeved.net/lib/AJP6VS9V KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Module 3: Assessing readiness for EdTech in your education system AU - Walker, Hannah AU - Lurvink, Anne-Fleur AU - McBurnie, Chris AU - Moustafa, Nariman 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 - 1003 DA - 2023/// PY - 2023 LA - en M3 - EdTech Fellowship PB - Open Development & Education SN - 5 UR - https://docs.opendeved.net/lib/AWA68B85 KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - JOUR TI - Trialling open educational resources for technology-supported teacher professional development in rural Zimbabwe AU - Walker, Hannah AU - Hennessy, Sara AU - Pimmer, Christoph T2 - Research Papers in Education AB - This study reports on the adaptation and outcomes of a teacher professional development (TPD) programme in a rural Zimbabwean secondary school. The programme incorporated Open Educational Resources (OER), specifically OER4school materials, that were provided via tablet computers for teachers and students. A mixed-methods case study was employed to explore teachers’ perceptions, knowledge, experiences of interactive learning and teaching in relation to this TPD, as well as their perceptions and experiences of the role and value of using technology to support student learning. Video data from structured lesson observations were triangulated with teacher post-lesson interviews and thematically coded. The interviews indicated that all teachers demonstrated a change in mindset and a clear understanding of interactive teaching methods. However, the structured observations revealed that only half of the teachers were using these interactive methods. Teachers also emphasised the value of OER and tablet technologies in improving lesson planning and making classroom learning more authentic. The use of technology, as both a TPD medium and as a classroom tool, showed potential to enhance the quality of TPD and teacher quality. Yet more specific teacher development to support the interactive use of technology within the classroom would be beneficial. DA - 2022/02/08/ PY - 2022 DO - 10.1080/02671522.2022.2034925 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 25 SN - 0267-1522 UR - https://doi.org/10.1080/02671522.2022.2034925 Y2 - 2022/07/05/16:32:23 KW - Author:OpenDevEd KW - Open education resources KW - Zimbabwe KW - educational technology KW - tablets KW - teacher education KW - teacher professional development ER - TY - JOUR TI - A Critical Investigation into How Year 8 Students’ Narrative Writing Skills are Developed Through the Medium of Oral Storytelling AU - Walker, Hannah T2 - Journal of Classics Teaching AB - This research project seeks to examine, using approaches drawn from a case study, how oral storytelling within the classroom can influence various aspects of narrative writing. Therefore, certain teaching strategies and oral activities were implemented in a sequence of lessons which aimed to develop the style and content base of students’ narrative writing. DA - 2018/// PY - 2018 DO - 10.1017/S2058631018000053 DP - DOI.org (Crossref) VL - 19 IS - 37 SP - 35 EP - 45 J2 - J. of Class. Teach. LA - en SN - 2058-6310 UR - https://www.cambridge.org/core/product/identifier/S2058631018000053/type/journal_article Y2 - 2022/07/08/09:45:37 KW - Author:OpenDevEd ER - TY - RPRT TI - Child-centred Educational Radio Project in Kailahun District, Sierra Leone AU - Walker, David AU - Tristram, Bella AU - Pereznieto, Paola AU - Young, Tricia DP - Zotero SP - 12 LA - en PB - United Nations Girls' Education Initiative; Overseas Development Institute KW - _C:Sierra Leone SLE ER - TY - RPRT TI - ROER4D Project Activity Toolkit - Communication AU - Walji, Sukaina 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 central Network Hub teams based at the University of Cape Town 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 development, and curation and dissemination. It is hoped that these chapters will be of practical use to other research projects attempting to integrate any of these functions in their operational strategy. The chapter charts the experience of the ROER4D Communications Advisor in developing a research communication strategy for the project. It provides a short overview of the research communication field in order to give context and background to some of the field’s key debates and considerations, with attention given to the specific field of development research communication. Following this, it describes the evolution of the ROER4D research communication strategy. DA - 2018/06/22/ PY - 2018 DP - Zenodo LA - eng PB - Research on Open Educational Resources for Development project UR - https://zenodo.org/record/1221329 Y2 - 2018/07/19/14:44:49 KW - CitedIn:eCubed KW - Done:ReferenceFixed KW - eCubed KW - global south KW - oer KW - open educational resources KW - open research KW - research communication KW - roer4d KW - utilization-focused evaluation ER - TY - CONF TI - Using examination and learning assessment data to uncover foundational skill gaps in Sierra Leone’s secondary schools AU - Waistell, Daniel AU - De, Sourovi AU - Ofori Owusu, Diana AU - Allen, Reg AU - Sanni, Kayode AU - Dupigny, Albert T2 - UKFIET Conference C3 - Education technology and data science for inclusive systems DA - 2019/// PY - 2019 KW - _C:Sierra Leone SLE KW - ⛔ No DOI found ER - TY - JOUR TI - A process pattern model for tackling and improving big data quality AU - Wahyudi, A. AU - Kuk, G AU - Janssen, M. T2 - Information Systems Frontiers DA - 2018/// PY - 2018 DO - 10.1007/s10796-017-9822-7 VL - 20 IS - 3 SP - 457 EP - 469 LA - en ER - TY - JOUR TI - Artificial intelligence and the conduct of literature reviews AU - Wagner, Gerit AU - Lukyanenko, Roman AU - Paré, Guy T2 - Journal of Information Technology AB - Artificial intelligence (AI) is beginning to transform traditional research practices in many areas. In this context, literature reviews stand out because they operate on large and rapidly growing volumes of documents, that is, partially structured (meta)data, and pervade almost every type of paper published in information systems research or related social science disciplines. To familiarize researchers with some of the recent trends in this area, we outline how AI can expedite individual steps of the literature review process. Considering that the use of AI in this context is in an early stage of development, we propose a comprehensive research agenda for AI-based literature reviews (AILRs) in our field. With this agenda, we would like to encourage design science research and a broader constructive discourse on shaping the future of AILRs in research. DA - 2022/06/01/ PY - 2022 DO - 10.1177/02683962211048201 DP - SAGE Journals VL - 37 IS - 2 SP - 209 EP - 226 SN - 0268-3962 UR - https://doi.org/10.1177/02683962211048201 Y2 - 2023/11/28/12:33:34 KW - _Added-ailr-2024 KW - _important-ailr-2024 ER - TY - GEN TI - Refugee Education: is technology the solution? AU - Wagner, E. DA - 2017/// PY - 2017 PB - Save the  Children KW - ⛔ No DOI found ER - TY - BOOK TI - Learning, Marginalization, and Improving the Quality of Education in Low-income Countries AU - Wagner, Daniel A. AU - Lewis (eds), Nathan M. Castillo and Suzanne Grant AB - Academic publishing of peer-reviewed open access monographs DA - 2022/01// 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 UR - https://www.openbookpublishers.com/product/1423 Y2 - 2022/03/02/18:10:39 KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Mobiles For Reading: A Landscape Research Review DA - 2014/06//undefined PY - 2014 PB - USAID UR - http://literacy.org/sites/literacy.org/files/publications/wagner_mobiles4reading_usaid_june_14.pdf Y2 - 2015/08/09/23:34:22 ER - TY - THES TI - A multilevel study into the effect of tablet use in Dutch primary schools on reading achievements AU - Wafelaar, F. D. DA - 2020/// PY - 2020 DP - Google Scholar M3 - B.S. thesis KW - _C:Australia AUS KW - _C:Finland FIN KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Norway NOR KW - _C:Russian Federation RUS KW - _C:Switzerland CHE KW - _C:Thailand THA KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Understanding the accuracy of teachers’ perceptions about low achieving learners in primary schools in rural India: An empirical analysis of alignments and misalignments AU - Wadmare, Pratik AU - Nanda, Mansi AU - Sabates, Ricardo AU - Sunder, Naveen AU - Wadhwa, Wilima T2 - International Journal of Educational Research Open AB - Teachers' perceptions of their students’ academic skills are crucial in enabling teaching at the appropriate level and shaping learning processes. We examine how accurate are teachers’ perceptions for low achieving students using data collected from around 1,800 primary school teachers across 848 schools in rural India. We find that around 40% of teachers inaccurately perceive that the low performing students in their classroom had already acquired foundational literacy, when they have not. Female teachers, para-teachers, and teachers with lower work burden are more likely to have accurate perceptions of low performing students. Our study highlights the need to work with teachers to ensure more realistic perceptions in order for pedagogical approaches like teaching at the right level to reach its intended impact. DA - 2022/01/01/ PY - 2022 DO - 10.1016/j.ijedro.2022.100198 DP - ScienceDirect VL - 3 SP - 100198 J2 - International Journal of Educational Research Open LA - en SN - 2666-3740 ST - Understanding the accuracy of teachers’ perceptions about low achieving learners in primary schools in rural India UR - https://www.sciencedirect.com/science/article/pii/S2666374022000747 Y2 - 2023/01/07/20:46:23 KW - Foundational Literacy KW - India KW - Perceptions KW - School Accountability KW - Teachers ER - TY - JOUR TI - How to do a good systematic review of effects in international development: a tool kit AU - Waddington, Hugh AU - White, Howard AU - Snilstveit, Birte AU - Hombrados, Jorge Garcia AU - Vojtkova, Martina AU - Davies, Philip AU - Bhavsar, Ami AU - Eyers, John AU - Koehlmoos, Tracey Perez AU - Petticrew, Mark AU - Valentine, Jeffrey C. AU - Tugwell, Peter T2 - Journal of Development Effectiveness DA - 2012/09// PY - 2012 DO - 10.1080/19439342.2012.711765 DP - CrossRef VL - 4 IS - 3 SP - 359 EP - 387 LA - en SN - 1943-9342, 1943-9407 ST - How to do a good systematic review of effects in international development UR - http://www.tandfonline.com/doi/abs/10.1080/19439342.2012.711765 AN - UA-2dba826a-34ad-40f0-ae9b-959792b2e7e Y2 - 2018/01/19/09:45:06 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -missingHU KW - 3ie KW - DL4D cited KW - THEME: Education management KW - ___working_potential_duplicate KW - publicImportV1 ER - TY - JOUR TI - What have we learned after ten years of systematic reviews in international development? AU - Waddington, Hugh AU - Masset, Edoardo AU - Jimenez, Emmanuel T2 - Journal of Development Effectiveness AB - The paper discusses the role of systematic evidence in helping make better decisions to reach global development targets. Coming at the end of the first decade of serious funding and support for systematic evidence generation in development economics and development studies, the paper presents opportunities and challenges for the continued development of systematic review methodologies. It concludes by introducing the papers collected in the issue, which make and demonstrate the case for theory-based approaches to evidence synthesis. DA - 2018/01/02/ PY - 2018 DO - 10.1080/19439342.2018.1441166 DP - CrossRef VL - 10 IS - 1 SP - 1 EP - 16 LA - en SN - 1943-9342, 1943-9407 UR - https://www.tandfonline.com/doi/full/10.1080/19439342.2018.1441166 AN - UA-e9af1e1b-7cd7-4efa-a8ad-391a3c96f523 Y2 - 2018/04/07/21:01:29 ER - TY - RPRT TI - Professional Learning Communities - A Guideline for South African Schools AU - VVOB AB - The Department of Basic Education, with the support of VVOB, and with input from a wide range of stakeholders, developed a practical guideline on implementing PLCs in schools. The Integrated Strategic Framework for Teacher Professional Development (ISPFTED) foresees the nation-wide implementation of Professional Learning Communities by 2017. PLCs are put forward as a central instrument to strengthen teachers’ professional development. During a colloquium held in September 2014 a wide range of speakers from academia, government, unions and subject associations provided input on international and local research, local experiences and various initiatives on PLCs. The participants also provided feedback on two draft documents: a policy document on subject committees and PLCs and a practical guideline on implementing PLCs. The final product of this exercise can be downloaded below. DA - 2015/05// PY - 2015 SP - 36 LA - English PB - VVOB UR - https://southafrica.vvob.org/sites/southafrica/files/professional_learning_communities_a_guideline_for_south_african_schools_0_0.pdf Y2 - 2021/06/25/14:44:17 ER - TY - RPRT TI - Putting SDG4 into practice: professional learning communities in education | Unesco IIEP Learning Portal AU - VVOB AB - Inclusive and equitable education provides all learners with the capabilities to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies, and enhance individual wellbeing. This technical brief describes how professional learning communities (PLCs) matter for quality education, as they play an important role in the professional development and motivation of teachers and school leaders. The experiences of VVOB demonstrate how reinforcing the capacities of national and local education authorities to establish and support PLCs is of crucial importance to the success of these communities. DA - 2017/// PY - 2017 SP - 12 LA - English PB - VVOB UR - https://learningportal.iiep.unesco.org/en/library/putting-sdg4-into-practice-professional-learning-communities-in-education Y2 - 2021/06/22/15:19:46 ER - TY - ELEC TI - Teacher motivation for online learning: piloting a microlearning support system | VVOB in Rwanda AU - VVOB T2 - VVOB DA - 2021/// PY - 2021 ST - Teacher motivation for online learning UR - https://rwanda.vvob.org/news/teacher-motivation-online-learning-piloting-microlearning-support-system Y2 - 2022/12/20/03:57:02 KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - The effect of availability and distance from school on children’s time allocation in Ghana and Guatemala AU - Vuri, Daniela T2 - Understanding Children's Work DA - 2007/// PY - 2007 DP - CiteSeer PB - https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.909.7963&rep=rep1&type=pdf ER - TY - BOOK TI - DigComp 2.2, The Digital Competence framework for citizens: with new examples of knowledge, skills and attitudes AU - Vuorikari, Riina AU - Kluzer, Stefano AU - Punie, Yves AB - Digital skills for work and for life are at the top of the European Policy Agenda. The EU digital skills strategy and related policy initiatives have the objective of enhancing digital skills and competences for the digital transformation. The European Skills Agenda, of 1 July 2020, supports digital skills for all, including by supporting the objectives of the Digital Education Action Plan, which has the objectives of i) en-hancing digital skills and competences for the digital transformation while ii) fostering the development of a high-performing digital education system. The Digital Compass and the European Pillar of Social Rights Action Plan set the ambitious policy targets of reaching a minimum of 80% of the population with basic digital skills and having 20 million ICT specialists by 2030 CY - Luxembourg DA - 2022/// PY - 2022 DP - Open WorldCat LA - en PB - Publications Office of the European Union SN - 978-92-76-48882-8 ST - DigComp 2.2, The Digital Competence framework for citizens ER - TY - JOUR TI - Non-linear density wave solutions for different models of galaxies AU - Vukcevic, M. T2 - Monthly Notices of the Royal Astronomical Society DA - 2014/// PY - 2014 DO - 10.1093/mnras/stu592 DP - Google Scholar VL - 441 IS - 1 SP - 565 EP - 570 ER - TY - JOUR TI - The Teacher Scheme for Educational Dialogue Analysis (T-SEDA): Developing a research-based observation tool for supporting teacher inquiry into pupils' participation in classroom dialogue AU - Vrikki, M. AU - Kershner, R. AU - Calcagni, E. AU - Hennessy, S. AU - Lee, L. AU - Hernández, F. AU - Estrada, N. AU - Ahmed, F. T2 - International Journal of Research and Methods in Education AB - In this paper we examine two systematic observation methods intended to be used by pre-service and in-service teachers to help increase their awareness of children's participation in productive classroom dialogue. We identify the affordances of these methods for supporting teachers' reflective practice, focusing in this case on students' equitable participation in science groupwork activities. This involves the use of Teacher-SEDA (T-SEDA), a sub-scheme of SEDA (Cam-UNAM Scheme for Educational Dialogue Analysis), which was empirically trialled by a mixed group of researchers and teachers, using video-recordings from primary science classrooms in the UK and Mexico. The T-SEDA trials reported in this paper compare a 'simulated live' approach based on time-sampling techniques, with a 'follow-up analysis' approach, which uses audio-recordings and transcripts. The findings suggest that using either technique regularly can aid teachers in noticing classroom events and adjusting teaching accordingly. The 'live' coding approach appears to be the more practical method that teachers could use to audit the development of classroom equitable participation. However, the follow-up analysis emerged as a more informative approach, shedding light on more ambiguous cases of relative participation. DA - 2018/// PY - 2018 DO - 10.1080/1743727X.2018.1467890 VL - 42 IS - 2 SP - 185 EP - 203 LA - en SN - 1743727X ST - The teacher scheme for educational dialogue analysis (T-SEDA) UR - https://www.tandfonline.com/doi/abs/10.1080/1743727X.2018.1467890 AN - 2187132329 DB - Education Database KW - Analytic tool KW - CitedIn:eCubed KW - Classroom observation KW - Done:ReferenceFixed KW - Education KW - Teachers KW - classroom observation KW - eCubed KW - educational dialogue KW - equitable participation KW - reflective practice KW - teacher inquiry ER - TY - BOOK TI - International handbook of information technology in primary and secondary education T2 - Springer international handbooks of education A3 - Voogt, Joke A3 - Knezek, Gerald CY - New York, NY DA - 2008/// PY - 2008 DP - Gemeinsamer Bibliotheksverbund ISBN VL - 20 LA - en PB - Springer Science+Business Media SN - 978-0-387-73314-2 UR - https://teachwithict.files.wordpress.com/2011/08/dede.pdf ER - TY - BOOK TI - Second handbook of information technology in primary and secondary education AU - Voogt, Joke CY - New York, NY DA - 2018/// PY - 2018 DP - Library of Congress ISBN LA - en PB - Springer Berlin Heidelberg SN - 978-3-319-71053-2 978-3-319-71055-6 978-3-319-71054-9 KW - _C:Afghanistan AFG KW - _C:Albania ALB KW - _C:Algeria DZA KW - _C:Andorra AND KW - _C:Angola AGO KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Bahrain BHR KW - _C:Bangladesh BGD KW - _C:Belarus BLR KW - _C:Belgium BEL 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: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: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: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:Guatemala GTM KW - _C:Guinea GIN 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:Jamaica JAM KW - _C:Japan JPN KW - _C:Jordan JOR 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:Kuwait KWT 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: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: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:Nepal NPL KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:North Macedonia MKD KW - _C:Norway NOR KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Panama PAN KW - _C:Paraguay PRY KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Poland POL KW - _C:Portugal PRT 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: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:Somalia SOM 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:Sweden SWE KW - _C:Switzerland CHE KW - _C:Syrian Arab Republic SYR KW - _C:São Tomé and Príncipe STP 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: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:Vanuatu VUT 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 ER - TY - JOUR TI - Keeping on: How ALP Brings Disaffected Youth Back to School in Liberia. AU - von Hahmann, Gail AU - Tengbeh, Josephine FD T2 - International Journal on School Disaffection DA - 2008/// PY - 2008 DO - 10.18546/IJSD.05.2.03 DP - Google Scholar VL - 5 IS - 2 SP - 6 EP - 12 ST - Keeping on KW - _AcademicRecoveryOECS ER - TY - JOUR TI - Tablet-based cross-curricular maths vs. traditional maths classroom practice for higher-order learning outcomes AU - Volk, Marina AU - Cotič, Mara AU - Zajc, Matej AU - Starcic, Andreja Istenic T2 - Computers & Education DA - 2017/// PY - 2017 DO - 10.1016/j.compedu.2017.06.004 DP - Google Scholar VL - 114 SP - 1 EP - 23 KW - __C:filed:1 ER - TY - JOUR TI - Proliferation of Papers and Preprints During the Coronavirus Disease 2019 Pandemic: Progress or Problems With Peer Review? AU - Vlasschaert, Caitlyn AU - Topf, Joel M. AU - Hiremath, Swapnil T2 - Advances in Chronic Kidney Disease T3 - Kidney Health and COVID-19 AB - The coronavirus disease 2019 (COVID-19) pandemic has spread exponentially throughout the world in a short period, aided by our hyperconnected world including global trade and travel. Unlike previous pandemics, the pace of the spread of the virus has been matched by the pace of publications, not just in traditional journals, but also in preprint servers. Not all publication findings are true, and sifting through the firehose of data has been challenging to peer reviewers, editors, as well as to consumers of the literature, that is, scientists, healthcare workers, and the general public. There has been an equally exponential rise in the public discussion on social media. Rather than decry the pace of change, we suggest the nephrology community should embrace it, making deposition of research into preprint servers the default, encouraging prepublication peer review more widely of such preprint studies, and harnessing social media tools to make these actions easier and seamless. DA - 2020/09/01/ PY - 2020 DO - 10.1053/j.ackd.2020.08.003 DP - ScienceDirect VL - 27 IS - 5 SP - 418 EP - 426 J2 - Advances in Chronic Kidney Disease LA - en SN - 1548-5595 ST - Proliferation of Papers and Preprints During the Coronavirus Disease 2019 Pandemic UR - https://www.sciencedirect.com/science/article/pii/S1548559520301191 Y2 - 2021/10/05/18:35:43 KW - Blog posts KW - COVID-19 KW - Critical appraisal KW - Peer review KW - Preprints KW - Twitter KW - _genre:PR-primary_research ER - TY - JOUR TI - PROFESSIONAL DEVELOPMENT GUIDELINES FOR OER: A CASE STUDY OF BRAZILIAN FUNDAMENTAL EDUCATION PUBLIC SCHOOL TEACHERS AU - Vladimirschi, Viviane DA - 2018/// PY - 2018 DP - Google Scholar ST - PROFESSIONAL DEVELOPMENT GUIDELINES FOR OER KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - A comparative study on the traditional and intensive delivery of an online course: Design and facilitation recommendations AU - Vlachopoulos, P. AU - Jan, S.K. AU - Lockyer, L. T2 - Research in Learning Technology AB - In this paper, we present findings from a comparative study on a fully online postgraduate course offered in traditional (i.e. 13-week academic session) and intensive (i.e. 6-week academic session) delivery formats. Keeping the course curriculum, structure and quality consistent in both delivery modes, the study investigated student participation and academic performance given different facilitation techniques applied to the discussion forums. Using data from the learning management system and students’ final marks, we conducted quantitative and qualitative analysis and found no difference in the academic performance of students in both courses; however, there was a statistically significant relationship between student participation and academic performance in the intensive delivery format but not in the traditional delivery format. We also found differences in the type of interactions in the different delivery formats. Two key takeaways emerge from our study. Firstly, intensive online courses can be as effective as traditional courses in terms of achievement of learning outcomes with variations in learning design, in this case, the facilitation approach used. Secondly, considering the level and nature of interactions, student-centred discussion forums that allow students to assume different roles work well in the intensive delivery format especially in open discussions. These are important findings for academics and practitioners who wish to offer intensive courses without compromising on course quality and student success. © 2019 P. Vlachopoulos et al. DA - 2019/// PY - 2019 DO - 10.25304/rlt.v27.2196 VL - 27 J2 - Res. Learn. Technol. LA - English SN - 21567069 (ISSN) UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067083368&doi=10.25304%2frlt.v27.2196&partnerID=40&md5=a78901191f468ae32555917eecf8f222 DB - Scopus KW - Discussion KW - Facilitation KW - Intensive KW - Interactions KW - Online KW - Performance KW - _AcademicRecoveryOECS ER - TY - CHAP TI - Perspectives and Metaphors of Learning: A Commentary on James Lester’s Narrative-Centered AI-Based Environments AU - Vivitsou, Marianna T2 - AI in Learning: Designing the Future A2 - Niemi, Hannele A2 - Pea, Roy D. A2 - Lu, Yu AB - This commentary aims to discuss perspectives on narrative-centered learning and metaphors of AI-based learning environments. To this end, the commentary draws from James Lester’s keynote and an interview with a focus on the narrative element that underlies the use of AI in Learning. In both texts, Lester offers an account of the narrative-centered learning environments that he has been developing with his research group. One example of such environments is Crystal Island, an AI-based game for K-12 students learning science. Along with Crystal Island, more metaphors of learning emerge. Based on these, this chapter uses Paul Ricoeur’s narrative theory and metaphor theory to reflect on the role of characters and the narrative plot in relation to Lester’s visualization of the future of learning with AI-based technologies. In this process, new roles in AI-based learning are introduced. One such example is the role of drama manager. The drama manager is a novel metaphor in game-based learning. In addition, more conventional metaphors, such as the tutorial dialogue, are brought forward as well as technological metaphors. The multiplicity of metaphors have agency at the core, as connecting tissue. Agency, although not explicitly articulated in the keynote and the interview, is an all-encompassing metaphor in learning. As technological advancement shakes the boundaries of thinking about agency nowadays, new dynamic metaphors are needed in AI-based learning. Toward this direction, the commentary draws from new materialist and post-humanist thinkers to raise these issues and the need to take the narrative further. CY - Cham DA - 2023/// PY - 2023 DP - Springer Link SP - 125 EP - 136 LA - en PB - Springer International Publishing SN - 978-3-031-09687-7 ST - Perspectives and Metaphors of Learning UR - https://doi.org/10.1007/978-3-031-09687-7_8 Y2 - 2024/02/23/23:57:15 KW - Agency KW - Crystal Island KW - Metaphors of learning KW - Narrative KW - Narrative-based learning ER - TY - JOUR TI - Large-scale comparison of bibliographic data sources: Scopus, Web of Science, Dimensions, Crossref, and Microsoft Academic AU - Visser, Martijn AU - van Eck, Nees Jan AU - Waltman, Ludo T2 - arXiv:2005.10732 [cs] AB - We present a large-scale comparison of five multidisciplinary bibliographic data sources: Scopus, Web of Science, Dimensions, Crossref, and Microsoft Academic. The comparison considers scientific documents from the period 2008-2017 covered by these data sources. Scopus is compared in a pairwise manner with each of the other data sources. We first analyze differences between the data sources in the coverage of documents, focusing for instance on differences over time, differences per document type, and differences per discipline. We then study differences in the completeness and accuracy of citation links. Based on our analysis, we discuss strengths and weaknesses of the different data sources. We emphasize the importance of combining a comprehensive coverage of the scientific literature with a flexible set of filters for making selections of the literature. DA - 2021/01/17/ PY - 2021 DP - arXiv.org ST - Large-scale comparison of bibliographic data sources UR - http://arxiv.org/abs/2005.10732 Y2 - 2021/04/26/17:24:48 KW - Computer Science - Digital Libraries KW - ⛔ No DOI found ER - TY - JOUR TI - Digital Literacy and Public Policy through the Library Lens AU - Visser, Marijke T2 - Maine Policy Review DA - 2013/01/01/ PY - 2013 DO - 10.53558/WCUZ5068 DP - DOI.org (Crossref) VL - 22 IS - 1 J2 - MPR LA - en SN - 2643-959X UR - https://digitalcommons.library.umaine.edu/mpr/vol22/iss1/27 Y2 - 2024/01/12/09:35:56 ER - TY - JOUR TI - Unintended Consequences of Rewards for Student Attendance: Results From a Field Experiment in Indian Classrooms. AU - Visaria, Sujata AU - Dehejia, Rajeev AU - Chao, Melody M. AU - Mukhopadhyay, Anirban T2 - Economics of Education Review DA - 2016/// PY - 2016 DO - 10.1016/j.econedurev.2016.08.001 VL - 54 SP - 173 EP - 184 UR - https://www.sciencedirect.com/science/article/pii/S0272775716304071 ER - TY - JOUR TI - Facing the challenges of the One-Tablet-Per-Child policy in Thai primary school education. AU - Viriyapong, Ratchada AU - Harfield, Antony T2 - International Journal of Advanced Computer Science & Applications DA - 2013/// PY - 2013 DO - 10.14569/ijacsa.2013.040928 VL - 4 IS - 9 ER - TY - BLOG TI - How much electricity does AI consume? AU - Vincent, James T2 - The Verge AB - How many watts and joules does it actually take to generate a single Balenciaga pope? DA - 2024/02/16/T14:00:00.000Z PY - 2024 LA - en UR - https://www.theverge.com/24066646/ai-electricity-energy-watts-generative-consumption Y2 - 2024/03/17/19:11:22 ER - TY - JOUR TI - Teacher professional development: An international review of the literature AU - Villegas-Reimers, E. DA - 2003/// PY - 2003 KW - ⛔ No DOI found ER - TY - RPRT TI - St. Kitts and Nevis: Safe Education Sector Plan AU - Villavicencio, Xuzel AU - Vijil-Morin, Alejandra AU - Moustafa, Nariman AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1044 DA - 2022/12/20/T00:00:00.000Z PY - 2022 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/KCMJESQK KW - _internal KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - St. Kitts and Nevis: Safe Education Sector Plan AU - Villavicencio, Xuzel AU - Vijil-Morin, Alejandra AU - Moustafa, Nariman AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ DA - 2022/12/20/ PY - 2022 DP - DOI.org (Crossref) PB - Open Development & Education ST - St. Kitts and Nevis UR - https://docs.opendeved.net/lib/KCMJESQK Y2 - 2023/12/06/18:13:42 ER - TY - RPRT TI - St. Lucia: Safe Education Sector Plan AU - Villavicencio, Xuzel AU - Vijil-Morin, Alejandra AU - Moustafa, Nariman AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1045 DA - 2022/12/20/T00:00:00.000Z PY - 2022 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/CA63CAHA KW - _internal KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - St. Lucia: Safe Education Sector Plan AU - Villavicencio, Xuzel AU - Vijil-Morin, Alejandra AU - Moustafa, Nariman AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ DA - 2022/12/20/ PY - 2022 DP - DOI.org (Crossref) PB - Open Development & Education ST - St. Lucia UR - https://docs.opendeved.net/lib/CA63CAHA Y2 - 2023/12/06/18:13:19 ER - TY - RPRT TI - St. Vincent and the Grenadines: Safe Education Sector Plan AU - Villavicencio, Xuzel AU - Vijil-Morin, Alejandra AU - Moustafa, Nariman AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1046 DA - 2022/12/20/T00:00:00.000Z PY - 2022 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/8DEEBHWJ KW - _internal KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - St. Vincent and the Grenadines: Safe Education Sector Plan AU - Villavicencio, Xuzel AU - Vijil-Morin, Alejandra AU - Moustafa, Nariman AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ DA - 2022/12/20/ PY - 2022 DP - DOI.org (Crossref) PB - Open Development & Education ST - St. Vincent and the Grenadines UR - https://docs.opendeved.net/lib/8DEEBHWJ Y2 - 2023/12/06/18:14:05 ER - TY - RPRT TI - Contingency plan AU - Villavicencio, Xuzel AU - Vijil-Morin, Alejandra AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1050 DA - 2022/12/20/T00:00:00.000Z PY - 2022 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/6GSURR2T KW - _internal KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Contingency plan AU - Villavicencio, Xuzel AU - Vijil-Morin, Alejandra AB - An output of the Open Development & Education, https://opendeved.net/ DA - 2022/12/20/ PY - 2022 DP - DOI.org (Crossref) PB - Open Development & Education UR - https://docs.opendeved.net/lib/6GSURR2T Y2 - 2023/12/06/18:18:36 ER - TY - SLIDE TI - What retrofits could make classroom environments more conducive to learning? A2 - Villavicencio, Xuzel A2 - Toyinbo, Oluyemi AB - This slide deck relates to a presentation given by OpenDevEd at The Education and Development Forum in Oxford (UKFIET 2023), as part of the sub-theme “Conflict, crisis, climate, and migration”. This presentation was part of the symposium called Climate, environment and education outcomes – Preliminary findings and practical experience from East and West Africa. DA - 2023/// PY - 2023 ER - TY - RPRT TI - STEM Skills Initiatives for Adolescent Girls in the LAC Region AU - Villavicencio, Xuzel AU - Myers, Christina AU - Coflan, Caitlin Moss AB - This report was produced in response to a request from the UNICEF country office of Argentina and presents a curated list of science, technology, engineering, and mathematics (STEM) skills initiatives for adolescent girls in the Latin American and Caribbean (LAC) region. It also provides an introduction to gender equality and background on the participation of women in STEM fields in the LAC region — as well as cross-cutting recommendations based on an analysis of a series of initiatives. Key words: STEM; Gender; Girls; LAC; Argentina; technology; Science An output of the EdTech Hub, https://edtechhub.org DA - 2022/04/01/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 42 UR - https://docs.edtechhub.org/lib/I8GTEI7T KW - Author:OpenDevEd KW - F: Helpdesk response KW - _r:AddedByZotZen ER - TY - RPRT TI - Iniciativas para el desarrollo de habilidades STEM de las adolescentes en la región de ALC AU - Villavicencio, Xuzel AU - Myers, Christina AU - Coflan, Caitlin AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/04/27/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 42 Spanish version UR - https://docs.edtechhub.org/lib/TR78WPA9 KW - Author:OpenDevEd KW - F: Helpdesk response KW - _r:AddedByZotZen ER - TY - RPRT TI - Climate-resilient school buildings AU - Villavicencio, Xuzel AU - Hassler, Bjoern AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1031 DA - 2023/11/29/ PY - 2023 LA - en M3 - Presentation - Improving Learning Through Classroom Experience in East Africa PB - Open Development & Education SN - 14 UR - https://docs.opendeved.net/lib/FVMXNR7R KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Project updates for Climate, Environment and Education Adaptation Research (CLEEAR) Tanzania Steering Committee AU - Villavicencio, Xuzel AU - Hassler, Bjoern AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1032 DA - 2023/11/23/ PY - 2023 LA - en M3 - Improving Learning Through Classroom Experience in East Africa PB - Open Development & Education SN - 12 UR - https://docs.opendeved.net/lib/6V9PMAJB KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Conducting surveys in Tanzanian schools – Second pilot AU - Villavicencio, Xuzel AU - Haßler, Björn AU - Toyinbo, Oluyemi AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1036 DA - 2023/09/11/ PY - 2023 LA - en PB - Open Development & Education SN - 9 UR - https://docs.opendeved.net/lib/EZ9EFDFS KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Blended and Hybrid Learning Initiatives: A curated list for El Salvador AU - Villavicencio, Xuzel AU - Coflan, Caitlin Moss AB - This document was produced in response to a request from the UNICEF country office and Ministry of Education team of El Salvador that was submitted to the EdTech Hub Helpdesk in November 2021. The UNICEF team requested a curated list of global blended and hybrid initiatives with a focus on initiatives that have used a multimodal strategy, highlighting effective and ineffective practices. This report does not aim to cover every leading and innovative blended / hybrid initiative with relevance to the Salvadoran context. Rather, it presents a list of curated resources with examples of challenges, lessons learned, and teacher training approaches that can be used as a guide when designing a multimodal strategy for the education sector. Keywords: hybrid; blended; El Salvador; multimodal; teacher training; remote learning An output of the EdTech Hub, https://edtechhub.org CN - 0105 DA - 2022/07/01/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 36 UR - https://docs.edtechhub.org/lib/BDT76583 KW - _r:AddedByZotZen ER - TY - SLIDE TI - Aprendizaje híbrido Experiencias internacionales con enfoque multimodal A2 - Villavicencio, Xuzel A2 - Coflan, Caitlin AB - Esta presentación se elaboró originalmente para una serie de seminarios web sobre aprendizaje blended e híbrido para UNICEF El Salvador y el Ministerio de Educación de El Salvador. Los talleres en línea se impartieron en dos sesiones, con los profesores de El Salvador como parte fundamental de la audiencia. Junto con las lecciones aprendidas de las diversas iniciativas internacionales mapeadas, también se tocaron temas como la infraestructura de las TIC del país y la relevancia de un enfoque de Aprendizaje Socioemocional (SEL). Keywords: híbrido; blended; multimodal; El Salvador; capacitación docente; aprendizaje socioemocional An output of the EdTech Hub, https://edtechhub.org DA - 2022/07/30/ PY - 2022 LA - es M3 - Helpdesk Response Presentation UR - https://docs.edtechhub.org/lib/G8RZFT8Z KW - _r:AddedByZotZen ER - TY - SLIDE TI - Hybrid learning International experiences with multimodal approaches A2 - Villavicencio, Xuzel A2 - Coflan, Caitlin AB - This slide deck was originally developed for a webinar series on blended and hybrid learning for UNICEF El Salvador and the El Salvador Ministry of Education. The online workshops were delivered in two sessions, with the teachers from El Salvador as a key part of the audience. Along with the lessons learnt from the various international initiatives mapped, subjects like the country's ICT infrastructure and the relevance of a Socio Emotional Learning (SEL) approach were also covered. Keywords: hybrid; blended; El Salvador; multimodal; teacher training; socio-emotional learning. An output of the EdTech Hub, https://edtechhub.org DA - 2022/07/01/ PY - 2022 LA - en M3 - Helpdesk Response Presentation UR - https://docs.edtechhub.org/lib/C2SK9SF9 KW - _r:AddedByZotZen ER - TY - RPRT TI - The “Improving Learning Through Classroom Experience” Study AU - Villavicencio Peralta, Xuzel AU - Megogo Bokamba, Tania Elena AB - The Improvement Learning Through Classroom Experience (ILCE) is a programme that focuses on the relationship between natural conditions and school learning outcomes DA - 2023/03/23/ PY - 2023 LA - en-GB M3 - Blog post - Improving Learning Through Classroom Experience in East Africa PB - Open Development & Education SN - 2 UR - https://opendeved.net/2023/03/23/ilce-study/, https://opendeved.net/2023/03/23/ilce-study/ Y2 - 2023/05/16/21:12:28 ER - TY - JOUR TI - The different ways that teachers can influence the socio-emotional development of their students: A literature review AU - Villaseñor, Paula DA - 2017/// PY - 2017 DP - Zotero SP - 26 LA - en UR - http://pubdocs.worldbank.org/en/285491571864192787/Villaseno-The-different-ways-that-teachers-can-influence-the-socio-emotional-dev-of-students.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Students' acceptance of tablet PCs in Italian high schools: Profiles and differences AU - Villani, Daniela AU - Morganti, Laura AU - Carissoli, Claudia AU - Gatti, Elena AU - Bonanomi, Andrea AU - Cacciamani, Stefano AU - Confalonieri, Emanuela AU - Riva, Giuseppe T2 - British Journal of Educational Technology DA - 2018/// PY - 2018 DO - 10.1111/bjet.12591 DP - Google Scholar VL - 49 IS - 3 SP - 533 EP - 544 ST - Students' acceptance of tablet PCs in Italian high schools KW - _C:France FRA KW - _C:Italy ITA KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Indoor environmental quality of classrooms and occupants' comfort in a special education school in Slovak Republic AU - Vilcekova, Silvia AU - Meciarova, Ludmila AU - Burdova, Eva Kridlova AU - Katunska, Jana AU - Kosicanova, Danica AU - Doroudiani, Saeed T2 - Building and Environment DA - 2017/// PY - 2017 DO - 10.1016/j.buildenv.2017.05.001 DP - Google Scholar VL - 120 SP - 29 EP - 40 KW - BE:RELEVANT ER - TY - RPRT TI - Costed Implementation Plan AU - Vijil, Alejandra AU - Haßler, Björn CN - 0263 CY - St. Lucia DA - 2022/02// PY - 2022 M3 - Academic Recovery Programme Phase II PB - Organisation of Eastern Caribbean States SN - 8 UR - https://docs.opendeved.net/lib/ADZ57F4H KW - Author:OpenDevEd ER - TY - RPRT TI - Technology and School Mapping AU - Vijil, Alejandra AU - Godwin, Katie AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Mcburnie, Chris AU - Haßler, Björn AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/12/31/ PY - 2022 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/IJ2GD927 KW - _r:AddedByZotZen ER - TY - RPRT TI - Data collection and visualisation tools in the education sector in sub-Saharan Africa and South Asia AU - Vijil, Alejandra AU - El-Serafy, Yomna AU - Adam, Taskeen AU - Haßler, Björn AB - An output of the EdTech Hub, https://edtechhub.org CN - 0151 DA - 2022/08/26/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub UR - https://docs.edtechhub.org/lib/P833K7KC KW - _r:AddedByZotZen ER - TY - RPRT TI - Factors Related to Teacher Absenteeism in Sierra Leone: Literature Review AU - Vijil, Alejandra AU - Bellinger, Amy AU - Godwin, Katie AU - Haßler, Björn AU - McBurnie, Chris DA - 2022/05/08/ PY - 2022 LA - en PB - EdTech Hub ST - Factors Related to Teacher Absenteeism in Sierra Leone KW - Author:OpenDevEd KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Factors Related to Teacher Absenteeism in Sierra Leone: Literature Review AU - Vijil, Alejandra AU - Bellinger, Amy AU - Godwin, Katie AU - Haßler, Björn AU - McBurnie, Chris AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/05/08/ PY - 2022 LA - en M3 - HLR3 Output PB - EdTech Hub SN - 2 UR - https://docs.edtechhub.org/lib/MS3CKE8G KW - _C:Sierra Leone SLE KW - _r:AddedByZotZen ER - TY - RPRT TI - Antigua and Barbuda: Safe Education Sector Plan AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Moustafa, Nariman AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1041 DA - 2022/12/20/T00:00:00.000Z PY - 2022 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/HUDXH62H KW - _internal KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Antigua and Barbuda: Safe Education Sector Plan AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Moustafa, Nariman AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ DA - 2022/12/20/ PY - 2022 DP - DOI.org (Crossref) PB - Open Development & Education ST - Antigua and Barbuda UR - https://docs.opendeved.net/lib/HUDXH62H Y2 - 2023/12/06/16:56:36 ER - TY - RPRT TI - Barbados: Safe Education Sector Plan AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Moustafa, Nariman AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1042 DA - 2022/12/20/T00:00:00.000Z PY - 2022 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/S5QBR8KA KW - _internal KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Barbados: Safe Education Sector Plan AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Moustafa, Nariman AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ DA - 2022/12/20/ PY - 2022 DP - DOI.org (Crossref) PB - Open Development & Education ST - Barbados UR - https://docs.opendeved.net/lib/S5QBR8KA Y2 - 2023/12/06/18:11:37 ER - TY - RPRT TI - Dominica: Safe Education Sector Plan AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Moustafa, Nariman AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1043 DA - 2022/12/20/T00:00:00.000Z PY - 2022 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/62ATQD4T KW - _internal KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Dominica: Safe Education Sector Plan AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Moustafa, Nariman AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ DA - 2022/12/20/ PY - 2022 DP - DOI.org (Crossref) PB - Open Development & Education ST - Dominica UR - https://docs.opendeved.net/lib/62ATQD4T Y2 - 2023/12/06/18:12:53 ER - TY - RPRT TI - Education Sector Contingency Plan: Guidelines and Templates AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1047 DA - 2023/11/20/T00:00:00.000Z PY - 2023 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/A24E5AEX KW - _internal KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Education Sector Contingency Plan: Guidelines and Templates AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ DA - 2023/11/20/ PY - 2023 DP - DOI.org (Crossref) PB - Open Development & Education ST - Education Sector Contingency Plan UR - https://docs.opendeved.net/lib/A24E5AEX Y2 - 2023/12/06/18:17:40 ER - TY - RPRT TI - Model Education Plan AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1049 DA - 2022/12/20/T00:00:00.000Z PY - 2022 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/UC2N9MDX KW - _internal KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Model Education Plan AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ DA - 2022/12/20/ PY - 2022 DP - DOI.org (Crossref) PB - Open Development & Education UR - https://docs.opendeved.net/lib/UC2N9MDX Y2 - 2023/12/06/18:17:57 ER - TY - RPRT TI - Monitoring and Evaluation Framework AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1048 DA - 2022/12/20/T00:00:00.000Z PY - 2022 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/VZNK388V KW - _internal KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Monitoring and Evaluation Framework AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ DA - 2022/12/20/ PY - 2022 DP - DOI.org (Crossref) PB - Open Development & Education UR - https://docs.opendeved.net/lib/VZNK388V Y2 - 2023/12/06/18:14:42 ER - TY - RPRT TI - Education Sector Diagnosis - School safety assessment for six CDEMA Member States AU - Vijil Morin, Alejandra AU - Villavicencio Peralta, Xuzel Ana AU - Sheldon, Ayeisha AU - Haßler, Björn CN - 0282 DA - 2022/06/20/ PY - 2022 LA - en PB - OpenDevEd UR - https://docs.opendeved.net/lib/JSB9CSW7 KW - Author:OpenDevEd KW - _r:AddedByZotZen KW - _r:ImportedToMyEducationEvidence ER - TY - BOOK TI - Enseñando con sentido: Una guía práctica de lectoescritura para transitar de preescolar a primaria AU - Vijil-Morin, Alejandra AU - Mairena, Dánea AB - Una guía práctica de lectoescritura para transitar de preescolar a primaria La presente guía pretende llevar experiencias regionales exitosas a su aula de clase, ofreciéndole una serie de recursos prácticos. Fue hecha pensando en los retos que enfrentamos a diario en el aula como educadores y basada en un estudio realizado con DA - 2022/// PY - 2022 VL - 1 LA - Spanish M1 - 1 PB - TallerLEI UR - https://red-lei.org/tallerlei/ensenandoconsentido/ Y2 - 2022/06/20/13:40:43 KW - Author:OpenDevEd ER - TY - JOUR TI - Lectoescritura inicial (LEI): una transición con sentido AU - Vijil-Morin, Alejandra DA - 2020/// PY - 2020 VL - 39 J2 - Revista de la Universidad del Valle de Guatemala LA - es ST - Lectoescritura inicial (LEI) UR - https://red-lei.org/lectoescritura-inicial-una-transicion-con-sentido/ Y2 - 2022/06/20/13:45:13 KW - Author:OpenDevEd ER - TY - JOUR TI - Pedagogía del abrazo: una propuesta educativa AU - Vijil-Morin, Alejandra AB - La alfabetización es una experiencia transformadora a nivel cognitivo, biológico, emocional y político, pero ¿Cómo están aprendiendo lxs niñxs a leer y escribir en Nicaragua? ¿Cómo se reflejan las políticas educativas del régimen en pruebas estandarizadas de desempeño lector? ¿Qué esperanza le queda a un país empobrecido; a una infancia cargada de traumas, violencia, pandemias; a un sistema educativo rehén de la dictadura? En este escrito me gustaría rescatar la importancia de la alfabetización a través de una revisión de investigaciones; luego, dejar en evidencia las carencias de una administración educativa que se jacta de haber superado el analfabetismo. Y, finalmente, proponer una alternativa sencilla pero profundamente política para transformar la educación en Nicaragua: un abrazo. DA - 2020/// PY - 2020 J2 - Maldito País LA - Spanish UR - https://www.horacero.org/pedagogia-del-abrazo Y2 - 2022/06/20/13:43:24 KW - Author:OpenDevEd KW - ⛔ No DOI found ER - TY - CHAP TI - Os Desafios Das Reformas Na Formação De Professores Na África Subsariana AU - Vieira, Arlindo DA - 2015/// PY - 2015 DP - Zotero LA - pt KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:SSA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - Future opportunities for education technology in England AU - Vicentini, Letizia AU - Day, Laurie AU - Gill, Valdeep AU - Lillis, Johnny AU - Komers, Selina AU - Olausson, Niklas DA - 2022/// PY - 2022 DP - Zotero LA - en PB - Department for Education ER - TY - JOUR TI - A review of research on the impact of professional learning communities on teaching practice and student learning AU - Vescio, Vicki AU - Ross, Dorene AU - Adams, Alyson T2 - Teaching and teacher education DA - 2008/// PY - 2008 DO - 10.1016/j.tate.2007.01.004 VL - 24 IS - 1 SP - 80 EP - 91 KW - C:International ER - TY - JOUR TI - AI-based literature reviews: A topic modeling approach AU - Verma, Manoj Kumar AU - Yuvaraj, Mayank T2 - Journal of Information and Knowledge DA - 2023/// PY - 2023 DO - 10.17821/srels/2023/v60i2/170967 DP - Google Scholar SP - 97 EP - 104 ST - AI-based literature reviews UR - https://www.srels.org/index.php/sjim/article/view/170967 Y2 - 2024/03/12/20:57:25 ER - TY - JOUR TI - Partnering with the private sector in the post-2015 era? The main political and social implications in the educational arena AU - VERGER, ANTONI AU - MOSCHETTI, MAURO T2 - Progressive Lab for Sustainable Development DA - 2017/// PY - 2017 DP - Google Scholar VL - 245 ST - Partnering with the private sector in the post-2015 era? UR - https://www.academia.edu/download/53505790/Verger___Moschetti_2017.pdf Y2 - 2024/03/04/14:41:50 KW - Final_citation KW - ⛔ No DOI found ER - TY - JOUR TI - Tracking the reach of COVID-19 kin loss with a bereavement multiplier applied to the United States AU - Verdery, Ashton M. AU - Smith-Greenaway, Emily AU - Margolis, Rachel AU - Daw, Jonathan T2 - Proceedings of the National Academy of Sciences AB - The coronavirus disease 2019 (COVID-19) pandemic has led to a large increase in mortality in the United States and around the world, leaving many grieving the sudden loss of family members. We created an indicator—the COVID-19 bereavement multiplier—that estimates the average number of individuals who will experience the death of a close relative (defined as a grandparent, parent, sibling, spouse, or child) for each COVID-19 death. Using demographic microsimulation-based estimates of kinship networks in the United States, the clear age gradient in COVID-19 mortality seen across contexts, and several hypothetical infection prevalence scenarios, we estimate COVID-19 bereavement multipliers for White and Black individuals in the United States. Our analysis shows that for every COVID-19 death, approximately nine surviving Americans will lose a grandparent, parent, sibling, spouse, or child. These estimates imply, for example, that if 190,000 Americans die from COVID-19, as some models project, then ∼1.7 million will experience the death of a close relative. We demonstrate that our estimates of the bereavement multiplier are stable across epidemiological realities, including infection scenarios, total number of deaths, and the distribution of deaths, which means researchers can estimate the bereavement burden over the course of the epidemic in lockstep with rising death tolls. In addition, we provide estimates of bereavement multipliers by age group, types of kin loss, and race to illuminate prospective disparities. The bereavement multiplier is a useful indicator for tracking COVID-19’s multiplicative impact as it reverberates across American families and can be tailored to other causes of death. DA - 2020/07/28/ PY - 2020 DO - 10.1073/pnas.2007476117 DP - www.pnas.org VL - 117 IS - 30 SP - 17695 EP - 17701 J2 - PNAS LA - en SN - 0027-8424, 1091-6490 UR - https://www.pnas.org/content/117/30/17695 Y2 - 2020/08/12/17:21:56 KW - COVID-19 KW - __C:filed:1 KW - bereavement KW - demography KW - mortality KW - social support ER - TY - JOUR TI - Effectiveness of educational technology in early mathematics education: A systematic literature review AU - Verbruggen, Sandy AU - Depaepe, Fien AU - Torbeyns, Joke T2 - International Journal of Child-Computer Interaction AB - Despite the general agreement regarding the importance of stimulating young children’s early mathematical skills, mathematical learning opportunities in preschool are limited. Educational technology (ET) may be an effective tool to address this problem. Taking into account the weaknesses of previous reviews, we conducted a systematic and comprehensive review of the research literature on the effectiveness of ET in early mathematics education, critically analyzing the findings of studies adhering to a media comparison approach (comparing an ET condition to a non-ET condition or another ET condition) versus studies following a value-added approach (comparing at least two ET conditions which only differ with respect to one feature in the ET or in its implementation). Reviewing 54 studies, we systematically analyzed (1) the effectiveness of ET, (2) the features of the ET and ET implementation associated with ET effectiveness, and (3) child characteristics associated with ET effectiveness. Our analyses indicated that media comparison studies comparing an ET to a non-ET condition provide evidence for the effectiveness of ET for enhancing young children’s mathematical competencies. Second, value-added studies pointed to ET implementation features associated with ET effectiveness, namely teacher support during ET use and an individual grouping structure. Finally, both media comparison and value-added studies revealed that ET effectiveness is associated with children’s performance in the ET and with their prior knowledge. To further advance the field, value-added studies on features of the ET and its implementation are required, as well as studies focusing on important child characteristics that are associated with ET effectiveness. DA - 2021/03/01/ PY - 2021 DO - 10.1016/j.ijcci.2020.100220 DP - ScienceDirect VL - 27 SP - 100220 J2 - International Journal of Child-Computer Interaction SN - 2212-8689 ST - Effectiveness of educational technology in early mathematics education UR - https://www.sciencedirect.com/science/article/pii/S2212868920300386 Y2 - 2023/10/26/14:25:09 KW - Early mathematics education KW - Educational technology KW - Media comparison approach KW - Systematic literature review KW - Value-added approach ER - TY - JOUR TI - Acceso, uso y actitud de la tecnología en las escuelas de Educación Primaria AU - Ventura, Raúl Céspedes AU - Pagán, Javier Ballesta T2 - Aula Abierta DA - 2018/// PY - 2018 DP - Google Scholar VL - 47 IS - 3 SP - 355 EP - 364 KW - __C:filed:1 KW - ❓ Multiple DOI ER - TY - ELEC TI - Girls' Education in Dominica AU - Ventura, Joseph T2 - The Borgen Project AB - Girls’ education in Dominica is a success story among the broader educational initiatives enacted in the country. DA - 2018/07/24/T08:30:49+00:00 PY - 2018 LA - English UR - https://borgenproject.org/girls-education-in-dominica/ Y2 - 2020/12/09/13:14:25 ER - TY - JOUR TI - What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of SACMEQ 2007 AU - Venkat, Hamsa AU - Spaull, Nic T2 - International Journal of Educational Development DA - 2015/03// PY - 2015 DO - 10.1016/j.ijedudev.2015.02.002 DP - DOI.org (Crossref) VL - 41 SP - 121 EP - 130 J2 - International Journal of Educational Development LA - en SN - 07380593 ST - What do we know about primary teachers’ mathematical content knowledge in South Africa? UR - https://linkinghub.elsevier.com/retrieve/pii/S0738059315000152 Y2 - 2020/04/28/10:50:02 ER - TY - THES TI - Sistemas internacionais de aprendizagem profissional: uma análise comparativa em alguns países desenvolvidos e emergentes AU - Veloso, José Rodrigo Paprotzki AU - Rodrigues, Marta M Assumpção AB - Este trabalho examina as políticas públicas que articulam educa- ção e trabalho para a juventude, de uma perspectiva comparada, contrapondo as trajetórias de países desenvolvidos e em desenvolvimento. Mais especificamente, focaliza a política de formação de aprendizes (Aprendizagem) nos casos de Alemanha, Inglaterra, França, Estados Unidos, Brasil, África do Sul e Índia. O objetivo é revelar que há algo que antecede os formatos atuais que, ao formar imagens políticas específicas, ilumina os cenários dos sistemas de Aprendizagem dos países analisados. Lança mão do enfoque da trajetória histórica (path dependence) para analisar as particularidades de cada caso. CY - Aveiro, Portugal DA - 2016/// PY - 2016 LA - Portuguese PB - Universidade de Aveiro UR - http://www.bts.senac.br/index.php/bts/article/view/18 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Angola KW - CLL:pt KW - publicImportV1 KW - skills ER - TY - BLOG TI - How ed-tech can help leapfrog progress in education AU - Vegas, Emeliana AU - Ziegler, Lauren AU - Zerbino, Nicolas T2 - Brookings AB - This brief analyzes the use of ed-tech innovations around the world. DA - 2019/11/20/T21:03:33+00:00 PY - 2019 LA - en-US UR - https://www.brookings.edu/research/how-ed-tech-can-help-leapfrog-progress-in-education/ Y2 - 2022/11/16/02:46:38 ER - TY - BLOG TI - How ed-tech can help leapfrog progress in education AU - Vegas, Emeliana AU - Ziegler, Lauren AU - Zerbino, Nicolas T2 - Center for Universal Education at The Brookings Institution AB - This brief analyzes the use of ed-tech innovations around the world. DA - 2019/11/20/T21:03:33+00:00 PY - 2019 LA - en-US UR - https://eric.ed.gov/?id=ED602936 Y2 - 2022/11/16/02:46:38 KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - Comparative pedagogies and epistemological diversity: social and materials contexts of teaching in Tanzania AU - Vavrus, Frances AU - Bartlett, Lesley T2 - Comparative Education Review DA - 2012/11// PY - 2012 DO - 10.1086/667395 DP - DOI.org (Crossref) VL - 56 IS - 4 SP - 634 EP - 658 J2 - Comparative Education Review LA - en SN - 0010-4086, 1545-701X ST - Comparative pedagogies and epistemological diversity UR - https://www.researchgate.net/publication/259711400_Comparative_Pedagogies_and_Epistemological_Diversity_Social_and_Materials_Contexts_of_Teaching_in_Tanzania Y2 - 2021/05/26/17:43:58 ER - TY - RPRT TI - Country Gender Assessment (CGA): St. Vincent & the Grenadines AU - Vassell, Linnette AU - Baksh, Rawwida CY - St. Micheal, Barbados DA - 2015/// PY - 2015 DP - Zotero LA - English PB - Caribbean Development Bank UR - https://www.caribank.org/sites/default/files/publication-resources/CountryGenderAssessment_StVincentandtheGrenadines.pdf Y2 - 2020/11/20/00:00:00 KW - ⛔ No DOI found ER - TY - JOUR TI - Occupants’ responses to window views, daylighting and lighting in buildings: A critical review AU - Vasquez, Natalia Giraldo AU - Rupp, Ricardo Forgiarini AU - Andersen, Rune Korsholm AU - Toftum, Jørn T2 - Building and Environment DA - 2022/// PY - 2022 DO - 10.1016/j.buildenv.2022.109172 DP - Google Scholar SP - 109172 ST - Occupants’ responses to window views, daylighting and lighting in buildings KW - BE:RELEVANT ER - TY - JOUR TI - Modeling the Epidemic Growth of Preprints on COVID-19 and SARS-CoV-2 AU - Vasconcelos, Giovani L. AU - Cordeiro, Luan P. AU - Duarte-Filho, Gerson C. AU - Brum, Arthur A. T2 - Frontiers in Physics AB - The response of the scientific community to the global health emergency caused by the COVID-19 pandemic has produced an unprecedented number of manuscripts in a short period of time, the vast majority of which have been shared in the form of preprints posted on online preprint repositories before peer review. This surge in preprint publications has in itself attracted considerable attention, although mostly in the bibliometrics literature. In the present study we apply a mathematical growth model, known as the generalized Richards model, to describe the time evolution of the cumulative number of COVID-19 related preprints. This mathematical approach allows us to infer several important aspects concerning the underlying growth dynamics, such as its current stage and its possible evolution in the near future. We also analyze the rank-frequency distribution of preprints servers, ordered by the number of COVID-19 preprints they host, and find that it follows a power law in the low rank (high frequency) region, with the high rank (low frequency) tail being better described by a q-exponential function. The Zipf-like law in the high frequency regime indicates the presence of a cumulative advantage effect, whereby servers that already have more preprints receive more submissions. DA - 2021/// PY - 2021 DO - 10.3389/fphy.2021.603502 DP - Frontiers VL - 9 SP - 125 SN - 2296-424X UR - https://www.frontiersin.org/article/10.3389/fphy.2021.603502 Y2 - 2021/10/05/18:36:05 ER - TY - CHAP TI - Building and Strengthening National Systems for Early Childhood Development AU - Vargas-Barón, Emily T2 - Handbook of early childhood development research and its impact on global policy CY - New York DA - 2014/// PY - 2014 SP - 443 EP - 466 PB - Oxford University Press ER - TY - BOOK TI - The Embodied Mind: Cognitive Science and Human Experience AU - Varela, Francisco J. AU - Rosch, Eleanor AU - Thompson, Evan AB - The Embodied Mind provides a unique, sophisticated treatment of the spontaneous and reflective dimension of human experience. The authors argue that only by having a sense of common ground between mind in Science and mind in experience can our understanding of cognition be more complete. Toward that end, they develop a dialogue between cognitive science and Buddhist meditative psychology and situate it in relation to other traditions such as phenomenology and psychoanalysis. DA - 1992/11/13/ PY - 1992 DP - Google Books SP - 334 LA - en PB - MIT Press SN - 978-0-262-26123-4 ST - The Embodied Mind KW - Psychology / Cognitive Psychology & Cognition ER - TY - JOUR TI - Statistical Analyses of Digital Divide Factors AU - Várallyai, László AU - Herdon, Miklós AU - Botos, Szilvia T2 - Procedia Economics and Finance T3 - The Economies of Balkan and Eastern Europe Countries in the Changed World (EBEEC 2014) AB - The digital divide has become an extremely important issue for many international organizations and a major challenge for policy makers and academic researchers. We have to know the factors of digital divide to find solutions for eliminating disparities in ICTs.The first goal of our research is to measure or calculate the digital divide in Hungary. The digital divide is a complex and multidimensional issue, which requires taking into account diverse technologies, variables, and territories. In this context, factor analysis has revealed as a useful tool to capture the overall dimension of the digital divide. Therefore our research is based on different ICT indicators from Eurostat statistics and the Empirica survey results. Our research focuses on the digital divide circumstances in Hungary. The investigated fields are the followings: Percentage of households with access to the Internet; Percentage of households with a broadband connection; Percentage of individuals regularly using the Internet at least once a week; Percentage of individuals who have never used a computer; Percentage of individuals who ordered goods or services online for private use. The correlation matrix in our research (which comes from factor analysis) shows that all variables are closely related to each other, with correlation coefficients larger than 0.8. For instance, the percentage of individuals who have never used a computer is highly and negatively correlated with using the Internet and having access at home because most people are connected to the Internet through a computer. Furthermore, the high and positive correlations of broadband infrastructural and usage indicators show the increasing importance of high-speed connections: many of the latest online services, are only possible through fast networks. Given these strong correlations, factor analysis seems to be appropriate.Since the EU has been paying special attention to bridging the rural-urban digital divide the relationship between ICT factor and population density has also been analyzed. Furthermore, the percentage of population aged 65 and over is included to capture the potential influence of regional demographic differences on the extent of ICT adoption. In this sense, older people often face more barriers to use ICT than younger individuals. The highest correlations with ICT factor are found for GDP per capita, human resources in science and technology, in contrast to population density, which shows the lowest one among the considered variables. This article shows our research results on the field of digital divide factors using by statistical analyses. DA - 2015/01/01/ PY - 2015 DO - 10.1016/s2212-5671(15)00037-4 DP - ScienceDirect VL - 19 SP - 364 EP - 372 J2 - Procedia Economics and Finance SN - 2212-5671 UR - http://www.sciencedirect.com/science/article/pii/S2212567115000374 Y2 - 2018/06/09/16:57:02 KW - Digital divide KW - ICT. KW - e-competences KW - e-skills KW - skills gap ER - TY - JOUR TI - Teacher collaboration: A systematic review AU - Vangrieken, Katrien AU - Dochy, Filip AU - Raes, Elisabeth AU - Kyndt, Eva T2 - Educational Research Review AB - This paper presents a systematic review on teacher collaboration. In total, 82 studies were selected based on predefined selection criteria and reviewed by means of a narrative review method to thematically gather information across the studies. The first aim of this review was to provide an overview of the terminological framework to describe teacher collaboration used in previous research. Collaboration was perceived here as a continuum ranging from mere aggregates of individuals to strong team collaboration. This continuum was conceptualised as the degree of team entitativity. Second, the review investigated the focus and depth of collaboration. These appeared to be important issues and provide different opportunities for (collaborative) learning. Third, although realising teacher collaboration proves to be challenging, this review listed benefits for students, teachers, and the school. Fourth and fifth, various facilitating and hindering factors were explored that may serve as valuable points of action to realise effective collaboration. The latter has vital importance for the future as it is needed to build schools into learning organisations, to anticipate the growing importance of collaboration in society and to use education as a role model for students to properly prepare them for the future. DA - 2015/06/01/ PY - 2015 DO - 10.1016/j.edurev.2015.04.002 DP - ScienceDirect VL - 15 SP - 17 EP - 40 J2 - Educational Research Review LA - en SN - 1747-938X ST - Teacher collaboration UR - https://www.sciencedirect.com/science/article/pii/S1747938X1500024X Y2 - 2021/03/07/18:07:32 KW - Teacher collaboration KW - Teacher teams KW - Team entitativity ER - TY - JOUR TI - The e-capacity of primary schools: Development of a conceptual model and scale construction from a school improvement perspective AU - Vanderlinde, Ruben AU - van Braak, Johan T2 - Computers & education DA - 2010/// PY - 2010 DO - 10.1016/j.compedu.2010.02.016 DP - Google Scholar VL - 55 IS - 2 SP - 541 EP - 553 ST - The e-capacity of primary schools ER - TY - RPRT TI - Post-primary agricultural education and training in sub-Saharan Africa: Adapting supply to changing demand AU - Vandenbosch, T DA - 2006/// PY - 2006 LA - en UR - http://www.academia.edu/download/6744911/post-primary_aet_africa.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Benin KW - C:Burkina Faso KW - C:Ethiopia 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:R KW - CT:T KW - F:learning KW - F:ministry KW - P:agricultural KW - P:agriculture KW - P:economy KW - P:environment KW - Q:ICT KW - Q:certificate KW - Q:secondary education KW - R:impact KW - T:Ausbildung KW - T:Educação profissionalizante KW - T:TVET KW - T:Training KW - T:apprenticeship training KW - T:trainee KW - _C:Ghana GHA KW - _C:Uganda UGA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - Towards Systemic EdTech Testbeds: A Global Perspective AU - Vanbecelaere, Stefanie AU - Adam, Taskeen AU - Sieber, Carmen AU - Clark-Wilson, Alison AU - Boody Adorno, Katie AU - Haßler, Björn AB - This document is an output of the Global EdTech Testbeds Network, https://globaledtech.org/. CN - 0285 DA - 2023/01// PY - 2023 LA - en PB - Global EdTech Testbeds Network UR - https://docs.opendeved.net/lib/78XN44TG KW - _r:AddedByZotZen KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Social media research: The application of supervised machine learning in organizational communication research. AU - van Zoonen, Ward AU - van der Meer, Toni, G. L. A. T2 - Computers in Human Behavior AB - Despite the online availability of data, analysis of this information in academic research is arduous. This article explores the application of supervised machine learning (SML) to overcome challenges associated with online data analysis. In SML classifiers are used to categorize and code binary data. Based on a case study of Dutch employees’ work-related tweets, this paper compares the coding performance of three classifiers, Linear Support Vector Machine, Naïve Bayes, and logistic regression. The performance of these classifiers is assessed by examining accuracy, precision, recall, the area under the precision-recall curve, and Krippendorf’s Alpha. These indices are obtained by comparing the coding decisions of the classifier to manual coding decisions. The findings indicate that the Linear Support Vector Machine and Naïve Bayes classifiers outperform the logistic regression classifier. This study also compared the performance of these classifiers based on stratified random samples and random samples of training data. The findings indicate that in smaller training sets stratified random training samples perform better than random training samples, in large training sets (n = 4000) random samples yield better results. Finally, the Linear Support Vector Machine classifier was trained with 4000 tweets and subsequently used to categorize 578,581 tweets obtained from 430 employees. DA - 2016/10/01/ PY - 2016 DO - 10.1016/j.chb.2016.05.028 DP - ScienceDirect VL - 63 SP - 132 EP - 141 J2 - Computers in Human Behavior SN - 0747-5632 ST - Social media research UR - https://www.sciencedirect.com/science/article/pii/S0747563216303557 Y2 - 2024/01/18/22:41:29 KW - Communication research KW - Content analysis KW - Supervised machine learning KW - Twitter ER - TY - CHAP TI - Competence and TVET Innovation in Sub-Saharan Africa: The Case of Rwanda AU - van Halsema, Wybe T2 - Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education A2 - Mulder, Martin T3 - Technical and Vocational Education and Training: Issues, Concerns and Prospects AB - In many African countries, technical and vocational education and training (TVET) is considered a means to stimulate strategic economic growth. In order to render TVET more in line with market demands, governments increasingly promote the competence-based education (CBE) approach. In this chapter, the Central African country Rwanda is studied as an exemplary case for sub-Saharan Africa in how they apply CBE. Through competence-based curriculum development and teacher training, a centralised form of workforce planning is envisaged that would shape the TVET reform in the Central African country.In Rwanda, the Belgian Technical Cooperation (BTC) follows a systems approach to implement CBE in TVET. Having done so over the past 4 years, it becomes apparent that in the transitional phases of the systems, there is much ‘transitional noise’ that hampers implementation. This fact challenges the centralist view on CBE and its scope for national workforce planning. However, some positive features emerge from CBE implementation in that it stimulates practical learning and creativity in TVET.It is argued that by adapting the concept of competence to a more decentralised, intrinsic and generic form of TVET, a more capable, innovative and employable workforce can be formed. Government should thereby not just focus on formal employment but follow a diversified and inclusive approach of TVET for youth employment in all segments of the economy. CY - Cham DA - 2017/// PY - 2017 DP - Springer Link SP - 487 EP - 504 LA - en SN - 978-3-319-41713-4 ST - Competence and TVET Innovation in Sub-Saharan Africa UR - https://doi.org/10.1007/978-3-319-41713-4_23 Y2 - 2018/12/09/00:00:00 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Rwanda KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:T KW - Competence Development KW - Competency Statement KW - Informal Sector KW - Master Trainer KW - Pilot School KW - T:TVET KW - publicImportV1 ER - TY - JOUR TI - Gamification of health professions education: a systematic review AU - van Gaalen, A. E. J. AU - Brouwer, J. AU - Schönrock-Adema, J. AU - Bouwkamp-Timmer, T. AU - Jaarsma, A. D. C. AU - Georgiadis, J. R. T2 - Advances in Health Sciences Education AB - Gamification refers to using game attributes in a non-gaming context.Health professions educators increasingly turn to gamification to optimize students’ learning outcomes. However, little is known about the concept of gamification and its possible working mechanisms. This review focused on empirical evidence for the effectiveness of gamification approaches and theoretical rationales for applying the chosen game attributes. We systematically searched multiple databases, and included all empirical studies evaluating the use of game attributes in health professions education. Of 5044 articles initially identified, 44 met the inclusion criteria. Negative outcomes for using gamification were not reported. Almost all studies included assessment attributes (n = 40), mostly in combination with conflict/challenge attributes (n = 27). Eight studies revealed that this specific combination had increased the use of the learning material, sometimes leading to improved learning outcomes. A relatively small number of studies was performed to explain mechanisms underlying the use of game attributes (n = 7). Our findings suggest that it is possible to improve learning outcomes in health professions education by using gamification, especially when employing game attributes that improve learning behaviours and attitudes towards learning. However, most studies lacked well-defined control groups and did not apply and/or report theory to understand underlying processes. Future research should clarify mechanisms underlying gamified educational interventions and explore theories that could explain the effects of these interventions on learning outcomes, using well-defined control groups, in a longitudinal way. In doing so, we can build on existing theories and gain a practical and comprehensive understanding of how to select the right game elements for the right educational context and the right type of student. DA - 2021/05/01/ PY - 2021 DO - 10.1007/s10459-020-10000-3 DP - Springer Link VL - 26 IS - 2 SP - 683 EP - 711 J2 - Adv in Health Sci Educ LA - en SN - 1573-1677 ST - Gamification of health professions education UR - https://doi.org/10.1007/s10459-020-10000-3 Y2 - 2022/04/05/20:23:30 KW - _genre:LR-literature_review ER - TY - JOUR TI - Automation of systematic literature reviews: A systematic literature review AU - van Dinter, Raymon AU - Tekinerdogan, Bedir AU - Catal, Cagatay T2 - Information and Software Technology AB - Objective: This study aims to collect and synthesize the studies that focus on the automation of SLR to pave the way for further research. Method: A systematic literature review is conducted on published primary studies on the automation of SLR studies, in which 41 primary studies have been analyzed. Results: This SLR identifies the objectives of automation studies, application domains, automated steps of the SLR, automation techniques, and challenges and solution directions. Conclusion: According to our study, the leading automated step is the Selection of Primary Studies. Although many studies have provided automation approaches for systematic literature reviews, no study has been found to apply automation techniques in the planning and reporting phase. Further research is needed to support the auto­ mation of the other activities of the SLR process. DA - 2021/08// PY - 2021 DO - 10.1016/j.infsof.2021.106589 DP - DOI.org (Crossref) VL - 136 SP - 106589 J2 - Information and Software Technology LA - en SN - 09505849 ST - Automation of systematic literature reviews UR - https://www.sciencedirect.com/science/article/pii/S0950584921000690 Y2 - 2022/04/05/23:25:44 KW - Automation KW - Machine learning KW - Natural language processing KW - Review KW - Systematic literature review (SLR) KW - Text mining KW - _Added-ailr-2024 ER - TY - JOUR TI - Retention and attrition among National Certificate (Vocational) Civil and Construction students in South African TVET AU - Van der Bijl, Andre AU - Lawrence, Mark T2 - Industry and Higher Education T3 - Journal AB - © The Author(s) 2018. The National Certificate (Vocational) (NC(V)) was introduced into South Africa’s system of vocational training to ‘solve problems of poor quality programmes, lack of relevance to the economy, as well as low technical and cognitive skills of TVET [technical and vocational education and training] graduates’. The NC(V) did not, however, meet expectations, partially because of systemic difficulties. This article reports on research conducted among students who studied on the NC(V) Civil and Construction programme in an effort to identify appropriate corrections that could be made by college management. The research project made use of Tinto’s Student Integration Model to identify reasons for both student attrition and student persistence. The study provides information on the predicament facing TVET Civil and Construction students and has broad relevance for practitioners operating in higher and post-school education. DA - 2019/// PY - 2019 DO - 10.1177/0950422218800649 ER - TY - JOUR TI - Meta-analysis of multiple outcomes: A multilevel approach AU - Van den Noortgate, Wim AU - López-López, José Antonio AU - Marín-Martínez, Fulgencio AU - Sánchez-Meca, Julio T2 - Behavior research methods DA - 2015/// PY - 2015 DO - 10.3758/s13428-014-0527-2 DP - Google Scholar VL - 47 SP - 1274 EP - 1294 ST - Meta-analysis of multiple outcomes UR - https://idp.springer.com/authorize/casa?redirect_uri=https://link.springer.com/article/10.3758/s13428-014-0527-2&casa_token=u-iWGlgCl1wAAAAA:E4PcIOd0mF0dhMkCcjUv-peMrYzQP4huIujV18FLt6YKtgPwHPAAoaiI3bj2X9vHAL6tl92NVoMDBO-HZwY Y2 - 2023/11/01/23:21:43 ER - TY - JOUR TI - An open source machine learning framework for efficient and transparent systematic reviews AU - van de Schoot, Rens AU - de Bruin, Jonathan AU - Schram, Raoul AU - Zahedi, Parisa AU - de Boer, Jan AU - Weijdema, Felix AU - Kramer, Bianca AU - Huijts, Martijn AU - Hoogerwerf, Maarten AU - Ferdinands, Gerbrich AU - Harkema, Albert AU - Willemsen, Joukje AU - Ma, Yongchao AU - Fang, Qixiang AU - Hindriks, Sybren AU - Tummers, Lars AU - Oberski, Daniel L. T2 - Nature Machine Intelligence AB - To help researchers conduct a systematic review or meta-analysis as efficiently and transparently as possible, we designed a tool to accelerate the step of screening titles and abstracts. For many tasks—including but not limited to systematic reviews and meta-analyses—the scientific literature needs to be checked systematically. Scholars and practitioners currently screen thousands of studies by hand to determine which studies to include in their review or meta-analysis. This is error prone and inefficient because of extremely imbalanced data: only a fraction of the screened studies is relevant. The future of systematic reviewing will be an interaction with machine learning algorithms to deal with the enormous increase of available text. We therefore developed an open source machine learning-aided pipeline applying active learning: ASReview. We demonstrate by means of simulation studies that active learning can yield far more efficient reviewing than manual reviewing while providing high quality. Furthermore, we describe the options of the free and open source research software and present the results from user experience tests. We invite the community to contribute to open source projects such as our own that provide measurable and reproducible improvements over current practice. DA - 2021/02// PY - 2021 DO - 10.1038/s42256-020-00287-7 DP - www.nature.com VL - 3 IS - 2 SP - 125 EP - 133 J2 - Nat Mach Intell LA - en SN - 2522-5839 UR - https://www.nature.com/articles/s42256-020-00287-7 Y2 - 2024/01/18/22:39:16 KW - Computational biology and bioinformatics KW - Computer science KW - Medical research KW - SARS-CoV-2 KW - _Added-ailr-2024 ER - TY - CONF TI - “Alexa, Can I Program You?”: Student Perceptions of Conversational Artificial Intelligence Before and After Programming Alexa AU - Van Brummelen, Jessica AU - Tabunshchyk, Viktoriya AU - Heng, Tommy T2 - IDC '21: Interaction Design and Children C1 - Athens Greece C3 - Interaction Design and Children DA - 2021/06/24/ PY - 2021 DO - 10.1145/3459990.3460730 DP - DOI.org (Crossref) SP - 305 EP - 313 LA - en PB - ACM SN - 978-1-4503-8452-0 ST - “Alexa, Can I Program You? UR - https://dl.acm.org/doi/10.1145/3459990.3460730 Y2 - 2024/02/24/10:03:01 ER - TY - CONF TI - Teaching tech to talk: K-12 conversational artificial intelligence literacy curriculum and development tools AU - Van Brummelen, Jessica AU - Heng, Tommy AU - Tabunshchyk, Viktoriya C3 - Proceedings of the AAAI Conference on Artificial Intelligence DA - 2021/// PY - 2021 DP - Google Scholar VL - 35 SP - 15655 EP - 15663 ST - Teaching tech to talk UR - https://ojs.aaai.org/index.php/AAAI/article/view/17844 Y2 - 2024/02/24/10:03:01 KW - ⛔ No DOI found ER - TY - THES TI - Tools to create and democratize conversational artificial intelligence AU - Van Brummelen, Jessica Jessica Raquelle DA - 2019/// PY - 2019 DP - Google Scholar M3 - PhD Thesis PB - Massachusetts Institute of Technology UR - https://dspace.mit.edu/handle/1721.1/122704 Y2 - 2024/02/24/10:03:07 ER - TY - JOUR TI - Putting learning at the centre AU - Valters, Craig AU - Cummings, Clare AU - Nixon, Hamish DP - Zotero SP - 33 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - A Natural Ventilation Steady-State Calculation Tool for the Early Design Stage of Buildings. AU - Vallejo, Juan AU - Ford, Brian AU - Aparicio, Pablo AU - Diaz, Camilo DP - Zotero SP - 39 LA - en KW - ⛔ No DOI found ER - TY - CHAP TI - A Detailed Example: Galactic Dynamics AU - Vallejo, Juan C. AU - Sanjuan, Miguel AF T2 - Predictability of Chaotic Dynamics DA - 2019/// PY - 2019 DP - Google Scholar SP - 151 EP - 188 PB - Springer ST - A Detailed Example ER - TY - JOUR TI - Role of dark matter haloes on the predictability of computed orbits AU - Vallejo, Juan C. AU - Sanjuan, Miguel AF T2 - Astronomy & Astrophysics DA - 2016/// PY - 2016 DO - 10.1051/0004-6361/201629206 DP - Google Scholar VL - 595 SP - A68 KW - __C:filed:1 ER - TY - CHAP TI - Roof Lighting with Recycled Plastic Bottles AU - Valera Terreros, Nancy AU - Espinoza Díaz, Daniel T2 - Energy Efficiency and Sustainable Lighting DA - 2020/// PY - 2020 DP - Zotero LA - en PB - IntechOpen ER - TY - THES TI - Integrating new technology in the language classroom: innovative teacher identities AU - Valentyn, Gail DA - 2019/// PY - 2019 DP - Google Scholar M3 - PhD Thesis PB - Stellenbosch: Stellenbosch University ST - Integrating new technology in the language classroom KW - _C:Australia AUS KW - _C:China CHN KW - _C:Estonia EST KW - _C:Finland FIN KW - _C:Mauritius MUS KW - _C:Namibia NAM KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA 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 - Management Accounting and Control in Higher Education Institutions: A Systematic Literature Review AU - Vale, José AU - Amaral, Joana AU - Abrantes, Luís AU - Leal, Carmem AU - Silva, Rui T2 - Administrative Sciences AB - The new public management reforms have led to significant changes in higher education institutions (HEIs) regarding the management accounting and control (MAC) of these organizations. Therefore, this paper provides an overview of the main studies on MAC in these types of organizations through a systematic literature review (SLR). The PRISMA guidelines were followed, and data were collected from the Web of Science and Scopus databases. The final sample encompassed 50 articles, published between 1981 and 2020. The results show that MAC research tends to focus on management control systems and performance evaluation systems. They also suggest that, although the development and implementation of various MAC tools are crucial for HEIs, such implementation often is partial. This is due to the stakeholders’ perceptions/attitudes regarding the importance of such tools. The results also indicate that institutional theory is the most addressed one. Most of the time, HEIs implement MAC tools due to external pressures. By synthesizing the main trends in MAC, this SLR intends to provide a theoretical contribution to the literature in this research field. Several themes for further research are suggested, such as assessing the relationship between MAC and the management of “knowledge” and intellectual capital in these institutions, and addressing sustainability issues. From a practical viewpoint, HEI managers can obtain important insights to apply the most appropriate tools to their institutions. DA - 2022/03// PY - 2022 DO - 10.3390/admsci12010014 DP - www.mdpi.com VL - 12 IS - 1 SP - 14 LA - en SN - 2076-3387 ST - Management Accounting and Control in Higher Education Institutions UR - https://www.mdpi.com/2076-3387/12/1/14 Y2 - 2022/04/05/20:27:32 KW - accounting theories KW - higher education institutions KW - management accounting KW - management control KW - systematic literature review ER - TY - JOUR TI - Aprender se escribe con app: una revisión de la literatura sobre el uso de aplicaciones móviles en el aula de Primaria AU - Vacas Criado, Miriam DP - Google Scholar ST - Aprender se escribe con app KW - _C:Colombia COL KW - _C:Greece GRC KW - _C:India IND KW - _C:Jamaica JAM KW - __C:filed:1 KW - __C:scheme:1 KW - literature / systematic review KW - ⛔ No DOI found ER - TY - JOUR TI - Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA AU - Üzüm, Babürhan AU - Akayoglu, Sedat AU - Yazan, Bedrettin T2 - ReCALL DA - 2020/05// PY - 2020 DO - 10.1017/S0958344019000235 VL - 32 IS - 2 LA - en SN - 0958-3440, 1474-0109 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Faculty Members’ Communication Needs with Regards to Technology AU - Uzorka, Afam T2 - Journal of Learning for Development AB - Educators are interested in the impact of technology on education and are supported by regulatory bodies promoting technology standards, recruiters seeking teachers with technology skills, legislated technology in the curriculum, and a demand for a technology skilled workforce. In response to the interest in technology in education, and faculty members incorporating technology in their work, this study was launched to investigate the communication needs of faculty members. This qualitative study selected a convenience sample of 120 faculty and administrators. Using an interview guide, interviewers met with 100 participants. Data was transcribed and entered into a database for analysis. Findings reported were about technology in communication. Concluding statements report that participants use technology in their communication. Faculty members look to early enablers to share best technology practices. DA - 2021/03/18/ PY - 2021 DP - jl4d.org VL - 8 IS - 1 SP - 111 EP - 128 LA - en SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/444 Y2 - 2022/04/05/12:21:58 KW - communication KW - e-mail KW - faculty members KW - technology KW - ⛔ No DOI found ER - TY - JOUR TI - Effects of teaching activities via Google Sketchup and concrete models on spatial skills of preservice mathematics teachers AU - Uygan, Candaş AU - Kurtuluş, Aytaç T2 - Turkish Journal of Computer and Mathematics Education AB - The aim of this study was to investigate the impact of teaching activities supported by Google SketchUp, which is a 3-Dimensional modeling software, and concrete models on the basic skills related to spatial ability in teaching geometric solids. The study sample consisted of 72 preservice teachers who were studying elementary mathematics education in 2009-2010 academic-year in a state-funded university in Central Anatolia, Turkey. This was an experimental study. The study used a pretest posttest control group design and included two experimental groups and a control group. One of the experimental groups was taught using Google SketchUp while the other one was taught with concrete model-aided teaching activities. The activities, designed for the control group, were carried out with some traditional teaching tools such as paper, pencil and classroom writing board. The Santa Barbara Solids Test (SBST) and the Purdue Spatial Visualization Test (PSVT) were used to measure spatial ability. The SBST measures the ability to mentally visualize the cross-sections of 3D objects. The PSVT consists of three parts: "Developments", which measures skills to visualize a 3D object based on its surface development; "Rotations", which measures skills to mentally rotate 3D objects; and "Views", which measures skills to visualize different views of 3D objects. The study identified significant increases in the scores received for all of the tests by the group using Google SketchUp, in the scores received for the SBST and Developments part by the group using concrete models, and in the scores received for only the Developments part by the control group. Also, the posttest average score received for the "Views" part by the experimental group using Google SketchUp was significantly higher than the score of the experimental group using concrete models and the control group. DA - 2016/// PY - 2016 DO - 10.16949/turkbilmat.273993 VL - 7 IS - 3 SP - 510 EP - 535 LA - English UR - https://www.researchgate.net/publication/311974589_Effects_of_Teaching_Activities_via_Google_Sketchup_and_Concrete_Models_on_Spatial_Skills_of_Preservice_Mathematics_Teachers AN - 1939845232 KW - Colleges & universities KW - Concretes KW - Group dynamics KW - Mathematical analysis KW - Mathematical models KW - Mathematics KW - Skills KW - Studies KW - Teachers KW - Teaching KW - Three dimensional models KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098421 KW - __finaldtb ER - TY - RPRT TI - Are Our Children Learning? The Status of Remote-learning among School-going Children in Kenya during the Covid-19 Crisis. AU - Uwezo Kenya CY - Nairobi, Kenya DA - 2020/// PY - 2020 PB - Uwezo UR - https://palnetwork.org/wp-content/uploads/2020/05/Usawa-Agenda-2020-Report.pdf Y2 - 2020/06/30/12:19:07 KW - _COVID-Continuity-Blogpost-01 KW - _COVID_DEAA-List ER - TY - GEN TI - National Learning Assessment 2014 test Booklet AU - Uwezo Kenya DA - 2014/// PY - 2014 PB - Twaweza UR - http://www.uwezo.net/wp-content/uploads/2016/06/2014-TEST-BOOKLET-Final.pdf Y2 - 2021/03/12/00:00:00 ER - TY - ELEC TI - Datasets AU - UWESO UR - https://www.uwezo.net/publications/datasets/?y=2012 Y2 - 2020/08/24/10:53:04 ER - TY - BLOG TI - The Impact of Broadband Network Construction on Education AU - Utilities One T2 - Utilities One AB - Being connected to the digital world is no longer a luxury, but a necessity in today's society. The internet has become a powerful tool in various aspects of our lives, including education. However, not all students have equal access to this invaluable resource, leading to what is commonly known as the "homework gap. DA - 2023/11/24/ PY - 2023 LA - en UR - https://utilitiesone.com/the-impact-of-broadband-network-construction-on-education Y2 - 2024/03/05/12:01:04 KW - Final_citation ER - TY - JOUR TI - Geospatial variation in measles vaccine coverage through routine and campaign strategies in Nigeria: Analysis of recent household surveys AU - Utazi, C. Edson AU - Wagai, John AU - Pannell, Oliver AU - Cutts, Felicity T. AU - Rhoda, Dale A. AU - Ferrari, Matthew J. AU - Dieng, Boubacar AU - Oteri, Joseph AU - Danovaro-Holliday, M. Carolina AU - Adeniran, Adeyemi AU - Tatem, Andrew J. T2 - Vaccine AB - Measles vaccination campaigns are conducted regularly in many low- and middle-income countries to boost measles control efforts and accelerate progress towards elimination. National and sometimes first-level administrative division campaign coverage may be estimated through post-campaign coverage surveys (PCCS). However, these large-area estimates mask significant geographic inequities in coverage at more granular levels. Here, we undertake a geospatial analysis of the Nigeria 2017–18 PCCS data to produce coverage estimates at 1 × 1 km resolution and the district level using binomial spatial regression models built on a suite of geospatial covariates and implemented in a Bayesian framework via the INLA-SPDE approach. We investigate the individual and combined performance of the campaign and routine immunization (RI) by mapping various indicators of coverage for children aged 9–59 months. Additionally, we compare estimated coverage before the campaign at 1 × 1 km and the district level with predicted coverage maps produced using other surveys conducted in 2013 and 2016–17. Coverage during the campaign was generally higher and more homogeneous than RI coverage but geospatial differences in the campaign’s reach of previously unvaccinated children are shown. Persistent areas of low coverage highlight the need for improved RI performance. The results can help to guide the conduct of future campaigns, improve vaccination monitoring and measles elimination efforts. Moreover, the approaches used here can be readily extended to other countries. DA - 2020/03/23/ PY - 2020 DO - 10.1016/j.vaccine.2020.02.070 DP - ScienceDirect VL - 38 IS - 14 SP - 3062 EP - 3071 J2 - Vaccine LA - en SN - 0264-410X ST - Geospatial variation in measles vaccine coverage through routine and campaign strategies in Nigeria UR - https://www.sciencedirect.com/science/article/pii/S0264410X20303017 Y2 - 2021/03/18/19:08:49 KW - Geospatial analysis KW - Measles vaccine KW - Post-campaign coverage survey KW - Routine immunization KW - Supplementary immunization activities ER - TY - JOUR TI - Sustainable green energy production from agricultural and poultry operations-A renewable energy project for community empowerment and vocational training in remote villages in South Africa AU - Ushimaru, Kenji T2 - INEE Global Humanitarian Technology Conference AB - The development of an innovative waste-to-energy plant in rural South Africa is now underway. A plan to construct a test unit that uses chicken droppings from a nearby chicken farm as a fuel source is presented. This waste-to-energy plant offers an opportunity to provide economic development and community empowerment. The system is based on two critical components: (1) a power generation plant which uses chicken droppings as a fuel source, and (2) a waste processing unit that is based on magnetic induction heating technology. The ultimate goal of the power plant is to utilize it as a vocational training tool to teach young people of the community to become power plant technicians, a vocational option that has never been available in rural African communities until now. © 2012 IEEE. DA - 2012/// PY - 2012 DO - 10.1109/ghtc.2012.80 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:P KW - CT:T KW - P:agricultural KW - P:economy KW - P:production KW - P:technician KW - P:technology KW - T:TVET KW - Z:agricultural waste KW - Z:economicdevelopment KW - Z:induction heating KW - Z:job creation KW - Z:power plant KW - Z:renewableenergy KW - Z:steam extraction KW - publicImportV1 ER - TY - RPRT TI - Policy Linking for Measuring Global Learning Outcomes AU - USAID AU - World Bank AU - Foreign, Commonwealth, and Development Office AU - Australian Council for Education Research AU - MSI AB - Check out the policy linking video below , Express Interest in an Upcoming Training , USAID has worked closely with global partners including with the World Bank, UNESCO Institute for Statistics (UIS) DA - 2021/// PY - 2021 LA - en UR - https://www.edu-links.org/sites/default/files/media/file/Policy-Linking-Overview-Final-030421-508.pdf Y2 - 2021/10/16/10:15:14 ER - TY - RPRT TI - Tool: Assessing the Quality of Education Evaluations AU - USAID Office of Education DA - 2017/12// PY - 2017 UR - https://usaidlearninglab.org/sites/default/files/resource/files/usaid_e3ed_evaluation_quality_assessment_tool_final_v2_508.pdf Y2 - 2022/12/18/13:37:42 ER - TY - ELEC TI - CLA Toolkit AU - USAID Learning Lab M3 - website UR - https://usaidlearninglab.org/cla/cla-toolkit Y2 - 2022/12/18/13:50:48 ER - TY - ELEC TI - Engaging Stakeholders AU - USAID Learning Lab AB - “Achieving and sustaining any development outcome depends on the contributions of multiple and interconnected actors...Each set of interconnected actors whose collective actions produce a particular outcome is a local system.” ~ USAID Local Systems Framework Development is an inherently collaborative process and so engaging with stakeholders is essential when designing and implementing effective development strategies and activities. By engaging across technical and support teams, with other USAID units, or with local communities, host governments, and partners we can identify areas of shared interest and potential cooperation. This helps us avoid duplication of effort, share what does and does not work, and develop innovative approaches to shared development challenges. When we don't invest in collaboration, we create information silos, miss opportunities, and lack critical perspectives that can make the difference between success and failure in our development interventions. M3 - web page with resources UR - https://usaidlearninglab.org/cla/cla-toolkit/engaging-stakeholders Y2 - 2022/12/17/22:32:55 ER - TY - ELEC TI - Engaging with Stakeholders AU - USAID Learning Lab M3 - web page with resources UR - https://usaidlearninglab.org/evaluation/evaluation-toolkit/planning-evaluation/engaging-with-stakeholders Y2 - 2022/12/18/13:50:31 ER - TY - ELEC TI - Evaluation Stakeholder Participation Planning Matrix AU - USAID Learning Lab M3 - web page with resources UR - https://usaidlearninglab.org/resources/evaluation-stakeholder-participation-planning-matrix Y2 - 2022/12/18/13:47:40 ER - TY - ELEC TI - Evaluation Toolkit AU - USAID Learning Lab M3 - website UR - https://usaidlearninglab.org/evaluation/evaluation-toolkit Y2 - 2022/12/18/13:49:21 ER - TY - RPRT TI - 10 Tips on Implementation Research for Decision Makers in Low- and Middle-Income Countries AU - USAID ER - TY - RPRT TI - Delivering Distance Learning in Emergencies AU - USAID DA - 2020/// PY - 2020 UR - https://www.edu-links.org/sites/default/files/media/file/DELIVERING%20DISTANCE%20LEARNING%20IN%20EMERGENCIES.pdf Y2 - 2022/12/23/17:45:45 KW - Final_citation KW - cited KW - existing ER - TY - SLIDE TI - Global Education Learning Series: Disability Inclusive Education Successes and Lessons Learned A2 - USAID DA - 2020/08//18th PY - 2020 UR - https://www.edu-links.org/events/disability-inclusive-education-successes-and-lessons-learned ER - TY - RPRT TI - How-To Note: Evaluation Statements of Work (SOW) AU - USAID M3 - Program Cycle UR - https://usaidlearninglab.org/sites/default/files/resource/files/htn-evaluation_sow_final2022.pdf Y2 - 2022/12/18/13:50:08 ER - TY - RPRT TI - How to Note - Preparing Evaluation Reports AU - USAID AB - Main Body Text, and Annexes. The Main Body Text of the report should include the evaluation purpose and questions, background, methods and limitations, and findings, conclusions, and recommendations (if requested). Reports may include additional content, split the sections up differently, or present the sections in a different order. DA - 2021/// PY - 2021 DP - Zotero LA - en ER - TY - ELEC TI - Interactive Radio and Audio Instruction Resources: Kenya AU - USAID AB - The following interactive radio and audio instruction resources are provided by programs that have been implemented in Kenya. Each program includes a description and a file set that can be used as part of a distance learning approach. , Related Looking for options for distance or audio education for your country? Submit Request , Kenya Radio Language Arts Project The Kenya Radio Language Arts project, implemented by FHI360, was an ambitious, innovative effort to show that "interactive radio instruction" - a method which fosters continuous interaction between children and the radio characters - can substantially improve the teaching DA - 2020/04// PY - 2020 LA - en ST - Interactive Radio and Audio Instruction Resources UR - https://www.edu-links.org/index.php/resources/interactive-radio-and-audio-instruction-resources-kenya Y2 - 2020/04/08/12:17:04 ER - TY - ELEC TI - Interactive Radio and Audio Instruction Resources: Liberia AU - USAID AB - The following interactive radio and audio instruction resources are provided by programs that have been implemented in Liberia. Each program includes a description and a file set that can be used as part of a distance learning approach. , Related Looking for options for distance or audio education for your country? Submit Request , Liberia Teacher Training Program II FHI 360’s Liberia Teacher Training Program II (LTTP II, 2010-16) addressed Liberia’s critical shortages of qualified teachers and institutional capacity to produce new teachers. DA - 2020/// PY - 2020 LA - en ST - Interactive Radio and Audio Instruction Resources UR - https://www.edu-links.org/resources/interactive-radio-and-audio-instruction-resources-liberia Y2 - 2020/04/08/12:17:11 ER - TY - RPRT TI - Local Capacity Strengthening Policy AU - USAID UR - https://www.usaid.gov/sites/default/files/2022-10/LCS-Policy-2022-10-17.pdf ER - TY - RPRT TI - Technology Tools for Teaching and Training Results AU - USAID DA - 2010/// PY - 2010 UR - http://idd.edc.org/sites/idd.edc.org/files/T4%20Results.pdf Y2 - 2020/08/12/11:27:07 ER - TY - ELEC TI - Educational Technology Rapid Cycle Evaluations AU - USA Department of Eduction 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 […] DA - 2022/// PY - 2022 LA - en-US UR - https://tech.ed.gov/rce/ Y2 - 2023/01/26/20:04:04 ER - TY - JOUR TI - The role and effectiveness of augmented reality in patient education: A systematic review of the literature AU - Urlings, Julie AU - Sezer, Sümeyye AU - ter Laan, Mark AU - Bartels, Ronald AU - Maal, Thomas AU - Boogaarts, Jeroen AU - Henssen, Dylan T2 - Patient Education and Counseling AB - Objectives To provide an overview of the existing research concerning the use and effects of AR in patient education. Methods Following PRISMA guidelines four electronic databases were systematically searched. Inclusion criteria: empirical studies using any type of AR intervention in patient education across all medical specialties. Quality assessment of the retrieved literature was carried out. Results Ten papers, comprising 788 patients, were identified and included (Randomized controlled trial (RCT)(n = 3), non-randomized controlled trial (n = 3), before-and-after study (n = 3), and qualitative survey (n = 1)). Retrieved literature showed itself to be highly heterogeneous. The studied population included patients suffering from a diverse spectrum of chronic diseases (e.g., prostate cancer, diabetes mellitus, multiple sclerosis, epilepsy). Quantitative results indicated that the use of AR had a positive effect on knowledge retention and patient satisfaction. Qualitative findings suggested that patients liked the technology and felt comfortable with its use for educational purposes. The quality of the retrieved results was shown to be moderate to low. Conclusion The limited evidence of this topic suggests the possible potential of AR in patient education. Practice implication More research, using high-quality study designs and more evidence-based interventions, is needed to fully appreciate the value of AR on patient education. DA - 2022/03/10/ PY - 2022 DO - 10.1016/j.pec.2022.03.005 DP - ScienceDirect J2 - Patient Education and Counseling LA - en SN - 0738-3991 ST - The role and effectiveness of augmented reality in patient education UR - https://www.sciencedirect.com/science/article/pii/S0738399122000982 Y2 - 2022/04/05/20:27:09 KW - AR KW - Augmented reality KW - Chronic disease KW - Knowledge retention KW - Patient education KW - Patient satisfaction KW - Systematic review ER - TY - JOUR TI - Sound insulation of double frame partitions with an internal gypsum board layer AU - Uris, Antonio AU - Bravo, Jose Maria AU - Gomez-Lozano, Vicente AU - Ramirez, Patricio AU - Llinares, Jaime T2 - Applied Acoustics DA - 2006/09// PY - 2006 DO - 10.1016/j.apacoust.2005.11.006 DP - DOI.org (Crossref) VL - 67 IS - 9 SP - 918 EP - 925 J2 - Applied Acoustics LA - en SN - 0003682X UR - https://linkinghub.elsevier.com/retrieve/pii/S0003682X05001799 Y2 - 2024/03/27/14:59:38 ER - TY - JOUR TI - The Impact of COVID-19 on Education in Ghana AU - Upoalkpajor, Joshua-Luther Ndoye AU - Upoalkpajor, Cornelius Bawa T2 - Asian Journal of Education and Social Studies DA - 2020/06/27/ PY - 2020 DO - 10.9734/ajess/2020/v9i130238 DP - www.journalajess.com SP - 23 EP - 33 LA - en-US SN - 2581-6268 UR - https://www.journalajess.com/index.php/AJESS/article/view/30238 Y2 - 2021/10/05/11:40:55 KW - COVID-19 KW - Epidemic KW - impact KW - lockdown KW - virus ER - TY - RPRT TI - Effective use of EdTech for remedial learning programs: Considerations for Mongolia AU - Upadhyay, Arjun AU - Shoobridge, James AU - Moss Coflan, Caitlin CY - Cambridge, UK DA - forthcoming PY - forthcoming LA - English M3 - Helpdesk Response PB - EdTech Hub SN - 25 ER - TY - RPRT TI - The Future of Learning and Technology in Deprived Contexts AU - Unwin, Tim AU - Weber, Mark AU - Brugha, Meaghan AU - Hollow, David DA - 2017/// PY - 2017 ER - TY - RPRT TI - Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education – Act one AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub ST - Education for the most marginalised post-COVID-19 KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education ACT TWO (OF THREE): FULL REPORT AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 SP - 118 LA - en PB - EdTech Hub, UNESCO, UniTwin ST - Education for the most marginalised post‑COVID-19 KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Guidance Note 10 Prioritising effective and appropriate teacher training From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 DP - Zotero SP - 8 LA - en PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/7E62A3FM KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - _cover:other:ok KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 3 Digital technologies and girls’ education From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/QSPCTJDI KW - _EdTechHub_Output KW - _cover:other:ok KW - _zenodoETH ER - TY - JOUR TI - Towards a framework for the use of ICT in teacher training in Africa AU - Unwin, Tim T2 - Open Learning: The Journal of Open, Distance and e-Learning DA - 2005/// PY - 2005 DO - 10.1080/02680510500094124 VL - 20 IS - 2 SP - 113 EP - 129 ER - TY - JOUR TI - Dos and don't in monitoring and evaluation AU - Unwin, T. AU - Day, B. T2 - Excerpted from the infoDev publication: Monitoring and Evaluation of ICT in Education Projects: A Handbook for Developing Countries DA - 2005/// PY - 2005 SP - 65 EP - 70 ST - Dos and don't in monitoring and evaluation KW - ⛔ No DOI found ER - TY - RPRT TI - Girls' education and gender equality AU - Unterhalter, Elaine AU - North, Amy AU - Arnot, Madeleine AU - Lloyd, Cynthia AU - Moletsane, Lebo AU - Murphy-Graham, Erin AU - Parkes, Jenny AU - Saito, Mioko DA - 2014/// PY - 2014 PB - Department for International development UR - http://r4d.dfid.gov.uk/pdf/outputs/HumanDev_evidence/Girls_Education_Literature_Review_2014_Unterhalter.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Transforming education for girls in Tanzania and Nigeria: Cross country analysis of endline research studies AU - Unterhalter, Elaine AU - Heslop, Jo AB - This cross country summary of the findings from the endline study conducted for the TEGINT project highlights a number of issues of particular pertinence to the community of policy makers, practitioners, and researchers concerned with gender equality, rights and girls’ education. Firstly, the considerable expansion of education provision at primary and junior secondary levels enhances girls’ enrolment, attendance, progression, attainment and empowerment. However, there are regional and locational differences, and the effects of the emergence of private schools on gender equality and girls’ empowerment merits careful scrutiny. It is a matter of concern, that despite the introduction of free primary education, schools continue to charge levies and that the costs of improving education are being passed down to the poorest. Secondly, there are clear indications that girls’ clubs give an important space for girls to learn about their rights and confidence to articulate solutions to their problems. This is the case both when girls in clubs come from higher performing girls in terms of class position and more marginalised girls. Thus girls clubs, widely used in many projects throughout Africa, but not till now well evaluated, appear an important strategy to continue to support. Thirdly, rurality appears as a particular condition of marginalisation, associated with higher levels of gender inequality. This is evident from the lower levels of girls’ empowerment in rural schools, and differences in articulating solutions. Thus particularly engaged interventions are needed with girls in remote areas to support empowerment. Fourthly, while improving teacher qualifications and engagement with gender equality is a necessary condition for enhancing education rights for all children, this is not a standalone intervention, and needs to be supported by other initiatives, possibly associated with teachers’ pay, work conditions and status. Fifthly, an intervention like TEGINT, appears particularly useful in helping to break the silence around gender based violence, however, such an intervention cannot be seen in isolation from work on other aspects of gender inequalities, poverty, and limited social provision. In a country like Tanzania, where there is more legislation and political action around gender equality than in Nigeria, girls, even the poorest, appear more knowledgeable about rights. Gender equality and girls’ education cannot thus be separated from other initiatives on rights, social development and addressing injustice. DA - 2012/// PY - 2012 DP - discovery.ucl.ac.uk LA - eng M3 - Report PB - ActionAid ST - Transforming Education for Girls in Tanzania and Nigeria UR - https://discovery.ucl.ac.uk/id/eprint/10018923/ Y2 - 2021/01/19/13:34:21 ER - TY - RPRT TI - District Profile: Bombali (Sierra Leone) AU - UNOCHA DA - 2015/// PY - 2015 UR - https://reliefweb.int/sites/reliefweb.int/files/resources/district_profile_bombali_10_dec_2015am%20%281%29.pdf Y2 - 2020/07/17/18:40:22 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - District Profile: Tonkolili (Sierra Leone) AU - UNOCHA AB - English News and Press Release on Sierra Leone about Education, Food and Nutrition, Epidemic and more; published on 03 Dec 2015 by OCHA DA - 2015/// PY - 2015 DP - reliefweb.int LA - en ST - Sierra Leone UR - https://reliefweb.int/report/sierra-leone/sierra-leone-tonkolili-district-profile-3-december-2015 Y2 - 2020/07/17/12:17:08 KW - _C:Sierra Leone SLE ER - TY - SLIDE TI - Mapping education data in sub-Saharan Africa: Our experience from the Unlocking Data campaign and Sierra Leone A2 - Unlocking Data DA - 2021/11// PY - 2021 UR - https://docs.google.com/presentation/d/1WEUyqVEnxjx53eF-X4thxv8Gy2wWLvEdbN4aBuZiPbk Y2 - 2022/05/10/10:17:01 KW - _C:Sierra Leone SLE ER - TY - CONF TI - Nigeria AU - University, Kano C1 - London C3 - Windsor Conference DA - 2018/04// PY - 2018 LA - da ER - TY - JOUR TI - A journal of the Environmental and Social Sciences AU - University, Bayero AU - Savanna, Kano Nigeria AU - Ali, S.M. AU - Martinson, D.B. AU - Al-Maiyah, S. T2 - Savanna DA - 2022/// PY - 2022 VL - 26 IS - 1 SP - 173 EP - 185 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Advanced Certificate in Education (ACE) Programme Evaluation AU - University of Fort Hare AU - African Institute for Mathematical Sciences Schools Enrichment Center (AIMSSEC) AU - Kelello Consulting DA - 2011/07// PY - 2011 LA - English SN - 1 ER - TY - RPRT TI - Advanced Certificate in Education (ACE) Programme Evaluation AU - University of Fort Hare AU - African Institute for Mathematical Sciences Schools Enrichment Center (AIMSSEC) AU - Kelello Consulting DA - 2013/03// PY - 2013 LA - English SN - 2 ER - TY - RPRT TI - Advanced Certificate in Education (ACE) Programme Evaluation AU - University of Fort Hare AU - African Institute for Mathematical Sciences Schools Enrichment Center (AIMSSEC) AU - Kelello Consulting DA - 2014/06// PY - 2014 LA - English SN - 3 ER - TY - RPRT TI - Advanced Certificate in Education (ACE) Programme Evaluation AU - University of Fort Hare AU - African Institute for Mathematical Sciences Schools Enrichment Center (AIMSSEC) AU - Kelello Consulting DA - 2015/// PY - 2015 LA - English SN - 4 ER - TY - ELEC TI - Mapping Education Research in sub-Saharan Africa AU - University of Cambridge Faculty of Education UR - https://www.educ.cam.ac.uk/centres/real/researchthemes/highereducation/mappingeducation/ Y2 - 2020/05/27/14:25:57 ER - TY - ELEC TI - Inclusive Design Toolkit AU - University of Cambridge DA - 2023/// PY - 2023 UR - https://www.inclusivedesigntoolkit.com/whatis/whatis.html Y2 - 2024/01/12/00:00:00 ER - TY - JOUR TI - Uso de repositórios de recursos educacionais abertos nas práticas pedagógicas: uma revisão sistemática AU - Universidade Federal de Brasília (Brasil) AU - Ferreira Borges, Flavio AU - Teixeira, Janaína Angelina AU - Universidade de Brasília (Brasil) AU - Osuna Acedo, Sara AU - Universidad Nacional de Educación a Distancia (España) T2 - RELATEC Revista Latinoamericana de Tecnología Educativa DA - 2020/// PY - 2020 DO - 10.17398/1695-288X.19.2.115 DP - DOI.org (Crossref) VL - 19 IS - 2 SP - 115 EP - 113 J2 - RELATEC SN - 1695288X ST - Uso de repositórios de recursos educacionais abertos nas práticas pedagógicas UR - https://relatec.unex.es/article/view/3802 Y2 - 2021/05/08/09:42:52 ER - TY - BLOG TI - Schools ICT project AU - Universal Access Development Fund (Sierra Leone) DA - 2020/// PY - 2020 LA - en-US UR - https://uadf.gov.sl/schools-ict-project/ Y2 - 2020/06/25/18:17:37 ER - TY - ELEC TI - Universal Access Development Fund | Home AU - Universal Access Development Fund (Sierra Leone) DA - 2020/// PY - 2020 UR - https://uadf.gov.sl/ Y2 - 2020/06/25/17:39:05 ER - TY - RPRT TI - AEWG Accelerated Education AU - United Nations High Commissioner for Refugees AB - The Education 2030: Framework for Action identified the need for certified education programming which affords flexible and alternative pathways and entry/re-entry LA - en UR - https://www.unhcr.org/accelerated-education-working-group.html Y2 - 2022/01/18/22:53:27 ER - TY - RPRT TI - AEWG Accelerated Education Brief AU - United Nations High Commissioner for Refugees LA - en UR - https://www.unhcr.org/publications/education/59ce4f5b4/accelerated-education-brief.html Y2 - 2022/01/18/23:15:50 ER - TY - RPRT TI - AEWG Accelerated Education Checklist AU - United Nations High Commissioner for Refugees LA - en UR - https://www.unhcr.org/publications/education/59ce4f977/accelerated-education-checklist.html Y2 - 2022/01/18/23:18:38 ER - TY - RPRT TI - AEWG Accelerated Education - Decision Tree AU - United Nations High Commissioner for Refugees LA - en UR - https://www.unhcr.org/publications/education/5bbf52724/accelerated-education-decision-tree.html Y2 - 2022/01/18/23:20:49 ER - TY - RPRT TI - AEWG Accelerated Education Guide to the principles AU - United Nations High Commissioner for Refugees LA - en UR - https://www.unhcr.org/publications/education/59ce4fc77/accelerated-education-guide-principles.html Y2 - 2022/01/18/23:19:26 ER - TY - RPRT TI - AEWG Accelerated Education Learning agenda AU - United Nations High Commissioner for Refugees LA - en UR - https://www.unhcr.org/publications/education/59ce4ff27/accelerated-education-learning-agenda.html Y2 - 2022/01/18/23:20:09 ER - TY - RPRT TI - COVID-19: Are children able to continue learning during school closures? AU - United Nations Children’s Fund CY - New York DA - 2020/08/26/T23:01:40+00:00 PY - 2020 LA - en-US PB - UNICEF ST - COVID-19 UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ Y2 - 2020/08/31/12:53:13 ER - TY - ELEC TI - Assuring and improving quality public digital learning for all AU - United Nations T2 - United Nations DA - 2022/// PY - 2022 LA - en UR - https://www.un.org/en/transforming-education-summit/digital-learning-all Y2 - 2024/03/19/22:48:41 KW - Final_citation ER - TY - ELEC TI - Sustainable Development Goals AU - United Nations UR - https://sustainabledevelopment.un.org/?menu=1300 Y2 - 2020/05/28/13:36:54 ER - TY - RPRT TI - UN Flagship Report Disability AU - United Nations DA - 2020/// PY - 2020 UR - https://social.un.org/publications/UN-Flagship-Report-Disability-Final.pdf ER - TY - RPRT TI - World Population Prospects 2022 AU - United Nations CY - New York, NY DA - 2022/// PY - 2022 PB - United Nations, Department of Economic and Social Affairs, Population Division SN - UN DESA/POP/2021/TR/NO. 3 UR - https://www.un.org/development/desa/pd/sites/www.un.org.development.desa.pd/files/wpp2022_summary_of_results.pdf Y2 - 2024/03/19/19:24:30 KW - Final_citation ER - TY - BOOK TI - Where are we on Education Recovery AU - UNICEF AU - UNESCO AU - World Bank DA - 2022/03// PY - 2022 SN - 978-92-806-5337-3 UR - https://www.unicef.org/reports/where-are-we-education-recovery ER - TY - RPRT TI - A Survey on Impacts of COVID-19 Pandemic on Children and Young People and Their Needs AU - UNICEF AU - Children and Youth Council of Thailand AU - UNDP AU - UNFPA DA - 2020/// PY - 2020 UR - https://www.unicef.org/thailand/media/4031/file Y2 - 2020/08/20/10:50:37 ER - TY - RPRT TI - Two Thirds of the World’s School-Age Children Have No Internet Access at Home, New UNICEF-ITU Report Says AU - UNICEF, I.T.U. DA - 2020/11/30/ PY - 2020 LA - en UR - https://www.unicef.org/press-releases/two-thirds-worlds-school-age-children-have-no-internet-access-home-new-unicef-itu KW - Final_citation KW - anystyle KW - existing ER - TY - RPRT TI - COVID-19: How are Countries Preparing to Mitigate the Learning Loss as Schools Reopen? Trends and emerging good practices to support the most vulnerable children AU - UNICEF Office of Research- Innocenti AB - Some countries are starting to reopen schools as others develop plans to do so following widespread and extended closures due to COVID-19. Using data from two surveys and 164 countries, this research brief describes the educational strategies countri LA - en ST - COVID-19 UR - https://www.unicef-irc.org/publications/1119-covid-19-how-are-countries-preparing-to-mitigate-the-learning-loss-as-they-reopen.html Y2 - 2022/01/18/22:59:41 ER - TY - RPRT TI - Reimagine Education with the Learning Passport: The case of Kosovo AU - UNICEF Kosovo Office DA - 2021/// PY - 2021 PB - UNICEF UR - https://www.unicef.org/kosovoprogramme/media/2511/file/Case%20Study%20Learning%20Passport.pdf Y2 - 2022/12/26/00:19:33 KW - Final_citation KW - cited KW - existing ER - TY - ELEC TI - Accessible Digital Learning Portal — eKitabu: Digital story time AU - UNICEF T2 - Accessible Digital Learning Portal AB - eKitabu Studio KSL Director Georgine Auma signing in Kenyan Sign Language on a Digital Story Time video (ekitabu, Kenya, 2020) About: Digital Story Time (DST) is an accessible digital content initiative launched by KICD (Kenyan Institute for Curriculum Development) and eKitabu in Kenya and which helped to respond to the remote learning needs of students […] LA - en-US ST - eKitabu UR - https://accessibledigitallearning.org/resource/ekitabu-digital-story-time/ Y2 - 2022/04/17/15:55:57 ER - TY - RPRT TI - Accessible Digital Textbooks Using Universal Design for Learning for Learners with and Without Disabilities AU - UNICEF DA - 2019/// PY - 2019 UR - https://static1.squarespace.com/static/5cb1f6beaadd34703fcc968c/t/6086e975ef5aa815667f9e3f/1619454329209/UNICEF+ADT+Emerging+Lessons.pdf Y2 - 2022/10/21/13:15:18 ER - TY - ELEC TI - COVID-19: Are children able to continue learning during school closures? AU - UNICEF T2 - UNICEF DATA DA - 2020/08/26/ PY - 2020 LA - en-US ST - COVID-19 UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ Y2 - 2022/12/15/23:19:08 KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - COVID-19 Learning Losses AU - UNICEF AB - Rebuilding Quality Learning for All in the Middle East and North Africa LA - en UR - https://www.unicef.org/mena/reports/covid-19-learning-losses Y2 - 2022/01/18/22:57:37 ER - TY - RPRT TI - Education Sector Analysis of the Republic of Sierra Leone, Assessing the enabling environment for gender equality AU - UNICEF CY - Dakar DA - 2020/// PY - 2020 PB - UNICEF UR - https://unesdoc.unesco.org/ark:/48223/pf0000375434/PDF/375434eng.pdf.multi Y2 - 2021/04/19/00:00:00 ER - TY - RPRT TI - Framework for Reopening Schools Supplement AU - UNICEF LA - en UR - https://www.unicef.org/documents/framework-reopening-schools-supplement Y2 - 2022/01/18/22:54:02 ER - TY - RPRT TI - Pulse Check on Digital Learning AU - UNICEF CY - New York DA - 2022/// PY - 2022 PB - UNICEF UR - https://www.unicef.org/media/132096/file/Pulse%20Check.pdf Y2 - 2024/03/19/17:55:45 KW - Final_citation ER - TY - RPRT TI - Pulse Check on Digital Learning AU - UNICEF AB - On Digital Learning DA - 2022/// PY - 2022 LA - en UR - https://www.unicef.org/reports/pulse-check Y2 - 2022/12/14/01:18:27 KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Republic of Sierra Leone: Education sector analysis: assessing the enabling environment for gender equality AU - UNICEF DA - 2020/// PY - 2020 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Sierra Leone Multiple Indicator Cluster Survey AU - UNICEF DA - 2017/// PY - 2017 UR - https://www.statistics.sl/images/StatisticsSL/Documents/sierra_leone_mics6_2017_report.pdf Y2 - 2020/06/25/17:21:26 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - SiTan St. Lucia AU - UNICEF DA - 2017/// PY - 2017 PB - UNICEF Office for the Eastern Caribbean Area UR - https://www.unicef.org/easterncaribbean/media/1711/file/SiTan%20St.%20Lucia%20document.pdf Y2 - 2020/11/10/11:46:31 ER - TY - ELEC TI - Situation Analysis of Children: Commonwealth of Dominica AU - UNICEF DA - 2017/// PY - 2017 UR - https://www.unicef.org/easterncaribbean/media/891/file/Situation-Analysis-of-Children-2017.pdf Y2 - 2020/11/12/13:02:58 ER - TY - RPRT TI - Situation Analysis of Children in Grenada AU - UNICEF CY - Christ Church DA - 2017/// PY - 2017 PB - UNICEF Office for the Eastern Caribbean Area UR - https://www.unicef.org/ECA_GRENADA_SitAn_Web.pdf Y2 - 2020/11/11/11:27:47 ER - TY - RPRT TI - Situation Analysis of Children in Saint Vincent and the Grenadines AU - UNICEF CY - Christ Church DA - 2017/// PY - 2017 DP - Zotero LA - English PB - UNICEF Office for the Eastern Caribbean Area Y2 - 2020/10/28/00:00:00 KW - ⛔ No DOI found ER - TY - GEN TI - The 12 Transferable Skills from UNICEF’s Conceptual and Programmatic Framework AU - UNICEF DA - 2022/// PY - 2022 UR - https://www.unicef.org/lac/media/31591/file/The%2012%20Transferable%20Skills.pdf ER - TY - RPRT TI - Trends in digital personalized learning in low- and middle-income countries: Executive Summary AU - UNICEF DA - 2022/// PY - 2022 PB - UNICEF UR - https://www.unicef.org/globalinsight/media/2756/file/UNICEF-Global-Insight-Digital-PL-LMIC-executive-summary-2022.pdf Y2 - 2023/01/20/16:01:04 ER - TY - ELEC TI - UN Convention on the Rights of the Child (UNCRC) AU - UNICEF UR - https://www.unicef.org.uk/what-we-do/un-convention-child-rights/ Y2 - 2020/03/02/11:27:05 ER - TY - BLOG TI - UNICEF scales up support to keep children learning, as COVID-19 forces schools to close AU - UNICEF DA - 2020/03/27/ PY - 2020 LA - en UR - https://www.unicef.org/bangladesh/en/press-releases/unicef-scales-support-keep-children-learning-covid-19-forces-schools-close Y2 - 2020/04/08/15:27:28 ER - TY - BOOK TI - What Have We Learnt? AU - UNICEF DA - 2020/// PY - 2020 DP - Google Scholar PB - Paris, New York, Washington DC: UNESCO, UNICEF, World Bank ER - TY - GEN TI - COVID-19: Pathways for the Return to Learning AU - UNHCR AEWG DA - 2020/// PY - 2020 LA - English PB - UNHCR Accelerated Education Working Group UR - https://inee.org/system/files/resources/AEWG_COVID19_Pathways%20for%20the%20Return%20to%20Learning-screen_0.pdf Y2 - 2020/11/26/00:00:00 ER - TY - GEN TI - Convention and Protocol Relating to the Status of Refugees AU - UNHCR DA - 1967/// PY - 1967 DP - www.unhcr.org LA - en UR - https://www.unhcr.org/protection/basic/3b66c2aa10/convention-protocol-relating-status-refugees.html Y2 - 2020/05/31/08:44:06 ER - TY - ELEC TI - Digital Frameworks AU - UNEVOC UR - https://unevoc.unesco.org/home/Digital+Competence+Frameworks/lang=en/filt=cup Y2 - 2023/11/01/20:27:34 ER - TY - RPRT TI - Global Report on Teachers - Addressing teacher shortages and transforming the profession AU - UNESCO AU - Education 2030 DA - 2024/// PY - 2024 UR - https://teachertaskforce.org/sites/default/files/2024-02/2024_TTF-UNESCO-Global-Report-on-Teachers_EN.pdf Y2 - 2024/02/27/12:46:03 ER - TY - BOOK TI - A lifeline to learning: leveraging technology to support education for refugees AU - UNESCO, Education Sector DA - 2018/// PY - 2018 SN - 978-92-3-100262-5 (print/pdf) UR - https://unesdoc.unesco.org/ark:/48223/pf0000261278 ER - TY - BOOK TI - Greening Technical and Vocational Education and Training: A Practical Guide for Institutions AU - UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany) AB - This "Guide" describes the macro need for [technical and vocational education and training] (TVET) reform in conformity with the Sustainable Development Goals, the Global Action Programme (GAP) on Education for Sustainable Development (ESD), and other United Nations, UNESCO and national initiatives. The "Guide" also provides specific practical help for institutional greening transition teams to plan and carry out the changes that are deemed necessary. It is essential that all such greening undertakings have a clear vision, are known to all those concerned, follow a strategic plan, set targets and milestones, and include a monitoring/assessment tool. The concept of shared vision and team reformation combined with the support of senior leaders is evident throughout this "Guide." A major goal is that greening will grow into an ongoing process which is eventually infused into the culture of each institution. Specifically included in this "Guide" is a rubric or framework designed for most TVET institutions. The rubric/framework is designed as both an assessment tool and a learning instrument, as it contains clear descriptions of possible goals and destinations. Since TVET institutions and programmes are so varied, these suggested assessment goals are also designed for discussion and adaptation to the specific situation on each site, while modifications are encouraged. The central theme is Greening the Institution, while also embracing the broader concept of education for sustainable development (ESD). In particular the focus is on the role of TVET in delivering a crucial element of the GAP. By having local teams of leaders, faculty, students and community experts working in concert and infusing the concepts of related educational initiatives, the institution will transition itself into an even more effective and meaningful greening agent for its graduates, its communities and all who are associated with the institution. DA - 2017/// PY - 2017 DP - Open WorldCat LA - English PB - UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training. UN Campus, Hermann-Ehlers-Strasse 10, 53113 Bonn, Germany. Tel: +49-228-8150-100; Fax: +49-228-8150-199; e-mail: info@unevoc.unesco.org; Web site: https://unevoc.unesco.org/go.php?q=UNEVOC%20Publications SN - 978-92-3-100231-1 ST - Greening Technical and Vocational Education and Training ER - TY - ELEC TI - TVET Country Profile: Nigeria AU - UNESCO-UNEVOC DA - 2019/// PY - 2019 UR - https://unevoc.unesco.org/wtdb/worldtvetdatabase_nga_en.pdf Y2 - 2020/08/05/15:02:43 ER - TY - RPRT TI - TVET for Sustainable Development: Opportunities and Challenges AU - UNESCO-UNEVOC DA - 2006/// PY - 2006 DP - Zotero LA - en ER - TY - RPRT TI - UNEVOC World TVET Database: Botswana AU - UNESCO-UNEVOC DA - 2012/// PY - 2012 LA - English UR - https://unevoc.unesco.org/wtdb/worldtvetdatabase_bwa_en.pdf Y2 - 2018/11/22/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Botswana KW - publicImportV1 ER - TY - RPRT TI - UNEVOC World TVET Database: Kenya AU - UNESCO-UNEVOC DA - 2018/// PY - 2018 LA - English UR - https://unevoc.unesco.org/go.php?q=World+TVET+Database&ct=KEN Y2 - 2018/11/22/22:22:59 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Kenya KW - publicImportV1 ER - TY - RPRT TI - UNEVOC World TVET Database: Nigeria AU - UNESCO-UNEVOC DA - 2012/// PY - 2012 LA - English Y2 - 2018/11/27/21:33:18 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - C:Nigeria KW - CC:Nigeria KW - publicImportV1 ER - TY - RPRT TI - UNEVOC World TVET Database: Tanzania AU - UNESCO-UNEVOC DA - 2016/// PY - 2016 LA - English UR - https://unevoc.unesco.org/wtdb/worldtvetdatabase_tza_en.pdf Y2 - 2018/11/25/11:14:23 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Tanzania KW - publicImportV1 ER - TY - RPRT TI - UNEVOC World TVET Database: Uganda AU - UNESCO-UNEVOC DA - 2014/// PY - 2014 LA - English UR - https://unevoc.unesco.org/wtdb/worldtvetdatabase_uga_en.pdf Y2 - 2018/11/27/21:33:58 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Uganda KW - publicImportV1 ER - TY - ELEC TI - World TVET Database AU - UNESCO-UNEVOC DA - 2016/// PY - 2016 UR - https://unevoc.unesco.org/home/TVET+Country+Profiles Y2 - 2022/05/03/13:25:13 ER - TY - BOOK TI - Guide to measuring information and communication technologies (ICT) in education. AU - UNESCO Institute for Statistics CY - Montreal DA - 2009/// PY - 2009 DP - Open WorldCat LA - English PB - UNESCO Institute for Statistics SN - 978-92-9189-078-1 ER - TY - ELEC TI - Sierra Leone AU - UNESCO Institute for Statistics AB - ... LA - eng UR - http://uis.unesco.org/en/country/sl Y2 - 2020/11/23/18:33:31 KW - _C:Sierra Leone SLE ER - TY - ELEC TI - Members of the UNESCO Global Network of Learning Cities AU - UNESCO Institute for Lifelong Learning DA - 2017/09/15/T00:20:56+02:00 PY - 2017 LA - en UR - https://uil.unesco.org/lifelong-learning/learning-cities/members Y2 - 2020/08/07/16:45:41 ER - TY - RPRT TI - Strategy for Technical and Vocational Education and Training (TVET), (2016-2021) AU - UNESCO Institute for Lifelong Learning DA - 2016/// PY - 2016 DP - Zotero LA - en UR - https://en.unesco.org/sites/default/files/tvet.pdf ER - TY - ELEC TI - UNESCO Global Network of Learning Cities AU - UNESCO Institute for Lifelong Learning DA - 2015/10/22/T19:54:01+02:00 PY - 2015 LA - en UR - https://uil.unesco.org/lifelong-learning/learning-cities Y2 - 2020/08/07/16:38:21 ER - TY - JOUR TI - Integrating conflict and disaster risk reduction into education sector planning AU - UNESCO IIEP DA - 2011/// PY - 2011 DP - Zotero SP - 116 LA - en UR - http://www.iiep.unesco.org/en/publication/integrating-conflict-and-disaster-risk-reduction-education-sector-planning-guidance KW - ⛔ No DOI found ER - TY - BLOG TI - Teachers deployment and retention | Education | IIEP Policy Toolbox AU - UNESCO-IIEP AB - The surge in primary school enrolment and the push for improved quality has resulted in an acute shortage of teachers, making proper deployment and retention policies fundamental. DA - 2021/// PY - 2021 LA - en-GB UR - https://policytoolbox.iiep.unesco.org/policy-option/teacher-deployment-teacher-retention/ Y2 - 2022/01/05/21:52:45 KW - C:LMIC ER - TY - GEN TI - A lifeline to learning? Leveraging technology to support  education for refugees AU - UNESCO DA - 2018/// PY - 2018 PB - UNESCO ER - TY - RPRT TI - Accelerated learning programmes: what can we learn from them about curriculum reform? - UNESCO Digital Library AU - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000225950 Y2 - 2022/01/18/23:13:03 ER - TY - GEN TI - Artificial intelligence and digital transformation: competencies for civil servants AU - UNESCO DA - 2022/// PY - 2022 LA - English, French, Spanish UR - https://unesdoc.unesco.org/ark:/48223/pf0000383325 ER - TY - ELEC TI - COVID-19 Educational Disruption and Response AU - UNESCO T2 - UNESCO AB - A record number of children and youth are not attending school because of closures mandated by governments in an attempt to slow the spread of COVID-19. DA - 2020/03/04/T15:52:28+00:00 PY - 2020 LA - en UR - https://en.unesco.org/covid19/educationresponse Y2 - 2020/04/20/21:10:37 ER - TY - RPRT TI - Current state of comprehensive sexual education for young people with disabilities in the East and Southern African region: needs assessment; regional report | Health and Education Resource Centre AU - UNESCO DA - 2021/// PY - 2021 UR - https://healtheducationresources.unesco.org/library/documents/current-state-comprehensive-sexual-education-young-people-disabilities-east-and Y2 - 2023/08/28/20:49:46 ER - TY - RPRT TI - Don't remediate, accelerate! Effective catch-up learning strategies: evidence from the United States - UNESCO Digital Library AU - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000374029 Y2 - 2022/01/18/22:49:19 ER - TY - ELEC TI - Education 2030: Incheon Declaration and Framework for Action Towards inclusive and equitable quality education and lifelong learning for all AU - UNESCO T2 - UNESCO IITE AB - “The Incheon Declaration was adopted on 21 May 2015 at the World Education Forum (WEF 2015) held in Incheon, Republic of Korea. The Incheon Declaration constitutes the commitment of the... Read more Education 2030: Incheon Declaration and Framework for Action Towards inclusive and equitable quality education and lifelong learning for all DA - 2015/// PY - 2015 LA - en-GB ST - Education 2030 UR - https://iite.unesco.org/publications/education-2030-incheon-declaration-framework-action-towards-inclusive-equitable-quality-education-lifelong-learning/ Y2 - 2022/12/15/23:03:42 KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Framework for reopening of schools in the Caribbean including schools for learners with special education needs AU - UNESCO DA - 2020/// PY - 2020 UR - https://unesdoc.unesco.org/ark:/48223/pf0000374002 Y2 - 2021/02/20/11:44:54 ER - TY - RPRT TI - GEM Report summary on disabilities and education AU - UNESCO DA - 2018/// PY - 2018 UR - https://unesdoc.unesco.org/ark:/48223/pf0000265353 Y2 - 2020/08/24/10:44:56 ER - TY - RPRT TI - Global education monitoring report, 2020: Inclusion and education: all means all AU - UNESCO CY - Paris DA - 2020/// PY - 2020 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000373718 Y2 - 2020/09/01/14:56:54 ER - TY - RPRT TI - ICT competency standards for teachers: policy framework AU - UNESCO CY - Paris DA - 2008/// PY - 2008 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000156210 ER - TY - RPRT TI - ICT Transforming Education in Africa UNESCO-KFIT project update, January-March 2019 - UNESCO Digital Library AU - UNESCO DA - 2019/// PY - 2019 UR - https://unesdoc.unesco.org/ark:/48223/pf0000367858 Y2 - 2022/10/21/12:57:02 ER - TY - RPRT TI - International technical guidance on sexuality education AU - UNESCO DA - 2018/// PY - 2018 UR - https://www.unfpa.org/publications/international-technical-guidance-sexuality-education Y2 - 2023/08/28/11:05:27 ER - TY - BOOK TI - Leave no child behind: global report on boys’ disengagement from education AU - UNESCO DA - 2022/04// PY - 2022 SN - 978-92-3-100520-6 UR - https://unesdoc.unesco.org/ark:/48223/pf0000381105 Y2 - 2022/04/12/21:15:43 ER - TY - ELEC TI - Malawi - Comprehensive Sexuality Education AU - UNESCO T2 - education-profiles.org UR - https://education-profiles.org/sub-saharan-africa/malawi/~comprehensive-sexuality-education ER - TY - RPRT TI - Migration, Displacement and Education: Building Bridges, Not Walls AU - UNESCO T2 - Global Education Monitoring Report DA - 2019/// PY - 2019 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000265866 ER - TY - RPRT TI - Needs assessment: Current state of Comprehensive Sexual Education for Young People with Disabilities in the East and Southern African region. AU - UNESCO DA - 2021/// PY - 2021 UR - https://unesdoc.unesco.org/ark:/48223/pf0000380376?locale=en Y2 - 2023/08/28/11:08:04 ER - TY - RPRT TI - New methodology shows 258 million children adolescents and youth are out school AU - UNESCO DA - 2019/09// PY - 2019 M3 - Fact Sheet SN - 56 UR - http://uis.unesco.org/sites/default/files/documents/new-methodology-shows-258-million-children-adolescents-and-youth-are-out-school.pdf Y2 - 2021/05/29/12:54:50 ER - TY - RPRT TI - Our Rights, Our Lives, Our Future (O3): Making positive sexual and reproductive health and education outcomes a reality for adolescents and young people in sub-Saharan Africa. AU - UNESCO DA - 2020/// PY - 2020 UR - https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000380370&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_86f61dfe-9051-476c-a91d-8b5e4e56506b%3F_%3D380370eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000380370/PDF/380370eng.pdf#%5B%7B%22num%22%3A21626%2C%22gen%22%3A0%7D%2C%7B%22name%22%3A%22XYZ%22%7D%2C0%2C842%2C0%5D Y2 - 2023/08/28/11:07:00 ER - TY - ELEC TI - Policy formulation and programme development | Unesco IIEP Learning Portal AU - UNESCO UR - https://learningportal.iiep.unesco.org/en/issue-briefs/plan-for-learning/policy-formulation-and-programme-development Y2 - 2020/07/26/16:37:51 ER - TY - BOOK TI - Reaching the marginalized AU - UNESCO T2 - EFA Global Monitoring Report DA - 2010/// PY - 2010 DP - Google Scholar UR - http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2010-marginalization/ Y2 - 2014/04/30/12:13:03 ER - TY - RPRT TI - Recovering lost learning: what can be done quickly and at scale? - UNESCO Digital Library AU - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000377841?posInSet=1&queryId=6db53556-6918-4e37-b673-aac484773961 Y2 - 2022/01/18/22:39:57 ER - TY - RPRT TI - Report of the Southern Africa Regional Workshop on Work-based Learning AU - UNESCO CY - GABORONE, BOTSWANA DA - 2018/// PY - 2018 LA - English PB - UNESCO KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CC:Botswana KW - CC:Lesotho KW - CC:Malawi KW - CC:Mozambique KW - CC:Namibia KW - CC:South Africa KW - CC:Zambia KW - CC:Zimbabwe KW - CC:eSwatini (Swaziland) KW - CLL:en KW - publicImportV1 ER - TY - RPRT TI - Rewired Global Declaration on Connectivity for Education AU - UNESCO DA - 2021/12// PY - 2021 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 - Sierra Leone | Education and Literacy Statistics AU - UNESCO AB - ... DA - 2020/// PY - 2020 LA - eng UR - http://uis.unesco.org/en/country/sl Y2 - 2020/06/25/17:05:02 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Situational analysis on the status of sexual and reproductive health of students and gender-based violence in technical and vocational colleges in Malawi AU - UNESCO DA - 2018/// PY - 2018 PB - UNESCO SN - 2 UR - https://unesdoc.unesco.org/ark:/48223/pf0000261725 ER - TY - RPRT TI - St Vincent and the Grenadines Education for All 2015 review AU - UNESCO CY - Kingstown DA - 2015/// PY - 2015 PB - UNESCO UR - https://unesdoc.unesco.org/in/rest/annotationSVC/getExportFile/1a27d6ae-c0a1-4f6b-b82d-e4003958b401?notAttachment=true Y2 - 2020/11/11/15:02:22 ER - TY - RPRT TI - Status of TVET in the SADC region: assessment and review of technical and vocational education and training (TVET) in the Southern African Development Community Region and of the development of a regional strategy for the revitalisation of TVET AU - UNESCO AB - in spite of the importance of TVET for development and a range of national reform initiatives to support TVET over the past two decades, major concerns remain regarding the state of TVET in the Southern African region. These led SADC and UNESCO to intervene through the commissioning of a pilot TVET monitoring tool and a regional review of the state of TVET, with a view to developing a new strategic programme of action for regional cooperation in TVET. As is made clear throughout this report, the evidence gathering process for these activities demonstrated the very weak current knowledge base for TVET in the region. This means that the report has to be seen as a first step towards better knowledge for better policies and practices. The limitations of the data mean that the findings are often the best currently possible rather than meeting the highest standards of rigour. Equally, the comparative analysis cannot be as sophisticated as may be possible in future years when the data are more robust. Nonetheless, the report represents an important step forward in building an evidence-driven picture of the state of TVET in Southern Africa that provides a valuable basis for future strategic interventions. CY - Paris, France DA - 2013/// PY - 2013 DP - Zotero SP - 106 LA - English PB - UNESCO ST - Status of TVET in the SADC region UR - http://unesdoc.unesco.org/images/0022/002256/225632e.pdf KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Botswana KW - CC:Congo KW - CC:Lesotho KW - CC:Malawi KW - CC:Mauritius KW - CC:Mozambique KW - CC:Namibia KW - CC:Seychelles KW - CC:South Africa KW - CC:Tanzania KW - CC:Zambia KW - CC:Zanzibar (tz) KW - CC:Zimbabwe KW - CC:eSwatini (Swaziland) KW - CLL:en KW - publicImportV1 ER - TY - RPRT TI - Strengthening education management information systems for increased resilience to crises: a synthesis of case studies - UNESCO Digital Library AU - UNESCO DA - 2021/// PY - 2021 UR - https://unesdoc.unesco.org/ark:/48223/pf0000378150 Y2 - 2022/12/23/16:50:56 KW - Final_citation KW - cited KW - existing ER - TY - BOOK TI - Teaching and learning: achieving quality for all AU - UNESCO T2 - EFA Global Monitoring Report A3 - Rose, Pauline DA - 2014/// PY - 2014 DP - Open WorldCat LA - English PB - UNESCO Publishing SN - 978-92-3-104255-3 92-3-104255-6 ST - Teaching and learning UR - http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2013/ KW - AWP2 KW - AWP2-actual KW - CitedIn:AKFC KW - CitedIn:OER4S-TPE-HHH2 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 - EfA KW - GMR KW - RPF-May-2016 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: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: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:Kuwait KWT KW - _C:Kyrgyzstan KGZ 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: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 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:Qatar QAT 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: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:South Africa ZAF 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: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 ER - TY - ELEC TI - The world is off track in achieving the global education goal, SDG 4 - UNESCO Digital Library AU - UNESCO DA - 2017/// PY - 2017 UR - https://unesdoc.unesco.org/ark:/48223/pf0000368935 Y2 - 2022/12/15/23:18:08 KW - Final_citation KW - cited KW - existing ER - TY - BLOG TI - Training of Teachers on Assistive Technologies and Interactive Digital Textbooks in Kenya, Uganda and Rwanda | UNESCO AU - UNESCO DA - 2021/09/24/ PY - 2021 UR - https://www.unesco.org/en/articles/training-teachers-assistive-technologies-and-interactive-digital-textbooks-kenya-uganda-and-rwanda Y2 - 2022/10/21/12:57:20 ER - TY - ELEC TI - UIS Statistics AU - UNESCO UR - http://data.uis.unesco.org/ Y2 - 2020/08/24/10:50:24 ER - TY - ELEC TI - UNESCO Institute for Lifelong Learning AU - UNESCO UR - https://uil.unesco.org/ Y2 - 2020/08/04/12:20:23 ER - TY - GEN TI - Unpacking Sustainable Development Goal 4: Education 2030 AU - UNESCO DA - 2017/// PY - 2017 DP - Zotero LA - en PB - UNESCO UR - https://www.campaignforeducation.org/wp-content/uploads/2018/07/SDG4.pdf Y2 - 2021/04/14/00:00:00 ER - TY - ELEC TI - What is global citizenship education? AU - UNESCO T2 - UNESCO AB - Global Citizenship Education (GCED) aims to empower learners of all ages to assume active roles, both locally and globally, in building more peaceful, tolerant, inclusive and secure societies. GCED is based on the three domains of learning - cognitive, socio-emotional and behavioural. Cognitive: knowledge and thinking skills necessary to better understand the world and its complexities. Socio-emotional: values, attitudes and social skills that enable learners to develop affectively, psychosocially, and physically and to enable them to live together with others respectfully and peacefully. DA - 2018/01/09/T16:27:45+01:00 PY - 2018 LA - en UR - https://en.unesco.org/themes/gced/definition Y2 - 2020/09/10/14:37:05 ER - TY - SLIDE TI - Gender-Environment Nexus: Towards More Equitable and Inclusive Forms of Sustainability A2 - UNEP UR - https://unstats.un.org/unsd/iaeggs/Meetings/Helsinki_October_2016/docs/UNEP.pdf Y2 - 2024/03/24/21:50:07 ER - TY - RPRT TI - Global Gender and Environment Outlook AU - UNEP CY - Nairobi, Kenya DA - 2016/// PY - 2016 PB - UN Environment UR - https://www.unep.org/resources/report/global-gender-and-environment-outlook-ggeo ER - TY - ELEC TI - 2019 Human Development Index Ranking AU - UNDP AB - United Nations Development Programme: Human Development Reports DA - 2019/// PY - 2019 LA - English M3 - Text UR - http://hdr.undp.org/en/content/2019-human-development-index-ranking Y2 - 2020/12/21/00:00:00 ER - TY - RPRT TI - LearnIn Implementation Plan 2020 - 2025 AU - UNCEF ECARO DA - 2021/// PY - 2021 UR - https://www.unicef.org/eca/media/19846/file Y2 - 2022/12/26/01:34:43 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Effect of Campus Built Environment on Students’ Sustainable Activities AU - Unah, M.O. AU - Ali, S.M. AU - Jaafar, G.A. T2 - BIMA, Journal of Science and Technology DA - 2022/// PY - 2022 VL - 6 IS - 1 SP - 73 EP - 87 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - The Sustainable Development Goals Report 2019: Special Edition AU - UN Stat DA - 2019/// PY - 2019 UR - https://unstats.un.org/sdgs/report/2019/goal-04/ ER - TY - CHAP TI - Positive Lobbying: A Tool for Youth Empowerment in a Democracy T2 - Issues in Youth Development: A Multidisciplinary Perspective A2 - Umar, B.A. A2 - A., Yusuf M. A2 - Dandago, K.A. DA - 2010/// PY - 2010 SP - 284 EP - 293 LA - en ER - TY - BLOG TI - 6 out of 10 children and adolescents are not learning a minimum in reading and math AU - UIS T2 - News, Sustainable Development Goals 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/// PY - 2017 LA - eng M3 - UNESCO Institute for Statistics (UIS) UR - http://uis.unesco.org/en/news/6-out-10-children-and-adolescents-are-not-learning-minimum-reading-and-math Y2 - 2019/10/18/12:16:12 ER - TY - ELEC TI - Sierra Leone | Education and Literacy AU - UIS AB - ... DA - 2019/// PY - 2019 LA - eng UR - http://uis.unesco.org/en/country/sl Y2 - 2020/07/15/09:21:09 KW - _C:Sierra Leone SLE ER - TY - ELEC TI - Sierra Leone | UNESCO UIS AU - UIS DA - 2019/// PY - 2019 UR - http://uis.unesco.org/en/country/sl Y2 - 2023/04/18/10:30:22 ER - TY - ELEC TI - UIS Statistics | Percentage of Qualified Teachers by Education Level AU - UIS DA - 2018/// PY - 2018 UR - http://data.uis.unesco.org/ Y2 - 2020/07/15/09:36:48 ER - TY - JOUR TI - Teacher Professional Development at a Tsunami-Affected School in Banda Aceh AU - Ubit, Fadliadi AU - Bartholomaeus, Pam T2 - International Education Journal: Comparative Perspectives AB - The 2004 tsunami in Aceh resulted in significant post-disaster problems which extended far beyond the loss of possessions and infrastructure destruction. In addition to having to deal with their own problems as a consequence of the tsunami, teachers were faced with the additional problems arising from working with children who had been exposed to the traumatic event. Teacher professional development was regarded as an important support mechanism to help teachers in this period. Findings from a qualitative study conducted in one school affected by the tsunami in Banda Aceh provided evidence that teachers indeed needed professional development that went beyond enhancing their knowledge and skills to teach their subjects to working with young people affected by the traumatic event. This paper discusses teacher professional development, focusing on the five criteria for effective professional development proposed by Desimone. DA - 2018/// PY - 2018 DP - ERIC VL - 17 IS - 2 SP - 102 EP - 114 LA - en SN - 2202-493X UR - https://eric.ed.gov/?q=%22teacher+development%22+with+%22natural+disaster%22&id=EJ1184018 Y2 - 2021/02/12/10:00:17 KW - Case Studies KW - Evaluation Criteria KW - Faculty Development KW - Foreign Countries KW - Interviews KW - Junior High School Students KW - Junior High Schools KW - Natural Disasters KW - Program Effectiveness KW - Public School Teachers KW - Qualitative Research KW - Secondary School Teachers KW - Trauma KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Jordan JOR KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Myanmar MMR KW - _C:Seychelles SYC KW - _C:Singapore SGP KW - _C:Somalia SOM KW - _C:Sri Lanka LKA KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - CONF TI - DESIGN BASED IMPLEMENTATION RESEARCH (DBIR) FOR SUSTAINING INNOVATION IN CLASSROOM INSTRUCTION AU - Ubaidullah, Aysha T2 - CHANGING CLASSROOMS -CHALLENGES FOR TEACHERS & TEACHER EDUCATORS DA - 2016/06/10/ PY - 2016 DP - ResearchGate ER - TY - CONF TI - Design Based Implementation Research (DBIR) for Sustaining Innovation in Classroom Instruction AU - Ubaidullah, Aysha T2 - Changing Classrooms - Challenges For Teachers & Teacher Educators DA - 2016/06/10/ PY - 2016 DP - ResearchGate KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - The Influences of Emotion on Learning and Memory AU - Tyng, Chai M AU - Amin, Hafeez U AU - Saad, Mohamad N AU - Malik, Aamir S T2 - Frontiers in Psychology AB - Emotion has a substantial influence on the cognitive processes in humans, including perception, attention, learning, memory, reasoning, and problem solving. Emotion has a particularly strong influence on attention, especially modulating the selectivity of attention as well as motivating action and behavior. This attentional and executive control is intimately linked to learning processes, as intrinsically limited attentional capacities are better focused on relevant information. Emotion also facilitates encoding and helps retrieval of information efficiently. However, the effects of emotion on learning and memory are not always univalent, as studies have reported that emotion either enhances or impairs learning and long-term memory (LTM) retention, depending on a range of factors. Recent neuroimaging findings have indicated that the amygdala and prefrontal cortex cooperate with the medial temporal lobe in an integrated manner that affords (i) the amygdala modulating memory consolidation; (ii) the prefrontal cortex mediating memory encoding and formation; and (iii) the hippocampus for successful learning and LTM retention. We also review the nested hierarchies of circular emotional control and cognitive regulation (bottom-up and top-down influences) within the brain to achieve optimal integration of emotional and cognitive processing. This review highlights a basic evolutionary approach to emotion to understand the effects of emotion on learning and memory and the functional roles played by various brain regions and their mutual interactions in relation to emotional processing. We also summarize the current state of knowledge on the impact of emotion on memory and map implications for educational settings. In addition to elucidating the memory-enhancing effects of emotion, neuroimaging findings extend our understanding of emotional influences on learning and memory processes; this knowledge may be useful for the design of effective educational curricula to provide a conducive learning environment for both traditional “live” learning in classrooms and “virtual” learning through online-based educational technologies. DA - 2017/// PY - 2017 DO - 10.3389/fpsyg.2017.01454 VL - 8 SP - 1454 UR - https://doi.org/10.3389/fpsyg.2017.01454 Y2 - 2021/03/18/00:00:00 ER - TY - THES TI - How physical and built environments impact learning and inclusivity in educational settings: supporting evidence-based practice AU - Twiss, Trisha Ann DA - 2021/// PY - 2021 DP - Google Scholar M3 - PhD Thesis PB - Electronic version published by Vancouver Island University ST - How physical and built environments impact learning and inclusivity in educational settings KW - BE:RELEVANT ER - TY - RPRT TI - EDUsummIT 2011 report from TWG3: teacher professional development AU - Twining, Peter AU - Albion, Peter AU - Knezek, Don CY - Paris DA - 2011/// PY - 2011 DP - Zotero LA - en PB - UNESCO UR - http://oro.open.ac.uk/30220/1/Twining%20et%20al%202011%20EDUsummIT%20TWG3%20Report.pdf ER - TY - JOUR TI - Moving education into the digital age: the contribution of teachers’ professional development AU - Twining, P. AU - Raffaghelli, J. AU - Albion, P. AU - Knezek, D. T2 - Journal of Computer Assisted Learning AB - This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development (TWG3). The focus was to explore how professional development of teachers may ensure that teachers are better prepared to use information and communication technology (ICT) to promote 21st century learning. The article is organized into three main sections: a review of key literature on professional development of teachers (TPD), in general and with specific reference to ICT; a summary of the key points emerging from TWG3's discussions; and recommendations for action. On the basis of discussions held within the TWG3, the authors concluded that effective TPD requires changes at several levels of educational systems (political, institutional and individual), and that ICTs should be seen as an opportunity for introducing new goals, structures and roles that support these changes. It is significant that while many of the issues highlighted by the group are well established, addressing them continues to be problematic globally. DA - 2013/// PY - 2013 DO - 10.1111/jcal.12031 VL - 29 IS - 5 SP - 426 EP - 437 LA - en SN - 1365-2729 ST - Moving education into the digital age: the contribution of teachers’ professional development UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12031 KW - ICT KW - IT KW - digital age KW - policy recommendations KW - practitioner research KW - teacher professional development KW - transformation ER - TY - JOUR TI - Design principles for fostering pedagogical provenance through research in technology supported learning AU - Turvey, Keith AU - Pachler, Norbert T2 - Computers & Education DA - 2020/// PY - 2020 DO - 10.1016/j.compedu.2019.103736 DP - Google Scholar VL - 146 SP - 103736 KW - __C:filed:1 ER - TY - JOUR TI - Tablet devices in education-beyond face value AU - Turvey, Keith AU - Pachler, Norbert DA - 2018/// PY - 2018 DP - Google Scholar KW - _C:Germany DEU 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 - Humanising as innovation in a cold climate of [so-called-evidence-based] teacher education AU - Turvey, Keith T2 - Journal of Education for Teaching DA - 2019/// PY - 2019 DO - 10.1080/02607476.2019.1550603 DP - Google Scholar VL - 45 IS - 1 SP - 15 EP - 30 KW - __C:filed:1 ER - TY - RPRT TI - The teacher salary system in Sierra Leone AU - Turrent, Victoria CY - Education Development Trust DA - 2012/// PY - 2012 SP - 24 UR - https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/3b/3b936954-5bde-4a23-b5c3-14117f7a2af5.pdf Y2 - 2022/05/16/11:44:07 KW - C:Sierra Leone KW - _C:Sierra Leone SLE KW - ⛔ No DOI found ER - TY - BLOG TI - The next frontier: insights from Global event on Education Evidence Labs AU - Turney, Ella T2 - Jacobs Foundation AB - The Global Convening on Education Evidence Labs, hosted by Jacobs Foundation in partnership with the Foreign, Commonwealth, and Development Office (FCDO), alongside support from On Think Tanks (OTT), brought together stakeholders from Ministries of Education, EdLab implementing units, research institutions, multilateral agencies, and global funders. The event, held in mid-October 2023, aimed to address the […] DA - 2023/11/15/T11:45:18+00:00 PY - 2023 LA - en-US ST - The next frontier UR - https://jacobsfoundation.org/the-next-frontier-insights-from-global-event-on-education-evidence-labs/ Y2 - 2023/11/23/13:00:36 ER - TY - JOUR TI - Learning Loss, a Potential Challenge for Transition to Undergraduate Study Following COVID19 School Disruption AU - Turner, Kristy L. AU - Hughes, Michael AU - Presland, Katayune T2 - Journal of Chemical Education AB - In a normal year approximately 3 months pass between students taking their final examinations in high school or college and beginning an undergraduate course in chemistry. In the months prior to those examinations, students will usually have undertaken an extensive period of revision and consolidation of the key concepts learned throughout their course. Some of this will be supported by their teachers and some will be independent study. The COVID19 pandemic resulted in the cancellation of these examinations in the UK and Ireland, potentially leaving students with a 6-month gap between their last formal study and beginning their undergraduate courses. Insights from the literature and from teachers of students in the 16–18 age range show that it is likely students beginning undergraduate courses in the autumn of 2020 will have weaknesses in subject knowledge compared to previous cohorts. This is likely to be more significant in the areas of synthetic transformations in organic chemistry and core physical chemistry topics. In this communication we present a brief analysis of the potential issues with subject knowledge in order that instructors in higher education may be better informed about the potential challenges in teaching and learning following the COVID19 disruption. DA - 2020/07/24/ PY - 2020 DO - 10.1021/acs.jchemed.0c00705 DP - ACS Publications J2 - J. Chem. Educ. SN - 0021-9584 UR - https://doi.org/10.1021/acs.jchemed.0c00705 Y2 - 2020/08/12/17:12:57 KW - __C:filed:1 ER - TY - JOUR TI - A Proof-of-Concept Study of Can't Wait to Learn: A Digital Game-Based Learning Program for Out-of-School Children in Lebanon AU - Turner, Jasmine S. AU - Taha, Karine AU - Ibrahim, Nisreen AU - Neijenhuijs, Koen I. AU - Hallak, Eyad AU - Radford, Kate AU - Stubbé-Alberts, Hester AU - de Hoop, Thomas AU - Jordans, Mark J. D. AU - Brown, Felicity L. T2 - Journal on Education in Emergencies AB - Evaluations of education technology (ed tech) interventions in humanitarian settings are scarce. We present a proof-of-concept study of Can’t Wait to Learn, a digital game-based learning program that combines an experiential, active learning design with meaningful, competency-appropriate, and contextually relevant content. We assessed the feasibility of using this program to address the current education gap in Lebanon by implementing its mathematics component in basic literacy and numeracy classes (n=30) with out-of-school children (N=390) ages 10-14. We estimated changes in numeracy competency and psychosocial wellbeing and conducted focus group discussions (n=16) and key informant interviews (n=19) with children, facilitators, parents, and partner staff members to understand the lived experience, perceived impact, and implementation challenges of the program. Our findings support the feasibility of using ed tech programs to meet the needs of out-of-school children, as we saw significant improvements in numeracy, psychological symptoms, and selfesteem; positive reported experiences with the program; increased motivation among the children; and overall ease of implementation. Our suggested improvements to the game design and implementation model will support ongoing program adaptation and implementation, with the goal of increasing access to quality education for children living in humanitarian settings. Our findings will inform future studies that seek to conclusively determine the program’s effectiveness. DA - 2022/// PY - 2022 DO - 10.33682/8v7u-q7y3 DP - DOI.org (Crossref) VL - 8 IS - 1 SP - 76 LA - en SN - 2518-6833 ST - A Proof-of-Concept Study of Can't Wait to Learn UR - https://archive.nyu.edu/handle/2451/63607 Y2 - 2022/04/25/15:10:25 ER - TY - BOOK TI - A Manual for Writers of Research Papers, Theses, and Dissertations, Ninth Edition: Chicago Style for Students and Researchers AU - Turabian, Kate L. AU - Booth, Wayne C. AU - Colomb, Gregory G. AU - Williams, Joseph M. AU - Bizup, Joseph CY - Chicago ; London DA - 2018/05/18/ PY - 2018 DP - Amazon ET - 9th edition SP - 464 LA - English PB - University of Chicago Press SN - 978-0-226-43057-7 ST - A Manual for Writers of Research Papers, Theses, and Dissertations, Ninth Edition ER - TY - JOUR TI - Towards universal health coverage: reforming the neglected district health system in Africa AU - Tumusiime, Prosper AU - Kwamie, Aku AU - Akogun, Oladele B AU - Elongo, Tarcisse AU - Nabyonga-Orem, Juliet T2 - BMJ Global Health AB - In most African countries, the district sphere of governance is a colonial creation for harnessing resources from the communities that are located far away from the centre with the assistance of minimally skilled personnel who are subordinate to the central authority with respect to decision-making and initiative. Unfortunately, postcolonial reforms of district governance have retained the hierarchical structure of the local government. Anchored to such a district arrangement, the (district) health system (DHS) is too weak and impoverished to function in spite of enormous knowledge and natural resources for a seamless implementation of universal health coverage (UHC). Sadly, the quick-fix projects of the 1990s with the laudable intention to reduce the burden of disease within a specified time-point dealt the fatal blow on the DHS administration by diminishing it to a stop-post and a warehouse for commodities (such as bednets and vaccines) destined for the communities. We reviewed the situation of the district in sub-Saharan African countries and identified five attributes that are critical for developing a UHC-friendly DHS. In this analytical paper, we discuss decision-making authority, coordination, resource control, development initiative and management skills as critical factors. We highlight the required strategic shifts and recommend a dialogue for charting an African regional course for a reformed DHS for UHC. Further examination of these factors and perhaps other ancillary criteria will be useful for developing a checklist for assessing the suitability of a DHS for the UHC that Africa deserves. DA - 2019/10// PY - 2019 DO - 10.1136/bmjgh-2019-001498 DP - DOI.org (Crossref) VL - 4 IS - Suppl 9 SP - e001498 J2 - BMJ Glob Health LA - en SN - 2059-7908 ST - Towards universal health coverage UR - https://gh.bmj.com/lookup/doi/10.1136/bmjgh-2019-001498 Y2 - 2024/03/28/11:43:29 KW - ❓ Multiple DOI ER - TY - JOUR TI - School Feeding Interventions in Humanitarian Responses AU - Tull, Kerina AU - Plunkett, Róisín AB - School feeding interventions aim to support food and nutrition security, improved learning and educational outcomes, and social needs and social safety nets in humanitarian crises. Evidence about their impact is limited and mixed. In terms of the value added by school feeding initiatives when combined with other social protection programmes, evidence suggests that programmes operating cash transfers provide greater opportunities for improving school participation, but generally tend not to improve learning outcomes although some individual programmes have demonstrated positive results. The main findings in the literature on school feeding programmes specifically in humanitarian contexts that we were able to identify in the time available for this report are: - Children’s access to food and protection from deprivation are elementary and primary functions of emergency school feeding (Hatløy & Sommerfelt, 2017:5). - Nutritional impacts of school feeding in humanitarian contexts are less often documented, in part because the age group reached directly is less at risk of undernutrition than younger (pre-school) children (Gentilini, 2016). - In crisis settings, increased school attendance and reduction in school-drop out objectives are regularly met by school feeding and Food for Education (FFE) programmes (Gentilini, 2016). - Protection (against child labour, recruitment into armed forces, and early marriage) cannot be a stand-alone objective of a humanitarian intervention, but must be a co-objective, alongside aims to improve children’s food access, nutrition and educational access (Hatløy & Sommerfelt, 2017:35). In a case in South Sudan, school feeding ‘pulled’ children from other schools to the schools supported by school meals, which resulted in some children walking longer distances to school and which could result in protection risks (UNICEF SSEC, 2018:13). - When responding to natural disasters or economic or political shocks, relationships with governments from the national to the local level are key to successful school feeding programmes (Berger-Fenning & Keylock, 2017), especially as there is a tendency to favour local purchase of food for ‘home grown’ programmes which support local (smallholder) agriculture as well as reduce costs. - Food for Education (FFE) is considered a safety net during times of crisis, but is not a substitute for a well-organised education system and teacher performance (Alderman and Bundy, 2011:213). FFE programmes can only be effective in education terms if combined with quality education programmes (Alderman and Bundy, 2011:213). - The school feeding system is potentially an important base for shock-response and humanitarian assistance. Despite concerns about capacity, FFE has proven flexible in response to crises. However, the flexibility in the system is currently provided by WFP and its partners. Governments can only adjust their own school meals programme to respond to an emergency if they handle two capacity requirements that this would impose: additional material resources and timely financing (O’Brien et al., 2018:31). - School feeding programmes (SFPs) often provide more food, and food of higher nutritional quality, than take-home ration (THR) programmes (Alderman et al., 2012:193). In general, both SFP and THR programmes perform similarly well; for example, significant positive impacts on attendance in both in-school meals and THR programmes have been reported in Internally Displaced Person (IDP) camps in Northern Uganda. However, school meals may have the unintended effect of increasing the time taken to complete primary school because the child is motivated to attend through the provision of meals and may place less emphasis on the learning environment (Alderman et al., 2012:190-192). DA - 2018/08/24/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14090 Y2 - 2022/12/18/18:16:23 KW - ⛔ No DOI found ER - TY - JOUR TI - Consequences for Adolescents When They Become Pregnant, and Become Mothers AU - Tull, Kerina AB - When an adolescent becomes pregnant, her life can change radically – especially if the pregnancy is unplanned. This rapid review presents information on consequences of adolescent pregnancy and adolescent motherhood in low-income countries, low- and middle-income countries (LMICs), and middle-income countries from Africa, Asia, and Latin America and the Caribbean (LAC). Treatment and effects on the adolescent in terms of health, education, employment opportunities, as well as after-effects on their family members are noted. This review finds that Evidence on the consequences of girls returning to school after they become pregnant is limited. Available information focuses more on whether pregnant girls go back to school after giving birth, but not so much on whether the conditions are favourable for adolescent mothers to re-enter school and concentrate on their studies. DA - 2020/09/30/ PY - 2020 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15727 Y2 - 2022/12/18/18:13:33 KW - ⛔ No DOI found ER - TY - JOUR TI - Delivering school health programmes AU - Tull, Kerina AB - This report is a general overview of lessons learned about delivery mechanisms from school health programmes. Results are ordered by type of educational institution (primary, secondary, tertiary i.e. representing different age groups and needs), where available. Evidence on school health programmes is stronger for developed/higher income countries than low and middle income/developing countries. Limited information for tertiary school health programmes was available. The findings are ‘gender-blind’, but are separated by gender, where available. From the review of local, national and international school health programmes undertaken for this report, it is clear there is not a “one recommendation fits all” regarding delivery. DA - 2017/04/21/ PY - 2017 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13292 Y2 - 2022/12/18/18:13:38 KW - ⛔ No DOI found ER - TY - JOUR TI - Effectiveness of leadership capacity building in the health sector AU - Tull, Kerina AB - Although there are options available for building health workers’ and health policy makers’ capacity to become stronger leaders (i.e. as public health leaders or managers), there is little evidence that specific training or courses lead to sustainably better leadership and management skills. It is argued that the most effective types of capacity building processes to improve leadership skills in the health sector are monthly intensive training (e.g. ‘Global Nursing Policy Leadership Institute Programme’, GNPLI), or one-year fellowships with mentorship (e.g. ‘Improving Global Health through Learning Development’ programme, IGH) as part of UK-LIC/LMIC partnership programmes. DA - 2018/01/24/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13554 Y2 - 2022/12/18/18:14:09 KW - ⛔ No DOI found ER - TY - JOUR TI - Human Capital in Iraq AU - Tull, Kerina AB - This rapid review has found that human capital is developing in Iraq after years of stagnation due to the 2003 war, where the health and education sectors were hit particularly strongly (OCHA, 2018:5). About 50% of Iraq’s population is under 19 years old, and youth unemployment is very high at 34.6% (World Bank, 2017). There is a strong need to invest in young people, to release their economic value at the individual, employer, and community levels. A number of plans and strategies to help build collective skills, knowledge, or other intangible assets of individuals are noted in this review. As there are regional differences in human capital development between areas in Iraq, the evidence is divided into regions or governorates, where appropriate. DA - 2018/05/18/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13803 Y2 - 2022/12/18/18:15:15 KW - ⛔ No DOI found ER - TY - JOUR TI - Period Poverty Impact on the Economic Empowerment of Women AU - Tull, Kerina AB - The aim of this review was to present the recent evidence on the period poverty (lack of access to sanitary products, WASH facilities, dignity, and information about menstruation) impact on the economic empowerment of women. Improving menstrual health management (MHM, also known as ‘period poverty’) can substantially improve girls’ education, health and wellbeing. The literature, as well as experts consulted for this rapid review, confirm that that MHM has an impact on the lives of women and girls, albeit indirectly (expert comment). Given the shortage of information on period poverty globally, the expected sensitivities around the topic, and the lack of standardised tools and methods (Phillips-Howard et al., 2016), evidence is predominantly provided from qualitative, participatory, and descriptive methods. It is difficult from the qualitative studies to determine the extent to which period poverty impacts any of these outcomes or economic empowerment, or how influential period poverty contrasts with other challenges facing women and girls in the contexts studied. DA - 2019/01/23/ PY - 2019 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14348 Y2 - 2022/12/18/18:16:11 KW - ⛔ No DOI found ER - TY - JOUR TI - Stunting, Wasting, and Education in Nigeria AU - Tull, Kerina AB - Globally, the number of primary school children with nutritional deficiencies is high. This rapid review focuses on children with such deficiencies (namely stunting and wasting), and how it affects them throughout their primary education. Although the focus is on Nigeria, other country examples and their approaches to address this issue are also included, where available. Key points include as hungry children find it difficult to concentrate (Muiru et al., 2014; Foodbank, 2015; Businge, 2016), their learning needs and outcomes are different to well-nourished children. Countries respond to these children in different ways: the most popular being school feeding programmes, e.g. in India, which has a high prevalence of stunting and wasting, there is the free Midday Meal Scheme, which is the largest such scheme in the world (Singh et al., 2012). However, such approaches have varying impacts: positive effects on measured learning were found in Burkina Faso and Peru (World Bank Group, 2018). However, in Kenya, providing school meals took significant time away from the classroom, and so they had an ambiguous net effect (World Bank Group, 2018). Therefore, it is worth noting that although school feeding gets children to school, it does not always improve learning (FAO et al., 2018). DA - 2019/02/11/ PY - 2019 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14378 Y2 - 2022/12/18/18:16:37 KW - ⛔ No DOI found ER - TY - JOUR TI - Hospitality and Tourism Education in Uganda: An Integrative Analysis of Students' Motivations and Industry Perceptions AU - Tukamushaba, Eddy Kurobuza AU - Xiao, Honggen T2 - Journal of Teaching in Travel & Tourism AB - This article presents an integrative analysis of students' motivations in choosing hospitality and tourism programs as well as industry perceptions of graduates' qualifications for employment in Uganda, A mixed-method approach is used for data collection, analysis, and reporting. Quantitatively, the study replicates a motivational scale of choosing educational programs and identifies six factors that collectively explain about 60% of the variance in students choosing hospitality and tourism programs in this African developing economy. Industry perceptions of graduates' qualifications for employment are reported on the basis of qualitative interviews. Implications of the study are discussed in light of curriculum and program refinement to better prepare future graduates for the industry. DA - 2012/// PY - 2012 DO - 10.1080/15313220.2012.729457 LA - en AN - LOCAL-WOS:000414842200002 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A: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:F KW - CT:P KW - CT:R KW - CT:T KW - F:curriculum KW - F:motivation KW - F:qualification KW - P:economy KW - P:tourism KW - R:interview KW - R:qualitative KW - R:quantitative KW - T:career KW - Z:career choice KW - Z:employer perception KW - Z:hospitality and tourism education KW - Z:study motivation KW - _C:Uganda UGA KW - publicImportV1 ER - TY - JOUR TI - The Effects of Tannery Sludge on Heavy Metal Concentrations in Cereals in Small Holder Farms in Kano, Nigeria AU - Tudunwada, I.Y.E.U.Essiet AU - Mohammed, S.G. T2 - Not. Bot. Hort. Agrobot. Cluj DA - 2007/// PY - 2007 VL - 35 IS - ue 2 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Assessment of Farmers Socio – economic Characteristics in the Karfi Sector of KRIP Kano State, Nigeria AU - Tudunwada, I.Y. AU - S.S, Khalifa T2 - Wudil Journal of Earth & Environmental Sciences, WUJEES DA - 2020/// PY - 2020 VL - 1 SP - 43 EP - 51 LA - en KW - ⛔ No DOI found ER - TY - CONF TI - Socio – Economic Analysis of Farmers in the Dalili Sector of KRIP AU - Tudunwada, I.Y. AU - Mustapha, A. C1 - Kano C3 - Second International Conference on Drylands, 12th – 16th December DA - 2016/// PY - 2016 SP - 978 EP - 978 – 8203 – 57 – 5, 22 – 25 LA - en PB - Bayero University KW - ⛔ No DOI found ER - TY - JOUR TI - Farmers’ Characteristics and Cropping Diversity in Smallholder Farms in a Rural Community of Kano Close – Settled Zone, Nigeria AU - Tudunwada, I.Y. AU - Momale, S.B.Badamasi AU - M.M., Jibrin AU - J.M. AU - Ajeigbe, H.A. T2 - The Nigerian Journal of Agricultural Extension DA - 2018/// PY - 2018 VL - 19 IS - 4 SP - 0331 EP - 7757 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Effect of Land Cover on Normalized Difference Vegetation Index (NDVI) Dynamics in Falgore Game Reserve, Kano, Nigeria AU - Tudunwada, I.Y. AU - Momale, S.B. T2 - Journal of Agricultural Technology DA - 2014/// PY - 2014 VL - 17 SP - 41 EP - 57 LA - en KW - ⛔ No DOI found ER - TY - CONF TI - Effect of Rainfall on NDVI in the Falgore Game Reserve, Kano, Nigeria AU - Tudunwada, I.Y. AU - Mohammed, S.O. C1 - Kano C3 - Proceedings of the 46th Annual Conference of the Agricultural Society of Nigeria DA - 2012/// PY - 2012 SP - 1077 EP - 1084 LA - en KW - ⛔ No DOI found ER - TY - CONF TI - Lineament Mapping for Groundwater Exploration in Kano State, Nigeria AU - Tudunwada, I.Y. AU - Maina, M.M. C3 - International Conference on Civil, Agricultural, Biological and Environmental Sciences (CABES DA - 2017/// PY - 2017 LA - en KW - ⛔ No DOI found ER - TY - CONF TI - Spatial Assessment of Heavy Metals in The Irrigated Area of Dalili Sector of Kano River Irrigation Project (KRIP AU - Tudunwada, I.Y. AU - Maina, M.M. C1 - Minna C3 - 37th AGM and Annual Conference of Nigerian Institution of Agricultural Engineers DA - 2016/// PY - 2016 SP - 4 EP - – LA - en PB - Niger State KW - ⛔ No DOI found ER - TY - CONF TI - A GIS Based Biophysical Analysis of the Karfi Sector in Kano River Irrigation Project, Kano State, Nigeria AU - Tudunwada, I.Y. AU - Khalifa, S.S. C3 - Annual Conference (41st DA - 2017/// PY - 2017 LA - en PB - Soil Science Society of Nigeria. ATBU Bauchi KW - ⛔ No DOI found ER - TY - JOUR TI - Amendment of Soil Fertility Using Differing Solid Urban Waste Materials in Kumbotso LGA, Kano State AU - Tudunwada, I.Y. AU - Essiet, E.U. T2 - Journal of Social & Management Sciences, Bayero University DA - 1999/// PY - 1999 IS - Vol.6 SP - 55 EP - 63 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Socio – Economic and Environmental Factors Influencing Fertilizer Practice Among Farmers in the Kano Close Settled Zone AU - Tudunwada, I.Y. AU - Essiet, E.U. T2 - Bayero Journal of Interdisciplinary Studies DA - 2009/// PY - 2009 VL - 1 IS - 2 SP - 250 EP - 275 LA - en KW - ⛔ No DOI found ER - TY - CONF TI - The Effects of Solid Urban Wastes on Some Soil Properties in Kumbotso LGA, Kano State AU - Tudunwada, I.Y. AU - Essiet, E.U. C1 - Kano Tudunwada, I.Y C3 - National Conference of Horticultural Society of Nigeria (HORTSON DA - 2004/// PY - 2004 LA - en PB - Daula Hotel KW - ⛔ No DOI found ER - TY - JOUR TI - Flood Vulnerability across Watersheds in Kano State AU - Tudunwada, I.Y. AU - Aduojo, A. AU - Dakagan, J.B. T2 - Nigeria African Journal of Earth and Environmental Sciences DA - 2021/// PY - 2021 VL - 4 IS - 1 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Kano Heat Islands (HIs) through Remotely Sensed Biophysical Parameters AU - Tudunwada, I.Y. AU - Aduojo, A. AU - Dakagan, J.B. T2 - African Journal of Earth and Environmental Sciences DA - 2021/// PY - 2021 VL - 4 IS - 1 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Flood Vulnerability Mapping and Prediction for Early Warning in Jigawa State, Northern Nigeria, Using Geospatial Techniques AU - Tudunwada, I.Y. AU - Abbas, A. T2 - International Journal of Disaster Risk Reduction DA - 2022/// PY - 2022 DO - 10.1016/j.ijdrr.2022.103156 VL - 79 SP - 103156 LA - en ER - TY - CHAP TI - Applications of Remote Sensing and Geographic Information System (GIS) on Environmental Management – a synoptic view AU - Tudunwada, I.Y. T2 - Paper presented to the Nigerian Environmental Society on CY - Dorayi, Kano DA - 2009/// PY - 2009 LA - en PB - Imamu Wali Training Center ER - TY - BOOK TI - Applications of Remote Sensing in Horticulture, being key note address to the 32nd Annual Conference of the Horticultural Society of Nigeria (HORTSON AU - Tudunwada, I.Y. CY - Abeokuta DA - 2014/// PY - 2014 SP - 20 – LA - en PB - Federal university of Agriculture ER - TY - CONF TI - Cassava Development at the Local Government Level: “Implementation Strategies AU - Tudunwada, I.Y. C3 - Joint Consultative Conference on the Implementation of Federal Government Programs on Cassava Development at the Local Government Level. Organized by National Council for Local Government Departments of Agriculture and the Nigerian –British DA - 2005/// PY - 2005 LA - en KW - ⛔ No DOI found ER - TY - CONF TI - Land Quality Assessment in the Dalili Sector of Kano River Irrigation Project AU - Tudunwada, I.Y. C1 - Kano C3 - Second International Conference on Drylands DA - 2016/// PY - 2016 LA - en PB - Bayero University KW - ⛔ No DOI found ER - TY - JOUR TI - Pollution from Tanning Industries in Challawa Industrial Estate, Kano AU - Tudunwada, I.Y. T2 - Bayero Journal of Biological and Environmental Studies. Department of Biological DA - 2007/// PY - 2007 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Principles of Remote Sensing & GIS. African Science & Technology Digest AU - Tudunwada, I.Y. T2 - ISSN DA - 2011/// PY - 2011 VL - 10 IS - 7 & 8 SP - 1119 EP - 877 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Safe Handling of Agricultural Chemicals: An Introductory Manual for Agricultural Extension Workers AU - Tudunwada, I.Y. T2 - ISBN DA - 2004/// PY - 2004 SP - 978 EP - 37416 – 1 –6, LA - en KW - ⛔ No DOI found ER - TY - CONF TI - Sustainable Agriculture and Climate Change in Nigeria AU - Tudunwada, I.Y. C3 - 5th Conference/seminar of the National Council of Local Government Departments of Agriculture (NACOLGDA) at merit House, Maitama, Abuja. 10th DA - 2009/// PY - 2009 LA - en KW - ⛔ No DOI found ER - TY - CONF TI - The Nigerian Agricultural Sector: Issues & Challenges AU - Tudunwada, I.Y. C3 - 8th Annual Conference of National Council of Local Governments Departments of Agriculture DA - 2014/// PY - 2014 LA - en KW - ⛔ No DOI found ER - TY - CONF TI - The Role of Agriculture in Achieving the Millennium Development Goals in Nigeria AU - Tudunwada, I.Y. C3 - 3rd annual conference of the National Council DA - 2007/// PY - 2007 LA - en KW - ⛔ No DOI found ER - TY - CHAP TI - The Role of Soil Management for Improving Crop and Animal Production to meet the Challenges of food crisis in Nigeria AU - Tudunwada, I.Y. T2 - Paper presented to National Council of Local Government Departments of Agriculture (NACOLGDA) 21st – 24th October 2008 CY - Abuja DA - 2008/// PY - 2008 LA - en PB - Merit House ER - TY - CONF TI - The Role of Soil Management in Addressing Food Crisis in Nigeria AU - Tudunwada, I.Y. C1 - Abuja C3 - 4th Annual conference of the National Council for Local Government Departments of Agriculture. October 2008 DA - 2008/// PY - 2008 LA - en PB - Merit House KW - ⛔ No DOI found ER - TY - GEN TI - Towards Rice Yield Forecasting and Development of Early Warning System using Geoinformatics in the Kano River Irrigation Project. A project submitted to the Regional Centre for Training in Aerospace Survey (United Nations Commission for Africa) Obafemi Awolowo University, Ile Ife, for fulfilment of the requirements of Certificate in GIS & Remote Sensing AU - Tudunwada, I.Y. DA - 2009/// PY - 2009 LA - en ER - TY - CONF TI - Vegetation Change Detection Due to Anthropogenic Activities in the Falgore Game Reserve, Kano, Nigeria AU - Tudunwada, I.Y. C1 - Tunisia C3 - Geotunis Conference, 6th Session, 26th DA - 2012/// PY - 2012 LA - en PB - Tunisian Association of Digital Geographic Information, El-Gazala Pole KW - ⛔ No DOI found ER - TY - JOUR TI - Mapping of Lineaments for Sustainable Groundwater Prospecting In Kano Metropolis, Kano State Nigeria AU - Tudnwada, I.Y. AU - Badamasi, M.M. AU - Atakpa, A. T2 - Techno Science Africana Journal DA - 2018/// PY - 2018 VL - 15 IS - 2 SP - – EP - 2273 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Covid-19 and disadvantage gaps in England 2021 AU - Tuckett, Sam AU - Hunt, Emily AU - Robinson, David AU - Cruikshanks, Robbie AB - The Education Policy Institute has published a major report, funded by the Nuffield Foundation, examining disadvantage gaps in England during 2021. The “disadvantage gap” – the gap in grades between disadvantaged students and their peers – is a leading measure…Read more Covid-19 and disadvantage gaps in England 2021 › DA - 2022/// PY - 2022 LA - en-GB UR - https://epi.org.uk/publications-and-research/covid-19-and-disadvantage-gaps-in-england-2021/ Y2 - 2023/10/26/16:37:11 KW - _Not used in LR ER - TY - CONF TI - Designing a Chat Bot for Learning a Subject in a Telegram Messenger. AU - Tsidylo, Ivan AU - Samborskiy, Sergiy AU - Mazur, Stanislav-Ivan AU - Zamoroz, Maria C3 - ICTERI Workshops DA - 2020/// PY - 2020 DP - Google Scholar SP - 1329 EP - 1340 KW - ⛔ No DOI found ER - TY - JOUR TI - Country-Level Research Review: EdTech in Ghana AU - Tsapali, Maria AU - Major, Louis AU - Damani, Kalifa AU - Mitchell, Joel AU - Taddese, Abeba DA - 2021/// PY - 2021 DP - Google Scholar ST - Country-Level Research Review KW - ⛔ No DOI found ER - TY - JOUR TI - Systematic review automation technologies AU - Tsafnat, Guy AU - Glasziou, Paul AU - Choong, Miew Keen AU - Dunn, Adam AU - Galgani, Filippo AU - Coiera, Enrico T2 - Systematic Reviews AB - Systematic reviews, a cornerstone of evidence-based medicine, are not produced quickly enough to support clinical practice. The cost of production, availability of the requisite expertise and timeliness are often quoted as major contributors for the delay. This detailed survey of the state of the art of information systems designed to support or automate individual tasks in the systematic review, and in particular systematic reviews of randomized controlled clinical trials, reveals trends that see the convergence of several parallel research projects. DA - 2014/07/09/ PY - 2014 DO - 10.1186/2046-4053-3-74 DP - BioMed Central VL - 3 IS - 1 SP - 74 J2 - Systematic Reviews SN - 2046-4053 UR - https://doi.org/10.1186/2046-4053-3-74 Y2 - 2018/07/29/20:54:15 KW - _Added-ailr-2024 ER - TY - JOUR TI - “Together we are better”: Professional learning networks for teachers AU - Trust, Torrey AU - Krutka, Daniel G. AU - Carpenter, Jeffrey Paul T2 - Computers & Education AB - In recent years, many educators have turned to professional learning networks (PLNs) to grow in their craft with peers who are more accessible online because of reduced temporal and spatial constraints. While educators have cultivated PLNs, there is a dearth of research about the effects of PLNs. This manuscript reports the findings of a qualitative study that investigated PLN experiences through the analysis of survey data from 732 P-12 teachers. Data analysis suggests that the anytime, anywhere availability of expansive PLNs, and their capacity to respond to educators’ diverse interests and needs, appear to offer possibilities for supporting the professional growth of whole teachers. These findings have implications for defining the present and future of teacher learning in a digital age. DA - 2016/11/01/ PY - 2016 DO - 10.1016/j.compedu.2016.06.007 DP - ScienceDirect VL - 102 SP - 15 EP - 34 J2 - Computers & Education LA - en SN - 0360-1315 ST - “Together we are better” UR - https://www.sciencedirect.com/science/article/pii/S036013151630135X Y2 - 2023/05/15/21:46:47 KW - Computer-mediated communication KW - Final_citation KW - Learning communities KW - Lifelong learning KW - PLN KW - Professional development KW - existing ER - TY - RPRT TI - Language of Instruction in Foundational Literacy & Numeracy Programs in subSarahan Africa: The Basics AU - Trudell, Barbara AU - Ralaingita, Wendi AU - Dubeck, Margaret M. AU - Piper, Benjamin AU - Norman, Julianne M3 - Science of Teaching UR - https://scienceofteaching.site/wp-content/uploads/2021/11/LOI-Basics-1.pdf Y2 - 2022/07/28/17:56:44 ER - TY - BOOK TI - Building and Sustaining National Educational Technology Agencies : Lessons, Models and Case Studies from Around the World A3 - Trucano, Michael A3 - Dykes, Gavin AB - National ICT/education agencies (and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries. That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. Through an examination of lessons from the development and history of a set of representative ICT/education agencies in East Asia, and, to better understand East Asian experience, other countries around the work, this paper seeks to identify common challenges and issues and potential relevance to leaders of such institutions. CY - Washington, DC DA - 2017/// PY - 2017 PB - World Bank Education UR - https://openknowledge.worldbank.org/handle/10986/26507 Y2 - 2019/02/14/15:36:54 ER - TY - RPRT TI - Building and Sustaining National ICT Education Agencies : Lessons from International Experiences AU - Trucano, Michael AU - Dykes, Gavin AB - National ICT/education agencies (and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries. That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. Through an examination of lessons from the development and history of a set of representative ICT/education agencies in East Asia, and, to better understand East Asian experience, other countries around the work, this paper seeks to identify common challenges and issues and potential relevance to leaders of such institutions. CY - Washington, DC DA - 2016/// PY - 2016 M3 - Technology & Innovation: SABER-ICT Technical Paper Series PB - World Bank Education SN - 2 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/26107/112899-WP-SABER-ICTframework-SABER-ICTno01.pdf?sequence=1&isAllowed=y Y2 - 2019/02/14/15:36:54 ER - TY - RPRT TI - SABER-ICT Framework Paper for Policy Analysis : Documenting National Educational Technology Policies Around the World and Their Evolution over Time. AU - Trucano, Michael AB - The systems approach for better education results (SABER) - information and communication technology (ICT) policy framework is designed to help policymakers make better informed decisions about how best to use ICTs in pursuit of core developmental objectives in the education sector. It aims to aid and inspire education policymakers as they draft, re-consider, and evaluate key policies related to the use of ICT, especially within the formal education sector at the primary and secondary (K-12) level. The framework was constructed by analyzing and synthesizing policy documents from over 80 countries. The vast majority of these policies relate to formal schooling at the primary and secondary level; related official policy guidance for other parts of an education system, including at the level of early childhood development, technical, and vocational education (TVET) and higher education, as well as pertain to out-of-school and life-long learning, is comparatively rare. While the SABER-ICT framework was constructed through an analysis of national ICT and education policies, it is expected that it may be useful when attempting to analyze and benchmark related sub-regional policies (that is, at the provincial or state level) as well. CY - Washington, DC DA - 2016/// PY - 2016 M3 - Technology & Innovation: SABER-ICT Technical Paper Series PB - World Bank Education SN - 1 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/26107/112899-WP-SABER-ICTframework-SABER-ICTno01.pdf?sequence=1&isAllowed=y Y2 - 2019/02/14/15:36:54 ER - TY - RPRT TI - Technologies in education across the Americas: The promise and the peril – and some potential ways forward AU - Trucano, Michael AB - National educational technology agencies (‘ICT/education agencies’, and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries. That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. By documenting emerging lessons from the histories of various national educational technology agencies and their functional equivalents, which are typically responsible for similar roles but which can differ radically in form by country and over time, it is hoped that this publication can help inform perspectives of decision makers considering how to create and support such an institution, the forms it might take, what roles it might take on, and how these forms and roles might be expected to evolve over time. Case studies from Korea (KERIS), Malaysia (Smart Schools), England (Becta), Chile (Enlaces), Armenia (NaCET), Uruguay (Plan Ceibal); Indonesia (PUSTEKKOM), Costa Rica (Omar Dengo Foundation), Thailand (Schoolnet Thailand), Australia (EdNA) and the Philippines are included, as well as a discussion of general lessons from international experiences, and pointers to other notable institutions around the world. CY - Washington, DC DA - 2016/// PY - 2016 M3 - Technology & Innovation: SABER-ICT Technical Paper Series PB - World Bank Education SN - 12 UR - https://openknowledge.worldbank.org/handle/10986/26259 Y2 - 2019/02/14/15:36:54 ER - TY - GEN TI - AI and the Next Digital Divide in Education AU - Trucano, M. DA - 2023/// PY - 2023 LA - en KW - Final_citation KW - anystyle KW - existing ER - TY - RPRT TI - ROER4D Project Activity Toolkit - Research Capacity Development AU - Trotter, Henry AU - Hodgkinson-Williams, Cheryl AU - Willmers, Michelle 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 based 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 UCT Network Hub pillars of project management activity: networking, evaluation, communications, research capacity development, and curation and dissemination. It is hoped that these chapters will be of practical use to other projects attempting to integrate any of these aspects in their operational strategies. This chapter focuses on the research capacity development activities undertaken in the ROER4D project, which were seen as crucial in terms of addressing the project objectives of building an empirical knowledge base on the use and impact of open educational resources (OER) in the Global South, developing the research capacity of Global South OER researchers and building a network of Global South OER scholars. It outlines the rationale behind and implementation of four central aspects of the research capacity development process, namely: research question harmonisation, concept clarification, developmental editing and open research approaches (incorporating open data). Key insights gained in conducting research capacity development activities amongst participating researchers have led the UCT Network Hub to recommend a research capacity development model which has a cohesive trajectory from conceptualisation to conducting research and, ultimately, publishing and profiling the findings of that work. DA - 2018/06/27/ PY - 2018 DP - Zenodo LA - eng PB - Research on Open Educational Resources for Development project UR - https://zenodo.org/record/1221331 Y2 - 2018/07/19/14:44:27 KW - CitedIn:eCubed KW - Done:ReferenceFixed KW - Global South KW - OER KW - Open Educational Resources KW - ROER4D KW - concept clarification KW - developmental editing KW - eCubed KW - question harmonisation KW - research capacity development ER - TY - JOUR TI - Sex/Gender Research in Music Education: A Review AU - Trollinger, Laree M DP - Zotero VL - 16 SP - 20 LA - en ER - TY - JOUR TI - Technical and vocational education and training (TVET) for young people in low- and middle-income countries: a systematic review and meta-analysis AU - Tripney, Janice S AU - Hombrados, Jorge G T2 - Empirical Research in Vocational Education and Training AB - The world is facing a worsening youth employment crisis. In response, technical and vocational education and training (TVET) is back on the development agenda after years of neglect. This systematic review examined the evidence from studies evaluating the impacts of TVET interventions for young people in low- and middleincome countries (LMICs). The 26 included studies evaluated 20 different interventions, predominantly from Latin America. Meta-analyses of the effectiveness of TVET on five outcome measure categories were conducted. The overall mean effects on overall paid employment, formal employment, and monthly earnings were small, positive, and significant; however, significant heterogeneity was observed. Moderator analysis was performed in an attempt to explain between-study differences in effects. The overall paucity of research in this area, together with specific gaps and methodological limitations, affirm the need for strengthening the evidence base. Implications for policy, practice and research are discussed. DA - 2013/// PY - 2013 DO - 10.1186/1877-6345-5-3 DP - Crossref VL - 5 IS - 1 SP - 3 J2 - ERVET LA - en SN - 1877-6345 ST - Technical and vocational education and training (TVET) for young people in low- and middle-income countries UR - http://ervet-journal.springeropen.com/articles/10.1186/1877-6345-5-3 Y2 - 2018/08/01/14:35:33 KW - -AB-Review KW - -AB-Review-SSA KW - -RQAsummary KW - -codedOrSummarised KW - -review KW - C:Kenya KW - CLL:en KW - FF1.1/3 KW - FF2.2 KW - FF2.7.a KW - keyReview en KW - onLongList KW - retain_obsolete KW - revofrevSummarisedSeptember2018 KW - summarised ER - TY - JOUR TI - ASSESSMENT-AS-LEARNING FOR COGNITIVE ACTIVATION. ISSUES FOR EFFECTIVE USE OF LEARNING TECHNOLOGIES IN THE CLASSROOM AU - Trinchero, Roberto T2 - Italian Journal of Educational Technology DA - 2018/// PY - 2018 DP - Google Scholar VL - 26 IS - 3 SP - 40 EP - 55 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Valutazione formante per l’attivazione cognitiva. Spunti per un uso efficace delle tecnologie per apprendere in classe AU - Trinchero, Roberto T2 - Italian Journal of Educational Technology DA - 2018/// PY - 2018 DP - Google Scholar VL - 26 IS - 3 SP - 40 EP - 55 KW - _C:Australia AUS KW - _C:Italy ITA KW - _C:New Zealand NZL KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - The effects of the quantification of faculty productivity: perspectives from the design science research community AU - Tremblay, M.C. AU - Meer, D AU - Beck, R. T2 - Communications of the Association for Information Systems DA - 2018/// PY - 2018 DO - 10.17705/1CAIS.04334 VL - 43 SP - 625 EP - 661 LA - en ER - TY - JOUR TI - Data for Development: Shifting Research Methodologies for Covid-19 AU - Traxler, John AU - Smith, Matt T2 - Journal of Learning for Development AB - Successful and appropriate informal digital learning can help individuals and communities build sustainable and meaningful livelihoods, strengthen social cohesion and resilience, preserve and enhance cultural traditions and engage constructively and robustly with the wider world. Building digital learning that embodies participative and collaborative development and community ownership and control rests on the work of educators who understand these individuals and communities and their cultures, which may be very distant and different from global norms and the mainstream of their countries. These educators may, however, be reliant on research tools and techniques that are inappropriate or inadequate in these different settings and situations. This paper sets out a brief critique of these established tools and techniques as the prelude to reviewing a range of more innovative and eclectic ones drawn from a variety of disciplines. This is timely because COVID-19 has increased the barriers that separate educators from would-be learners whilst also increasing the education that these people and communities need. DA - 2020/11/19/ PY - 2020 DP - jl4d.org VL - 7 IS - 3 SP - 306 EP - 325 LA - en SN - 2311-1550 ST - Data for Development UR - https://jl4d.org/index.php/ejl4d/article/view/463 Y2 - 2020/11/21/12:51:44 KW - COVID KW - development KW - digital research KW - marginalised communities KW - research methods KW - ⛔ No DOI found ER - TY - BOOK TI - Critical mobile pedagogy: cases of digital technologies and learners at the margins AU - Traxler, John AU - Crompton, Helen AB - Critical Mobile Pedagogy is an exploration of mobile technologies for designing and delivering equitable and empowering education around the globe. Synthesizing a diverse range of projects and conceptual frameworks, this case-based collection addresses the ambitions, assumptions, and impacts of interventions in under-researched, often disadvantaged communities. The editors and authors provide a nuanced and culturally responsive approach to showcasing: indigenous, nomadic, refugee, rural, and other marginalized communities emerging pedagogies such as curation, open resources, massive open online courses (MOOCs), and self-directed learning contextual factors, including pedagogy, ethics, scaling, research methodology and culture, and consequences of innocuous or harmful implementation and deployment the nature of participation by global capital, multinationals, education systems, international agencies, national governments, and telecoms companies. Scholars, academics, policymakers, and program managers are increasingly using mobile technologies to support disadvantaged or disempowered communities in learning more effectively and appropriately. This book's diverse research precedents will help these and other stakeholders meet the challenges and opportunities of our complex, increasingly connected world and work with greater cultural and ethical sensitivity at the intersection of education, research, and technology. DA - 2021/// PY - 2021 DP - Open WorldCat LA - English SN - 978-0-367-20455-6 978-0-367-20457-0 ST - Critical mobile pedagogy ER - TY - JOUR TI - Students and mobile devices AU - Traxler, John T2 - Research in Learning Technology DA - 2010/// PY - 2010 DO - 10.1080/09687769.2010.492847 VL - 18 IS - 2 ER - TY - BOOK TI - Making mobile learning work: case studies of practice AU - Traxler, J. AU - Wishart, J. T2 - Discussions in education CY - Bristol DA - 2011/04// PY - 2011 SP - 46 PB - ESCalate, HEA Subject Centre for Education, University of Bristol SN - 978-1-907207-30-3 UR - http://escalate.ac.uk/8250 ER - TY - RPRT TI - The Words Between Us: How Well Do Enumerators Understand the Terminology Used in Humanitarian Surveys? A Study from Northeast Nigeria AU - Translators Without Borders DA - 2018/11// PY - 2018 UR - https://translatorswithoutborders.org/wp-content/uploads/2018/12/TWB_Nigeria_EnumeratorComprehension_Nov2018-1.pdf Y2 - 2024/03/25/13:35:17 ER - TY - RPRT TI - Disability in and Around Urban Areas of Sierra Leone AU - Trani, Jean-Francois AU - Bah, Osman AU - Bailey, Nicki AU - Browne, Joyce AU - Groce, Nora AU - Kett, Maria DA - 2017/11/01/ PY - 2017 DP - ResearchGate UR - https://www.researchgate.net/publication/320757193_Disability_in_and_Around_Urban_Areas_of_Sierra_Leone KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Toward Sustainable Learning during School Suspension: Socioeconomic, Occupational Aspirations, and Learning Behavior of Vietnamese Students during COVID-19 AU - Tran, Trung AU - Hoang, Anh-Duc AU - Nguyen, Yen-Chi AU - Nguyen, Linh-Chi AU - Ta, Ngoc-Thuy AU - Pham, Quang-Hong AU - Pham, Chung-Xuan AU - Le, Quynh-Anh AU - Dinh, Viet-Hung AU - Nguyen, Tien-Trung T2 - Sustainability AB - The overspread of the novel coronavirus—SARS-CoV-2—over the globe has caused significant damage to manufacturing and service businesses, regardless of whether they are commercial, public, or not-for-profit sectors. While both the short-term and long-term impacts of most companies can be approximately measured or estimated, it is challenging to address the enduring effects of COVID-19 on teaching and learning activities. The target of this research is to investigate students’ manners of studying at home during the school suspension time as a result of COVID-19. Through analyzing original survey data from 420 K6–12 students in Hanoi, Vietnam, this work demonstrates the different learning habits of students with different socioeconomic statuses and occupational aspirations during the disease’s outbreak. In particular, we featured the differences in students’ learning behaviors between private schools and public schools, as well as between students who plan to follow STEM-related careers and those who intend to engage in social science-related careers. The empirical evidence of this study can be used for the consideration of the local government to increase the sustainability of coming policies and regulations to boost students’ self-efficacy, as it will affect 1.4 million students in Hanoi, as well as the larger population of nearly 10 million Vietnamese students. These results can also be the foundation for future investigations on how to elevate students’ learning habits toward Sustainable Development Goal 4 (SDG4)—Quality Education—especially in fanciful situations in which the regular school operation has been disrupted, counting with limited observation and support from teachers and parents. DA - 2020/01// PY - 2020 DO - 10.3390/su12104195 DP - www.mdpi.com VL - 12 IS - 10 SP - 4195 LA - en ST - Toward Sustainable Learning during School Suspension UR - https://www.mdpi.com/2071-1050/12/10/4195 Y2 - 2020/08/12/16:56:20 KW - COVID-19 KW - SDG4 KW - Vietnam KW - _C:Australia AUS KW - _C:Canada CAN 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:Japan JPN KW - _C:Korea XKOR KW - _C:Korea, Democratic People's Republic PRK KW - _C:Korea, Republic KOR KW - _C:Netherlands NLD KW - _C:Poland POL KW - _C:Singapore SGP KW - _C:Switzerland CHE KW - _C:Thailand THA KW - _C:United States USA KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 KW - learning habit KW - occupational aspiration KW - school closure KW - secondary school KW - socioeconomic KW - sustainable education ER - TY - JOUR TI - Development of the TAIL rating scheme for indoor environmental quality in schools AU - Tran, Minh-Tien AU - Wei, Wenjuan AU - Dassonville, Claire AU - Mandin, Corinne AU - Wargocki, Pawel AU - Hequet, Valérie T2 - CLIMA 2022 conference AB - The TAIL rating scheme was developed to assess indoor environmental quality (IEQ) in offices and hotels undergoing deep renovation and was recently extended by the PredicTAIL method allowing prediction of IEQ through modeling. TAIL provides the methodology for rating the quality of the thermal, acoustic, and luminous environments, the indoor air quality, and the overall quality of the indoor environment. The present work is an extension of the use of TAIL rating scheme for school classrooms to provide necessary information for effective actions and mitigation measures to improve classroom IEQ. The TAIL was invented by examining the literature and certification schemes to identify the parameters that characterize IEQ in offices and hotels; 12 parameters were selected. A similarly pragmatic approach is followed when developing the TAIL for schools. The literature published after 2010 was surveyed to identify papers presenting measurements of IEQ in classrooms in Europe, the USA, and Australia; 75 papers were identified. Besides the 12 parameters already included in TAIL, the studies also used other parameters to characterize classroom IEQ. These parameters will be evaluated for their importance for the teaching, learning, and well-being of pupils, as well as measuring complexity, among others. Based on this assessment, the relevant parameters will be selected for inclusion in the TAIL rating for schools. The selection will be assisted using the measurements from the extensive campaign organized by the Indoor Air Quality Observatory in 308 schools and 602 classrooms in France; some of these data will be used to assess the efficacy of the TAIL for schools indicator. The relationships between the newly developed TAIL for schools, the teacher’s perceptions of indoor environmental quality, and detailed building characteristics will be studied. DA - 2022/05/19/ PY - 2022 DO - 10.34641/CLIMA.2022.244 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/244 Y2 - 2022/05/29/15:11:09 KW - BE:RELEVANT KW - auto_merged ER - TY - RPRT TI - TPD@Scale Compendium. Foundation for Information Technology Education and Development. AU - TPD@Scale Coalition for the Global South DA - 2022/// PY - 2022 ER - TY - RPRT TI - Analysis report of data collected in Temeke schools AU - Toyinbo, Oluyemi AU - Villavicencio, Xuzel AU - Waziri, Nafisa AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1116 DA - 2023/12/31/T00:00:00.000Z PY - 2023 LA - en M3 - Report PB - Open Development & Education UR - https://docs.opendeved.net/lib/BJ7JH7MU KW - Internal KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Trialling environmental sensors in Tanzanian schools – first pilot AU - Toyinbo, Oluyemi AU - Villavicencio, Xuzel AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1035 DA - 2023/09/11/ PY - 2023 LA - en PB - Open Development & Education SN - 7 UR - https://docs.opendeved.net/lib/NFNWZX3A KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - BLOG TI - Education and climate change: What retrofits could make classroom environments more conducive to learning? AU - Toyinbo, Oluyemi AU - Villavicencio, Xuzel T2 - The Education and Development Forum (UKFIET) AB - To foster optimal student learning, well-being, and overall health, it is vital that school environments prioritise comfort. DA - 2023/// PY - 2023 LA - en-GB ST - Education and climate change UR - https://www.ukfiet.org/2023/education-and-climate-change-what-retrofits-could-make-classroom-environments-more-conducive-to-learning/ Y2 - 2023/11/07/19:29:13 ER - TY - RPRT TI - Education and climate change – What retrofits could make classroom environments more conducive to learning? AU - Toyinbo, Oluyemi AU - Villavicencio, Xuzel AB - An output of the Open Development & Education, https://.opendeved.net/ CN - 0297 DA - 2023/// PY - 2023 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/WSD6C5HV KW - _comingsoon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Possible Retrofit Interventions for Classrooms (Infographic) AU - Toyinbo, Oluyemi AU - Villavicencio Peralta, Xuzel Ana AU - Megogo Bokamba, Tania Elena AB - The infographic presents different options explored so far for possible modifications that could be implemented in classrooms in Tanzania. The interventions chosen will depend on the conditions of each classroom studied in the ‘Improving Learning Conditions through Classroom Experience’ programme. DA - 2023/07/06/ PY - 2023 M3 - Infographic - Improving Learning Through Classroom Experience in East Africa PB - Open Development & Education ER - TY - THES TI - Indoor environmental quality, pupils' health and academic performance AU - Toyinbo, Oluyemi Olagoke AB - Basic elementary school is compulsory for students in most countries of the world. Therefore, children spend a considerable amount of their time in school studying. Subsequently, exposure to substances in their school indoor environment can affect their studies and health. In addition , children are more susceptible to indoor pollutants because their organ systems are immature. In general, there has been more research on the impact of offices and industrial environments on adult occupants than research on school environments involving pupils. The aim of this thesis is to assess elementary schools’ indoor environmental quality, and its associations with pupils’ health and learning outcomes. Data were collected from three countries (samples including all elementary schools in Finland, seventy elementary schools in United States of America and five elementary schools in Nigeria). This included measuring classroom indoor and outdoor temperature, carbon dioxide, carbon monoxide and relative humidity. Ventilation rates were also assessed as well as cleaning effectiveness. A walkthrough was done to evaluate school building characteristics while students and school principals were asked questions about health and school environmental conditions respectively. Data were also recovered from registries. The results from Finland showed that noise and poor air quality in classrooms were the most prevalent indoor environmental (IEQ) factors causing discomfort, while headache, fatigue and stuffy nose were the most prevalent health problems reported by students. Where students reported poor air quality in classrooms, it was associated with high measured mean temperature and low ventilation rates in those classrooms. Respiratory symptoms increased with thermal discomfort, inadequate ventilation and moisture damage. Missed school days as a result of respiratory symptoms was more common in schools with inadequate ventilation. Inadequate ventilation was associated with learning outcomes. Ventilation rate was dependent on the type of the ventilation system. Upgraded systems were found to provide more adequate ventilation and thermal comfort in schools. A negative significant correlation was also found between the number of students in the classroom and ventilation rate per student. In the US study, academic performance such as passing mathematical and reading tests was related to ventilation rates and indoor temperature in classrooms. Inadequate ventilation was associated with increased visits to school nurses due to respiratory symptoms while biological contamination of high contact surfaces was related to increased visits due to gastro-intestinal symptoms. In the Nigerian study, thermal discomfort was observed in classrooms especially in the afternoon even though most classrooms were adequately ventilated judging by indoor carbon dioxide (CO2) concentration. There was lack of functioning bathrooms in most schools studied and biological contamination of student desk was moderately high based on adenosine triphosphate (ATP) testing. It was considered important that activities that emit or produce hazardous materials are not present or near school buildings, as this will ultimately affect the IEQ of classrooms. There is a need to constantly and continuously evaluate school buildings, so that the best possible indoo r environment can be provided for students at all times. DA - 2017/// PY - 2017 DP - Google Scholar M3 - PhD Thesis PB - Itä-Suomen yliopisto KW - BE:LMIC KW - BE:RELEVANT ER - TY - THES TI - School buildings and indoor environmental quality in Nigerian elementary schools and their potential health effects on students AU - Toyinbo, Oluyemi DA - 2018/// PY - 2018 DP - Google Scholar M3 - Master's Thesis PB - Itä-Suomen yliopisto KW - BE:LMIC KW - BE:RELEVANT ER - TY - JOUR TI - Baby knows best? The impact of weaning style on food preferences and body mass index in early childhood in a case–controlled sample AU - Townsend, Ellen AU - Pitchford, Nicola J. T2 - BMJ open DA - 2012/// PY - 2012 DO - 10.1136/bmjopen-2011-000298 DP - Google Scholar VL - 2 IS - 1 SP - e000298 ST - Baby knows best? ER - TY - JOUR TI - Using electronic technology in the dynamic testing of young primary school children: predicting school achievement AU - Touw, Kirsten WJ AU - Vogelaar, Bart AU - Bakker, Merel AU - Resing, Wilma CM T2 - Educational Technology Research and Development DA - 2019/// PY - 2019 DO - 10.1007/s11423-019-09655-6 DP - Google Scholar VL - 67 IS - 2 SP - 443 EP - 465 ST - Using electronic technology in the dynamic testing of young primary school children KW - __C:filed:1 ER - TY - GEN TI - Llama 2: Open Foundation and Fine-Tuned Chat Models AU - Touvron, Hugo AU - Martin, Louis AU - Stone, Kevin AU - Albert, Peter AU - Almahairi, Amjad AU - Babaei, Yasmine AU - Bashlykov, Nikolay AU - Batra, Soumya AU - Bhargava, Prajjwal AU - Bhosale, Shruti AU - Bikel, Dan AU - Blecher, Lukas AU - Ferrer, Cristian Canton AU - Chen, Moya AU - Cucurull, Guillem AU - Esiobu, David AU - Fernandes, Jude AU - Fu, Jeremy AU - Fu, Wenyin AU - Fuller, Brian AU - Gao, Cynthia AU - Goswami, Vedanuj AU - Goyal, Naman AU - Hartshorn, Anthony AU - Hosseini, Saghar AU - Hou, Rui AU - Inan, Hakan AU - Kardas, Marcin AU - Kerkez, Viktor AU - Khabsa, Madian AU - Kloumann, Isabel AU - Korenev, Artem AU - Koura, Punit Singh AU - Lachaux, Marie-Anne AU - Lavril, Thibaut AU - Lee, Jenya AU - Liskovich, Diana AU - Lu, Yinghai AU - Mao, Yuning AU - Martinet, Xavier AU - Mihaylov, Todor AU - Mishra, Pushkar AU - Molybog, Igor AU - Nie, Yixin AU - Poulton, Andrew AU - Reizenstein, Jeremy AU - Rungta, Rashi AU - Saladi, Kalyan AU - Schelten, Alan AU - Silva, Ruan AU - Smith, Eric Michael AU - Subramanian, Ranjan AU - Tan, Xiaoqing Ellen AU - Tang, Binh AU - Taylor, Ross AU - Williams, Adina AU - Kuan, Jian Xiang AU - Xu, Puxin AU - Yan, Zheng AU - Zarov, Iliyan AU - Zhang, Yuchen AU - Fan, Angela AU - Kambadur, Melanie AU - Narang, Sharan AU - Rodriguez, Aurelien AU - Stojnic, Robert AU - Edunov, Sergey AU - Scialom, Thomas AB - In this work, we develop and release Llama 2, a collection of pretrained and fine-tuned large language models (LLMs) ranging in scale from 7 billion to 70 billion parameters. Our fine-tuned LLMs, called Llama 2-Chat, are optimized for dialogue use cases. Our models outperform open-source chat models on most benchmarks we tested, and based on our human evaluations for helpfulness and safety, may be a suitable substitute for closed-source models. We provide a detailed description of our approach to fine-tuning and safety improvements of Llama 2-Chat in order to enable the community to build on our work and contribute to the responsible development of LLMs. DA - 2023/07/19/ PY - 2023 DO - 10.48550/arXiv.2307.09288 DP - arXiv.org PB - arXiv ST - Llama 2 UR - http://arxiv.org/abs/2307.09288 Y2 - 2024/02/24/17:41:38 KW - Computer Science - Artificial Intelligence KW - Computer Science - Computation and Language ER - TY - GEN TI - LLaMA: Open and Efficient Foundation Language Models AU - Touvron, Hugo AU - Lavril, Thibaut AU - Izacard, Gautier AU - Martinet, Xavier AU - Lachaux, Marie-Anne AU - Lacroix, Timothée AU - Rozière, Baptiste AU - Goyal, Naman AU - Hambro, Eric AU - Azhar, Faisal AU - Rodriguez, Aurelien AU - Joulin, Armand AU - Grave, Edouard AU - Lample, Guillaume AB - We introduce LLaMA, a collection of foundation language models ranging from 7B to 65B parameters. We train our models on trillions of tokens, and show that it is possible to train state-of-the-art models using publicly available datasets exclusively, without resorting to proprietary and inaccessible datasets. In particular, LLaMA-13B outperforms GPT-3 (175B) on most benchmarks, and LLaMA-65B is competitive with the best models, Chinchilla-70B and PaLM-540B. We release all our models to the research community. DA - 2023/02/27/ PY - 2023 DO - 10.48550/arXiv.2302.13971 DP - arXiv.org PB - arXiv ST - LLaMA UR - http://arxiv.org/abs/2302.13971 Y2 - 2024/02/24/17:41:36 KW - Computer Science - Computation and Language ER - TY - JOUR TI - Envisioning AI for K-12: What Should Every Child Know about AI? AU - Touretzky, David AU - Gardner-McCune, Christina AU - Martin, Fred AU - Seehorn, Deborah T2 - Proceedings of the AAAI Conference on Artificial Intelligence AB - The ubiquity of AI in society means the time is ripe to consider what educated 21st century digital citizens should know about this subject. In May 2018, the Association for the Advancement of Artificial Intelligence (AAAI) and the Computer Science Teachers Association (CSTA) formed a joint working group to develop national guidelines for teaching AI to K-12 students. Inspired by CSTA's national standards for K-12 computing education, the AI for K-12 guidelines will define what students in each grade band should know about artificial intelligence, machine learning, and robotics. The AI for K-12 working group is also creating an online resource directory where teachers can find AI- related videos, demos, software, and activity descriptions they can incorporate into their lesson plans. This blue sky talk invites the AI research community to reflect on the big ideas in AI that every K-12 student should know, and how we should communicate with the public about advances in AI and their future impact on society. It is a call to action for more AI researchers to become AI educators, creating resources that help teachers and students understand our work. DA - 2019/07/17/ PY - 2019 DO - 10.1609/aaai.v33i01.33019795 DP - DOI.org (Crossref) VL - 33 IS - 01 SP - 9795 EP - 9799 J2 - AAAI LA - en SN - 2374-3468, 2159-5399 ST - Envisioning AI for K-12 UR - https://ojs.aaai.org/index.php/AAAI/article/view/5053 Y2 - 2023/09/19/18:19:32 ER - TY - JOUR TI - Influencing appraisals of emotional valence with spatial touchscreen interactions: An embodied approach to Positive Technology AU - Torres, Sergio Cervera DA - 2017/// PY - 2017 DP - Google Scholar ST - Influencing appraisals of emotional valence with spatial touchscreen interactions KW - _C:Canada CAN KW - _C:China CHN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Italy ITA KW - _C:Netherlands NLD 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 - An introduction to the coverage of the Data Citation Index (Thomson-Reuters): Disciplines, document types and repositories AU - Torres-Salinas, Daniel AU - Martín-Martín, Alberto T2 - arXiv preprint arXiv:1306.6584 DA - 2013/// PY - 2013 DP - Google Scholar ST - An introduction to the coverage of the Data Citation Index (Thomson-Reuters) KW - ⛔ No DOI found ER - TY - JOUR TI - Academic Silver Linings in a Philippine State University Amid the Early Stages of Pandemic Cases AU - Toquero, Cathy Mae T2 - Journal of Learning for Development AB - The primary role of the academe is knowledge building, however, due to the prevailing digital divide, some institutions of higher learning were not able to offer even Emergency Online Teaching (EOT) for continuous formal education during the early stages of the pandemic. This article highlights diversified ways that a state university from a developing country  (Philippines)  responded to the crisis to offer assistance towards the social development of the stakeholders amid the COVID-19 pandemic. DA - 2021/07/19/ PY - 2021 DP - jl4d.org VL - 8 IS - 2 SP - 448 EP - 455 LA - en SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/498 Y2 - 2022/04/05/12:23:33 KW - COVID-19 KW - Philippines KW - _genre:PR-primary_research KW - crisis response strategy KW - emergency response KW - higher education KW - social media KW - ⛔ No DOI found ER - TY - JOUR TI - Emergency remote education experiment amid COVID-19 pandemic AU - Toquero, Cathy Mae T2 - IJERI: International Journal of Educational Research and Innovation DA - 2021/// PY - 2021 DO - 10.46661/ijeri.5113 DP - upo.es IS - 15 SP - 162 EP - 172 J2 - ijeri LA - en SN - 2386-4303 UR - https://upo.es/revistas/index.php/IJERI/article/view/5113 Y2 - 2020/08/12/17:25:19 KW - __C:filed:1 KW - remote teaching ER - TY - JOUR TI - Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence AU - Tondeur, Jo AU - Van Braak, Johan AU - Ertmer, Peggy A. AU - Ottenbreit-Leftwich, Anne T2 - Educational Technology Research and Development DA - 2017/06// PY - 2017 DO - 10.1007/s11423-016-9481-2 DP - DOI.org (Crossref) VL - 65 IS - 3 SP - 555 EP - 575 J2 - Education Tech Research Dev LA - en SN - 1042-1629, 1556-6501 ST - Understanding the relationship between teachers’ pedagogical beliefs and technology use in education UR - http://link.springer.com/10.1007/s11423-016-9481-2 Y2 - 2024/03/04/16:17:28 KW - Final_citation ER - TY - JOUR TI - School feeding in east and southern Africa: Improving food sovereignty or photo opportunity AU - Tomlinson, Mark T2 - Health Systems Research Unit, Medical Research Council. Equinet Discussion Paper DA - 2007/// PY - 2007 DP - Google Scholar VL - 46 ST - School feeding in east and southern Africa KW - ⛔ No DOI found ER - TY - CHAP TI - Does Outcomes-Based Reporting Contribute to or Contradict the Realisation of Social Outcomes? AU - Tomkinson, Emma T2 - The Three Sector Solution: Delivering public policy in collaboration with not-for-profits and business C2 - Butcher, John C2 - Gilchrist, David DA - 2016/// PY - 2016 DP - Google Scholar SP - 185 PB - ANU Press UR - https://press-files.anu.edu.au/downloads/press/n1949/pdf/ch09.pdf Y2 - 2024/03/19/20:02:54 KW - Final_citation ER - TY - JOUR TI - Effects of game‐based learning on students' mathematics achievement: A meta‐analysis AU - Tokac, Umit AU - Novak, Elena AU - Thompson, Christopher G. T2 - Journal of Computer Assisted Learning DA - 2019/06// PY - 2019 DO - 10.1111/jcal.12347 VL - 35 IS - 3 SP - 407 EP - 420 J2 - J Comput Assist Learn LA - en SN - 0266-4909, 1365-2729 ST - Effects of game‐based learning on students' mathematics achievement KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Development of a tool to predict the socio-economic consequences of better air quality and temperature control in classrooms AU - Toftum, Jørn AU - Andersen, Rune AU - Prado, Jose Joaquin Aguilera AU - Kolstrup, Kristian AU - Hauberg, Daniel Sloth AU - Clausen, Geo T2 - Energy and Buildings DA - 2021/// PY - 2021 DO - 10.1016/j.enbuild.2021.111274 DP - Google Scholar VL - 250 SP - 111274 KW - BE:RELEVANT ER - TY - ELEC TI - A double challenge for the disabled AU - Toesland, F T2 - United Nation DA - 2019/// PY - 2019 UR - https://www.un.org/africarenewal/magazine/december-2018-march-2019/double-challenge-disabled Y2 - 2024/01/12/00:00:00 ER - TY - JOUR TI - Research in International Transfer of Vocational Education and Training – A Systematic Literature Review AU - Toepper, Miriam AU - Zlatkin-Troitschanskaia, Olga AU - Kühling-Thees, Carla T2 - International Journal for Research in Vocational Education and Training AB - Context: The transfer of vocational education and training (VET) has a long tradition and can be based on various conceptual and methodical approaches. Transfer process and success can be influenced by numerous factors at different levels (systemic, institutional and individual). However, the existing research on the challenges and success factors of VET transfer is very heterogenous and fragmented. Method: To provide a comprehensive and structured overview of the current state of the international research on transfer in the context of VET, we conducted a literature review, which is presented here. Using the method of systematic literature review, a total of 231 studies were found and 41 studies were selected based on the defined criteria for full text analysis. Findings: Various specific research foci and analytical approaches used on the included studies were identified and documented. The transfer of a dual VET system or its elements is based on different approaches and perspectives of the recipient country and the transferee. Major challenges for the transfer of dual VET systems include the social reputation of VET in the recipient countries and (language- and culture-related) communication difficulties between the involved parties. For a successful transfer of VET, a deeper knowledge of the contextual conditions in the recipient country are of particular importance, as well as a close, longstanding cooperation between the involved parties. Conclusion: The generated knowledge about key contextual conditions at the individual, company and systemic level in the context of VET transfer can provide a valuable basis for future VET cooperation. DA - 2021/12/15/ PY - 2021 DO - 10.13152/IJRVET.8.4.7 DP - journals.sub.uni-hamburg.de VL - 8 IS - 4 SP - 138 EP - 169 LA - en SN - 2197-8646 UR - https://journals.sub.uni-hamburg.de/hup2/ijrvet/article/view/138-169 Y2 - 2023/01/23/11:24:02 KW - Literature Review KW - Professional Competence KW - Success Factors KW - Transfer KW - VET KW - Vocational Education and Training ER - TY - CONF TI - Machine learning vs. Rules and out-of-the-box vs. retrained AU - Tkaczyk, D. AU - Collins, A. AU - Sheridan, P. C1 - Fort Worth, Texas, USA C3 - Proceedings of the ACM/IEEE on Joint Conference on Digital Libraries DA - 2018/06/03/7 PY - 2018 LA - en ER - TY - JOUR TI - Implications for implementation science AU - Titler, Marita G. AU - Everett, Linda Q. AU - Adams, Susan T2 - Nursing Research DA - 2007/// PY - 2007 DO - 10.1097/01.NNR.0000280636.78901.7f DP - Google Scholar VL - 56 IS - 4 SP - S53 EP - S59 ER - TY - RPRT TI - Disadvantaged Schools and Students in Ethiopia: Why is the GEQIP-E Reform Necessary? AU - Tiruneh, Dawit AU - Sabates, Ricardo AU - Woldehanna, Tassew AB - This Insight provides an overview of the prevalence of inequity in access to quality primary education for children and particularly girls living in the emerging regions, and children with disabilities in Ethiopia. DA - 2021/04/29/ PY - 2021 DP - DOI.org (Crossref) LA - en PB - Research on Improving Systems of Education (RISE) ST - Disadvantaged Schools and Students in Ethiopia UR - https://riseprogramme.org/publications/disadvantaged-schools-and-students-ethiopia-why-geqip-e-reform-necessary Y2 - 2023/01/07/20:46:50 ER - TY - JOUR TI - Trends in Mathematics Learning in Ethiopia: 2012 – 2019 AU - Tiruneh, Dawit T. AU - Sabates, Ricardo AU - Rolleston, Caine AU - Hoddinott, John T2 - Bahir Dar Journal of Education AB - This study examines the trends in mathematics learning for Grade 4 pupils in Ethiopia based on a longitudinal survey of 33 schools from 2012-13 to 2018-19. The study employs unique data collected both at the start and end of the General Education Quality Improvement Program – Phase II (GEQIP-II) reform targeting the same schools in six regions. The data included repeated measures of pupil learning outcomes plus child socio-economic background, teacher, and school characteristics. Despite the implementation of the GEQIP-II reform, we found that pupils’ mathematics learning levels declined between 2012-13 and 2018-19. Progress in mathematics within the 2018-19 academic year improved slightly compared to 2012-13, but there is difference in magnitude of learning progress for the two periods between pupils across rural-urban locations, regional states, and family economic backgrounds. There is an overall improvement in school and teacher ‘quality’ between 2012 and 2019, while there is some evidence of changes in student composition between the two periods. Consistent with the GEQIP-II reform in terms of supporting access and retention, pupils in 2018-19 were more likely to have attended pre-school, less often absent from school, and less likely to have dropped out, compared to pupils in the same grade level in 2012-13. In 2018-19, pupils’ caregivers are less likely to be literate, they have fewer assets at home, and they travel a relatively longer distance to school. Differences in mathematics learning levels and learning progress between disadvantaged pupils (i.e., pupils from rural areas, emerging regions, poorest socio-economic background) and their relatively advantaged counterparts are discussed in relation to the GEQIP-II educational reform. DA - 2021/// PY - 2021 DO - 10.1965/bje.v21i1.669 DP - journals.bdu.edu.et VL - 21 IS - 1 SP - 26 EP - 45 LA - en SN - 2415-0452 ST - Trends in Mathematics Learning in Ethiopia UR - https://journals.bdu.edu.et/index.php/bje/article/view/669 Y2 - 2023/01/07/20:46:40 KW - disadvantaged students KW - equitable access KW - numeracy KW - ⚠️ Invalid DOI ER - TY - JOUR TI - A history of meta‐regression: Technical, conceptual, and practical developments between 1974 and 2018 AU - Tipton, Elizabeth AU - Pustejovsky, James E. AU - Ahmadi, Hedyeh T2 - Research Synthesis Methods AB - At the beginning of the development of meta‐analysis, understanding the role of moderators was given the highest priority, with meta‐regression provided as a method for achieving this goal. Yet in current practice, meta‐regression is not as commonly used as anticipated. This paper seeks to understand this mismatch by reviewing the history of meta‐regression methods over the past 40 years. We divide this time span into four periods and examine three types of methodological developments within each period: technical, conceptual, and practical. Our focus is broad and includes development of methods in the fields of education, psychology, and medicine. We conclude the paper with a discussion of five consensus points, as well as open questions and areas of research for the future. DA - 2019/06// PY - 2019 DO - 10.1002/jrsm.1338 DP - DOI.org (Crossref) VL - 10 IS - 2 SP - 161 EP - 179 J2 - Research Synthesis Methods LA - en SN - 1759-2879, 1759-2887 ST - A history of meta‐regression UR - https://onlinelibrary.wiley.com/doi/10.1002/jrsm.1338 Y2 - 2023/11/01/23:24:32 KW - _yl:a ER - TY - JOUR TI - Current practices in meta‐regression in psychology, education, and medicine AU - Tipton, Elizabeth AU - Pustejovsky, James E. AU - Ahmadi, Hedyeh T2 - Research Synthesis Methods AB - Having surveyed the history and methods of meta‐regression in a previous paper, in this paper, we review which and how meta‐regression methods are applied in recent research syntheses. To do so, we reviewed studies published in 2016 across four leading research synthesis journals: Psychological Bulletin , the Journal of Applied Psychology , Review of Educational Research , and the Cochrane Library . We find that the best practices defined in the previous review are rarely carried out in practice. In light of the identified discrepancies, we consider how to move forward, first by identifying areas where further methods development is needed to address persistent problems in the field and second by discussing how to more effectively disseminate points of methodological consensus. DA - 2019/06// PY - 2019 DO - 10.1002/jrsm.1339 DP - DOI.org (Crossref) VL - 10 IS - 2 SP - 180 EP - 194 J2 - Research Synthesis Methods LA - en SN - 1759-2879, 1759-2887 UR - https://onlinelibrary.wiley.com/doi/10.1002/jrsm.1339 Y2 - 2023/11/01/23:24:04 KW - _yl:b ER - TY - CONF TI - Factors Influencing The Adoption Of Flexible Teaching Approaches In Technical Training Institutions In Kenya AU - Tiony, AK AU - Ferej, A AU - Kitainge, K T2 - Pan-Commonwealth Forum 8 (PCF8), 2016 AB - The goal of training in technical training institutions is to produce highly skilled graduates with competencies to handle various challenges in technology oriented fields. The continuing need to improve the quality of education in Technical Vocational Education and Training (TVET) is ever present. Therefore, effective teaching at these institutions is important to enhance quality of its graduates. This paper highlights the factors influencing the adoption of flexible approaches to teaching in technical training institutions in Kenya. Two specific objectives; establish how the syllabus content influences the adoption of flexible approaches to teaching; evaluate how institutional factors influence the adoption flexible approaches to teaching. The study was guided by a conceptual framework developed by the author. This study was conducted through descriptive research design. Data were collected from seven technical training colleges in Western Kenya. The method of data collection was through open and closed-ended structured questionnaires, and interview schedules. Collected data were coded in SPSS 17.0, (2008) and analysed using descriptive statistics. The study established that institutional managers had no authority to develop their own courses tailor made to suit specific needs in the market. The teaching resources that influence the adoption of flexible learning and teaching were also found to be unavailable in classrooms. Most institutions however had put in place strategic objectives to improve the quality of learning and teaching. Outputs from this study are expected to enhance the adoption of flexible learning in technical training institutions. In light of the findings of the study, it was recommended that the government of Kenya should establish a clear policy aimed at greater adaptability to flexibility. Institutions need to be granted authority to develop or reorganise syllabi for provision of industry specific solutions while being regulated to meet set international standards. DA - 2016/// PY - 2016 LA - en UR - http://oasis.col.org/handle/11599/2620 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:Q KW - CT:T KW - F:access KW - F:inclusion KW - F:teaching approach KW - Q:ICT KW - Q:e-learning KW - Q:flexible KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - E-Mentoring in Higher Education: A Structured Literature Review and Implications for Future Research AU - Tinoco-Giraldo, Harold AU - Torrecilla Sánchez, Eva María AU - García-Peñalvo, Francisco José T2 - Sustainability AB - Mentoring in higher education helps learners acclimate to a new academic topic, increases the likelihood of academic success, and reduces attrition. Learners rely on the expertise and experience of mentors to help them graduate in a timely manner and advance on to their career. As online and distance education becomes more pervasive, computer-mediated mentoring allows learners to connect with their mentors in new ways. Research about mentoring in higher education includes investigations into the efficacy of virtual or e-mentoring. We conducted a literature review of research from 2009 to 2019 to identify relevant elements for implementing e-mentoring programs in higher education. Our research revealed that there is a consistent interest in the subject matter within educational research; however, there is a gap on virtual mentoring in higher education for students conducting offsite internships. Our research reviews e-mentoring programs, identifies how these programs are evaluated, identifies factors of successful programs, and establishes a research agenda in areas of e-mentoring programs for students in offsite internships and how they can be structured to achieve the same level of success. DA - 2020/01// PY - 2020 DO - 10.3390/su12114344 DP - www.mdpi.com VL - 12 IS - 11 SP - 4344 LA - en SN - 2071-1050 ST - E-Mentoring in Higher Education UR - https://www.mdpi.com/2071-1050/12/11/4344 Y2 - 2022/04/05/20:37:24 KW - e-mentoring KW - higher education KW - literature review KW - mapping KW - open educational resources KW - sustainable education ER - TY - JOUR TI - Substitution of graduate by other labour AU - Tinbergen, Jan T2 - Kyklos: international review for social sciences DA - 1974/// PY - 1974 DP - Google Scholar UR - https://repub.eur.nl/pub/8084/1974Kyklos.pdf Y2 - 2024/02/29/13:47:55 KW - Final_citation KW - ⛔ No DOI found ER - TY - BOOK TI - Teacher professional learning and development: Best Evidence Synthesis Iteration (BES) AU - Timperley, Helen AU - Education Counts AU - Iterative Best Evidence Synthesis (programme) CY - Thorndon, Wellington DA - 2007/// PY - 2007 DP - Open WorldCat LA - en PB - Education Counts SN - 978-0-7903-2628-3 978-0-7903-2629-0 ST - Teacher professional learning and development KW - C:New Zealand KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Cuba CUB KW - _C:France FRA KW - _C:India IND KW - _C:Iran IRN KW - _C:Israel ISR KW - _C:Latvia LVA KW - _C:Lithuania LTU KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Tonga TON KW - _C:Tuvalu TUV KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Teacher professional learning and development: Best evidence synthesis iteration AU - Timperley, H AU - Wilson, A AU - Barrar, H AU - Fung, I CY - Wellington DA - 2007/// PY - 2007 PB - Ministry of Education www.minedu.govt.nz/goto/bestevidencesynthesis ST - Teacher professional learning and dvelopment: Best evidence synthesis iteration UR - http://www.minedu.govt.nz/goto/bestevidencesynthesis KW - Cited KW - TPD_SSA ER - TY - JOUR TI - Researching and writing from an African-American perspective: reflective notes on three research studies AU - Tillman, L.C. T2 - International Journal of Qualitative Studies in Education DA - 2006/// PY - 2006 DO - 10.1080/09518390600696513 VL - 19 IS - 3 SP - 265 EP - 287 SN - 0951-8398 (print) / 1366-5898 (online)/06/020265-23 ST - Researching and writing from an African-American perspective: reflective notes on three research studies UR - http://dx.doi.org/10.1080/09518390600696513 ER - TY - JOUR TI - Education for sustainable development in Africa: a critique of regional agendas AU - Tikly, Leon T2 - Asia Pacific Education Review DA - 2019/06// PY - 2019 DO - 10.1007/s12564-019-09600-5 DP - DOI.org (Crossref) VL - 20 IS - 2 SP - 223 EP - 237 J2 - Asia Pacific Educ. Rev. LA - en SN - 1598-1037, 1876-407X ST - Education for sustainable development in Africa UR - http://link.springer.com/10.1007/s12564-019-09600-5 Y2 - 2022/12/25/00:55:16 ER - TY - JOUR TI - Towards a framework for researching the quality of education in low‐income countries AU - Tikly, Leon T2 - Comparative Education AB - This article introduces the themes and the various contributions to the special issue. It describes the evolution of the overall approach and framework for researching education quality used by the Implementing Education Quality in Low-Income Countries (EdQual) Research Programme Consortium (RPC). The article commences with the background to the RPC including some theoretical starting points. It provides a critique of dominant approaches to researching education quality, namely the human capital and rights based approaches. This provides a basis for setting out the approach and framework adopted by EdQual which is founded on social justice principles. The framework is outlined in relation to three intersecting contexts, namely the policy context, the home/ community context of the learner and the context of the school. DA - 2011/02// PY - 2011 DO - 10.1080/03050068.2011.541671 DP - CrossRef VL - 47 IS - 1 SP - 1 EP - 23 LA - en SN - 0305-0068, 1360-0486 UR - http://www.tandfonline.com/doi/abs/10.1080/03050068.2011.541671 Y2 - 2014/09/19/18:30:17 ER - TY - JOUR TI - Rethinking the School Closure Research: School Closure as Spatial Injustice AU - Tieken, Mara Casey AU - Auldridge-Reveles, Trevor Ray T2 - Review of Educational Research AB - Recent mass closings of schools have rocked cities across the United States. Though these urban closures—and widespread community protests—have made headlines, rural schools have also long experienced and opposed the closure of their schools. A large body of research examines these urban and rural closures from a variety of perspectives, including their economic motivations and policy implications. This review reexamines this literature, looking across context to show how school closure can produce spatial injustice. Advocates argue that closures further academic opportunity, efficiency, and equality. But our analysis shows that closures are unevenly distributed, disproportionately affecting places where poor communities and communities of color live, and they can bring negative effects, harming students and adults and reducing their access to an important educational and community institution. We conclude with recommendations for research and practice. DA - 2019/12/01/ PY - 2019 DO - 10.3102/0034654319877151 DP - SAGE Journals VL - 89 IS - 6 SP - 917 EP - 953 J2 - Review of Educational Research LA - en SN - 0034-6543 ST - Rethinking the School Closure Research UR - https://doi.org/10.3102/0034654319877151 Y2 - 2021/03/07/17:36:34 KW - Lebanon_event_2021 KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Mexico MEX KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - rural KW - school closure KW - spatial injustice KW - urban ER - TY - JOUR TI - Mass media flow and differential growth in knowledge AU - Tichenor, P. J. AU - Donohue, G. A. AU - Olien, C. N. T2 - Public opinion quarterly : journal of the American Association for Public Opinion Research DA - 1970/// PY - 1970 DO - 10.1086/267786 DP - Library Catalog - gso.gbv.de VL - 34 IS - 2 SP - 159 EP - 170 SN - 0033-362X ER - TY - JOUR TI - Teacher education in the 21st century digitalization: Open access, digital health and wellness: Colloquium presentation at the Aga Khan-IED Conference Oct 23-25, 2017, Hotel Africana, Kampala, Uganda AU - Tibenderana, Prisca Dr AU - Sumil, Novembrieta Dr AU - Busingye, Janice Dr AU - Mayende, Kiwelu Jackline AU - Osamai, Moses Odeke AU - Bounty, Kirabo Joseph Dr DA - 2017/// PY - 2017 DP - Google Scholar ST - Teacher education in the 21st century digitalization KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - BLOG TI - not all literature ‘reviews’ are the same AU - Thomson, Pat T2 - patter AB - I was trying to explain to a doctoral researcher the other day that the literature work that you do at the beginning of the doctorate is not the same as the literature work for the actual, final th… DA - 2013/05/23/T08:30:26+00:00 PY - 2013 LA - en UR - https://patthomson.net/2013/05/23/not-all-literature-reviews-are-the-same/ Y2 - 2021/04/17/19:28:44 ER - TY - JOUR TI - Education for Children with Disabilities AU - Thompson, Stephen AB - This report provides a rapid literature review of the evidence on what data and evidence exists, to identify, categorise and support children with disabilities to access education and achieve measurable learning outcomes in Tanzania and other similar resource-constrained contexts. Literature focused on the debate between mainstream and specialist education for children with disabilities is discussed. Where possible, the report flags gender dimensions. While the scope of the report did not allow for complex judgements to be made about the quality of the body of evidence, or of the strength of individual pieces of evidence, details were included to enable the reader to undertake such analysis if needed in the future, using the DFID How to Note on Assessing the Strength of Evidence. All the evidence included was in English, no more than 10 years old and from peer reviewed journals. A number of experts in the field were consulted. DA - 2017/05/26/ PY - 2017 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13091 Y2 - 2022/12/18/18:13:57 KW - ⛔ No DOI found ER - TY - JOUR TI - School-Related Violence AU - Thompson, Stephen AB - Violence against children is a global problem. It includes physical violence, psychological violence such as insults and humiliation, discrimination, neglect and maltreatment. It has short- and long-term repercussions that are often grave and damaging for children (Pinheiro 2006). Bullying, gender-based violence, accidental violence, discrimination and violence, sexual assault or harassment, physical violence and psychological violence, describe some of the most prevalent forms of school-based violence (South African Human Rights Commission 2006). The evidence base on school-related violence must be improved to inform policies (Antonowicz 2010). To assess the evidence that does exist, this helpdesk report presents a non-systematic review of the evidence on school-related violence. It is based on the evidence found through a rapid internet search and through consultation with experts in this field. The report is broken down into four sections: reducing and preventing school-related violence; safe, inclusive and violence-free schools; cyber bullying; and school-related gender-based violence. It is recognised that the topic of school-related violence is complex and multifaceted. While this report aims to offer a useful synthesis of the evidence available, as well as relevant case studies and policy recommendations, it only scratches the surface of a very large and pressing global problem. DA - 2016/10/21/ PY - 2016 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13265 Y2 - 2022/12/18/18:16:26 KW - ⛔ No DOI found ER - TY - JOUR TI - How the Accelerated Reader program can become counterproductive for high school students AU - Thompson, Gail T2 - Journal of Adolescent & Adult Literacy DA - 2008/// PY - 2008 DO - 10.1598/JAAL.51.7.3 VL - 51 IS - 7 SP - 550 EP - 560 UR - https://booklovefoundation.org/uploads/images/PDFs/Reports/Accelerated-Reading-in-High-School.pdf Y2 - 2020/11/17/00:00:00 KW - _Added to LR KW - _G:reviewed ER - TY - JOUR TI - Living systematic reviews: 2 AU - Thomas, J. AU - Noel-Storr, A. AU - Marshall, I. T2 - Combining human and machine effort. Journal of Clinical Epidemiology DA - 2017/// PY - 2017 DO - 10.1016/j.jclinepi.2017.08.011 VL - 91 SP - 31 EP - 37 LA - en ER - TY - BOOK TI - How to do your research project: a guide for students in education and applied social sciences AU - Thomas, Gary CY - Thousand Oaks, CA DA - 2017/// PY - 2017 DP - Library of Congress ISBN ET - 3rd edition PB - SAGE Publications SN - 978-1-4739-4886-0 978-1-4739-4887-7 ST - How to do your research project ER - TY - JOUR TI - A Systematic Review on Literature-based Discovery: General Overview, Methodology, & Statistical Analysis AU - Thilakaratne, Menasha AU - Falkner, Katrina AU - Atapattu, Thushari T2 - ACM Computing Surveys AB - The vast nature of scientific publications brings out the importance of Literature-Based Discovery (LBD) research that is highly beneficial to accelerate knowledge acquisition and the research development process. LBD is a knowledge discovery workflow that automatically detects significant, implicit knowledge associations hidden in fragmented knowledge areas by analysing existing scientific literature. Therefore, the LBD output not only assists in formulating scientifically sensible, novel research hypotheses but also encourages the development of cross-disciplinary research. In this systematic review, we provide an in-depth analysis of the computational techniques used in the LBD process using a novel, up-to-date, and detailed classification. Moreover, we also summarise the key milestones of the discipline through a timeline of topics. To provide a general overview of the discipline, the review outlines LBD validation checks, major LBD tools, application areas, domains, and generalisability of LBD methodologies. We also outline the insights gathered through our statistical analysis that capture the trends in LBD literature. To conclude, we discuss the prevailing research deficiencies in the discipline by highlighting the challenges and opportunities of future LBD research. DA - 2019/12/10/ PY - 2019 DO - 10.1145/3365756 DP - ACM Digital Library VL - 52 IS - 6 SP - 129:1 EP - 129:34 J2 - ACM Comput. Surv. SN - 0360-0300 ST - A Systematic Review on Literature-based Discovery UR - https://dl.acm.org/doi/10.1145/3365756 Y2 - 2024/01/18/22:37:45 KW - LBD KW - Literature-based discovery KW - hypotheses generation KW - knowledge discovery KW - literature mining KW - systematic review KW - text mining ER - TY - RPRT TI - Distance to School and the educational consequences AU - Theunynck, Serge DA - 2018/// PY - 2018 PB - World Bank ER - TY - CONF TI - The potential use of Tablet Computers to support Teaching and Learning activities in South African Schools AU - Theunissen, Kristen AU - Siebörger, Ingrid C3 - 2019 Conference on Information Communications Technology and Society (ICTAS) DA - 2019/// PY - 2019 DO - 10.1109/ictas.2019.8703614 DP - Google Scholar SP - 1 EP - 6 PB - IEEE KW - __C:filed:1 ER - TY - RPRT TI - World Development Report 2018: Learning to realize education’s promise AU - The World Bank DA - 2018/// PY - 2018 LA - en ST - World Development Report 2018 KW - Final_citation KW - cited KW - existing ER - TY - BOOK TI - Transforming Education Service Delivery Through Evidence-Informed Policy and Practice AU - The Ministry of Basic and Senior Secondary Education (MBSSE) CY - Freetown, Sierra Leone DA - 2021/02// PY - 2021 VL - 1 PB - The Ministry of Basic and Senior Secondary Education (MBSSE) UR - https://mbsse.gov.sl/wp-content/uploads/2021/02/MBSSE_Policy-E-book-V.1.pdf Y2 - 2021/02/19/09:33:15 ER - TY - JOUR TI - Responsibility Report 2018 AU - The LEGO Group DA - 2018/// PY - 2018 DP - Zotero LA - en KW - Final_citation KW - existing KW - ⛔ No DOI found ER - TY - RPRT TI - Learning through play AU - The LEGO Foundation DA - 2018/10// PY - 2018 UR - https://www.unicef.org/sites/default/files/2018-12/UNICEF-Lego-Foundation-Learning-through-Play.pdf Y2 - 2021/03/26/07:58:02 ER - TY - RPRT TI - Style Guide AU - The HP Cambridge Partnership for Education EdTech Fellowship CN - 0292 DA - 2023/06/18/ PY - 2023 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/TCFNCR2A KW - _comingsoon KW - _r:AddedByZotZen KW - _r:ImportedToMyEducationEvidence ER - TY - ELEC TI - Island nations have the edge in keeping Covid away – or most do AU - The Guardian T2 - the Guardian AB - Nations from New Zealand to Cuba closed borders promptly and imposed strict quarantine rules, but the UK won’t admit its ‘serious mistake’ DA - 2020/08/16/T06:44:04.000Z PY - 2020 LA - en UR - http://www.theguardian.com/world/2020/aug/16/island-nations-have-the-edge-in-keeping-covid-away-or-most-do Y2 - 2021/01/09/20:21:06 ER - TY - ELEC TI - Life without Covid: the nations that have sidestepped the pandemic so far AU - The Guardian T2 - the Guardian AB - A handful of countries – most of them islands, most of them remote – remain coronavirus-free, but life has not remained wholly unchanged DA - 2021/01/06/T00:43:26.000Z PY - 2021 LA - en ST - Life without Covid UR - http://www.theguardian.com/world/2021/jan/06/life-without-covid-the-nations-that-have-sidestepped-the-pandemic-so-far Y2 - 2021/01/09/20:20:51 ER - TY - BLOG TI - Five ways geospatial analysis can help visualize and solve some of education’s biggest challenges AU - the Education Commission T2 - the Education Commission AB - As the education community continues to mobilize efforts towards achieving Sustainable Development Goal 4 (SDG 4), stakeholders at all levels of the system are grappling with questions on how to deliver inclusive quality education. What communities will benefit most... DA - 2021/08/05/T18:05:53+00:00 PY - 2021 LA - en-US UR - https://educationcommission.org/updates/five-ways-geospatial-analysis-can-help-visualize-and-solve-some-of-educations-biggest-challenges/ Y2 - 2022/04/18/18:38:44 KW - _yl:c ER - TY - ELEC TI - GIS for Education Working Group AU - the Education Commission T2 - the Education Commission DA - 2021/// PY - 2021 LA - en-US UR - https://educationcommission.org/gis-for-education-working-group/ Y2 - 2022/04/18/19:04:20 KW - _yl:a ER - TY - BLOG TI - GIS for Education Working Group launches to promote data-driven decision-making AU - the Education Commission T2 - the Education Commission AB - Around the world, individuals are using maps to power everyday decisions: how do I navigate from my home to the nearest hospital? How many supermarkets are in my community? What public transportation is available for me to take to work? DA - 2021/03/08/T21:23:03+00:00 PY - 2021 LA - en-US UR - https://educationcommission.org/updates/gis-for-education-working-group-launches-to-promote-data-driven-decision-making/ Y2 - 2022/04/18/19:04:31 KW - _yl:b ER - TY - NEWS TI - How the Education System Exacerbates Inequality AU - The Chronicle T2 - The Chronicle of Higher Education AB - A discussion hosted by The Chronicle explored the education system’s underlying assumptions, what counts as high-status knowledge and who has access to it, and what approaches to increasing equity hold promise. DA - 2020/06/30/ PY - 2020 LA - en SE - News UR - https://www.chronicle.com/article/how-the-education-system-exacerbates-inequality Y2 - 2024/02/29/12:29:40 KW - Final_citation KW - anystyle KW - existing ER - TY - RPRT TI - Children with disabilities in Uganda: The hidden reality AU - The African Child Policy Forum DA - 2011/// PY - 2011 ER - TY - JOUR TI - Indoor temperature and health: a global systematic review AU - Tham, S. AU - Thompson, R. AU - Landeg, O. AU - Murray, K. A. AU - Waite, Thomas T2 - Public Health DA - 2020/// PY - 2020 DO - 10.1016/j.puhe.2019.09.005 DP - Google Scholar VL - 179 SP - 9 EP - 17 ST - Indoor temperature and health KW - BE:RELEVANT ER - TY - JOUR TI - Harnessing Open Educational Resources to the Challenges of Teacher Education in Sub-Saharan Africa. AU - Thakrar, Jayshree AU - Zinn, Denise AU - Wolfenden, Freda T2 - International Review of Research in Open & Distance Learning DA - 2009/// PY - 2009 DO - 10.19173/irrodl.v10i4.705 VL - 10 IS - 4 SP - 1 EP - 15 SN - 1492-3831 ST - Harnessing open educational resources to the challenges of teacher education in sub-Saharan Africa UR - http://www.irrodl.org/index.php/irrodl/article/view/705 ER - TY - GEN AU - TETFund, Submitted AU - Abuja DA - 2019/12// PY - 2019 ER - TY - GEN AU - TETFund, Abuja DA - 2020/// PY - 2020 ER - TY - RPRT TI - Matching practices of teachers to Schools – France – Matching in Practice AU - Terrier, Camille DA - 2014/06// PY - 2014 LA - en-US M3 - MiP Country Profile SN - 20 UR - https://www.matching-in-practice.eu/matching-practices-of-teachers-to-schools-france/ Y2 - 2021/03/07/13:25:04 KW - Lebanon_event_2021 KW - _C:Belgium BEL KW - _C:Estonia EST KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Hungary HUN KW - _C:Ireland IRL KW - _C:Italy ITA KW - _C:Spain ESP KW - _C:Ukraine UKR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Technology Integration Changes over Three Years: Teacher Technology Acceptance in a One-to-One Tablet PC Integration Across Cities AU - Terashima, Kosuke AU - Nakagawa, Hitoshi AU - Kobayashi, Yuki AU - Murai, Masuo T2 - International Journal DA - 2019/// PY - 2019 DP - Google Scholar VL - 13 IS - 1 SP - 17 EP - 26 ST - Technology Integration Changes over Three Years KW - _C:Japan JPN KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - CONF TI - Professional Development for Middle Leader Teachers: ICT Integration in Schools in Japan AU - Terashima, Kosuke C3 - Society for Information Technology & Teacher Education International Conference DA - 2019/// PY - 2019 DP - Google Scholar SP - 2543 EP - 2548 PB - Association for the Advancement of Computing in Education (AACE) ST - Professional Development for Middle Leader Teachers KW - _C:Canada CAN KW - _C:Japan JPN 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 - Transparency in literature reviews: an assessment of reporting practices across review types and genres in top IS journals AU - Templier, Mathieu AU - Paré, Guy T2 - European Journal of Information Systems AB - The central role of information systems review articles has been recognised in a recent explosion of interest in editorials, research articles, and opinion papers investigating methods and approaches for conducting standalone reviews. In continuity with recent developments in this area, this descriptive review seeks to determine the extent to which various types of review articles published in our field are transparent, i.e., they report important methodological elements about their design. To fulfil this objective, we identified, classified, and coded 142 review articles from the Association for Information Systems (AIS) senior scholars’ basket of journals published between 2000 and 2014. Overall, our findings indicate inadequate reporting of the methods, procedures, and techniques used in a majority of reviews. Our assessment also reveals that theory development and narrative reviews, which are the most frequently published types of reviews in our field, generally were the least explicit with regard to the methods they used. Based on our observations, we recommend that authors of all forms of reviews better document design decisions so to increase trustworthiness, get meaningful results, and develop a cumulative body of knowledge in our discipline. The list of reporting items developed in this study can serve as a framework to assist prospective authors of reviews both within and outside our field. DA - 2018/09/03/ PY - 2018 DO - 10.1080/0960085X.2017.1398880 DP - Taylor and Francis+NEJM VL - 27 IS - 5 SP - 503 EP - 550 SN - 0960-085X ST - Transparency in literature reviews UR - https://doi.org/10.1080/0960085X.2017.1398880 Y2 - 2024/01/18/22:36:46 KW - Literature reviews KW - assessment KW - reporting KW - transparency KW - trustworthiness ER - TY - RPRT TI - Understanding Barriers to Girls’ Access and Use of EdTech in Kenya During Covid-19 AU - Tembey, Lara AU - Baier, Jasmin AU - Ogolla, Concilia AU - Mohan, Prithika DA - 2021/09/23/ PY - 2021 LA - en PB - EdTech Hub KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Costed plan tool AU - Teixeira, Beatriz AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1051 DA - 2022/12/20/T00:00:00.000Z PY - 2022 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/VA89GNMC KW - _internal KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Instructions for costed plan tool AU - Teixeira, Beatriz AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1052 DA - 2022/12/20/T00:00:00.000Z PY - 2022 LA - en PB - Open Development & Education UR - https://docs.opendeved.net/lib/ZPUHPZND KW - _internal KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Costed plan tool AU - Teixeira, Beatriz AB - An output of the Open Development & Education, https://opendeved.net/ DA - 2022/12/20/ PY - 2022 DP - DOI.org (Crossref) PB - Open Development & Education UR - https://docs.opendeved.net/lib/VA89GNMC Y2 - 2023/12/06/18:18:19 ER - TY - RPRT TI - Instructions for costed plan tool AU - Teixeira, Beatriz AB - An output of the Open Development & Education, https://opendeved.net/ DA - 2022/12/20/ PY - 2022 DP - DOI.org (Crossref) PB - Open Development & Education UR - https://docs.opendeved.net/lib/ZPUHPZND Y2 - 2023/12/06/18:19:00 ER - TY - JOUR TI - Adjusting the use of preprints to accommodate the ‘quality’ factor in response to COVID-19 AU - Teixeira da Silva, Jaime A. T2 - Journal of Taibah University Medical Sciences AB - Preprints are typically crude precursors of peer-reviewed papers that are placed almost immediately, save for some superficial screening, on an open-access repository to allow the information to reach readers quickly, circumventing the long-drawn process typically associated with processing in peer-reviewed journals. For early-career researchers who might be enthusiastic about obtaining some recognition for their efforts, or wanting open and public input about their work, preprints are certainly a useful publication choice. However, if health-related data and information have not been carefully scrutinised, they may pose a risk and may even serve as a source of public health misinformation. Surging growth and competition among preprint servers, coupled with a massive volume of COVID-19-related preprints, mainly on bioRxiv and medRxiv, as well as select indexing now being tested on PubMed, suggests that preprints are being increasingly used in the biomedical sciences. Stronger and more robust ethical policies are needed to screen preprints before they are released to the public, and even if this implies a slight delay in publication, it may increase academics' trust in this form of scientific information and communication. Clear and stringent ethical policies need to be urgently introduced by ethics groups such as COPE and the ICMJE, whose many member journals allow preprints to be posted before traditional peer review. Stringent ethical guidelines that treat misconduct equally in preprints and peer-reviewed papers will boost the integrity of academic publishing. DA - 2021/08/01/ PY - 2021 DO - 10.1016/j.jtumed.2021.04.003 DP - ScienceDirect VL - 16 IS - 4 SP - 477 EP - 481 J2 - Journal of Taibah University Medical Sciences LA - en SN - 1658-3612 UR - https://www.sciencedirect.com/science/article/pii/S1658361221000925 Y2 - 2021/10/05/18:38:56 KW - Ethics policies KW - Health policies KW - Peer review ER - TY - JOUR TI - Silently withdrawn or retracted preprints related to Covid-19 are a scholarly threat and a potential public health risk: theoretical arguments and suggested recommendations AU - Teixeira da Silva, Jaime A. T2 - Online Information Review AB - Purpose Thousands of preprints related to Covid-19 have effused into the academic literature. Even though these are not peer-reviewed documents and have not been vetted by medical or other experts, several have been cited, while others have been widely promoted by the media. While many preprints eventually find their way into the published literature, usually through integrated publishing streams, there is a small body of preprints that have been opaquely withdrawn/retracted, without suitable reasons, leaving only a vestigial or skeletal record online. Others have, quite literally, vanished. This paper aims to examine some of those cases. Design/methodology/approach For peer-reviewed literature, a retracted academic paper is usually water-marked with “RETRACTED” across each page of the document, as recommended by ethical bodies such as the Committee on Publication Ethics, which represents thousands of journals and publishers. Curiously, even though pro-preprint groups claim that preprints are an integral part of the publication process and a scholarly instrument, there are no strict, detailed or established ethical guidelines for preprints on most preprint servers. This paper identifies select withdrawn/retracted preprints and emphasizes that the opaque removal of preprints from the scholarly record may constitute unscholarly, possibly even predatory or unethical, behavior. Findings Strict ethical guidelines are urgently needed for preprints, and preprint authors, in the case of misconduct, should face the same procedure and consequences as standard peer-reviewed academic literature. Originality/value Journals and publishers that have silently retracted or withdrawn preprints should reinstate them, as for regular retracted literature, except for highly exceptional cases. DA - 2020/01/01/ PY - 2020 DO - 10.1108/OIR-08-2020-0371 DP - Emerald Insight VL - 45 IS - 4 SP - 751 EP - 757 SN - 1468-4527 ST - Silently withdrawn or retracted preprints related to Covid-19 are a scholarly threat and a potential public health risk UR - https://doi.org/10.1108/OIR-08-2020-0371 Y2 - 2021/10/05/18:37:57 KW - Acceptance and rejection KW - Biomedicine KW - Correction of the literature KW - Open access KW - Peer review KW - Preprints KW - Retractions KW - SARS-CoV-2 virus KW - Withdrawals ER - TY - JOUR TI - Large-Scale Simulation Study of Active Learning models for Systematic Reviews AU - Teijema, Jelle Jasper AU - de Bruin, Jonathan AU - Bagheri, Ayoub AU - van de Schoot, Rens AB - The active learning methods for prioritising systematic reviews have undergone significant progress and innovation in recent years. This rapid development, however, has inadvertently highlighted the disparity between the rapid development of these methodologies and their rigorous evaluation, stemming from constraints in simulation size, lack of infrastructure, and the use of few datasets. We embark on a large-scale simulation study involving over 27 thousand simulations and over 156 million datapoints, designed to provide robust empirical evidence of active learning methodologies performance. We evaluate 13 combinations of different classification models and feature extraction techniques across high-quality datasets sourced from the SYNERGY dataset. We run a single simulation for each possible combination of selected classification model, feature extraction technique, dataset, and relevant document. The spectrum of performance varies considerably, from marginally better than random reading to near flawless results. Still, every single model-feature extraction combination outperforms random screening. Results are publicly available for analysis and replication. This study advocates for large-scale simulations as the gold standard for assessing active learning methods; it underscores the importance of comprehensive testing to reduce reporting bias and enhance result reliability. It also highlights the need for curating diverse datasets for systematic review literature. DA - 2023/// PY - 2023 DO - 10.31234/osf.io/2w3rm DP - Google Scholar UR - https://files.de-1.osf.io/v1/resources/2w3rm/providers/osfstorage/6542e2222827451abdb86f7b?action=download&direct&version=1 Y2 - 2023/11/28/12:39:38 KW - _Added-ailr-2024 ER - TY - JOUR TI - Large-Scale Simulation Study of Active Learning models for Systematic Reviews AU - Teijema, Jelle J. AU - de Bruin, Jonathan AU - Bagheri, Ayoub AU - van de Schoot, Rens T2 - PsyArXiv. November DA - 2023/// PY - 2023 DP - Google Scholar VL - 1 UR - https://files.de-1.osf.io/v1/resources/2w3rm/providers/osfstorage/6542e2222827451abdb86f7b?action=download&direct&version=1 Y2 - 2024/03/12/21:00:51 KW - ⛔ No DOI found ER - TY - JOUR TI - A mixed-methods investigation of instructional coaching for teachers of diverse learners AU - Teemant, A. T2 - Urban Education DA - 2014/// PY - 2014 DO - 10.1177/0042085913481362 VL - 49 IS - 5 SP - 574 EP - 604 UR - https://doi.org/10.1177/0042085913481362. ER - TY - JOUR TI - Teaching machine learning in K–12 classroom: Pedagogical and technological trajectories for artificial intelligence education AU - Tedre, Matti AU - Toivonen, Tapani AU - Kahila, Juho AU - Vartiainen, Henriikka AU - Valtonen, Teemu AU - Jormanainen, Ilkka AU - Pears, Arnold T2 - IEEE access DA - 2021/// PY - 2021 DO - 10.1109/ACCESS.2021.3097962 DP - Google Scholar VL - 9 SP - 110558 EP - 110572 ST - Teaching machine learning in K–12 classroom UR - https://ieeexplore.ieee.org/abstract/document/9490241/ Y2 - 2024/02/24/10:05:09 ER - TY - JOUR TI - Mixed Methods Sampling: A Typology With Examples AU - Teddlie, Charles AU - Yu, Fen T2 - Journal of Mixed Methods Research DA - 2007/01// PY - 2007 DO - 10.1177/2345678906292430 DP - CrossRef VL - 1 IS - 1 SP - 77 EP - 100 LA - en SN - 1558-6898, 1558-6901 ST - Mixed Methods Sampling UR - http://journals.sagepub.com/doi/10.1177/2345678906292430 Y2 - 2017/02/07/14:27:36 KW - CitedIn:eCubed KW - Done:ReferenceFixed KW - eCubed ER - TY - JOUR TI - Major issues and controveries in the use of mixed methods in the social and behvioral sciences AU - Teddlie, Charles AU - Tashakkori, Abbas T2 - Handbook of mixed methods in social & behavioral research DA - 2003/// PY - 2003 DP - Google Scholar SP - 3 EP - 50 KW - CitedIn:eCubed KW - Done:ReferenceFixed KW - eCubed KW - ⛔ No DOI found ER - TY - BOOK TI - Foundations of Mixed Methods Research: Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences AU - Teddlie, C. AU - Tashakkori, A. CY - London DA - 2009/// PY - 2009 PB - Sage ST - Foundations of Mixed Methods Research: Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences KW - CitedIn:eCubed KW - Done:ReferenceFixed KW - eCubed ER - TY - RPRT TI - A Comprehensive Situation Analysis of Teachers and the Teaching Profession in Sierra Leone: Final report presented to the Teaching Service Commission AU - Teaching Service Commission AU - Wright, Dr. Cream DA - 2018/02// PY - 2018 SP - en PB - Global Partnership for Education; World Bank UR - https://tsc.gov.sl/wp-content/uploads/2020/11/18-448-Sierra-Leone-Teaching-report-web.pdf Y2 - 2020/12/15/00:00:00 KW - _C:Sierra Leone SLE ER - TY - ELEC TI - Sierra Leone Education Attendance Monitoring System AU - Teaching Service Commission DA - 2020/// PY - 2020 UR - https://sleams.org/ Y2 - 2020/12/17/08:59:05 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Teacher Management Policy for Sierra Leone AU - Teaching Service Commission DA - 2020/// PY - 2020 UR - https://tsc.gov.sl/policies/ KW - _C:Sierra Leone SLE ER - TY - ELEC TI - Introducing Teachers Registration Council of Nigeria AU - Teachers Registration Council of Nigeria DA - 2008/// PY - 2008 UR - https://trcn.gov.ng/file/Introducing%20TRCN.pdf Y2 - 2020/08/05/14:35:31 ER - TY - CONF TI - What about children? Implications from their subjective perception and the risk of overheating in schools AU - te Kulve, Marije AU - Hellwig, Runa T. AU - van Dijken, Froukje AU - Boerstra, Atze C3 - Windsor Conference 2020: Resilient Comfort DA - 2020/// PY - 2020 DP - Google Scholar SP - 216 EP - 223 PB - Ecohouse Initiative Ltd. ST - What about children? KW - BE:RELEVANT KW - ⛔ No DOI found ER - TY - JOUR TI - Progressive Transformative Teacher Education in Cameroon AU - Tchombe, T.M. DA - 2014/// PY - 2014 DP - Zotero VL - 33 IS - 1 SP - 23 EP - 33 LA - en UR - https://s3.amazonaws.com/academia.edu.documents/34649651/ELM_33_1_print.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1551742406&Signature=K5v950wx3V05uB3BhfjCP40La58%3D&response-content-disposition=inline%3B%20filename%3DEducational_Leadership_and_Management_St.pdf#page=27 KW - :C:Cameroon KW - Cited KW - RRQ1:High KW - RRQ2:Medium KW - ⛔ No DOI found ER - TY - JOUR TI - Optimizing thermal comfort and energy use for learning environments AU - Taylor, Mary AU - Brown, Nathan C. AU - Rim, Donghyun T2 - Energy and Buildings AB - Thermal comfort is a critical component of indoor environments, especially in schools where learning is the main objective. However, thermal comfort comes at a price that many schools are unable to afford. Therefore, it is critical to determine a method to lower the energy costs of a building while still maintaining occupant thermal comfort. The objective of this study is to investigate how three indoor environmental parameters of air speed, humidity, and air temperature influence energy and thermal comfort in classroom environments. We employed a multi-objective optimization method that considers all three thermal parameters in the design and operation of a classroom. This method is demonstrated for three distinct climate locations (very hot and humid, cold and humid, warm and marine). Overall, our findings demonstrate significant energy savings from 1.3 to 9.1 kWh/year/m2 for cases where energy reduction is achieved. These values are for cases where the total annual number of hours that more than 10% of people are dissatisfied in a space are 0 to 42 in Miami and San Francisco and 26 to 49 in Boston. This translates to a cost savings of $3,000 to $12,800 per year for the entire building at current market rates. Note that for all locations, there were also cases where the number of hours that more than 10% of people were dissatisfied were reduced from the baseline value while still reducing energy use. This optimization framework shows promise for building mechanical designers seeking to maintain increased levels of thermal comfort throughout the year while lowering energy use. DA - 2021/10/01/ PY - 2021 DO - 10.1016/j.enbuild.2021.111181 DP - ScienceDirect VL - 248 SP - 111181 J2 - Energy and Buildings LA - en SN - 0378-7788 UR - https://www.sciencedirect.com/science/article/pii/S0378778821004655 Y2 - 2022/05/31/08:54:43 KW - Air speed KW - BE:RELEVANT KW - Building energy KW - Classroom KW - Humidity KW - Multi-objective optimization KW - Thermal comfort ER - TY - RPRT TI - Digital learning innovations for Syrian refugees and host communities external evaluation report AU - Tawileh, Anas DA - 2018/// PY - 2018 ER - TY - RPRT TI - EdTech for learning in emergencies and displaced settings AU - Tauson, Michaelle AU - Stannard, Luke DA - 2018/// PY - 2018 DP - Google Scholar PB - London: Save the Children UK KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Belgium BEL KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:China CHN KW - _C:Egypt EGY KW - _C:Ethiopia ETH KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Holy See VAT KW - _C:Honduras HND KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Israel ISR KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Malawi MWI KW - _C:Mexico MEX KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:Nigeria NGA KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Papua New Guinea PNG KW - _C:Qatar QAT KW - _C:Seychelles SYC KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Syrian Arab Republic SYR KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Yemen YEM KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - EdTech for Learning in Emergencies and Displaced Settings: A rigorous review and narrative synthesis AU - Tauson, Michaelle AU - Stannard, Luke DA - 2018/// PY - 2018 DP - resourcecentre.savethechildren.net LA - en PB - Save The Children ST - EdTech for Learning in Emergencies and Displaced Settings UR - https://resourcecentre.savethechildren.net/node/13238/pdf/edtech-learning.pdf Y2 - 2020/03/30/14:29:28 ER - TY - RPRT TI - EdTech for learning in emergencies and displaced settings — a rigorous review and narrative synthesis AU - Tauson, Michaelle AU - Stannard, Luke CY - UK DA - 2018/// PY - 2018 PB - Save the Children UR - https://www.savethechildren.org.uk/content/dam/global/reports/education-and-child-protection/edtech-learning.pdf KW - IMPORT_FROM_DFID_RITE KW - Important KW - Read KW - _THEME: Teacher Professional Development KW - ___working_potential_duplicate ER - TY - GEN TI - EdTech for learning in emergencies and  displaced settings: a rigorous review and narrative synthesis​ AU - Tauson, M. AU - Stannard, L. DA - 2018/// PY - 2018 PB - Save the Children ER - TY - ELEC TI - EdTech for Learning in Emergencies and Displaced Settings: A rigorous review and narrative synthesis AU - Tauson and Stannard T2 - Resource Centre DA - 2018/// PY - 2018 LA - en ST - EdTech for Learning in Emergencies and Displaced Settings UR - https://resourcecentre.savethechildren.net/node/13238/pdf/edtech-learning.pdf Y2 - 2020/07/27/13:09:20 ER - TY - BOOK TI - Artificial Intelligence Basics AU - Taulli, T AU - Oni, M CY - Berkeley, CA DA - 2019/// PY - 2019 ET - 1st LA - sv PB - Apress ER - TY - JOUR TI - Corporate social responsibility reports: a thematic analysis related to supply chain management AU - Tate, W.L. AU - Ellram, LM AU - Kirchoff, J.F. T2 - Journal of Supply Chain Management DA - 2010/// PY - 2010 DO - 10.1111/j.1745-493X.2009.03184.x VL - 46 IS - 1 SP - 19 EP - 44 LA - en ER - TY - JOUR TI - The Digital Divide in Language and Literacy Education AU - Tate, Tamara AU - Warschauer, Mark T2 - Language, Education and Technology DA - 2017/// PY - 2017 DO - 10.1007/978-3-319-02237-6_5 DP - Google Scholar SP - 45 EP - 56 KW - __C:filed:1 ER - TY - JOUR TI - Conceptual understanding of definite integral with GeoGebra AU - Tatar, Enver AU - Zengin, Yilmaz T2 - Computers in the Schools AB - This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum. DA - 2016/// PY - 2016 DO - 10.1080/07380569.2016.1177480 VL - 33 IS - 2 SP - 120 EP - 132 LA - English SN - 07380569 UR - https://www.researchgate.net/publication/304002585_Conceptual_Understanding_of_Definite_Integral_with_GeoGebra AN - 1797266405 KW - Computer Assisted Instruction KW - Computer Software KW - Computer assisted instruction--CAI KW - Computer-assisted instruction (CAI) KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Computer Applications KW - Educational Technology KW - Foreign Countries KW - GeoGebra KW - Mathematics KW - Mathematics Education KW - Mathematics teachers KW - Mixed Methods Research KW - Program Effectiveness KW - Questionnaires KW - Secondary Education KW - Secondary School Mathematics KW - Student Attitudes KW - Teacher Education Programs KW - Turkey KW - Wilcoxon Matched Pairs Signed Ranks Test KW - __:import:01 KW - __:match:final KW - __:study_id:2098412 KW - __finaldtb KW - achievement KW - definite integral ER - TY - BOOK TI - Mixed Methodology: Combining Qualitative and Quantitative Approaches AU - Tashakkori, A. AU - Teddlie, C. T2 - Applied Social Research Methods Series; v. 46 A2 - Bickman, L A2 - Rog, D.J. CY - Thousand Oaks, London, New Delhi DA - 1998/// PY - 1998 PB - Sage Publications ST - Mixed Methodology: Combining Qualitative and Quantitative Approaches KW - CitedIn:eCubed KW - Done:ReferenceFixed KW - eCubed ER - TY - RPRT TI - Sierra Leone research and knowledge systems: a rapid literature review AU - Tarawallie, Mamoud Idriss DA - 2015/// PY - 2015 PB - INASP UR - https://www.inasp.info/sites/default/files/2018-04/Country%20profile%20%E2%80%93%20Sierra%20Leone.pdf KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Using the Capability Approach to improve female teacher deployment to rural schools in Nigeria AU - Tao, Sharon T2 - International Journal of Educational Development AB - This study focuses on the socio-cultural and institutional factors that affect female teacher deployment in rural primary schools in Nigeria. In Kwara State, there are extreme imbalances in teacher distribution between rural and urban areas due to female teachers’ active avoidance and/or attrition from rural posts. Given these problems, this article discusses an innovative use of the Capability Approach that informed a rural teacher deployment policy that addressed a number of issues that were specifically identified through female teachers’ values and lived experiences. This research not only had the positive analytical and political effects of prioritising the knowledge, participation and empowerment of female teachers; but it also provided a more fine-grained and holistic understanding of issues hindering effective deployment and retention of female Nigerian teachers, which informed the development of comprehensive and relevant strategies to address these. DA - 2014/11/01/ PY - 2014 DO - 10.1016/j.ijedudev.2014.08.011 DP - ScienceDirect VL - 39 SP - 92 EP - 99 J2 - International Journal of Educational Development LA - en SN - 0738-0593 UR - https://www.sciencedirect.com/science/article/pii/S0738059314000911 Y2 - 2021/03/07/18:07:58 KW - Lebanon_event_2021 KW - _C:Bangladesh BGD KW - _C:Canada CAN KW - _C:Ethiopia ETH KW - _C:Ghana GHA KW - _C:India IND KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Senegal SEN KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Challenges to the Effective Teaching and Learning of Geography through ODeL at the Zimbabwe Open University AU - Tanyanyiwa, Vincent Itai AU - Madobi, Rejoice T2 - Journal of Learning for Development AB - ODeL offers a lot of opportunities and unique challenges for adult learners. In this paper, the authors sought to examine the main problems that influence the effective teaching and learning of geography and environmental studies in Zimbabwe through ODeL as perceived by the students at the ZOU's Harare/Chitungwiza Regional Campus. This single case study employed vital informant semi-structured interviews, documentary analysis and observations to solicit information from ten students and four tutors in the Geography and Environmental Studies Department (DGES) over three months. Thematic analysis and review of qualitative gained insight into the challenges that are faced by ODeL students in the DGES. The study found out that students in the department face personal and socio-economic challenges as well as related institutional challenges. The study recommends that the ZOU DGES should offer more academic support and improve its communication to the students so that they are aware of all university-related developments that impact on their studies. Keywords: challenges, teaching, learning, ODL, ODeL DA - 2021/07/19/ PY - 2021 DP - jl4d.org VL - 8 IS - 2 SP - 364 EP - 382 LA - en SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/427 Y2 - 2022/04/05/12:25:02 KW - _genre:PR-primary_research KW - ⛔ No DOI found ER - TY - JOUR TI - Implementation science: understanding the translation of evidence into practice AU - Tansella, Michele AU - Thornicroft, Graham T2 - The British Journal of Psychiatry DA - 2009/// PY - 2009 DO - 10.1192/bjp.bp.109.065565 DP - Google Scholar VL - 195 IS - 4 SP - 283 EP - 285 ST - Implementation science ER - TY - JOUR TI - Improv Theater and Whiteness in Education: A Systematic Literature Review AU - Tanner, Samuel J. AU - McCloskey, Andrea T2 - Review of Educational Research AB - Improv theater has expanded beyond a popular American form of entertainment into an educational experience for students and teachers. It may be difficult to imagine that an interactive, joyful, and collaborative improv workshop might be harmful, but our own experiences as professional improvisers led us to observe that even well-intentioned, antiracist improv theater interventions tend to reflect Whiteness more than democratic values. We investigate this observation through a systematic review of education research articles. Our review of 30 studies reveals that, to varying degrees, researchers have regarded improvisation as an instrumental practice to improve some other activity or as metaphor for the activity of teaching. We found that Whiteness has been central to the use of improvisation in educational contexts. Finally, this study illustrates that a turn toward disciplined improvisation or an improvisational ethos offers one way to practice the ideals of democratic education. DA - 2022/02/17/ PY - 2022 DO - 10.3102/00346543221076885 DP - SAGE Journals SP - 00346543221076885 J2 - Review of Educational Research LA - en SN - 0034-6543 ST - Improv Theater and Whiteness in Education UR - https://doi.org/10.3102/00346543221076885 Y2 - 2022/04/05/20:27:05 KW - arts education KW - qualitative research KW - race KW - social justice ER - TY - JOUR TI - Particle Boards from Papyrus Fibers as Thermal Insulation AU - Tangjuank, Singhadej AU - Kumfu, Supreya T2 - Journal of Applied Sciences DA - 2011/07/01/ PY - 2011 DO - 10.3923/jas.2011.2640.2645 DP - DOI.org (Crossref) VL - 11 IS - 14 SP - 2640 EP - 2645 J2 - J. of Applied Sciences SN - 18125654 UR - https://www.scialert.net/abstract/?doi=jas.2011.2640.2645 Y2 - 2023/11/07/20:04:49 ER - TY - JOUR TI - Particle Boards from Papyrus Fibers as Thermal Insulation AU - Tangjuank, Singhadej AU - Kumfu, Supreya T2 - Journal of Applied Sciences DA - 2011/07/01/ PY - 2011 DO - 10.3923/jas.2011.2640.2645 DP - DOI.org (Crossref) VL - 11 IS - 14 SP - 2640 EP - 2645 J2 - J. of Applied Sciences SN - 18125654 UR - https://www.scialert.net/abstract/?doi=jas.2011.2640.2645 Y2 - 2022/06/02/22:02:35 ER - TY - CHAP TI - Assessing and Tracking Students’ Wellbeing Through an Automated Scoring System: School Day Wellbeing Model AU - Tang, Xin AU - Upadyaya, Katja AU - Toyama, Hiroyuki AU - Kasanen, Mika AU - Salmela-Aro, Katariina T2 - AI in Learning: Designing the Future A2 - Niemi, Hannele A2 - Pea, Roy D. A2 - Lu, Yu AB - The assessment of student wellbeing has been often static and lagged behind for the intervention/diagnostic purpose. In this chapter, we aim to introduce an automated school wellbeing scoring dynamic real-time system, School Day Wellbeing Model. With Artificial Intelligence (AI)-based item sampling methods and answers scoring and reporting systems, the School Day Wellbeing Model can collect wellbeing data at low cognitive cost, track wellbeing real time at multiple levels (e.g., individual-, class-, school-level), and give immediate feedback. The model is constructed on the basis of the School Wellbeing Model, Study Demand-Resource Model, and OECD Social-Emotional Skill Model. In the book chapter, the wellbeing assessments, including AI-based assessments, are reviewed so that the strengths of the School Day Wellbeing Model are highlighted. User experiences are collected to show the utility of the model. During the COVID-19 pandemic, the need for such a model is imperatively high as students’ wellbeing has been largely dampened. As a result, the model has been appreciated by users and has served about 55,000 students so far in the globe. The future development of the model is also discussed. CY - Cham DA - 2023/// PY - 2023 DP - Springer Link SP - 55 EP - 71 LA - en PB - Springer International Publishing SN - 978-3-031-09687-7 ST - Assessing and Tracking Students’ Wellbeing Through an Automated Scoring System UR - https://doi.org/10.1007/978-3-031-09687-7_4 Y2 - 2024/02/23/23:57:15 KW - Artificial Intelligence KW - Automated scoring system KW - Social-emotional skills KW - Students’ wellbeing ER - TY - JOUR TI - Social Justice and K-12 Teachers’ Effective Use of OER: A Cross-Cultural Comparison by Nations AU - Tang, Hengtao AU - Bao, Yu T2 - Journal of Interactive Media in Education AB - Open educational resources (OER) have the potential to promote social justice imperatives in education, but because of the uneven provision of technical infrastructure across different countries, it remains uncertain whether the people who need OER the most are its primary beneficiaries. In K-12 education, educators play a major role in the effort to incorporate OER into classroom teaching but, even if they are able to source such resources (overcoming the “first-level digital divide”), many lack the practical capacity to effectively use (e.g., adapt) OER (the “second-level digital divide”). This exploratory research paper employs a cross-cultural perspective to interrogate how the second-level digital divide shapes K-12 teachers’ effective use of OER. With the goal of understanding how this divide influences OERs’ potential to enhance social justice, this research attempts to identify the factors accounting for teachers’ effective use of OER – and any reception gap – between different countries by conducting a series of stepwise logistic regressions applied to a largescale survey of K-12 educators. It does so by assessing OER use amongst 675 K-12 educators around the world in relation to their developmental and cultural contexts, as expressed through the Human Development Index, the Gender Development Index, and Hofstede’s six dimensions of national culture. The findings of this exploratory study provide new insights to support OER adoption in K-12 settings worldwide from a cultural perspective. DA - 2020/05/11/ PY - 2020 DO - 10.5334/jime.576 DP - jime.open.ac.uk VL - 2020 IS - 1 SP - 9 LA - en SN - 1365-893X ST - Social Justice and K-12 Teachers’ Effective Use of OER UR - http://jime.open.ac.uk/articles/10.5334/jime.576/ Y2 - 2020/07/11/18:36:43 KW - K-12 teachers KW - cultural dimensions KW - exploratory research KW - open educational resources KW - second-level digital divide KW - social justice KW - stepwise logistic regression ER - TY - JOUR TI - Large Language Model (LLM) Racial Bias Evaluation AU - Tang, Fuliang AU - Wu, Kunguang AU - Guo, Zhendong AU - Huang, Shuaishuai AU - Mei, Yingtian AU - Wang, Yuxing AU - Yang, Zeyu AU - Gong, Shiming DP - Google Scholar UR - https://www.researchgate.net/profile/Yucong-Duan/publication/377963440_Large_Language_Model_LLM_Racial_Bias_Evaluation_--DIKWP_Research_Group_International_Standard_Evaluation_Prof_Yucong_Duan/links/65bf8245790074549761d3a3/Large-Language-Model-LLM-Racial-Bias-Evaluation--DIKWP-Research-Group-International-Standard-Evaluation-Prof-Yucong-Duan.pdf Y2 - 2024/02/24/08:52:53 KW - ⛔ No DOI found ER - TY - THES TI - Digital literacies for international teacher education: a Ghanaian perspective AU - Taner, Lisa AB - Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses. DA - 2018/// PY - 2018 DP - oro.open.ac.uk M3 - MRes PB - The Open University ST - Digital literacies for international teacher education UR - http://oro.open.ac.uk/54964/ Y2 - 2019/11/19/14:22:08 KW - _Source:Intuitive KW - _THEME: Curriculum and resources KW - _THEME: Education management KW - _THEME: Open systems KW - _THEME: School management KW - _THEME: Teacher Professional Development KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2426091 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - CONF TI - Holistic Design of a Mobile Peer Tutoring Application based on Learning and User Needs Analysis AU - Tan, Seng Chee AU - Chung, Sheng Hung AU - Cheung, Yin Ling AU - Looi, Chee Kit AU - Wong, Wai Hoe T2 - Innovate Learning Summit AB - Research has shown that peer tutoring at the university level could improve students’ performance and, enhance their motivation and learning, increase self-determination and learner autonomy, and reinforce conceptual knowledge by providing opportunities for reapplication of concepts. This paper describes the development of a mobile peer tutoring application – Mobile Education Networked Tutoring On Request (MENTOR). We start with a review of literature to identify the relevant affordances that this mobile app should possess. In addition, questionnaires were administered with students... DA - 2020/11/03/ PY - 2020 DP - www.learntechlib.org SP - 673 EP - 684 LA - en PB - Association for the Advancement of Computing in Education (AACE) UR - https://www.learntechlib.org/primary/p/218864/ Y2 - 2022/12/27/01:40:58 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - A critical reflection of teacher professionalism in Cambodia AU - Tan, Charlene AU - Ng, Pak Tee T2 - Asian Education and Development Studies AB - Purpose – The purpose of this paper is to examine the development of teacher professionalism in Cambodia and the issues and challenges in this area. Design/methodology/approach – This paper uses Hargreaves’ four ages of teacher professionalism and DA - 2012/// PY - 2012 DO - 10.1108/20463161211240106 DP - www.academia.edu VL - 1 IS - 2 SP - 124 SN - 2046-3162 UR - https://www.academia.edu/20740687/A_critical_reflection_of_teacher_professionalism_in_Cambodia Y2 - 2022/07/13/08:51:31 ER - TY - JOUR TI - The effects of multi-track year-round education on the delivery of senior high school education in Ghana. Lessons from global MT-YRE systems AU - Takyi, Stephen Appiah AU - Azerigyik, Richard Apatewen AU - Amponsah, Owusu T2 - International Journal of Educational Development T3 - Journal AB - © 2019 Elsevier Ltd The debate on the effects of Multi Track Year-Round Education (MT-YRE) on educational outcomes remains unresolved in the conventional literature. Nevertheless, Ghana has introduced an MT-YRE in 400 schools to allow graduates from Junior High Schools, who for space constraints, would not have continued their formal educational journey, to enrol in Senior High Schools. The purpose of this study was to examine the prospects and challenges of the MT-YRE on educational outcomes and discuss their implications for educational policy in Ghana. The data used in the study were obtained through a review of literature from databases such as the Educational Resources Information Centre (ERIC), Ebsco, ProQuest and JSTOR and from grey sources such as institutional websites and online media publications. The results from a synthesis of the literature show that the MT-YRE has the prospects of increasing student enrolment while cutting down the cost of infrastructure provision. For instance, the literature indicates that student enrolment at the Senior High School level in Ghana has increased significantly with the introduction of the MT-YRE. However, other literature indicate that the MT-YRE affects educational outcomes negatively. It results in scheduling difficulties among families and denies students the opportunities to take summer jobs. A review of the Ghanaian MT-YRE reveals other challenges, which inlcude high administrative cost (employing more teachers) and poor academic performance of students (as a result of increased contact hours leading to behavioural problems caused by fatigue and boredom). The authors argue that poor academic performance among students is likely to defeat the government's Free SHS policy. This is because parents are likely to pay higher fees to enrol their non-performing wards in remedial classes. The cost of the lost years for these students may be difficult to quantify. Following the challenges identified, there is the need for educational policy makers to strategically plan towards the development of technical and vocational education to help accommodate the increasing students’ enrolment. Finally, the progress of the MT-YRE should be carefully monitored and evaluated to guide future decision making. DA - 2019/// PY - 2019 DO - 10.1016/j.ijedudev.2019.102120 ER - TY - JOUR TI - Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis AU - Takacs, Zsofia K. AU - Swart, Elise K. AU - Bus, Adriana G. T2 - Review of Educational Research AB - A meta-analysis was conducted on the effects of technology-enhanced stories for young children’s literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ = 0.20), based on data from 2,147 children in 43 studies. When investigating the different characteristics of technology-enhanced stories, multimedia features like animated pictures, music, and sound effects were found beneficial. In contrast, interactive elements like hotspots, games, and dictionaries were found to be distracting. Especially for children disadvantaged because of less stimulating family environments, multimedia features were helpful and interactive features were detrimental. Findings are discussed from the perspective of cognitive processing theories. DA - 2015/12// PY - 2015 DO - 10.3102/0034654314566989 DP - DOI.org (Crossref) VL - 85 IS - 4 SP - 698 EP - 739 J2 - Review of Educational Research LA - en SN - 0034-6543, 1935-1046 ST - Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks UR - http://journals.sagepub.com/doi/10.3102/0034654314566989 Y2 - 2024/03/04/12:38:27 KW - Final_citation ER - TY - JOUR TI - Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis AU - Takacs, Zsofia K. AU - Swart, Elise K. AU - Bus, Adriana G. T2 - Review of Educational Research AB - A meta-analysis was conducted on the effects of technology-enhanced stories for young children’s literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ = 0.20), based on data from 2,147 children in 43 studies. When investigating the different characteristics of technology-enhanced stories, multimedia features like animated pictures, music, and sound effects were found beneficial. In contrast, interactive elements like hotspots, games, and dictionaries were found to be distracting. Especially for children disadvantaged because of less stimulating family environments, multimedia features were helpful and interactive features were detrimental. Findings are discussed from the perspective of cognitive processing theories. DA - 2015/12/01/ PY - 2015 DO - 10.3102/0034654314566989 DP - SAGE Journals VL - 85 IS - 4 SP - 698 EP - 739 LA - en SN - 0034-6543 ST - Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks UR - https://doi.org/10.3102/0034654314566989 Y2 - 2023/10/26/16:51:48 ER - TY - CHAP TI - Conceptualizations and Measures of Student Engagement: A Worked Example of Systematic Review AU - Tai, Joanna AU - Ajjawi, Rola AU - Bearman, Margaret AU - Wiseman, Paul 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 commentary on the potential choices, processes, and decisions involved in undertaking a systematic review. It does this through using an illustrative case example, which draws on the application of systematic review principles at each stage as it actually happened. The chapter firstly introduces the topic of ‘student engagement’ and explains why a review was decided appropriate for this topic. The chapter then provides an exploration of the methodological choices and methods we used within the review. Next, the issues of results management and presentation are discussed. Reflections on the process, and key recommendations for undertaking systematic reviews on education topics are made, on the basis of this review, as well as the authors’ prior experiences as researchers and authors of review papers. CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 91 EP - 110 LA - en PB - Springer Fachmedien SN - 978-3-658-27602-7 ST - Conceptualizations and Measures of Student Engagement UR - https://doi.org/10.1007/978-3-658-27602-7_6 Y2 - 2020/11/26/15:49:34 ER - TY - BLOG TI - Sierra Leone series: the Pikin-to-Pikin Movement and its focus on child protection, education, nutrition and health. AU - Tahi 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 one, we connected with Abdulai Swaray and Bai Kamara from the Pikin-to-Pikin Movement.… DA - 2021/03/02/T14:54:39+00:00 PY - 2021 LA - en-US ST - Sierra Leone series UR - https://edtechhub.org/2021/03/02/sierra-leone-series-the-pikin-to-pikin-movement-and-its-focus-on-child-protection-education-nutrition-and-health/ Y2 - 2021/04/21/16:12:27 KW - _C:Sierra Leone SLE KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - JOUR TI - Supporting Refugee Distance Education: A Review of the Literature AU - Taftaf, Randa AU - Williams, Christy T2 - American Journal of Distance Education AB - The sudden influx of refugees into countries around the world has caused a complicated, multi-faceted, international refugee crisis. Refugees, whether in camps or urban areas, face a myriad of problems and obstacles, yet one of the most critical issues young refugees face is the lack of educational opportunities and/or resources. United Nations International Children’s Emergency Fund warns that this lack of education could potentially create a “lost generation” which may lead to serious implications, not only for these young refugees but also to surrounding, nearby societies. This paper seeks to understand if and how Information and Communication Technology (ICTs) have been reported in the literature as being used in different contexts to connect young refugees with high quality educational opportunities, and whether the urban or camp contexts impact these opportunities. The results of this review of the literature indicate that a number of different ICTs have successfully been used in a variety of different educational settings and for a variety of purposes. Additionally, where a refugee lives could impact the accessibility and nature of the ICT tools available to provide an education. DA - 2020/01/02/ PY - 2020 DO - 10.1080/08923647.2020.1691411 DP - Taylor and Francis+NEJM VL - 34 IS - 1 SP - 5 EP - 18 SN - 0892-3647 ST - Supporting Refugee Distance Education UR - https://doi.org/10.1080/08923647.2020.1691411 Y2 - 2022/04/05/20:30:19 KW - _genre:LR-literature_review ER - TY - JOUR TI - The Impact of COVID-19 Pandemic on Education System in Developing Countries: A Review AU - Tadesse, Seble AU - Muluye, Worku T2 - Open Journal of Social Sciences AB - Coronavirus affects the education system in the world. Schools, colleges, and universities are closed to control the spread of the coronavirus. School closure brings difficulties for students, teachers, and parents. So, distance learning is a solution to continue the education system. However, the lack of network infrastructures, computers, and internet access is challenging distance learning in developing countries. This paper aims to review the impact of the COVID-19 pandemic on the education system in developing countries. Hence, countries design a strategy to use educational technology, zero-fee internet educational resources, free online learning resources, and broadcasts teaching. During closures, educational institutions design curriculum, prepare teaching-learning strategies for post-coronavirus. The educational institutions design strategies to recover lost learning, and return students to school when schools reopen. Coronavirus has been impacting the face-to-face education system of developing countries. Therefore, developing countries should enhance broadcast teaching, online teaching, and virtual class infrastructures. DA - 2020/09/30/ PY - 2020 DO - 10.4236/jss.2020.810011 DP - www.scirp.org VL - 8 IS - 10 SP - 159 EP - 170 LA - en ST - The Impact of COVID-19 Pandemic on Education System in Developing Countries UR - http://www.scirp.org/Journal/Paperabs.aspx?paperid=103646 Y2 - 2021/10/05/11:40:08 ER - TY - BLOG TI - A rapid scan of the EdTech landscape in 11 countries AU - Taddese, Abeba T2 - The EdTech Hub AB - We have just produced rapid scans of the EdTech landscape in 11 countries: Ghana, Jordan, Kenya, Liberia, Nigeria, Pakistan, Rwanda, Senegal, Sierra Leone, Tanzania, and Zimbabwe. The scans are based primarily on desk research and offer a glimpse into the countries’ EdTech ecosystems. They examine enabling factors for EdTech from a holistic […] DA - 2020/08/11/T14:53:49+00:00 PY - 2020 LA - en-GB UR - https://edtechhub.org/2020/08/11/a-rapid-scan-of-the-edtech-landscape-in-11-countries/ Y2 - 2020/08/24/10:48:13 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Bridging research and practice: models for dissemination and implementation research AU - Tabak, Rachel G. AU - Khoong, Elaine C. AU - Chambers, David A. AU - Brownson, Ross C. T2 - American journal of preventive medicine DA - 2012/// PY - 2012 DO - 10.1016/j.amepre.2012.05.024 DP - Google Scholar VL - 43 IS - 3 SP - 337 EP - 350 ST - Bridging research and practice ER - TY - CHAP TI - Secularism, Democracy and Human Rights: The Islamic Dimension” T2 - Islamic Political Thoughts and Applications A2 - T.M., Bande A2 - Muhammad, S.S. A2 - Zagga, I.M.B. CY - Sokoto DA - 2011/// PY - 2011 SP - 141 EP - 161 LA - en PB - Usmanu Danfodio University ER - TY - BOOK AU - T-TEL CY - Ghana DA - 2015///2016 PY - 2015 ET - 1 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org ER - TY - RPRT TI - Midline survey: Transforming teacher education and learning AU - T-TEL DA - 2017/// PY - 2017 UR - https://www.t-tel.org/files/docs/Learning%20Hub/Research%20and%20evidence%20-%20teacher%20education%20in%20Ghana/T-TEL%20MIDLINE%20REPORT.pdf Y2 - 2020/07/03/11:32:57 KW - _C:Ghana GHA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Transforming Teacher Education and Learing (Ghana) [zip file] AU - T-TEL AB - Transforming Teacher Education and Learing (Ghana). This zip file contains a resource produced by Transforming Teacher Education and Learning (Ghana), www.t-tel.org. You can view and search all related records in the collection for T-TEL. The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/11/ PY - 2020 DP - Zenodo LA - eng UR - https://docs.opendeved.net/lib/ZGCPJJLS Y2 - 2021/05/23/20:07:24 KW - ⛔ No DOI found ER - TY - RPRT TI - Strengthening Education Management Information Systems (EMIS) and Data for Increased Resilience to Crisis: country case study: Ethopia - UNESCO Digital Library AU - Szucs, Eszter DA - 2021/// PY - 2021 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000375813?posInSet=7&queryId=5e6b0872-9326-4b6a-8e57-2634e50b6fe1 Y2 - 2022/12/23/22:37:17 KW - Final_citation KW - cited KW - existing ER - TY - CHAP TI - Urban Education Technological Disparities: The Debilitating Impact on Our Students for Twenty-First Century Employment AU - Swinton, Angelia K. AU - Williams, Lauren Ashley T2 - Computer-Mediated Learning for Workforce Development DA - 2018/// PY - 2018 DP - Google Scholar SP - 41 EP - 67 PB - IGI Global ST - Urban Education Technological Disparities KW - _C:Saudi Arabia SAU KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Enhancing Education for Deaf Children: Research into Practice and Back Again AU - Swanwick, Ruth AU - Marschark, Marc T2 - Deafness & Education International DA - 2010/12// PY - 2010 DO - 10.1179/1557069X10Y.0000000002 DP - DOI.org (Crossref) VL - 12 IS - 4 SP - 217 EP - 235 J2 - Deafness & Education International LA - en SN - 1464-3154, 1557-069X ST - Enhancing Education for Deaf Children UR - http://www.tandfonline.com/doi/full/10.1179/1557069X10Y.0000000002 AN - 10.1179/1557069X10Y.0000000002;503888:CEFI75Q8 Y2 - 2020/03/02/15:32:48 KW - _C:France FRA KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - An interactive system for finding complementary literatures: a stimulus to scientific discovery AU - Swanson, DR AU - Smalheiser, NR T2 - Artificial Intelligence T3 - Scientific Discovery AB - An unintended consequence of specialization in science is poor communication across specialties. Information developed in one area of research may be of value in another without anyone becoming aware of the fact. We describe and evaluate interactive software and database search strategies that facilitate the discovery of previously unknown cross specialty information of scientific interest. The user begins by searching MEDLINE for article titles that identify a problem or topic of interest. From downloaded titles the software constructs input for additional database searches and produces a series of heuristic aids that help the user select a second set of articles complementary to the first set and from a different area of research. The two sets are complementary if together they can reveal new useful information that cannot be inferred from either set alone. The software output further helps the user identify the new information and derive from it a novel testable hypothesis. We report several successful tests and applications of the system. DA - 1997/04/01/ PY - 1997 DO - 10.1016/S0004-3702(97)00008-8 DP - ScienceDirect VL - 91 IS - 2 SP - 183 EP - 203 LA - en SN - 0004-3702 ST - An interactive system for finding complementary literatures UR - https://www.sciencedirect.com/science/article/pii/S0004370297000088 KW - _Added-ailr-2024 ER - TY - BOOK TI - Creating learning without limits AU - Swann AB - "'Creating Learning without Limits' takes on one of the most important issues in education today. In the last decade schools in England have taken a path towards putting all children into boxes, attaching a level to their heads and deciding what they are capable of achieving. This book shows the possibility of a different educational path, one in which all students are encouraged to achieve the greatest they can. Importantly the book also documents ways in which courageous teachers can do this - promoting fair and engaging learning environments for all students. This is a must-read for educators, policy makers and parents alike."Jo Boaler, Professor of Mathematics Education, Stanford University, California. Formerly a teacher and researcher at the Universities of London and Sussex."This will undoubtedly turn out to be amongst the most important educational books of the decade. Our capacity to respond, both individually and collectively, to its key insights and messages will profoundly affect not just the quality of our schools, but of our society for years to come. Engagingly and eloquently written, it exposes the intellectual bankruptcy and human destructiveness of widely held concepts of 'ability' and offers a richly textured, practical account of how one school moved from 'failure' to OfSTED 'outstanding' by committing itself to the practicability of a morally inspiring, educationally convincing alternative.If you want to know why 'the standards agenda' must inevitably fail and what we might do instead, read this book."Professor Michael Fielding, Institute of Education, University of London, UK"This is an inspiring and reviving book. It reminds us why people come into education - to make a difference for children. To make a deep difference we have to organize education differently. It describes a school that vibrates with learning in an atmosphere of deep humanity and care. Its practices are light years away from the measuring, labelling, targeting, and testing structures that have become our recent national norm. The school as a whole community transforms people."Anne Watson, Professor of Mathematics Education, University of Oxford, UK"This book provides a grounded demonstration of the importance of educational principles, the most important of which is the understanding that each child's potential for learning is limitless. The authors describe new school and classroom practices through which learning can be transformed. Their argument has influenced government thinking on the review of the National Curriculum in England. I urge you to let it influence your thinking too!"Professor Andrew Pollard, Institute of Education, University of London, UK"This is a brilliant study of a small and very successful primary school in Hertfordshire where the teachers have rejected ideas of fixed innate ability and believe instead in the limitless potential of all young people. At a time when the Ofsted inspection process employs dubious and limited notions of 'standards' and 'achievement', it would be good to think that there could be many more schools like this one showing the way towards a new and liberating view of human development. The book deserves a really wide readership."Professor Clyde Chitty, Institute of Education, University of London, UK"This book is slim in size but hefty in significance. It tells the story of a school driven by ambition, hope and the self-confidence that comes from a profound faith in the capacity of every child to be a passionate and engaged learner. This in the face of powerful and societally dominant messages that explicitly or more insidiously tell a different and more deterministic tale: that children (and schools) are fit and proper subjects for classification, measurement and management. And there's more - the careful scholarship on which this story is based prevents this book from being merely a description of what happens when a unique constellation of propitious circumstances meets a charismatic leader: this 'other way' is open to all who will take it - but it will demand the laying of solid and value-rich foundations, the exercising of autonomy for staff and pupils, the rethinking of relationships, a focus on learning (letting performance come as a secondary gift), and the taking of collective action. It's become a cliché to say of a book that it 'Should be read by every teacher (or parent, or whoever ...).' This one, and its predecessor 'Learning without Limits' merits that injunction." Barry Hymer, Professor of Psychology in Education, Education Faculty, University of Cumbria, UK"'Creating Learning without Limits' provides a welcome tonic that can help to offset the beleaguering effects of a performativity and standards agenda that reinforces the ability based practices so pervasive in schools today. Building on the compelling pedagogy first presented in 'Learning without Limits', this inspiring book shows how an alternative school improvement agenda can produce high academic attainment and enhanced capacity to learn for everybody. A classic for our time, it should be read by all who seek approaches to teaching and learning that are free from externally imposed views of ability and potential.”Professor Lani Florian, School of Education, University of Aberdeen, UK"If you share the convictions of the authors: 'That human potential is not predictable, that children's futures are unknowable, and that education has the power to enhance the lives of all', read the book! You will however need to proceed with caution; it will make some ofyou reflect on what you do and why you are doing it. This book could be the catalyst for the educational change that we are all praying for."Julie Lilly, Head Teacher, UKThis book tells the story of how one primary school community worked to build a learning environment that is inclusive, humane and enabling for everybody, a place free from the damaging effects of fixed ability thinking and practices. Drawing on compelling accounts of everyday life in the school, it describes how, in just a few years, the school (once in special measures) grew into a thriving community, with distinctive views of learning, curriculum and pedagogy, monitoring and accountability that found expression in every aspect of school life. The work of the school community was guided by the findings of a previous project, 'Learning without Limits' (Hart, Dixon, Drummond and McIntyre 2004), an empirical study of the classroom practice of individual teachers who had rejected the concept of fixed ability. 'Creating Learning without Limits' explores what becomes possible when the same ideas and principles are used creatively to guide and inspire whole school improvement. This book is not simply a celebration of the success of the school; it engages with the struggles and difficulties encountered by the staff as they set about learning to reshape pedagogy and curriculum by reference to their shared values of inclusion, social justice and human educability. It gives a detailed analysis of how the headteacher harnessed the power of collective action. The insights generated by this study have enduring relevance and applicability to people in other contexts - for staff groups craving for more equitable school improvement; for individual teachers wondering how best to foster children's learning capacity; for school leaders and teacher educators who find their values increasingly compromised. CY - Maidenhead DA - 2012/04/01/ PY - 2012 DP - Amazon SP - 168 LA - English PB - Open University Press SN - 978-0-335-24211-5 ER - TY - BOOK TI - Promoting Girls' Education in Africa: The Design and Implementation of Policy Interventions. Education Research Paper. AU - Swainson, Nicola AU - Bendera, Stella AU - Gordon, Rosemary AU - Kadzamira, Esme DA - 1998/// PY - 1998 DP - Google Scholar PB - ERIC ST - Promoting Girls' Education in Africa KW - _C:Malawi MWI ER - TY - BOOK TI - Theme 6: Leadership for Learning (Coordinators) AU - Swaffield, Sue AU - MacBeath, J. T2 - T-TEL Professional Development Programme (Handbook for Professional Development Coordinators) A3 - Haßler, Björn CY - Ghana DA - 2016/12// PY - 2016 ET - 1 VL - 7 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 (Tutors) AU - Swaffield, Sue AU - MacBeath, J. T2 - T-TEL Professional Development Programme (Professional Development Guide for Tutors) A3 - Haßler, Björn CY - Ghana DA - 2016/12// PY - 2016 ET - 1 VL - 7 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 - _C:Chad TCD KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:United Kingdom GBR KW - _C:Uruguay URY KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Using Mobile Phone Texting to Support the Capacity of School Leaders in Ghana to Practise Leadership for Learning AU - Swaffield, Sue AU - Jull, Stephen AU - Ampah-Mensah, Alfred T2 - Procedia - Social and Behavioral Sciences T3 - 13th International Educational Technology Conference AB - Several years into a collaborative professional development programme to build the Leadership for Learning capacity of Basic school headteachers throughout Ghana, the challenge is to sustain commitment, deepen understanding and share learning among the school leaders. Employing ubiquitous mobile phone technology, weekly text messages have been sent to the programme's 175 initial participants. During the year of the pilot project different forms of messages have been tried, and feedback from recipients suggests their value. The paper reports experience and findings from the pilot, and considers plans for scaling-up to reach all 18,000 Basic schools across the country. DA - 2013/11/26/ PY - 2013 DO - 10.1016/j.sbspro.2013.10.459 DP - ScienceDirect VL - 103 SP - 1295 EP - 1302 J2 - Procedia - Social and Behavioral Sciences LA - en SN - 1877-0428 UR - https://www.sciencedirect.com/science/article/pii/S1877042813039049 Y2 - 2021/03/15/19:04:02 KW - Ghana KW - Leadership for Learning KW - SMS KW - headteachers KW - mobile phone KW - professional development KW - school leaders KW - text messages ER - TY - JOUR TI - THE USE OF TABLETS IN TEACHING POLITICAL ECONOMY AT CZECH UNIVERSITIES AU - Svoboda, Roman AU - Šrédl, Karel AU - Severová, Lucie AU - Kopecká, Lenka AU - Rodonaia, Elizbar DP - Google Scholar KW - _C:Austria AUT KW - _C:Czech Republic CZE KW - _C:Germany DEU KW - _C:Ireland IRL KW - _C:Romania ROU KW - _C:Slovenia SVN KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Effects of assistive technology for students with reading and writing disabilities AU - Svensson, Idor AU - Nordström, Thomas AU - Lindeblad, Emma AU - Gustafson, Stefan AU - Björn, Marianne AU - Sand, Christina AU - Almgren/Bäck, Gunilla AU - Nilsson, Staffan T2 - Disability and Rehabilitation: Assistive Technology DA - 2019/// PY - 2019 DO - 10.1080/17483107.2019.1646821 DP - Google Scholar SP - 1 EP - 13 KW - __C:filed:1 ER - TY - JOUR TI - A systematic review of tablet technology in mathematics education AU - Svela, Alexander AU - Nouri, Jalal AU - Viberg, Olga AU - Zhang, Lechen DA - 2019/// PY - 2019 DO - 10.3991/ijim.v13i08.10795 DP - Google Scholar KW - __C:filed:1 ER - TY - JOUR TI - Transforming pedagogical practice in mathematics: Moving from telling to listening AU - Suurtamm, C. AU - Vézina, N. T2 - International Journal for Mathematics Teaching and Learning DA - 2010///rd PY - 2010 SP - 31 ST - Transforming pedagogical practice in mathematics: Moving from telling to listening UR - http://www.cimt.plymouth.ac.uk/journal/default.htm KW - ⛔ No DOI found ER - TY - JOUR TI - Evidence-Based Policymaking: What is it? How does it work? What relevance for developing countries? - AU - Sutcliffe, Sophie AU - Court, Julius DP - Zotero SP - 50 LA - en KW - ⛔ No DOI found ER - TY - BOOK TI - Assessment of policies to improve teacher quality and reduce teacher absenteeism AU - Suryahadi, Asep AU - Sambodho, Prio T2 - Working paper CY - Jakarta DA - 2013/// PY - 2013 DP - Library of Congress ISBN SP - 1 LA - en PB - SMERU Research Institute SN - 978-602-7901-09-4 ER - TY - CHAP TI - Ethical Considerations of Conducting Systematic Reviews in Educational Research AU - Suri, Harsh 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 - Ethical considerations of conducting systematic reviews in educational research are not typically discussed explicitly. However, systematic reviews are frequently read and cited in documents that influence educational policy and practice. Hence, ethical issues associated with what and how systematic reviews are produced and used have serious implications. It becomes imperative for systematic reviewers to reflexively engage with a variety of ethical issues associated with potential conflicts of interest and issues of voice and representation. This chapter discusses how systematic reviewers can draw upon the philosophical traditions of consequentialism, deontology or virtue ethics to situate their ethical decision-making. CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 41 EP - 54 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_3 Y2 - 2020/11/26/15:48:46 ER - TY - JOUR TI - Insights on ESL student teachers reflecting collaboratively online AU - Suppiah, Shubashini AU - Wah, Lee Kean, (PhD) AU - Swanto, Suyansah, (PhD) AU - Lajium, Denis Andrew, (PhD) T2 - The English Teacher AB - The concept of a collaborative based reflective practice approach is grounded within the theoretical argument that critical reflection can be fostered through the presence of the "knowledgeable other" (Vygotsky, 1978). The present study was a pilot initiative in utilizing EDMODO (a closed educational learning management system) as a platform to explore reflection in a communal approach within a group of pre-service ESL teachers and their teacher educator mentor during a teaching practice placement in the context of the TESL (Teaching English as a Second Language) degree programme in an institute of teacher education (ITE) in Malaysia. The aims of the study are: (1) to examine the nature of the online reflection posts; and (2) to explore the nature of interactions that occurred online and the extent it supported collaborative reflection practices. The study employed a qualitative case study design in which five pre-service teachers (n=5) and their teacher educator mentor used EDMODO to post their reflections and carry out discussions for four weeks (n=4). The sources of data were the online reflection posts, the threaded discussion posts and a semi-structured group interview. Despite initial ambiguities and constraints, the EDMODO learning site as a platform for reflective practice showed positive results in that it allowed collaboration and dialogue to take place. Nevertheless, the facilitation of the reflection process requires further inquiry. The findings of the study suggest the need to establish a more systematic and structured approach when fostering critical reflection practices in a communal setting. DA - 2019/08// PY - 2019 VL - 48 IS - 2 SP - 82 EP - 99 LA - English SN - 01287729 UR - https://www.researchgate.net/publication/341264935_Insights_on_ESL_Student_Teachers_Reflecting_Collaboratively_Online_Shubashini_Suppiah_Institute_of_Teacher_Education_Gaya_Campus AN - 2332349170 KW - Collaboration KW - Distance learning KW - English as a second language--ESL KW - Linguistics KW - Malaysia KW - Problem solving KW - Professional development KW - Reflective practice KW - Researchers KW - Social research KW - Student teachers KW - Teacher education KW - Teaching KW - Web 2.0 KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095770 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Developing communities of instructional practice AU - Supovitz, Jonathan A. T2 - Teachers college record DA - 2002/// PY - 2002 DO - 10.1111/1467-9620.00214 VL - 104 IS - 8 SP - 1591 EP - 1626 ER - TY - JOUR TI - Why do entrepreneurial mHealth ventures in the developing world fail to scale? AU - Sundin, Phillip AU - Callan, Jonathan AU - Mehta, Khanjan T2 - Journal of Medical Engineering & Technology AB - Telemedicine is an increasingly common approach to improve healthcare access in developing countries with fledgling healthcare systems. Despite the strong financial, logistical and clinical support from non-governmental organisations (NGOs), government ministries and private actors alike, the majority of telemedicine projects do not survive beyond the initial pilot phase and achieve their full potential. Based on a review of 35 entrepreneurial telemedicine and mHealth ventures, and 17 reports that analyse their operations and challenges, this article provides a narrative review of recurring failure modes, i.e. factors that lead to failure of such venture pilots. Real-world examples of successful and failed ventures are examined for key take-away messages and practical strategies for creating commercial viable telemedicine operations. A better understanding of these failure modes can inform the design of sustainable and scalable telemedicine systems that effectively address the growing healthcare disparities in developing countries. DA - 2016/11/16/ PY - 2016 DO - 10.1080/03091902.2016.1213901 DP - Taylor and Francis+NEJM VL - 40 IS - 7-8 SP - 444 EP - 457 SN - 0309-1902 UR - https://doi.org/10.1080/03091902.2016.1213901 Y2 - 2018/06/09/16:56:45 KW - Telemedicine KW - business models KW - community health workers KW - failure modes KW - global health KW - mHealth ER - TY - JOUR TI - Use of Twitter Technology in Educational Learning AU - Sunday, Ajibo Anthony T2 - The Turkish Online Journal of Educational Technology DA - 2021/// PY - 2021 VL - 20 IS - 2 LA - en KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - CHAP TI - Analysis and Improvement of Classroom Teaching Based on Artificial Intelligence AU - Sun, Zhong AU - Yu, Zi Chun AU - Xu, Fei Yun T2 - AI in Learning: Designing the Future A2 - Niemi, Hannele A2 - Pea, Roy D. A2 - Lu, Yu AB - Common classroom teaching analysis, which has focused on counting and coding the teacher-student behaviors and discourse interactions, faces many difficulties as content-free, low efficiency, and small scale in analysis. To overcome these shortcomings, and foster high-quality classroom teaching, the current study proposes a blended human and Artificial Intelligence (AI) technology for classroom teaching analysis named as TESTII. It consists of five steps identifying teaching events, sequencing the pedagogies of classroom teaching structure, analyzing teacher-student interaction, interpreting teaching meaning, and providing improvement strategies for high-quality classroom teaching. CY - Cham DA - 2023/// PY - 2023 DP - Springer Link SP - 105 EP - 121 LA - en PB - Springer International Publishing SN - 978-3-031-09687-7 UR - https://doi.org/10.1007/978-3-031-09687-7_7 Y2 - 2024/02/23/23:57:15 KW - Artificial intelligence KW - Classroom teaching analysis KW - Teaching events KW - Teaching structure ER - TY - JOUR TI - A tale of two communication tools: discussion-forum and mobile instant-messaging apps in collaborative learning AU - Sun, Zhong AU - Lin, Chin-Hsi AU - Wu, Minhua AU - Zhou, Jianshe AU - Luo, Liming T2 - British Journal of Educational Technology AB - Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions. DA - 2018/03// PY - 2018 DO - 10.1111/bjet.12571 VL - 49 IS - 2 SP - 248 EP - 261 LA - English SN - 0007-1013, 0007-1013 UR - https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12571 AN - 2013524047; EJ1168574 KW - Applications programs KW - China KW - Collaborative learning KW - Collaborative virtual environments KW - Communication KW - Computer Mediated Communication KW - Computer Software KW - Computer assisted instruction--CAI KW - Content Analysis KW - Content analysis KW - Cooperative Learning KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Teaching Methods And Curriculum KW - Educational technology KW - Foreign Countries KW - Handheld Devices KW - Higher Education KW - Learning KW - Network Analysis KW - Network analysis KW - Preferences KW - Preservice Teachers KW - Social Networks KW - Social factors KW - Student Attitudes KW - Student Surveys KW - Synchronous Communication KW - Telecommunications KW - Tools KW - Undergraduate Students KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096807 KW - __finaldtb ER - TY - JOUR TI - The Effects of ALEKS on Mathematics Learning in K-12 and Higher Education: A Meta-Analysis AU - Sun, Shuyan AU - Else-Quest, Nicole M. AU - Hodges, Linda C. AU - French, Allison M. AU - Dowling, Rebecca T2 - Investigations in Mathematics Learning AB - As remote learning technologies play an increasingly larger role in education, clear evidence of effectiveness is needed for widely used online learning technologies, such as Assessment and LEarning in Knowledge Spaces (ALEKS). By adapting to individual students’ knowledge states and personalizing interactive practice and feedback, ALEKS may potentially support learning in mathematics, which is foundational for success in science, technology, engineering, and mathematics fields. Given the mixed findings about the effects of ALEKS in previous research, we conducted a meta-analysis to examine if ALEKS was as effective as traditional instruction in mathematics education. Our analysis included 56 independent effect sizes obtained from 9,238 students in K-12 schools and institutions of higher education participating in 33 research studies between 2000 and August 2020. Results indicated that learning performance with ALEKS was comparable to that with traditional instruction (Hedge’s g = 0.05, 95% CI [−0.01, 0.20]) and ALEKS was especially effective when used to supplement traditional instruction (g = 0.43, 95% CI [0.02, 0.83]). These findings have important implications for using ALEKS in mathematics learning across different levels of education. DA - 2021/07/03/ PY - 2021 DO - 10.1080/19477503.2021.1926194 DP - Taylor and Francis+NEJM VL - 13 IS - 3 SP - 182 EP - 196 SN - 1947-7503 ST - The Effects of ALEKS on Mathematics Learning in K-12 and Higher Education UR - https://doi.org/10.1080/19477503.2021.1926194 Y2 - 2023/10/24/04:29:31 KW - ALEKS KW - Academic achievement KW - Final_citation KW - adaptive learning systems KW - existing KW - mathematics education KW - online learning ER - TY - BOOK TI - Estimates of the impact of COVID-19 on global poverty AU - Sumner, Andy AU - Hoy, Chris AU - Ortiz-Juarez, Eduardo AU - UNU-WIDER T2 - WIDER Working Paper AB - Abstract: In this paper we make estimates of the potential short-term economic impact of COVID-19 on global monetary poverty through contractions in per capita household income or consumption. Our estimates are based on three scenarios: low, medium, and high global contractions of 5, 10, and 20 per cent; we calculate the impact of each of these scenarios on the poverty headcount using the international poverty lines of US$1.90, US$3.20 and US$5.50 per day. Our estimates show that COVID-19 poses a real challenge to the UN Sustainable Development Goal of ending poverty by 2030 because global poverty could increase for the first time since 1990 and, depending on the poverty line, such increase could represent a reversal of approximately a decade in the world’s progress in reducing poverty. In some regions the adverse impacts could result in poverty levels similar to those recorded 30 years ago. Under the most extreme scenario of a 20 per cent income or consumption contraction, the number of people living in poverty could increase by 420–580 million, relative to the latest official recorded figures for 2018. DA - 2020/// PY - 2020 DP - DOI.org (Crossref) ET - 43 VL - 2020 LA - en PB - UNU-WIDER SN - 978-92-9256-800-9 UR - https://www.wider.unu.edu/node/237051 Y2 - 2020/07/25/14:36:32 ER - TY - JOUR TI - Pharmaceutical education in the South African multicultural society AU - Summers, R AU - Haavik, C AU - Summers, B AU - Moola, F AU - Lowes, M AU - Enslin, G T2 - American Journal of Pharmaceutical Education AB - In 1995, South Africa commenced the implementation of a new quality assurance program at all educational levels, which promotes outcomes-based education. Degree programs and academic institutions have to be accredited by the South African Qualifications Authority through discipline-specific Education Training and Quality Assurance bodies. In response to these changes in education structure, the South African Pharmacy Council has developed outcomes-based competency standards for entry-level pharmacists. On the basis of these standards, the School of Pharmacy of the Medical University of Southern Africa, which served a non-white population during the apartheid era, and the Technikon Pretoria, which served a predominantly white student population, have jointly established an integrated, problem-based BPharm curriculum. The student intake on the program reflects the South African demographic composition. The course is designed to meet both the competency requirements and the needs of historically disadvantaged sections of the community. It is now in its third year, with encouraging pass rates. DA - 2001/// PY - 2001 LA - en AN - LOCAL-WOS:000169839300007 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan 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:P KW - CT:Q KW - CT:T KW - F:curriculum KW - F:outcomes KW - F:qualification KW - F:standards KW - P:media KW - P:technology KW - Q:degree KW - T:Ausbildung KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - Educando en multi-emergencias: Un estudio cualitativo sobre el bienestar en docentes nicaragüenses AU - , SUMMA DA - 2022/// PY - 2022 PB - SUMMA - KIX LAC UR - https://www.summaedu.org/wp-content/uploads/2022/09/Revista-KIX-LAC-Coloquio.pdf ER - TY - JOUR TI - Teacher professional development in crisis edited series: Annotated bibliography AU - Sullivan, Timothy T2 - Inter-Agency Network for Education in Emergencies Toolkit. Burns, M., Ed DA - 2013/// PY - 2013 DP - Google Scholar ST - Teacher professional development in crisis edited series KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - BOOK TI - A Quantitative Analysis of Perceptions Among Stakeholders Regarding Impact and Usage of iPads in Three Delaware Middle Schools AU - Sullivan, Dan DA - 2020/// PY - 2020 DP - Google Scholar PB - Wilmington University (Delaware) KW - __C:filed:1 ER - TY - JOUR TI - Effects of Classroom Physical Environment on the Academic Achievement Scores of Secondary School Students in Kohat Division, Pakistan AU - Suleman, Qaiser AU - Hussain, Dr Ishtiaq AB - The purpose of the paper was to examine the effects of classroom physical environment on the academic achievement scores of secondary school students. All the students studying at secondary school level in Kohat Division, Pakistan constituted the population of the study. The study was delimited to the students of class 09 of Govt. High School Khurram (Karak). Forty students from class 09 of the same school were selected as sample through simple random sampling technique. The study was experimental in nature and therefore “Pre-test-Post-test Equivalent Groups Design ” was used. Statistical data was collected through pre-test and post-test technique. Statistical tools i.e., mean, standard deviation and differences of means were calculated for each group. Significance of the difference between the mean scores of the experimental and control groups was tested at 0.05 level of confidence by applying t-test. After analysis, it was concluded that classroom favorable environment has a significant positive effect on the academic achievement scores of secondary school students. The students of experimental group showed better performance as compared to the students of control group. Based on findings, it was recommended that classroom physical environment should be well-organized, equiped and facilitated. DA - 2014/// PY - 2014 DO - 10.5296/ijld.v4i1.5174 DP - CiteSeer KW - BE:LMIC KW - BE:RELEVANT ER - TY - JOUR TI - Perezhivanie as a phenomenon and a unit of analysis for studying children’s interactions with iPads in the early years of school in Saudi Arabia AU - Sulaymani, Omar AU - Fleer, Marilyn T2 - Early Child Development and Care DA - 2019/// PY - 2019 DO - 10.1080/03004430.2017.1316267 DP - Google Scholar VL - 189 IS - 2 SP - 255 EP - 269 KW - __C:filed:1 ER - TY - JOUR TI - Creating collaborative cultures for educational change AU - SUE ENGLERT, CAROL AU - Tarrant, Kathi L. T2 - Remedial and special education DA - 1995/// PY - 1995 DO - 10.1177/074193259501600602 VL - 16 IS - 6 SP - 325 EP - 336 ER - TY - RPRT TI - Teacher Learning Circles: Reading Theory in Practice Through Dialogue AU - Suda, L. AB - The research suggests that teachers need to keep abreast of new ideas about student learning and effective strategies for enhancing that learning, and that professional learning is an essential aspect of improving practice at the classroom level. Furthermore, the evidence suggests that traditional approaches to professional development, usually delivered away from the school and focusing on teacher needs and development rather than student learning, have little impact on practice unless they are explicitly followed up through application in the classroom. DA - 2007/// PY - 2007 LA - en ST - Teacher Learning Circles UR - https://www.academia.edu/18061797/Teacher_Learning_Circles Y2 - 2021/02/11/13:20:09 KW - __C:filed:1 ER - TY - ELEC TI - Caribbean Regional Communications Infrastructure Program (CARCIP) AU - Submarine Cable Map T2 - Submarine Cable Map DA - 2020/// PY - 2020 UR - https://www.submarinecablemap.com/#/submarine-cable/caribbean-regional-communications-infrastructure-program-carcip Y2 - 2020/12/21/00:00:00 ER - TY - ELEC TI - Southern Caribbean Fiber AU - Submarine Cable Map T2 - Submarine Cable Map DA - 2020/// PY - 2020 UR - https://www.submarinecablemap.com/#/submarine-cable/southern-caribbean-fiber Y2 - 2020/12/21/00:00:00 ER - TY - JOUR TI - Public Administration Training and Development in Africa: The Case of the Republic of South Africa AU - Subban, Mogie AU - Vyas-Doorgapersad, Shikha T2 - Journal of Public Affairs Education AB - South Africa is a developmental state that suffers from a lack of management capacity in the public service. Hence, a national imperative focuses on addressing talent management and building a cohort of qualified and competent public servants. The synergistic link between public sector management and the content of public administration can be associated with and contribute to addressing critical skills shortages in the public service. Training in this regard with the demand for and supply of competent managers raises some serious consideration. Given that academicians and scholars often criticize the history and evolution of education and training in public administration as being overly administrative and outdated, how has the need for a transformative management-governance context advanced in South Africa? In this regard, a range of "soft skills" deemed necessary for the developmental agenda in South Africa is a focal point of contemporary public administration. From a training perspective, methodologies include problem-based learning, performance-oriented and situation-emergent training, project management approach to managerial problems, and emphasis placed on indigenous management knowledge in a developmental context. We hope that these innovative approaches would address the wide managerial gap in the public administration environment. DA - 2014/// PY - 2014 DO - 10.1080/15236803.2014.12001804 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:fr 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:administration KW - P:environment KW - P:service industry KW - T:Ausbildung KW - Z:action learning KW - Z:capacity KW - Z:developmental state KW - Z:new public governance KW - publicImportV1 ER - TY - JOUR TI - Percepción docente sobre la transformación digital del aula a través de tabletas: un estudio en el contexto español AU - Suárez-Guerrero, Cristóbal AU - Lloret-Catalá, Carmen AU - Mengual-Andrés, Santiago T2 - Comunicar: Revista Científica de Comunicación y Educación DA - 2016/// PY - 2016 DO - 10.3916/c49-2016-08 DP - Google Scholar VL - 24 IS - 49 SP - 81 EP - 89 ST - Percepción docente sobre la transformación digital del aula a través de tabletas KW - __C:filed:1 ER - TY - JOUR TI - Teachers' Perceptions of the Digital Transformation of the Classroom through the Use of Tablets: A Study in Spain/Percepción docente sobre la transformación digital del aula a través de tabletas: un estudio en el contexto español AU - Suarez-Guerrero, Cristobal T2 - Comunicar (English edition) DA - 2016/// PY - 2016 DP - Google Scholar VL - 24 IS - 49 SP - 81 EP - 89 ST - Teachers' Perceptions of the Digital Transformation of the Classroom through the Use of Tablets KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Artificial Intelligence (AI) in early childhood education: Curriculum design and future directions AU - Su, Jiahong AU - Zhong, Yuchun T2 - Computers and Education: Artificial Intelligence DA - 2022/// PY - 2022 DP - Google Scholar VL - 3 SP - 100072 ST - Artificial Intelligence (AI) in early childhood education UR - https://www.sciencedirect.com/science/article/pii/S2666920X22000273 Y2 - 2024/02/24/08:53:34 KW - ❓ Multiple DOI ER - TY - THES TI - Teacher educators as agents of change? A critical realist study of a group of teacher educators in a Kenyan university AU - Stutchbury, Kristina DA - 2019/// PY - 2019 DP - Google Scholar M3 - PhD Thesis PB - The Open University ST - Teacher educators as agents of change? KW - _C:Australia AUS KW - _C:Botswana BWA KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:India IND KW - _C:Kenya KEN KW - _C:Malawi MWI KW - _C:Mauritius MUS KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:South Africa ZAF KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Togo TGO 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 - Design Principles for Systematic Search Systems: A Holistic Synthesis of a Rigorous Multi-cycle Design Science Research Journey AU - Sturm, Benjamin AU - Sunyaev, Ali T2 - Business & Information Systems Engineering AB - Rigorous systematic literature searches are often described as complex, error-prone and time-consuming because of a prevailing lack of adequate technological assistance. Nonetheless, one of the first steps when conducting a rigorous literature review is finding an appropriate literature sample. The quality of this literature sample is an important factor for the overall quality of the literature review. This article investigates how to design innovative IT systems that effectively facilitate systematic literature searches. Applying the design science research paradigm, the research method consists of multiple design cycles of artifact development, evaluation, and refinement. In doing so, six design principles are derived that intend to increase the comprehensiveness, precision, and reproducibility of systematic literature searches. The results could be helpful for research and practice. The derived design knowledge builds a foundation for future research on systematic search systems and enables new methodological contributions. The results could also guide the development of innovative search systems and features that, eventually, increase the quality and efficiency of information accumulation in different contexts. DA - 2019/02/01/ PY - 2019 DO - 10.1007/s12599-018-0569-6 DP - Springer Link VL - 61 IS - 1 SP - 91 EP - 111 J2 - Bus Inf Syst Eng LA - en SN - 1867-0202 ST - Design Principles for Systematic Search Systems UR - https://doi.org/10.1007/s12599-018-0569-6 Y2 - 2024/01/19/22:25:42 KW - Design principles KW - Design science research KW - Information retrieval KW - Literature review KW - Systematic literature searches KW - Systematic search systems KW - _Added-ailr-2024 ER - TY - THES TI - Student perceptions of flipped learning in a high school math classroom AU - Strohmyer, Daniel A. DA - 2016/// PY - 2016 DP - Google Scholar M3 - PhD Thesis PB - Walden University KW - _C:Australia AUS KW - _C:Cuba CUB KW - _C:Ireland IRL KW - _C:Pakistan PAK 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 - Using digital technology to improve learning AU - Stringer, Eleanor AU - Lewin, Cathy AU - Coleman, Robbie CY - London, UK DA - 2019/// PY - 2019 LA - English M3 - Guidance Report PB - Education Endowment Foundation UR - https://educationendowmentfoundation.org.uk/public/files/Publications/digitalTech/EEF_Digital_Technology_Guidance_Report.pdf Y2 - 2020/11/24/00:00:00 KW - _Added to LR KW - _T:reviewed ER - TY - JOUR TI - At last: Recent applications of new literacy studies in educational contexts AU - Street, B V T2 - Research in the Teaching of English DA - 2005/// PY - 2005 VL - 39 IS - 4 SP - 417 EP - 423 Y2 - 2021/03/28/00:00:00 KW - ⛔ No DOI found ER - TY - BOOK TI - Grounded Theory in Practice AU - Strauss, Anselm AU - Corbin, Juliet M. DA - 1997/// PY - 1997 PB - SAGE Publications Ltd ER - TY - JOUR TI - POSSIBILITIES FOR APPLICATION OF DOCUMENT CAMERAS AND WEBCAMS IN THE LECTURE HALLS AND LABORATORIES OF THE UNIVERSITIES AU - Stoykova, Vanya AU - Zlatev, Zlatin AU - Baycheva, Stanka DO - 10.15547/artte.2016.02.005 DP - Google Scholar KW - __C:filed:1 ER - TY - JOUR TI - Conceptual Modeling: Topics, Themes, and Technology Trends AU - Storey, Veda C. AU - Lukyanenko, Roman AU - Castellanos, Arturo T2 - ACM Computing Surveys AB - Conceptual modeling is an important part of information systems development and use that involves identifying and representing relevant aspects of reality. Although the past decades have experienced continuous digitalization of services and products that impact business and society, conceptual modeling efforts are still required to support new technologies as they emerge. This paper surveys research on conceptual modeling over the past five decades and shows how its topics and trends continue to evolve to accommodate emerging technologies, while remaining grounded in basic constructs. We survey over 5,300 papers that address conceptual modeling topics from the 1970s to the present, which are collected from 35 multidisciplinary journals and conferences, and use them as the basis from which to analyze the progression of conceptual modeling. The important role that conceptual modeling should play in our evolving digital world is discussed, and future research directions proposed. DA - 2023/12/31/ PY - 2023 DO - 10.1145/3589338 DP - DOI.org (Crossref) VL - 55 IS - 14s SP - 1 EP - 38 J2 - ACM Comput. Surv. LA - en SN - 0360-0300, 1557-7341 ST - Conceptual Modeling UR - https://dl.acm.org/doi/10.1145/3589338 Y2 - 2023/11/28/12:34:22 KW - _Added-ailr-2024 ER - TY - BOOK TI - Critical Digital Pedagogy: A Collection AU - Stommel, Jesse AU - Friend, Chris AU - Morris, Sean Michael AU - Rorabaugh, Pete AU - Rheingold, Howard AU - Watters, Audrey AU - Davidson, Cathy AU - Stewart, Bonnie AU - Benjamin, Ruha DA - 2020/07/30/ PY - 2020 DP - Amazon SP - 334 LA - en SN - 978-0-578-72591-8 ST - Critical Digital Pedagogy ER - TY - ELEC TI - Critical Digital Pedagogy: a Definition AU - Stommel, Jesse T2 - Hybrid Pedagogy AB - We are better users of technology when we are thinking critically about the nature and effects of that technology. What we must do is work to encourage students and ourselves to think critically about new tools (and, more importantly, the tools we already use). DA - 2014/11/18/T03:00:45.000Z PY - 2014 LA - en ST - Critical Digital Pedagogy UR - https://hybridpedagogy.org/critical-digital-pedagogy-definition/ Y2 - 2020/09/10/19:07:43 ER - TY - JOUR TI - Professional Learning Communities: A Review of the Literature AU - Stoll, Louise AU - Bolam, Ray AU - McMahon, Agnes AU - Wallace, Mike AU - Thomas, Sally T2 - Journal of Educational Change AB - International evidence suggests that educational reform’s progress depends on teachers’ individual and collective capacity and its link with school-wide capacity for promoting pupils’ learning. Building capacity is therefore critical. Capacity is a complex blend of motivation, skill, positive learning, organisational conditions and culture, and infrastructure of support. Put together, it gives individuals, groups, whole school communities and school systems the power to get involved in and sustain learning over time. Developing professional learning communities appears to hold considerable promise for capacity building for sustainable improvement. As such, it has become a ‘hot topic’ in many countries. DA - 2006/12/01/ PY - 2006 DO - 10.1007/s10833-006-0001-8 DP - Springer Link VL - 7 IS - 4 SP - 221 EP - 258 J2 - J Educ Change LA - en SN - 1389-2843, 1573-1812 ST - Professional Learning Communities UR - https://doi.org/10.1007/s10833-006-0001-8 Y2 - 2021/06/22/15:24:46 ER - TY - JOUR TI - Climate impacts of the metaverse AU - Stoll, Christian AU - Gallersdörfer, Ulrich AU - Klaaßen, Lena T2 - Joule AB - Christian Stoll is a research affiliate at the Center for Energy Markets of the Technical University of Munich and at the Center for Energy and Environmental Policy Research of the Massachusetts Institute of Technology. He co-founded CCRI and works as a management consultant. His research focuses on the intersection of sustainability and cryptocurrencies. Ulrich Gallersdörfer is a research associate at the Department of Informatics of the Technical University of Munich. He is a co-founder and CEO of CCRI, a company providing intelligence and data for cryptocurrencies, blockchain, and related technologies. His research focuses on blockchain technology and adjacent fields. Lena Klaaßen is a PhD student at the Climate Finance and Policy group at ETH Zurich. She is also a co-founder of CCRI. Her research focuses on the role of the financial sector in acelerating investment in low-carbon energy technologies as well as the environmental impact of companies and technologies. DA - 2022/12/21/ PY - 2022 DO - 10.1016/j.joule.2022.10.013 DP - ScienceDirect VL - 6 IS - 12 SP - 2668 EP - 2673 J2 - Joule SN - 2542-4351 UR - https://www.sciencedirect.com/science/article/pii/S2542435122005220 Y2 - 2024/03/17/19:11:10 ER - TY - CHAP TI - Application of Language Models for the Segmentation of Website Visitors AU - Stöckl, Andreas AU - Krauss, Oliver T2 - Intelligent Systems and Applications A2 - Arai, Kohei CY - Cham DA - 2024/// PY - 2024 DP - DOI.org (Crossref) VL - 824 SP - 807 EP - 821 LA - en PB - Springer Nature Switzerland SN - 978-3-031-47714-0 978-3-031-47715-7 UR - https://link.springer.com/10.1007/978-3-031-47715-7_54 Y2 - 2024/02/23/17:11:16 ER - TY - RPRT TI - Innovative approaches to sexual and reproductive health and rights AU - Stienen, Petra AB - Sexual and reproductive health and rights (SRHR), which are related to bodily autonomy and selfdetermination in sexuality and reproduction, are particularly relevant to gender equality but concern every individual. Access to these rights should be ensured without discrimination based on any ground. This objective should be high in the priorities of legislators and policy makers. Innovation in science and technology, in areas such as communication and online medical consultation and prescription, facilitates the implementation of this policy priority. DA - 2023/01/23/ PY - 2023 DP - Zotero LA - en UR - https://assembly.coe.int/LifeRay/EGA/Pdf/TextesProvisoires/2023/20230123-ReproductiveRights-EN.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Delegates' Experience of a Professional Development Workshop for Staff of Nigerian Independent Schools: An Appreciative Inquiry AU - Steyn, Gm T2 - Mediterranean Journal of Social Sciences DA - 2014/11/01/ PY - 2014 DO - 10.5901/mjss.2014.v5n23p1470 DP - DOI.org (Crossref) J2 - MJSS LA - en SN - 20399340, 20392117 ST - Delegates' Experience of a Professional Development Workshop for Staff of Nigerian Independent Schools UR - http://mcser.org/journal/index.php/mjss/article/view/4682 Y2 - 2020/07/25/20:35:51 KW - _AcademicRecoveryOECS ER - TY - NEWS TI - Three ex-PMs attack plan to merge DfID with Foreign Office AU - Stewart, Heather AU - Wintour, Patrick T2 - The Guardian AB - Aid organisations accuse Johnson of tying aid to security and diplomatic aims DA - 2020/06/16/T18:35:47.000Z PY - 2020 DP - www.theguardian.com LA - en-GB SE - Politics SN - 0261-3077 UR - https://www.theguardian.com/politics/2020/jun/16/foreign-office-and-department-for-international-development-to-merge Y2 - 2020/06/17/13:41:02 KW - Aid KW - Boris Johnson KW - Dominic Raab KW - Foreign policy KW - Global development KW - Politics KW - UK news ER - TY - THES TI - Cultivating a personal learning network that leads to professional change AU - Stewart, Benjamin L. AB - Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about teaching and learning and the practicalities teachers face in the classroom. The purpose of this qualitative multiple case study was to describe how ideas, materials, and social interactions form a PLN through online, informal pedagogical dialogues among English language educators as it relates to professional learning. The five participants of this study were selected from a total of 10 based on their willingness to complete an informed consent form, complete an initial online survey, interact with other professionals publically online, and participate in a final interview. The online survey contained demographic information about each case and included both open and closed items; a content analysis was done on public interactions that tool place online; and a final in-depth interview used open questions to inquire about how respective PLNs changed over time. All data was coded, categorized, and placed into themes based on the ideational, material, and social aspects of each PLN. The findings show that professional knowledge, skills sets, and overall dispositions emerge in unique ways based on how ideas, technologies, and personal contacts interrelate with each other over time, and that an individual’s PLN provides unanticipated benefits when sharing publicly online. DA - 2015/// PY - 2015 LA - English M3 - Ph.D. PB - Northcentral University UR - https://www.academia.edu/36606178/Cultivating_a_Personal_Learning_Network_that_Leads_to_Professional_Change KW - 0444:Foreign language education KW - 0449:Educational leadership KW - 0710:Educational technology KW - Actor-network theory KW - Complexity KW - Content analysis KW - Education KW - Educational leadership KW - Educational technology KW - English KW - Foreign Language KW - Learning KW - Personal learning network KW - Polls & surveys KW - Teacher education KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096277 KW - __finaldtb ER - TY - JOUR TI - Cultivating a Personal Learning Network that Leads to Professional Change AU - Stewart, Benjamin L. DA - 2015/// PY - 2015 KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - GEN TI - Crisis Intervention: An Opportunity To Change AU - Stevens, Brenda A AU - Ellerbrock, Lynette S DA - 1995/// PY - 1995 PB - ERIC Clearinghouse UR - https://files.eric.ed.gov/fulltext/ED405535.pdf Y2 - 2021/03/03/00:00:00 KW - ⛔ No DOI found ER - TY - JOUR TI - The role of formative evaluation in implementation research and the QUERI experience AU - Stetler, Cheryl B. AU - Legro, Marcia W. AU - Wallace, Carolyn M. AU - Bowman, Candice AU - Guihan, Marylou AU - Hagedorn, Hildi AU - Kimmel, Barbara AU - Sharp, Nancy D. AU - Smith, Jeffrey L. T2 - Journal of general internal medicine DA - 2006/// PY - 2006 DO - 10.1007/s11606-006-0267-9 DP - Google Scholar VL - 21 IS - 2 SP - S1 EP - S8 ER - TY - RPRT TI - Learning at scale: interim report | Unesco IIEP Learning Portal AU - Stern, Jonathan AU - Jukes, Matthew AU - Piper, Benjamin AU - DeStefano, Joseph AU - Mejia, Jessica AU - Dubeck, Peggy AU - Carrol, Bidemi AU - Punjabi, Maitri AU - Harris-Van Keuren, Christine AU - Tufail, Fatima DA - 2021/// PY - 2021 PB - RTI UR - https://learningportal.iiep.unesco.org/en/library/learning-at-scale-interim-report Y2 - 2022/12/19/02:36:12 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - The impact of Traffic-Related air pollution on child and adolescent academic Performance: A systematic review AU - Stenson, Chloe AU - Wheeler, Amanda J. AU - Carver, Alison AU - Donaire-Gonzalez, David AU - Alvarado-Molina, Miguel AU - Nieuwenhuijsen, Mark AU - Tham, Rachel T2 - Environment International DA - 2021/// PY - 2021 DO - 10.1016/j.envint.2021.106696 DP - Google Scholar VL - 155 SP - 106696 ST - The impact of Traffic-Related air pollution on child and adolescent academic Performance KW - BE:RELEVANT ER - TY - JOUR TI - Understanding theory of change in international development AU - Stein, Danielle AU - Valters, Craig DA - 2012/// PY - 2012 DP - Zotero SP - 25 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Artificial intelligence and climate change AU - Stein, Amy L. T2 - Yale J. on Reg. DA - 2020/// PY - 2020 DP - Google Scholar VL - 37 SP - 890 UR - https://heinonline.org/hol-cgi-bin/get_pdf.cgi?handle=hein.journals/yjor37§ion=24 Y2 - 2024/02/24/11:14:13 KW - ⛔ No DOI found ER - TY - JOUR TI - Interrogating Gender Divides in Technology for Education and Development: the Case of the One Laptop per Child Project in Ghana AU - Steeves, Leslie AU - Kwami, Janet T2 - Studies in Comparative International Development AB - The One Laptop per Child (OLPC) project aims to make low-cost computers accessible to the “world’s poorest children,” presuming that the gadgets will support their empowerment via education. The project’s success globally, however, has been mixed at best, with many countries terminating their purchases due to cost, inadequate infrastructure, and negative side effects. In October 2010, Ghana suspended the country’s 3-year participation. This study examines the complex history and failure of OLPC Ghana in two pilot schools, one urban and one rural, with particular attention to gender bias. The analysis draws on interviews with government personnel, students, and teachers in the pilot classes. Despite lacking electric power in the rural community, UNDP’s Millennium Villages Project played a strong support role, making OLPC somewhat more effective with less of a gender divide in the rural school than in the urban school in Accra. Both pilot schools faced severe sustainability challenges raising decade-old questions about modernity and technological determinism. Further, in both schools, particularly the urban school, a digital divide by gender was evident. DA - 2017/06/01/ PY - 2017 DO - 10.1007/s12116-017-9245-y DP - Springer Link VL - 52 IS - 2 SP - 174 EP - 192 J2 - St Comp Int Dev LA - en SN - 1936-6167 ST - Interrogating Gender Divides in Technology for Education and Development UR - https://doi.org/10.1007/s12116-017-9245-y Y2 - 2020/07/20/17:33:37 KW - C: Ghana ER - TY - JOUR TI - A Meta-Analysis of the Effectiveness of Intelligent Tutoring Systems on K–12 Students’ Mathematical Learning AU - Steenbergen-Hu, Saiying AU - Cooper, Harris DA - 2013/// PY - 2013 DO - 10.1037/a0032447 SP - 18 LA - en KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Sierra Leone 2015 population and housing census: Thematic report on poverty and durables AU - Statistics Sierra Leone DA - 2017/// PY - 2017 PB - Statistics Sierra Leone UR - https://www.statistics.sl/images/StatisticsSL/Documents/Census/2015/sl_2015_phc_thematic_report_on_poverty_and_durables.pdf Y2 - 2021/09/15/12:38:30 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Sierra Leone Demographic and Health Survey 2008 AU - Statistics Sierra Leone CY - Freetown, Sierra Leone DA - 2009/07// PY - 2009 DP - Zotero SP - 459 LA - en PB - Ministry of Health and Sanitation UR - https://dhsprogram.com/pubs/pdf/FR225/FR225.pdf KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Sierra Leone Demographic and Health Survey 2019 AU - Statistics Sierra Leone AB - ICF CY - Freetown, Sierra Leone and Rockville, Maryland, USA DA - 2020/10// PY - 2020 DP - Zotero SP - 647 LA - en PB - The DHS Program SN - FR365 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Sierra Leone Multiple Indicator Cluster Survey 2017 AU - Statistics Sierra Leone CY - Freetown, Sierra Leone DA - 2018/// PY - 2018 M3 - Survey Findings Report PB - Statistics Sierra Leone UR - https://www.statistics.sl/images/StatisticsSL/Documents/sierra_leone_mics6_2017_report.pdf Y2 - 2020/11/25/19:27:26 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Sierra Leone Multiple Indicator Cluster Survey 2017, survey findings report AU - Statistics Sierra Leone CY - Freetown, Sierra Leone DA - 2017/// PY - 2017 PB - Statistics Sierra Leone UR - https://www.statistics.sl/images/StatisticsSL/Documents/sierra_leone_mics6_2017_report.pdf Y2 - 2021/09/10/12:05:38 KW - _C:Sierra Leone SLE ER - TY - GEN TI - Submitted to TETFund, Abuja AU - State, Zamfara DA - 2019/11// PY - 2019 LA - en ER - TY - BOOK TI - Cultural Transmission and Material Culture: Breaking Down Boundaries AU - Stark, Miriam T. AU - Bowser, Brenda AU - Horne, Lee AU - Longacre, William DA - 2008/// PY - 2008 PB - University of Arizona Press ER - TY - CONF TI - Integrating deep linguistic features in factuality prediction over unified datasets AU - Stanovsky, G. AU - Eckle-Kohler, J. AU - Puzikov, Y. C1 - Vancouver, Canada C3 - Proceedings of the Annual Meeting of the Association for Computational Linguistics DA - 2017/// PY - 2017 SP - 352 EP - 357 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - The Relationship Between School Distance And Academic Achievement Of Primary School Pupils In Ovia North-East Lga, Edo State, Nigeria. AU - Stanley, Udoka AU - Emmanuel, Nelly AU - Igboh, Benedict AB - The aim of this study was to investigate the relationship between school distance and academic achievement of primary school pupils in Ovia North-East LGA. As a guide to this study, four research questions as well as three hypotheses were tested the correlational research design was adopted for this study. The population of the study comprised all primary schools in Ovia North-East LGA. There are one hundred and one primary schools out of which twenty schools (20%) were sampled using the random sampling technique and one hundred teachers were used as sample for the study. The research instrument was a structured questionnaire on relationship between school distance and academic achievement of primary school pupils (S.D.A.A.Q). The reliability of the instrument was established through the use of test re-test method. The collected data were analyzed using simple percentage and Pearson Product Moment Correlation (PPMC) statistic was used in testing the hypotheses at 0.05 level of significance. The instrument was trial tested in Uselu primary school, Egor Local Government Area in Edo State using 20 teachers. The reliability coefficient was 0.86. The findings of the study revealed that: pupils in Ovia North-East LGA covered long distance to school; there is significant relationship between school distance and academic achievement of primary school pupils; there is a relationship between school distance and academic achievement of male primary school pupils While for the female, there is no significant relationship between school distance and academic achievement. It was thus recommended that primary schools should be located in different strategic locations in the Local Government Area to reduce the distance covered by the pupils. Alternatively, school buses should be made available to convey the pupils to and from schools to overcome the problem of late coming and tiredness on the part of the pupils thereby by enhancing their academic achievement. Parents and guardians should locate schools closer to their place of residence so as to prevent the pupils from walking long distance to schools which may reduce the level of their academic achievement. Furthermore, the Government should ensure that the available primary schools are made conducive for effective learning so as to improve the academic achievement of the pupils. Again, pupils should be motivated as well as reinforced on regular basis to encourage them to attend school regularly. DA - 2017/// PY - 2017 DP - Zotero VL - 1 IS - 5 SP - 9 LA - en ER - TY - BOOK TI - Learning to look: A handbook on classroom observation and teaching models AU - Stallings, Jane DA - 1977/// PY - 1977 DP - Google Scholar PB - Wadsworth Publishing Company ST - Learning to look ER - TY - JOUR TI - Uncertainty in Early Occupational Aspirations: Role Exploration or Aimlessness? AU - Staff, Jeremy AU - Harris, Angel AU - Sabates, Ricardo AU - Briddell, Laine T2 - Social Forces AB - Many youth in the United States lack clear occupational aspirations. This uncertainty in achievement ambitions may benefit socio-economic attainment if it signifies “role exploration,” characterized by career development, continued education and enduring partnerships. By contrast, uncertainty may diminish attainment if it instead leads to “aimlessness,” involving prolonged education without the acquisition of a degree, residential dependence and frequent job changes. We use nationally representative data from the National Education Longitudinal Study to examine how uncertainty in occupational aspirations in adolescence (age 16) affects wage attainments in young adulthood (age 26). Results suggest that youth with undecided career ambitions earn significantly lower hourly wages in young adulthood than youth with more certain aspirations, supporting the view that uncertainty heightens the risk of labor-market problems. DA - 2010/12/01/ PY - 2010 DO - 10.1353/sof.2010.0088 DP - Silverchair VL - 89 IS - 2 SP - 659 EP - 683 J2 - Social Forces SN - 0037-7732 ST - Uncertainty in Early Occupational Aspirations UR - https://doi.org/10.1353/sof.2010.0088 Y2 - 2023/01/07/20:45:44 ER - TY - JOUR TI - Preverovaní vedomostí žiakov vo vybranom učive predmetu technika pomocou PC AU - Stadtrucker, Roman DA - 2018/// PY - 2018 DP - Google Scholar KW - _C:Australia AUS KW - _C:Luxembourg LUX KW - _C:Mali MLI KW - _C:Singapore SGP KW - _C:Slovenia SVN KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - What Is Web3? AU - Stackpole, Thomas T2 - Harvard Business Review DA - 2022/// PY - 2022 LA - en UR - https://hbr.org/2022/05/what-is-web3. KW - Final_citation KW - anystyle KW - existing KW - ⛔ No DOI found ER - TY - ELEC TI - Schule und Ausbildung AU - Staatsministerium für Kultus UR - https://www.schule.sachsen.de/23756.htm Y2 - 2020/05/28/11:10:36 ER - TY - BOOK TI - Class I + Class II (Accelerated Teaching Syllabi) AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745149 Y2 - 2020/06/28/11:23:36 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Class III + Class IV (Accelerated Teaching Syllabi) AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745151 Y2 - 2020/06/28/11:23:37 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Class V + Class VI (Accelerated Teaching Syllabi) AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745153 Y2 - 2020/06/28/11:23:39 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Education Consortium - Sierra Leone Secondary Education Improvement Programme (SSEIP) [zip] AU - SSEIP AB - ZIP file for Education Consortium - Sierra Leone Secondary Education Improvement Programme (SSEIP). DA - 2020/04/07/ PY - 2020 DP - DOI.org (Datacite) UR - https://docs.opendeved.net/lib/KQEE3GAS Y2 - 2020/06/28/10:55:31 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 01, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745050 Y2 - 2020/06/28/10:57:50 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 01, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745052 Y2 - 2020/06/28/10:58:23 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 01, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745054 Y2 - 2020/06/28/10:58:30 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 02, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745056 Y2 - 2020/06/28/10:58:35 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 02, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745058 Y2 - 2020/06/28/10:58:40 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 02, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745060 Y2 - 2020/06/28/10:58:45 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 03, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745062 Y2 - 2020/06/28/10:58:52 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 03, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745064 Y2 - 2020/06/28/10:58:59 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 03, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745066 Y2 - 2020/06/28/10:59:06 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 04, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745068 Y2 - 2020/06/28/10:59:14 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 04, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745070 Y2 - 2020/06/28/10:59:21 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 04, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745072 Y2 - 2020/06/28/10:59:27 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 05, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745074 Y2 - 2020/06/28/10:59:32 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 05, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745076 Y2 - 2020/06/28/10:59:37 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 05, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745078 Y2 - 2020/06/28/10:59:41 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 06, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745080 Y2 - 2020/06/28/10:59:50 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 06, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745082 Y2 - 2020/06/28/11:00:40 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 06, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745084 Y2 - 2020/06/28/11:00:51 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 07, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745194 Y2 - 2020/06/28/13:43:45 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 07, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745155 Y2 - 2020/06/28/13:41:17 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 07, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745196 Y2 - 2020/06/28/13:44:27 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 07, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745157 Y2 - 2020/06/28/13:41:19 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 07, Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745198 Y2 - 2020/06/28/13:43:50 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 07, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745159 Y2 - 2020/06/28/13:41:21 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 08, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745200 Y2 - 2020/06/28/13:43:52 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 08, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745161 Y2 - 2020/06/28/13:41:22 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 08, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745202 Y2 - 2020/06/28/13:43:55 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 08, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745163 Y2 - 2020/06/28/13:41:23 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 08, Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745204 Y2 - 2020/06/28/13:43:57 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 08, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745165 Y2 - 2020/06/28/13:41:28 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 09, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745206 Y2 - 2020/06/28/13:43:58 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 09, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745167 Y2 - 2020/06/28/13:41:29 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 09, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745208 Y2 - 2020/06/28/13:44:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 09, Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745210 Y2 - 2020/06/28/13:44:21 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 09, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745171 Y2 - 2020/06/28/13:41:32 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - ENGLISH LANGUAGE AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745444 Y2 - 2020/06/28/14:10:25 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745316 Y2 - 2020/06/28/14:06:55 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745318 Y2 - 2020/06/28/14:06:57 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745320 Y2 - 2020/06/28/14:07:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 1 MS0722, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745394 Y2 - 2020/06/28/14:11:37 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 1, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745294 Y2 - 2020/06/28/13:55:07 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745248 Y2 - 2020/06/28/13:51:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 2 MS0722, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745396 Y2 - 2020/06/28/14:11:39 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 2, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745296 Y2 - 2020/06/28/13:55:10 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745250 Y2 - 2020/06/28/13:51:02 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 3 MS0722, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745398 Y2 - 2020/06/28/14:11:41 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 3, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745298 Y2 - 2020/06/28/13:55:15 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 3 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745252 Y2 - 2020/06/28/13:51:15 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745324 Y2 - 2020/06/28/14:07:04 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745326 Y2 - 2020/06/28/14:07:07 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745328 Y2 - 2020/06/28/14:07:10 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 1 MS0722, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745400 Y2 - 2020/06/28/14:11:42 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 1, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745300 Y2 - 2020/06/28/13:55:20 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745254 Y2 - 2020/06/28/13:51:08 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 2 MS0722, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745404 Y2 - 2020/06/28/14:11:44 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 2, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745302 Y2 - 2020/06/28/13:55:27 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745258 Y2 - 2020/06/28/13:51:19 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 3 MS0722, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745406 Y2 - 2020/06/28/14:12:11 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 3, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745304 Y2 - 2020/06/28/13:55:34 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 3 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745260 Y2 - 2020/06/28/13:51:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745330 Y2 - 2020/06/28/14:07:13 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745332 Y2 - 2020/06/28/14:07:16 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745334 Y2 - 2020/06/28/14:07:19 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 1 MS0722, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745408 Y2 - 2020/06/28/14:11:48 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 1, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745306 Y2 - 2020/06/28/13:55:39 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745262 Y2 - 2020/06/28/13:51:31 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 2 MS0722, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745410 Y2 - 2020/06/28/14:11:50 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 2, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745308 Y2 - 2020/06/28/13:55:45 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745264 Y2 - 2020/06/28/13:51:36 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 3 MS0722, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745412 Y2 - 2020/06/28/14:11:52 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 3, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745310 Y2 - 2020/06/28/13:55:51 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 3 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745266 Y2 - 2020/06/28/13:51:42 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745336 Y2 - 2020/06/28/14:07:22 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745338 Y2 - 2020/06/28/14:07:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 1 MS0723, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745414 Y2 - 2020/06/28/14:11:54 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 1, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745312 Y2 - 2020/06/28/13:56:01 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745268 Y2 - 2020/06/28/13:51:46 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 2 MS0723, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745416 Y2 - 2020/06/28/14:11:56 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 2, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745314 Y2 - 2020/06/28/13:56:07 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745270 Y2 - 2020/06/28/13:51:50 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English WAEC BECE Exam Syllabus AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745440 Y2 - 2020/06/28/14:10:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - GENERAL MATHEMATICS OR MATHEMATICS (CORE) AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745446 Y2 - 2020/06/28/14:10:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Junior Secondary I, II, III English (Accelerated Teaching Syllabi) AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745244 Y2 - 2020/06/28/13:50:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Junior Secondary I, III, III Mathematics (Accelerated Teaching Syllabi) AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745246 Y2 - 2020/06/28/13:50:05 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 07, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745212 Y2 - 2020/06/28/13:47:12 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 07, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745214 Y2 - 2020/06/28/13:47:14 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 07, Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745216 Y2 - 2020/06/28/13:47:18 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 08, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745218 Y2 - 2020/06/28/13:47:21 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 08, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745220 Y2 - 2020/06/28/13:47:23 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 08, Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745222 Y2 - 2020/06/28/13:47:27 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 09, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745224 Y2 - 2020/06/28/13:47:32 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 09, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745226 Y2 - 2020/06/28/13:47:34 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 09, Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745228 Y2 - 2020/06/28/13:48:09 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 01, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745088 Y2 - 2020/06/28/11:20:10 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 01, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745090 Y2 - 2020/06/28/11:20:13 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 01, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745092 Y2 - 2020/06/28/11:20:22 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 02, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745094 Y2 - 2020/06/28/11:20:25 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 02, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745096 Y2 - 2020/06/28/11:20:27 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 02, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745098 Y2 - 2020/06/28/11:20:29 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 03, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745100 Y2 - 2020/06/28/11:20:32 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 03, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745102 Y2 - 2020/06/28/11:20:34 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 03, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745104 Y2 - 2020/06/28/11:20:36 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 04, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745106 Y2 - 2020/06/28/11:20:40 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 04, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745108 Y2 - 2020/06/28/11:20:47 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 04, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745110 Y2 - 2020/06/28/11:20:54 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 05, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745112 Y2 - 2020/06/28/11:20:59 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 05, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745114 Y2 - 2020/06/28/11:21:06 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 05, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745116 Y2 - 2020/06/28/11:21:10 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 06, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745118 Y2 - 2020/06/28/11:21:15 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 06, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745120 Y2 - 2020/06/28/11:21:18 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 06, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745122 Y2 - 2020/06/28/11:21:23 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 07, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745175 Y2 - 2020/06/28/13:42:11 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 07, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745177 Y2 - 2020/06/28/13:42:13 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 07, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745179 Y2 - 2020/06/28/13:42:14 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 08, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745181 Y2 - 2020/06/28/13:42:18 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 08, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745183 Y2 - 2020/06/28/13:42:20 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 08, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745185 Y2 - 2020/06/28/13:42:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 09, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745187 Y2 - 2020/06/28/13:42:28 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 09, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745189 Y2 - 2020/06/28/13:42:30 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 09, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745192 Y2 - 2020/06/28/13:42:32 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1 Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745362 Y2 - 2020/06/28/14:08:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1 Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745364 Y2 - 2020/06/28/14:08:02 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1 Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745366 Y2 - 2020/06/28/14:08:05 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 1 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745418 Y2 - 2020/06/28/14:12:58 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 1, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745340 Y2 - 2020/06/28/14:05:23 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745272 Y2 - 2020/06/28/13:53:05 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 2 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745420 Y2 - 2020/06/28/14:13:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 2, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745342 Y2 - 2020/06/28/14:05:25 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745274 Y2 - 2020/06/28/13:53:08 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 3 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745422 Y2 - 2020/06/28/14:13:03 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 3, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745344 Y2 - 2020/06/28/14:05:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 3 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745276 Y2 - 2020/06/28/13:53:12 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2 Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745368 Y2 - 2020/06/28/14:08:08 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2 Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745370 Y2 - 2020/06/28/14:08:12 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2 Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745372 Y2 - 2020/06/28/14:08:15 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 1 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745424 Y2 - 2020/06/28/14:13:09 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 1, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745346 Y2 - 2020/06/28/14:05:31 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745278 Y2 - 2020/06/28/13:53:17 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 2 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745426 Y2 - 2020/06/28/14:13:11 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 2, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745348 Y2 - 2020/06/28/14:05:34 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745280 Y2 - 2020/06/28/13:53:21 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 3 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745428 Y2 - 2020/06/28/14:13:13 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 3, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745350 Y2 - 2020/06/28/14:05:37 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 3 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745282 Y2 - 2020/06/28/13:53:25 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3 Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745374 Y2 - 2020/06/28/14:08:21 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3 Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745376 Y2 - 2020/06/28/14:08:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3 Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745378 Y2 - 2020/06/28/14:08:30 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 1 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745430 Y2 - 2020/06/28/14:13:15 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 1, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745352 Y2 - 2020/06/28/14:05:41 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745284 Y2 - 2020/06/28/13:53:29 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 2 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745432 Y2 - 2020/06/28/14:13:16 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 2, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745354 Y2 - 2020/06/28/14:05:44 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745286 Y2 - 2020/06/28/13:53:33 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 3 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745434 Y2 - 2020/06/28/14:13:18 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 3, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745356 Y2 - 2020/06/28/14:05:47 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 3 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745288 Y2 - 2020/06/28/13:53:38 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4 Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745380 Y2 - 2020/06/28/14:08:34 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4 Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745382 Y2 - 2020/06/28/14:08:38 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4, Term 1 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745436 Y2 - 2020/06/28/14:13:21 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4, Term 1, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745358 Y2 - 2020/06/28/14:05:51 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745290 Y2 - 2020/06/28/13:53:45 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4, Term 2 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745438 Y2 - 2020/06/28/14:13:24 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4, Term 2, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745360 Y2 - 2020/06/28/14:05:54 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745292 Y2 - 2020/06/28/13:53:48 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths WAEC BECE Exam Syllabus AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745442 Y2 - 2020/06/28/14:10:03 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 01 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745125 Y2 - 2020/06/28/11:22:19 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 02 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745127 Y2 - 2020/06/28/11:22:20 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 03 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745129 Y2 - 2020/06/28/11:22:22 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 04 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745131 Y2 - 2020/06/28/11:22:24 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 05 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745133 Y2 - 2020/06/28/11:22:25 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 06 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745135 Y2 - 2020/06/28/11:22:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 07 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745230 Y2 - 2020/06/28/13:49:05 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 08 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745232 Y2 - 2020/06/28/13:49:07 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 09 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745234 Y2 - 2020/06/28/13:49:09 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 09 UNAPPROVED AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745236 Y2 - 2020/06/28/13:49:11 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence Maths Class 01 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745137 Y2 - 2020/06/28/11:22:59 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence Maths Class 02 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745139 Y2 - 2020/06/28/11:23:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence Maths Class 03 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745141 Y2 - 2020/06/28/11:23:02 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence Maths Class 04 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745143 Y2 - 2020/06/28/11:23:03 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence Maths Class 05 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745145 Y2 - 2020/06/28/11:23:05 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence Maths Class 06 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745147 Y2 - 2020/06/28/11:23:07 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence Maths Class 07 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745238 Y2 - 2020/06/28/13:49:17 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence Maths Class 08 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745240 Y2 - 2020/06/28/13:49:22 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence Maths Class 09 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745242 Y2 - 2020/06/28/13:49:24 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Senior Secondary I, II, III, IV English (Accelerated Teaching Syllabi) AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745390 Y2 - 2020/06/28/14:09:24 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Senior Secondary I, II, III, IV Literature in English (Accelerated Teaching Syllabi) AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745388 Y2 - 2020/06/28/14:09:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Senior Secondary I, II, III, IV Mathematics (Accelerated Teaching Syllabi) AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745392 Y2 - 2020/06/28/14:09:28 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Senior Secondary School, Scope and Sequence , English (Revised) AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745384 Y2 - 2020/06/28/14:09:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Senior Secondary School, Scope and Sequence , Maths AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745386 Y2 - 2020/06/28/14:09:02 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Considerations for School Reopening in Ontario: Building a more resilient education system for recovery AU - Srivastava, Prachi T2 - Education Publications DA - 2020/06/01/ PY - 2020 ST - Considerations for School Reopening in Ontario UR - https://ir.lib.uwo.ca/edupub/173 KW - ⛔ No DOI found ER - TY - JOUR TI - Assessing the potential of AI–ML in urban climate change adaptation and sustainable development AU - Srivastava, Aman AU - Maity, Rajib T2 - Sustainability DA - 2023/// PY - 2023 DO - 10.3390/su152316461 DP - Google Scholar VL - 15 IS - 23 SP - 16461 UR - https://www.mdpi.com/2071-1050/15/23/16461 Y2 - 2024/02/24/11:14:03 ER - TY - CONF TI - A question answering and quiz generation chatbot for education AU - Sreelakshmi, A. S. AU - Abhinaya, S. B. AU - Nair, Aishwarya AU - Nirmala, S. Jaya C3 - 2019 Grace Hopper Celebration India (GHCI) DA - 2019/// PY - 2019 DO - 10.1109/GHCI47972.2019.9071832 DP - Google Scholar SP - 1 EP - 6 PB - IEEE ER - TY - JOUR TI - Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme AU - Spiro, Jane T2 - Higher Education Research and Development AB - In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective. (Contains 1 table.) DA - 2011/// PY - 2011 DO - 10.1080/07294360.2011.598453 VL - 30 IS - 5 SP - 635 EP - 646 LA - English SN - 0729-4360, 0729-4360 UR - https://www.researchgate.net/publication/254267313_Guided_Interaction_as_Intercultural_Learning_Designing_Internationalisation_into_a_Mixed_Delivery_Teacher_Education_Programme AN - 964187791; EJ953057 KW - Asia KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education Majors KW - Europe KW - Foreign Countries KW - Foreign Students KW - Higher Education KW - Interaction KW - Latin America KW - Masters Degrees KW - Middle East KW - Multicultural Education KW - Personal Narratives KW - Private Sector KW - Southeast Asia KW - Student Teachers KW - Teacher Education Programs KW - United Kingdom KW - Virtual Classrooms KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097655 KW - __finaldtb ER - TY - JOUR TI - Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme AU - Spiro, Jane T2 - Higher Education Research & Development DA - 2011/10/01/ PY - 2011 DO - 10.1080/07294360.2011.598453 VL - 30 IS - 5 SN - 0729-4360 ST - Guided interaction as intercultural learning KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Human-AI Collaboration to Identify Literature for Evidence Synthesis AU - Spillias, Scott AU - Tuohy, Paris AU - Andreotta, Matthew AU - Annand-Jones, Ruby AU - Boschetti, Fabio AU - Cvitanovic, Christopher AU - Duggan, Joe AU - Fulton, Elizabeth AU - Karcher, Denis AU - Paris, Cecile DA - 2023/// PY - 2023 DO - 10.21203/rs.3.rs-3099291/v1 DP - Google Scholar UR - https://www.researchsquare.com/article/rs-3099291/latest Y2 - 2024/03/12/20:57:23 ER - TY - JOUR TI - Human-AI Collaboration to Identify Literature for Evidence Synthesis AU - Spillias, Scott AU - Tuohy, Paris AU - Andreotta, Matthew AU - Annand-Jones, Ruby AU - Boschetti, Fabio AU - Cvitanovic, Christopher AU - Duggan, Joe AU - Fulton, Elizabeth AU - Karcher, Denis AU - Paris, Cecile AB - Systematic approaches to evidence synthesis can improve the rigour, transparency, and replicability of a traditional literature review. However, these systematic approaches are time and resource intensive. We evaluate the ability of OpenAI’s ChatGPT to undertake two initial stages of evidence syntheses (searching peer-reviewed literature and screening for relevance) and develop a novel collaborative framework to leverage the best of both human and AI intelligence. Using a scoping review of community-based sheries management as a case study, we nd that with substantial prompting, the AI can provide critical insight into the construction and content of a search string. Thereafter, we evaluate ve strategies for synthesising AI output to screen articles based on prede ned inclusion criteria. We nd low omission rates (< 1%) of relevant literature by the AI are achievable, which is comparable to that of human screeners. These ndings show that generalised AI tools can assist reviewers with evidence synthesis to accelerate the implementation and improve the reliability of a review. DA - 2023/// PY - 2023 DO - 10.21203/rs.3.rs-3099291/v1 DP - Google Scholar UR - https://www.researchsquare.com/article/rs-3099291/latest Y2 - 2023/11/28/12:41:47 KW - _Added-ailr-2024 ER - TY - GEN TI - The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response AU - Sphere DA - 2018/// PY - 2018 LA - English PB - Sphere ST - Sphere Handbook UR - https://handbook.spherestandards.org/en/sphere/#ch001 ER - TY - RPRT TI - What works in girls' education: Evidence for the world's best investment AU - Sperling, Gene B. AU - Winthrop, Rebecca AU - Sperling, Gene B DA - 2015/// PY - 2015 DP - Zotero SP - 338 LA - en PB - Brookings UR - https://www.brookings.edu/book/what-works-in-girls-education-evidence-for-the-worlds-best-investment/ KW - ⛔ No DOI found ER - TY - BOOK TI - Early Grade Reading and Mathematics Interventions in South Africa - Interventions A3 - Spaull, Nic A3 - Taylor, Stephen DA - 2022/// PY - 2022 PB - Oxford University Press SN - 978 0 19 074119 8 ER - TY - BOOK TI - Early Grade Reading in South Africa A3 - Spaull, Nic A3 - Pretorius, Elizabeth DA - 2022/// PY - 2022 LA - en PB - Oxford University Press SN - 978 0 19 074138 9 KW - ⛔ No DOI found ER - TY - JOUR TI - Should we worry about AI's energy use? AU - Sparkes, Matthew T2 - New Scientist DA - 2023/10// PY - 2023 DO - 10.1016/S0262-4079(23)01896-1 DP - DOI.org (Crossref) VL - 260 IS - 3460 SP - 11 J2 - New Scientist LA - en SN - 02624079 UR - https://linkinghub.elsevier.com/retrieve/pii/S0262407923018961 Y2 - 2024/03/17/19:09:16 ER - TY - JOUR TI - Effectiveness of Computer-Assisted Instruction in Statistics: A Meta-Analysis AU - Sosa, Giovanni W. AU - Berger, Dale E. AU - Saw, Amanda T. AU - Mary, Justin C. T2 - Review of Educational Research AB - Although previous meta-analyses have documented the efficacy of computer-assisted statistics instruction, the current study examined a range of specific features that presumably influence its effectiveness, such as the level of learner engagement, learner control, and the nature of feedback. In 45 experimental studies with a control condition, computer-assisted statistics instruction provided a meaningful average performance advantage ( d = 0.33). Because of great methodological heterogeneity among the studies, the authors employed a conservative but appropriate mixed effects model to examine potential moderator effects. The authors’ analyses revealed three statistically significant findings. Larger effects were reported in studies in which treatment groups received more instructional time than control groups, in studies that recruited graduate students as participants, and in studies employing an embedded assessment. A newly developed second order standardized mean effect size, d diff , reveals that additional study characteristics may serve as meaningful moderators. Tight experimental control is needed to assess the importance of specific instructional features in computer-assisted statistics instruction. DA - 2011/03// PY - 2011 DO - 10.3102/0034654310378174 DP - DOI.org (Crossref) VL - 81 IS - 1 SP - 97 EP - 128 J2 - Review of Educational Research LA - en SN - 0034-6543, 1935-1046 ST - Effectiveness of Computer-Assisted Instruction in Statistics UR - http://journals.sagepub.com/doi/10.3102/0034654310378174 Y2 - 2024/03/19/21:04:30 KW - Final_citation ER - TY - JOUR TI - The State of Ransomware in Education 2022 – Sophos Partner News AU - Sophos T2 - Sophos Partner News July AB - Insights into an ever more challenging attack environment and the growing financial and operational burden ransomware is placing on the education sector. DA - 2022/07/12/ PY - 2022 VL - 12 LA - en-US UR - https://partnernews.sophos.com/en-us/2022/07/resources/the-state-of-ransomware-in-education-2022/ Y2 - 2023/01/06/04:19:32 KW - Final_citation KW - anystyle KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - Investigating the Barriers to Teachers’ Professional Development in an EFL Context AU - Soodmand Afshar, Hassan AU - Ghasemi, Shabnam T2 - Journal of Modern Research in English Language Studies DA - 2020/// PY - 2020 DP - Google Scholar VL - 7 IS - 2 SP - 101 EP - 122 KW - _C:China CHN KW - _C:Iran IRN KW - _C:Israel ISR KW - _C:Lesotho LSO KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Traditional apprenticeship in Ghana and Senegal: Skills development for youth for the informal sector AU - Sonnenberg, K T2 - Journal of International Cooperation in Education AB - The demographic youth bulge, representing large cohorts of youth, coupled with lack of pathways to education and employment and therefore social mobility, have become issues of great concern. As a result, youth employment and technical and vocational skills development have grown in prominence on international and national agendas in recent years. However, skills development strategies often overlook the informal sector despite the fact that in developing countries, income-generating activities in the informal sector often far exceed those of the formal sector. UNESCO’s 2012 EFA Global Monitoring Report on youth skills development states that traditional apprenticeships are an important way of acquiring transferable and job-specific skills, particularly for the informal sector. An extensive review of the literature of Ghana and Senegal reveals that these two countries have long histories of traditional apprenticeship and that these forms of skills training reach more youth than formal technical and vocational training. This paper examines the approaches these two countries’ governments have taken to increase access to and quality of non-formal skills training opportunities. Despite a lack of data on the long-term outcomes of these initiatives, programs and reforms, several important implications arise from these countries’ experiences. These implications are discussed as well as areas for future research. DA - 2012/// PY - 2012 LA - en UR - http://home.hiroshima-u.ac.jp/~cice/wp-content/uploads/publications/15-2/15-2-06.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:Senegal 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 - HDR25 KW - P:agriculture KW - P:measurement KW - Q:ICT KW - T:Ausbildung KW - T:Formal apprenticeship KW - T:Lehrlingsausbildung KW - T:apprentice KW - T:education and skills training KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Development of SW education class plan using artificial intelligence education platform: focusing on upper grade of elementary school AU - Son, Won-Seong T2 - Journal of The Korean Association of Information Education DA - 2020/// PY - 2020 DO - 10.14352/jkaie.2020.24.5.453 DP - Google Scholar VL - 24 IS - 5 SP - 453 EP - 462 ST - Development of SW education class plan using artificial intelligence education platform UR - https://koreascience.kr/article/JAKO202009651163334.page Y2 - 2024/02/24/10:04:55 ER - TY - RPRT TI - What Do Tanzanian Parents Want from Primary Schools—and What Can Be Done about It? AU - Solomon, Samuel AU - Zeitlin, Andrew AB - Key Points RISE researchers ran a ‘discrete choice’ experiment among parents of school-aged children. They find: • Parents’ choices are driven by proximity and learning quality, with little additional role for class sizes or infrastructure quality. • Parents’ willingness to walk for learning outcomestheir tradeoff between distance and quality—varies widely by region. • Regional variation in willingness to walk for learning is not reflected in the mix of services provided by the school system. DA - 2019/05/25/ PY - 2019 DP - DOI.org (Crossref) LA - en PB - Research on Improving Systems of Education (RISE) UR - https://www.riseprogramme.org/publications/what-do-tanzanian-parents-want-primary-schools-and-what-can-be-done-about-it-0 Y2 - 2020/09/06/17:28:26 KW - _genre:PR-primary_research ER - TY - THES TI - Towards competence-based technical-vocational education and training in Ethiopia AU - Solomon, GH AB - In the human development effort, different countries are underscoring the role of TVET in providing relevant knowledge and skills to improve productivity, increase access to employment opportunities and raise the standard of living. It is in recognition of this that, in all Ethiopian educational development endeavors, TVET has been considered to play a key role to tackle the country’s socioeconomic underdevelopment through knowledgeable and skillful manpower. Since its introduction in 1941, TVET has been guided by different policies and strategies adopted by successive governments who came to power at different times. This thesis investigates how TVET has reached the current stage of its development in Ethiopia and the challenges encountered in implementing a competence-based system aimed at improving present and future TVET practices. This introduction opens with the general state of affairs in Ethiopia as a basis for considering TVET to be a pivotal component of its socio-economic development. Describing the context in which the different studies in this thesis were conducted, this introduction closes with an introduction of the research questions that guided the different studies presented as separate chapters DA - 2016/// PY - 2016 LA - en UR - https://library.wur.nl/WebQuery/wurpubs/fulltext/388252 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 - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:T KW - F:outcomes KW - F:standards KW - T:TVET KW - T:company-based training KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Adapting implementation science for higher education research: the systematic study of implementing evidence-based practices in college classrooms AU - Soicher, Raechel N. AU - Becker-Blease, Kathryn A. AU - Bostwick, Keiko C. P. T2 - Cognitive Research: Principles and Implications AB - Finding better ways to implement effective teaching and learning strategies in higher education is urgently needed to help address student outcomes such as retention rates, graduation rates, and learning. Psychologists contribute to the science and art of teaching and learning in higher education under many flags, including cognitive psychology, science of learning, educational psychology, scholarship of teaching and learning in psychology, discipline-based educational research in psychology, design-based implementation research, and learning sciences. Productive, rigorous collaboration among researchers and instructors helps. However, translational research and practice-based research alone have not closed the translation gap between the research laboratory and the college classroom. Fortunately, scientists and university faculty can draw on the insights of decades of research on the analogous science-to-practice gap in medicine and public health. Health researchers now add to their toolbox of translational and practice-based research the systematic study of the process of implementation in real work settings directly. In this article, we define implementation science for cognitive psychologists as well as educational psychologists, learning scientists, and others with an interest in use-inspired basic cognitive research, propose a novel model incorporating implementation science for translating cognitive science to classroom practice in higher education, and provide concrete recommendations for how use-inspired basic cognitive science researchers can better understand those factors that affect the uptake of their work with implementation science. DA - 2020/11/05/ PY - 2020 DO - 10.1186/s41235-020-00255-0 DP - BioMed Central VL - 5 IS - 1 SP - 54 J2 - Cognitive Research: Principles and Implications SN - 2365-7464 ST - Adapting implementation science for higher education research UR - https://doi.org/10.1186/s41235-020-00255-0 Y2 - 2022/09/26/12:43:23 KW - Higher education KW - Implementation science KW - Learning KW - Teaching KW - Translation KW - Use-inspired basic research ER - TY - JOUR TI - Costing the implementation of public health interventions in resource-limited settings: a conceptual framework AU - Sohn, Hojoon AU - Tucker, Austin AU - Ferguson, Olivia AU - Gomes, Isabella AU - Dowdy, David T2 - Implementation Science AB - Background: Failing to account for the resources required to successfully implement public health interventions can lead to an underestimation of costs and budget impact, optimistic cost-effectiveness estimates, and ultimately a disconnect between published evidence and public health decision-making. Methods: We developed a conceptual framework for assessing implementation costs. We illustrate the use of this framework with case studies involving interventions for tuberculosis and HIV/AIDS in resource-limited settings. Results: Costs of implementing public health interventions may be conceptualized as occurring across three phases: design, initiation, and maintenance. In the design phase, activities include developing intervention components and establishing necessary infrastructure (e.g., technology, standard operating procedures). Initiation phase activities include training, initiation of supply chains and quality assurance procedures, and installation of equipment. Implementation costs in the maintenance phase include ongoing technical support, monitoring and evaluation, and troubleshooting unexpected obstacles. Within each phase, implementation costs can be incurred at the site of delivery (“site-specific” costs) or more centrally (“above-service” or “central” costs). For interventions evaluated in the context of research studies, implementation costs should be classified as programmatic, researchrelated, or shared research/program costs. Purely research-related costs are often excluded from analysis of programmatic implementation. Conclusions: In evaluating public health interventions in resource-limited settings, accounting for implementation costs enables more realistic estimates of budget impact and cost-effectiveness and provides important insights into program feasibility, scale-up, and sustainability. Assessment of implementation costs should be planned prospectively and performed in a standardized manner to ensure generalizability. DA - 2020/12// PY - 2020 DO - 10.1186/s13012-020-01047-2 DP - DOI.org (Crossref) VL - 15 IS - 1 SP - 86 J2 - Implementation Sci LA - en SN - 1748-5908 ST - Costing the implementation of public health interventions in resource-limited settings UR - https://implementationscience.biomedcentral.com/articles/10.1186/s13012-020-01047-2 Y2 - 2022/02/22/15:18:40 ER - TY - CONF TI - What are the 21st-century skills every student needs AU - Soffel, Jenny C3 - World Economic Forum DA - 2016/// PY - 2016 DP - Google Scholar VL - 10 UR - http://www3.weforum.org/docs/WEF_New_Vision_for_Education.pdf KW - ⛔ No DOI found ER - TY - BOOK TI - Empirical development economics AU - Söderbom, Måns AU - Teal, Francis AU - Eberhardt, Markus AU - Quinn, Simon AU - Zeitlin, Andrew DA - 2014/// PY - 2014 DP - Google Scholar PB - Routledge ER - TY - JOUR TI - A Typology of Professional Learning Communities (PLC) for Sub-Saharan Africa: A Case study of Equatorial Guinea, Ghana, and Nigeria AU - Soares, Fernanda AU - Galisson, Kirsten AU - Laar, Mindel van de T2 - African Journal of Teacher Education AB - In the bid to improve teaching quality and promote an approach to teacher development that is grounded in the context in which teachers are inserted, Professional Learning Communities (PLCs) have become a popular alternative model of teacher professional development in many countries. PLCs, however, have been more widely studied in high-resource contexts. In a recognition that existing conceptualizations from the Western literature may not reflect how PLCs are functioning in developing countries, this research aims to inductively create a typology of PLCs that incorporates elements that might be specific to these countries, with a focus on Sub-Saharan Africa in general and based on the cases of Equatorial Guinea, Ghana and Nigeria in particular. This study employs a multimethod approach, encompassing document analysis, semi-structured interviews with PLC experts and expert validation. The resulting typology categorizes PLCs into three models - autonomous, structured and scripted. This typology of PLCs is further integrated with dimensions previously proposed by the Western literature to form one cohesive conceptual framework. By acknowledging PLC variability, we are able to incorporate into a framework modes of PLC operation that are specific to our case countries, and possibly to Sub-Saharan African and low- and middle-income countries more generally. DA - 2020/11/03/ PY - 2020 DO - 10.21083/ajote.v9i2.6271 DP - journal.lib.uoguelph.ca VL - 9 IS - 2 SP - 110 EP - 143 LA - en SN - 1916-7822 ST - A Typology of Professional Learning Communities (PLC) for Sub-Saharan Africa UR - https://journal.lib.uoguelph.ca/index.php/ajote/article/view/6271 AN - Family Health International 360 and Maastricht Graduate School of Governance / United Nations University – MERIT, Maastricht University Y2 - 2021/03/12/10:56:39 KW - Professional Development KW - Professional Learning Communities KW - Professional Learning Communities Teaching Practices KW - Sub-Saharan Africa KW - Teachers KW - Teaching Practices ER - TY - JOUR TI - Toward a Deeper Understanding: Testing a Multidimensional Framework of Professional Learning Communities in Sub-Saharan African Schools AU - Soares, Fernanda AU - Galisson, Kirsten T2 - Comparative Education Review AB - Professional learning communities (PLCs) are becoming increasingly popular, in a recognition that teachers’ knowledge is situated in teachers’ daily experiences and best acquired through ongoing practice and reflection. This study examines the relationship between participation in PLCs and teaching practices and tests specific aspects of a PLC framework for sub-Saharan Africa, which has not been studied before. Data originate from a teacher survey implemented with over 2,300 preschool and primary education teachers in Equatorial Guinea, Ghana, and Nigeria. Our results show a positive significant relationship between higher levels of participation in PLC and constructivist student-centered practices for two out of the three countries under study. Findings also indicate that PLCs’ four core characteristics conceptualized by the literature from high-income countries are associated with higher constructivist student-centered practice across all three countries. DA - 2021/02/01/ PY - 2021 DO - 10.1086/712179 DP - journals.uchicago.edu (Atypon) VL - 65 IS - 1 SP - 76 EP - 103 SN - 0010-4086 ST - Toward a Deeper Understanding UR - https://www.journals.uchicago.edu/doi/10.1086/712179 Y2 - 2021/06/25/16:02:20 ER - TY - BLOG TI - Unpacking PLCs: What evidence do we have about professional learning communities and how can we produce more? AU - Soares, Fernanda AU - Galisson, Kirsten T2 - R&E Search for Evidence AB - In this post, we further define professional learning communities (PLCs) and review existing evidence on the effect of PLCs. We then outline FHI 360-funded research that we have initiated to study PLCs in three low- and middle-income countries: Equatorial Guinea, Ghana and Nigeria. DA - 2018/05/16/T10:25:14+00:00 PY - 2018 LA - en-US ST - Unpacking PLCs UR - https://researchforevidence.fhi360.org/unpacking-plcs-evidence-professional-learning-communities-can-produce Y2 - 2021/03/12/10:40:38 ER - TY - JOUR TI - Interventions for Improving Learning Outcomes and Access to Education in Low and Middle-Income Countries: A Systematic AU - Snilstveit, Birte AU - Stevenson, Jennifer AU - Phillips, Daniel AU - Vojtkova, Martina AU - Gallagher, Emma AU - Schmidt, Tanja AU - Jobse, Hannah AU - Geelen, Maisie AU - Pastorello, Maria Grazia AU - Eyers, John T2 - Review. 3ie Systematic Review DA - 2015/// PY - 2015 VL - 24 UR - https://www.3ieimpact.org/evidence-hub/publications/systematic-reviews/interventions-improving-learning-outcomes-and-access KW - ⛔ No DOI found ER - TY - RPRT TI - The impact of education programmes on learning and school participation in low- and middle-income countries AU - Snilstveit, Birte AU - Stevenson, Jennifer AU - Menon, Radhika AU - Phillips, Daniel AU - Gallagher, Emma AU - Geleen, Maisie AU - Maxwell Stamp AU - Jobse, Hannah AU - Schmidt, Tanja AU - Jimenez, Emmanuel AU - Maxwell Stamp AU - Jobse, Hannah AU - Independent Consultant AU - Schmidt, Tanja AU - Independent Consultant AU - Jimenez, Emmanuel AU - International Initiative for Impact Evaluation (3ie) DA - 2016/09// PY - 2016 DP - DOI.org (Crossref) LA - en PB - International Initiative for Impact Evaluation (3ie) UR - http://3ieimpact.org/evidence-hub/publications/systematic-reviews/interventions-improving-learning-outcomes-and-access Y2 - 2020/11/23/10:41:56 KW - _Added to LR KW - _G:reviewed ER - TY - RPRT TI - Potential long-term consequences of school closures: Lessons from the 2013-2016 Ebola pandemic AU - Smith, William C. AB - Abstract The COVID-19 pandemic has seen an unprecedented shutdown of society. Nearly 1.725 billion children across the globe have been affected as over 95% of countries closed schools as the virus spread in April 2020. Much attention has been given to school closures as non-pharmaceutical mitigation tools to stem the spread of the disease through ensuring social distancing. Within education, focus has been given to keep students connected through remote learning and the immediate needs of schools upon reopening. This study takes a longer-term view. Using Demographic Health Surveys and Multiple Indicator Cluster Surveys from before and after the 2013-2016 Ebola outbreak in Guinea and Sierra Leone, this study examines changes in enrolment and dropout patterns, with targeted consideration given to traditionally marginalized groups. With schools closed for seven and nine months in the two countries, the length and intensity of the Ebola pandemic is the only health crises in the past century to come close to the school closures being experienced in 2020. Findings suggest that youth in the poorest households see the largest increase in dropout rates post-Ebola and that this impact can persist for years. Two years after being declared Ebola-free an additional 22,000 of the poorest secondary age youth remained out of school than would have been expected based on the pre-outbreak dropout rate. To halt the likely expansion in inequality post-pandemic, these results point to the need for longer term, sustainable planning that includes comprehensive financial support packages to groups most likely to be impacted. DA - 2020/08/04/ PY - 2020 DP - DOI.org (Crossref) LA - en M3 - preprint PB - In Review ST - Potential long-term consequences of school closures UR - https://www.researchsquare.com/article/rs-51400/v1 Y2 - 2020/08/12/17:03:48 KW - _C:Sierra Leone SLE ER - TY - GEN TI - Using DeepSpeed and Megatron to Train Megatron-Turing NLG 530B, A Large-Scale Generative Language Model AU - Smith, Shaden AU - Patwary, Mostofa AU - Norick, Brandon AU - LeGresley, Patrick AU - Rajbhandari, Samyam AU - Casper, Jared AU - Liu, Zhun AU - Prabhumoye, Shrimai AU - Zerveas, George AU - Korthikanti, Vijay AU - Zhang, Elton AU - Child, Rewon AU - Aminabadi, Reza Yazdani AU - Bernauer, Julie AU - Song, Xia AU - Shoeybi, Mohammad AU - He, Yuxiong AU - Houston, Michael AU - Tiwary, Saurabh AU - Catanzaro, Bryan AB - Pretrained general-purpose language models can achieve state-of-the-art accuracies in various natural language processing domains by adapting to downstream tasks via zero-shot, few-shot and fine-tuning techniques. Because of their success, the size of these models has increased rapidly, requiring high-performance hardware, software, and algorithmic techniques to enable training such large models. As the result of a joint effort between Microsoft and NVIDIA, we present details on the training of the largest monolithic transformer based language model, Megatron-Turing NLG 530B (MT-NLG), with 530 billion parameters. In this paper, we first focus on the infrastructure as well as the 3D parallelism methodology used to train this model using DeepSpeed and Megatron. Next, we detail the training process, the design of our training corpus, and our data curation techniques, which we believe is a key ingredient to the success of the model. Finally, we discuss various evaluation results, as well as other interesting observations and new properties exhibited by MT-NLG. We demonstrate that MT-NLG achieves superior zero-, one-, and few-shot learning accuracies on several NLP benchmarks and establishes new state-of-the-art results. We believe that our contributions will help further the development of large-scale training infrastructures, large-scale language models, and natural language generations. DA - 2022/02/04/ PY - 2022 DO - 10.48550/arXiv.2201.11990 DP - arXiv.org PB - arXiv UR - http://arxiv.org/abs/2201.11990 Y2 - 2024/02/24/17:41:04 KW - Computer Science - Computation and Language ER - TY - BOOK TI - Open development: networked innovations in international development AU - Smith, Matthew L. CY - Cambridge, Mass. DA - 2013/// PY - 2013 DP - Open WorldCat LA - English PB - Mit Press SN - 978-0-262-52541-1 0-262-52541-0 978-1-55250-568-7 1-55250-568-5 ST - Open development ER - TY - ELEC TI - What is curriculum? Exploring theory and practice AU - Smith, Mark K T2 - the encyclopaedia of informal education DA - 1996///2000 PY - 1996 LA - en-GB ST - What is curriculum? UR - http://infed.org/mobi/curriculum-theory-and-practice/ Y2 - 2020/02/03/12:35:01 ER - TY - JOUR TI - Reviews and Reviewing: Approaches to Research Synthesis. An Annual Review of Information Science and Technology (ARIST) paper AU - Smith, Linda C. T2 - Journal of the Association for Information Science and Technology AB - Abstract Reviews have long been recognized as among the most important forms of scientific communication. The rapid growth of the primary literature has further increased the need for reviews to distill and interpret the literature. This review on Reviews and Reviewing: Approaches to Research Synthesis encompasses the evolution of the review literature, taxonomy of review literature, uses and users of reviews, the process of preparing reviews, assessment of review quality and impact, the impact of information technology on the preparation of reviews, and research opportunities for information science related to reviews and reviewing. In addition to providing a synthesis of prior research, this review seeks to identify gaps in the published research and to suggest possible future research directions. DA - 2023/11/10/ PY - 2023 DO - 10.1002/asi.24851 DP - DOI.org (Crossref) SP - asi.24851 J2 - Asso for Info Science & Tech LA - en SN - 2330-1635, 2330-1643 ST - Reviews and Reviewing UR - https://asistdl.onlinelibrary.wiley.com/doi/10.1002/asi.24851 Y2 - 2023/11/28/12:39:47 KW - _Added-ailr-2024 ER - TY - JOUR TI - Mapping schools' NAPLAN results: a spatial inequality of school outcomes in Australia AU - Smith, Crichton AU - Parr, Nick AU - Muhidin, Salut T2 - Geographical Research AB - This article identifies spatial dimensions of educational outcomes using maps of the 2016 Grade 5 reading results for Australia’s National Assessment Program–Literacy and Numeracy for all Australian schools. A geographical information system (GIS) was used to overlay schools’ results onto suburbs’ advantage or disadvantage to visualise spatial patterns. We then examined the extent to which school results “cluster” in socio-economically advantaged and disadvantaged suburbs and considered the consistency of spatial patterns for results across major cities. That work illustrates both how GIS can foreground educational inequality and how “the spatial” is more than corollary for student socio-economic status. Results show substantial differences between urban and remote areas and towns of different size. Maps of cities visualise spatial “clustering” patterns of school results, with most schools in advantaged suburbs having high results and almost no schools in disadvantaged suburbs having high results. Educational outcomes strongly align to local sociodemographic characteristics, and parallel host communities’ levels of advantage or disadvantage. Differences between public and private schools are less significant than within-sector differences for schools in advantaged or disadvantaged locales. Patterns in all cities are consistent—schools in advantaged suburbs predominantly have high results, whereas non-government schools generally perform better than government schools in disadvantaged suburbs. Most concerning is the persistent and increasing trajectory of results in advantaged, and more so in disadvantaged suburbs, of all cities since the first National Assessment Program–Literacy and Numeracy in 2008. Ameliorating spatial inequality between primary schools is one of the greatest challenges for Australians. DA - 2019/05// PY - 2019 DO - 10.1111/1745-5871.12317 DP - DOI.org (Crossref) VL - 57 IS - 2 SP - 133 EP - 150 J2 - Geographical Research LA - en SN - 1745-5863, 1745-5871 ST - Mapping schools' NAPLAN results UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/1745-5871.12317 Y2 - 2021/03/07/17:37:49 KW - Lebanon_event_2021 KW - _C:Australia AUS KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - 'Distance learning' or 'learning at a distance'? Case study of an education initiative to deliver an in‐service bachelors degree in Zambia AU - Smith, CJ T2 - Innovations in Education and Teaching International AB - In 1998, as part of what was then Zambia’s Department of Technical Education and Vocational Training’s (DTEVT) human resources capacity building initiative, under the Ministry of Science, Technology and Vocational Training (MSTVT), donor funding was secured to provide degree-level training for key teachers and managers within the technical education and vocational education and training (TEVET) system. However, the lack of degree-level courses designed for TEVET personnel at both of Zambia’s universities prevented progress. This situation has disadvantaged TEVET staff and for years has limited their professional development. To address this, a pilot project involving a British Higher Education Institution delivering a degree programme, in-country and in-service (part-time), was proposed by senior DTEVT staff. Some seven years after the commencement of this programme and with three cohorts having successfully been completed, this paper examines some of the key issues in delivery of the programme over the years and reflects on significant events that have influenced the programme’s development and are likely to continue to impact on its future direction. Keywords: blended learning; distance learning; e-learning; international development; professional development; TVET (technical and vocational education and training) DA - 2010/// PY - 2010 DO - 10.1080/14703291003718950 LA - en UR - https://www.tandfonline.com/doi/abs/10.1080/14703291003718950 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Zambia 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:learning KW - P:service industry KW - Q:degree KW - Q:distance learning KW - Q:open learning KW - R:case study KW - T:TVET KW - publicImportV1 ER - TY - JOUR TI - The Lifeline Program: A Case Study of Workforce Education Combating Poverty for Females in Ghana AU - Smith, Bettye P AU - Lowe, Tony AU - Hunt-Hurst, Patricia AU - Okech, David AU - Blalock, Emily AU - Dery, Alexis T2 - International Education AB - This case study research examined the contributions of the Lifeline Program in Ghana, West Africa to the preparation of young women for the workforce; this preparation is an effort to combat poverty. In this research report, a succinct overview of Ghana was provided, the economic status of the country was delineated, and the history of the Lifeline Program from its inception was given. The research provided an explanation of each of the three vocational skills training programs offered by Lifeline: catering, dressmaking, and hairdressing. The vocational skills training programs in Ghana are likened to workforce education programs in the United States. Conclusions were drawn for the Lifeline Program and the vocational skills training programs based on the Human Capital Theory, a major economic framework. Also, recommendations were suggested based on the findings and the theory that undergirded this case study. [PUBLICATION ABSTRACT] DA - 2013/// PY - 2013 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final 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:F KW - CT:P KW - CT:R KW - CT:T KW - F:women KW - P:economy KW - P:measurement KW - R:case study KW - T:Ausbildung KW - T:vocational skills KW - T:workplace education KW - Z:Accelerated death benefits KW - Z:Case studies KW - Z:Education KW - Z:Females KW - Z:Workforce KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - GEN TI - ICT Skills Capacity Building Blueprint AU - Smart Africa DA - 2020/// PY - 2020 UR - https://smartafrica.org/knowledge/ict-skills-capacity-building-blueprint/ ER - TY - JOUR TI - Cited documents as concept symbols AU - Small, H.G. T2 - Social Studies of Science DA - 1978/// PY - 1978 DO - 10.1177/030631277800800305 VL - 8 IS - 3 SP - 327 EP - 340 LA - en ER - TY - CHAP TI - Short message service (SMS)–based remote support and teacher retention of training gains in Malawi AU - Slade, Timothy S. AU - Kipp, Scott AU - Cummings, Stirling AU - Nyirongo, Kondwani AU - Pouezevara, Sarah T2 - Cultivating dynamic educators: case studies in teacher behavior change in Africa and Asia DA - 2018/// PY - 2018 SP - 131 EP - 167 PB - RTI Press KW - Final_citation KW - cited KW - existing ER - TY - VIDEO TI - Learning without Schools? Education, Relief, and Government Partnerships during COVID-19 AU - Skoll Foundation AB - Join to hear about how two large school systems, in Pakistan and West Africa, are partnering with governments and NGOs to educate children at home without internet access. This is a case study on how local leaders, including a Skoll Awardee, see the challenge of education, relief, and partnerships during COVID-19. Panel: - Susannah Hares, Center for Global Development - Mushtaq Chhapra, TCF Co-Founder - Riaz Kamlani, TCF EVP - Paul Skidmore, Rising Academy Network Moderator: Shashi Buluswar, UC Berkeley, Institute for Transformative Technologies DA - 2020/04/03/ PY - 2020 DP - YouTube LA - EN ST - Webinar UR - https://www.youtube.com/watch?v=skZuZ8sSLjI Y2 - 2020/04/06/13:25:49 ER - TY - CONF TI - Tutorbot: A Chatbot for Higher Education Practice AU - Sjöström, Jonas AU - Dahlin, Maritha A2 - Hofmann, Sara A2 - Müller, Oliver A2 - Rossi, Matti T3 - Lecture Notes in Computer Science AB - In this paper, we present the design of Tutorbot – a chatbot software to support learning and teaching in higher education. We account for the implementation of the design as a proof-of-concept and share reflections from experiences in the design and implementation process expressed as design considerations for the design of chatbots in a higher education setting. C1 - Cham C3 - Designing for Digital Transformation. Co-Creating Services with Citizens and Industry DA - 2020/// PY - 2020 DO - 10.1007/978-3-030-64823-7_10 DP - Springer Link SP - 93 EP - 98 LA - en PB - Springer International Publishing SN - 978-3-030-64823-7 ST - Tutorbot KW - Architecture KW - Chatbot KW - Design KW - Design science research KW - Higher education KW - Practice ER - TY - JOUR TI - Remote sensing and AI for building climate adaptation applications AU - Sirmacek, Beril AU - Vinuesa, Ricardo T2 - Results in Engineering DA - 2022/// PY - 2022 DO - 10.1016/j.rineng.2022.100524 DP - Google Scholar VL - 15 SP - 100524 UR - https://www.sciencedirect.com/science/article/pii/S2590123022001943 Y2 - 2024/02/24/11:11:39 ER - TY - JOUR TI - Overlapping meta-analyses on the same topic: survey of published studies AU - Siontis, Konstantinos C. AU - Hernandez-Boussard, Tina AU - Ioannidis, John P. A. T2 - BMJ AB - Objective To assess how common it is to have multiple overlapping meta-analyses of randomized trials published on the same topic. Design Survey of published meta-analyses. Data sources PubMed. Study selection and methods Meta-analyses published in 2010 were identified, and 5% of them were randomly selected. We further selected those that included randomized trials and examined effectiveness of any medical intervention. For eligible meta-analyses, we searched for other meta-analyses on the same topic (covering the same comparisons, indications/settings, and outcomes or overlapping subsets of them) published until February 2013. Results Of 73 eligible meta-analyses published in 2010, 49 (67%) had at least one other overlapping meta-analysis (median two meta-analyses per topic, interquartile range 1-4, maximum 13). In 17 topics at least one author was involved in at least two of the overlapping meta-analyses. No characteristics of the index meta-analyses were associated with the potential for overlapping meta-analyses. Among pairs of overlapping meta-analyses in 20 randomly selected topics, 13 of the more recent meta-analyses did not include any additional outcomes. In three of the four topics with eight or more published meta-analyses, many meta-analyses examined only a subset of the eligible interventions or indications/settings covered by the index meta-analysis. Conversely, for statins in the prevention of atrial fibrillation after cardiac surgery, 11 meta-analyses were published with similar eligibility criteria for interventions and setting: there was still variability on which studies were included, but the results were always similar or even identical across meta-analyses. Conclusions While some independent replication of meta-analyses by different teams is possibly useful, the overall picture suggests that there is a waste of efforts with many topics covered by multiple overlapping meta-analyses. DA - 2013/07/19/ PY - 2013 DO - 10.1136/bmj.f4501 DP - www.bmj.com VL - 347 SP - f4501 J2 - BMJ LA - en SN - 1756-1833 ST - Overlapping meta-analyses on the same topic UR - https://www.bmj.com/content/347/bmj.f4501 Y2 - 2021/04/17/19:26:13 ER - TY - CHAP TI - An educational Chatbot for answering queries AU - Sinha, Sharob AU - Basak, Shyanka AU - Dey, Yajushi AU - Mondal, Anupam T2 - Emerging Technology in Modelling and Graphics DA - 2020/// PY - 2020 DP - Google Scholar SP - 55 EP - 60 PB - Springer ER - TY - CHAP TI - Ethics, Deaf‐Friendly Research, and Good Practice When Studying Sign Languages AU - Singleton, Jenny L. AU - Martin, Amber J. AU - Morgan, Gary T2 - Research Methods in Sign Language Studies A2 - Orfanidou, Eleni A2 - Woll, Bencie A2 - Morgan, Gary DA - 2015/02/06/ PY - 2015 DP - DOI.org (Crossref) ET - 1 SP - 5 EP - 20 LA - en PB - Wiley SN - 978-1-118-27141-4 978-1-118-34601-3 UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/9781118346013.ch1 AN - 10.1002/9781118346013.ch1;503888:6SXCCAP5 Y2 - 2020/03/02/15:33:46 ER - TY - RPRT TI - Rapid Review of Assistive Technologies for Persons with Disability in India AU - Singh, Suneeta AU - Tomar, Manika AU - Mahendra, Vaishali S AB - The purpose of this study is to support a better understanding of the evidence on assistive technology and support an effective response DA - 2020/// PY - 2020 LA - en PB - Amaltas Consulting Private Ltd UR - https://www.gov.uk/research-for-development-outputs/rapid-review-of-assistive-technologies-for-persons-with-disability-in-india Y2 - 2020/12/10/21:15:32 ER - TY - JOUR TI - Enhancing climate resilience in businesses: the role of artificial intelligence AU - Singh, Shivam AU - Goyal, Manish Kumar T2 - Journal of Cleaner Production DA - 2023/// PY - 2023 DO - 10.1016/j.jclepro.2023.138228 DP - Google Scholar VL - 418 SP - 138228 ST - Enhancing climate resilience in businesses UR - https://www.sciencedirect.com/science/article/pii/S0959652623023867 Y2 - 2024/02/24/11:16:00 ER - TY - CHAP TI - Establishing Public-ness in the Network: New Moorings for Development—A Critique of the Concepts of Openness and Open Development AU - Singh, Parminder Jeet AU - Gurumurthy, Anita T2 - Open Development: Networked Innovations in International Development DA - 2013/// PY - 2013 SP - 173- ST - Establishing Public-ness in the Network Y2 - 2015/03/17/11:33:45 ER - TY - JOUR TI - Creating Flexible and Inclusive Learning Paths in Post-Primary Education and Training in Africa: NQFs and Recognition of non-formal and informal learning The Key to Lifelong Learning AU - Singh, Madhu DA - 2008/// PY - 2008 DP - Zotero LA - en UR - https://uil.unesco.org/fileadmin/keydocuments/Africa/en/paper_UIL_recognition_2008_EN.pdf KW - HDR25 KW - ⛔ No DOI found ER - TY - JOUR TI - Primary Schooling for Children with Disabilities: A Review of African Scholarship AU - Singal, Nidhi AU - Spencer, Carrie AU - Mitchell, Rafael DA - 2021/// PY - 2021 DP - Google Scholar ST - Primary Schooling for Children with Disabilities KW - ⛔ No DOI found ER - TY - JOUR TI - School enrolment and learning outcomes for children with disabilities: findings from a household survey in Pakistan AU - Singal, Nidhi AU - Sabates, Ricardo AU - Aslam, Monazza AU - Saeed, Sahar T2 - International Journal of Inclusive Education AB - This paper presents findings from household data collected as part of the Annual Survey of Education conducted in rural Punjab in 2015, which included questions on disability developed by the Washington Group on Disability Statistics. Data reported here focuses on the disability status of children aged 5 to 16 years, their access to school and learning outcomes on basic reading and maths tasks. Our findings highlight that children who were identified by their carer/mothers as having moderate to severe disabilities were less likely to be attending school and had lower levels of learning on basic reading and maths tasks, than their peers who were not identified as having any difficulties in functioning. More importantly, our findings also suggest that being a co-resident/sibling in a household with a child with moderate to severe disabilities was associated with lower levels of basic reading and numeracy for the co-residents/siblings compared to other children. We conclude by highlighting important policy considerations and identifying areas of future research. DA - 2020/11/09/ PY - 2020 DO - 10.1080/13603116.2018.1531944 DP - Taylor and Francis+NEJM VL - 24 IS - 13 SP - 1410 EP - 1430 SN - 1360-3116 ST - School enrolment and learning outcomes for children with disabilities UR - https://doi.org/10.1080/13603116.2018.1531944 Y2 - 2023/01/07/20:46:50 KW - Disability KW - Pakistan KW - enrolment KW - household survey KW - learning outcomes KW - primary schooling ER - TY - BLOG TI - EdTech for learners with disabilities: urgent need to focus on access, engagement and learning outcomes AU - Singal, Nidhi AU - Lynch, Paul AU - Kaye, Tom AU - Francis, Gill T2 - EdTech Hub AB - The current approaches to providing high quality learning experiences to learners with disabilities in low and middle-income (LMICs) countries requires radical rethinking. To date, significant numbers of learners with disabilities are not enjoying the benefits of barrier-free and meaningful engagement with the school curriculum in order to reach their potential. Appropriately matched technology to learner needs – in terms of… DA - 2021/04/23/T15:36:47+00:00 PY - 2021 LA - en-US ST - EdTech for learners with disabilities UR - https://edtechhub.org/2021/04/23/edtech-for-learners-with-disabilities-urgent-need-to-focus-on-access-engagement-and-learning-outcomes/ Y2 - 2021/04/29/18:28:44 KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BOOK TI - Education and Disability in the Global South: New Perspectives from Africa and Asia AU - Singal, Nidhi AU - Lynch, Paul AU - Johansson, Shruti Taneja AB - Education and Disability in the Global South brings together new and established researchers from a variety of disciplines to explore the complexities and dilemmas encountered in providing education to children and young people with disabilities in countries in South Asia and Africa. Applying a range of methodological, theoretical and conceptual frameworks across different levels of education systems, from pre-school to higher education, the contributors examine not just the barriers but also the opportunities within the educational systems, in order to make strong policy recommendations. Together, the chapters offer a comprehensive overview of a range of issues, including a nuanced appreciation of the tensions between the local and global in relation to key developments in the field, critiquing a globalized notion of inclusive education, as well as proposing new methodological advancements in taking the research agenda forward. Empirical insights are captured not just from the perspectives of educators but also through engaging with children and young people with disabilities, who are uniquely powerful in providing insights for future developments. DA - 2018/12/13/ PY - 2018 DP - Google Books SP - 438 LA - en PB - Bloomsbury Publishing SN - 978-1-4742-9121-7 ST - Education and Disability in the Global South KW - Education / Educational Policy & Reform / General KW - Education / Inclusive Education KW - Education / Special Education / General ER - TY - JOUR TI - Education of Children with Disabilities in the South Asian Context AU - Singal, Nidhi T2 - Handbook of Education Systems in South Asia DA - 2019/// PY - 2019 DP - Google Scholar SP - 1 EP - 23 KW - ⛔ No DOI found ER - TY - JOUR TI - children with disabilities: a review of African scholarship. CANDER. AU - Singal, N. AU - Spenser, C. AU - Mitchell, R. DP - Google Scholar ST - children with disabilities KW - ⛔ No DOI found ER - TY - JOUR TI - Recent research on geometry education: an ICME-13 survey team report AU - Sinclair, Nathalie AU - Bussi, Maria G. Bartolini AU - de Villiers, Michael AU - Jones, Keith AU - Kortenkamp, Ulrich AU - Leung, Allen AU - Owens, Kay T2 - ZDM DA - 2016/// PY - 2016 DO - 10.1007/s11858-016-0796-6 DP - Google Scholar VL - 48 IS - 5 SP - 691 EP - 719 ST - Recent research on geometry education KW - _C:Argentina ARG 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:Ethiopia ETH KW - _C:France FRA KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:Guinea GIN KW - _C:India IND KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:Peru PER KW - _C:Poland POL KW - _C:Portugal PRT 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:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - What are the Characteristics of Effective Teacher Professional Development? A Systematic Review and Meta-analysis AU - Sims, Sam AU - Fletcher-Wood, Harry AU - O’Mara, Alison AU - Cottingham, Sarah AU - Stansfield, Claire AU - Herwegen, Jo Van AU - Anders, Jake DA - 2021/// PY - 2021 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Characteristics of effective teacher professional development: what we know, what we don’t, how we can find out AU - Sims, Sam AU - Fletcher-Wood, Harry AB - Several influential reviews and one meta-review have converged on the position that teacher professional development (PD) is more effective when it is: sustained, collaborative, subjectspecific, draws on external expertise, has buy-in from teachers and is practice-based. This consensus view has now been incorporated in government policy and official guidance in several countries. Despite this, several recent PD programmes incorporating these characteristics have failed to have any detectable impact on pupil attainment. This article reviews the evidence underpinning the consensus, arguing that the reviews on which it based are methodologically flawed because they employ inappropriate exclusion criteria and depend on an invalid inference method. The consensus view is therefore likely to be inaccurate. Researchers would make more progress on identifying characteristics of effective professional development by looking for alignment between evidence from basic research on human skill acquisition and features of rigorously-evaluated PD interventions. DA - 2018/// PY - 2018 DP - Zotero LA - en KW - C:International KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Identifying the characteristics of effective teacher professional development: a critical review AU - Sims, Sam AU - Fletcher-Wood, Harry T2 - School Effectiveness and School Improvement DA - 2020/05// PY - 2020 DO - https://www.researchgate.net/publication/341716623_Identifying_the_characteristics_of_effective_teacher_professional_development_a_critical_review DP - Google Scholar VL - 32 IS - 2 SP - 1 EP - 17 ST - Identifying the characteristics of effective teacher professional development KW - De-prioritise KW - ___working_potential_duplicate KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Identifying the characteristics of effective teacher professional development: a critical review AU - Sims, Sam AU - Fletcher-Wood, Harry T2 - School Effectiveness and School Improvement AB - Several influential reviews and two meta-reviews have converged on the position that teacher professional development (PD) is more effective when it is sustained, collaborative, subject specific, draws on external expertise, has buy-in from teachers, and is practice based. This consensus view has now been incorporated in government policy and official guidance in several countries. This paper reassesses the evidence underpinning the consensus, arguing that the reviews on which it is based have important methodological weaknesses, in that they employ inappropriate inclusion criteria and depend on an invalid inference method. The consensus view is therefore likely to be inaccurate. It is argued that researchers would make more progress identifying characteristics of effective professional development by looking for alignment between evidence from basic research on human skill acquisition and features of rigorously evaluated PD interventions. DA - 2021/01/02/ PY - 2021 DO - 10.1080/09243453.2020.1772841 DP - DOI.org (Crossref) VL - 32 IS - 1 SP - 47 EP - 63 J2 - School Effectiveness and School Improvement LA - en SN - 0924-3453, 1744-5124 ST - Identifying the characteristics of effective teacher professional development UR - https://www.tandfonline.com/doi/full/10.1080/09243453.2020.1772841 Y2 - 2021/07/21/12:52:19 KW - _genre:LR-literature_review ER - TY - JOUR TI - Girls’ Education Programmes in the ASEAN region AU - Sims, Kate AU - Thuo, Sarah AB - This non-standard research exercise identified and mapped girls’ education programmes and interventions across Asia and the Pacific. The study primarily focused on interventions that benefit girls, including those that support the transition to secondary school and school completion. The following areas of technical and thematic focus were of particular interest: Accelerated learning, Girls’ education post-Covid-19, Non-formal education, Supplementary education, Female empowerment (i.e. girls’ clubs, life skills programmes, economic empowerment), Climate change, Education Technology (EdTech), and Inclusion of the most marginalised. This mapping study follows a K4D report outlining key barriers to girls’ education in the ASEAN and Pacific region (Price, 2020). It included active programmes and those that finished between 2015 and 2020, with a particular focus on programmes in Cambodia, Laos, Viet Nam, Myanmar, Indonesia, the Philippines, East Timor (Timor-Leste) and Papua New Guinea. Three days of researcher time was allocated to this study, so the exercise was therefore limited in identifying and mapping a large number of applicable programmes. The study relied on publicly available information, so may not have captured all relevant current and previous programming. DA - 2020/10/28/ PY - 2020 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15754 Y2 - 2022/12/18/18:15:01 KW - ⛔ No DOI found ER - TY - JOUR TI - Education, Girls’ Education and Climate Change AU - Sims, Kate AB - This Emerging Issue Report (EIR) explores research and evidence on the relationship between education, girls’ education and climate change. There is scientific consensus that climate change is real, manifested through increasing temperatures, changing rainfall patterns and increasing frequency and severity of extreme weather events, including drought, flooding and cyclones. Climate change, environmental degradation and climate vulnerability are closely linked. Climate change exacerbates environmental and land degradation, especially in areas with drylands and permafrost, river deltas and low-lying coastal areas. There is high confidence that people living in areas affected by environmental degradation are experiencing an increase in the negative effects of climate change. Gender, alongside other drivers of vulnerability and exclusion, is a key determinant of an individual’s vulnerability to the effects of climate change and environmental degradation and influences how climate change is experienced. It is estimated that at least 200 million adolescent girls living in the poorest communities face a heightened risk from the effects of climate change. Evidence and commentary on the role of education, and girls’ education, to address climate change through adaptation, resilience and mitigation is limited, albeit growing. This EIR identifies and summarises the evidence and key commentary around the following themes: links between education, particularly girls’ education, and climate change; how climate and environment matter for achieving gender equality; and why securing girls’ education is an important strategy in addressing climate change. The EIR draws on academic research and literature from low- and middle-income countries (LMICs), as well as policy frameworks and grey literature, media articles and blogs from the climate, education and gender fields. DA - 2021/03// PY - 2021 DO - 10.19088/K4D.2021.044 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/16523 Y2 - 2022/12/18/18:14:02 ER - TY - JOUR TI - Lessons Learned from Education Initiatives Implemented During the First Wave of COVID-19: A Literature Review AU - Sims, Kate AB - It is important to assume that the learning crisis caused by COVID-19 is not over. As highlighted by 2021 school closures in response to the Delta variant, lessons learned from school closures in 2020 are required and applicable. There is therefore a need for reflection and a consolidation of lessons learned to protect education outcomes. Lessons include the need for parental engagement and support, the mobilisation of community actors, and inclusive and accessible remote learning approaches (Kapur, 2020, p. 38). This literature review seeks to better understand what worked and what did not work in education interventions during the first wave of COVID-19, in order to support planning on current and future school closures and/or disruptions to education systems. It focuses on three key areas: 1. Support to teachers to continue teaching during school closures, and the role of teachers in supporting marginalised learners; 2. Approaches to ensure the continuation of learning; and 3. Approaches to reach the most marginalised learners. DA - 2021/12// PY - 2021 DO - 10.19088/K4D.2021.134 DP - opendocs.ids.ac.uk LA - en ST - Lessons Learned from Education Initiatives Implemented During the First Wave of COVID-19 UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17019 Y2 - 2022/12/18/18:15:42 ER - TY - RPRT TI - Eight Reasons Why EdTech Doesn’t Scale: How sandboxes are designed to counter the issue AU - Simpson, Lea AU - Carter, Alice AU - Rahman, Asad AU - Plaut, Daniel DA - 2021/04/01/ PY - 2021 LA - en PB - EdTech Hub ST - Eight Reasons Why EdTech Doesn’t Scale KW - Final_citation KW - existing ER - TY - BLOG TI - Behavioural Innovation: embracing behavioural science for lasting impact AU - Simpson, Lea T2 - Brink blog AB - Behavioural Innovation applies classic innovation methodologies along with psychological, cognitive, emotional, cultural and social… DA - 2019/09/18/T13:23:46.686Z PY - 2019 LA - en ST - Behavioural Innovation UR - https://medium.com/hellobrink-co/behavioural-innovation-embracing-behavioural-science-for-lasting-impact-85d1d78688f4 Y2 - 2022/12/22/04:23:59 ER - TY - RPRT TI - Literature Review on Pre-service Teacher Education for Primary Grade Literacy and Numeracy AU - Simmons Zuilkowski, Stephanie AU - Sowa, Patience AU - Ralaingita, Wendi AU - Piper, Benjamin M3 - Science of Teaching UR - https://scienceofteaching.site/wp-content/uploads/2021/11/PSTE-Lit-Review_REV.pdf Y2 - 2022/07/28/17:54:03 ER - TY - RPRT TI - Pre-service Teacher Education AU - Simmons Zuilkowski, Stephanie AU - Sowa, Patience AU - Ralaingita, Wendi AU - Piper, Benjamin M3 - Science of Teaching UR - https://scienceofteaching.site/wp-content/uploads/2021/11/PSTE-How-To-Guide_REV.pdf Y2 - 2022/07/28/17:54:04 ER - TY - JOUR TI - Promotion of PV Uptake and Sector Growth in Kenya through Value Added Training in PV Sizing, Installation and Maintenance AU - Simiyu, Justus AU - Waita, Sebastian AU - Musembi, Robinson AU - Ogacho, Alex AU - Aduda, Bernard T2 - Energy Procedia AB - Abstract Sub-Saharan Africa, and more specifically the East African region, has the lowest rates of access to electricity in the world. On average, at most 15% of the rural population has access to electricity. Rural households and remote institutions use traditional energy sources such as charcoal, firewood, kerosene and diesel for generator sets, batteries and dry cell batteries. On the other hand, the region is one of the most promising in the world in economic development with growth levels being high and market saturation is a far away future problem. This growth has however been hampered by several factors with lack of energy being one of them. Kenya being one of the countries in the region faces a similar problem with the traditional sources of hydro facing weather related challenges. The situation is more wanting in the rural setting having only achieved electrification rates of between 5 and 10%. The rural being where the majority of low-income earning groups reside is further compounded with large geographical imbalance in electricity demand and supply. The main challenge to adopting pv utilization however, is lack of local capacity to handle the uptake all the way from solar home systems to grid connected and hybrid systems. According to Kenya Renewable Energy Association (KEREA), it is estimated that between 800 and 1000 pv technicians have been in practice since this sector started in Kenya in the late eighties, majority of them having the basic skills but no formal training to provide the service. They however have been offering necessary service to end-users and are hence an important aspect in the pv sector as a whole. Currently the pv (mainly SHS) comprise an over the counter trade system which provides loopholes when it comes to quality of products and installation. To safeguard the quality and safety of installations, formal training has to be incorporated in the system. DA - 2014/// PY - 2014 DO - 10.1016/j.egypro.2014.10.290 LA - en UR - https://www.sciencedirect.com/science/article/pii/S1876610214016579 AN - LOCAL-DOI:10.1016/j.egypro.2014.10.290 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:East Africa KW - A:Sub-Saharan 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:access KW - P:culture KW - P:economy KW - P:electro KW - P:services KW - P:technician KW - T:Training KW - Z:Pv training KW - Z:cultural acceptance KW - Z:value addition KW - publicImportV1 ER - TY - JOUR TI - Nature and type of government and NGO interventions in curbing unemployment and underemployment of urban youth in Kenya AU - Simiyu, John AU - Sambu, Lenah T2 - Journal of Emerging Trends in Educational Research and Policy Studies AB - This paper examines nature and type of Government and NGO interventions in curbing youth unemployment and underemployment based on a study of the youth in Nairobi and Kisumu cities in Kenya. The study was descriptive in nature with a stratified sample from a population comprising respondents selected from slums of two major cities in Kenya where youth unemployment is rampant: Kibera slums in Nairobi and Manyatta slums in Kisumu. Questionnaires and interviews were the main research instruments used to gather data from the field for analysis. The sample size was determined by the number of registered youth groups in the slums. Data was analyzed by using descriptive statistics. Youth unemployment and underemployment is a crucial concern throughout the developing world, but it is a particularly acute problem in Africa where young people comprise a large proportion of the economically active population. Suffice to say, youth unemployment is highly dependent on the overall status of the economy. Economic activity, measured by GDP growth is probably the single factorthat most influences the chances of young people finding a job. In order to find a decent job in a globalized world, young people need to develop a range of skills and knowledge that are typically gained through formal education and training. African governments are implementing various policies and schemes to promote employment opportunities for young people, including skills training and entrepreneurship funds. Even if properly designed, however, the implementation of these interventions is constrained by cost and the lack of capacity among governments to evaluate the impact of policies. The study is useful to scholars and employment institutions in supplementing efforts by NGOs and the Government in dealing with the impact of youth unemployment and underemployment. DA - 2012/10/01/ PY - 2012 DP - journals.co.za VL - 3 IS - 5 SP - 730 EP - 736 LA - en SN - 2141-6990 UR - https://journals.co.za/content/sl_jeteraps/3/5/EJC127683 Y2 - 2020/02/02/16:11:44 KW - ⛔ No DOI found ER - TY - JOUR TI - The Role of General Public in the Development of Technical and Vocational Education in Primary Schools in Eldoret Municipality, Kenya AU - Simiyu, John Wanyonyi AU - Sambu, Lenah T2 - International Journal of Humanities and Social Science AB - The study sought to examine the role the general public play in the development of technical and vocational education in Primary schools. These subjects were: Home science, Art and Craft and Agriculture as offered in Primary schools in the urban and rural setting of Eldoret Municipality and the surrounding areas in Kenya A random sample of eight (8) schools was selected for the study. The respondents included eighty (80) standard eight (Std VIII) pupils, thirty-one (31) teachers and ten (10) parents of the pupils studying these subjects. From the study, a large proportion of the respondents, most of whom were made up of teacher-respondents, affirmed that the local communities were supposed to contribute to the provision of equipment and facilities in the development of technical and vocational education in Primary schools while some of them indicated that the communities were supposed to establish and manage the schools. As such, parents and the general public should be sensitized on the importance of technical and vocational component in the Primary school curriculum so that they can give it the support it deserves be it materially or morally in the task of national development. In addition, the government makes the technical and vocational subjects more attractive by providing adequate facilities and resources to Primary schools. The informal sector of the economy should be strongly supported so as to attract Primary school-leavers who achieve relevant practical skills. The study is useful to all education stakeholders as it highlights the need to incorporate socio-economic contextual factors in improving performance in technical and vocational subjects in individual schools. DA - 2014/01// PY - 2014 DP - Semantic Scholar VL - 4 IS - 1 UR - https://www.semanticscholar.org/paper/The-Role-of-General-Public-in-the-Development-of-in-Simiyu-Sambu/0315238763d72aa57634a059744f80fff44d938f KW - ⛔ No DOI found ER - TY - CHAP TI - Curriculum re-engineering and development in Zambia: the sociology of education in the face of globalisation. AU - Simamuna, Mubita Likando AU - Mulenga, Innocent Mutale DA - 2017/// PY - 2017 DP - Google Scholar PB - The University of Zambia Press ST - Curriculum re-engineering and development in Zambia UR - http://dspace.unza.zm/bitstream/handle/123456789/6591/Curriculum%20Re-Engineering%20and%20Development%20in%20Zambia%20-%20Book%20Chapter.pdf?sequence=1 Y2 - 2023/12/06/15:39:37 ER - TY - BOOK TI - Maine’s middle school laptop program: Creating better writers AU - Silvernail, David L AU - Gritter, Aaron K DA - 2007/// PY - 2007 PB - Gorham, ME: Maine Education Policy Research Institute ER - TY - BOOK TI - Interpreting qualitative data AU - Silverman, David DA - 2015/// PY - 2015 DP - Google Scholar ET - 5 PB - Sage UR - https://books.google.com/books?hl=en&lr=&id=Tp94BgAAQBAJ&oi=fnd&pg=PT18&dq=Interpreting+qualitative+data.&ots=-8nM3xS_x7&sig=4SJyBWeutT2qkOQc1Uoy-7a9Bc4 Y2 - 2015/05/01/17:04:02 KW - CitedIn:eCubed KW - DL4D cited KW - Done:ReferenceFixed KW - TPD@Scale-cited KW - TPD@Scale_1 KW - eCubed ER - TY - JOUR TI - Achieving Community Development through an Agricultural Extension Programme: Technology Dissemination for Mushroom Farmers AU - Silva, Nilantha De AU - Wijeratne, Mahinda T2 - Journal of Learning for Development AB - Mushroom production is a small-scale business unit in rural areas. The Life Long Learning for Farmers (L3F) Programme aims to enhance the socio-economic conditions for them, increasing their access to and use of knowledge and technology. This study evaluates the outcomes of the L3F Programme at the community level. Data were collected through a pre-tested questionnaire survey. The sample consisted of 30 L3F farmers. Farmers’ achievement was assessed by the Farmer Performance Index (FPI). Results indicate that mushroom farmers have scaled up their production; have improved their productivity; designed new experiments to minimise the impact of pests and diseases; focused on environmental sustainability and scientific mushroom production; and improved the quality of packaging. The mobile app Bimmal Govi, blended with Information and Communication Technology, helped them to move with the latest technological advancements. The L3F Programme has increased the standards of mushroom production, helping the farmers become promising entrepreneurs. DA - 2021/07/19/ PY - 2021 DP - jl4d.org VL - 8 IS - 2 SP - 398 EP - 411 LA - en SN - 2311-1550 ST - Achieving Community Development through an Agricultural Extension Programme UR - https://jl4d.org/index.php/ejl4d/article/view/481 Y2 - 2022/04/05/12:23:43 KW - Agricultural extension KW - L3F programme KW - _genre:PR-primary_research KW - community development KW - mushroom KW - ⛔ No DOI found ER - TY - JOUR TI - Urban poverty and education. A systematic literature review AU - Silva-Laya, Marisol AU - D'Angelo, Natalia AU - García, Elda AU - Zúñiga, Laura AU - Fernández, Teresa T2 - Educational Research Review AB - This systematic literature review seeks to provide information on the limitations and opportunities faced by the urban poor in leveraging the potential benefits of education. The review covers the period 1995–2017 and includes 66 articles. The analysis addresses: a) the educational achievement of the urban poor and b) the conditions under which they receive education. Results show that, despite attending school, the urban poor are not able to fully satisfy their right to education. Their educational achievement is deficient in terms of learning, educational trajectory and the capacity to aspire to a better future and although they are included in schooling, material deprivation combined with socio-territorial characteristics and cultural and administrative obstacles means that this inclusion occurs in a stratified manner. The findings urge a reexamination of the discussion around the challenge of education in facilitating social mobility. Breaking the cycle between urban poverty and education requires multisectoral public policies with an equity perspective and the coordinated participation of various social actors. DA - 2020/02/01/ PY - 2020 DO - 10.1016/j.edurev.2019.05.002 DP - ScienceDirect VL - 29 SP - 100280 J2 - Educational Research Review LA - en SN - 1747-938X UR - https://www.sciencedirect.com/science/article/pii/S1747938X18305876 Y2 - 2022/04/05/20:38:15 KW - Academic achievement KW - Aspirations KW - Equity and access KW - School segregation KW - Urban poverty KW - _genre:LR-literature_review ER - TY - JOUR TI - Building a Better Mousetrap: How Design-Based Research was Used to Improve Homemade PowerPoint Games AU - Siko, Jason AU - Barbour, Michael T2 - TechTrends AB - This paper is a review of a three-cycle, design-based research study that explored the relationship between the pedagogical research and the actual implementation of a game design project using Microsoft PowerPoint. Much of the initial literature on using homemade PowerPoint games showed no significant improvement in test scores when students created these low-tech games, despite the fact that the game project was grounded in sound pedagogical strategies. After each iteration changes were made to better reflect the recommendations from the literature, and at the end of the study, students creating games were performing statistically higher on tests than their counterparts who did not create games. Limitations of the study are discussed, as well as ideas for future research in the area of student-generated games as an instructional approach. Retrieved from http://rdcu.be/ne9S DA - 2016/06/09/ PY - 2016 DO - 10.1007/s11528-016-0092-x DP - ResearchGate VL - 60 J2 - TechTrends ST - Building a Better Mousetrap ER - TY - JOUR TI - The next generation of machine learning for tracking adaptation texts AU - Sietsma, Anne J. AU - Ford, James D. AU - Minx, Jan C. T2 - Nature Climate Change AB - Machine learning presents opportunities for tracking evidence on climate change adaptation, including text-based methods from natural language processing. In theory, such tools can analyse more data in less time, using fewer resources and with less risk of bias. However, the first generation of adaptation studies have delivered only proof of concepts. Reviewing these first studies, we argue that future efforts should focus on creating more diverse datasets, investigating concrete hypotheses, fostering collaboration and promoting ‘machine learning literacy’, including understanding bias. More fundamentally, machine learning enables a paradigmatic shift towards automating repetitive tasks and makes interactive ‘living evidence’ platforms possible. Broadly, the adaptation community is failing to prepare for this shift. Flagship projects of organizations such as the IPCC could help to lead the way. CN - openalex: W4390273618 DA - 2023/12/27/ PY - 2023 DO - 10.1038/s41558-023-01890-3 VL - 14 IS - 1 SP - 31 EP - 39 J2 - Nat. Clim. Chang. LA - en SN - 1758-678X UR - https://doi.org/10.1038/s41558-023-01890-3 KW - Climate-change impacts KW - Interdisciplinary studies KW - Research data KW - _z:no_pdf KW - openalex:citedBy KW - openalex:import KW - selected_for:effects of climate ch...on learning...LMICs 2024 KW - tagged ER - TY - JOUR TI - Progress in climate change adaptation research AU - Sietsma, Anne J. AU - Ford, James D. AU - Callaghan, Max W. AU - Minx, Jan C. T2 - Environmental Research Letters DA - 2021/// PY - 2021 DO - 10.1088/1748-9326/abf7f3 DP - Google Scholar VL - 16 IS - 5 SP - 054038 UR - https://iopscience.iop.org/article/10.1088/1748-9326/abf7f3/meta Y2 - 2024/02/24/11:11:35 ER - TY - BLOG TI - Sierra Leone invests $1.5 million to bring education innovation to schools for better learning outcomes AU - Sierra Leone Education Innovation Challenge 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/// 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 - 2020/06/25/18:13:12 KW - _C:Sierra Leone SLE ER - TY - ELEC TI - Teacher Monitoring Pilot AU - Sierra Leone Education Attendance Monitoring System (SLEAMS) AB - A pilot project to monitor teacher attendance aimed at achieving better education outcomes in Sierra Leone. UR - https://sleams.org/ Y2 - 2020/09/17/11:06:56 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Uncovering the intellectual core of the information systems discipline AU - Sidorova, A. AU - Evangelopoulos, N. AU - Valacich, J.S. T2 - MIS Quarterly DA - 2008/// PY - 2008 DO - 10.2307/25148852 VL - 32 IS - 3 SP - 467 EP - 482 LA - en ER - TY - JOUR TI - How can machine learning help in understanding the impact of climate change on crop yields? AU - Sidhu, Balsher Singh AU - Mehrabi, Zia AU - Ramankutty, Navin AU - Kandlikar, Milind T2 - Environmental Research Letters DA - 2023/// PY - 2023 DO - 10.1088/1748-9326/acb164 DP - Google Scholar VL - 18 IS - 2 SP - 024008 UR - https://iopscience.iop.org/article/10.1088/1748-9326/acb164/meta Y2 - 2024/02/24/11:09:29 ER - TY - JOUR TI - Accelerated Reader as a Literacy Catch-Up Intervention during Primary to Secondary School Transition Phase AU - Siddiqui, Nadia AU - Gorard, Stephen AU - See, Beng Huat T2 - Educational Review AB - This paper describes an evaluation of an internet-based reading programme called Accelerated Reader (AR), which is widely used in UK schools and worldwide. AR is a whole-group reading management and monitoring programme that aims to stimulate the habit of independent reading among primary and secondary age pupils. The evaluation involved 349 pupils in Year 7 who had not achieved secure National Curriculum Level 4 in their Key Stage 2 results for English, randomised to two groups. The intervention group of 166 pupils was exposed to AR for 20 weeks, after which they recorded higher literacy scores in the New Group Reading Test (NGRT) post-test than the control group of 183 pupils ("effect" size of +0.24). The schools led the organisation and implementation of the intervention, and also conducted most elements of the evaluation, with advice from an expert external evaluation team. The process evaluation suggests that these schools were very capable of conducting evaluations of their own practice, given appropriate guidance. DA - 2016/// PY - 2016 DO - 10.1080/00131911.2015.1067883 VL - 68 IS - 2 SP - 139 EP - 154 UR - https://dro.dur.ac.uk/16393/1/16393.pdf KW - _Added to LR KW - _G:reviewed ER - TY - CONF TI - SmartTab: A Design & Implementation of Tablet for Learning Purposes based on PyQT framework AU - Shrunkhla, Iti AU - Tripathi, Bramha Swaroop AU - Reddy, S. R. N. C3 - 2019 IEEE International Conference on Electrical, Computer and Communication Technologies (ICECCT) DA - 2019/// PY - 2019 DP - Google Scholar SP - 1 EP - 7 PB - IEEE ST - SmartTab KW - __C:filed:1 KW - ❓ Multiple DOI ER - TY - JOUR TI - Teaching well? Educational reconstruction efforts and support to teachers in postwar Liberia AU - Shriberg, Janet AU - Kirk, J. AU - Winthrop, R. T2 - New York: International Rescue Committee DA - 2007/// PY - 2007 KW - ⛔ No DOI found ER - TY - BOOK TI - Adventures with the Linux Command Line AU - Shotts, William DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - BOOK TI - The Linux Command Line AU - Shotts, William DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - EDUCATION IN POST-FEDERATION MONTSERRAT: REFLECTIONS, INTROSPECTIONS AND PROPOSITIONS AU - SHOTTE, GERTRUDE T2 - The Caribbean in a Changing World: Surveying the Past, Mapping the Future, Volume 2 DA - 2017/// PY - 2017 DP - Google Scholar SP - 79 ST - EDUCATION IN POST-FEDERATION MONTSERRAT KW - ⛔ No DOI found ER - TY - JOUR TI - Introducing mobile technology for enhancing teaching and learning in Bangladesh: teacher perspectives AU - Shohel, M. Mahruf C. AU - Power, Tom T2 - Open Learning: The Journal of Open, Distance and e-Learning AB - This paper reviews the themes emerging from Bangladeshi teachers’ experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies‐enhanced supported open distance learning programme of professional development in English‐language teaching. This paper presents evidence arising from semi‐structured interviews carried out with teachers from a pre‐pilot study for the English in Action project. The teachers participating in this study reflect upon six months’ experience of using professional development materials (course material of audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text‐book reading passages, songs, poems and stories), all accessed via portable digital media players (iPods). DA - 2010/11/01/ PY - 2010 DO - 10.1080/02680513.2010.511953 DP - Taylor and Francis+NEJM VL - 25 IS - 3 SP - 201 EP - 215 LA - English SN - 0268-0513 ST - Introducing mobile technology for enhancing teaching and learning in Bangladesh UR - https://doi.org/10.1080/02680513.2010.511953 Y2 - 2020/05/16/17:21:18 KW - BANGLADESH KW - Bangladesh KW - C:Bangladesh KW - COMPUTER assisted language instruction KW - COMPUTERS in education KW - CONTINUING education KW - Computer Assisted Instruction KW - DISTANCE education KW - Developing Nations KW - Digital audio players KW - Distance Education KW - Distance learning KW - ENGLISH language -- Study & teaching -- Foreign speakers KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Teaching Methods And Curriculum KW - Educational Development KW - Educational Technology KW - Educational technology KW - Elementary Secondary Education KW - English (Second Language) KW - English in Action support model KW - English language KW - Foreign Countries KW - Handheld Devices KW - Higher Education KW - Inservice Teacher Education KW - Interviews KW - LANGUAGE teachers KW - Language instruction KW - Multimedia Instruction KW - OPEN learning KW - Open Universities KW - Pilot Projects KW - Postsecondary Education KW - Professional development KW - Program Descriptions KW - Program Development KW - Program Effectiveness KW - Protocol Materials KW - SECONDARY education KW - Second Language Instruction KW - Secondary Education KW - Secondary School Teachers KW - Studies KW - TEACHER development KW - TEACHERS -- Attitudes KW - TELEMATICS KW - Teacher Attitudes KW - Teachers KW - Technology Integration KW - United Kingdom KW - Video Technology KW - _Source:Intuitive KW - _THEME: Curriculum and resources KW - _THEME: Teacher Professional Development KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098161 KW - __C:filed:1 KW - ___working_potential_duplicate KW - __finaldtb KW - mobile learning KW - mobile technology KW - technology intervention ER - TY - JOUR TI - Using technology for enhancing teaching and learning in Bangladesh: challenges and consequences AU - Shohel, M. Mahruf C. AU - Kirkwood, Adrian T2 - Learning, Media and Technology DA - 2012/// PY - 2012 DO - 10.1080/17439884.2012.671177 VL - 37 IS - 4 SN - 1743-9884 ST - Using technology for enhancing teaching and learning in Bangladesh KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Apps Developed by Academics AU - Shing, Sophia AU - Yuan, Benjamin T2 - Journal of Education and Practice AB - In the days of the digital Wild West, developers from all backgrounds have joined in the gold rush trying to profit from the almost unbridled spending of well-to-do parents on educational products. In 2016, the Apple App Store had over 80,000 educational apps. The proliferation of educational apps has happened at a furious pace and more apps are being introduced constantly. Although apps are labeled as educational, they are not held to any science-based standards or subject to any certification (Hirsch-Pasek, et al. 2015). With the boom in new apps introduced every year, there is simply not enough time, money, or resources available to evaluate each app as it enters the market. As a result, “educational” apps are largely unregulated and untested. As a result, app users are misled and are spending money on products which are not actually educational. The real experts – researchers, teachers and educational specialists – need to take over the driver seat in this important and evolving realm of educational apps with the developers playing the supporting role instead of the leading role. With increasingly lowered cost and ease of development to produce an app, academics who do not have vast financial resources or substantial technical knowledge are able to create truly impactful, pedagogically-based apps either by themselves or outsourcing to development services. Although technology promises to be transformative, educational content must remain the main thrust of any educational mobile app development and not technology. Educational apps need to have the experts involved. It is time that education is put back in its rightful, central position. DA - 2016/// PY - 2016 DP - Zotero VL - 7 IS - 33 SP - 1 EP - 9 LA - en KW - Final_citation KW - anystyle KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - Establishment of a VET-system with focus on Further Education: presentation of ideas on the motivation and establishment of a Further Education system, especially in universities in sub-Saharan Africa AU - Shindi, Alpheas DA - 2017/// PY - 2017 DP - Zotero LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Namibia KW - CLL:en KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - A study on the application of artificial intelligence in elementary science education AU - Shin, Won-Sub AU - Shin, Dong-Hoon T2 - Journal of Korean elementary science education DA - 2020/// PY - 2020 DP - Google Scholar VL - 39 IS - 1 SP - 117 EP - 132 UR - https://koreascience.kr/article/JAKO202014264111267.page Y2 - 2024/02/24/10:05:05 KW - ⛔ No DOI found ER - TY - JOUR TI - An Integrative Literature Review on Sex Education Programs for Korean College Students AU - Shin, Hyewon AU - Lee, Jung Min AU - Min, Hye Young T2 - The Journal of Korean Academic Society of Nursing Education DA - 2020/// PY - 2020 DO - 10.5977/jkasne.2020.26.1.78 DP - Google Scholar VL - 26 IS - 1 SP - 78 EP - 96 KW - __C:filed:1 ER - TY - JOUR TI - An Integrative Literature Review on Sexual Abuse Prevention Education Programs for Elementary School Students in South Korea AU - Shin, Hyewon AU - Lee, Jung Min AU - Kang, Kyung-Ah AU - Kim, Shin-Jeong AU - Shin, Hyewon AU - Lee, Jung Min AU - Kang, Kyung-Ah AU - Kim, Shin-Jeong T2 - Child Health Nursing Research DA - 2019/// PY - 2019 DO - 10.4094/chnr.2019.25.4.435 DP - Google Scholar VL - 25 IS - 4 SP - 435 EP - 448 KW - __C:filed:1 ER - TY - JOUR TI - Middle Eastern post-conflict futures in education: Iraq, Syria and Yemen AU - Sherif, Yasmine T2 - International Journal of Comparative Education and Development DA - 2018/// PY - 2018 DO - 10.1108/IJCED-08-2018-032 DP - Google Scholar ST - Middle Eastern post-conflict futures in education ER - TY - JOUR TI - The Role of Technical and Vocational Education and Training (TVET) in Restoring Hospitality Sector Specific Skills in Zimbabwe: A Students’ Perspective AU - Shereni, Ngoni Courage T2 - Journal of Hospitality and Tourism Education T3 - Journal AB - © 2019, © 2019 The International Council on Hotel, Restaurant, and Institutional Education. This study was done to determine the role played by Technical and Vocational Education and Training (TVET) in restoring sector-specific skills lost to other countries in the Zimbabwean hospitality industry. Semi-structured questionnaires were self-administered to 136 students studying hospitality related qualifications in Polytechnics in Zimbabwe using a convenient sampling technique. Statistical Package for Social Sciences (SPSS) version 22.0 was used to analyze data generating frequencies and descriptive statistics. The findings of the research show that the hospitality industry will continue to lose skills to other countries mainly because of low salaries, better working conditions in other countries, the unfavorable economic environment in Zimbabwe and the need by students to gain international exposure. TVET institutions in Zimbabwe have a great role to play in replacing lost skills therefore financial challenges, equipment unavailability and lack of qualified lecturers need to be addressed for them to be effective. DA - 2019/// PY - 2019 DO - 10.1080/10963758.2019.1655434 ER - TY - MGZN TI - Reading with iPads–the difference makes a difference AU - Sheppard, Dale T2 - Education Today DA - 2011/// PY - 2011 VL - 11 IS - 3 SP - 12 EP - 15 ER - TY - JOUR TI - Understanding Sierra Leonean and Liberian teachers’ views on discussing past wars in their classrooms AU - Shepler, Susan AU - Williams, James H. T2 - Comparative Education DA - 2017/07/03/ PY - 2017 DO - 10.1080/03050068.2017.1338641 DP - DOI.org (Crossref) VL - 53 IS - 3 SP - 418 EP - 441 J2 - Comparative Education LA - en SN - 0305-0068, 1360-0486 UR - https://www.tandfonline.com/doi/full/10.1080/03050068.2017.1338641 Y2 - 2022/12/25/00:54:54 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Understanding Sierra Leonean and Liberian teachers’ views on discussing past wars in their classrooms AU - Shepler, Susan AU - Williams, James H. T2 - Comparative Education AB - Various curricular and textbook initiatives exist to aid in the national processes of coming to terms with past violence, often serving the political goals of the victors, sometimes supported by international transitional justice institutions. Sierra Leone and Liberia each experienced a devastating civil war during the 1990s and into the 2000s, and each is struggling to rebuild shattered education systems. In addition, each country has experienced a set of post-conflict transitional justice initiatives: Truth and Reconciliation Commissions in each, and a Special Court for Sierra Leone. Although their respective ministries of education have attempted to address peace education through UNICEF-sponsored curriculum revision processes, those efforts have not yet reached the majority of serving teachers, so a discussion of teachers’ actual practices is vital. This article uses interviews with teachers in rural and urban Sierra Leone and Liberia to discuss whether and how teachers talk about past war in their classrooms; whether they think it is important to discuss past conflicts, and if so, why; and what kind of curricular support would help them better teach about the wars. The article discusses how and why teachers embrace or subvert official efforts through their classroom practices, and compares the Sierra Leone and Liberia contexts and results. This research will help us to understand teachers’ own perspectives on addressing past conflict in their classrooms, and perhaps help policy-makers better implement their peace education initiatives. DA - 2017/07/03/ PY - 2017 DO - 10.1080/03050068.2017.1338641 DP - Taylor and Francis+NEJM VL - 53 IS - 3 SP - 418 EP - 441 SN - 0305-0068 UR - https://doi.org/10.1080/03050068.2017.1338641 Y2 - 2020/12/15/19:19:16 KW - Education KW - Liberia KW - Sierra Leone KW - _C:Sierra Leone SLE KW - teachers KW - teaching about conflict KW - transitional justice ER - TY - RPRT TI - ‘Happier in his own clothes’: Post-pandemic Possibilities for Education for Children with Special Educational Needs and Disabilities: Perspectives from parent carers AU - Shepherd, Jacqui AU - Durrant, Claire AU - Hancock, Christina AB - This research examined the perspectives of parent carers of children with SEND and their experiences of their children returning to school in September 2020 and undertaking home-learning during the January/February 2021 lockdown. While celebrating the achievements of schools in supporting children with SEND back into school last September and improving the quality and provision of home learning during the second lockdown, the report also exposes some of the significant limitations in the education system - not least in meeting the fundamental needs of children with SEND, but also in enabling them to flourish and achieve. Some children did thrive during lockdown without the stress and anxiety of school and the pressure of social interaction but many did not. ‘Happier in his own clothes’ was a comment made by a parent about one of the positives of lockdown in not having to wear school uniform, but we also use it as a metaphor here for how school could be for children with SEND - and indeed all children if we can seize this opportunity to learn from lockdown. We make recommendations, based on the learning from the positive and negative experiences of the last year, for a more reflexive and recalibrated school system which works better for all children – especially those with SEND. CY - Brighton DA - 2021/// PY - 2021 PB - University of Sussex UR - https://www.sussex.ac.uk/webteam/gateway/file.php?name=happier-in-his-own-clothes-march2021-final.pdf&site=319 ER - TY - JOUR TI - Using Formative Assessment to Create Coherent and Equitable Assessment Systems AU - Shepard, Lorrie A AU - Penuel, William R AU - Davidson, Kristen DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - CHAP TI - Resisting Dehumanizing Assessments: Enacting Critical Humanizing Pedagogies in Online Teacher Education AU - Shelton, Catharyn AU - Aguilera, Earl AU - Gleason, Benjamin AU - Mehta, Rohit AB - With the shift to online learning in the wake of COVID-19, teacher educators (TEs) risk becoming swept up in a “cult of efficiency” that can dehumanize the learning process for teachers and students. In this chapter, we share how we, four TEs, use new technologies to implement critical humanizing pedagogies. This involves pushing beyond purely cognitive approaches, while reflexively addressing issues of power, access, and representation with emphasis on valuing voices historically subjected to colonizing educational practices. Specifically, we discuss our approach to online assessments, focusing on meaning-making, connecting to social realities, and engaging multimodality. We close the chapter by offering a set of guiding questions and technology tools that may help TEs (re)designing their own online assessments with students’ humanity in mind. DA - 2020/06/15/ PY - 2020 DP - ResearchGate SP - 125 EP - 128 SN - 978-1-939797-49-0 ST - Resisting Dehumanizing Assessments ER - TY - ELEC TI - Saint Lucia AU - Sheldon, AnnaMarie L T2 - stateuniversity.com DA - 2020/// PY - 2020 LA - en M3 - Text UR - https://education.stateuniversity.com/pages/1294/Saint-Lucia.html Y2 - 2020/11/09/09:23:28 ER - TY - JOUR TI - Implementation research in LMICs—evolution through innovation AU - Sheikh, Kabir AU - Hargreaves, James AU - Khan, Mishal AU - Mounier-Jack, Sandra T2 - Health Policy and Planning AB - Major global health gains can be achieved by strengthening the delivery of public health policies and programmes in low- and middle-income countries (LMICs). The population impact of evidence-based technologies and interventions such as drugs, vaccines and health know-how can only be maximized where programmes optimally identify and reach target populations and support them to take up and sustain their effective use. Examples include significant gaps in the coverage and quality of maternal health, newborn, immunization, non-communicable disease, primary care and adolescent sexual and reproductive health services—all issues tackled in this supplement. While structural change and increased funding are essential, much can be gained through ongoing improvements in programme delivery (Paina and Peters, 2012). Implementation gaps are also widely implicated in the failure of broader health policies and reforms in LMICs (Haines et al., 2004), such as for decentralization, health care regulation and primary health care. This makes it important also to analyse the implementation of policies at all levels, including studying the negotiations and interactions of actors in social and political contexts, understanding gaps in the effectiveness of public policies and helping to resolve them. DA - 2020/11/01/ PY - 2020 DO - 10.1093/heapol/czaa118 DP - Silverchair VL - 35 IS - Supplement_2 SP - ii1 EP - ii3 J2 - Health Policy and Planning SN - 0268-1080 UR - https://doi.org/10.1093/heapol/czaa118 Y2 - 2022/12/29/23:11:26 ER - TY - JOUR TI - Benefits and Challenges of the Freetown Teachers College Distance Education Programme for Serving Primary and Junior Secondary School Teachers in Sierra Leone AU - Shaw, Mohamed AU - Mansaray, Alpha Bassie T2 - International Journal of Advanced Research DA - 2019/04/30/ PY - 2019 DO - 10.21474/IJAR01/8927 DP - DOI.org (Crossref) VL - 7 IS - 4 SP - 1093 EP - 1104 J2 - IJAR LA - en UR - http://www.journalijar.com/article/27775/benefits-and-challenges-of-the-freetown-teachers-college-distance-education-programme-for-serving-primary-and-junior-secondary-school-teachers-in-sierra-leone/ Y2 - 2020/07/16/11:35:17 KW - _C:Sierra Leone SLE ER - TY - CHAP TI - A theory of learning for the mobile age AU - Sharples, Mike AU - Taylor, Josie AU - Vavoula, Giasemi T2 - Medienbildung in neuen Kulturräumen DA - 2010/// PY - 2010 SP - 87 EP - 99 PB - Springer ER - TY - RPRT TI - Putting Evidence to Work: A School's Guide to Implementation AU - Sharples, Jonathan AU - Albers, Bianca AU - Fraser, Stephen AU - Kime, Stuart DA - 2019/// PY - 2019 UR - https://d2tic4wvo1iusb.cloudfront.net/eef-guidance-reports/implementation/EEF-Active-Ingredients-Summary.pdf?v=1635355218 Y2 - 2023/10/26/14:15:47 ER - TY - JOUR TI - Meta-analysis as a response to the replication crisis. AU - Sharpe, Donald AU - Poets, Sarena T2 - Canadian Psychology/Psychologie Canadienne DA - 2020/// PY - 2020 DO - 10.1037/cap0000215 DP - Google Scholar VL - 61 IS - 4 SP - 377 UR - https://psycnet.apa.org/record/2020-58586-001 Y2 - 2023/11/01/23:24:55 ER - TY - RPRT TI - The Contribution of Digital Technologies to Service Delivery: An Evidence Review AU - Sharmin, Shumona AU - Faith, Becky AU - Prieto Martín, P. AU - Ramalingam, Ben DA - 2017/// PY - 2017 DP - Google Scholar PB - IDS ST - The Contribution of Digital Technologies to Service Delivery KW - _C:Afghanistan AFG KW - _C:Armenia ARM KW - _C:Australia AUS KW - _C:Azerbaijan AZE KW - _C:Bangladesh BGD KW - _C:Bhutan BTN KW - _C:Bolivia BOL KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Burkina Faso BFA KW - _C:Cambodia KHM KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Cape Verde CPV KW - _C:Catalan Republic XCATA KW - _C:China CHN KW - _C:Colombia COL KW - _C:Comoros COM KW - _C:Congo XCO KW - _C:Costa Rica CRI KW - _C:Cuba CUB KW - _C:Dominican Republic DOM KW - _C:Ecuador ECU KW - _C:Egypt EGY KW - _C:El Salvador SLV KW - _C:Ethiopia ETH KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Guatemala GTM KW - _C:Guinea GIN KW - _C:Guyana GUY KW - _C:Honduras HND KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Kyrgyzstan KGZ KW - _C:Lesotho LSO KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Mexico MEX KW - _C:Myanmar MMR KW - _C:Nepal NPL KW - _C:New Zealand NZL KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Panama PAN KW - _C:Paraguay PRY KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Qatar QAT KW - _C:Romania ROU KW - _C:Rwanda RWA KW - _C:Samoa WSM KW - _C:Singapore SGP KW - _C:Solomon Islands SLB KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE 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:Venezuela VEN KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 KW - literature / systematic review ER - TY - CHAP TI - Can computers increase human capital in developing countries? An evaluation of Nepal’s one laptop per child program. AU - Sharma, Uttam T2 - Annual Meeting of the Agricultural and Applied Economics Association CY - Minneapolis MN DA - 2014/07/27/ PY - 2014 ER - TY - JOUR TI - Reforming Teacher Education for Inclusion in Developing Countries in the Asia-Pacific Region AU - Sharma, Umesh AU - Forlin, Chris AU - Deppeler, Joanne AU - Guang-xue, Yang AB - A number of Asian Pacific countries have ratified the UN Conventions on the Rights of People with Disabilities and have identified an urgent need to include children with special educational needs in regular school programs. Successful implementation of such a policy reform requires significant changes in the way education is provided to all students, but most importantly depends upon how adequately the teachers and related professionals are prepared to implement the reform. This paper reviews research from 13 Asian Pacific countries, undertaken in the last five years, to address two questions. First it reports on the issues, challenges, and proposals related to inclusive education in these countries. Second the review reports on how each region has progressed towards implementing the Millennium Development Goals with particular emphasis on how teacher education has or has not responded to this. The review concludes that a lack of well thought out policy, few resources, and limited understanding of inclusion seems widespread in the Asia-Pacific region. As yet special education and related service expertise and teacher education for inclusion, is not in place to support teachers to work inclusively. DP - Zotero SP - 15 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Reforming Teacher Education for Inclusion in Developing Countries in the Asia-Pacific Region AU - Sharma, Umesh AU - Forlin, Chris AU - Deppeler, Joanne AU - Guang-Xue, Yang T2 - International Journal of Inclusive Education AB - A number of Asian Pacific countries have ratified the UN Conventions on the Rights of People with Disabilities and have identified an urgent need to include children with special educational needs in regular school programs. Successful implementation of such a policy reform requires significant changes in the way education is provided to all students, but most importantly depends upon how adequately the teachers and related professionals are prepared to implement the reform. This paper reviews research from 13 Asian Pacific countries, undertaken in the last five years, to address two questions. First it reports on the issues, challenges, and proposals related to inclusive education in these countries. Second the review reports on how each region has progressed towards implementing the Millennium Development Goals with particular emphasis on how teacher education has or has not responded to this. The review concludes that a lack of well thought out policy, few resources, and limited understanding of inclusion seems widespread in the Asia-Pacific region. As yet special education and related service expertise and teacher education for inclusion, is not in place to support teachers to work inclusively. DA - 2013/01/01/ PY - 2013 DP - ResearchGate VL - 1 SP - 3 EP - 16 J2 - International Journal of Inclusive Education KW - ⛔ No DOI found ER - TY - JOUR TI - Empowering Individuals to Empower the Nation Nigeria AU - Sharehu, A AU - Achor, E T2 - National Association for Science, Humanities & Education Research Journal AB - This paper examined strategies of empowering individuals to empower the nation with focus on Technical and Vocational Education Training (TVET), Entrepreneurship Education (EE) and Information Communication Technology (ICT). It is established that from history TVE was not given its prominent place and that may have accounted for the slow and lagging nature of advancement in TVE. Consequently, future progress will be determined by the level of empowerment given to individuals in schools which is predicated upon level of empowerment of TVE teachers themselves. A number of strategies were identified as possible options for empowering learners and youths in Nigeria. Some of them include combining TVE with academic work till end of secondary education, vocationalisation, and work experience programmes (eg SIWES, youth apprenticeship and school based experience) and adjusting to effects of advance technology among others. With government’s political will and schools and teachers prepared for change, much could be achieved in empowering the nation. DA - 2014/// PY - 2014 LA - en UR - https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2578866 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:Q KW - CT:T KW - Q:ICT KW - T:TVET KW - T:apprenticeship training KW - T:entrepreneurship education KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Evaluating the Implementation Fidelity of Technology Immersion and its Relationship with Student Achievement AU - Shapley, Kelly S. AU - Sheehan, Daniel AU - Maloney, Catherine AU - Caranikas-Walker, Fanny T2 - The Journal of Technology, Learning and Assessment AB - In a pilot study of the Technology Immersion model, high-need middle schools were “immersed” in technology by providing a laptop for each student and teacher, wireless Internet access, curricular and assessment resources, professional development, and technical and pedagogical support. This article examines the fidelity of model implementation and associations between implementation indicators and student achievement. Results across three years for 21 immersion schools show that the average levels of school support for Technology Immersion and teachers’ Classroom Immersion increased slightly, while the level of Student Access and Use declined. Implementation quality varied across schools and classrooms, with a quarter or less of schools and core-content classrooms reaching substantial implementation. Using hierarchical linear modeling, we found that teacher-level implementation components (Immersion Support, Classroom Immersion) were inconsistent and mostly not statistically significant predictors of student achievement, whereas students’ use of laptops outside of school for homework and learning games was the strongest implementation mediator of achievement. DA - 2010/03/01/ PY - 2010 DP - napoleon.bc.edu VL - 9 IS - 4 SN - 1540-2525 UR - http://napoleon.bc.edu/ojs/index.php/jtla/article/view/1609 Y2 - 2015/05/01/17:59:11 KW - ⛔ No DOI found ER - TY - JOUR TI - Effects of Mindfulness-Based Stress Reduction on Medical and Premedical Students AU - Shapiro, Shauna L. AU - Schwartz, Gary E. AU - Bonner, Ginny T2 - Journal of Behavioral Medicine DA - 1998/// PY - 1998 DO - 10.1023/A:1018700829825 DP - DOI.org (Crossref) VL - 21 IS - 6 SP - 581 EP - 599 SN - 01607715 UR - http://link.springer.com/10.1023/A:1018700829825 Y2 - 2024/02/29/14:34:12 KW - Final_citation ER - TY - JOUR TI - A systematic review of tools used to assess the quality of observational studies that examine incidence or prevalence and risk factors for diseases AU - Shamliyan, T. AU - Kane, R.L. AU - Dickinson, S. T2 - Journal of Clinical Epidemiology DA - 2010/// PY - 2010 DO - 10.1016/j.jclinepi.2010.04.014 VL - 63 IS - 10 SP - 1061 EP - 1070 LA - en ER - TY - JOUR TI - Developing the ‘E’in PSHE AU - Shakespeare, Ben T2 - Teaching Personal, Social, Health and Economic and Relationships,(Sex) and Health Education in Primary Schools: Enhancing the Whole Curriculum DA - 2021/// PY - 2021 DP - Google Scholar SP - 57 KW - ⛔ No DOI found ER - TY - JOUR TI - Relationship of Job Satisfaction and Turnover Intention of Private Secondary School Teachers AU - Shah, Nazir Haider AU - Jumani, Nabi Bux T2 - Mediterranean Journal of Social Sciences DA - 2015/07/01/ PY - 2015 DO - 10.5901/mjss.2015.v6n4s2p313 DP - DOI.org (Crossref) J2 - MJSS SN - 20399340, 20392117 UR - https://www.richtmann.org/journal/index.php/mjss/article/view/7082 Y2 - 2021/03/07/19:45:54 KW - Lebanon_event_2021 KW - _C:Australia AUS KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:China CHN KW - _C:Cyprus CYP KW - _C:Greece GRC KW - _C:India IND KW - _C:Italy ITA KW - _C:Korea XKOR KW - _C:Malaysia MYS KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Pakistan PAK 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 - The impact of teachers’ collegiality on their organizational commitment in high-and low-achieving secondary schools in Islamabad, Pakistan AU - Shah, Madiha T2 - Journal of Studies in Education DA - 2012/// PY - 2012 DO - 10.5296/jse.v2i2.1493 VL - 2 IS - 2 SP - 130 EP - 156 ER - TY - BLOG TI - A Decade of MOOCs: A Review of MOOC Stats and Trends in 2021 AU - Shah, Dawal T2 - The Report by Class Central AB - In 2021, 10 years after it burst on the scene, the MOOC ecosystem has reached 220M learners and 19.4K courses. DA - 2021/12/14/T13:41:42+00:00 PY - 2021 LA - en-US ST - A Decade of MOOCs UR - https://www.classcentral.com/report/moocs-stats-and-trends-2021/ Y2 - 2022/12/27/03:11:22 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Algorithmic Green Infrastructure Optimisation: Review of Artificial Intelligence Driven Approaches for Tackling Climate Change AU - Shaamala, Abdulrazzaq AU - Yigitcanlar, Tan AU - Nili, Alireza AU - Nyandega, Dan T2 - Sustainable Cities and Society DA - 2024/// PY - 2024 DO - 10.1016/j.scs.2024.105182 DP - Google Scholar SP - 105182 ST - Algorithmic Green Infrastructure Optimisation UR - https://www.sciencedirect.com/science/article/pii/S221067072400012X Y2 - 2024/02/24/11:15:58 ER - TY - CONF TI - Design of telegram bots for campus information sharing AU - Setiaji, Hari AU - Paputungan, Irving V. C3 - IOP Conference Series: Materials Science and Engineering DA - 2018/// PY - 2018 DO - 10.1088/1757-899X/325/1/012005 DP - Google Scholar VL - 325 SP - 012005 PB - IOP Publishing ER - TY - RPRT TI - Children, Learning and Chronic Natural Disasters: How Does the Government of Dominica Address Education During Low-Intensity Hurricanes? AU - Serrant, Ted Donaldson AB - By the time today’s Grade K students graduate high school in the Commonwealth of Dominica, they will have experienced five major and many low-intensity hurricanes (LIH). Between August and November each year, each hurricane, major or low-intensity, represents a major threat to their safety and schooling. This mixed-method case study investigated how the Government of the Commonwealth of Dominica (GOCD) addressed education during low-intensity hurricanes. I identified and discussed government’s assertions, actions and consequences associated with education and LIH. I reviewed ten official documents to identify government’s policies and assertions about education and LIH. I interviewed nine key senior or elite officers in the Ministries of Finance, Public Works and Education responsible for handling low-intensity hurricanes to identify their perspectives and actions. I also interviewed ten school principals who experienced Hurricane Dean in 2007 and Hurricane Ophelia in 2011 on their experiences and perspectives. Finally, I inspected ten school buildings to assess the extent to which repairs adhered to building codes and standards as mitigation strategy for LIH. Theoretically, this study proposed an adaptive developmental approach as an anticipatory approach that sustainably incorporates LIH into educational development, planning and operations. Results of this study indicated that government and its agencies adopted a response-recovery approach based on the perception of disasters as “Acts of God” and insufficient local funds to address them. This resulted in proposed externally-based funding strategies that have not been implemented since announced in 2006. There appears to be the desire to shift to anticipatory mitigation-risk reduction approaches rather than the present response-recovery approach. This would have to be articulated in language that is binding. Institutional and administrative frameworks for addressing low-intensity hurricanes and education were described as not meeting their mission and objectives. The result was a set of administrative failures that cascaded from the national to the ministerial level and onto schools putting children at risk as LIH events unfolded. Principals were left mostly on their own without the appropriate training, support and working communication links to address LIH; unable to safely evacuate students in the case of Hurricane Ophelia. The Ministry of education must become a lead agency in LIH management. The Ministry of Education needs to put in place policies, institutional and financial frameworks for managing education during LIH. This should include LIH professional development for teachers, principals and elite officers; development of school disaster plans; the conduct of regular disaster drills and exercises at schools, and rescheduling lost instruction days. Finally, LIH as chronic events must be incorporated into the plans, budget and operations of the Ministry of Education using the adaptive developmental approach. Keywords: education in emergencies, mixed-method case study; low-intensity hurricanes, adaptive developmental approach, disasters. DA - 2014/01/15/ PY - 2014 LA - en M3 - University of Pittsburgh ETD ST - CHILDREN, LEARNING AND CHRONIC NATURAL DISASTERS UR - http://d-scholarship.pitt.edu/20340/ Y2 - 2020/11/19/09:46:09 KW - _Added to LR KW - _G:reviewed ER - TY - JOUR TI - Differences of TVET teachers’ perceptions on competency across different types of TVET institutions in nigeria AU - Sern, Lai Chee AU - Hamisu, Mohammed Adamu AU - Salleh, Kahirol Mohd AU - Adamu, Babayo Yakubu T2 - International Journal of Recent Technology and Engineering T3 - Journal AB - © BEIESP. Competency is regarded as one of the main elements related to human resource development because it supports the aims of an organisation and the capabilities of its employees. This paper aimed at finding out the differences of the TVET teachers’ perceptions on competency (Thinking, Organizational and Application Competencies) across the three categorises of Nigerian tertiary institutions (University, Polytechnics, and College of Education) based on Malaysian Human Resource Development Practitioners (MHRDP) Competency Model. The study was quantitative by nature and 218 questionnaires were distributed to TVET teachers in five tertiary institutions based on stratified sampling technique. A total of 205 questionnaires were retrieved and ANOVA was conducted for data analysis. The present findings revealed that there was no statistically significant differences of the TVET teachers’ perceptions across the three categorises of Nigerian tertiary institutions in terms of Thinking Competency, Organisational Competency, and Application Competency. This outcome reflects that the competency model (MHRDP) can be used by TVET teachers regardless of their affiliated TVET institutions. DA - 2019/// PY - 2019 KW - ⛔ No DOI found ER - TY - JOUR TI - Preprints During the COVID-19 Pandemic: Public Health Emergencies and Medical Literature AU - September 23, J. Hosp Med 2020 October;15:634-636 Published Online First AU - 2020 | 10.12788/Jhm.3491 T2 - Journal of Hospital Medicine AB - 1Department of Neurology, University of California, San Francisco, California; 2Department of Radiation Oncology, Memorial Sloan Kettering Cancer Center, New York, New York. DA - 2020/10/01/ PY - 2020 DO - 10.12788/jhm.3491 DP - www.journalofhospitalmedicine.com VL - 15 IS - 10 LA - en ST - Preprints During the COVID-19 Pandemic UR - https://www.journalofhospitalmedicine.com/jhospmed/article/228330/hospital-medicine/preprints-during-covid-19-pandemic-public-health Y2 - 2021/10/05/18:36:00 ER - TY - JOUR TI - Contract Type and Teacher Absenteeism in Benin: The Role of Teacher’s Supplemental Income AU - Senou, Barthelemy Mahugnon AB - Absenteeism is a phenomenon that has been noted in professional circles with consequences on the income of the wage earner as well as the profits of the firm, consequences that led, according to statistics from 2005, to losses in public finance amounting to close to 70 billion francs for the Government of Benin. Despite such losses, very few studies in economics have focused on the subject in order to try and give an understanding of the real causes of absenteeism and its consequences. The objective of this study is to explore the relationship between the status of the teacher, supplemental income of the teacher, and the absenteeism of the teacher. Using data from PASEC-CONFEMEN 2005, that will be applied to a theoretical model that we are developing, and through the use of a Tobit empirical method, after having taken the endogeneity bias on the practice of supplemental income generating activities by the teacher into account, this study demonstrates that the practice of income generating activities by teachers positively influences their absenteeism, with contract teachers being more frequently absent than those who are on permanent and pensionable employment contracts. Through linking the level of prices in a locality with absenteeism behaviours, we make it clear that the reasons for absenteeism are mostly related to low purchasing power in the context of earning relatively meagre salaries. These results elicit a set of recommendations that essentially suggest that there should be an improvement in the salaries and working conditions of teachers. DA - 2021/07/15/ PY - 2021 DP - publication.aercafricalibrary.org LA - en ST - Contract Type and Teacher Absenteeism in Benin UR - http://publication.aercafricalibrary.org/handle/123456789/2216 Y2 - 2022/01/05/22:08:06 KW - C:Benin KW - ⛔ No DOI found ER - TY - JOUR TI - Assistive technology for students with visual disability in schools for the blind in Delhi AU - Senjam, Suraj Singh AU - Foster, Allen AU - Bascaran, Covadonga AU - Vashist, Praveen AU - Gupta, Vivek T2 - Disability and Rehabilitation: Assistive Technology AB - Background: To understand the awareness and utilization of assistive technology in students at schools for the blind in Delhi.Methods: A cross sectional study was conducted among 250 students selected randomly from 10 blind schools in Delhi. Binocular distance presenting and pinhole vision acuity were assessed using Snellen “E” chart and a multiple pinhole occluder. Students were also interviewed using a questionnaire about 42 assistive devices to understand their awareness and use.Results: Male participants were 72.8%. Of the total, 27.6% students had best corrected visual acuity <6/18 to 1/60, and the rest had <1/60 vision. The awareness about tactile and sound-based technology was good among students: Braille books (98%), Braille slate and stylus (99.2%), handheld audio recorders (77.6%) and screen readers (77.2%). Good awareness was reported for abacus (88.8%), walking long canes (94.4%) and smart cane (89.6%), audible balls (96%), Braille chess (82.8%) and talking watch (98%). Among the students with <6/18 to 1/60 vision, the awareness of visual based technology ranged from 0.8% (typoscope) to 43.6% (video magnifiers). Braille technology was used for reading by 96.4% (books) and for writing by 96.8% (Braille slate and stylus) irrespective of visual status. Other devices were poorly used ranging from nil (typoscope) to 55% (screen readers). The use of math and science learning devices was poor (<20%). Walking canes were used by 59% of students whereas 87.2% students used audible ball for games.Conclusion: The results showed that majority of students used tactile based technology irrespective of visual status.Implications for rehabilitationStudents with visual disability need assistive technology for a wide range of activities including academic learning.Students in schools for the blind who have binocular best corrected vision acuity of 1/60 or better should be encouraged to use visual based assistive technology instead of tactile based.Students with binocular best corrected vision acuity less than1/60 should be encouraged to use other available tactile and sound-based assistive technologies as well as Braille books and Braille slate and stylus for their academic activities including maths and sciences.Teachers should be trained in the use of various assistive technologies for reading, writing, maths, sciences, sports, mobility and activities of daily living. DA - 2020/// PY - 2020 DO - 10.1080/17483107.2019.1604829 DP - Taylor and Francis+NEJM VL - 15 IS - 6 SP - 663 EP - 669 SN - 1748-3107 UR - https://doi.org/10.1080/17483107.2019.1604829 Y2 - 2021/03/04/13:48:47 KW - Assistive technology KW - awareness KW - blind schools KW - utilization KW - visual disability ER - TY - BLOG TI - Reimagining Education for Continuous Learning and Teaching AU - Sengeh, David Moinina AU - McBurnie, Chris AU - Beoku-Betts, Iman AU - Kargobai, Grace AU - Sebold, Juliet DA - 2021/// PY - 2021 UR - https://edtechhub.org/2021/09/14/edtech-in-sierra-leone-reimagining-education-for-continuous-learning-and-teaching/ ER - TY - BLOG TI - Transforming education service delivery in Sierra Leone: from evidence to action AU - Sengeh, David Moinina AU - May-Wilson, Hannah T2 - Global Partnership for Education AB - Sierra Leone’s education system has been plagued by events that have challenged the effective delivery of high-quality education for every child for nearly three decades. But thanks to a program launched in 2018, the government is achieving greater access, quality, and equity for children by removing financial barriers to school enrollment and improving teaching and learning outcomes. DA - 2020/// PY - 2020 LA - en ST - Transforming education service delivery in Sierra Leone UR - https://www.globalpartnership.org/blog/transforming-education-service-delivery-sierra-leone-evidence-action Y2 - 2020/12/17/09:58:23 KW - _C:Sierra Leone SLE ER - TY - BLOG TI - Education service transformation in Sierra Leone: Where policy meets the people | Blog | Global Partnership for Education AU - Sengeh, David Moinina AB - As GPE prepares to launch a new five-year strategic plan responding to partner countries’ demands for transformative change, GPE Board Member and Minister of Basic and Senior Secondary Education David Moinina Sengeh shares learnings from his first year of office on what transforming education means to the people of Sierra Leone. DA - 2020/11// PY - 2020 LA - en ST - Education service transformation in Sierra Leone UR - https://www.globalpartnership.org/blog/education-service-transformation-sierra-leone-where-policy-meets-people Y2 - 2020/12/16/15:57:20 KW - _C:Sierra Leone SLE ER - TY - ELEC TI - Education service transformation in Sierra Leone: Where policy meets the people AU - Sengeh, David DA - 2020/// PY - 2020 UR - https://www.globalpartnership.org/blog/education-service-transformation-sierra-leone-where-policy-meets-people KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Localización de la demanda insatisfecha de instituciones educativas. Una propuesta metodológica basada en sala de cuatro (4) años de nivel inicial en Argentina AU - Sendón, María Alejandra DA - 2022/// PY - 2022 DP - Zotero SP - 12 LA - es ER - TY - JOUR TI - The Malawi Platform for Action: Peace AU - Semu, Linda AU - Kadzamira, Esme T2 - Violence Against Women, the Girl Child and Economic Empowerment DA - 1995/// PY - 1995 DP - Google Scholar ST - The Malawi Platform for Action KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - JOUR TI - Left to their own devices: the everyday realities of one-to-one classrooms AU - Selwyn, Neil AU - Nemorin, Selena AU - Bulfin, Scott AU - Johnson, Nicola F. T2 - Oxford Review of Education DA - 2017/// PY - 2017 DO - 10.1080/03054985.2017.1305047 DP - Google Scholar VL - 43 IS - 3 SP - 289 EP - 310 ST - Left to their own devices KW - __C:filed:1 ER - TY - CHAP TI - Schools in the Digital Age: How might things be otherwise? AU - Selwyn, Neil AU - Nemorin, Selena AU - Bulfin, Scott AU - Johnson, Nicola F. T2 - Everyday Schooling in the Digital Age: High School, High Tech? DA - 2018/// PY - 2018 DP - Google Scholar SP - 171 EP - 190 PB - Routledge ST - Schools in the Digital Age KW - __C:filed:1 ER - TY - MGZN TI - digital education after COVID-19 AU - Selwyn, Neil AU - MacGilchrist, Felicitas AU - Williamson, Ben T2 - TECHLASH DA - 2020/06// PY - 2020 IS - 1 UR - http://der.monash.edu.au/lnm/wp-content/uploads/2020/06/TECHLASH-01-COVID-education.pdf Y2 - 2020/06/24/13:57:38 ER - TY - BOOK TI - Is technology good for education? AU - Selwyn, Neil AB - Digital technologies are a key feature of contemporary education. Schools, colleges and universities operate along high-tech lines, while alternate forms of online education have emerged to challenge the dominance of traditional institutions. According to many experts, the rapid digitization of education over the past ten years has undoubtedly been a ‘good thing’. Is Technology Good For Education? offers a critical counterpoint to this received wisdom, challenging some of the central ways in which digital technology is presumed to be positively affecting education. Instead Neil Selwyn considers what is being lost as digital technologies become ever more integral to education provision and engagement. Crucially, he questions the values, agendas and interests that stand to gain most from the rise of digital education. This concise, up-to-the-minute analysis concludes by considering alternate approaches that might be capable of rescuing and perhaps revitalizing the ideals of public education, while not denying the possibilities of digital technology altogether. CY - Cambridge DA - 2016/// PY - 2016 LA - en PB - Polity Press SN - 978-0-7456-9650-8 UR - https://bit.ly/3r82ePY KW - Social Science / Popular Culture KW - Social Science / Sociology / General KW - ___working_potential_duplicate ER - TY - JOUR TI - Minding our language: why education and technology is full of bull**** … and what might be done about it AU - Selwyn, Neil T2 - Learning, Media and Technology DA - 2016/07/02/ PY - 2016 DO - 10.1080/17439884.2015.1012523 DP - Taylor and Francis+NEJM VL - 41 IS - 3 SP - 437 EP - 443 SN - 1743-9884 ST - Minding our language UR - https://www.semanticscholar.org/paper/Minding-our-language%3A-why-education-and-technology-Selwyn/a0a187c5de0e7246d58df95e8e9c6f779a5566e3 Y2 - 2019/09/20/13:22:37 KW - ___working_potential_duplicate ER - TY - CHAP TI - Technology and education – Why it's crucial to be critical AU - Selwyn, Neil T2 - Critical Perspectives on Technology and Education A2 - Bulfin, S. A2 - Johnson, N.F. A2 - Rowan, L. CY - Basingstoke and St. Martins, New York DA - 2015/// PY - 2015 SP - 245 EP - 255 PB - Palgrave Macmillan UR - https://www.academia.edu/7771394/Technology_and_education_-_why_its_crucial_to_be_critical ER - TY - RPRT TI - Guidance Note on Education Data Mapping in Sub-Saharan Africa: Moving from theory to practice AU - Selwaness, Irene AU - Adam, Taskeen AU - Lawson, Laté AU - Heady, Lucy DA - 2022/08/04/ PY - 2022 LA - en PB - EdTech Hub ST - Guidance Note on Education Data Mapping in Sub-Saharan Africa KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - How Constructivist-Based Teaching Influences Students Learning Science AU - Seimears, C. Matt AU - Graves, Emily AU - Schroyer, M. Gail AU - Staver, John T2 - The Educational Forum AB - The purpose of this article is to provide details about the beneficial processes the constructivist pedagogy has in the area of teaching science. No Child Left Behind could possibly cause detrimental effects to the science classroom and the constructivist teacher, so this essay tells how constructivist-based teaching influences students and their learning of science. DA - 2012/04/01/ PY - 2012 DO - 10.1080/00131725.2011.653092 DP - Taylor and Francis+NEJM VL - 76 IS - 2 SP - 265 EP - 271 SN - 0013-1725 UR - https://doi.org/10.1080/00131725.2011.653092 Y2 - 2020/09/11/08:35:29 KW - curriculum and instruction KW - elementary education KW - science education ER - TY - JOUR TI - Machines as teammates: a research agenda on AI in team collaboration AU - Seeber, I. AU - Bittner, E. AU - Briggs, R.O. T2 - Information & Management DA - 2020/// PY - 2020 DO - 10.1016/j.im.2019.103174 VL - 57 IS - 2 SP - 1 EP - 22 LA - en ER - TY - JOUR TI - Teacher recruitment and retention: A critical review of international evidence of most promising interventions AU - See, Beng Huat AU - Morris, Rebecca AU - Gorard, Stephen AU - Kokotsaki, Dimitra AU - Abdi, Sophia T2 - Education Sciences DA - 2020/// PY - 2020 DO - 10.3390/educsci10100262 DP - Google Scholar VL - 10 IS - 10 SP - 262 ST - Teacher recruitment and retention ER - TY - RPRT TI - RIMA - Recopilación de información para la mejora de los aprendizajes: Informe de resultados evaluación de Matemática y Español RIMA 2020 y 2021 [Results report of the evaluation of Mathematics and Spanish RIMA 2020 and 2021] AU - Secretary of Education of Guanajuato DA - 2021/// PY - 2021 LA - es KW - Final_citation ER - TY - RPRT TI - RIMA - Recopilación de información para la mejora de los aprendizajes: Manual del proceso (aplicación y devolución de resultados). [RIMA - Collection of information for improving learning: Process manual (application and return of results] AU - Secretary of Education of Guanajuato DA - 2021/// PY - 2021 LA - es KW - Final_citation ER - TY - BOOK TI - A Commonwealth Guide to Ocean Climate Finance: A Guidance Document for Policy-Makers and Ocean Advocates AU - Secretariat, Commonwealth AB - Drawing from a wide range of resources on ocean climate finance, this guide is intended to support practitioners, policy-makers and ocean advocates to understand the ‘seascape’ of ocean climate finance, and empower them to design and develop more successful ocean climate finance applications. It introduces the special characteristics of ocean-based mitigation and adaptation projects, explains the diffferent sources and types of finance available, and equips readers with a practical understanding of the priorities of different funding groups from both the public and private sectors. The global ocean is a critically important component of the Earth’s biosphere and climate system, but it faces tremendous threats from the impacts of climate change, including warming, acidification, pollution and development. While the global landscape of climate finance is growing quickly, funding for ocean-based climate mitigation and adaptation projects remains disproportionately small. In this context, the guide provides a clear and practical guide for project design and development, including best practices for securing finance and a wealth of tools and resources for those seeking funding for ocean-based initiatives. These include decision trees to identify the best funding match for your project; checklists for finance applications; and perhaps most importantly, a long-term, strategic approach to project development that is focused on building communities of practice and partnerships between governments, the private sector, public institutions, civil society organisations and communities. It also includes summaries of funding sources and investment models, as well as case studies and examples of best practice. The guide encourages project proponents to pursue long-term planning for crosscutting projects that deliver multiple integrated goals, both environmental and social. Recognising and addressing the unique features and opportunities of ocean-based projects, and the barriers to them, can contribute to realistic and impactful project design. Furthermore, proactively building partnerships with the private sector allows project proponents to access the largest source of finance in the global economy as well as its associated skills and resources. DA - 2022/11/03/ PY - 2022 DP - www.thecommonwealth-ilibrary.org LA - en PB - Commonwealth iLibrary ST - A Commonwealth Guide to Ocean Climate Finance UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1074 Y2 - 2023/05/12/09:29:54 ER - TY - BOOK TI - Addressing Online Violence Against Women and Girls in the Commonwealth Africa Region: The Role of Bystanders AU - Secretariat, Commonwealth AB - This report provides a summary of the phenomenon of online violence against women in various African Commonwealth membercountries and describes the legal frameworks and their limitations and the challenges these present. The report also makes suggestions on how totackle these issues in order to find solutions to the problem of online violence against women and girls. DA - 2023/03/17/ PY - 2023 DP - www.thecommonwealth-ilibrary.org LA - en PB - Commonwealth iLibrary ST - Addressing Online Violence Against Women and Girls in the Commonwealth Africa Region UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1099 Y2 - 2023/05/12/09:30:15 ER - TY - BOOK TI - Addressing Online Violence Against Women and Girls in the Commonwealth Asia Region: The Role of Bystanders AU - Secretariat, Commonwealth AB - Online violence is increasing rapidly and is emerging as one of the biggest threats facing the online world today. Acts of online violence take multiple forms, including cyberstalking, cyberbullying, sexual harassment, sex trolling, doxing, hate speech, public shaming and intimidation. Broadly speaking, online violence against women and girls and the victimisation pattern in Commonwealth Asia member countries are consistent with the overall global trend. However, given unique formal and informal institutions in these countries, perpetration and victimisation related to OVAWG have many significant aspects that are different from most other countries in the world. As a result of underdeveloped regulations and regulatory infrastructure related to OVAWG, it is difficult to arrest, prosecute and convict the perpetrators in most of these countries. Meanwhile, societal norms tend to make victims of OVAWG feel devalued and excluded. DA - 2023/02/03/ PY - 2023 DP - www.thecommonwealth-ilibrary.org LA - en PB - Commonwealth iLibrary ST - Addressing Online Violence Against Women and Girls in the Commonwealth Asia Region UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1097 Y2 - 2023/05/12/09:30:32 ER - TY - BOOK TI - Addressing Online Violence Against Women and Girls in the Commonwealth Caribbean and the Americas: The Role of Bystanders AU - Secretariat, Commonwealth AB - The purpose of this report is to map the prevalence of online violence against women and girls, with a particular focus on so-called innocent bystanders and the state of laws, institutions, policies and practices within the Caribbean and Americas regionof the Commonwealth (Canada). Cyberviolence against women and girls in the Commonwealth countries of the Caribbean and Americas (Canada) is recognised as a serious problem, and measures are being taken to address it. The prevalence of cyberviolence in terms of its root causes and impacts is gender based, with a disproportionate impact on females and marginalised individuals where there is also intersectionality of race, ethnicity, religion, sexual orientation, poverty, disability and other socioeconomic factors. Similar types of violence against women and girls often occur in both offline and online spheres or originate in one sphere and carried through into the other. In the most serious cases, cyberviolence can lead to physical assaults and even suicide. DA - 2023/01/31/ PY - 2023 DP - www.thecommonwealth-ilibrary.org LA - en PB - Commonwealth iLibrary ST - Addressing Online Violence Against Women and Girls in the Commonwealth Caribbean and the Americas UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1091 Y2 - 2023/05/12/09:30:36 ER - TY - BOOK TI - Addressing Online Violence Against Women and Girls in the Commonwealth Europe Region: The Role of Bystanders AU - Secretariat, Commonwealth AB - This report contributes to the Commonwealth study on online violence against women and girls (OVAWG) and considers the prevalence of online violence and the role of bystanders as well as therelevant laws, institutions, policies and practices to address the problem in the European region of the Commonwealth, namely Cyprus, Malta and the United Kingdom of Great Britain (England, Scotland and Wales) and Northern Ireland (UK). The report highlights the complex nature of OVAWG and the difficulties associated with differences in terminology resulting in inconsistent data collection and varied legal responses across the European region of the Commonwealth. It also details the role of bystanders and their criminal or civil liability that, it argues, are relatively new considerations in the OVAWG space. An understanding of the nature and presentation ofOVAWG is required by bystanders, including the impact on victims to drive action. DA - 2023/03/31/ PY - 2023 DP - www.thecommonwealth-ilibrary.org LA - en PB - Commonwealth iLibrary ST - Addressing Online Violence Against Women and Girls in the Commonwealth Europe Region UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1103 Y2 - 2023/05/12/09:30:03 ER - TY - BOOK TI - Addressing Online Violence Against Women and Girls in the Commonwealth Pacific Region: The Role of Bystanders AU - Secretariat, Commonwealth AB - This report focuses on the role of online bystanders in reducing online violence against women and girls (VAWG), including consideration of any related policies or laws. Given the relatively recent emergence of bystanders as potential facilitators and exacerbators of online crime, policy responses have tended to focus on the virtual versions of existing physical crimes, such as ‘cyber’ bullying and ‘cyber’ stalking, and/or the dissemination of intimate images online (when previously they might have been posted on a physical bulletin board). Moreover, these policy responses have tended to focus on capturing perpetrators, but not bystanders, within a legislative framework. DA - 2023/02/06/ PY - 2023 DP - www.thecommonwealth-ilibrary.org LA - en PB - Commonwealth iLibrary ST - Addressing Online Violence Against Women and Girls in the Commonwealth Pacific Region UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1093 Y2 - 2023/05/12/09:30:29 ER - TY - BOOK TI - Bridging the Human Rights Implementation Gap: A Commonwealth Survey AU - Secretariat, Commonwealth AB - In January 2022, the Commonwealth Secretariat launched a survey of national frameworks for the implementation of international human rights obligations in Commonwealth member states. The primary objectives of the survey were to: a. Contribute to the body of knowledge, such as studies conducted by the Office of the United Nations High Commissioner for Human Rights (OHCHR) and other organisations, on the role and effectiveness of National Mechanisms for Implementation, Reporting and Follow-up (NMIRFs). Recent OHCHR studies have shown that NMIRFs are vital for improved implementation and reporting on human rights. They have identified several essential ‘capacities’ for enhanced performance, including engagement, co-ordination, consultation and information management. b. Map existing national systems for implementation, reporting and follow-up to understand how they implement their mandates, and thereby facilitate an exchange of good practice and lessons learnt. c. Understand specific needs for further technical assistance for Commonwealth member states to establish and/or strengthen NMIRFs. d. Provide information to be used in advocacy for formulating common guiding principles on NMIRFs. DA - 2023/02/08/ PY - 2023 DP - www.thecommonwealth-ilibrary.org LA - en PB - Commonwealth iLibrary ST - Bridging the Human Rights Implementation Gap UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1095 Y2 - 2023/05/12/09:30:17 ER - TY - BOOK TI - Early Childhood Care and Education (ECCE) Toolkit: Long form version AU - Secretariat, Commonwealth AB - High-quality and accessible Early Childhood Care and Education (ECCE) lays the foundation for healthy and well-functioning societies. Effective ECCE systems equip young children with the means to develop to their fullest potential during their formative years, in a safe and inspiring environment, nurtured by well trained professional teachers and carers. The Commonwealth’s ECCE Toolkit has been designed as a resource for Ministers of Education and officials to increase access to quality ECCE services, for ages 0 to 8 years, using a multi-sectoral approach. This toolkit outlines five features to support this approach, covering topics including conducting situational ECCE sector analyses, planning and implementing quality services,methods to expand access, and monitoring and evaluating ECCE systems. In addition, it aims to assist governments in ensuring these services are responsive to the rights, needs, and capabilities of children, their families and their communities. DA - 2022/11/16/ PY - 2022 DP - www.thecommonwealth-ilibrary.org LA - en PB - Commonwealth iLibrary ST - Early Childhood Care and Education (ECCE) Toolkit UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1085 Y2 - 2023/05/12/09:26:49 ER - TY - BOOK TI - Environmental, Social and Governance Practices for Value Creation in the Commonwealth AU - Secretariat, Commonwealth AB - The concept of ESG is used to effectively assess longer-term environmental, social and governance risks and opportunities for firms. It has gained traction in recent years with the public sector and with international finance institutions. Three key challenges remain to ensure effective ESG sector outcomes and growth. First, the most common criticism of ESG is that it provides opportunities for companies to engage in ‘greenwashing’ – inflating their sustainability credentials while continuing business-as-usual. Second, the application of ESG lacks a clear or standardised definition or assessment methodology. This results in high uncertainty around scoring and impact. Finally, although ESG has been growing in all regions, the maturity of regulatory and policy frameworks is highly unequal. DA - 2023/04/20/ PY - 2023 DP - www.thecommonwealth-ilibrary.org LA - en PB - Commonwealth iLibrary UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1104 Y2 - 2023/05/12/09:30:01 ER - TY - BOOK TI - Fiscal Policy Options for Resilient and Sustainable Development AU - Secretariat, Commonwealth AB - Creating enabling environments and the capacity to access and generate multidimensional financing for development, climate change and enhanced resilience, remains challenging amid global pressures. One feasible approach is to revisit the criteria for financing allocation and the management of earmarked international transfers and debt relief. This paper focuses on fiscal policy options for resilient and sustainable development. An appropriate design and mix of national taxes would help raise revenues efficiently, reduce the cost of doing business and the barriers to exports, and encourage economic integration to counteract disruptions in global value chains. DA - 2023/04/06/ PY - 2023 DP - www.thecommonwealth-ilibrary.org LA - en PB - Commonwealth iLibrary UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1106 Y2 - 2023/05/12/09:29:59 ER - TY - BOOK TI - Parametric Climate Insurance Using Blockchain Technology: A Feasibility Study on Technical and Economic Viability in Fiji AU - Secretariat, Commonwealth AB - Blockchain technology has the potential to drive efficiencies throughout the insurance value chain. This study aimed to investigate the likely customer demand for, technical feasibility and economic viability of blockchain-based climate catastrophe insurance (BBCCI) in Fiji. The report analysed BBCCI’s application in the context of Fiji by undertaking a technical feasibility assessment, which was followed by an economic feasibility assessment. Based on these assessments, a roadmap for the implementation of BBCCI in Fiji is recommended. DA - 2022/11/17/ PY - 2022 DP - www.thecommonwealth-ilibrary.org LA - en PB - Commonwealth iLibrary ST - Parametric Climate Insurance Using Blockchain Technology UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1087 Y2 - 2023/05/12/09:30:38 ER - TY - BOOK TI - Realising Article 24 of the Convention on the Rights of Persons with Disabilities: Case Studies in Mainstreaming and Inclusive Education AU - Secretariat, Commonwealth AB - As part of an ongoing commitment to support the development of a more inclusive education system across Commonwealth countries, the Commonwealth Secretariat commissioned documentation to support good policy and practice, particularly on including students with disabilities in mainstream education. This has been prepared with the objective of initiating a wider dialogue on inclusive practices for mainstreaming disability.This document provides examples from 11 Commonwealth countries, highlighting the process of change that is underway in these countries and the evolution of policies and strategies to improve access to education for children with disabilities.It additionally provides models and self-assessment tools to support policy-makers and education professionals as they work towards achieving Sustainable Development Goal (SDG) 4 to ensure inclusive andequitable quality education and promote lifelong learning opportunities for all. DA - 2023/01/31/ PY - 2023 DP - www.thecommonwealth-ilibrary.org LA - en PB - Commonwealth iLibrary ST - Realising Article 24 of the Convention on the Rights of Persons with Disabilities UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1090 Y2 - 2023/05/12/09:30:33 ER - TY - BOOK TI - Respect in the Commonwealth: A toolkit for building relationships, generating new ideas and increasing respect AU - Secretariat, Commonwealth AB - This 'project in a box' on building resilience and inter-community dialogue encompasses detailed instructions, illustrations, and inspiration. The toolkit focuses on how to deliver workshops on inter- and intra-community relationship building, and aims to improve global citizenship literacy, awareness of tools and learning of skills to build socially cohesive and tolerant communities that are resilient to violent extremism. This toolkit is for anyone who feels motivated to improve relationships and respect in the community, the workplace and even among friends and family. You can use it to improve respect generally or to tackle a specific issue, such as hate speech or inter-ethnic conflict. Depending on your level of experience of bringing people together, and the kinds of issues you are working with, you will find a range of different tools to apply. Whether you are experienced in facilitating change or are just starting out, this toolkit has been designed and tested for you. DA - 2022/06/15/ PY - 2022 DP - www.thecommonwealth-ilibrary.org LA - en PB - Commonwealth iLibrary ST - Respect in the Commonwealth UR - https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1069 Y2 - 2023/05/12/09:29:51 ER - TY - BOOK TI - The researchED Guide to The Curriculum: An evidence-informed guide for teachers AU - Sealy, Edited by Clare A3 - Bennett, Tom AB - researchED is an educator-led organisation with the goal of bridging the gap between research and practice.This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.In this edition, Clare Sealy explores how schools can get the most out of a rich curriculum, editing contributions from a wide range of writers, including: Neil Almond; Andrew Percival; Doug Lemov and Emily Badillo; Sonia Thompson; Christine Counsell; Michael Young; Ruth Ashbee; and Aurora Reid. DA - 2020/05/29/ PY - 2020 DP - Amazon SP - 122 LA - English PB - John Catt SN - 978-1-912906-38-3 ST - The researchED Guide to The Curriculum ER - TY - RPRT TI - Teacher CPD: International trends, opportunities and challenges AU - Scutt, Cat AU - Baeyer, Sarah DA - 2019/// PY - 2019 PB - Chartered College of Teaching UR - http://viscountnelson.net/wp/wp-content/uploads/2019/12/CCT-Publication-CPD-Report-.pdf#page=60 Y2 - 2020/08/19/15:52:18 KW - C:International ER - TY - CONF TI - The Proposal for a LTSN Project Grant AU - Scribe, Richard Atkinson Birmingham- AU - Haßler, Björn AU - Quinney, Douglas AB - R. Atkinson, M. Barry, B. Haßler, D. Quinney, “A research proposal on diagnostic testing”, Proceedings of the Undergraduate Mathematics Teaching Conference 2001, Birmingham University. C3 - Proceedings of the Undergraduate Mathematics Teaching DA - 2001/11// PY - 2001 SP - 49 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Listening to Young Lives at Work in Ethiopia AU - Scott, Douglas AU - Favara, Marta AU - Porter, Catherine CY - Young Lives DA - 2020/08// PY - 2020 M3 - COVID-19 Phone Survey Headlines Report PB - Oxford Department of International Development UR - https://www.younglives.org.uk/sites/www.younglives.org.uk/files/YOL-Ethiopia-Headlines-FirstPhoneSurvey-Aug20_0.pdf Y2 - 2020/08/20/11:16:17 ER - TY - BLOG TI - The classroom goes hybrid AU - Scott, Craig T2 - AV Magazine AB - Craig Scott, chief technology officer of ViewSonic, explores post-Covid-19 education and preparing for a world of hybrid learning and teaching. DA - 2020/09/08/T14:52:23+01:00 PY - 2020 LA - en UR - https://www.avinteractive.com/features/comment/classroom-goes-hybrid-08-09-2020/ Y2 - 2020/09/11/10:04:23 ER - TY - JOUR TI - Global perspectives on teacher learning: improving policy and practice AU - Schwille, Jack AU - Dembelé, Martial T2 - UNESCO-IIEP AB - This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... | Find, read and cite all the research you need on ResearchGate DA - 2007/01// PY - 2007 LA - en ST - Global perspectives on teacher learning UR - https://www.researchgate.net/publication/44837475_Global_Perspectives_on_Teacher_Learning_improving_policy_and_practice Y2 - 2020/09/15/17:56:48 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - Global perspectives on teacher learning: improving policy and practice AU - Schwille, J. AU - Dembélé, M. T2 - Fundamentals of Educational Planning Series CY - Paris DA - 2007/// PY - 2007 PB - UNESCO: International Institute for Educational Planning ST - Global perspectives on teacher learning: improving policy and practice UR - https://unesdoc.unesco.org/ark:/48223/pf0000150261 KW - C:International ER - TY - JOUR TI - Learner-centred education in developing country contexts: From solution to problem? AU - Schweisfurth, Michele T2 - International Journal of Educational Development AB - Learner-centred education (LCE) has been a recurrent theme in many national education policies in the global South, and has had wide donor support through aid programmes and smaller projects and localised innovations. However, the history of the implementation of LCE in different contexts is riddled with stories of failures grand and small. In coming to understand how LCE has been conceived, researched, and reported in relation to developing country contexts, a good starting point is the International Journal of Educational Development (IJED), where a wide range of articles on this theme has been published over the years. In all, 72 relevant articles were identified among the issues available on-line, comprising a weighty body of evidence concerning the nature and implementation of LCE. The vast majority are studies exploring the issues – and problems – of implementation of LCE-based programmes in particular settings. Emerging from these investigations is a variety of explanations for this perennial challenge: problems with the nature of reform and its implementation; barriers of material and human resources; interactions of divergent cultures; and the all-important questions of power and agency in the process. After a descriptive breakdown of the 72 articles, each of these implementation issues is explored in turn. The article considers the implications of this for future initiatives, research and scholarship in this area. The begged questions are: why do the same problems recur repeatedly, and how do we move beyond the normative ‘shoulds’ and the practical ‘can’ts’? DA - 2011/09// PY - 2011 DO - 10.1016/j.ijedudev.2011.03.005 DP - ScienceDirect VL - 31 IS - 5 SP - 425 EP - 432 J2 - International Journal of Educational Development LA - EN SN - 0738-0593 ST - Learner-centred education in developing country contexts UR - http://www.sciencedirect.com/science/article/pii/S0738059311000472 Y2 - 2015/01/26/13:55:42 KW - _C:Barbados BRB KW - _C:Botswana BWA KW - _C:Brunei Darussalam BRN KW - _C:Canada CAN KW - _C:China CHN KW - _C:Eritrea ERI KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Guinea-Bissau GNB KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Malawi MWI KW - _C:Mexico MEX KW - _C:Namibia NAM KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Papua New Guinea PNG KW - _C:Peru PER KW - _C:Poland POL KW - _C:Russian Federation RUS KW - _C:Saudi Arabia SAU KW - _C:Sierra Leone SLE KW - _C:Solomon Islands SLB KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Syrian Arab Republic SYR 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:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Learner-centred education in international perspective AU - Schweisfurth, Michele T2 - Journal of International and comparative Education DA - 2013/// PY - 2013 DO - 10.14425/00.45.70 DP - Google Scholar VL - 2 IS - 1 SP - 1 EP - 8 UR - http://e-journal.um.edu.my/public/article-view.php?id=3668 Y2 - 2015/04/30/10:06:24 ER - TY - JOUR TI - Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning AU - Schweisfurth, Michele T2 - International Journal of Educational Development AB - Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend. DA - 2015/01// PY - 2015 DO - 10.1016/j.ijedudev.2014.10.011 DP - ScienceDirect VL - 40 SP - 259 EP - 266 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Learner-centred pedagogy UR - http://www.sciencedirect.com/science/article/pii/S0738059314001084 Y2 - 2015/04/30/10:00:40 KW - Learner-centred education KW - Pedagogy KW - Post-2015 KW - ___working_potential_duplicate ER - TY - RPRT TI - Modernisation Of Vocational Education And Training – The International Consultancy Adopted By BIBB AU - Schwarz, Michael AU - Janssen, Bettina AU - Cáceres-Reebs, Diana AU - Medrikat, Ilona DA - 2016/// PY - 2016 DP - Zotero LA - en UR - https://www.bibb.de/dokumente/pdf/ab12_modernisation_of_vet.pdf Y2 - 2018/06/11/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -missingHU KW - CC:Germany KW - CLL:en KW - publicImportV1 ER - TY - BOOK TI - Modernisierung beruflicher Bildung: der internationale Beratungsansatz des BIBB AU - Schwarz, Michael AU - Janssen, Bettina AU - Cáceres-Reebs, Diana AU - Medrikat, Ilona CY - Bonn DA - 2016/// PY - 2016 DP - Gemeinsamer Bibliotheksverbund ISBN LA - de PB - Bundesinstitut für Berufsbildung SN - 978-3-945981-23-8 ST - Modernisierung beruflicher Bildung KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -missingHU KW - CLL:de KW - publicImportV1 ER - TY - CONF TI - Indoor Air Quality and Overheating in UK Classrooms–an Archetype Stock Modelling Approach AU - Schwartz, Y. AU - Korolija, I. AU - Symonds, P. AU - Godoy-Shimizu, D. AU - Dong, J. AU - Hong, S. M. AU - Mavrogianni, A. AU - Grassie, D. AU - Mumovic, D. AB - Abstract. Children spend a large part of their waking lives in school buildings. There is substantial evidence that poor indoor air quality (IAQ) and thermal discomfort can have detrimental impacts on the performance, wellbeing and health of schoolchildren and staff. Maintaining good IAQ while avoiding overheating in classrooms is challenging due to the unique occupancy patterns and heat properties of schools. Building stock modelling has been extensively used in recent years to quantify and evaluate performance of large numbers of buildings at various scales. This paper builds on an archetype stock modelling approach which represents the diversity of the school stock in England through an analysis of The Property Data Survey Programme (PDSP) and the Display Energy Certificates (DEC) databases. The model was used for simulating Indoor-to-Outdoor pollution ratios to estimate indoor air pollution levels (NO2, PM2.5 and CO2) and thermal comfort (overheating) in two climate areas in England: London and the West Pennines. analysis highlighted variations in classrooms’ indoor CO2 levels in different seasons and explored the risk of overheating in relation to a classroom’s orientation. C3 - Journal of Physics: Conference Series DA - 2021/// PY - 2021 DO - 10.1088/1742-6596/2069/1/012175 DP - Google Scholar VL - 2069 SP - 012175 PB - IOP Publishing KW - BE:RELEVANT ER - TY - RPRT TI - Remedial Education Programs to Accelerate Learning for All AU - Schwartz, Analice C. DA - 2012/// PY - 2012 DP - DOI.org (Crossref) LA - en PB - Global Partnership for Education UR - http://elibrary.worldbank.org/doi/book/10.1596/26824 Y2 - 2020/07/27/13:20:26 ER - TY - BOOK TI - Design Thinking for Educators AU - Schurr, Michael DP - Zotero LA - en AN - 261495:HPJKGN4A ER - TY - BOOK TI - Design Thinking for Educators - Designers Workbook AU - Schurr, Michael DP - Zotero LA - en AN - 261495:ES58XVW8 ER - TY - BOOK TI - Design Thinking for Educators - Designers Workbook (Arabic) AU - Schurr, Michael DA - 2020/// PY - 2020 DP - Zotero LA - Arabic KW - _r:ImportedToMyEducationEvidence ER - TY - BOOK TI - Design Thinking for Educators - Designers Workbook (English/Arabic) AU - Schurr, Michael DA - 2020/// PY - 2020 DP - Zotero LA - en KW - _r:ImportedToMyEducationEvidence ER - TY - BOOK TI - Design Thinking for Educators - Toolkit (Arabic) AU - Schurr, Michael DA - 2020/// PY - 2020 DP - Zotero LA - Arabic KW - _r:ImportedToMyEducationEvidence ER - TY - BOOK TI - Design Thinking for Educators - Toolkit (English/Arabic) AU - Schurr, Michael DA - 2020/// PY - 2020 DP - Zotero LA - en KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Final Evaluation Report: Evaluation of Africa Educational Trust’s Speak Up II in South Sudan AU - Schulze, Charles DA - 2019/// PY - 2019 UR - https://africaeducationaltrust.org/wp-content/uploads/2014/10/Speak-Up-II-Final-Evaluation.pdf Y2 - 2020/04/04/16:54:36 ER - TY - JOUR TI - Why Governments Should Invest More to Educate Girls AU - Schultz, T.Paul T2 - World Development DA - 2002/// PY - 2002 DO - 10.1016/S0305-750X(01)00107-3 VL - 30 SP - 207 EP - 25 ER - TY - JOUR TI - Innovation durch Kooperation: Ausbildungspartnerschaften im Bausektor AU - Schultz, Susanne U. AB - Diese explorative Studie zu den Fachkräftebedarfen und Kooperationsinteressen von Unternehmen im Baubereich in Nordrhein-Westfalen beleuchtet die Potenziale einer partnerschaftlichen Zusammenarbeit zur länderübergreifenden, beruflichen Ausbildung mit Ghana. DA - 2021/// PY - 2021 DO - 10.11586/202111610.11586/2021116 DP - DOI.org (Datacite) LA - de ST - Innovation durch Kooperation UR - https://www.bertelsmann-stiftung.de/de/publikationen/publikation/did/innovation-durch-kooperation-ausbildungspartnerschaften-im-bausektor-all Y2 - 2022/05/03/13:24:56 KW - Baubranche KW - Berufsausbildung KW - Fachkräftebedarf KW - Migration KW - Transnationale Qualifizierungs- und Mobilitätspartnerschaft KW - Zuwanderung KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Inequitable Dispersion: Mapping the Distribution of Highly Qualified Teachers in St. Louis Metropolitan Elementary Schools AU - Schultz, Lyndsie Marie T2 - Education Policy Analysis Archives AB - The No Child Left Behind (NCLB) Act of 2001 required all schools, including those located in historically disadvantaged areas, to employ highly qualified teachers. Schools in areas with higher levels of poverty and students of color have historically employed a higher percentage of less qualified teachers (Clotfelter, Ladd, & Vidgor, 2005, 2006; Hill & Lubienski, 2007; Lankford, Loeb, & Wyckoff, 2002). This study examines the distribution, location, and exceptions to highly qualified teachers in St. Louis metropolitan elementary schools. Using Geographic Information Systems (GIS), this study demonstrates how the distribution of highly qualified teachers remains relevant to urban education policy discussions. DA - 2014/09/08/ PY - 2014 DP - ERIC VL - 22 IS - 90 LA - en SN - EISSN-1068 2341 ST - Inequitable Dispersion UR - https://eric.ed.gov/?id=EJ1050052 Y2 - 2021/03/07/17:45:19 KW - Educational Legislation KW - Elementary School Teachers KW - Elementary Schools KW - Federal Legislation KW - Lebanon_event_2021 KW - Minority Group Students KW - Poverty KW - Predictor Variables KW - Socioeconomic Status KW - Teacher Certification KW - Teacher Effectiveness KW - Teacher Qualifications KW - Urban Education KW - Urban Schools KW - _C:Argentina ARG KW - _C:Bolivia BOL KW - _C:Brazil BRA KW - _C:Chad TCD KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:India IND KW - _C:Mexico MEX KW - _C:Peru PER KW - _C:Portugal PRT KW - _C:Spain ESP KW - _C:United States USA KW - _C:Venezuela VEN KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Implementing Inclusive Education AU - Schuelka, Matthew J. AB - This rapid review synthesises evidence and literatures on the key elements of successful implementation of inclusive education. This includes a clear concept and definition of inclusive education. Second element is concrete inclusive education targets, indicators, measures, and outcomes. Third, an understanding of existing structural, educational, and cultural challenges to successful implementation. Fourth, a well-designed implementation strategy that includes a clear plan, evaluation, and school review process. Fifth, providing inclusive education training, sustained support, and resources for all teachers and school leaders. Final element is national leadership on inclusive education policy, education management information systems, curricular-reform, and coordinating social systems such as inclusive education and inclusive employment. In addition to this, this review also identifies that inclusive education is a continuous process of educational transformation, and a clear set of equity indicators – such as from UNESCO (2017) – can support inclusive education implementation. Measuring the success of inclusive education should go beyond merely counting students to evaluate access, but should include measures of educational quality, outcomes, and experiences. It also finds that the barriers to inclusive education are well-understood now, and include inadequacies in policy and legal support, resources and facilities, specialised staff, teacher training, pedagogical techniques, flexible curricula, supportive leadership, and cultural attitudes. However, current thinking suggests that it is perhaps more useful to think about ways in which existing successful inclusive education practices can be identified and scaled up, rather than focusing attention on deficiencies. In summary, key factors in inclusive education implementation include school and classroom level implementation such as school reviews and plans; training and supporting all teachers in inclusive practices, not just ‘specialised’ ones; and supporting school leadership to enact an inclusive vision for their schools. National-level implementation requires enabling policy to clearly articulate and support inclusive education; having strong systems to data collection and management; providing flexibility in curriculum; and coordinating with other aspects of society in which inclusive education factors, such as employment. DA - 2018/08/29/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14230 Y2 - 2022/12/18/18:15:27 KW - ⛔ No DOI found ER - TY - JOUR TI - A Knowledge Development Perspective on Literature Reviews: Validation of a New Typology in the IS Field AU - Schryen, Guido AU - Wagner, Gerit AU - Benlian, Alexander AU - Paré, Guy T2 - Communications of the AIS AB - Literature reviews (LRs) play an important role in the development of domain knowledge in all fields. Yet, we observe a lack of insights into the activities with which LRs actually develop knowledge. To address this important gap, we (1) derive knowledge building activities from the extant literature on LRs, (2) suggest a knowledge-based typology of LRs that complements existing typologies, and (3) apply the suggested typology in an empirical study that explores how LRs with different goals and methodologies have contributed to knowledge development. The analysis of 240 LRs published in 40 renowned IS journals between 2000 and 2014 allows us to draw a detailed picture of knowledge development achieved by one of the most important genres in the IS field. An overarching contribution of our work is to unify extant conceptualizations of LRs by clarifying and illustrating how LRs apply different methodologies in a range of knowledge building activities to achieve their goals with respect to theory. DA - 2020/// PY - 2020 DP - ris.uni-paderborn.de VL - 46 SP - 134 EP - 168 LA - eng SN - 1529-3181 ST - A Knowledge Development Perspective on Literature Reviews UR - https://ris.uni-paderborn.de/record/11946 Y2 - 2024/01/18/22:35:36 KW - ⛔ No DOI found ER - TY - JOUR TI - Teacher leadership: A systematic review, methodological quality assessment and conceptual framework AU - Schott, Carina AU - van Roekel, Henrico AU - Tummers, Lars G. T2 - Educational Research Review DA - 2020/// PY - 2020 DO - 10.1016/j.edurev.2020.100352 DP - Google Scholar VL - 31 SP - 100352 ST - Teacher leadership ER - TY - COMP TI - Rensvandeschoot/software-overview-machine-learning-for-screening-text AU - schoot, Rens van de AB - The repository aims to create an overview and comparison of software used for systematically screening large amounts of textual data using machine learning. DA - 2023/07/11/T18:14:36Z PY - 2023 DP - GitHub UR - https://github.com/Rensvandeschoot/software-overview-machine-learning-for-screening-text Y2 - 2024/01/19/23:02:53 KW - _Added-ailr-2024 KW - active-learning KW - machine-learning KW - software-development KW - systematic-reviews ER - TY - JOUR TI - How to Construct a Mixed Methods Research Design AU - Schoonenboom, Judith AU - Johnson, R. Burke T2 - Kolner Zeitschrift Fur Soziologie Und Sozialpsychologie AB - This article provides researchers with knowledge of how to design a high quality mixed methods research study. To design a mixed study, researchers must understand and carefully consider each of the dimensions of mixed methods design, and always keep an eye on the issue of validity. We explain the seven major design dimensions: purpose, theoretical drive, timing (simultaneity and dependency), point of integration, typological versus interactive design approaches, planned versus emergent design, and design complexity. There also are multiple secondary dimensions that need to be considered during the design process. We explain ten secondary dimensions of design to be considered for each research study. We also provide two case studies showing how the mixed designs were constructed. DA - 2017/// PY - 2017 DO - 10.1007/s11577-017-0454-1 DP - PubMed Central VL - 69 IS - Suppl 2 SP - 107 EP - 131 J2 - Kolner Z Soz Sozpsychol SN - 0023-2653 UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5602001/ Y2 - 2021/11/07/01:02:43 ER - TY - ELEC TI - Handbook-01_Core-Concepts-in-Assessment.pdf AU - Schools2030 UR - https://schools2030.org/wp-content/uploads/2022/01/Handbook-01_Core-Concepts-in-Assessment.pdf Y2 - 2022/03/30/12:54:09 ER - TY - RPRT TI - Handbook-03_Measuring-Non-Academic-Learning.pdf AU - Schools2030 UR - https://schools2030.org/wp-content/uploads/2022/01/Handbook-03_Measuring-Non-Academic-Learning.pdf Y2 - 2022/03/31/17:51:21 ER - TY - GEN TI - Holistic Learning Domains AU - Schools2030 UR - https://schools2030.org/ ER - TY - RPRT TI - Schools 2030 Human-Centered Design Toolkit AU - Schools2030 UR - https://schools2030.org/ ER - TY - ELEC TI - Schools2030-Domains.pdf AU - Schools2030 UR - https://schools2030.org/wp-content/uploads/2022/02/Schools2030-Domains.pdf Y2 - 2022/03/30/07:55:59 ER - TY - ELEC TI - Summary-of-Handbook-03_Measuring-Non-Academic-Learning.pdf AU - Schools2030 UR - https://schools2030.org/wp-content/uploads/2022/01/Summary-of-Handbook-03_Measuring-Non-Academic-Learning.pdf Y2 - 2022/03/30/15:16:44 ER - TY - ELEC TI - Uganda’s Record-Breaking Two-Year School Closure Led to… No Decline in the Number of Kids Who Can Read? AU - Schools2030 T2 - Center For Global Development AB - A couple weeks ago, Uganda finally ended the longest national school closure on record, reopening its public schools after nearly two full years. One might anticipate a fairly dramatic decline in learning levels. Indeed, in a very non-scientific poll of my twitter followers, the dominant view was that reading levels would collapse. That is not exactly what the Uwezo team found in their data, however. On Uwezo’s headline measure of reading competency, the new data reveal essentially the opposite: an improvement. LA - en UR - https://www.cgdev.org/blog/ugandas-record-breaking-two-year-school-closure-led-to-no-decline-number-kids-who-can-read Y2 - 2022/03/29/08:52:27 ER - TY - GEN TI - Professional Development Framework for Digital Learning (South Africa) AU - SchoolNet South Africa DA - 2017/01/12/ PY - 2017 PB - schoolnet UR - https://www.schoolnet.org.za/wp-content/uploads/2017-12-01-Professional-Development-Framework-for-Digital-Learning-Final.pdf Y2 - 2024/01/12/00:00:00 ER - TY - RPRT TI - GraphoGame Teacher Training Service: evaluation report AU - School-to-School International (STS) DA - 2017/04// PY - 2017 PB - Agora Center, University of Jyväskylä, Finland UR - https://allchildrenreading.org/wp-content/uploads/2019/07/Agora-Center-Project-Evaluation.pdf KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2425917 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - JOUR TI - A Narrative Literature Review of Natural Language Processing Applied to the Occupational Exposome AU - Schoene, Annika Marie AU - Basinas, Ioannis AU - Tongeren, Martie van AU - Ananiadou, Sophia T2 - International Journal of Environmental Research and Public Health AB - The evolution of the Exposome concept revolutionised the research in exposure assessment and epidemiology by introducing the need for a more holistic approach on the exploration of the relationship between the environment and disease. At the same time, further and more dramatic changes have also occurred on the working environment, adding to the already existing dynamic nature of it. Natural Language Processing (NLP) refers to a collection of methods for identifying, reading, extracting and untimely transforming large collections of language. In this work, we aim to give an overview of how NLP has successfully been applied thus far in Exposome research.We conduct a literature search on PubMed, Scopus and Web of Science for scientific articles published between 2011 and 2021. We use both quantitative and qualitative methods to screen papers and provide insights into the inclusion and exclusion criteria. We outline our approach for article selection and provide an overview of our findings. This is followed by a more detailed insight into selected articles.Overall, 6420 articles were screened for the suitability of this review, where we review 37 articles in depth. Finally, we discuss future avenues of research and outline challenges in existing work.Our results show that (i) there has been an increase in articles published that focus on applying NLP to exposure and epidemiology research, (ii) most work uses existing NLP tools and (iii) traditional machine learning is the most popular approach. CN - openalex: W4285495954 DA - 2022/07/13/ PY - 2022 DO - 10.3390/ijerph19148544 VL - 19 IS - 14 SP - 8544 EP - 8544 SN - 1660-4601 UR - https://doi.org/10.3390/ijerph19148544 KW - openalex:citedBy KW - openalex:import KW - selected_for:effects of climate ch...on learning...LMICs 2024 KW - tagged ER - TY - JOUR TI - Topic modeling as a strategy of inquiry in organizational research: A tutorial with an application example on organizational culture AU - Schmiedel, T. AU - Müller, O AU - Brocke, J. T2 - Organizational Research Methods DA - 2019/// PY - 2019 DO - 10.1177/1094428118773858 VL - 22 IS - 4 SP - 941 EP - 968 LA - en KW - _Added-ailr-2024 ER - TY - BOOK TI - Praxishandbuch Wirtschaft in Afrika A3 - Schmidt, Thomas A3 - Pfaffenberger, Kay A3 - Liebing, Stefan CY - Wiesbaden DA - 2017/// PY - 2017 DP - Gemeinsamer Bibliotheksverbund ISBN LA - de PB - Springer Gabler SN - 978-3-658-14481-4 978-3-658-14482-1 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - CLL:de KW - publicImportV1 ER - TY - BOOK TI - Building a high-quality teaching profession: lessons from around the world AU - Schleicher, Andreas T2 - International Summit on the Teaching Profession AB - This report presents the best current evidence about what can make teacher-oriented reforms effective and points to examples of reforms that have produced specific results, show promise or illustrate imaginative ways of implementing change. Its four chapters cover recruitment and initial preparation of teachers; teacher development, support, careers and employment conditions; teacher evaluation and compensation; and teacher engagement in education reform. CY - Paris DA - 2011/11/21/ PY - 2011 DP - OECD LA - en PB - Organisation for Economic Co-operation and Development SN - 978-92-64-09843-5 ST - Building a high-quality teaching profession UR - http://www.oecd-ilibrary.org/content/book/9789264113046-en Y2 - 2015/03/10/20:31:09 ER - TY - BOOK TI - Preparing Teachers and Developing School Leaders for the 21st Century: Lessons from around the World AU - Schleicher, Andreas AB - Results from the Organisation for Economic Cooperation and Development's (OECD's) Programme for International Student Assessment (PISA) have shown that the degree to which education systems succeed in equipping students with important foundation skills varies significantly. Since the quality of teaching is at the heart of student learning outcomes, it is an appealing idea to bring together education leaders from high performing and rapidly improving education systems to explore to what extent educational success and some of the policies related to success transcend the specific characteristics of cultures and countries. To this end, in March 2012 the second "International Summit on the Teaching Profession" was held in New York, hosted by the U.S. Department of Education, the OECD and Education International. The Summit brought together education ministers, union leaders and other teacher leaders from high-performing and rapidly improving education systems, as measured by PISA, to review how to best improve the quality of teaching, teachers and school leaders. This publication underpinned the Summit with available research about what can make educational reforms effective, and highlights examples of reforms that have produced specific results, show promise or illustrate imaginative ways of implementing change. The Summit was organized around three interconnected themes: (1) Developing Effective School Leaders; (2) Preparing Teachers to Deliver 21st-Century Skills; and (3) Matching Teacher Demand and Supply. Selected comparative data on education from OECD sources are annexed. Individual chapters contain references and notes. (Contains 37 figures and 35 boxes.) DA - 2012/// PY - 2012 DP - ERIC LA - en PB - OECD Publishing SN - 978-92-64-17421-4 ST - Preparing Teachers and Developing School Leaders for the 21st Century Y2 - 2020/09/10/18:27:26 KW - Administrator Effectiveness KW - Communication Skills KW - Comparative Analysis KW - Cooperation KW - Creativity KW - Critical Thinking KW - Educational Assessment KW - Educational Change KW - Educational Innovation KW - Foreign Countries KW - Outcomes of Education KW - Problem Solving KW - Student Evaluation KW - Teacher Education KW - Teacher Effectiveness KW - Teacher Leadership KW - Teacher Supply and Demand KW - Teaching (Occupation) KW - Technology Uses in Education KW - Unions ER - TY - JOUR TI - Contrasting Screen-Time and Green-Time: A Case for Using Smart Technology and Nature to Optimize Learning Processes AU - Schilhab, Theresa S. S. AU - Stevenson, Matt P. AU - Bentsen, Peter T2 - Frontiers in Psychology DA - 2018/06/01/ PY - 2018 DO - 10.3389/fpsyg.2018.00773 DP - Crossref VL - 9 LA - en SN - 1664-1078 ST - Contrasting Screen-Time and Green-Time UR - https://www.frontiersin.org/article/10.3389/fpsyg.2018.00773/full Y2 - 2018/06/08/19:54:16 KW - _C:Denmark DNK KW - _C:Norway NOR KW - _C:Turkey TUR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Higher education and development: Critical issues and debates AU - Schendel, Rebecca AU - McCowan, Tristan T2 - Education and international development: an introduction DA - 2015/// PY - 2015 DP - Google Scholar SP - 275 EP - 293 ST - Higher education and development KW - ⛔ No DOI found ER - TY - JOUR TI - The perils of preprints AU - Schalkwyk, May C. I. van AU - Hird, Thomas R. AU - Maani, Nason AU - Petticrew, Mark AU - Gilmore, Anna B. T2 - BMJ AB -

Their use and platforms require greater scrutiny

DA - 2020/08/17/ PY - 2020 DO - 10.1136/bmj.m3111 DP - www.bmj.com VL - 370 SP - m3111 J2 - BMJ LA - en SN - 1756-1833 UR - https://www.bmj.com/content/370/bmj.m3111 Y2 - 2021/10/05/18:37:31 ER - TY - BOOK TI - Why Programs Fail: Lessons for Improving Public Service Quality from a Mixed-Methods Evaluation of an Unsuccessful Teacher Training Program in Nepal T2 - Staff Paper P21-3 A3 - Schaffner, Julie A3 - Glewwe, Paul A3 - Sharma, Uttam AB - Using a randomized control trial embedded within a mixed-methods evaluation, we find that an at-scale government teacher training program, of a common but seldom-evaluated form, has little or no impact on student learning. We then document five challenges that the policy’s design failed to address, related to: oversight of training sessions, school-level difficulties in releasing teachers for training (lack of substitute teachers), deficits in teachers’ subject knowledge, deficits in teachers’ post-training accountability and support, and students’ needs for differentiated instruction. We discuss implications for the literatures on teacher training program design and on good governance for public service provision DA - 2021/// PY - 2021 DP - AgEcon Search SP - 49 LA - eng ST - Why Programs Fail KW - Community/Rural/Urban Development KW - Final_citation KW - Public Economics KW - Teaching/Communication/Extension/Profession KW - cited KW - existing ER - TY - JOUR TI - GIS in Schools: Experiences and Progress in Germany AU - Schaefer, Dirk DP - Zotero SP - 10 LA - en KW - _C:Germany DEU KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Artificial intelligence-based conversational agents for chronic conditions: systematic literature review AU - Schachner, Theresa AU - Keller, Roman AU - v Wangenheim, Florian T2 - Journal of medical Internet research DA - 2020/// PY - 2020 DO - 10.2196/20701 DP - Google Scholar VL - 22 IS - 9 SP - e20701 ST - Artificial intelligence-based conversational agents for chronic conditions UR - https://www.jmir.org/2020/9/e20701/ Y2 - 2024/02/24/10:03:15 ER - TY - JOUR TI - Students’ Learning Processes during School-Based Learning and Workplace Learning in Vocational Education: A Review AU - Schaap, Harmen AU - Baartman, Liesbeth AU - Bruijn, Elly de T2 - Vocations and Learning AB - Learning in vocational schools and workplaces are the two main components of vocational education. Students have to develop professional competences by building meaningful relations between knowledge, skills and attitudes. There are, however, some major concerns about the combination of learning in these two learning environments, since vocational schools are primarily based on the rationales of learning and theory, while workplaces are based on the rationales of working and practice. This study therefore aims to structure empirical insights into students’ learning processes during the combination of school-based learning and workplace learning in vocational education. A review-study has been conducted in which ultimately 24 articles were analyzed thoroughly. The review shows that students’ learning processes in vocational schools and workplaces are related to six main themes: students’ expertise development, students’ learning styles, students’ integration of knowledge acquired in school and workplace, processes of knowledge development, students’ motivations for learning and students’ professional identity development. Our results show that students are novices who use specific and different learning styles and learning activities in vocational schools and workplaces. It is concluded that the enhancement of students’ learning processes needs to be adaptive and differentiated in nature. Recommendations for further research are elaborated and suggestions for the enhancement of students’ learning processes are discussed using insights from hybrid learning environments and boundary crossing via boundary objects. DA - 2012/07/01/ PY - 2012 DO - 10.1007/s12186-011-9069-2 DP - link.springer.com VL - 5 IS - 2 SP - 99 EP - 117 J2 - Vocations and Learning LA - en SN - 1874-785X, 1874-7868 ST - Students’ Learning Processes during School-Based Learning and Workplace Learning in Vocational Education UR - https://link.springer.com/article/10.1007/s12186-011-9069-2 AN - DOI-10.1007/s12186-011-9069-2 Y2 - 2018/08/01/14:50:31 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - publicImportV1 ER - TY - CHAP TI - Connecting early language and literacy to later reading disabilities: Evidence, theory, and practice AU - Scarborough, H S T2 - Handbook for research in early literacy A2 - Neuman, S A2 - Dickinson, D CY - New York, NY DA - 2001/// PY - 2001 SP - 97 EP - 110 PB - Guildford Press ER - TY - JOUR TI - Zoom Around the World: Using Videoconferencing Technology for International Trainings AU - Scanga, Lauren Hrncirik AU - Deen, Mary Katherine Y. AU - Smith, Suzanne R. AU - Wright, Kevin T2 - Journal of Extension AB - This article describes an innovative model of educational programming used by our team of U.S. Extension educators for an international development project in Burundi, Africa. Our team designed a model to provide ongoing professional development trainings at a distance using Zoom, a videoconferencing platform. Over a 2-year period, we conducted 18 Zoom trainings with Burundian educators. On the basis of participant evaluation data and the literature, we present key principles for using distance technology in international development projects. Given the current economy and budget cuts in Extension, videoconferencing provides an opportunity for Extension to remain engaged internationally. DA - 2018/// PY - 2018 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - AA:Africa KW - C:Burundi 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:economy KW - P:technology KW - R:evaluation KW - T:Ausbildung KW - Z:international development KW - Z:professional development KW - Z:school gardens KW - Z:videoconferencing KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Meta-Analysis With Complex Research Designs: Dealing With Dependence From Multiple Measures and Multiple Group Comparisons AU - Scammacca, Nancy AU - Roberts, Greg AU - Stuebing, Karla K. T2 - Review of Educational Research AB - Previous research has shown that treating dependent effect sizes as independent inflates the variance of the mean effect size and introduces bias by giving studies with more effect sizes more weight in the meta-analysis. This article summarizes the different approaches to handling dependence that have been advocated by methodologists, some of which are more feasible to implement with education research studies than others. A case study using effect sizes from a recent meta-analysis of reading interventions is presented to compare the results obtained from different approaches to dealing with dependence. Overall, mean effect sizes and variance estimates were found to be similar, but estimates of indexes of heterogeneity varied. Meta-analysts are advised to explore the effect of the method of handling dependence on the heterogeneity estimates before conducting moderator analyses and to choose the approach to dependence that is best suited to their research question and their data set. DA - 2014/09// PY - 2014 DO - 10.3102/0034654313500826 DP - DOI.org (Crossref) VL - 84 IS - 3 SP - 328 EP - 364 J2 - Review of Educational Research LA - en SN - 0034-6543, 1935-1046 ST - Meta-Analysis With Complex Research Designs UR - http://journals.sagepub.com/doi/10.3102/0034654313500826 Y2 - 2023/11/01/23:22:32 ER - TY - JOUR TI - Exploring How Preschoolers Use IPads to Develop Phonemic Awareness: A Case Study AU - Scalf, Patricia Pounds DA - 2020/// PY - 2020 DP - Google Scholar ST - Exploring How Preschoolers Use IPads to Develop Phonemic Awareness KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Croatia HRV KW - _C:Germany DEU KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Norway NOR KW - _C:Sweden SWE 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 - Arbeitsmarktorientierte Berufsbildung unter besonderer Berücksichtigung des sog. informellen Sektors in Burkina Faso AU - Sawadogo, Wendkouni J Eric DA - 2012/// PY - 2012 LA - Deutsch PB - University of Dresden 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 - 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 - GEN TI - R. Mitchell (2019)‘Mapping the landscape of education research by scholars based in sub-Saharan Africa: Insights from the African Education Research Database. Synthesis report’, REAL Centre, University of Cambridge AU - Rose, P. AU - Downing, P. AU - Asare, S. DP - Google Scholar ST - R. Mitchell (2019)‘Mapping the landscape of education research by scholars based in sub-Saharan Africa ER - TY - JOUR TI - Analysing Digital Literacy Frameworks AU - Rosado, Eliana AU - Belisle, Claire AB - This paper presents the comparative analysis of ten frameworks for ICT and Education. These frameworks have been selected as representative of the different policies and strategies deployed by governments from the turn of the century to 2005 to address the digital literacy educational challenge. The analysis focuses on the characteristics of these frameworks, and on the ultimate results that have been attributed to them. A more detailed description of each one can be found in the accompanying information files that make up the annexes. Résumé : Ce document comporte une analyse comparative de dix programmes-cadres pour l'intégration des technologies de l'information et de la communication dans l'éducation. Ces programmes ont été sélectionnés en tant que représentatifs des différentes politiques et stratégies d'éducation mises en oeuvre par les gouvernements ces dix dernières années pour répondre au défi de la litéracie numérique. Cette analyse porte principalement sur les caractéristiques de ces programmes et sur les résultats qui leur ont été attribués. Une description plus complète de chaque programme est accessible dans le document annexe. DA - 2006/01/01/ PY - 2006 DP - ResearchGate KW - ⛔ No DOI found ER - TY - JOUR TI - A socially just pedagogy in the use of mobile devices in higher education? The case of Humanities first-year students at a South African university AU - Rooyen, Carina Van AU - Marais, Ingrid Estha T2 - Scholarship of Teaching and Learning in the South AB - In a highly unequal society such as South Africa, higher education is seen as having a social justice mandate to widen participation, and using technology is one way to achieve this. One university in South Africa made mobile devices compulsory for all first-year students since 2014. This article, drawing on data collected from first-year Humanities students at this university, attempts to understand whether the use of mobile devices for learning met requirements for a socially just pedagogy. We used a sequential mixed methods research design, first surveying the first-year Humanities students in late 2015, and then followed up with focus group discussions in 2016 and early 2017. We utilise Nancy Fraser’s idea of ‘participatory parity’ to unpack a socially just pedagogy, and specifically focus on the component of access to resources. We found that most students had functional access to devices and on-campus data. The manner in which these were accessed was affirmative, rather than transformative. By extending the notion of access beyond just opportunity (functional access as owning or having access to a device and data), to also knowing how to use the opportunity (digital access through digital literacies and fluencies), we found that our case study fell short of being socially just pedagogy. We urge that lecturers take up a central role in enabling students to use their devices for transformative learning. How to cite this article:VAN ROOYEN, Carina; MARAIS, Ingrid Estha. A socially just pedagogy in the use of mobile devices in higher education? The case of Humanities first-year students at a South African university. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 53-70, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=66 This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ DA - 2018/09/30/ PY - 2018 DO - 10.36615/sotls.v2i2.66 DP - www.scilit.net VL - 2 IS - 2 SP - 53 EP - 70 LA - en SN - 25231154 ST - A socially just pedagogy in the use of mobile devices in higher education? UR - https://www.scilit.net/article/9cd4f0d71267fc40476adb58d7e042e0 Y2 - 2020/08/12/17:07:04 KW - _C:France FRA KW - _C:India IND KW - _C:Saudi Arabia SAU KW - _C:South Africa ZAF KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - CHAP TI - Using GIS and spatial modelling to support school network planning in Estonia AU - Roosaare, Jüri AU - Sepp, Edgar AB - A spatial decision support system based on geo-informatics and spatial modelling tools has been used to provide a reorganization plan of school networks, The study was undertaken in collaboration with the Ministry of Education and Research of Estonia DA - 2012/01/01/ PY - 2012 DP - ResearchGate SP - 95 EP - 108 SN - 978-1-78100-712-9 KW - _C:Austria AUT KW - _C:Estonia EST KW - _C:France FRA KW - _C:Germany DEU KW - _C:Portugal PRT KW - _C:Russian Federation RUS KW - _C:State of Palestine PSE KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Baseline Study for Distance Technical and Professional Education in Mozambique AU - Romiszowski, A AB - This baseline study has been undertaken to describe and analyse the current situation with respect to TVET, in order to evaluate the needs and the viability of employing open and distance Learning (ODL), and in particular eLearning in a flexible and blended approach. The main focus of the study is directed to that part of the system that is under the responsibility of the National Directorate for Technical and Professional Education (DINET) – namely the pre-tertiary level public-sector TVET institutions. These institutions are classified into three levels, equivalent to the subdivisions of the general education system: elementary, basic and medium, the last being equivalent to high school – the 11th and 12th grades. Elementary level courses are offered in 36 technical schools, 28 offer basic level courses and 19 offer courses at the medium level, a total of 85. DA - 2015/// PY - 2015 LA - en UR - http://oasis.col.org/handle/11599/1775 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Mozambique 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:manufacture KW - P:teachers KW - P:technology KW - Q:ICT KW - Q:ODEL KW - Q:distance education KW - Q:open education KW - T:Ausbildung KW - T:Educação Profissional Técnica de Nível Médio KW - T:TVET KW - T:competency-based training KW - T:professional and vocational education KW - T:trainee KW - publicImportV1 ER - TY - JOUR TI - Tackling Climate Change with Machine Learning AU - Rolnick, David AU - Donti, Priya L. AU - Kaack, Lynn H. AU - Kochanski, Kelly AU - Lacoste, Alexandre AU - Sankaran, Kris AU - Ross, Andrew Slavin AU - Milojevic-Dupont, Nikola AU - Jaques, Natasha AU - Waldman-Brown, Anna AU - Luccioni, Alexandra Sasha AU - Maharaj, Tegan AU - Sherwin, Evan D. AU - Mukkavilli, S. Karthik AU - Kording, Konrad P. AU - Gomes, Carla P. AU - Ng, Andrew Y. AU - Hassabis, Demis AU - Platt, John C. AU - Creutzig, Felix AU - Chayes, Jennifer AU - Bengio, Yoshua T2 - ACM Computing Surveys AB - Climate change is one of the greatest challenges facing humanity, and we, as machine learning (ML) experts, may wonder how we can help. Here we describe how ML can be a powerful tool in reducing greenhouse gas emissions and helping society adapt to a changing climate. From smart grids to disaster management, we identify high impact problems where existing gaps can be filled by ML, in collaboration with other fields. Our recommendations encompass exciting research questions as well as promising business opportunities. We call on the ML community to join the global effort against climate change. DA - 2023/02/28/ PY - 2023 DO - 10.1145/3485128 DP - DOI.org (Crossref) VL - 55 IS - 2 SP - 1 EP - 96 J2 - ACM Comput. Surv. LA - en SN - 0360-0300, 1557-7341 UR - https://dl.acm.org/doi/10.1145/3485128 Y2 - 2024/02/24/11:09:08 ER - TY - ELEC TI - Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study AU - Rolleston, C. AU - Hoddinott, J. AU - Dawit, T. AU - Sabates, R. AU - Woldehanna, T. T2 - (RISE Working Paper Series 21/071). Research on Improving Systems of Education (RISE): Oxford, UK. (2021) AB - Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N= 3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls DA - 2021/05// PY - 2021 LA - eng M3 - Working / discussion paper ST - Understanding Achievement in Numeracy Among Primary School Children in Ethiopia UR - http://doi.org/10.35489/BSG-RISE-WP_2021/071 Y2 - 2023/01/07/20:46:42 ER - TY - JOUR TI - P for Platform. Architectures of large-scale participatory design AU - Roland, Lars Kristian AU - Sanner, Terje Aksel AB - Participatory Design (PD) has traditionally been committed to extensive interaction between developers and situated users to mitigate the disempowering consequences of computerization, such as the deskilling of labour workers. However, the widespread adoption of off-the-shelf software and the emergence of complex information system architectures with interdependencies across user groups and organizations challenge the applicability of traditional custom PD. Pressure is put on PD to scale with initiatives that span an increasing number and distribution of heterogeneous settings, developers, users and uses over time. In this article, we follow a PD project that started out in post-apartheid South Africa more than two decades ago. The project, which centres on the development of a software product for decentralised public health care management, has since grown into a venture with a significant footprint in the Global South. In order to problematise the scaling of key aspects of PD, such as the politics of design, the nature of participation and participatory design techniques, we first review extant literature and develop a classification of four different types of PD with respect to scale. We then apply the typology to our empirical case to discuss PD in relation to architectural traits at different stages of project scale. We contribute to PD literature by addressing the exploratory research question: What role does architecture play in large scale PD? Specifically, the study highlights how an emergent platform architecture and its surrounding ecosystem co-constitute a platform for participation in design. DA - 2017/// PY - 2017 DP - Zotero VL - 29 SP - 33 LA - en ER - TY - JOUR TI - 6. ORACY AND LITERACY IN THE MAKING AU - ROJAS-DRUMMOND, SYLVIA AU - MÁRQUEZ, ANA MARÍA AU - HOFMANN, RIIKKA AU - MAINE, FIONA AU - RUBIO, ANA LUISA AU - HERNÁNDEZ, JOSÉ AU - GUZMÁN, KISSY T2 - Open Spaces for Interactions and Learning Diversities DA - 2016/// PY - 2016 DO - 10.1007/978-94-6300-340-7_6 DP - Google Scholar SP - 69 KW - __C:filed:1 ER - TY - CHAP TI - Oracy and Literacy in the Making: Collaborative Talk and Writing in Grade 6 Mexican Classrooms AU - Rojas-Drummond, Sylvia AU - María, Márquez Ana AU - Riikka, Hofmann AU - Fiona, Maine AU - Luisa, Rubio Ana AU - José, Hernández AU - Kissy, Guzmán T2 - Open Spaces for Interactions and Learning Diversities DA - 2016/// PY - 2016 DP - Google Scholar SP - 69 EP - 108 PB - Springer ST - Oracy and Literacy in the Making KW - __C:filed:1 ER - TY - JOUR TI - Impact of childhood screening for disability/impairment on education and learning AU - Rohwerder, Brigitte AB - Evidence indicates that disability is a leading cause of marginalisation in education, with enrolment, primary school completion and literacy rates consistently falling below those of non-disabled children, as children with disabilities are ‘less likely to attend or remain in school, have lower transition and completion rates and do not achieve the levels of results of their peers’ (Wapling, 2016, p. 3). A number of screening tools have been used in low and middle income countries, including in schools, to identify children at risk of disability and to direct them to appropriate help. However, as many children with disabilities are out of school, screening which takes place solely in schools may miss them. New and innovative screening technologies and tools are being developed, with the aim of overcoming some of the challenges faced in low and middle income countries. However, there appears to be very little evidence which looks at the impact of screening on education and learning outcomes of children with disabilities. A systematic review of education for children with disabilities in low and middle income finds that there is relatively little formal research which assesses strategies for ensuring quality education for children with disabilities, including in relation to impairment identification (Wapling, 2016, p. 3). DA - 2017/10/06/ PY - 2017 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13364 Y2 - 2022/12/18/18:15:17 KW - ⛔ No DOI found ER - TY - JOUR TI - MOOCs and the claim of education for all: A disillusion by empirical data AU - Rohs, Matthias AU - Ganz, Mario T2 - International Review of Research in Open and Distance Learning AB - MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all. DA - 2015/11// PY - 2015 DO - 10.19173/irrodl.v16i6.2033 DP - ProQuest VL - 16 IS - 6 LA - English SN - 14923831 ST - MOOCs and the claim of education for all UR - http://search.proquest.com/docview/1770070648/abstract/28DB32F24ED7450FPQ/1 Y2 - 2016/09/27/14:59:36 KW - Access to education KW - Digital Divide KW - Distance learning KW - Education KW - MOOCs KW - Socioeconomic factors ER - TY - JOUR TI - MOOCs and the claim of education for all: A disillusion by empirical data AU - Rohs, Matthias AU - Ganz, Mario T2 - International Review of Research in Open and Distance Learning AB - MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all. DA - 2015/11// PY - 2015 DO - 10.19173/irrodl.v16i6.2033 DP - ProQuest VL - 16 IS - 6 LA - English SN - 14923831 ST - MOOCs and the claim of education for all UR - http://search.proquest.com/docview/1770070648/abstract/28DB32F24ED7450FPQ/1 Y2 - 2016/09/27/14:59:36 KW - Access to education KW - Digital Divide KW - Distance learning KW - Education KW - Final_citation KW - MOOCs KW - Socioeconomic factors KW - cited KW - existing 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: